1. CCSD Performance Evaluation Systems
Evaluator Training
SY12-13

2. Agenda Performance Evaluations The Role of an Evaluator
Principals
All Evaluators
Evaluating Certified Staff
Cobb Keys Systems
Other Certified Staff
Evaluating Classified Staff

3. Performance Evaluations
Everybody Gets Evaluated!
OCGA –
In compliance with Georgia law and District Rule, all employees must have an evaluation. If a certified or classified employee leaves during the year due to termination, resignation, medical leave - and isn’t returning prior to his/her evaluation deadline - that employee must still have a written evaluation.
ONLY EXCEPTIONS –
Employees who do not have an annual evaluation
Employees who leave with less than calendar days on the job
Temporary employees, such as substitute /supply teachers, lunch-room monitors, ASP workers, etc.

4. Performance Evaluations
Providing staff with valid and meaningful evaluations of their performance is NOT easy work. It requires a high level of knowledge, much serious practice, the ability to develop meaningful relationships and focused work. The difficulties considered, this may be the most valuable work you do.

5. Performance Evaluations
A process, NOT an event!

6. COMMON LANGUAGE
The teaching act is complex. There is no single pedagogy that can meet the needs of every learner.
Different skills and knowledge are a reflection of different training and experience.
Our PROCESS must reflect an understanding of these complexities, be broad enough to allow for objective decisions and encourage, even demand, growth and improvement in skills and knowledge.
A COMMON LANGUAGE must be employed, developed, expected, cultivated, and improved continuously.
COMMON LANGUAGE will help remove division and accommodate agreement.

7. The Role of an Evaluator
Principal/Supervisor’s Responsibilities
Identifies evaluators & ensures required training for all evaluators
Ensures that ALL faculty and staff receive
Copies of their job descriptions (Admin Rule GBB-R)
Orientations to their evaluation systems
PASS and EMWeb
Facilitates and monitors the understanding and implementation of the Cobb Keys Evaluation System, et al
Principal, as instructional leader, evaluates a representative portion of the faculty

8. The Role of an Evaluator
Principal/Supervisor’s Responsibilities
Develops a shared understanding of the significance of the evaluation model and what the annual ratings represent at his/her school
Understands and supports the fact that very good teachers may be “Emerging” on any Cobb Keys Standard and/or Overall
Not everybody is always “Proficient”
The concept of Growth and Development must be inherent in the culture 

9. The Role of an Evaluator
The Cobb Keys Evaluation System is a growth and accountability model that responds to 3 major questions ~
How does the teacher plan?
How does the teacher teach?
Are the teacher’s students learning?

10. The Role of an Evaluator
All evaluators must…
Understand the importance of all evaluation processes
Practice toward personal mastery of and compliance with the standards, guidelines and procedures of the Cobb Keys Evaluation System, et al
Demonstrate a commitment to impartiality and consistency
Be open to feedback – encourage DIALOGUE

11. The Role of an Evaluator
Get Ready to Evaluate
Prepare a folder for each person you’re evaluating
Create observation & feedback schedule for certified staff
Utilize Checklist & Timeline (PASS)
Use current forms (PASS, EMWeb)
Need Help? Contact the Evaluation Systems Office
(770)

12. Cobb Keys Classroom Teacher System
Cobb Keys Forms
Observation Form
Annual Performance Report
Cobb Keys Support Documents
Performance Rubric with Examples of Evidence
Glossary of Terminology
Guidelines/Instructions

13. Classroom Teacher System
Observation Form
Four Performance Standards with a total of 18 corresponding Elements
Curriculum & Planning (4 Elements)
Standards-Based Instruction (6 Elements)
Assessment of Student Learning (4 Elements)
Instructional Environment (4 Elements)
Annual Performance Report
18 Elements ( Four Performance Standards)
12 Professional Duties and Responsibilities

14. Classroom Teacher System
Standard 1: Curriculum & Planning (CP)
The teacher makes decisions about planning that demonstrate a deep understanding of grade level content knowledge, pedagogy, and GPS or State-approved curriculum implementation by appropriately planning for what students are expected to know, understand, and be able to do.

15. Classroom Teacher System
Elements: Curriculum & Planning (CP)
CP 1 The teacher uses an organizing framework for instructional planning to support standards-based instruction.
CP 2 The teacher plans instruction that reflects strong knowledge of both content and effective instructional delivery.
CP 3 The teacher plans assessments to measure student progress toward and mastery of the GPS.
CP 4 The teacher plans for appropriate use of differentiation.

16. Classroom Teacher System
Oh, my gosh! Yes, the review and assessment of classroom teachers’ lesson plans are an integral part of the overall observation process.
You should assess Lesson Plans before, during, and/or after a classroom observation to enable you to respond to this Standard.
When and how this will be done will be up to the local school, maintaining internal consistency.

17. Classroom Teacher System
Standard 2: Standards-Based Instruction (SBI)
The teacher consistently uses research-based practices in the classroom, challenging all learners to achieve high levels of learning as defined by GPS or State-approved curriculum.

18. Classroom Teacher System
Elements: Standards-Based Instruction (SBI)
SBI 1 The teacher effectively communicates learning expectations using both the language of the Standards and strategies that reflect a standards-based classroom.
SBI 2 The teacher demonstrates research-based practices that engage students in learning.
SBI 3 The teacher consistently demonstrates high expectations for all learners.
SBI 4 The teacher uses accessible technology effectively to enhance student learning.
SBI 5 The teacher differentiates instruction to meet students’ readiness levels, language proficiency, and interest.
SBI 6 The teacher delivers instruction which fosters the development of higher order thinking skills and reasoning.

19. Classroom Teacher System
Standard 3: Assessment of Student Learning (AL)
The teacher uses a balanced variety of assessment techniques that are systematically implemented, resulting in appropriate interventions that foster continuous improvement for all.

20. Classroom Teacher System
Elements: Assessment of Student Learning (AL)
AL 1 The teacher uses formative assessment strategies to monitor student progress and to adjust instruction in order to maximize student achievement on the GPS or State-approved curriculum.
AL 2 The teacher uses diagnostic assessment strategies to identify individual and class strengths, misconceptions and areas of weakness and to adjust instruction in order to maximize student achievement on the GPS or State-approved curriculum.
AL 3 The teacher uses a variety of summative strategies to evaluate student status and to adjust instruction in order to maximize student achievement on the GPS or State-approved curriculum.
AL 4 The teacher provides effective and timely commentary/feedback regarding students’ written and oral performances.

21. Classroom Teacher System
Standard 4: Instructional Environment (IE)
The teacher creates a safe, productive, collaborative, and inviting learning environment that fosters a sense of community and personal responsibility to ensure that students maximize learning.

22. Classroom Teacher System
Elements: Instructional Environment (IE)
IE 1 The teacher establishes classroom rules, practices, and procedures that support a positive, productive learning environment.
IE 2 The teacher maximizes instructional time.
IE 3 The teacher fosters a sense of community and belonging by acknowledging diversity, achievements, and accomplishments of all learners in the classroom.
IE 4 The teacher helps students take responsibility for their own behavior and learning.

23. Classroom Teacher System
Observing Classroom Teachers
Conduct pre-observation conferences with assigned teachers to review the instrument, procedures, expectations, etc.; optional but highly recommended
May be done in a group setting
If a teacher requests a private conference, it is required
Encourage questions
Put teachers at ease and ensure them of your intent to work with them throughout this process (NOT an event)
Observe all certified staff who are evaluated on the Cobb Keys instruments at least once during the school year using the Cobb Keys Observation Form

24. Classroom Teacher System
Scheduling Observations
Thirty minute classroom observation (minimum)
Two Observations are required if the teacher has 3 yrs or less total teaching experience
Conduct first announced observation by the end of October
Second observation may be unannounced
If only one observation, schedule announced observation early enough that teachers have time to benefit from feedback and demonstrate improvement
Each teacher must have his/her OWN separate observation
DO NOT observe multiple teachers at one time

25. Classroom Teacher System
Weak Links?
Observe teachers with perceived deficiencies early in first semester
Maximizes opportunities for monitoring, administrative support, and instructional improvement
Increases Evaluator’s depth of understanding of teacher’s performance and needs
Provides time for essential feedback, subsequent follow-up observations, and/or PDP implementation
Multiple observations [EVIDENCE] and frequent feedback

26. Classroom Teacher System
Multiple Observations = Stronger Support
Multiple observations
Assigned Evaluator
Principal
Subject Area Specialists
Multiple Feedback Sessions
Allow time to for teacher to improve skills before next observation

27. Classroom Teacher System
Cobb Keys Observation
18 Standard Elements (Teacher)
Marked Yes (Y); No (N); or Not Applicable (NA)
Comments required to support “No” ratings
Individualized comments encouraged, regardless of the ratings
Observations & feedback conferences should be completed by the end of February
Purposeful feedback
Time in March to prepare annual reports and conduct annual conferences

28. Classroom Teacher System
Scheduling Feedback Conferences
Within 10 school days after an observation, a formal, private feedback conference is required
Failure to provide a timely feedback conference could void an evaluation
Hint: Schedule the feedback conference at the same time you schedule the observation
Feedback Conferences MAY NOT be combined with the Annual Evaluation Conferences
A Teacher’s Feedback Conference should be held a significant length of time before the annual conference; otherwise, it has no meaningful purpose

29. Classroom Teacher System
Conducting Feedback Conferences
Prepare your comments; organize your thoughts and papers
Poorly developed feedback provides little support to a struggling teacher
Anticipate the teacher’s anxiety – put him/her at ease early in the session
Comment, specifically, on areas of excellence and areas needing attention, suggesting improvement techniques
If needed, focus constructive criticism on behaviors
Here’s what I observed; here’s what I should have observed
How can I help you improve?
What will you commit to do to change?

30. Classroom Teacher System
Concluding the Feedback Conference
Write your signature and date on the form
LEGIBLY!!
Have teacher sign and date the form
Teacher’s signature indicates receipt of form, not necessarily agreement with content
If the teacher doesn’t want to sign, write Teacher chose not to sign and record the date
Make copies for the teacher and local school file
Retain all observation originals to attach to the annual performance report in March
All observations will be sent to HR along with the performance report.
Keep feedback opportunities professional, positive, and private.

31. Classroom Teacher System
The Annual Evaluation Process
Consider observations and year-long performance
Review Performance Rubric Standards and Elements
Complete the Annual Report Form
Assign a rating to each Standard Element
Not Evident
Emerging
Proficient

32. Classroom Teacher System
The Annual Evaluation Process
Record personalized commentary for each standard – no cut-n-paste!
Relate comments to the Standard Elements
Support the assigned ratings
Reinforce the Growth Model concept with your language
Honestly address performance
Acknowledge growth and potential
If the teacher isn’t Proficient, is he/she able to tell what to do differently to improve performance?

33. Classroom Teacher System
Professional Duties and Responsibilities (PDR)
A section for formal assessment of 12 essential performance qualities
Each is rated as Unsatisfactory, Needs Improvement, or Satisfactory
Overall PDR Summary Rating
See Key for determining overall Unsatisfactory, Needs Improvement, or Satisfactory rating

34. Classroom Teacher System
Professional Duties & Responsibilities (PDR)
Reports to work as assigned
Provides adequate information, plans, and materials for substitute teachers
Enforces school procedures concerning student discipline and conduct
Maintains accurate records (grades) to document student performance

35. Classroom Teacher System
Professional Duties & Responsibilities (D&R)
Maintains confidentiality regarding student and records information
Assumes responsibility for professional growth
Maintains accurate and complete records and submits as required and on-time (NOT Lesson Plans)
Demonstrates ethical behavior as outlined in the PSC Code of Ethics

36. Classroom Teacher System
12 Professional Duties and Responsibilities (D&R)
Interacts in a respectful, civil, and professional manner with students, families, staff, and school leaders
Attends and participates in faculty meetings and other assigned meetings/activities
Models correct language, oral and written
Actively supports the School Strategic Plan

37. Classroom Teacher System
Annual Performance Report
Assign Overall Performance Rating, Section III
Unsatisfactory
Four or more Not Evident Standards Ratings or Unsatisfactory summary rating on PDR
Emerging
Fewer than thirteen Proficient Standards ratings & Satisfactory or Needs Improvement summary rating on PDR
Proficient
13 or more Proficient Standards ratings & a Satisfactory summary rating on PDR

38. Classroom Teacher System
Annual Performance Report
Section III, Continued
Record dates of observations and feedback conferences
DO NOT list other types of conferences, such as disciplinary conferences or the annual conference
Section IV Signatures
Evaluator, Principal, and Teacher sign & date
Each person records the date by his/her signature at the time of signing
Teacher’s signature indicates receipt of annual report, not agreement with the content
Write Teacher chose not to sign, if needed

39. Classroom Teacher System
Annual Performance Report
Section V: Comments by Teacher
Optional. Use additional sheet, if necessary
If teacher’s comments specifically appeal a Standard rating, a PDR rating, the PDR summary rating, or the Overall Performance Rating, the teacher must submit the District appeal form
See Appeal Form Instructions (PASS & EMWeb)
If you’re unsure if comments are an “appeal”, contact Evaluation Systems office

40. Certified Evaluation Appeals
An employee may base his/her appeal on either of two reasons
Failure to follow procedures
Failure to consider significant information
Principal determines what is “significant”
An employee may not “grieve” the results of his evaluation

41. Certified Evaluation Appeals
To appeal an evaluation, the employee must complete an evaluation appeal form (PASS/EMWeb) and submit it, along with any evidence and/or documentation, to the Principal/Supervisor within 10 business days of the receipt of the evaluation report
The Principal/Supervisor must respond to the appeal within 20 business days
If the rating is upheld, the employee may submit an appeal to the CHRO within 10 days of receipt of the Principal’s response
The CHRO and Area Assistant Superintendent will review and provide a single response to the appeal within 20 days of receipt of the appeal
This exhausts the appeal process

42. Other Certified Staff How do I evaluate other Certified Staff?
Aligned Evaluations for:
Special Education Teachers
Library Media Specialists
School Counselors
School Social Workers
Speech Language Pathologists
Uses same rating system and terminology
Includes the Professional Duties and Responsibility Section
Each is unique; read carefully

43. Other Certified Staff How do I evaluate OTHER Certified Staff?
Use the rated Job Description (on PASS in “School-based Job Descriptions”) &
Alternate Annual Summary Form (on PASS in “Other Certified Positions”)
ISS Teachers
Academic Coaches
A few other teaching/support positions
Be sure to use the rating grid when determining the overall rating
If unsure, contact the Evaluation Systems Office

44. All Certified Evaluations
In compliance with BOE Administrative Rule GARI-R, ALL certified evaluation activity must be completed prior to April 1, 2013!
This includes:
Observations
Feedback conferences
Completion of annual reports
Annual evaluation conferences
Teachers and paraprofessionals
IMPORTANT!!!

45. ALL Staff Evaluations Impact of Overall Unsatisfactory Rating
Certified employee is placed on the PSC’s Unsatisfactory Database (UNSAT)
For all employees, certified and classified, it results in his/her salary being frozen at same salary step for next school year

46. All Certified Employees
Professional Development Plans (PDP)
HR’s Professional Standards and Ethics Department oversees the implementation of Professional Development Plans (PDP) to support certified employees with performance deficiencies
Contact Mary Finlayson, Director

47.  No Surprises!
From certified or classified staff, we should never hear…
I thought I was doing fine all year, but I received a “Unsatisfactory” rating….or…
By the time I got feedback from my observation, school was almost out. I didn’t have time to improve my performance or get help.
No employee, certified or classified, should receive an overall Unsatisfactory rating unless he/she has been informed in writing of specific performance concerns during the year.

48. Evaluating Classified Staff*
Administrative Planning
Classified Orientation
Evaluation Process
* In this presentation, classified staff refers to paraprofessionals, clerical employees, custodians, school nurses, bus drivers, etc. – all of whom are evaluated using a similar form and process.

49. Evaluating Classified Staff
Administrative Planning
Principal assigns trained administrative evaluators for all classified employee groups at the beginning of the year
Teachers may not evaluate paraprofessionals
Head Custodians may not evaluate custodians
Employees are informed, in writing, of their designated evaluators

50. Evaluating Classified Staff
Classified Orientation
Assigned administrator provides evaluation orientation to all classified staff
Use Evaluation Systems PowerPoint (PASS)
At Orientation, give all classified employees copies of the following
Current Job Descriptions (PASS)
Evaluation Instruments

51. Evaluating Classified Staff
Evaluation Process
Classified staff are evaluated in three Performance Categories, each containing performance descriptors which describe expected behaviors within the category
Job Competencies
8 descriptors
Workplace Qualities
6 descriptors
Human Relations

52. Rating the Descriptors
Evaluation Process
Each descriptor is assigned one of three individual ratings based on the employee’s performance
Meets Expectations (ME) 
Needs Improvement (NI) 
Non-Applicable (NA) 

53. What Do These Descriptor Ratings Really Mean? Simply put….
Meets Expectations (ME) means that the employee did the things that were expected of him/her and accomplished them in a certain manner.
Needs Improvement (NI) means that the employee didn’t do some of the things that were expected or that they were not accomplished in the expected manner.
Non-applicable (NA) means the descriptor is not applicable to the employee’s responsibilities. NA counts as an ME. Evaluator determines if a descriptor is NA.

54. 1st Performance Category Job Competencies
Evaluation Process
The first of 8 performance descriptors in this category references the classified employee’s job description
This first descriptor is your overall assessment of the employee’s performance of his/her essential duties as recorded on the job description
If the employee should receive a Needs Improvement (NI) rating on this single descriptor, he/she may not receive an overall Meets Expectations (ME) rating for this Performance Category

55. Two Other Performance Categories…
Evaluation Process
Workplace Qualities
These six performance descriptors address desirable behaviors in the workplace as related to your department/division and the employee’s specific position, such as “self-motivated”
Human Relations
These six performance descriptors address desirable traits related to professional interpersonal skills, such as “teamwork”

56. Descriptor Ratings = Overall Category Rating
Evaluation Process
Each Performance Category is then given an Overall Rating based on the number of individual descriptors within the category and the rating received on each one:
Job Competencies: 6 of 8 ME = Overall ME
Workplace Qualities: 4 of 6 ME = Overall ME
Human Relations: 4 of 6 ME = Overall ME
Remember NA = ME

57. Overall Category Ratings = Overall Annual Rating
Evaluation Process
The Annual Overall Rating is then assigned based on quantity of designated overall ratings in the three Performance Categories
Meets Expectations
ME in all 3 Overall Ratings
Needs Improvement
NI in 1 Overall Rating
Unsatisfactory
NI in 2 or 3 Overall Ratings

58. Classified Annual Evaluation Form
The evaluator completes the evaluation form as described, records his/her signature, and may include optional comments (please do!)
Evaluators are strongly encouraged to acknowledge exceptional performance with specific commendations
If descriptors or categories are identified as Needs Improvement or an annual rating of Needs Improvement or Unsatisfactory is earned, evaluators are also encouraged to provide related written comments, addressing identified areas
The evaluator provides the annual evaluation to his/her supervisor for his/her signature as Reviewer

59. Classified Evaluation Forms
Evaluation Process
Due Dates
Paraprofessionals
Conduct Annual Evaluation Conferences before April 1st
All others
Conduct Annual Evaluation Conferences at end of school year before employee leaves for summer or before June 30

60. Classified Performance Improvement - PIP
A Performance Improvement Plan (PIP) may be developed to support classified professional growth at any time during the year at the supervisor’s discretion
Contact Mary Finlayson, Director, Professional Standards & Ethics

61. APPEAL PROCESS
If a Classified employee wishes to appeal his/her evaluation results, he/she must complete an evaluation appeal form (found on EMWeb) and submit it, along with any evidence and/or documentation, to the evaluator within 10 business days of the receipt of the original evaluation report
The evaluator must respond to the appeal within 20 business days of receipt of the appeal
If the rating is upheld by the evaluator, the Classified employee may submit an appeal to the evaluator’s supervisor within 10 days of receipt of the evaluator’s response
The evaluator’s supervisor must respond to the appeal within 20 days of receipt of the appeal
This exhausts the appeal process

62. REVIEW Common Language – Language of the Standards Evaluation Process
Due Dates
Paraprofessionals
Other Certified
Conduct Annual Evaluation Conferences before April 1st
Conduct Annual Evaluation Conferences at end of school year before employee leaves for summer or before June 30
PDP’s & PIP’s
Common Language – Language of the Standards