evaluation instrument - rockwood school · pdf fileinstructional technology specialist...

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EVALUATION INSTRUMENT

ROCKWOOD SCHOOL DISTRICT

CONTENT FACILITATOR, DATA ANALYST, AND

INSTRUCTIONAL TECHNOLOGY SPECIALIST EVALUATION INSTRUMENT

TABLE OF CONTENTS Page Foreword ..................................................................................................................................................1 Committee Members ...............................................................................................................................1 Philosophy ...............................................................................................................................................2 Formative Evaluation and Data Collection Form ....................................................................................3

a. Planning and Preparation ...................................................................................................5 b. Instruction/Instructional Support .......................................................................................7 c. Environment ......................................................................................................................9 d. Professionalism ................................................................................................................11 Pre-Observation Conference Form .............................................................................................13 Submitted Data Log (optional) ...................................................................................................17

Summative Evaluation Report ...............................................................................................................19 a. Planning and Preparation ................................................................................................22 b. Instruction/Instructional Support .....................................................................................24 c. Environment ....................................................................................................................26 d. Professionalism ................................................................................................................28

Resources .............................................................................................................................................31 Content Facilitator, Data Analyst, Instructional Technology Specialist Look Fors ..................33

TABLE OF CONTENTS continued See TEI Handbook for evaluation process and information on items below:

TEI HANDBOOK PAGE # Evaluation Process ..................................................................................................................................8 Evaluation Responsibilities ..........................................................................................................8 Formative Phase ...........................................................................................................................8 Summative Phase ........................................................................................................................10 Evaluation Cycle ....................................................................................................................................11 Evaluation Cycle Flowchart .......................................................................................................12 Focused Improvement Plan) (FIP) ........................................................................................................13 Focused Improvement Plan Flowchart ......................................................................................15 Communication and In-service Training Plan ......................................................................................16 Appendix Focused Improvement Plan (FIP) Form .............................................................................................55 Board Policy and Regulation ..............................................................................................................59 Glossary ...............................................................................................................................................67 Resources .............................................................................................................................................73 Teacher Look Fors......................................................................................................................75 Counselor Look Fors ..................................................................................................................76 Library Media Specialist Look Fors ...........................................................................................78 Instructional Coach Look Fors ..................................................................................................79 Resources to Support Professional Development.......................................................................83 References/Works Cited .......................................................................................................................85

FOREWORD

Content Facilitator, Data Analyst, Instructional Technology Specialist (CDIEI) Evaluation Instrument

Approved: Board of Education on June 7, 2012 effective beginning with 2012-13 school year

Purpose: Committee met with the purpose of ensuring that content facilitators, data analysts and instructional technology specialists (ITS) have an appropriate evaluation instrument to measure performance. The evaluation instruments for Teacher (TEI) and Instructional Coach (ICEI) needed revisions to better meet the unique needs of content facilitators, data analysts and ITS.

Committee: The committee was comprised of five content facilitators, a data analyst and a ITS selected in collaboration with the Rockwood National Education Association (RNEA). The committee members are: Glenn Hancock- data analyst Maria Tenny- ITS Kevin McColgan- content facilitator Stephanie Nauman- content facilitator Diane Lommel- content facilitator

Jane Brown- Director of Differentiated Services Matt Frederickson- Director of Curriculum Suzanne Dotta- RNEA president Katie Reboulet- Director of HR

Resources: The committee met on April 26, 2012, to review the TEI, CEI, and ICEI and determine which changes need to be made to better meet the needs of this unique employee group. The ICEI was developed by a committee in 2008-09 as an evaluation tool for Instructional Coaches. That process was an in-depth study of effective evaluative techniques used for ICs. The RSD TEI was used as the model for performance based evaluation tools. They also worked with the 12 Key features determined by current research, legal requirements, and expectations from the Rockwood School District Board of Education:

1. Clear Language- straightforward, understandable language that facilitates clarity for all users. 2. Format- common format for use by all groups with consistent protocol and categories of

performance. 3. Customizable- format that is customizable for all user groups and career stages. 4. Communication- opportunities for systematic two-way communication. 5. Systematic- step by step procedures that are cyclical by design. 6. Legal- meets all legal requirements at the State and Federal levels. 7. Documentation- allows for multiple sources of data collection and documentation throughout

the evaluation cycle. 8. Evaluative- allows documented performance to be compared with established standards in a

formal setting. 9. Improvement- sets expectations and provides systematic opportunities for improvement. 10. Professional Growth- sets expectations of continual professional growth. 11. Goal Oriented- goals are tied to and balance personal growth with building and district goals 12. Board Expectations- meets the RSD BoE expectations for all areas of acceleration,

differentiation, and communication.

The committee utilized the work from the 2008-09 ICEI evaluation committee and made revisions to that tool in order to address the specific performance of this newer employee group. The committee also used the CEI and evaluation resources to review domains, components and elements for the new instrument. The attached evaluation tool will be used with CF, DA and ITS beginning in the 2012-13 school year. If you have any questions or concerns, please contact Dr. McMillin or Dr. Reboulet in Rockwood School District Human Resources.

Updated 07/15/10 2

Philosophy

A performance-based evaluation system is critical to improving teaching, thus improving student knowledge and performance. A performance-based evaluation system has three purposes: performance assessment, professional growth, and student learning. An evaluation system should assist the district in determining the level of skill and competency that individual certified employees have in implementing the teaching-learning process. This system should guide individual building administrators as they monitor performance, help employees that need improvement, and recognize professionals with outstanding skills. Conversely, an evaluation system should promote professional growth by helping certified employees learn about, reflect upon a nd identify areas of their personal talents that they can develop and grow. Further, the evaluation system should be a mechanism to nurture professional growth in common goals of the district and building, and should support a learning culture in which people are encouraged to improve and share insights regarding the elements of best practices in the profession. Ultimately, the performance-based evaluation in the Rockwood School District supports an optimal learning environment for each student to acquire and apply knowledge and skills. The ability to apply these competencies successfully in any setting throughout the world becomes the essence of Rockwood School District’s “World Class Education."

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Content Facilitator, Data Analyst, Instructional Technology Specialist ● Formative Evaluation and Data Collection Form ● 06/07/12 5


CONTENT FACILITATOR, DATA ANALYST, INSTRUCTIONAL TECHNOLOGY SPECIALIST EVALUATION AND DATA COLLECTION FORM

This form contains information gathered from pre and/or post conferences, classroom observation and the attached formative data collection log. Name Location Event/Activity Subject/Content Observation Date Time In Time Out Evaluator

DOMAIN 1 – PLANNING AND PREPARATION

ELEMENT LEVELS OF PERFORMANCE

Does Not Meet the Standard

Partially/Approaching the Standard

Meets the Standard Exceeds the Standard

COMPONENT 1a: DEMONSTRATES KNOWLEDGE OF KEY STAKEHOLDERS IN PLANNING HIGH-QUALITY PROFESSIONAL LEARNING

1) Uses knowledge of key stakeholders

Does not assist staff in planning professional learning responsive to student and teacher needs.

Plans one-time professional learning for staff with or without their input.

Assists staff in planning on-going professional learning, with follow-up and support, based on assessed student and teacher needs.

Assists staff in planning on-going professional learning cycles that are responsive to teacher needs and incorporate both formative and summative assessment data.

2) Uses relevant resources

Rarely provides resources that support professional learning to staff.

Occasionally provides access to resources in support of identified areas of professional learning to staff.

Regularly provides access to resources in support of identified areas of professional learning to staff.

Works with staff to facilitate the access to resources in support of identified areas of professional learning and the creation and sharing of those resources.

COMMENTS


ROCKWOOD SCHOOL DISTRICT CONTENT FACILITATOR, DATA ANALYST, INSTRUCTIONAL TECHNOLOGY SPECIALIST

EVALUATION AND DATA COLLECTION FORM DOMAIN 1 – PLANNING AND PREPARATION





COMPONENT 1b: DESIGNS, PREPARES AND/OR SUPPORTS A VARIETY OF PROFESSIONAL LEARNING EXPERIENCES ALIGNED WITH DISTRICT CURRICULUM AND INITIATIVES

3) Designs professional learning with knowledge of district curriculum

Does not design professional learning aligned with district curriculum and initiatives.

Designs, facilitates and/or supports professional learning and workshops that inconsistently align with district curriculum goals and initiatives.

Designs, facilitates and/or supports job-embedded professional learning and workshops that align with district curriculum goals and initiatives.

Designs, facilitates and/or supports a variety of job-embedded, in-depth, sustained, and collaborative professional learning experiences that align with district curriculum and initiatives.

4) Designs professional learning using a variety of instructional strategies and teaching techniques appropriate for the content area

Does not design professional learning appropriate for the content area.

Designs and/or supports professional learning without clearly stated outcomes for staff and student learning.

Designs and/or supports professional learning that incorporates key strategies that enhance content area instruction with clearly stated outcomes for staff and student learning.

Designs and/or supports professional learning that incorporates key strategies that enhance content area instruction with clearly stated outcomes for staff and student learning and a plan for fidelity of implementation.

5) Plans relevant professional learning

Does not plan professional learning relevant to identified staff needs.

Plans one-size-fits-all professional learning experiences for staff.

Plans and/or supports differentiated professional development according to staff needs.

Plans and/or supports staff level of understanding of key concepts related to content-area knowledge, assessment, and/or instruction and plans differentiated professional experiences accordingly. Collects evidence that shows how staff deepens content knowledge and/or refine instructional practices as a result of the professional learning experiences.

COMMENTS




DOMAIN 2 – INSTRUCTION/INSTRUCTIONAL SUPPORT





COMPONENT 2a: FACILITATES ANALYSIS AND INTERPRETATION OF DATA FROM MULTIPLE SOURCES 1) Supports the

analysis of performance data

Does not meet with staff to analyze data.

Meets with staff to analyze data from only one source or provides data but does not meet with staff.

Meets with staff and analyzes data from multiple sources.

Routinely meets with staff to analyze data from multiple sources to inform instruction.

2) Links performance data to professional learning

Does not meet with staff to determine how professional development has impacted teacher practice and student learning.

Assists staff to use data from only one source to determine how professional development has impacted teacher practice and student learning.

Assists staff to use data from multiple sources to determine how professional development has impacted teacher practice and student learning.

Routinely assists staff to use data from multiple sources to determine how professional development has impacted teacher practice and student learning.

3) Provides resources for staff

Does not collaborate or instructional and resource support is minimal.

Provides materials and resources, but little collaboration has occurred.

In conjunction with school staff, provides materials, resources and serves as a resource themself to support instructional goals and activities in the classroom.

In conjunction with school staff, provides materials and resources to support curriculum and district initiatives.

4) Works to increase student achievement

Facilitates conversations with staff, without use of student assessment/survey information that do not show evidence of problem solving and/or adapting new strategies/interventions for the purpose of increasing student achievement.

Facilitates conversations with staff, without use of student assessment/survey information, to problem solve and adapt new strategies/interventions for the purpose of increasing student achievement.

Facilitates data-based dialogue with staff to identify and design interventions to support student achievement.

Facilitates data-based dialogue with staff to identify and design interventions to close achievement gaps. Assists teachers in development and implementation of results-driven action plan focused on student achievement.

COMMENTS



EVALUATION AND DATA COLLECTION FORM DOMAIN 2 – INSTRUCTION/INSTRUCTIONAL SUPPORT





COMPONENT 2b: PROVIDES SUPPORT FOR IMPLEMENTATION OF NEW AND/OR REFINED INSTRUCTIONAL AND CURRICULAR PRACTICES

5) Provides personalized staff support

Provides a one-size-fits-all level of support.

Provides emerging level of support that aligns with facilitators own level of expertise.

Provides support that aligns with staff levels of comfort and expertise (e.g. years of experience, current knowledge and skills, etc).

Conducts assessment then provides support that aligns with staff levels of comfort and expertise (e.g. years of experience, current knowledge and skills, etc).

6) Supports implementation

Does not support implementation.

Observed and leads discussion. Gives feedback to staff about their implementation of new and/or refined instructional practices.

Provides observation and/or feedback to support for implementation of new and refined instructional practices. (ex. Demo, co-teaching, feedback)

Provides leadership through demonstration, co-teaching, observation and/or feedback to support implementation of new and refined instructional practices. Designs and/or supports multiple experiences that deepen understanding and meaning of new concepts and strategies.

7) Provide services to support reflective conversation

Does not engage staff in reflective learning conversations.

Engages staff in reflective learning conversations with some focus on refining of instruction.

Engages staff in reflective teaching and learning conversations focused on refining instruction.

Reflective conversations lead to change in practice focused on implementation of first-best instructional practices.

8) Supports integration of technology

Technology integration does not impact instructional practices.

Technology integration partially impacts instructional practices.

Technology integration impacts instructional practices and leads to increased student learning.

Technology integration impacts instructional practices and increases student learning and engagement.

COMMENTS



EVALUATION AND DATA COLLECTION FORM DOMAIN 3 – ENVIRONMENT





COMPONENT 3a: SUPPORTS STRUCTURES AND PROCESSES FOR COLLABORATIVE WORK THAT PROMOTE COLLEGIALITY AND SHARED RESPONSIBILITY

1) Creates collaborative learning opportunities for staff

Does not create opportunities for staff to learn from each other.

Creates opportunities for staff to learn from each other.

Creates opportunities for staff to learn effective practice from each other.

Creates opportunities for staff to learn effective practice from each other. Purposely supports the development of communication and collaboration.

2) Maintains positive relationship with staff

Does not cultivate positive relationships with staff.

Cultivates positive relationships with individual staff.

Maintains positive relationships with staff that promote the achievement of individual, team, administrative, school and/or district goals.

Maintains positive relationships with staff that promote the achievement of individual, team, administrative, school and/or district goals. Takes leadership role in collaborating with staff.

COMMENTS








COMPONENT 3b: CREATES ROUTINES AND PROCEDURES THAT RESULT IN ACCESSIBILITY TO SCHOOL PERSONNEL

3) Climate

Makes little or no contribution to a positive climate.

Makes a limited contribution to a positive climate.

Maintains consistent routines and procedures that actively contribute to a positive climate.

Takes a leadership role in contributing to a positive climate.

4) Manages routines and procedures

Schedule and procedures are nonexistent or in disarray.

Schedule and procedures are not clearly defined or not clearly communicated.

Schedule, maintains and procedures that are clearly defined and communicated. Ensures equitable access for district and/or building staff.

Schedule and procedures are clearly defined and communicated. Ensures equitable access for staff. Routines and procedures are effectively prioritized.

COMMENTS



EVALUATION AND DATA COLLECTION FORM DOMAIN 4 –PROFESSIONALISM





COMPONENT 4a: ENGAGES IN PROFESSIONAL COMMUNICATION WITH ALL SCHOOL COMMUNITY 1) Demonstrates

effective communication skills

Does not communicate with school community effectively. Little or inaccurate information is provided about instructional programming.

Communicates with some stakeholders within the school community in a cordial (minimal) manner. Information about instructional programming is unclear or impractical.

Communicates with all stakeholders within the school community in a supportive and cooperative manner. Information about instructional programming is clear, practical and relevant.

Communicates proactively with all stakeholders within the school community in providing and exchanging clear, practical and relevant information about instructional programming follow-up.

2) Relationship with school community stakeholder

Relationships with colleagues and community stakeholder are negative or self-serving.

Maintains cordial (minimal) relationships with colleagues and community stakeholder.

Support and cooperation characterize relationships with colleagues and school community stakeholder

Support and cooperation characterize relationships with colleagues and community stakeholder; demonstrates leadership in improving relationships.

COMMENTS





COMPONENT 4b: PARTICIPATES IN PROFESSIONAL LEARNING TO BECOME MORE EFFECTIVE

3) Pursues professional growth

Engages in no personal professional development activities.

Participates to a limited extent in personal professional development.

Engages in personal professional development to enhance knowledge and skills; and professional development is connected to program and/or district initiatives.

Seeks out opportunities for personal professional development and systematically applies new learning to his/her work.

COMMENTS








COMPONENT 4c: READS, CRITIQUES, INTERPRETS AND UTILIZES EDUCATIONAL RESEARCH 4) Utilizes

educational research

Does not incorporate educational research into learning experiences.

Demonstrates limited skill in reading and interpreting educational research with some application to learning experiences.

Demonstrates skill in reading and interpreting educational research. Generalizes research to learning applications.

Critically reads, analyzes, and reflects on educational research. Evaluates the reliability and validity of research. Translates research into authentic learning applications.

5) Supports use of educational research

Does not support use of educational research by staff.

Works with staff to support use of educational research in making instructional and program decisions.

Works with staff to support use of educational research. Incorporates research into decision-making process.

Takes a leadership role in working with staff to support use of educational research. Incorporates research into decision-making process.

COMMENTS

Signature of CF, DA, ITS Date Signature of Administrator Date

(Signatures indicate the contents of this document have been discussed. It does not necessarily mean agreement with its contents.)

Distribution: Original to Human Resources Copy for Administrator Copy for CF, DA, ITS

Content Facilitator, Data Analyst, Instructional Technology Specialist ● Pre-Observation Conference ● 06/07/12 13


PRE-OBSERVATION CONFERENCE

CONTENT FACILITOR, DATA ANALYST, INSTRUCTIONAL TECHNOLOGY SPECIALIST

In order to gain insight into the CF, DA or ITS's reflective understanding regarding lesson planning; the following questions may be useful:

Content Factilitator

Data Analyst

Instructional Technology

Specialist

School

Grade/Subject Date

1. Briefly describe the lesson and students.

2. What objective and activities will be used that are a part of the District's curriculum guide? What do you expect the students to be able to know or do at the end of this lesson? How does this relate to what the students should be able to know and do at the end of this unit?

3. How does the lesson plan provide for students to engage in learning? What will the students do?


4. What difficulties do students typically experience in this area, and how do you plan to anticipate those difficulties and enable students to persist in the work?

5. What instructional materials or other resources will you use?

6. How do you plan to assess student achievement? What procedure will you use? What products will the students produce? (Attach tests or performance tasks and include scoring guides.)

7. Is there anything about the learning environment that you think might affect your students during the observation?


8. What are the most important classroom routines, procedures, rules and expectations for student behavior that will be in operation during the observed lesson?

9. Are there any special circumstances of which the observer should be aware?

NOTES:

Administrator’s Signature

Date CF, DA, ITS’s Signature Date

Distribution: One copy for administrator; one copy for CF, DA, ITS.

Content Facilitator, Data Analyst, Instructional Technology Specialist ● Data Log ● 06/07/12 17


SUBMITTED DATA LOG (OPTIONAL)

CF, DA, ITS Location Evaluator School Year

This form is kept by the content facilitator, data analyst, and instructional technology specialist and discussed with the evaluator at each formative and summative conference. This form should reflect professional growth and involvement in the school which could include conferences/workshops, attendance at activities, committees, leadership roles, parent communication, coursework and professional organizations.

DATE

EVENT

Summative Evaluation Report

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Content Facilitator, Data Analyst, Instructional Technology Specialist ● Summative Evaluation Report ● 06/07/12

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SUMMATIVE EVALUATION REPORT

Name: Subject:

Location: Academic Year:

Years in Rockwood: Probationary Tenured (1st Perm. / Permanent)

Year 1, 2, 3 in position

OBSERVATION DATE MINUTES CONFERENCE

DATE DUE DATE

Observation 1 October 1 Observation 2 November 1 Observation 3 Anytime prior to

March 10 Observation 4 SUMMATIVE March 10


Observation 1


DATE DUE DATE

Anytime during the school year


Observation 1


DATE DUE DATE

Anytime during the school year



DATE DUE DATE

Observation 1 First Semester

Observation 2 Anytime during the school year

Observation 3 Second Semester

SUMMATIVE Prior to the last five working days of the

school year

Administrator’s Summary Statement

Professional Growth Statement. Optional. Required for Content Facilitator, Data Analyst, or Instructional Technology Specialist who have a level of performance of “Does Not Meet the Standard” or “Partially/Approaching the Standard.”

Content Facilitator, Data Analyst, or Instructional Technology Specialist’s Comments

Recommendation for continued employment (check one) If CF, DA, ITS is on a FIP (check one) Recommended for continued employment. Performance has improved. Remove from FIP.

Not recommended for continued employment Performance concerns exist. Continue FIP into next school year.

Not recommended for continued employment due to one-year-only contract (Probationary Instructional Coaches only)

Signature of CF, DA, ITS Date Signature of Principal/Supervisor Date

(Signatures indicate the contents of this document have been discussed. It does not necessarily mean agreement with its contents). Distribution: Copy for Human Resources Copy for Administrator Copy for CF, DA, ITS


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EVALUATION AND DATA COLLECTION FORM This form contains information gathered from pre and/or post conferences, classroom observation and the attached formative data collection log. Name Location Event/Activity Subject/Content Observation Date Time In Time Out Evaluator

DOMAIN 1 – PLANNING AND PREPARATION





COMPONENT 1a: DEMONSTRATES KNOWLEDGE OF KEY STAKEHOLDERS IN PLANNING HIGH-QUALITY PROFESSIONAL LEARNING

1) Uses knowledge of key stakeholders

Does not assist staff in planning professional learning responsive to student and teacher needs.

Plans one-time professional learning for staff with or without their input.

Assists staff in planning on-going professional learning, with follow-up and support, based on assessed student and teacher needs.

Assists staff in planning on-going professional learning cycles that are responsive to teacher needs and incorporate both formative and summative assessment data.

2) Uses relevant resources

Rarely provides resources that support professional learning to staff.

Occasionally provides access to resources in support of identified areas of professional learning to staff.

Regularly provides access to resources in support of identified areas of professional learning to staff.

Works with staff to facilitate the access to resources in support of identified areas of professional learning and the creation and sharing of those resources.

COMMENTS


23


EVALUATION AND DATA COLLECTION FORM DOMAIN 1 – PLANNING AND PREPARATION





COMPONENT 1b: DESIGNS, PREPARES AND/OR SUPPORTS A VARIETY OF PROFESSIONAL LEARNING EXPERIENCES ALIGNED WITH DISTRICT CURRICULUM AND INITIATIVES

3) Designs professional learning with knowledge of district curriculum

Does not design professional learning aligned with district curriculum and initiatives.

Designs, facilitates and/or supports professional learning and workshops that inconsistently align with district curriculum goals and initiatives.

Designs, facilitates and/or supports job-embedded professional learning and workshops that align with district curriculum goals and initiatives.

Designs, facilitates and/or supports a variety of job-embedded, in-depth, sustained, and collaborative professional learning experiences that align with district curriculum and initiatives.

4) Designs professional learning using a variety of instructional strategies and teaching techniques appropriate for the content area

Does not design professional learning appropriate for the content area.

Designs and/or supports professional learning without clearly stated outcomes for staff and student learning.

Designs and/or supports professional learning that incorporates key strategies that enhance content area instruction with clearly stated outcomes for staff and student learning.

Designs and/or supports professional learning that incorporates key strategies that enhance content area instruction with clearly stated outcomes for staff and student learning and a plan for fidelity of implementation.

5) Plans relevant professional learning

Does not plan professional learning relevant to identified staff needs.

Plans one-size-fits-all professional learning experiences for staff.

Plans and/or supports differentiated professional development according to staff needs.

Plans and/or supports staff level of understanding of key concepts related to content-area knowledge, assessment, and/or instruction and plans differentiated professional experiences accordingly. Collects evidence that shows how staff deepens content knowledge and/or refine instructional practices as a result of the professional learning experiences.

COMMENTS


24



DOMAIN 2 – INSTRUCTION/INSTRUCTIONAL SUPPORT





COMPONENT 2a: FACILITATES ANALYSIS AND INTERPRETATION OF DATA FROM MULTIPLE SOURCES 1) Supports the

analysis of performance data

Does not meet with staff to analyze data.

Meets with staff to analyze data from only one source or provides data but does not meet with staff.

Meets with staff and analyzes data from multiple sources.

Routinely meets with staff to analyze data from multiple sources to inform instruction.

2) Links performance data to professional learning

Does not meet with staff to determine how professional development has impacted teacher practice and student learning.

Assists staff to use data from only one source to determine how professional development has impacted teacher practice and student learning.

Assists staff to use data from multiple sources to determine how professional development has impacted teacher practice and student learning.

Routinely assists staff to use data from multiple sources to determine how professional development has impacted teacher practice and student learning.

3) Provides resources for staff

Does not collaborate or instructional and resource support is minimal.

Provides materials and resources, but little collaboration has occurred.

In conjunction with school staff, provides materials, resources and serves as a resource themself to support instructional goals and activities in the classroom.

In conjunction with school staff, provides materials and resources to support curriculum and district initiatives.

4) Works to increase student achievement

Facilitates conversations with staff, without use of student assessment/survey information that do not show evidence of problem solving and/or adapting new strategies/interventions for the purpose of increasing student achievement.

Facilitates conversations with staff, without use of student assessment/survey information, to problem solve and adapt new strategies/interventions for the purpose of increasing student achievement.

Facilitates data-based dialogue with staff to identify and design interventions to support student achievement.

Facilitates data-based dialogue with staff to identify and design interventions to close achievement gaps. Assists teachers in development and implementation of results-driven action plan focused on student achievement.

COMMENTS


25


EVALUATION AND DATA COLLECTION FORM DOMAIN 2 – INSTRUCTION/INSTRUCTIONAL SUPPORT





COMPONENT 2b: PROVIDES SUPPORT FOR IMPLEMENTATION OF NEW AND/OR REFINED INSTRUCTIONAL AND CURRICULAR PRACTICES

5) Provides personalized staff support

Provides a one-size-fits-all level of support.

Provides emerging level of support that aligns with facilitators own level of expertise.

Provides support that aligns with staff levels of comfort and expertise (e.g. years of experience, current knowledge and skills, etc).

Conducts assessment then provides support that aligns with staff levels of comfort and expertise (e.g. years of experience, current knowledge and skills, etc).

6) Supports implementation

Does not support implementation.

Observed and leads discussion. Gives feedback to staff about their implementation of new and/or refined instructional practices.

Provides observation and/or feedback to support for implementation of new and refined instructional practices. (ex. Demo, co-teaching, feedback)

Provides leadership through demonstration, co-teaching, observation and/or feedback to support implementation of new and refined instructional practices. Designs and/or supports multiple experiences that deepen understanding and meaning of new concepts and strategies.

7) Provide services to support reflective conversation

Does not engage staff in reflective learning conversations.

Engages staff in reflective learning conversations with some focus on refining of instruction.

Engages staff in reflective teaching and learning conversations focused on refining instruction.

Reflective conversations lead to change in practice focused on implementation of first-best instructional practices.

8) Supports integration of technology

Technology integration does not impact instructional practices.

Technology integration partially impacts instructional practices.

Technology integration impacts instructional practices and leads to increased student learning.

Technology integration impacts instructional practices and increases student learning and engagement.

COMMENTS


26







COMPONENT 3a: SUPPORTS STRUCTURES AND PROCESSES FOR COLLABORATIVE WORK THAT PROMOTE COLLEGIALITY AND SHARED RESPONSIBILITY

1) Creates collaborative learning opportunities for staff

Does not create opportunities for staff to learn from each other.

Creates opportunities for staff to learn from each other.

Creates opportunities for staff to learn effective practice from each other.

Creates opportunities for staff to learn effective practice from each other. Purposely supports the development of communication and collaboration.

2) Maintains positive relationship with staff

Does not cultivate positive relationships with staff.

Cultivates positive relationships with individual staff.

Maintains positive relationships with staff that promote the achievement of individual, team, administrative, school and/or district goals.

Maintains positive relationships with staff that promote the achievement of individual, team, administrative, school and/or district goals. Takes leadership role in collaborating with staff.

COMMENTS


27







COMPONENT 3b: CREATES ROUTINES AND PROCEDURES THAT RESULT IN ACCESSIBILITY TO SCHOOL PERSONNEL

3) Climate

Makes little or no contribution to a positive climate.

Makes a limited contribution to a positive climate.

Maintains consistent routines and procedures that actively contribute to a positive climate.

Takes a leadership role in contributing to a positive climate.

4) Manages routines and procedures

Schedule and procedures are nonexistent or in disarray.

Schedule and procedures are not clearly defined or not clearly communicated.

Schedule, maintains and procedures that are clearly defined and communicated. Ensures equitable access for district and/or building staff.

Schedule and procedures are clearly defined and communicated. Ensures equitable access for staff. Routines and procedures are effectively prioritized.

COMMENTS


28







COMPONENT 4a: ENGAGES IN PROFESSIONAL COMMUNICATION WITH ALL SCHOOL COMMUNITY 1) Demonstrates

effective communication skills

Does not communicate with school community effectively. Little or inaccurate information is provided about instructional programming.

Communicates with some stakeholders within the school community in a cordial (minimal) manner. Information about instructional programming is unclear or impractical.

Communicates with all stakeholders within the school community in a supportive and cooperative manner. Information about instructional programming is clear, practical and relevant.

Communicates proactively with all stakeholders within the school community in providing and exchanging clear, practical and relevant information about instructional programming follow-up.

2) Relationship with school community stakeholder

Relationships with colleagues and community stakeholder are negative or self-serving.

Maintains cordial (minimal) relationships with colleagues and community stakeholder.

Support and cooperation characterize relationships with colleagues and school community stakeholder

Support and cooperation characterize relationships with colleagues and community stakeholder; demonstrates leadership in improving relationships.

COMMENTS





COMPONENT 4b: PARTICIPATES IN PROFESSIONAL LEARNING TO BECOME MORE EFFECTIVE

3) Pursues professional growth

Engages in no personal professional development activities.

Participates to a limited extent in personal professional development.

Engages in personal professional development to enhance knowledge and skills; and professional development is connected to program and/or district initiatives.

Seeks out opportunities for personal professional development and systematically applies new learning to his/her work.

COMMENTS


29







COMPONENT 4c: READS, CRITIQUES, INTERPRETS AND UTILIZES EDUCATIONAL RESEARCH 4) Utilizes

educational research

Does not incorporate educational research into learning experiences.

Demonstrates limited skill in reading and interpreting educational research with some application to learning experiences.

Demonstrates skill in reading and interpreting educational research. Generalizes research to learning applications.

Critically reads, analyzes, and reflects on educational research. Evaluates the reliability and validity of research. Translates research into authentic learning applications.

5) Supports use of educational research

Does not support use of educational research by staff.

Works with staff to support use of educational research in making instructional and program decisions.

Works with staff to support use of educational research. Incorporates research into decision-making process.

Takes a leadership role in working with staff to support use of educational research. Incorporates research into decision-making process.

COMMENTS

Signature of CF, DA, ITS Date Signature of Administrator Date

(Signatures indicate the contents of this document have been discussed. It does not necessarily mean agreement with its contents.)

Distribution: Original to Human Resources Copy for Administrator Copy for CF, DA, ITS

Resources

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CONTENT FACILITATOR, DATA ANALYST, INSTRUCTIONAL TECHNOLOGY SPECIALIST LOOK FORS

Examples in the Instructional Coach Evaluation Instrument (What Administration is Looking For)

Domain One: Planning and Preparation includes a comprehensive understanding of the content to be taught, knowledge of the students’ backgrounds, and designing instruction and assessment. Items of Interest:

• Professional development planning based on assessed student and teacher needs • Records of meetings with teachers/teams of teachers • Resources provided to teachers • Workshops/job-embedded professional development such as agendas, evaluations,

anecdotal notes, etc. • Variety of instructional strategies utilized when working with teachers • Professional development aligned with district curriculum goals and initiatives • Resources:

o Budget o Materials o Reports o WEB Resources o Workshop Opportunity o Instructional Strategy

• Strategic planning at content/curriculum level and connection to organizational focus area • Timely professional development • Assessment of professional development

Domain Two: Instruction focuses on the instructional coach’s skill in engaging students in learning the content, and includes the wide range of instructional strategies that enable students to learn. Items of Interest:

• Analysis of student achievement data used for planning professional development • Professional development’s impact on student learning • Coaching effectiveness assessed • Student achievement data used to close achievement gap • Professional development differentiated for teachers • Classroom instruction supported through co-teaching, modeling lessons, observations,

feedback • Reflective conversations with teachers • Technology utilized to impact instruction • After instruction analysis

Domain Three: Environment addresses the instructional coach’s skill in establishing an environment conductive to learning, including both physical and interpersonal aspects of the environment. Items of Interest:

• Promoting collaborative relationships among teachers, teacher teams, and administrators • Positive relationships with teachers and teams • Promoting a positive climate in district schools • Routines and procedures established and managed

Domain Four: Professionalism addresses an instructional coach’s additional professional responsibilities, including self-assessment and reflection, communication with parents, participating in ongoing professional development and contributing to the school and district environment. Items of Interest:

• Effective communication skills o Clear, timely communicates via multiple structures, written, speaking, responsive

• Positive collaboration with colleagues • Professional development/professional growth • Utilizes research

CONTENT FACILITATOR, DATA ANALYST & INSTRUCTIONAL TECHNOLOGY SPECIALISTEVALUATION INSTRUMENT

111 East North StreetEureka, MO 63025-1229636-938-2200www.rockwood.k12.mo.us

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