1. Professional Growth and Evaluation Plan
Littleton School District
June 4, 2012
Professional
Growth
And
Evaluation

2. Contributors to the Plan Design
Tommy Stephens Superintendent Alan Smith Assistant Superintendent/CTC Director Kelly Noland Director of Student Services Rick Bidgood Principal Sikander Rashid Principal Linda Leavitt Assistant Principal Claire Lewis Data Coordinator Jennifer Carbonneau Instructional Coach, Union Representative Traci Howard Instructional Coach, Union Representative Tanya Patterson Teacher, Union Representative Emily Platt Teacher, Union Representative LHS PD Team and Planning Block Meetings allowed teachers to share their insights and suggestions during this process.
Over the course of this school year, members of our k-12 school community have participated in many DOE trainings in both the Charlotte Danielson Teaching Framework training and Scott Marion from the Center of Assessment Growth Model training. These trainings helped guide the development of a Professional Development and Evaluation Plan. Although their work continues, I would like to recognize the team for their work. (Name the Members.)

3. How Our Plan Has Been Developed

4. All Day Trainings in Manchester or Concord:
October 26 & 27, 2011 Danielson Overview
December 2, 2011 Danielson Overview
December 12, 2011 Turnkey Training
December 13 & 14, 2011 System Design #1
January 9, 2012 Design a System of Teacher Evaluation #2
January 19, 2012 Design a System of Teacher Evaluation #3
January 24, 2012 Intro to the Growth Model #2
February 3, 2012 Growth Model #2
February 6, 2012 Design a System of Teacher Evaluation #4
February 17, 2012 Growth Model Session #3
March 12, 2012 Design a System of Teacher Evaluation #5
March 22, 2012 Growth Model #4

5. The Danielson Group
…seeks to advance the understanding and application of Charlotte Danielson's concepts in the educational community, connect them to other areas of knowledge and enhance professional practices of educators so as to positively impact student learning.
Internationally recognized leader
Elaine Phillips-consultant

6. The National Center for the Improvement of Educational Assessment, Inc
The National Center for the Improvement of Educational Assessment, Inc. (NCIEA)
Founded to address the changes currently underway in assessment and accountability in the United States. The Center’s mission is to contribute to improved student achievement through enhanced practices in educational assessment and accountability.
12 states including: NH, VT, MA, OH, CA
Scott Marion=consultant

7. Work Sessions in Littleton:
January 31
February 22
March 26
April 3
April 8
April 27
May 30

8. Cycle and Timeline

10. PROFESSIONAL GROWTH & TEACHER EVALUATION TIMELINE
 MAY
By May 15 of the year a teacher needs to be recertified, he/she will develop an Individualized Professional Development Plan (IPDP) for his/her next three-year cycle, which needs to be reviewed by building principal for professional staff on an annual basis.  Future professional development plans will only be approved if the IPDP has been approved.
AUGUST
For opening in-service day, provide supervision/evaluation materials and review to all professional staff.
By August 31, administration notifies teachers of timeline for supervision and evaluation.
SEPTEMBER
By September 30, all teachers new to the district will submit their IPDP.
By September 30, all teachers will identify two SLOs
By September 30, administrators will meet with all teachers to review their IPDP and approval of their SLOs.

11. PROFESSIONAL GROWTH & TEACHER EVALUATION TIMELINE
OCTOBER
By October 15, completion of first observations of non-continuing contract teachers.
DECEMBER
By December 19, completion of second evaluations of non-continuing contract teachers.
By December 19, the first documented walk-through for continuing contract teachers will be completed.
FEBRUARY
By February 28, completion of third evaluations of non-continuing contract teachers.
By February 28, the second documented walk-through for continuing contract teachers will be completed.

12. PROFESSIONAL GROWTH & TEACHER EVALUATION TIMELINE
MARCH
By March 31, principals hand-in nominations for all professional and support staff to the superintendent.
By March 31 of a recertification year, professional staff is responsible for providing evidence of fulfilling his/her three-year IPDP through the submission of the professional portfolio.
By March 31, continuing contract teachers in a non-recertification year will have their end of the year professional growth conference.
APRIL
By April 15, any staff who will not receive a contract of renewal will receive a letter stating that.
By April 30, school and district goals for the following year are developed and published.
MAY
By May 15 of the year a teacher needs to be recertified, he/she will develop an Individualized Professional Development Plan (IPDP) for his/her next three-year cycle, which needs to be reviewed by building principal for professional staff on an annual basis.  Future professional development plans will only be approved if the IPDP has been approved.

13. PORTFOLIO DOCUMENTATION CHECKLIST and GUIDELINES
Based upon: Enhancing Professional Practice: A Framework for Teaching-Charlotte Danielson
Purpose of the Portfolio
Submitted in March of your recertification year for continuing contract teachers
Submitted annually in March for non-continuing contract teachers
Provides teachers the opportunity to demonstrate their professional growth and focus for annual professional growth conference
Contains the evidence of Domains 1 and 4 of the Danielson Framework to be used as part of your summative evaluation
See Page 50, 51, and 52 of the Professional Growth and Evaluation Plan

14. Qualities of an Effective Teacher
New Hampshire Task Force on Effective Teaching:
Elements of the Blueprint Crosswalk:
The Definition of Effective Teaching and Danielson Framework for Teaching
Appendix E includes Summative Evaluation Rubrics for Teachers, Library/Media Specialists, School Counselors, and School Nurses adopted from The Danielson Framework for Teaching.

15. The Learner and Learning. Effective teachers:
Framework for Teaching
Set and maintain high expectations for learning and achievement for all students
1b: Knowledge of Students 1c: Setting Instructional Outcomes 1f: Designing Student Assessments 2b: Establishing a Culture for Learning 3a: Communicating with Students
Engage all students as active learners
3b: Questioning and Discussion Techniques 3c: Engaging Students in Learning 3d: Using Assessment in Instruction
Create an environment of mutual respect and caring
2a: Creating an Environment of Respect and Rapport 2c: Managing Classroom Procedures 2d: Managing Student Behavior
Engage students in collaborative learning

16. Content Knowledge. Effective teachers:
Framework for Teaching
Demonstrate extensive knowledge of content, standards, competencies, and connect them to relevant local and global issues
1a: Demonstrating Knowledge of Content and Pedagogy 1c: Setting Instructional Outcomes 1d: Demonstrating Knowledge of Resources 1e: Designing Coherent Instruction 3a: Communicating with Students 4d: Growing and Developing Professionally
Model and encourage innovation, creativity, critical thinking and inquiry processes
2b: Establishing a Culture for Learning 3a: Communicating with Students 3c: Engaging Students in Learning 4d: Participating in a Professional Community
Communicate their expertise and skills through authentic, accessible, and meaningful learning opportunities aligned to content, standards and competencies
1c: Setting Instructional Outcomes 1e: Designing Coherent Instruction 4e: Growing and Developing Professionally

17. Instructional Practices. Effective teachers:
Framework for Teaching
Facilitate personalized learning through intentional, flexible and research-based strategies
3a: Communicating with Students 3b: Questioning and Discussion Techniques 3c: Engaging Students in Learning 3d: Using Assessment in Instruction 2e: Organizing Physical Space
Incorporate multiple forms of assessment to evaluate student learning and adapt instruction accordingly
3d: Using Assessment in Instruction 3e: Demonstrating Flexibility and Responsiveness
Integrate technology as a tool for education and assessment
1d: Demonstrating Knowledge of Resources 3d: Using Assessment in Instruction 4b: Maintaining Accurate Records

18. Professional Responsibility. Effective teachers:
Framework for Teaching
Contribute collaboratively to their school’s academic progress and culture of growth
4d: Participating in a Professional Community 4e: Growing and Developing Professionally
Engage in learning communities and their own professional growth
4a: Reflecting on Teaching 4d: Participating in a Professional Community 4e: Growing and Developing Professionally
Uphold professional and ethical standards of practice
4f: Showing Professionalism
Engage parents and the community as partners to support learner success
4b: Maintaining Accurate Records 4c: Communicating with Families

19. Qualities of an Effective Principal
New Hampshire Principals Task Force on Principal Evaluation

20. Educational Leadership
Effective Principals:
Promote the success of all students by facilitating the development, articulation, implementation and stewardship of a vision of learning that is shared and supported by the school community.
School Culture and Instructional Programs
Promote the success of all students by advocating, nurturing and sustaining a school culture and instructional program conducive to student learning and staff professional growth.

21. School Management
Effective Principals:
Promote the success of all students by ensuring management of the organization,
operations, and resources to support a safe, efficient, effective and positive learning
environment.
School and Community
Promote the success of all students by collaborating with families and community
members, responding to diverse community interests and needs, and mobilizing
community resources.

22. Integrity and Ethics
Effective Principals:
Promote the success of all students by acting with integrity and fairness, and in an ethical manner.
Social and Cultural Contexts
Promote the success of all students by understanding, responding to, and influencing the larger social, economic, legal and cultural context.

23. Local District Goals
Effective Principals:
Promote and implement the district goals, collaboratively develops and implements building level goals, and develops professional goals which are in concert with and support district and school level goals.
Student Growth
Promote student growth using multiple sources of evidence.

24. Five Components of Teacher Evaluation
Pilot for Next Year

25. Littleton’s Current Components of Teacher Evaluation
An adoption of Charlotte Danielson’s Framework for Teaching.

26. Danielson’s Framework for Teaching
Domain One
Planning and Preparation
Page 1
Domain Two
The Classroom Environment
Page 27
Domain Four
Professional Responsibility
Page 71
Domain Three
Instruction
Page 49

27. Littleton’s Future Components of Teacher Evaluation

28. Shared Attribute District-wide all teachers receive the same rating
NECAP District Proficiency Level Reading
NECAP District Proficiency Level Math
Baseline measure established with Fall of 2013 scores

29. Student Learning Objectives
Based on essential learnings, academic expectations, course competencies
May be related to school or district goals
Created by a teacher or team(s) of teachers
Measured with appropriate tool to demonstrate student growth over time
Approved by administrators
Training and development opportunities will be provided during PD days during the school year

30. Evaluation Cycle Differentiation
Teachers with Continuing Contracts
Teachers without Continuing Contracts
Teacher Leaders
Teachers on an Improvement Plan

31. Teachers with Continuing Contracts
Professional Growth Years (Year 1 & 2 of Recertification Cycle)
Teacher will…
focus on professional development based on IPDP & Three-Year Summative Evaluation
develop and maintain a professional portfolio reflecting Domains 1 and 4 of Danielson’s Framework for Teaching
compile evidence of professional growth throughout the three-year cycle in their professional portfolio

32. Evaluators will…
complete at least two documented walk-through observations each year (to be defined at the end of our district-wide book study)
provide an end of year conference for teachers to summarize and reflect on professional growth activities and progress report toward meeting his/her SLOs

33. Evaluation Year (Recertification Year)
Teacher will…
submit three-year portfolio reflecting Domains 1 and 4 of Danielson’s Framework for Teaching
Evaluators will…
complete at least one formal observation (45 minutes or more)
complete at least two documented walk-through observations (to be defined at the end of our district-wide book study)
write a summative evaluation at the end of the year documenting the level of performance in all four domains of Danielson’s Framework for Teaching (inclusive of all indicators) and the aggregate of their SLO ratings

34. Teachers without Continuing Contracts
Teacher will…
develop, maintain, and submit a professional portfolio reflecting Domains 1 and 4 of Danielson’s Framework for Teaching submitted annually
Evaluators will…
complete three formal observations (45 minutes or more) per year, every year
complete two documented walk-through observations (to be defined at the end of our district-wide book study)
write a summative evaluation at the end of each year documenting the level of performance in all four domains of Danielson’s Framework for Teaching inclusive of the following indicators:

35. Domain 1:
c. Selecting Instructional Outcomes
e. Designing Coherent Instruction
f. Designing Student Assessment (years 4-5)
Domain 2:
a. Creating an environment of respect and rapport
b. Establishing a Culture for Learning
c. Managing Class Procedures
d. Managing Student Behavior
e. Organizing Physical Space
Domain 4:
a. Reflecting on Teaching
d. Participating in a Professional Community
c. Communicating with Families (year 4-5)
Domain 3:
b. Using Questioning and Discussion Techniques
c. Engaging Students in Learning
d. Using Assessment in Instruction (years 4-5)

36. Professional Development & Danielson Evaluation Documentation Appendix

37. District and School Goals
Individual Professional Development Plan (IPDP)
Recertification Verification Forms
Family Contact Log
School and District Contribution Log
Student Feedback Sample Form
Portfolio Documentation Checklist and Guidelines
Student Learning Objective Template
Pre-Observation Conference Guiding Question
Post-Observation Conference Guiding Questions
Classroom Walk Through Analysis

38. Measures of the Components of the Teacher Evaluation: Used to Determine a Teacher’s Level of Effectiveness

39. Domain 1: Planning and Preparation (20%)
Unsatisfactory
Basic
Proficient
Distinguished
Domain I
Planning and
Preparation
Teacher’s plans reflect little understanding of the content, the students, and available resources. Instructional outcomes are either lacking or inappropriate; assessment methodologies are inadequate.
Teacher’s plans reflect moderate understanding of the content, the students, and available resources. Some instructional outcomes are suitable to the students as a group, and the approaches to assessment are partially aligned to the goals.
Teacher’s plans reflect solid understanding of the content, the students, and available resources. Instructional outcomes represent important learning suitable to most students. Most elements of the instructional design, including the assessments, are aligned to the goals.
Teacher’s plans, based on extensive content knowledge and understanding of students, are designed to engage students in significant learning. All aspects of the teacher’s plans – instructional outcomes, learning activities, materials, resources, and assessments – are in complete alignment and are adapted as needed for individual students.

40. Domain 2: Classroom Environment (20%)
Unsatisfactory
Basic
Proficient
Distinguished
Domain 2
The Classroom Environment
Classroom environment is characterized by chaos and conflict, with low expectations for learning, no clear standards of student conduct, poor use of physical space, and negative interactions between individuals.
Classroom environment functions somewhat effectively, with modest expectations for student learning and conduct, and classroom routines and use of space that partially supports student learning. Students and the teacher rarely treat one another with disrespect.
Classroom environment functions smoothly, with little or no loss of instructional time. Expectations for student learning are high, and interactions among individuals are respectful. Standards for student conduct are clear, and the physical environment supports learning.
Students themselves make a substantive contribution to the smooth functioning of the classroom, with highly positive personal interactions, high expectations, and student pride in work, seamless routines, clear standards of conduct, and a physical environment conducive to high-level learning.

41. Domain 3: Instruction (20%)
Unsatisfactory
Basic
Proficient
Distinguished
Domain 3
Instruction
Instruction is characterized by poor communication, low-level questions, little student engagement or participation in discussion, little or no use of assessment in learning, and rigid adherence to an instructional plan despite evidence that it should be revised or modified.
Only some students are engaged in learning because of only partially clear communication, uneven use of discussion strategies, and only some suitable instructional activities and materials. The teacher displays some use of assessment in instruction and i``s moderately flexible in adjusting the instructional plan and in response to students’ interests and their success in learning.
All students are engaged in learning as a result of clear communication and successful use of questioning and discussion techniques. Activities and assignments are of high quality, and teacher and students make productive use of assessment. The teacher demonstrates flexibility in contributing to the success of the lesson and of each student.
The students are highly engaged in learning and make material contributions to the success of the class through their participation in discussions, active involvement in learning activities, and use of assessment information in their learning. The teacher persists in the search for approaches to meet the needs of every student.

42. Domain 4: Professional Responsibility (20%)
Unsatisfactory
Basic
Proficient
Distinguished
Domain 4
Professional Responsibilities
The teacher demonstrates low ethical standards and levels of professionalism, with poor record keeping systems and skills in reflection, little or no communication with families or colleagues, and avoidance of school and district responsibilities and participation in activities for professional growth.
The teacher demonstrates moderate ethical standards and levels of professionalism, with rudimentary record-keeping systems and skills in reflection, modest communication with families or colleagues, and compliance with expectations regarding participation in school and district projects and activities for professional growth.
The teacher demonstrates high ethical standards and a genuine sense of professionalism by engaging in accurate reflection on instruction, maintaining accurate records, communicating frequently with families, actively participating in school and district events, and engaging in activities for professional development.
The teacher’s ethical standards and sense of professionalism are highly developed, showing perceptive use of reflection, effective systems for recordkeeping and communication with families, leadership roles in both school and district projects, and extensive professional development activities. Where appropriate, students contribute to the systems for record keeping and family communication.

43. Overall Danielson Rating (80%)
Highly Effective=
Rated Distinguished in three Domains of Danielson and Proficient in the other.
(Score of 4)
Effective=
Rated Proficient or better in all Domains of Danielson.
(Score of 3)
Approaching Effective=
Rated Proficient in three Domains of Danielson and Basic in the other.
(Score of 2)
Ineffective=
Rated Unsatisfactory in one or more Domains of Danielson or rated Basic in two or more.
(Score 1)

44. Shared Attribute Component (10%)
District Teacher Rating Scale Math
Unsatisfactory
Basic
Proficient
Distinguished
Decrease in percent of students proficient
No change in percent of students proficient
Increase in percent of student proficient
5% increase in percent of student proficient
District Teacher Rating Scale Reading

45. Shared Attribute Rating (10%)
District Reading Rating
Distinguished
No Score
Proficient
Basic
Unsatisfactory
District Math Rating

46. Student Learning Objective Component (10%)
Student Learning Objective Rating
Student Learning Objective 1
80% Exceeded
No Score
Proficient
Distinguished
70% Meet
Basic
60% Approaching
Unsatisfactory
Did not meet
Student Learning Objective 2

47. Student Learning Objective Component (10%)
Student Learning Objective Rating
Student Learning Objective 1
Additional (3+) SLO Met
No Score
Distinguished
Met
Basic
Proficient
Did not Meet
Unsatisfactory
Did not create
Student Learning Objective 2

48. Overall Growth Component Rating (20%)
Shared Attribute
Distinguished
No Score
Proficient
Score 3
Score 4
Basic
Score 2
Unsatisfactory
Score 1
Student Learning Objective

49. Pilot Year 2012-2013 Highly Effective= Effective=
Rated Distinguished in three Domains of Danielson and Proficient in the other.
(Score of 4)
Effective=
Rated Proficient or better in all Domains of Danielson.
(Score of 3)
Approaching Effective=
Rated Proficient in three Domains of Danielson and Basic in the other.
(Score of 2)
Ineffective=
Rated Unsatisfactory in one or more Domains of Danielson or rated Basic in two or more. (Score 1)

50. *
Danielson Component Score (Weighted 90%) 4
3.7
3.8
3.9 3
2.8
2.9
3.1 2
1.9
2.1
2.2 1
1.1
1.2
1.3
Student Growth Component Score
(Weighted 10% Student Learning Objective)
*Until the CCSS assessment replaces the NECAP and is calibrated, Student Growth will be measured by the Student Learning Objective Rating only. The Shared Attribute will be calculated but not applied to teacher’s final rating during the assessment transition.

51. 2017 (Full Implementation)
Danielson Component Score (Weighted 80%) 4
3.4
3.6
3.8 3
2.6
2.8
3.3 2
1.8
2.2
2.4 1
1.2
1.4
1.6
Student Growth Component Score
(Weighted 20%)

52. Teacher Effectiveness Rating
Teacher Rating
Score Range
Highly Effective
3.70 – 4.00
Effective
3.00 – 3.69
Approaching Effective
2.00 – 2.99
Ineffective
0.00 – 1.99

53. Next Steps Share with district teachers and LTA
Share with School Board and School Attorney
June 30th DOE Revised Submission Due

54. Summer Steps to Implementation
Evaluator Training in Littleton for all evaluators
Educational Impact On-Line Lessons offered to all district teachers as Professional Development hours
SLO Training arrangement for the six professional development days through the school year and embedded in PLC work

55. Working Draft Meetings
Proposed Open Meeting Dates:
October 5th
January 22nd
March 18th
June 14th