Teacher Evaluation System

Bloomfield Public SchoolsAugust 30 2012

B loomfield Public

Schools Learning and Growing Together

District Vision StatementThe Bloomfield Public Schools will be a high-performing district with a positive climate of inclusion, an expectation of

competitive academic achievement, and a culture of meaningful parent and

community engagement.

B loomfield Public

Schools Learning and Growing Together

Teacher Evaluation Philosophy Statement

The purposes of the teacher evaluation program are to facilitate student learning by promoting and improving skillful teaching and to ensure that all members of the teaching staff

perform at or above system standards. The teacher evaluation system is a cooperative effort between teachers and

administrators to achieve the districts goals of academic excellence. All Bloomfield teachers are expected to

demonstrate mastery of teaching standards and student growth.

Goals

1. To improve student learning.2. To provide a teacher evaluation/professional growth document that

recognizes the importance of observations, feedback, goals, and provides support for both individual and collaborative evaluation and professional growth.

3. To provide an opportunity for the staff member and evaluator to collaboratively analyze the staff member’s strengths and needs as they relate to the teaching/learning process and to use this knowledge, as a reflective practitioner, to develop plans for continuous professional growth.

4. To provide a means for the evaluator to determine the effectiveness of teacher performance. This includes making decisions and recommendations concerning continued employment, granting of tenure, granting of increment/salary increases and other personnel related responsibilities.

BackgroundIn the fall of 2011, the district in collaboration with the Bloomfield Education Association and the Bloomfield

Administrators Association created a work group focused on creating a useful and informative evaluation system.

The workgroup met monthly for eight months and was comprised of the Director of School Improvement, Chief

Operating Officer, Chief Academic Officer, Teachers, Administrators, and Parents.

Roles and Responsibilities

The primary responsibility of the staff member will be successful performance in meeting the foundational skills and competencies as delineated in the Connecticut Common Core of Teaching. The teacher must be knowledgeable about this evaluation criteria.

To improve student learning, the staff member will actively participate in the evaluation process by:

•Acknowledging the need for professional growth and self-improvement. •Developing objectives and a professional growth plan that leads to more skillful teaching •Engaging in reflection and self-evaluation•Seeking assistance and advice whenever necessary.

TimelinesDate Non-Tenured Tenured

September – March

Mini Observation Window

September – May

Mini Observation Window

October 15 SMART Goals Completed (Included Administrator Sign-Off)

SMART Goals Completed (Included Administrator Sign-Off)

April 15 Final Evaluation Completed (Includes Administrator Sign-Off)

June 10 Final Evaluation Completed (Includes Administrator Sign-Off)

Evaluation Weights

Category Total Evaluation Weight

80% Mini Observations (10)

20% SMART Goals (2)-Literacy (1)-Numeracy (1)

S.M.A.R.T. Goal SamplesUsing the Common Core State Standards, teachers can create literacy and

numeracy goals.

ExamplesGrade 3 Language Arts: 3.RL.1 - Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for answers. Example: 99% of third graders will meet the goal requirement on strand 3.RL.1 as measured by the benchmark assessment to be given in January 2013.

Grade 3 Mathematics: 3.NF.1 - Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/bExample: 100% of third graders will meet the goal requirement on strand 3.NF.1 as measured by common formative assessment “3.NF.1” to be administered on December 21, 2013.

These are S.M.A.R.T. goals that any content area could possibly use.

S.M.A.R.T. Goal SamplesUsing the Common Core State Standards, teachers can create literacy and

numeracy goals.

ExamplesGrade 6 Language Arts: 6.RL.2 - Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. Example: 99% of sixth graders will meet the goal requirement on strand 6.RL.2 as measured by the benchmark assessment to be given in January 2013.

Grade 6 Mathematics: 6.EE.2 - Write, read, and evaluate expressions in which letters stand for numbers.Example: 100% of sixth graders will meet the goal requirement on strand 6.EE.2 as measured by common formative assessment “6.EE.2” to be administered on December 21, 2013.

These are S.M.A.R.T. goals that any content area could possibly use.

S.M.A.R.T. Goal SamplesUsing the Common Core State Standards, teachers can create literacy and

numeracy goals.

ExamplesGrade 12 Language Arts: 12.L.1 - Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.Example: 99% of twelfth graders will meet the goal requirement on strand 12.L.1 as measured by the benchmark assessment to be given in January 2013.

Grade 12 Mathematics: G.MG.1 - Use geometric shapes, their measures, and their properties to describe objects (e.g., modeling a tree trunk or a human torso as a cylinder)Example: 100% of twelfth graders will meet the goal requirement on strand G.MG.1 as measured by common formative assessment “G.MG.1” to be administered on December 21, 2013.

These are S.M.A.R.T. goals that any content area could possibly use.

Instructional Paradigm Shift

“I will make more of an effort to use common planning time to reach out

to my own department and other departments to integrate more

literacy and numeracy performance tasks into the units that I teach.”

~Bloomfield Public School Teacher

Rating ScaleCategory Final Evaluation Score

Goal 86-100

Proficient 70-85

Mandatory Assistance* 60-69

Non-Renewal Phase** Below 60

* - Teacher (regardless of tenure) can only spend one year in the “Mandatory Assistance Category.” Two consecutive years will become automatic candidate for non-renewal.** - Non Tenured teachers automatic candidate for non-renewal. Tenured teacher is place on “Mandatory Assistance.”

Mini-Observation Process

1. Administrator schedules 10 mini-observations for each teacher with their Administrative Assistants at varying class times per teacher (i.e. opening, middle, closure).

2. Administrator observes the teacher for 10 minutes using the T-Eval app or website on their mobile device.

3. Administrator presses submit on their mobile device, sending a copy of the evaluation to the Administrative Assistant and the teacher.

4. Administrative Assistant schedules a post-observation conference no later than 72 hours after the observation.

Evaluation Scoring ScaleCategory Criteria

4 Goal The teacher demonstrates consistent exemplary knowledge and skill in all four domains of practice.

3 Proficient The teacher demonstrates strong knowledge and skill in at least three domains and in a majority of indicators.

2 Attempted/Needs Improvement

The teacher demonstrates some or inconsistent attempts at each domain and some indicators within each domain.

1 Mandatory Assistance

The teacher demonstrates few or none of the skills required in each indicator.

0 Not Observed

Evaluation Rubric Domains

1. Planning and Preparation for Learning

2. Classroom Management

3. Delivery of Instruction

4. Monitoring, Assessment, and Follow-Up

Planning and Preparation for LearningA. KnowledgeB. StrategyC. AssessmentD. LessonsE. EngagementF. Environment

Classroom ManagementA. ExpectationsB. Respectful RelationshipsC. Social EmotionalD. Efficient RoutinesE. Prevention and InterventionF. Incentives

Delivery of InstructionA. Expectations and Goal-SettingB. Engagement and Connections to Construct MeaningC. PresentationD. Differentiation and PersonalizationE. StrategiesF. Application

Monitoring, Assessment, and Follow-UpA. Checking for UnderstandingB. Feedback and Synthesis for Student Learning

The TEVAL websiteThe Teacher Evaluation website address is

www.t-eval.com/bloomfield

Professional Improvement Intervention Plan (PIIP)

A. Action Steps: What steps/activities will be initiated to achieve this goal?

B. Description: Who will be responsible for initiating or sustaining the action steps?

C. Timeframe: What is a realistic timeframe for each phase of the activity?

D. Resources: What resources will be needed for each action step? Who will be responsible for obtaining resources needed for each phase of the action step?

E. Progress on Goal: What evidence will you present that you are making progress toward your goal?

Parting Words

1. Log in and change your password.2. Read the rubric and plan your instruction accordingly.3. Be sure to adhere to the deadlines. 4. Collaboration is key. 5. Remember, every student, every classroom, everyday.6. For help, email eval@blmfld.org.7. My email address is jjwhite@blmfld.org8. Have a great year