1. Unfilled Positions
FWEA Meeting
March 18, 2019

2. What the data tells us We have 219 active guest teachers
Need an average of 106 per day YTD through February
In we averaged 16 unfilled positions through February:
16.4
In we averaged 14 unfilled positions YTD
In we averaged 13 unfilled positions YTD

3. What the data tells us Data from last two weeks: 182 196 M T W F 28 35
Total -          Unfilled Certificated Positions
Subs needed on Friday M T W F 28 35 21 32 65
182
   43 50 13 36 64
196

4. Addressing the problem
Address Supply and Demand
Limit and spread out training
Educate staff on issues impacting uncovered classrooms
Recruit more guest teachers
Continue to monitor and address possible abuse

5. Put in absences in a way that increases the likelihood they will get covered
On Friday, 54/64 unfilled positions were entered within the day of need
Why?
8406 jobs in Frontline
Of those 677 were either picked up by incoming phone calls from calls to the system
All other jobs were managed through the online system which equates to .08
(less than 1% of jobs are picked up using the phone)
How You Can Help

6. How You Can Help Encourage responsible use of wellness
Wellness leave is intended to be utilized for
personal and family illness,
medical and legal appointments, emergencies, and
the occasional personal or family event that cannot be scheduled outside of the workday.
Staff members who appear to violate the intended purpose of wellness leave may be asked by the District to explain leave previously taken and/or be required to document subsequent use…
How You Can Help

7. Help us recruit
Talk to Volunteers
Talk to PTAs
Information to share:
They can work at one school
They can pick and choose their assignment
Specific teachers can request them
They need at least a Bachelors Degree
They apply on line
How You Can Help

8. $155/ day after district provided training
Help us recruit
$140/ day
$155/ day after district provided training
168/ day if they retired from FWPS
$200 bonus for every 20 days worked
20% more per day of they teach during the teacher’s planning
Placed on the salary schedule for Long Term Assignments (20 + days in the same position)
How You Can Help
competitive

9. We currently have 77 subs who have worked just over 10,000 hours
Help us recruit ESP
We currently have 77 subs who have worked just over 10,000 hours
Paid $18.46 to start
Paid step 1 of the position for which they sub after 20 days subbed in a year
How You Can Help
Highest in the region to start

10. Evaluation Topics

11. Growth Mindset CBA Section 5.1 Introduction:
It is a shared belief of the parties that evaluation should promote teacher growth and improve learning outcomes for students and must be meaningful, helpful, objective, and collaborative. We believe that engaging in an inquiry process based on student growth goals, provides a process that is safe for teachers to be able to reflect on their teaching practices, engage in self- assessment, and identify areas of needed professional growth to improve the quality of their teaching. Frequent observations and timely feedback, along with collaborative dialogue and reflection between the evaluator and teacher, further supports teacher professional growth and development.
Alisa: We meet with principals on an on-going basis – in fact, we’re meeting with the principals later this week to share with them what we’re sharing with you today.
All of us have room to grow in our practice – growth mindset is an expectation of both our district and the Association as stated in the CBA.
What does growth mindset look like in growing teacher practice? It starts with having a strengths-based approach.
Based on evidence, a strengths-based stance is identifying a specific practice that a teacher can do on the Rubric – even if it is at a basic, introductory level. Then, identifying the next step in growing the teaching practice.
Segue to next slide…
Growth mindset also means levels of performance
Growth Mindset

12. How are Levels of Performance Determined Each Year?
Levels of Performance (U, B, P, & D) describe the instructional practice (NOT the teacher), and is based on evidence from multiple observations throughout the school year. No one starts automatically at Basic at the beginning of each school year.
If a teacher’s pattern of practice is identified at the end of a school year as Proficient or Distinguished, then this pattern of practice should follow into the new school year.
For example, look at P4 Communication of Learning Target: CLICK
READ PROFICIENT DESCRIPTOR
The teacher achieved a Summative score of Proficient at the end of the school year.
If this is the case, then we would expect Proficient pattern of practice continue into the new school year
Consider where the locus of control is at the beginning of each school year. The locus of control is with the students to reach Distinguished (and some Proficient) for many CEL indicators
Look at CEC1: Classroom arrangement and resources: CLICK
READ DISTINGUISHED DESCRIPTOR
At the beginning of the school year, the teacher is working on shifting the locus of control from themselves to their students
Consider how levels of performance are determined by evaluation type.
Comprehensive Evaluation = feedback provided and level of performance determined by Summative Criteria Score.
Focus Evaluation = The level of performance was previously *determined by the teacher’s last comprehensive summative score! For teachers on a focus evaluation, feedback is provided to promote their growth!
*CBA Section 5.2: The final summative score that will be submitted to the state will be determined using the most recent Comprehensive Summative evaluation score (P or D) OR the current year’s Focused Criterion score if it is Distinguished.
Per the CEL 5D+ Guidelines for Summative Scoring, school administrators are trained to score this way:
Score based on the evidence from multiple observations. The evaluator should be able to point to the evidence gathered across the school year to align this evidence to a performance level in the Rubric.
Start by LOOKING AT BASIC. Move to Proficient if there is evidence to support all parts of the Basic performance level. Move to Distinguished if there is evidence to support all parts of the Proficient performance level. The performance level is distinguished if there is evidence to support all parts of the performance level.
Speaking of evidence…what is considered evidence? NEXT SLIDE…
Pattern of Practice established?
Student “Locus of Control” at beginning of the school year
Evaluation Type:
Comprehensive: Feedback provided to promote teacher growth. Level of performance determined by Summative Score
Focus: Feedback provided to promote teacher growth.
CEL 5D Guidelines:
Score based on evidence from multiple observations.
Start by looking at Basic. Move to Proficient if there is evidence to support…

13. What is Considered Evidence?
CBA 5.2. E.
Final Evidence is Based on Evidence Gathered During the Inquiry Cycles – Evidence is mainly collected during observations as recorded in the evaluator scripts. Observations shall mean “the gathering of evidence made through classroom or worksite visits, or other visits, work samples, or conversations” between the educator and evaluator. In addition to observed practices, evidence may also be gathered through answers to wonderings, artifacts, and student growth data. (if applicable). Prior to completing summative evaluation, the evaluator will discuss how all evidence was considered in determining the summative evaluation.
David: What evidence is gathered of your instructional practice?
Conversations are considered evidence
Coded scripts
Photos
Supporting documents related to observed lessons
Noticings
Wonderings
Analysis/feedback
Responses to Wonderings

14. Who does CEL work for?
CBA Section 5.2 Process for Evaluation:
CEL 5D+ Instructional Framework : Certificated teachers who plan and implement instruction, assess students, and monitor progress for a set group will be evaluated using the CEL 5D+ Instructional Framework. Evaluators will use the Special Education Guiding Questions in Appendix K when evaluating teachers of Self- Contained Education programs.
David: Who is CEL appropriate for?

15. Special Education Guiding Questions
CEL does work for all teachers!
Teaching SpEd does not prevent you from being Proficient or Distinguished

16. ELL Task Force CEL does work for all teachers!
Being a specialist does not prevent you from being Proficient or Distinguished

17. Questions?
Questions? Talk to your supervisor first!