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Teacher Support and Evaluation Plan

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Teacher Support
and Evaluation Plan
Bridgeport Public Schools
2014-2015
1
Today’s Objectives
• As a result of today’s session, you will be able
to:
• Explain key components of Bridgeport’s 2014-15
Teacher Support and Evaluation Plan;
• Know what you will have to do to be successful:
Write measurable learning objectives as required
in this plan; and
• Review and understand practice standards that
will be used to evaluate performance
2
Teacher Evaluation Components
Student Outcomes
Indicators
•
•
Student growth and
development (45%)
Whole School Student
Learning Indicator (5%)
Student Growth
and
Development
10%
45%
Teacher Practice
Indicators
•
•
Observation of teacher
performance and practice
(40%)
Parent Feedback (10%)
40%
5%
Whole School
Student
Learning
Indicator
Observation of
Teacher
Performance
and Practice
Parent
Feedback
3
TEVAL - Pg. 3
Process and Timeline:
The annual evaluation process between the teacher and an
evaluator (principal or designee) is anchored in three conferences,
which guide the process at the beginning, middle and end of the
year.
Goal Setting & Planning
Goals submitted by
October 15th
Goal setting conference
by November 15th
Mid-Year Check-in
Completed by February
15th
End-of-Year Review
Self-reflection submitted
by May 15th
Summative evaluation
completed by June 15th
*If state test data may have a
significant impact on a final
rating, a final rating may be
revised by September 15th when
state test data are available.
4
TEVAL - Pg. 4
Goal Setting and Planning:
Completed by November 15th
1. Orientation on Process: Discussion of roles and responsibilities to
be scheduled as a 3-hour training occurring during the
Professional Development prior to the opening of the 2014-2015
school year.
2. Teacher Reflection and Goal Setting: Teacher examines student
data, survey results, school-wide goal, CCT Rubric, or other district
approved rubric, to draft a proposed performance and practice
focus area, a parent feedback goal, and two SLOs for the school
year.
3. Goal Setting Conference: The evaluator and the teacher meet
to discuss the Teacher’s proposed focus area, goals and
objectives in order to arrive at mutual agreement about them.
5
TEVAL - Pg. 4
Mid Year Check-In:
Completed by February 15th
1. Reflection and Preparation: The teacher and evaluator collect
and reflect on relevant material to date about the teacher’s
practice and student learning in preparation for the check-in.
2. Mid-Year Conference: The evaluator and the teacher complete
at least one mid-year check-in conference during which they
review evidence related to the teacher practice focus area
and progress towards the SLOs and other goals.
6
TEVAL - Pg. 5
End of Year Review:
Completed by June 15th
1. Teacher Self-Assessment: The teacher reviews all information and
data collected during the year and completes a self-assessment for
review by the evaluator.
2. Scoring: The evaluator reviews submitted evidence, self assessments,
and observation data and used them to generate component
ratings.
3. End of Year Conference: The evaluator and teacher meet to discuss
all evidence collected to date and to discuss component ratings.
Summative rating and report are generated.
7
TEVAL - Pg. 5
Non-Tenured
Non-Tenured
Year 1 & 2
Non-Tenured
Year 3 & 4
(Accomplished/
Exemplary
Year 1-4 Rated
Developing
Number of Observations
At least 3 in-class Formal Observations, one completed by January 1st
At least 1 Informal Observation by December 1st, conducted by the
Administrator prior to the 1st formal
At least 2 Informal Observations by Peer Observers
One Review of Practice each year
Additional observations if deemed necessary
At least 1 Formal Observation by administrator each year
At least 3 Informal Observations each year, one conducted by the
Administrator and 2 by the Peer Observer
One Review of Practice each year
Additional observations if deemed necessary
Placed on Structured Support and receive a plan if rated developing in
the prior year
Has targeted support with timelines with meeting goals established
Has 3 check-in meetings (December, February, April)
Minimum of 1 formal observation, 4 Informal Observations conducted by
the administrator
May request Peer Support which will be part of the Structured Support
Plan (SSP)
If successful and rated accomplished/exemplary will be placed on
regular non-tenured cycle.
8
Tenured Observations - Unannounced
Teacher Rating
Number of Observations
Tenured
Accomplished/Exemplary
пЃ®
пЃ®
пЃ®
Developing
пЃ®
пЃ®
пЃ®
пЃ®
Below Standard
пЃ®
пЃ®
пЃ®
пЃ®
пЃ®
пЃ®
•
At least 1 Formal observation every 3 years
At least 3 Informal observations each year
One Review of Practice each year
Has a Structured Support Plan
Minimum of 1 Formal observation per year
Minimum of 4 Informal observations
1 Review of Practice
Has an Assistance Plan developed by the evaluator and the
tenured teacher in consultation with the bargaining unit
Minimum of 3 observations (at least 1 Formal during the 3
Assessment Periods)
One Review of Practice
At the end of each assessment period the primary evaluator
will complete a “Summary of the Assessment Period”.
Meetings will be with the team, teacher and bargaining unit
Teacher may request a Peer Mentor
See pg. 13 for additional important notes of the TEVAL Plan
TEVAL - Pg. 12
9
Observations (Formal and Informal)
• Pre-conferences are necessary for formal observations;
• Formal observations will occur during the unit time outlined in the preconference (1-3 week period) and last at least 30 minutes;
• All observations will be unannounced;
• Observations must be followed by written feedback within 5 business
days; and
• Domains within the CCT rubric which are observed will be rated
exemplary, accomplished, developing, or below standard.
10
TEVAL - Pg. 11
Peer Observers
• Assists primary evaluators with informal observations of nontenured teachers;
• Are certified educators who may be qualified TEAM mentors or
are emerging teacher leaders;
• Demonstrate a professional attitude, maintain confidentiality, are
fair, unbiased and collaborative;
• Demonstrate professional involvement in the school community;
• Know and use a wide repertoire of effective classroom
management and instructional strategies;
• Share feedback with the teacher observed and the primary
evaluator;
• Do not rate the teacher’s performance; and
• May be part of the Structured Support Plan or Assistance Plan if
requested by the teacher.
11
TEVAL - Pg. 6
Review of Practice
These interactions may include, but are not limited to :
• Reviews of lesson/unit plans and assessments;
• Planning meetings;
• Data team meetings;
• Professional Learning Community meetings;
• Call logs or notes from parent-teacher meetings; and
• Observations of coaching/mentoring of other teachers.
12
TEVAL - Pg. 14
Component #1
Observation, Teacher
Performance and Practice
40%
10%
Observation,
Teacher
Performance and
Practice
45%
40%
5%
13
TEVAL - Pg. 9
CCT Rubric for Effective Teaching 2014 – At a Glance
CCT RUBRIC FOR EFFECTIVETEACHING 2014 - AT A GLANCE
DOMAIN 1:
Classroom Environment, Student Engagement and Commitment to Learning3
DOMAIN 2:
Planning for Active Learning
Teachers promote student engagement, independence and interdependence in learning and facilitate a positive learning community by:
1a. Creating a positive learning environment that is responsive to and
respectful of the learning needs of all students
1b. Promoting developmentally appropriate standards of behavior that
support a productive learning environment for all students; and
1c. Maximizing instructional time by effectively managing routines and
transitions.
Teachers plan instruction in order to engage students in rigorous and
relevant learning and to promote their curiosity about the world at
large by:
2a. Planning instructional content that is aligned with standards,
builds on students’ prior knowledge and provides for appropriate
level of challenge for all students;
2b. Planning instruction to cognitively engage students in the
content; and
2c. Selecting appropriate assessment strategies to monitor student
progress.
DOMAIN 3:
Instruction for Active Learning
DOMAIN 4:
Professional Responsibilities and Teacher Leadership
Teachers implement instruction in order to engage students in rigorous and
relevant learning and to promote their curiosity about
Teachers maximize support for student learning by developing and
demonstrating professionalism, collaboration with others and
leadership by:
the world at large by:
3a. Implementing instructional content for learning;
3b. Leading students to construct meaning and apply new learning through
the use of
a variety of differentiated and evidence-based learning strategies; and
3c. Assessing student learning, providing feedback to students and
adjusting instruction.
TEVAL - Pg. 10
4a. Engaging in continuous professional learning to impact
instruction and student learning;
4b. Collaborating with colleagues to examine student learning data
and to develop and sustain a professional learning environment to
support student learning; and
14
4c. Working with colleagues, students and families to develop and
sustain a positive school climate that supports student learning.
Setting Goals for Teacher Practice
Teacher develops 1-3 SMART goals
that address Teacher Practice and are aligned to the CCT
Rubric for Effective Teaching 2014
S=Specific
M=Measurable
A=Aligned and Attainable
R=Results-Oriented
T=Time-Bound
SMART Goal Example for
Teacher Performance and
Practice
I will increase/improve my ability to
deliver effective vocabulary instruction
through personal research and
professional development opportunities
by June 2015.
15
TEVAL - Pg. 15
Calculating Individual Teacher
Evaluation Rating for Teacher
Practice Component
• Evaluator collects evidence on teacher
practice through observations and interactions.
• Using the CCT Rubric, ratings are determined by
analyzing the evidence from observations.
16
TEVAL - Pg. 15 - 17
Component #2
Parent Feedback 10%
10%
Parent
Feedback
45%
40%
5%
17
TEVAL - Pg. 17
Parent Feedback Process
1. A parent survey will be conducted at the district/school
level.
2. One school-level goal based on the district survey
feedback will be determined by the principal.
3. Each teacher identifies one personal goal related to the
parent engagement goal and sets improvement
targets.
4. Evaluator and teacher measure progress on growth
targets.
5. Evaluator determines a teacher’s summative rating
based on the four performance levels.
Exemplary (4)
Accomplished (3)
Developing (2)
Below Standard (1)
Exceeded the goal
Met the goal
Partially met the goal
Did not meet the goal
TEVAL - Pg. 17 - 18
18
Examples of Parent Feedback Goals
Survey data showed 63% of parents at Main Street School
don’t feel that communication at the school is consistent.
• School Level Goal: Improve home-school
communication at Main Street School.
• Individual Goal: Teacher will create monthly
newsletters that will highlight student work, class news,
and upcoming events (10 total). Teacher will distribute
information to parents through paper copies and
email.
19
Component #3
Student Growth and
Development – 45%
10%
45%
Student Growth
and
Development
40%
5%
20
TEVAL - Pg. 19
Student Learning Objectives (SLOs)
• Based on teacher’s assignment, students and
context.
• Carefully planned, long-term academic
objectives.
• Reflect high, yet attainable, expectations for
learning or improvement and aim for mastery of
content or skill development.
• Measured by Indicators of Academic Growth and
Development (IAGDs), which include specific
assessments/measures of progress and targets for
student mastery or progress.
21
TEVAL - Pg. 19
SLO Process
The SLO process will support teachers in using a planning cycle that
will be familiar to most educators:
SLO Phase 1:
Review data
•
•
•
•
SLO Phase 2:
Set goals for
student
learning
SLO Phase 3:
Monitor
student
progress
SLO Phase 4:
Assess student
outcomes
relative to goals
Developing SLOs is a process rather than a single event.
The purpose is to craft SLOs that serve as a reference point throughout the
year as teachers document their students’ progress toward achieving the
IAGD targets.
Teachers may develop them through consultation with colleagues in the
same grade level or teaching the same subject.
The final determination of SLOs and IAGDs is made through mutual
22
agreement between the teacher and his/her evaluator.
TEVAL - Pg. 20
Guiding Questions for
Student Learning Objectives (SLO)
• What are the
objectives for student
learning?
• What is the rationale
for choosing these
objectives?
• How will we know
when objectives are
met?
23
What Makes a Good Student
Learning Objective? (SLO)
• Includes broad goal statements about the knowledge and
skills students should demonstrate as a result of instruction;
• Addresses the central purpose of the teacher’s assignment;
• Takes into account baseline data on student performance
from a number of data sources;
• Pertains to a large proportion of a teacher’s students,
including specific target groups;
• Reflects significant growth of content mastery or skill
development; and
• Reflects attainable, but ambitious goals for student learning.
24
TEVAL - Pg. 21
Objectives Will Include
• A broad goal (SLO) for student learning that
addresses a central purpose;
• A rationale that explains why this is an important
area of improvement; and
• At least one IAGD which is the specific evidence,
with a quantitative target, that will demonstrate
whether the objective was met. ( Multiple IAGDs
may be used)
25
Student Learning Objective (SLO 1)
• SLO 1 is a learning objective based on the
school-wide goal that supports the school-wide
need.
• This goal identifies core ideas, domains,
knowledge and skills students are expected to
acquire for which baseline data indicate a
need.
26
Example of SLO 1
Grade 4
Goal
• All students will improve their reading comprehension of informational
text, as measured by their ability to use explicitly stated information to
answer questions about the text, identify the general topic of a text, and
make inferences and/or draw conclusions about central ideas that are
relative to the text. (CCSS, Reading for Informational Text, Key Ideas and Details)
Rationale
• Our school reading data (Language Arts) suggests that reading
comprehension is an area of relative weakness among our students. A
closer analysis of school-wide data indicates that comprehension of
informational text is an issue. Given the emphasis on reading of
information text in the CCSS, it was agreed that this is an important area
of focus right now.
* Other examples on p. 22 of the Teacher Evaluation & Support Plan.
27
Student Learning Objective (SLO 2)
пЃ® SLO 2 is a learning objective that will address a central purpose
of the teacher’s assignment and it should pertain to a
meaningful proportion of his/her students, related to data;
пЃ® Each SLO should reflect high expectations for student learning
and should be aligned to relevant state, national (e.g.,
common core), or district standards for the grade level or
course; and
пЃ® SLO 2 is measured by both standardized and non-standardized
indicators.
28
Examples of SLO 2 Based On
Student Data
Grade/Subject
Student Learning Objective
6th Grade Social
Studies
Students will produce effective and well-grounded
writing for a range of purposes and audiences.
9th Grade Information
Literacy
Students will master the use of digital tools for
learning to gather, evaluate and apply information
to solve problems and accomplish tasks.
11th Grade Algebra II
Students will be able to analyze complex, realworld scenarios using mathematical models to
interpret and solve problems.
9th Grade English/
Language Arts
Students will cite strong and thorough textual
evidence to support analysis of what the text says
explicitly as well as inferences drawn from the
text.
1st and 2nd Grade Tier 3 Students will improve reading accuracy and
Reading
comprehension leading to an improved attitude
and approach toward more complex reading tasks.
29
TEVAL - Pg. 22
SLO and IAGD
SLO (Student Learning Objective)
• Teacher will develop SLO and teacher and
evaluator will agree upon the SLO using all
student information available.
IAGD (Indicators of Academic Growth and
Development)
• Teacher and evaluator will also agree upon
Indicators of Academic Growth and
Development (IAGD) that incorporate specific
evidence and have quantitative targets that
demonstrate whether the SLO was met.
30
What are Indicators of Academic
Growth and Achievement?
(IAGDs)
• Are based on results of assessments, which may include
standardized and non-standardized measures;
• May require consultation with colleagues with more
expertise to determine appropriate measures and
targets;
• Indicator statements for the teacher evaluation should
follow SMART Goal language: Specific/Strategic,
Measurable, Aligned/Attainable, Results-Oriented and
Time-Bound; and
• Multiple IAGDs may be used.
TEVAL - Pg. 22
31
Consider These Components
When Writing an IAGD:
1.
2.
3.
4.
5.
Learning Content: What does the baseline
data indicate you need to focus on with your
students?
Population: What students will this objective
address?
Interval of Instructional Time: How long is the
interval of instruction (i.e., weeks, quarters,
semesters, school year)?
Assessment: How are you going to measure
student growth?
Expected Gain or Growth: How much are
your students going to grow?
32
Examples of SLO 1 with IAGD
Teacher
Category
Student
Learning Objective
Progress Monitoring
IAGD
4th grade
teacher
All students will improve
15-20% of the students will
demonstrate progress with reading
comprehension of informational text
as evidenced by reading at or above
the aim line on the Maze progress
monitors administered weekly as a
component of SRBI.
The percentage of
students demonstrating
reading comprehension
of informational text
will increase from
____% to ____% as
measured by the
Aimsweb Maze
instrument administered
in May 2015.
their reading
comprehension of
informational text.
80-85% of the students will
demonstrate progress with reading
comprehension of informational text
as evidenced by the Aimsweb Maze
instrument administered 3x a year
(i.e., Sept, Jan. May).
33
Examples of SLO 2 and IAGDs
Non-Standardized SLOs and IAGDs
Teacher
Category
Student Learning Objective
Indicators of Academic Growth and Development
2nd Grade
Math
Students will use patterns to describe relationships
and make predictions.
 100% of students will meet proficiency on the performance task
assessments that pertain to relationships and predictions by the end of each
unit
 75% of students will obtain proficiency on using patterns to describe
relationships and make predictions on the writing rubric created for math
journals
7th Grade
English
Students will use a variety of strategies to
comprehend a wide range of text of increasing
levels of difficulty.
 70% of students will score proficient on student work samples that will be
graded against a rubric in maintained in a portfolio.
 85% of students will improve one grade level on a teacher administered IRI
(pre vs. post test).
Algebra I
Students will demonstrate an understanding of
quadratics and exponent rules.
 85% of students will display growth using a portfolio of student work
samples
 70% of students will score proficient on the Smarter Balanced Assessment
performance task.
Biology
Students will use the NGSS Science And
Engineering Practices to ask questions and define
problems, develop and use models, plan and carry
out investigations, Use mathematics and
computational thinking, engaging in argument from
evidence, Construct explanations (for science) and
designing solutions (for engineering) , critique, and
communicate inferences made from data.
 At least 85% of students will score proficiently using the 8 Science and
Engineering practices with 100% accuracy as measured by the State CAPT
test for Biology.
 80% of students will display growth as measured by a portfolio assessment
of student work from laboratory assignments and CAPT related Embedded
tasks throughout the school year.
 75% of students will display growth on Pre/Post tests formulated to assess
the use and understanding of the scientific method.
See additional SLO’s with corresponding IAGD’s on pg. 25 of the TEVAL Plan
34
Rating Teacher Performance on
SLOs as Measured by IAGDs
Evaluators will review the evidence and the teacher’s self-assessment and
assign one of four ratings to each SLO: Exceeded (4 points), Met (3 points),
Partially Met (2 points), or Did Not Meet (1 point). These ratings are
defined as follows:
Exceeded (4)
Met (3)
All or most students met or substantially exceeded the target(s)
contained in the indicator(s).
Most students met the target(s) contained in the indicators
within a few points on either side of the target(s).
Partially Met (2)
Many students met the target(s) but a notable percentage
missed the target by more than a few points. However, taken
as a whole, significant progress towards the goal was made.
Did Not Meet (1)
A few students met the target(s) but a substantial percentage of
students did not. Little progress toward the goal was made.
35
TEVAL - Pg. 27
Final Student Growth & Development
Rating
Average
Domain-Level
Score
SLO 1
SLO 2
Student Growth and Development
Rating
2
3
2.5
• Average of the two SLO scores; and
• Individual SLO ratings and Student Growth and
Development rating will be shared and discussed with
teachers during the End-of-the-Year Conference.
36
TEVAL - Pg. 28
Component #4
Whole School Student
Learning Indicator 5%
10%
45%
40%
5%
Whole School
Student
Learning
Indicator
37
TEVAL - Pg. 28 - 32
Whole School Student Learning
Indicator
• Shall be equal to the aggregate rating for
multiple student learning indicators established
for his/her administration’s evaluation rating.
• Will be based on the School Performance Index
(SPI) when made available.
38
TEVAL - Pg. 28
Summative Teacher Evaluation
Scoring
• Observation of teacher performance and practice:
Evaluators use the CCT rubric to determine ratings and score
for each domain. 40%
• Parent Feedback: Evaluators assign a rating and score
value aligned to the teacher’s progress to goal. 10%
• Student growth and development: Evaluators assign a rating
and score value aligned to the school’s progress to meeting
the SPI goal. 45%
• Whole School Student Learning: Evaluators assign a rating
and score value aligned to the school’s progress toward
goal. 5%
39
TEVAL - Pg. 29
Teacher Practice Related Indicators
• How each component is calculated
Score (1-4)
Component
Observation of Teacher Performance and
Practice
Parent Feedback
Weight
Points
(score
weight)
2.8
40
112
3
10
30
Total Teacher Practice Related Indicators Points
x
142
Rating Table
Teacher Practice Related Indicators
Points
50-80
Teacher Practice Related Indicators
Rating
Below Standard
81-126
Developing
127-174
Accomplished
175-200
Exemplary
40
TEVAL - Pg. 30
Student Outcome Related Indicators
Points
Component
Score (1-4)
Student Growth and Development (SLOs)
3.5
Whole School Student Learning Indicator
3
Weight
(score x weight)
45
157.5
5
15
Total Student Outcomes Related Indicators Points
172.5 = 173
Rating Table
Student Outcomes Related Indicators
Points
50-80
Student Outcomes Related Indicators Rating
Below Standard
81-126
Developing
127-174
Accomplished
175-200
Exemplary
41
TEVAL - Pg. 31
Matrix Used to Determine Teacher’s Final Rating
Teacher Practice Related Indicators Rating
4
Student
Outcomes
Related
Indicators
Rating
4
3
2
1
Rate
Exemplary
Rate
Exemplary
Rate
Accomplished
Gather further
information
Rate
Rate
Rate
Rate
Exemplary
Accomplished
Accomplished
Developing
Rate
Rate
Rate
Rate
Accomplished
Accomplished
Developing
Developing
Gather further
information
Rate
Developing
3
2
1
Rate
Developing
Rate Below
Standard
42
TEVAL - Pg. 32
Teacher Evaluation Process
Orientation – Aug. 25 – 27
Reflection – Sept./Oct.
Goal Setting – Oct. 15
Teachers Learn about the
teacher evaluation plan.
Teachers continue to
analyze student data, school
data and survey results.
Teacher will draft goals that
address teacher practice,
student achievement and
school culture.
Formal and Informal
Observations - Oct. to
May
Goals:
SLO1 and SLO2
Practice Goal
Parent Survey Goal
Mid-Year Check In –
Jan./Feb. 15th
Teacher and evaluator
reflect and collect
evidence to-date. A
review of progress is
made and an adjustment
of goals may be
determined.
Teacher Self
Assessment – May 15
Teachers submit evidence of
performance and a selfreflection to evaluator.
Scoring May-June 15
Final Ratings – June 15
Evaluator reviews evidence
and scores all material.
Evaluator and teacher
review the final ratings.
43
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