1. McREL TEACHER EVALUATION SYSTEM
Franklin Lakes Public Schools
Version:
Critical to improving school and district performance is a robust human capital strategy that includes quality operational processes. Evaluation systems are intended to provide structure and guidance toward improving personal performance. Currently, many of the evaluation systems in use in schools today offer little guidance for improvement.
A systematic process of comprehensive support must be in place

2. Introduction / Overview
McREL Teacher Evaluation System
The Performance Rating Scale
The Professional Teaching Standards, Rubrics, and Evidence
The Self Assessment

3. Training Outcomes for Today
Understand McREL’s Teacher Evaluation System
Know and understand the Professional Teaching Standards embodied in the rubrics
Know and understand the rating scales used in evaluation
Prepare for the self assessment component of the McREL Teacher Evaluation System
Understand that evaluation cycle applies to all staff regardless of the Teacher Practice tool used
Be an active participant by:
Completing the Self Assessment;
Engaging in the conferences and sharing evidence with the evaluator;
Completing Professional Development Plans.

4. McREL Teacher Evaluation System
Training
Orientation
8. Professional Development Plans
7. Summary Evaluation Conference & Teacher Summary Rating Form
6. Post-Observation
Conference
3. Teacher Self-Assessment
4. Pre-Observation Conference
5. Observations

5. McREL Teacher Evaluation System
Training
Orientation
8. Professional Development Plans
7. Summary Evaluation Conference & Teacher Summary Rating Form
6. Post-Observation
Conference
3. Teacher Self-Assessment
4. Pre-Observation Conference
5. Observations
McREL Teacher Evaluation System
1: Measures validity: measures what is intended (Rubrics)
2: Process: to get the results expected, process is important (can not skip steps) beginning of school year to end of the school year
3: Self assessment
Conducting a Self-Assessment

6. On-line Self Assessment
Using the Teacher Evaluation Rubric, the teacher shall rate his or her own performance at the beginning of the year and reflect on his or her performance throughout the year.
Teachers own their self-assessment and can always go in and create another one.
Teachers share their self-assessment as an artifact of self reflection and it is part of their conferencing each year with their supervisor.
On-line Introduction and practice
Activity: Self-assessment
Purpose: To allow the principal and the supervisor to reflect on past performance and the draft outline of upcoming goals to make a determination on how effectively principals fulfill the responsibilities found in the rubrics of the Evaluation System.
Objective: To think and consider how they have emphasized leadership responsibilities in their past performance. How the emphasis of the responsibilities have affected their personal performance and in turn moved their school to accomplishing their school performance goals.
Materials: Copies of the McREL Principal Evaluation Rubrics (either paper/pencil or on-line).
Time: In session 20 minutes. Can be done as 1st night homework.
Activity: Self-Assessment
Using the rubrics, carefully reflect on your performance of last year or to this point in the school year.
Fill out the rubrics and how you perceive your fulfillment of the leadership responsibilities.
At the end of the each framework section consider;
Artifacts or evidence to support your ratings.
Fulfillment of the leadership responsibilities relating to your attainment of your school accountability goals.

7. Online Self-Assessment

8. McREL Teacher Evaluation System
Training
Orientation
8. Professional Development Plans
7. Summary Evaluation Conference & Teacher Summary Rating Form
6. Post-Observation Conference
3. Teacher Self-Assessment
4. Pre-Observation Conference
5. Observations
McREL Teacher Evaluation System
Pre-Observation Conference

9. Pre-observation Conference
Before the first formal observation, the principal should meet with the teacher to discuss the teacher’s self- assessment based on the Teacher Evaluation Rubric, the teacher’s most recent professional development plan, and the lesson(s) to be observed.
The teacher will provide the principal with a written description of the lesson(s) in their lesson plans.
The goal of this conference is to prepare the principal for the observation.
Pre-Observation conferences are required for at least one observation.

10. Reference During Pre-observation Conference✔ ✔ ✔ ✔ ✔

11. McREL Teacher Evaluation System
Training
Orientation
8. Professional Development Plans
7. Summary Evaluation Conference & Teacher Summary Rating Form
6. Post-Observation Conference
3. Teacher Self-Assessment
4. Pre-Observation Conference
5. Observations
McREL Teacher Evaluation System
Classroom Observations

12. Observations: 2016-2017 Regulatory Changes

13. McREL Teacher Evaluation System
Training
Orientation
8. Professional Development Plans
7. Summary Evaluation Conference & Teacher Summary Rating Form
6. Post-Observation Conference
3. Teacher Self-Assessment
4. Pre-Observation Conference
5. Observations
McREL Teacher Evaluation System
Post-observation Conference

14. Post-Observation Conference
The evaluator should conduct a post-observation conference no later than fifteen school days after each formal observation.
During the post-observation conference, the administrator and teacher discuss the lesson as it relates to the teaching standards and the categorical ratings.

15. The Performance Rating Scale

16. Performance Rating Scale
Distinguished:
Teacher consistently and significantly exceeded basic competence on standard(s) of performance.
Accomplished:
Teacher exceeded basic competence on standard(s) of performance most of the time.

17. Performance Rating Scale
Proficient:
Teacher demonstrated basic competence on standard(s) of performance.
Developing:
Teacher demonstrated adequate growth toward achieving standard(s) during the period of performance, but did not demonstrate competence on standard(s) of performance.
Its ok to be developing…is moving TO proficient

18. Performance Rating Scale
Not Demonstrated: Teacher did not demonstrate the competence on or failed to demonstrate adequate growth toward achieving standard(s) of performance.
NOTE:
If the Not Demonstrated rating is used, the principal/evaluator must comment about why it was used.
If not demonstrated, ask three questions:
Did they refuse to do it?
Do they know how to do it?
Do they have an opportunity to do those things?

19. New Jersey vs. McREL Ratings
STATE
McREL
Ineffective
Partially Effective
Effective
Highly Effective
Not Demonstrated
Developing
Proficient
Accomplished
Distinguished

20. McREL Teacher Evaluation System
Training
Orientation
8. Professional Development Plans
7. Summary Evaluation Conference & Teacher Summary Rating Form
6. Post-Observation Conference
3. Teacher Self-Assessment
4. Pre-Observation Conference
5. Observations
McREL Teacher Evaluation System
Summary Evaluation Conference & Teacher Summary Rating Form
Professional Development Plans

21. Summary Evaluation Conference
Teacher and Evaluator Discuss:
Teacher’s self-assessment
Evaluator’s rating of the teacher on the Teacher Evaluation Rubrics
Artifacts and/or other documentation required by the evaluator
Professional Development Plan for the next school year

22. Teacher Summary Rating Form: Scoring
Principal/Evaluator will:
Give a rating (Not Demonstrated through Distinguished) for each element in the Teacher Evaluation Rubric;
Make a written comment on any element marked Not Demonstrated; Give an overall rating of each standard; and
Provide the teacher with an opportunity to make comments on the form.
Review the completed Teacher Summary Rating Form with the teacher; and
Secure the teacher’s signature on the Record of Teacher Evaluation Activities and Teacher Summary Rating From

23. PROFESSIONAL DEVELOPMENT PLAN
Your PDP, now effective for one year, must incorporate goals related to:
One area derived from the results of observations and evidence in the teacher’s annual performance evaluation;
Additional areas, as appropriate, aligned to (a) the teacher’s role as a member of a collaborative professional learning team and (b) any school and/or district improvement goals; and
Any requirements for professional development stipulated elsewhere in statute or regulation
See your School Professional Development Plans as well as the District Professional Development Plan created by your School Improvement Panels (ScIP) and your District Evaluation Advisory Committee (DEAC) on our District website to add your goals to your PDP
Professional Development Plan: 3 types
1: Individual P 37 Participant Manual
2: Monitored P 37 Participant Manual
3: Directed P 38 Participant Manual

24. McREL Professional Teaching Standards

25. Overview of McREL Professional Teaching Standards
STANDARD I
Teachers demonstrate leadership
STANDARD II
Teachers establish a respectful environment for a diverse population of students
STANDARD III
Teachers know the content they teach
Users Manual Pgs. 2-7 for Standards and Elements
Comes from the literature and emerging research on 21st Century education practice (page 2 of the guide)

26. Overview of McREL Professional Teaching Standards
STANDARD IV
Teachers facilitate learning for their students
STANDARD V
Teachers reflect on their practice

27. Professional Teaching Standards Rubric

28. Evidence Documents Access from District Website Departments
Superintendent’s Office
Scroll down: Teacher & Principal Evaluation
Under “Our Teacher Evaluation Resources”
Franklin Lakes Public Schools Sample Evidence Document

29. The Self Assessment Try It
You can also find this link on the district website under Resources - Teachers - McREL
Username: Your
Password:
Change this by clicking “Account Information” tab
Use Evidence Document to Guide Your Work