instructional coach evaluation … instructional coach evaluation instruments table of contents page...

AdoptedApril 23, 2009

INSTRUCTIONAL COACHEVALUATIONINSTRUMENTS

ROCKWOOD SCHOOL DISTRICT TEACHER, COUNSELOR, LIBRARY MEDIA SPECIALIST,

AND INSTRUCTIONAL COACH EVALUATION INSTRUMENTS

TABLE OF CONTENTS Page Foreword................................................................................................................................................. 1 Committee Members .............................................................................................................................. 2 Philosophy .............................................................................................................................................. 7 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 Teacher* Counselor* Library Media Specialist* Instructional Coach

Formative Evaluation and Data Collection Form...................................................................... 19 a. Planning and Program Development.............................................................................. 21 b. Instruction....................................................................................................................... 23 c. Environment ................................................................................................................... 25 d. Professionalism............................................................................................................... 27 Pre-Observation Conference Form............................................................................................ 29 Instructional Coach Submitted Data Log (optional) ................................................................ 32 Summative Evaluation Report................................................................................................... 33 a. Planning and Program Development.............................................................................. 36 b. Instruction....................................................................................................................... 38 c. Environment ................................................................................................................... 40 d. Professionalism............................................................................................................... 42

*This Instructional Coach Handbook does not include the evaluation forms for Teachers, Counselors, or Library Media Specialists. To view forms for these positions, please visit the Rockwood School District Insider > Forms or contact Dr. McMillin in Human Resources.

TABLE OF CONTENTS continued Page Appendix continued Focused Improvement Plan (FIP) Form ............................................................................................. 45 Board Policy and Regulation.............................................................................................................. 49 Glossary .............................................................................................................................................. 57 Resources............................................................................................................................................ 63 Teacher Look Fors..................................................................................................................... 65 Counselor Look Fors ................................................................................................................. 66 Library Media Specialist Look Fors.......................................................................................... 68 Instructional Coach Look Fors .................................................................................................. 69 Resources to Support Professional Development ..................................................................... 71 References/Works Cited ..................................................................................................................... 73

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Foreword

The performance-based evaluation system outlined in this manual represents the collaborative efforts of teachers, counselors, library media specialists, instructional coaches, and administrators of the Rockwood School District as they researched benchmark districts and best practices across the nation with the purpose of developing an instrument that not only assessed professional performance, but also promoted individual reflection and professional growth. As such, the instrument departs from past practice in several essential areas. The Teacher Evaluation Instrument (TEI), Counselor Evaluation Instrument (CEI), Library Media Specialist Evaluation Instrument (LEI), and Instructional Coach Evaluation Instrument (ICEI) have moved to a more objective process whereby levels of performance are clearly defined for certified staff and administrators. The TEI, CEI, LEI and ICEI scoring guides have individual descriptions of levels of performance to be shared, discussed and reflected upon by certified staff and administrators in collaborative professional conversations. Ultimately, the performance-based evaluation in the Rockwood School District creates the optimal learning environment for each student to acquire and apply knowledge and skills. These evaluation instruments reflect changes in best practices which indicate that it is not only the professional behavior which is important, but also the impact that behavior has on students. Outstanding performance can be characterized by practices that result in students’ personal motivation, active engagement, and ownership of learning. Therefore, this evaluation instrument has four levels of performance with the fourth level being a level of performance that “exceeds expectations.” This fourth level of performance is written with the impact on the student in mind, thus the description is often written about student behaviors, i.e. “The students are . . .” These evaluation instruments are more than just the assessment of a professional’s skill and competency. The evaluation instrument and process have been designed to encourage professional conversations between teachers, counselors, library media specialists, instructional coaches, and administrators regarding goals, professional growth, and best practices.

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ROCKWOOD SCHOOL DISTRICT TEACHER EVALUATION INSTRUMENT COMMITTEE

2006-07 TEACHERS Serena Crisp Acceleration Resource Teacher

Kimberly Fallert Wildwood Middle School – Science Teacher

Adam Gabris Rockwood South Middle School – Social Studies Teacher

Erik Graham RNEA – President

Connie Lowry Eureka Elementary – Grade Two Teacher

Greg Mathison Lafayette High School – Mathematics Teacher

Maryanne Moosmann LaSalle Springs Middle School – Science Teacher

Bernie Mossotti Center for Creative Learning – Gifted Teacher

Katie Nease Rockwood Valley Middle School – Social Studies Teacher

Bryan Pearlman Center for Creative Learning – Grade Four Teacher

Mary Peppers Geggie Elementary – Grade Four Teacher

Jason Schneider Lafayette High School – Mathematics Teacher

Christy Steele Stanton Elementary – Grade Three Teacher

Becky Stevenson Eureka High School – Language Arts Teacher

Jessica Vehlewald 9-12 Social Studies (grant release)

Gail Williams Rockwood South Middle School – Language Arts Teacher

ADMINISTRATORS Brian Gentz Eureka Elementary – Principal

Karen Hargadine, Ed.D. Fairway Elementary – Principal

Bridget Hermann Rockwood Summit High School – Associate Principal

Susan Hladky Director of Human Resources

Karen Kieffer Wild Horse Elementary – Principal

Paul Knight Special Education Coordinator

Sue McAdamis Director of Professional Development

Kelvin McMillin, Ph.D. Assistant Superintendent of Human Resources

Dale Menke Rockwood Summit High School – Principal

Kathy Ryan Curriculum Coordinator

Larry Schmidt Lafayette High School – Principal

Karen Seiber, Ed.D. Rockwood South Middle School – Principal

Jim Wipke, Ed.D. Crestview Middle School – Principal

OBSERVERS Connie Connon Eureka High School – Lead Library Media Specialist

Bob George MNEA UniServ Director

Shari Sevier, Ph.D. Director of Counseling

Melissa Twombly Westridge Elementary – Library Media Specialist

Cathy Westbury Rockwood Valley Middle School – Counselor

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ROCKWOOD SCHOOL DISTRICT COUNSELOR EVALUATION INSTRUMENT COMMITTEE

2007-08

COUNSELORS

Ellen Berger Ballwin Elementary

Gerri Bollinger Rockwood Summit High School

Christine Davis Bowles Elementary

Marcy Dunlap Crestview Middle School

JoAnn Goehler Lafayette High School

Jill Mueth LaSalle Springs Middle School

Cathy Westbury Stanton Elementary

ADMINISTRATORS

Gregory Batenhorst, Ed.D. Wildwood - Principal

Jane Brown Green Pines Elementary - Principal

Jodi Davidson Lafayette High School - Associate Principal

Susan Hladky Human Resources - Director

Lisa Kaczmarczyk Marquette High School - Associate Principal

Mary Kleekamp, Ph.D. Geggie Elementary - Principal

Craig Maxwell Crestview Middle School - Assistant Principal

Sue McAdamis Director Professional Development

Kelvin McMillin, Ph.D. Human Resources - Assistant Superintendent

Shari Sevier, Ed.D. Director of Guidance and Counseling

OBSERVER

Erik Graham RNEA – President

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ROCKWOOD SCHOOL DISTRICT

LIBRARY MEDIA SPECIALIST EVALUATION INSTRUMENT COMMITTEE 2007-08

LIBRARY MEDIA SPECIALISTS

Karen Brown Wildwood Middle School

Kristin Clark Ballwin Elementary

Connie Connon Eureka High School - Lead Library Media Specialist

Lee Mitchell Marquette High School

Doug Russell Pond Elementary

Margaret Sullivan Rockwood Summit High School

Melissa Twombly Westridge Elementary

Cathy Worley Rockwood Valley Middle School

ADMINISTRATORS

Meg Brooks, Ed.D. Westridge Elementary - Principal

Julie Gay Ballwin Elementary - Principal

Susan Hladky Human Resources - Director

Sue McAdamis Annex - Director Professional Development

Thomas McKenna Rockwood Valley Middle School - Assistant Principal


Josten Oglesby Rockwood Summit High School - Assistant Principal

Dawn Portwood Rockwood South Middle School - Assistant Principal

Daniel Thoman Eureka High School - Assistant Principal

OBSERVER

Erik Graham RNEA - President

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ROCKWOOD SCHOOL DISTRICT INSTRUCTIONAL COACH EVALUATION INSTRUMENT COMMITTEE

2008-09 INSTRUCTIONAL COACHES

Robert Deneau Instructional Technology

Sheila McCart Science

Elaine McKenna Instructional Technology

Theresa Long Assessment and Differentiation

Jessica Vehlewald Social Studies

ADMINISTRATORS

Carrie Luttrell, Ed.D. Executive Director of Curriculum, Instruction and Assessment

Sue McAdamis Annex - Director Professional Development


Katie Reboulet, Ed.D. Human Resources - Director

Tammy Rhomberg Annex – Coordinator K-5 Reading Initiative, Title I, OASIS

Kathy Ryan Annex – Coordinator Language Arts, Reading, Drama, Speech

Patty Strauss Annex – Coordinator K-12 Mathematics

OBSERVER

Suzanne Dotta RNEA - President

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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 and 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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Evaluation Process

I. Evaluation Responsibilities

A. Human Resources The Human Resources Department will provide each building with a listing of teachers, counselors, library media specialists, and instructional coaches and their location in the evaluation process (probationary or tenured). At the beginning of the school year, the Human Resources and/or the Staff Development Department will conduct yearly training on the evaluation process for the following:

1. New teachers, counselors, library media specialists, and instructional coaches during their employment orientation.

2. New administrators (new to the district or first-time administrators). 3. Refresher training for all administrators using the evaluation instrument in order to insure

consistency in the process.

The Human Resources Department will designate the building responsible for the summative evaluation of a certified employee who is assigned to more than one building. When possible, the building designated will be the primary location for that employee’s assignment. Principals from each building where a certified employee is assigned shall provide input for the Summative Evaluation Report. B. Building Principal The building principal is responsible for the evaluation process of all certificated employees assigned to the building. The building principal may delegate the evaluation process of certificated staff to those holding administrator certification and serving in administrative roles (i.e. associate principals, assistant principals, athletic directors, and administrative interns). Administrative Interns may perform formative evaluations, but may not perform summative evaluations. The building principal is responsible for two types of yearly in-services. The first is an in-service for certified employees new to the building. The second is a yearly review of the evaluation process for all returning certificated staff. C. Teacher, Counselor, Library Media Specialist, or Instructional Coach All certificated staff new to the district will participate in an in-service of the evaluation process. All certificated staff will participate in a yearly review of the evaluation process.

II. Formative Phase The formative phase includes the on-going process of data collection, documentation, conferencing, and assistance with professional growth.

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A. Data Collection

Performance data may be classified as formal or informal.

Formal data is collected through scheduled or unscheduled observations followed by a post conference. A probationary employee or a tenured employee in their summative year may request that one of their observations be conducted at a mutually agreed time as a scheduled observation.

Informal data allows an evaluator to validate or question information gathered at other times. Such activities would not require any conferences with the employee unless he/she leads the evaluator to have concerns about the employee’s performance prior to it being included or referenced in the Summative Evaluation Report. It is intended that the discussion with the employee be in a timely manner following the occurrence of an event causing concern, or when the evaluator deems it to be a concern. It is recognized that informal observations and additional formal observations may occur as appropriate in the view of the evaluator. Data sources for evaluation reports may include but are not limited to the following:

• Discussions/conferences with the employee • Participation in committee, staff and staffing meetings • Review of materials and resources used • Review of student assignments and student work • Parent, student, and/or peer feedback • Physical appearance of the classroom/counselor’s office or library • Disciplinary referrals • Review of lesson plans and curricular scope/sequence • Review of assessment tools/measures • Documentation of professional growth experiences • Documentation of policy/procedure compliance • Observation of instruction • Employee submitted information • Memo to file

B. Documentation

Documentation may include formal or informal data. This documentation becomes the basis for discussions between certified staff and evaluators about job performance. Any documentation which may be used in the evaluation process must be shared with the employee in a timely manner.

C. Conferencing Conferencing occurs to discuss data collection as well as observations. The conference provides a basic, essential opportunity for discussion about professional performance and growth. It is preferred that conferences regarding observations occur within two working days after the observation however, post-observation conferences must be held within five working days of the formal observation. If more than five working days (days when evaluator and employee are at school) transpire between the observation and the conference, either party has the option to reject the observation and request another.

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D. Formative Evaluation If an employee is not satisfied with a formative evaluation, he/she may request of the Assistant Superintendent of Human Resource that his/her next formative evaluation be performed by a different evaluator. If deemed necessary, a new evaluator will be assigned by the Assistant Superintendent of Human Resources. This formative evaluation will be shared with the employee and the original evaluator. The original evaluator will use this formative evaluation as one additional source of data for the summative evaluation. The summative evaluation will be developed by the original evaluator. E. Professional Growth

The purpose of professional growth is to enhance the quality of instruction and learning. Therefore, a part of the evaluation process shall include the employee and evaluator having open discussions regarding continuous growth during post-observation conferences. At the summative evaluation conference, the employee may choose to write a professional growth statement on their Summative Evaluation Report. An employee who has a level of performance at “Does Not Meet the Standard” or “Partially/ Approaching the Standard” shall, in collaboration with the supervising evaluator, write a professional growth statement addressing that domain/component or the domain/component of greatest need for professional improvement.

III. Summative Phase The Summative Phase is the review and synthesis of formative performance data. The Summative Evaluation Report is the document used to summarize the evaluator’s rating of performance for each domain. The summative conference is the discussion between evaluator and employee about the information on the Summative Evaluation Report. Ratings for levels of performance on the Summative Evaluation Report must be grounded in observable data or relevant artifacts gathered during the formative evaluation process. It is of particular importance to note that ratings of “Does Not Meet the Standard” or “Partially/Approaching the Standard” must be discussed and documented prior to the rating on the Summative Evaluation Report. The Summative Evaluation Report must be completed by the evaluator before March 10 for probationary staff and prior to five working days of the end of the school year for tenured staff. The Summative Evaluation Report must be signed by the evaluator and the person being evaluated on the cover sheet confirming receipt of the report. The staff member’s signature will indicate that a copy was received, read and discussed; it will not indicate the employee’s agreement with the contents of the report in whole or in part. If the employee wishes to respond to the evaluation report in writing, he/she will need to provide a copy of the response to the evaluator and the Human Resources Department within five working days. The evaluator will provide a copy of the Summative Evaluation Report to the Human Resources Department where it will be placed in the employee’s file. A copy will also be retained by the employee and evaluator. Evaluation decisions and judgments of performance, the non-renewal of a probationary contract, or the termination of services are excluded from the grievance procedure. However, violations of the procedures of the evaluation policy may be grieved.

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Evaluation Cycle

A Summative Evaluation Report shall be completed at least annually for probationary staff and at least once every three years for tenured staff. This staff consists of all certificated employees including teachers, counselors, library media specialists, and instructional coaches. Probationary Staff Probationary staff are on an annual evaluation cycle. Summative reports will be completed and sent to the Human Resources Department by March 10 of each probationary year. Thus, the formative phase begins with initial employment and continues until the summative report for that year. A new formative phase begins immediately after each summative report. Data collection during the formative phase shall include a minimum of four observations. These observations may be scheduled and/or unscheduled. The employee may request that one of the four observations be conducted at a mutually-agreed time as a scheduled observation. Observations should be a minimum of twenty minutes. One observation must be completed by October 1; and a second observation must be completed by November 1; and at least one observation must be completed second semester. Tenured Staff The evaluation cycle for tenured staff shall typically be three years. The cycle will begin the first year of tenure with a minimum of one observation in year one, and a minimum of one observation in year two, and a minimum of three observations and a summative in year three. A Summative Evaluation Report must be completed within each evaluation cycle. A new evaluation cycle begins after each Summative Evaluation Report. A tenured employee who is on a Focused Improvement Plan (FIP) will receive three observations and a Summative Evaluation Report that year. If a tenured employee is on a continuing FIP, he/she will receive three observations and a Summative Evaluation Report each year the FIP continues. Year of Summative Evaluation Report

• A minimum of three observations must be conducted during the regular evaluation cycle. • A minimum of one observation must occur during each semester. • The employee may request that one observation be a scheduled observation at a mutually agreed

time. • The three-year cycle shall continue in effect unless the evaluator or staff member determines a more

frequent Summative Evaluation Report is appropriate. • Observations should be a minimum of twenty minutes. • The evaluator shall complete a Summative Evaluation Report. • The Summative Evaluation Report must be completed prior to the last five working days of the

school year.

Non-Summative Evaluation Years • A minimum of one observation must be conducted. • The three-year cycle shall continue in effect unless the evaluator or employee determines a more

frequent Summative Evaluation Report is appropriate. • Observations should be a minimum of twenty minutes.

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Focused Improvement Plan (FIP)

The purpose of a Focused Improvement Plan (FIP) is to provide remediation and assistance to improve employee performance as related to a documented deficiency within one or more of the four performance domains. A FIP may apply to any certificated employee including teachers, counselors, and library media specialists. Steps in the FIP process include: 1. Documentation of Performance Concern(s)

The employee is notified of performance concerns by an evaluator via methods such as post-observation conferences, memos to file, documentation of failure to perform professional responsibilities, etc.

2. Documentation of Performance Deficiency

When an evaluator gathers information and documentation regarding a performance concern, the evaluator will schedule a conference to discuss, clarify concerns, share perceptions, and define issues. This conference may be held in conjunction with a post-observation conference or may be a separate meeting. This conference will be documented in a summary written by the evaluator and a copy will be given to the employee. The conference summary will include the specific elements of concern. The outcome of this conference may result in the development of a FIP immediately. In order for the conference to result in an immediate FIP, the evaluator must provide documentation that the type of concern noted had been addressed with the employee previously, or that the concern is sufficiently egregious in nature to warrant an immediate FIP. The conference summary may be used to develop a FIP in the future if the discussed concerns are documented again at any time.

If a FIP is being considered, the evaluator confers with the Assistant Superintendent of Human Resources/designee. If a FIP is not needed, the evaluator will continue to monitor the deficiency.

3. Joint Development of a FIP

A meeting will be held between the evaluator and employee to develop the FIP. The evaluator will develop the FIP with the employee’s input and include the following:

• Element(s) in need of improvement (including domain and component). • Directives for specific changes in employee performance (meets the standard). • Directives/strategies for professional improvement activities.

o Employee directed strategies o Evaluator guided strategies that include feedback

• Continued dialogue with evaluator to determine progress. • Method to be used to determine if activities have been completed. • Method to be used to determine if improvement has been made. • Timeline for review of progress. • Date for official notification of completion or continuation into the next school

year.

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Both the evaluator and employee will sign the FIP. The employee’s signature will indicate understanding of the purpose and steps needed for improvement. The employee may request that a silent observer be present during the FIP development meeting. The employee can request two working days to review the FIP between the development of the FIP and the finalization/signing of the FIP. A single FIP may be written for several elements within each domain exhibiting a deficiency, or separate FIPs may be written for each deficient element within a domain. An FIP may be developed for a single element in which an employee exhibits a deficiency.

FIP Review

The evaluator and employee will meet periodically to review progress toward the FIP. The FIP will continue as needed with a review conference held minimally at mid year and the end of year regarding progress towards completion or continuation of the FIP. Employees will additionally receive an official notification on their Summative Evaluation Report regarding completion or continuation into the next school year. Once the FIP is completed, it is signed by both the evaluator and employee. An employee who does not meet all requirements of the FIP according to the time specified will receive a “Does Not Meet Standards” rating on the Summative Evaluation Report. An evaluator may give an employee a “Partially/Approaching the Standard” rating if the employee has improved on the deficiencies of the FIP, but has not improved sufficiently to be removed from the FIP. The FIP will be renewed with a new timeline and the employee may be considered for non-renewal (probationary) or a letter of deficiency.

Miscellaneous

A tenured employee who is on a FIP will receive a Summative Evaluation Report that year. If a tenured employee is on a continuing FIP, he/she will receive three observations and a Summative Evaluation Report during that continuing FIP year. Some performance concerns may not merit the development of a FIP. Misuse of sick leave or chronic tardiness to work are examples of performance concerns which, if discussed with the employee and documented, could result in an unsatisfactory rating on the summative, non-renewal, and/or letter of deficiency, but may not result in the development of a FIP. One-time incidents may result in a conference and memo to an employee’s file. If the incident is severe enough, or a second incident occurs, an unsatisfactory rating on the Summative Evaluation Report, FIP, non-renewal, and/or letter of deficiency may result.

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Communication and In-service Training Plan

The new Teacher, Counselor, Library Media Specialist, and Instructional Coach Evaluation Instruments (TEI/CEI/LEI/ICEI) described within this manual represent a dramatic change in form and in process from previous instruments used by the Rockwood School District. These instruments are, however, similar in structure to one another. It is imperative for all involved that these new evaluation instruments are clearly communicated, discussed, and understood, thereby insuring a successful transition to the new documents. Crucial to this process is an organized, logical, and sequential plan of communication and training for teachers, counselors, library media specialists, instructional coaches, and administrators. Detailed below is the training and communication plan for 2007-08 and 2008-09: Administrator In-service regarding the Teacher Evaluation Instrument (TEI) During the initial year (April 2007 to June 2008) the Teacher Evaluation Instrument was implemented and administrators received the following training:

April 12, 2007 - Informational PowerPoint regarding the new TEI was presented to Administrative Council by administrators who served on the TEI Committee.

May 30, 2007 - Administrator Training Session I – Administrators studied the purpose and philosophy of the new instrument, the four domains, and using videotaped classroom sessions and the data collection form, practiced domains 2 and 3.

July 25, 2007 - Administrator Training Session II – Administrators reviewed the four domains, discussed connections between district initiatives and components of the new TEI, discussed pre and post conferencing, and using videotaped classroom sessions and the data collection form, practiced domains 1 through 4.

August 2007 - Administrator Training Session III – Discussed Focused Improvement Plan (FIP) - administrators were reminded about their expectations for teacher training, and using videotaped classroom sessions and the data collection form, practiced domains 1 through 4.

Thereafter, all administrators new to Rockwood will receive the following communication and training in three sessions throughout the summer or in one condensed session in July.

July - Administrator Training Session I – Administrators will study the purpose and philosophy of the new instrument, the four domains, and using videotaped classroom sessions and the data collection form, practice domains 2 and 3.

August - Administrator Training Session II – Administrators will review the four domains, discuss connections between district initiatives and components of the new TEI, discuss pre and post conferencing, and using videotaped classroom sessions and the data collection form, practice domains 1 through 4.

September - Administrator Training Session III – Discuss Focused Improvement Plan (FIP), remind administrators about their expectations for teacher training, and using videotaped classroom sessions and the data collection form, practice domains 1 through 4.

September – New administrators will work with their mentors as each completes an observation and post conference to model for each other and then discuss feedback.

January – Conduct needs assessment for new principals regarding evaluation tools. All administrators will present the informational PowerPoint to their teaching staff during first two weeks of school. In succeeding years, all administrators may receive the following communication and training:

Practice using videotapes of classroom teachers to develop consistency among administrators. (one three-hour session in July or August)

Focused Improvement Plan. (one three-hour session in August or September)

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Administrator In-service regarding the Counselor and Library Media Specialist Evaluation Instruments (CEI and LEI) During the initial year (April 2008 to June 2009) the Counselor and Library Media Specialist Evaluation Instruments were implemented and administrators received the following training:

July - Administrator Training Session I – Administrators reviewed the four domains, discussed connections between district initiatives and components of the new CEI and LEI, discussed pre and post conferencing

August - Administrator Training Session II – Discuss Focused Improvement Plan (FIP) - administrators were reminded about their expectations for counselor and library media specialist training.

Certified Staff Communication and In-service regarding the TEI, CEI, and LEI Teachers During the initial year (April 2007 to June 2008) teachers received the following training:

April-May 2007 - Informational PowerPoint regarding the new TEI was presented to all building teachers by administrators who served on the TEI committee.

April-May 2007 - Placement of TEI and PowerPoint on RSD’s Insider. May 2007 - Surveyed teachers after PowerPoint regarding additional training needs. August 2007 - (During first week of school) Presentation of informational PowerPoint

based upon needs expressed by teachers during survey to all teachers. o Regarding TEI changes, philosophy, and process of new TEI instrument. o Presentation included frequently asked questions from May 2007 teacher survey.

Thereafter all teachers will receive the following communication and training:

Presentation of TEI process to new teachers by Human Resources at orientation. Presentation of TEI content to new teachers by principals focusing on instruction, CCOs,

acceleration/differentiation. Presentation by principals - major dates/deadlines, etc.

Counselors and Library Media Specialists During the initial year (August 2008 to June 2009) counselors and library media specialists received the following training:

May 2008 - Informational presentation regarding the new CEI/LEI was presented to all building counselors and library media specialists by administrators who served on the CEI/LEI committees.

June 2008 – Placement of CEI/LEI on RSD’s Insider October 2008 – Presentation of instructional PowerPoint highlighting philosophy and

procedures and expectations to all counselors and library media specialists. Presentation included frequently asked questions from May 2008 presentation.

Thereafter all counselors and library media specialists will receive the following communication and training:

Presentation of CEI/LEI philosophy and expectations to new counselors and library media specialists by the Director of Guidance and Counseling or the Lead Librarian during orientation.

Presentation of CEI/LEI process and major dates/deadlines, etc., to new counselors and library media specialists by principals.

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Administrator In-service regarding the Instructional Coach Evaluation Instrument (ICEI) During the initial year (April 2009 to June 2010) the Instructional Coach Evaluation Instrument will be implemented and administrators will receive the following training:

August - Administrator Training Session I – Administrators will review the four domains, discuss connections between district initiatives and components of the new ICEI, discuss pre and post conferencing

October - Administrator Training Session II – Discuss Focused Improvement Plan (FIP) - remind administrators about their expectations for instructional coaches’ training.

Certified Staff Communication and In-service regarding the ICEI During the initial year (August 2009 to June 2010) instructional coaches will receive the following training:

July 2009 – Placement of ICEI on RSD’s Insider August 2009 - Informational presentation regarding the new ICEI will be presented to all

instructional coaches by administrators who served on the ICEI committee. October 2009 – Presentation of instructional PowerPoint highlighting philosophy and

procedures and expectations to all instructional coaches. Presentation includes frequently asked questions from August 2009 presentation.

Thereafter all instructional coaches will receive the following communication and training:

Presentation of ICEI philosophy and expectations to new instructional coaches by the Executive Director of Curriculum, Instruction and Assessment during orientation.

Presentation of ICEI process and major dates/deadlines, etc., to new instructional coaches by principals.

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Instructional Coach ● Formative Evaluation and Data Collection Form ● 04/23/09 19



INSTRUCTIONAL COACH FORMATIVE 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. Instructional Coach School

Grade/Period Subject/Content

Observation Date Time In Time Out Evaluator

DOMAIN 1 – PLANNING AND PREPARATION

LEVELS OF PERFORMANCE ELEMENT 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

Did Not Observe

Does not assist teachers or teams in planning professional learning responsive to student and teacher needs.

Plans one-time professional learning for teachers and teams with their input.

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

Assists teachers and/or teams of teachers in planning on-going professional learning cycles that are responsive to teacher needs and incorporate both pre- and post-student assessment data.

2) Uses relevant resources

Did Not Observe

Rarely provides resources that support professional learning to teachers or teams.

Occasionally provides access to resources in support of identified areas of professional learning to teachers or teams.

Regularly provides access to resources in support of identified areas of professional learning to teachers and teams.

Works with teachers and/or teams 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 INSTRUCTIONAL COACH FORMATIVE EVALUATION AND DATA COLLECTION FORM





COMPONENT 1b: DESIGNS AND PREPARES A VARIETY OF IN-DEPTH, SUSTAINED PROFESSIONAL LEARNING EXPERIENCES ALIGNED WITH DISTRICT CURRICULUM AND

INITIATIVES. 3) Designs

professional learning with knowledge of district curriculum

Did Not Observe

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

Designs and facilitates job-embedded professional learning and workshops that inconsistently align with district curriculum goals and initiatives.

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

Designs and facilitates 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

Did Not Observe

Does not design professional learning appropriate for the content area.

Designs professional learning without clearly stated outcomes for teacher and student learning.

Designs professional learning that incorporates key strategies that enhance content area instruction with clearly stated outcomes for teacher and student learning.

Designs professional learning that incorporates key strategies that enhance content area instruction with clearly stated outcomes for teacher and student learning and a plan for collecting evidence of successful implementation.

5) Plans relevant professional learning

Did Not Observe

Does not plan professional learning relevant to identified teacher needs.

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

Aligns teachers’ level of understanding of key concepts related to content-area knowledge, assessment, and/or instruction and plans differentiated professional learning experiences accordingly.

Aligns teachers’ 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 teachers deepen content knowledge and/or refine instructional practices as a result of the professional learning experiences.

COMMENTS



INSTRUCTIONAL COACH FORMATIVE EVALUATION AND DATA COLLECTION FORM DOMAIN 2 – INSTRUCTION

LEVELS OF PERFORMANCE

ELEMENT Does Not Meet the Standard

Partially/Approaching the Standard

Meets the Standard Exceeds the Standard

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

analysis of student performance data

Did Not Observe

Does not meet with teachers or teams to analyze data.

Meets with teachers and/or teams to analyze data from only one source.

Meets with teachers and/or teams and analyzes data from multiple sources.

Routinely meets with teachers and/or teams to analyze data from multiple sources to inform instruction in.

2) Links student performance data to professional learning

Did Not Observe

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

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

Assists teachers and/or teams to use data from multiple sources to determine how professional development has impacted teacher practice and student learning.

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

3) Analyzes impact of coaching

Did Not Observe

Does not collect data to assess the impact of his/her own work.

Collects end-of-event satisfaction data about his/her own work with teachers.

Collects end-of-year/program data, including data about his/her own work as an Instructional Coach, to assess impact of professional learning throughout the school year.

Collects end-of-year/program data, including data about his/her own work as an Instructional Coach, to assess impact of professional learning throughout the school year and adjusts work accordingly.

4) Works to close achievement gap

Did Not Observe

Facilitates conversations with teachers, 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 closing achievement gaps..

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

Facilitates data-based dialogue with teachers to identify and design interventions to close achievement gaps.

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

COMMENTS



DOMAIN 2 – INSTRUCTION




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

5) Provides personalized teacher support

Did Not Observe

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

Provides classroom-based support that aligns with Instructional Coach's level of comfort and expertise.

Provides classroom-based support that aligns with teachers’ levels of comfort and expertise (e.g. years of experience, current knowledge and skills, etc).

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

6) Supports implementation

Did Not Observe

Leads discussions on how new practices may be implemented.

Visits classrooms to observe implementation of new and/or refined practices. Gives feedback to teachers about their implementation of new and/or refined instructional practices.

Provides demonstration, co-teaching, observation and/or feedback to support implementation of new and refined instructional practices.

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

7) Engages reflective conversation

Did Not Observe

Does not engage teachers in reflective learning conversations.

Engages teachers in reflective learning conversations with some focus on improvement of instruction.

Engages teachers in reflective teaching and learning conversations focused on improving or refining instruction.

Engages teachers in reflective teaching and learning conversations for the purpose of improving or refining instruction. Shows evidence that reflective conversations led to change in teacher practice.

8) Integrates technology

Did Not Observe

Technology integration does not impact instructional practices.

Technology integration partially impacts instructional practices.

Technology integration impacts instructional practices and increases student learning.

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

COMMENTS



DOMAIN 3 – ENVIRONMENT




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

1) Creates collaborative learning opportunities for teachers and teams

Did Not Observe

Does not create opportunities for teachers and/or teams to learn from each other.

Creates opportunities for teachers and/or teams to learn from each other.

Creates opportunities for teachers and/or teams to learn effective practice from each other.

Creates opportunities for teachers and/or teams to learn effective practice from each other. Purposely supports the development of communication and collaboration skills for teachers and teams.

2) Maintains positive relationship with teachers, teams, and administration

Did Not Observe

Does not cultivate positive relationships with individual teachers, teams, or administration.

.Cultivates positive relationships with individual teachers, teams, and administration.

Maintains positive relationships with staff that enable the achievement of individual, team, administrative, and school goals.

Maintains positive relationships with staff that enable the achievement of individual, team, administrative, and school goals. Instructional Coach takes leadership role in collaborating with staff.

3) School climate

Did Not Observe

Makes little or no contribution to a positive school climate; behaviors may have a negative impact.

Makes a limited contribution to a positive school climate.

Actively contributes to a positive school climate.

Takes a leadership role in contributing to a positive school climate.

COMMENTS







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

4) Establishes and manages routines and procedures

Did Not Observe

Schedule and procedures are nonexistent or in disarray.

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

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

Schedule and procedures are established, clearly defined, and communicated. Ensures equitable access for district and/or building staff. Instructional Coach routines and procedures are effectively prioritized.

COMMENTS



DOMAIN 4 –PROFESSIONALISM




COMPONENT 4a: ENGAGES IN PROFESSIONAL COMMUNICATION WITH ALL DISTRICT STAFF. 1) Demonstrates

effective communication skills

Did Not Observe

Does not communicate with administration and staff effectively. No information is provided about instructional programming.

Communicates with administration and staff in a cordial (minimal) manner. Information about instructional programming is unclear or impractical.

Communicates with administration and staff in a supportive and cooperative manner. Information about instructional programming is clear, practical, and relevant.

Communicates proactively with administration and staff in providing and exchanging clear, practical, and relevant information about instructional programming.

2) Relationship with colleagues

Did Not Observe

Relationships with colleagues are negative or self-serving.

Maintains cordial (minimal) relationships with colleagues to fulfill the duties that the school or district requires.

Support and cooperation characterize relationships with colleagues.

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

COMMENTS




COMPONENT 4b: PARTICIPATES IN PROFESSIONAL LEARNING TO BECOME A MORE EFFECTIVE INSTRUCTIONAL LEADER.

3) Pursues professional growth for instructional leadership

Did Not Observe

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.

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

Did Not Observe

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

Did Not Observe

Does not support use of educational research by administration or staff.

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

Works with administration and/or staff to support use of educational research. Incorporates research into decision-making process at the classroom and/or school level(s).

Takes a leadership role in working with administration and staff to support use of educational research. Incorporates research into decision-making process at both the classroom and school levels.

COMMENTS

Signature of Instructional Coach 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: Original to Human Resources Copy for Principal Copy for Instructional Coach

Instructional Coach ● Pre-Observation Conference ● 04/23/09 29


PRE-OBSERVATION CONFERENCE

INSTRUCTIONAL COACH

In order to gain insight into the Instructional Coach's reflective understanding regarding lesson planning, the following questions may be useful:

Instructional Coach

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:

Principal’s Signature Date Instructional Coach’s

Signature Date

Distribution: One copy for principal; one copy for Instructional Coach.

Instructional Coach ● Data Log ● 04/23/09 32

ROCKWOOD SCHOOL DISTRICT INSTRUCTIONAL COACH SUBMITTED DATA LOG (OPTIONAL)

Instructional Coach School Evaluator School Year

This form is kept by the instructional coach 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

Instructional Coach ● Summative Evaluation Report ● 04/23/09

33


34


35

ROCKWOOD SCHOOL DISTRICT INSTRUCTIONAL COACH SUMMATIVE EVALUATION REPORT

Name: Subject:

Location: Academic Year:

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

PROBATIONARY OBSERVATION DATE MINUTES CONFERENCE

DATE DUE DATE

Observation 1 October 1 Observation 2 November 1 Observation 3 Observation 4

Anytime prior to March 10

SUMMATIVE March 10

OBSERVATION DATE MINUTES CONFERENCE

DATE DUE DATE TENURED YEAR 1, 4, 7, 10, etc.

Observation 1 Anytime during the school year


DATE DUE DATE TENURED YEAR 2, 5, 8, 11, etc.


TENURED YEAR 3, 6, 9, 12, etc.


DATE DUE DATE

Observation 1 First Semester


Observation 3 Second Semester

SUMMATIVE Prior to the last five working days of the

school year

Principal’s Summary Statement

Professional Growth Statement. Optional. Required for Instructional Coaches who have a level of performance of “Does Not Meet the Standard” or “Partially/Approaching the Standard.”

Instructional Coach’s Comments

Recommendation for continued employment (check one) If Instructional Coach 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 Instructional Coach 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 Principal Copy for Instructional Coach


36






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

1) Uses knowledge of key stakeholders

Did Not Observe

Does not assist teachers or teams in planning professional learning responsive to student and teacher needs.

Plans one-time professional learning for teachers and teams with their input.

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

Assists teachers and/or teams of teachers in planning on-going professional learning cycles that are responsive to teacher needs and incorporate both pre- and post-student assessment data.

2) Uses relevant resources

Did Not Observe

Rarely provides resources that support professional learning to teachers or teams.

Occasionally provides access to resources in support of identified areas of professional learning to teachers or teams.

Regularly provides access to resources in support of identified areas of professional learning to teachers and teams.

Works with teachers and/or teams to facilitate the access to resources in support of identified areas of professional learning and the creation and sharing of those resources.

COMMENTS


37






COMPONENT 1b: DESIGNS AND PREPARES A VARIETY OF IN-DEPTH, SUSTAINED PROFESSIONAL LEARNING EXPERIENCES ALIGNED WITH DISTRICT CURRICULUM AND

INITIATIVES. 3) Designs

professional learning with knowledge of district curriculum

Did Not Observe

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

Designs and facilitates job-embedded professional learning and workshops that inconsistently align with district curriculum goals and initiatives.

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

Designs and facilitates 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

Did Not Observe

Does not design professional learning appropriate for the content area.

Designs professional learning without clearly stated outcomes for teacher and student learning.

Designs professional learning that incorporates key strategies that enhance content area instruction with clearly stated outcomes for teacher and student learning.

Designs professional learning that incorporates key strategies that enhance content area instruction with clearly stated outcomes for teacher and student learning and a plan for collecting evidence of successful implementation.

5) Plans relevant professional learning

Did Not Observe

Does not plan professional learning relevant to identified teacher needs.

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

Aligns teachers’ level of understanding of key concepts related to content-area knowledge, assessment, and/or instruction and plans differentiated professional learning experiences accordingly.

Aligns teachers’ 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 teachers deepen content knowledge and/or refine instructional practices as a result of the professional learning experiences.

COMMENTS


38

ROCKWOOD SCHOOL DISTRICT INSTRUCTIONAL COACH FORMATIVE EVALUATION REPORT





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

analysis of student performance data

Did Not Observe

Does not meet with teachers or teams to analyze data.

Meets with teachers and/or teams to analyze data from only one source.

Meets with teachers and/or teams and analyzes data from multiple sources.

Routinely meets with teachers and/or teams to analyze data from multiple sources to inform instruction in.

2) Links student performance data to professional learning

Did Not Observe

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

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

Assists teachers and/or teams to use data from multiple sources to determine how professional development has impacted teacher practice and student learning.

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

3) Analyzes impact of coaching

Did Not Observe

Does not collect data to assess the impact of his/her own work.

Collects end-of-event satisfaction data about his/her own work with teachers.

Collects end-of-year/program data, including data about his/her own work as an Instructional Coach, to assess impact of professional learning throughout the school year.

Collects end-of-year/program data, including data about his/her own work as an Instructional Coach, to assess impact of professional learning throughout the school year and adjusts work accordingly.

4) Works to close achievement gap

Did Not Observe

Facilitates conversations with teachers, 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 closing achievement gaps..

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

Facilitates data-based dialogue with teachers to identify and design interventions to close achievement gaps.

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

COMMENTS


39






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

5) Provides personalized teacher support

Did Not Observe

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

Provides classroom-based support that aligns with Instructional Coach's level of comfort and expertise.

Provides classroom-based support that aligns with teachers’ levels of comfort and expertise (e.g. years of experience, current knowledge and skills, etc).

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

6) Supports implementation

Did Not Observe

Leads discussions on how new practices may be implemented.

Visits classrooms to observe implementation of new and/or refined practices. Gives feedback to teachers about their implementation of new and/or refined instructional practices.

Provides demonstration, co-teaching, observation and/or feedback to support implementation of new and refined instructional practices.

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

7) Engages reflective conversation

Did Not Observe

Does not engage teachers in reflective learning conversations.

Engages teachers in reflective learning conversations with some focus on improvement of instruction.

Engages teachers in reflective teaching and learning conversations focused on improving or refining instruction.

Engages teachers in reflective teaching and learning conversations for the purpose of improving or refining instruction. Shows evidence that reflective conversations led to change in teacher practice.

8) Integrates technology

Did Not Observe

Technology integration does not impact instructional practices.

Technology integration partially impacts instructional practices.

Technology integration impacts instructional practices and increases student learning.

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

COMMENTS


40






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

1) Creates collaborative learning opportunities for teachers and teams

Did Not Observe

Does not create opportunities for teachers and/or teams to learn from each other.

Creates opportunities for teachers and/or teams to learn from each other.

Creates opportunities for teachers and/or teams to learn effective practice from each other.

Creates opportunities for teachers and/or teams to learn effective practice from each other. Purposely supports the development of communication and collaboration skills for teachers and teams.

2) Maintains positive relationship with teachers, teams, and administration

Did Not Observe

Does not cultivate positive relationships with individual teachers, teams, or administration.

.Cultivates positive relationships with individual teachers, teams, and administration.

Maintains positive relationships with staff that enable the achievement of individual, team, administrative, and school goals.

Maintains positive relationships with staff that enable the achievement of individual, team, administrative, and school goals. Instructional Coach takes leadership role in collaborating with staff.

3) School climate

Did Not Observe

Makes little or no contribution to a positive school climate; behaviors may have a negative impact.

Makes a limited contribution to a positive school climate.

Actively contributes to a positive school climate.

Takes a leadership role in contributing to a positive school climate.

COMMENTS


41






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

4) Establishes and manages routines and procedures

Did Not Observe

Schedule and procedures are nonexistent or in disarray.

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

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

Schedule and procedures are established, clearly defined, and communicated. Ensures equitable access for district and/or building staff. Instructional Coach routines and procedures are effectively prioritized.

COMMENTS


42






COMPONENT 4a: ENGAGES IN PROFESSIONAL COMMUNICATION WITH ALL DISTRICT STAFF. 1) Demonstrates

effective communication skills

Did Not Observe

Does not communicate with administration and staff effectively. No information is provided about instructional programming.

Communicates with administration and staff in a cordial (minimal) manner. Information about instructional programming is unclear or impractical.

Communicates with administration and staff in a supportive and cooperative manner. Information about instructional programming is clear, practical, and relevant.

Communicates proactively with administration and staff in providing and exchanging clear, practical, and relevant information about instructional programming.

2) Relationship with colleagues

Did Not Observe

Relationships with colleagues are negative or self-serving.

Maintains cordial (minimal) relationships with colleagues to fulfill the duties that the school or district requires.

Support and cooperation characterize relationships with colleagues.

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

COMMENTS




COMPONENT 4b: PARTICIPATES IN PROFESSIONAL LEARNING TO BECOME A MORE EFFECTIVE INSTRUCTIONAL LEADER.

3) Pursues professional growth for instructional leadership

Did Not Observe

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.

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

COMMENTS


43






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

Did Not Observe

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

Did Not Observe

Does not support use of educational research by administration or staff.

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

Works with administration and/or staff to support use of educational research. Incorporates research into decision-making process at the classroom and/or school level(s).

Takes a leadership role in working with administration and staff to support use of educational research. Incorporates research into decision-making process at both the classroom and school levels.

COMMENTS


44

Focused Improvement Plan ● 04/23/09

45

Focused Improvement Plan ● 04/23/09

46

Focused Improvement Plan ● 04/23/09 47

Focused Improvement Plan (FIP) Employee Location List the Domain, Component, and Element(s), for the FIP: Expectation for change in performance of teacher, counselor, library media specialist, or instructional coach to complete the FIP: Professional Improvement Strategies:

Strategies Evidence of Strategy Completion

Review conference to be held on or before: _____________________________ Evaluator’s Signature Date Employee’s Signature Date Signatures indicate development and implementation of FIP.

Focused Improvement Plan (FIP) (Continued)

Data Regarding Improvement in Teacher, Counselor,

Library Media Specialist, or Instructional Coach Performance

Signatures Date Met Summary on Progress (attach memo) Evaluator Employee

Date of FIP review conference: ____________________________ Review Comments:

_____ Continue FIP _____ FIP completed Evaluator’s Signature Date Employee’s Signature Date

Focused Improvement Plan ● 04/23/09 48

Policy and Regulation 49


Personnel Services Policy 4610 (Regulation 4610) Performance Evaluation (Form 4610) Appraisal of Certified Personnel Observation and evaluation of non-administrative certified personnel is the responsibility of school principals and Central Office personnel. Evaluation Cycle Each evaluation cycle, whether for probationary or tenured staff, shall include a formative process of scheduled and/or unscheduled observations, conferences about performance, assistance with professional growth, and a summative evaluation report. An evaluation cycle proceeds from initial employment to the first summative evaluation report. Each additional cycle begins immediately following the summative report and continues to the next summative report. A summative evaluation report shall be completed at least annually for probationary staff and at least once every three (3) years for tenured staff. Adopted: August 3, 2000 Cross Ref: Legal Ref: Revised: August 16, 2007, June 25, 2008 Rockwood R-VI School District, Eureka, Missouri


Personnel Services Regulation 4610 Performance Evaluation (Form 4610) Appraisal of Certificated Personnel Evaluation Cycle A Summative Evaluation Report shall be completed at least annually for probationary staff and at least once every three years for tenured staff. This staff consists of all non-certificated employees including teachers, counselors, library media specialists, and instructional coaches. Probationary Staff Probationary staff are on an annual evaluation cycle. Summative reports will be completed and sent to the Human Resources department by March 10 of each probationary year. Thus, the formative phase begins with initial employment and continues until the summative report for that year. A new formative phase begins immediately after each summative report. Data collection during the formative phase shall include a minimum of four observations. These observations may be scheduled and/or unscheduled. The employee may request that one of the four observations be conducted at a mutually-agreed time as a scheduled observation. Observations should be a minimum of twenty minutes. One observation must be completed by October 1; and a second observation must be completed by November 1; and at least one observation must be completed second semester. Tenured Staff The evaluation cycle for tenured staff shall typically be three (3) years. The cycle will begin the first year of tenure with a minimum of one observation in year one, and a minimum of one observation in year two, and a minimum of three observations and a summative in year three. A Summative Evaluation Report must be completed within each evaluation cycle. A new evaluation cycle begins after each Summative Evaluation Report. A tenured employee who is on a Focused Improvement Plan (FIP) will receive three observations and a Summative Evaluation Report that year. If a tenured employee is on a continuing FIP he/she will receive three observations and a Summative Evaluation Report each year the FIP continues. Years of Summative Evaluation Report • A minimum of three observations must be conducted during the regular evaluation cycle. • A minimum of one observation must occur during each semester. • The employee may request that one observation be a scheduled observation at a mutually agreed time. • The three-year cycle shall continue in effect unless the evaluator or employee determines a more frequent Summative

Evaluation Report is appropriate. • Observations should be a minimum of twenty minutes. • The evaluator shall complete a Summative Evaluation Report. • The Summative Evaluation Report must be completed prior to the last five working days of the school year. Non-Summative Evaluation Years • A minimum of one observation must be conducted. • The three-year cycle shall continue in effect unless the evaluator or employee determines a more frequent Summative

Evaluation Report is appropriate. • Observations should be a minimum of twenty minutes. Formative Phase The formative phase is the ongoing process of data collection, documentation, conferencing and assistance with professional growth. The following describe the components of the formative phase as implemented in the district.


A. Data Collection: Performance data may be classified as formal or informal. Formal data is collected through scheduled or unscheduled classroom observations followed by a post conference. A probationary employee or a tenured employee in their summative year may request that one of their observations be conducted at a mutually agreed time as a scheduled observation. Informal data allows an evaluator to validate or question information gathered at other times. Such activities would not require any conferences with the employee unless he/she leads the evaluator to have concerns about the employee’s performance prior to it being included or referenced in the Summative Evaluation Report. It is intended that the discussion with the employee be in a timely manner following the occurrence of an event causing concern, or when the evaluator deems it to be a concern. It is recognized that informal observations and additional formal observations may occur as appropriate in the view of the evaluator. Data sources for evaluation reports may include but are not limited to the following: • Discussion/conferences with the employee • Participation in committee, staff and staffing meetings • Review of materials and resources used • Review of student assignments and student work • Parent, student and/or peer feedback • Physical appearance of the classroom • Disciplinary referrals • Review of lesson plans and curricular scope/sequence • Review of assessment tools/measures • Documentation of professional growth experiences • Documentation of policy/procedure compliance • Observation of classroom instruction • Employee submitted information • Memo to file

B. Documentation: Documentation may include formal or informal data. This documentation becomes the basis for discussions between certified staff and evaluators about job performance. Any documentation which may be used in the evaluation process must be shared with the employee in a timely manner. C. Conferencing: Conferencing occurs to discuss data collection as well as observations. The conference provides a basic, essential opportunity for discussion about employee performance and growth. It is preferred that conferences regarding observations occur within two working days after the observation however, post-observation conferences must be held within five working days of the formal observation. If more than five working days (days when evaluator and employee are at school) transpire between the observation and the conference, either party has the option to reject the observation and request another. D. Formative Evaluation: If an employee is not satisfied with a formative evaluation, they may request of the Assistant Superintendent of Human resources that his/her next formative evaluation be performed by a different evaluator. If deemed necessary, a new evaluator will be assigned by the Assistant Superintendent of Human Resources. This formative evaluation will be shared with the employee and the original evaluator. The original evaluator will use this formative evaluation as one additional source of data for the summative evaluation. The summative evaluation will be developed by the original evaluator. E. Professional Growth: The purpose of professional growth is to enhance the quality of instruction and learning. Therefore, a part of the evaluation process shall include the employee and evaluator having open discussions regarding continuous growth during post-observation conferences. At the summative evaluation conference, the employee may choose to write a professional growth statement on their Summative Evaluation report. An employee who has a level of performance at “Does Not Meet the Standard” or “Partially/Approaching the Standard” shall, in collaboration with the supervising evaluator, write a professional growth statement addressing that domain/component or the domain/component of greatest need for professional improvement.


Summative Phase The Summative Phase is the review and synthesis of formative performance data. The Summative Evaluation Report is the document used to summarize the evaluator's rating of performance for each domain. The summative conference is the discussion between evaluator and employee about the information on the Summative Evaluation Report. Ratings for levels of performance on the Summative Evaluation Report must be grounded in observable data or relevant artifacts gathered during the formative evaluation process. It is of particular importance to note that ratings of “Does not Meet the Standard” or “Partially/Approaching the Standard” must be discussed and documented prior to the rating on the Summative Evaluation Report. The Summative Evaluation Report must be completed by the evaluator before March 10 for probationary staff and prior to five working days of the end of the school year for tenured staff. The Summative Evaluation Report must be signed by the evaluator and the person being evaluated on the cover sheet confirming receipt of the report. The staff member’s signature will indicate that a copy was received, read and discussed; it will not indicate the employee’s agreement with the contents of the report in whole or in part. If the employee wishes to respond to the evaluation report in writing, he/she will need to provide a copy of the response to the evaluator and the Human Resources Department within five working days. The evaluator will provide a copy of the Summative Evaluation Report to the Human Resources Department where it will be placed in the employee’s file. A copy will also be retained by the employee and the evaluator. Evaluation decisions and judgments of performance, the non-renewal of a probationary contract, or the termination of services are excluded from the grievance procedure. However, violations of the procedures of the evaluation policy may be grieved. Focused Improvement Plan (FIP) The purpose of the Focused Improvement Plan (FIP) is to provide remediation and assistance to improve employee performance as related to a documented deficiency within one or more of the four performance domains. A FIP may apply to any certificated employee including teachers, counselors, library media specialists, and instructional coaches. Steps in the FIP process include: 1.) Documentation of Performance Concern(s) The employee is notified of performance concerns by an evaluator via methods such as post-observation conferences, memos to file, documentation of failure to perform professional responsibilities, etc. 2.) Documentation of Performance Deficiency When an evaluator gathers information and documentation regarding a performance concern, the evaluator will schedule a conference to discuss, clarify concerns, share perceptions, and define issues. This conference may be held in conjunction with a post-observation conference or may be at a separate meeting. This conference will be documented in a summary written by the evaluator and a copy will be given to the employee. The conference summary will include the specific elements of concern. The outcome of this conference may result in the development of a FIP immediately. In order for the conference to result in an immediate FIP, the evaluator must provide documentation that the type of concern noted had been addressed with the employee previously, or that the concern is sufficiently egregious in nature to warrant an immediate FIP. The conference summary may be used to develop a FIP in the future if the discussed concerns are documented again at any time. If an FIP is being considered, the evaluator confers with the Assistant Superintendent of Human Resources/designee. If a FIP is not needed, the evaluator will continue to monitor the deficiency. 3.) Joint Development of a FIP A meeting will be held between the evaluator and employee to develop the FIP. The evaluator will develop the FIP with the employee’s input and include the following: • Element(s) in need of improvement (including domain and component). • Directives for specific changes in employee performance (meets the standard). • Directives/strategies for (improvement) professional improvement activities.

o Employee directed strategies o Evaluator guided strategies that include feedback

• Continued dialogue with evaluator to determine progress. • Method to be used to determine if activities have been completed. • Method to be used to determine if improvement has been made. • Timeline for review of progress. • Date for official notification of completion or continuation into the next school year. Both the evaluator and employee will sign the FIP. The employee’s signature will indicate understanding of the purpose and steps needed for improvement. The employee may request that a silent observer be present during the FIP


development meeting. The employee can request two working days to review the FIP between the development of the FIP and the finalization/signing of the FIP. A single FIP may be written for several elements within each domain exhibiting a deficiency, or separate FIPs may be written for each deficient element within a domain. A FIP may be developed for a single element in which an employee exhibits a deficiency. FIP Review The evaluator and employee will meet periodically to review progress toward the FIP. The FIP will continue as needed with a review conference held minimally at mid-year and the end of year regarding progress towards completion or continuation of the FIP. Employees will additionally receive an official notification on their Summative Evaluation Report regarding completion or continuation into the next school year. Once the FIP is completed, it is signed by both the evaluator and employee. An employee who does not meet all requirements of the FIP according to the time specified will receive a “Does Not Meet Standards” rating on the Summative Evaluation Report. An evaluator may give an employee a “Partially/Approaching the Standard” rating if the employee has improved on the deficiencies of the FIP, but has not improved sufficiently to removed from the FIP. The FIP will be renewed with a new timeline and the employee may be considered for non-renewal (probationary) or a letter of deficiency. Miscellaneous A tenured employee who is on a FIP will receive a Summative Evaluation Report that year. If a tenured employee is on a continuing FIP, he/she will receive three observations and a Summative Evaluation Report during that continuing FIP year. Some performance concerns may not merit the development of a FIP. Misuse of sick leave or chronic tardiness to work are examples of performance concerns which, if discussed with the employee and documented, could result in an unsatisfactory rating on the summative, non-renewal, and/or letter of deficiency, but may not result in the development of a FIP. One-time incidents may result in a conference and memo to an employee’s file. If the incident is severe enough, or a second incident occurs, an unsatisfactory rating on the Summative Evaluation Report, FIP, non-renewal, and/or letter of deficiency may result. Adopted: August 3, 2000 Cross Ref: Legal Ref: Revised: September, 2004, January 16, 2006, August 14, 2007, June 16, 2008, July 27, 2009 Rockwood R-VI School District, Eureka, Missouri

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Glossary

For the purpose of this policy, the following terms are defined below: 1. Administrator: An individual holding a Missouri administrative license whose position in

Rockwood is classified as “Administrator” (see Missouri Revised Statues 168.081, 168.083 and 168.405).

2. Collaboration: Working together in small groups in order to understand new information, to

explore instructional practices, and/or to solve problems or reach decisions.

3. Components: The distinct subcategories of a domain. 4. Cultural Heritage: Relating to the history, customary beliefs or social norms of a student’s

race, gender, ethnicity, socio-economic status, religion, 5. Dialogue: A reflective learning process in which participants seek to have a shared

understanding of each other’s viewpoints and deeply held assumptions creating an emotional and cognitive safety zone in which ideas are shared without judgment.

6. Elements: Specific features of a component. 7. Evaluation Cycle: An evaluation cycle proceeds from initial employment through the

Summative Evaluation Report. Once a Summative Evaluation Report has been completed, a new evaluation cycle begins.

8. Evaluation Process: The process used in which a certified employee is observed, given

feedback from observations and other data collection sources, and given written evaluation reports/feedback that assesses the employee’s performance.

9. Evaluator: The term evaluator refers to those individuals who hold a proper Missouri

administrative license and have received the required training in the district’s evaluation process.

10. Focused Improvement Plan (FIP): A formal evaluator-directed written and documented

approach to provide assistance in a teacher, counselor or library media specialist’s performance when the employee has been evaluated as performing unsatisfactorily.

11. Formal (Classroom) Observation: An evaluator’s observation of a certified employee’s

classroom performance of a minimum of twenty minutes. The evaluator will create a written record of the observations.

12. Formal Observation Process: The formal process for evaluation which includes a

classroom observation of at least twenty minutes and a post-observation conference between the evaluator and the teacher, counselor or library media specialist. A written formative evaluation report shall be a part of the post-observation conference. A pre-observation conference is an optional part of this process.

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13. Formative Evaluation Report: A formal, written report of an evaluator’s judgments about the teacher, counselor or library media specialist’s performance given to the employee in a post-observation conference.

14. Informal Observation: Those unscheduled observations of a teacher, counselor or library

media specialist that may take place as an evaluator walks through a classroom, helps a student, or just “drops in” the certified employee’s classroom or work area for a few minutes, or otherwise observes a certified employee in an interaction which has a bearing on that employee’s performance of professional duties.

15. Instructional Coach: On-site professional developer who works with teachers to

incorporate a broad range of research-based instructional practices across all content areas in order to help students learn more effectively.

16. Instructional Strategies: Mental (cognitive or metacognitive) activities or actions that

assist the learner in learning targeted outcomes.

17. Learning Profile: refers to ways we learn best as individuals. The goals of learning profile differentiation are to help individual learners understand modes of learning that work best for them, and to offer those options so that each learner finds a good learning fit in the classroom.

18. Peer Coaching: Teachers helping one another think through the instructional process and

reflect to impact instruction. 19. Performance Domain: A distinct aspect of performance that includes several elements and

components that form the basis for the evaluation of a teacher, counselor or library media specialist.

20. Performance Level: A standard used as a measure of performance:

Does Not Meet the Standard: A teacher, counselor or library media specialist’s performance is deemed ‘Unsatisfactory’ when the employee’s performance does not indicate an understanding of the concepts within an element.

Partially/Approaching the Standard: A teacher, counselor or library media specialist’s

performance is deemed ‘Approaching the Standard’ when the employee’s performance gives indications of an understanding of the concepts within an element but the implementation is sporadic, intermittent or otherwise unsuccessful.

Meets the Standard: A teacher, counselor or library media specialist’s performance is

deemed ‘Meets the Standard’ when the employee’s performance clearly demonstrates an understanding of the concepts within an element and implements them well.

Exceeds the Standard: Teachers, counselors and library media specialists are at a

master level of competency and make a contribution to the field of education, both at the building and district level; students are highly engaged and assume considerable responsibility for his/her own learning.

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21. Permanent (Tenured) Teacher, Counselor or Library Media Specialist: A Rockwood teacher, counselor or library media specialist who has completed his/her probationary period and continues to be employed as certified teacher, counselor or library media specialist (see Missouri Revised Statute 168.104(4)).

22. Post-Observation Conference: A meeting between the evaluator and teacher, counselor or

library media specialist within five working days of the classroom observation. A written evaluation report (formative or summative) shall be produced which reflects the evaluator’s judgment of the teacher, counselor or library media specialist’s performance based upon the classroom observation.

23. Pre-Observation Conference: An optional part of the formal observation process that is a

meeting between the evaluator and teacher, counselor or library media specialist prior to the classroom observation. The intent of this meeting is to discuss the lesson to be observed and other topics related to the evaluation.

24. Probationary Evaluation Cycle: Probationary teachers, counselors and library media

specialists shall have an evaluation cycle of one year. Probationary teachers, counselors and library media specialists shall receive a minimum of four formal observations of a minimum of twenty minutes each per school year, followed by a summative evaluation report.

25. Probationary Teacher, Counselor or Library Media Specialist: A certified teacher,

counselor or library media specialist who has been employed in the district for five successive years or less except that a teacher, counselor or library media specialist who has been employed in any other Missouri public school system as a teacher, counselor or library media specialist for two or more years shall have one year of his/her probationary period waived (see Missouri Revised Statute 168.104(5)).

26. Professional Learning Cycle: A written action plan developed by an instructional coach

and coachee(s) that encompasses planning to meet student and/or teacher needs, the approaches to be used, resources, or strategies/techniques that will be used, a reflective review of the results, and a determination of next steps.

27. School Climate: A measure of the total school environment which includes safety,

academic programs, interpersonal relationships, and operational systems.

28. Summative Evaluation Report: A formal, written summary report from all post-observation conferences, and data collections given to the teacher, counselor or library media specialist at the end of their evaluation cycle.

29. Summative Year: Any year in which a teacher, counselor or library media specialist

receives a Summative Evaluation Report. 30. Tenured Evaluation Cycle: Tenured teachers, counselors and library media specialists shall

have an evaluation cycle of three years. The cycle will begin with the first year of tenure and include a minimum of one formal observation. The second year will be the same as the first. The third year of will include a minimum of three formal observations. A Summative Evaluation Report must be completed minimally during the third year of each evaluation cycle. A new evaluation cycle begins after each Summative Evaluation Report.

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TEACHER LOOK FORS Examples in the Teacher 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:

• Lesson Plans • Statement of objectives • Learning targets • Pre-assessment • Elements of Effective Instruction • Assessment • Instructional Alignment • Variety of instructional strategies

Domain Two Instruction focuses on the teacher’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:

• Varied instructional strategies • Differentiation • Varied instructional grouping • Instruction is challenging and engaging to ALL • Multiple forms of assessment • Effective use of technology • Pacing and quality of feedback • Assessment of and for learning

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

• Interactions between teacher/student and students • Teacher enthusiasm and expectation • Management of transitions, groups, time, physical environment and behavior

Domain Four Teacher Professionalism addresses a teacher’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:

• Collaboration with department • Contribute to a positive school climate • Communication with parents • Professional Development • Recordkeeping – The use of Infinite Campus • Participation in school activities

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COUNSELOR LOOK FORS Examples in the Counselor Evaluation Instrument (CEI)

(What Administration is Looking For) Domain One Planning and Program Development includes a comprehensive understanding of current trends in school counseling, a working understanding of child development, age-appropriate counseling techniques and collaboration with stakeholders. Items of Interest: • Personal knowledge of students (names/interests) • Interaction with stakeholders • Visibility • Ability to carry on casual conversation with students • Clearly understands and communicates role in school, community and district • Educational resources • Personal/social resources • Safety resources (hotline/legal) • What is learned from professional development opportunities is brought back to the school, and is shared

with others • Evaluation instruments: Needs Assessment; Results-Based Counseling; Internal Review Audit

Domain Two Delivery of Services focuses on the professional school counselor's ability to deliver the four components of the comprehensive guidance program: curriculum delivery, individual student planning, responsive services, and system support. Counselors should be able to demonstrate age-appropriate counseling skills and child development knowledge, as well as plans and rationale for classroom guidance activities. The use of results-based counseling should play an integral part in the school's guidance and counseling program. Items of Interest: • Knows and interacts with students • Able to communicate knowledge of curriculum effectively • Makes self available as a resource for school/community • Initiates and maintains relationships with stakeholders • Uses a variety of counseling strategies to differentiate for student or situation (individual and small group) • Meets students at their developmental level and helps them progress • Keeps lines of communication open in the school community • Is sensitive to timelines of the building and collaborates with teacher/student needs • Parent communications • Time on Task data • Curriculum Verification • Goals and evaluation tools used for judging effectiveness of lessons and work with students • Explanation of how evaluation has impacted the program • Meeting agendas and minutes

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COUNSELOR LOOK FORS Examples in the Counselor Evaluation Instrument (CEI)

(What Administration is Looking For) continued Domain Three Environment addresses the professional school counselor's ability to establish, maintain and enhance the collaboration of all stakeholders in the development and support of the school's guidance and counseling program. Items of Interest: • Evidence of unsolicited respectful and supportive relationship between counselor and stakeholders at

meetings • Outside resources are well-developed, up-to-date and readily available • Thorough understanding of SSD procedures and resources • Counselor involvement in initiatives such as PBS, Character Ed., CSC, Problem Solving • Counselor can articulate the comprehensive guidance program and seeks input from stakeholders in its

implementation • Regular parent communication is evident • Monthly curriculum calendar is easily accessed by, or provided to, the administrator • Clearly defined and communicated schedule • Grade level parent emails • Meeting agendas and minutes • School-wide programs and initiatives • Curriculum Verification • Time on Task data • Calendar

Domain Four Counselor Professionalism addresses the professional school counselor's additional professional responsibilities, including self and program assessment and reflection, communication with parents and staff members, participation in continuing professional development and contributing to the school and district environment. Items of Interest: • Attendance at RSD mandatory meetings; summer trainings; MSCA offerings; local out-of-district

workshops; purchase orders from counseling budget. • Conference presentations within and outside of school/district • Communication: e-mails, newsletters, lesson topics, staff meeting • Positive School Communications • Observed interactions at meetings and with staff • Leadership-CSC, PSM, Referrals, student orientations, student/staff interactions, willingness to be involved • Record-keeping; accurate, up-to-date; referrals; information on students; phone logs • Infinite Campus: Ability to access grades, attendance; bringing information to meetings when needed • Results-Based Counseling Data • Packets and data: timely, accurate • Guards confidentiality; knows when/what/with whom to share information • Follows District policies/regulations/guidelines • Is reflective about the program: uses data to guide decisions about programmatic changes; uses results-

based data effectively, accurately and proactively • Is reflective about proposed school-wide changes, and offers constructive suggestions • In-district professional development transcript and evidence of out-of-district professional development • Membership in counselor-related professional organizations

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LIBRARY MEDIA SPECIALIST LOOK FORS Examples in the Library Media Specialist Evaluation Instrument

(What Administration is Looking For) Domain One Planning and Program Development includes a comprehensive understanding of current trends in library media practice and information technology, a working understanding of grade level subject area curriculums and the recreational reading needs of the students based upon student backgrounds and interests, assessment goals, and teacher/librarian collaboration. Items of Interest: • Long and short range goals for the LM program including collection development goals • Statement of objectives • Availability and ability to plan collaboratively with teachers

Domain Two Delivery of Services focuses on the LMS’s ability to work collaboratively with other staff members and to implement the LM curriculum and Information Literacy skills as an integrated part of the Flexible Scheduling program. Items of Interest: • Ability and availability to work with teachers in designing and presenting units and lessons that integrate

subject area curriculum and Information Literacy skills • Integration of technology and electronic resources • Provide group and individual support in the use of technology • Provide group and individual support in the use of reference and research materials • Promote recreational reading at all levels

Domain Three Environment addresses the LMS’s skill in establishing a safe and welcoming environment that is conductive to investigative learning and information literacy. Items of Interest: • Interactions between: LMS and students, LMS and other staff members, and student to student behaviors • LMS’s enthusiasm and willingness to support students and staff • Management of transitions, groups, time, physical environment and behavior • Management of library procedures (circulation of materials, computer use, communication of expectations,

etc.) • Organization of space and accessibility of materials

Domain Four Professionalism addresses the LMS’s additional professional responsibilities, including self-assessment and reflection, communication with parents and staff members, participation in continuing professional development and contributing to the school and district environment. Items of Interest: • Collaborates with others in LM field and related areas • Contributes to a positive school climate • Professional Development • Recordkeeping (cataloging, inventory, circulation, etc.) MSIP and Core Data reports, database usage stats,

and LMC facilities use numbers • Participates in school activities

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INSTRUCTIONAL COACH 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

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

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 • Positive collaboration with colleagues • Professional development/professional growth

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Resources to Support Professional Development General Resources The following resources can be used to support teachers, counselors, library media specialists, and instructional coaches in any of the domains. The book and notebook resources are housed in each building – if not contact the Curriculum and School Leadership Department. • Rockwood School District Curriculum Documents • Curriculum Coordinators/Directors • Professional Development Director • Resource Teachers • “Everything You’ve Always Wanted to Know About Curriculum” notebook • “Data-Driven Teaching and Learning Model” notebook • Performance Appraisals Made Easy by Liz Margulus

Specific Resources The following resources can be used to support employees in the specific domains. Note: Some book and video resources are available on loan from the Office of the Director of Professional Development and/or the Office of the Director of Guidance and Counseling. The bookstore on the American School Counselor Association's website (www.schoolcounselor.org) is an excellent resource.

TEI ● Planning and Preparation Instruction Classroom Environment Teacher Professionalism

CEI ● Planning and Program Development Delivery of Services Environment Counselor Professionalism

LEI ● Planning and Program Development Delivery of Services Environment Professionalism

ICEI ● Planning and Preparation Instruction Environment Professionalism

• Books and video tape examples on differentiation by Carol Ann Tomlinson

• “Educating Everyone’s Children” video series by Lisa Delpayne

• Understanding Poverty by Ruby Payne

• Tripod Project by Ron Ferguson • The Myth of Laziness by Mel

Levine • How to Teach Kids Who Don’t

Look Like You by Bonnie Davis • District Summer Workshops by

Bonnie Daviss

• Books and video tape examples on differentiation by Carol Ann Tomlinson

• Classroom Instruction that Works by Robert Marzano

• “Cooperative Learning” materials by Spencer Kagan materials

• “Assessment for Learning” materials from ATI

• Teaching Gifted Kids in the Regular Classroom by Susan Winebrenner

• Improving Instruction by Madeline Hunter materials

• The First Days of School book and video series by Harry Wong

• Books and video examples on differentiation by Carol Ann Tomlinson

• Classroom Instruction that Works by Robert Marzano

• Improving Instruction by Madeline Hunter

• What Great Teachers Do Differently by Todd Whitaker

• “Caring School Communities” materials

• Teach with Your Strengths by Don Clifton (Gallup)

• How Full is Your Bucket by Don Clifton

• Fish – book and video series • Building Leadership Capacity by

Linda Lambert • SMART Schools by Jan O’Neal

book and handbook • Adaptive Schools by Robert

Gramston • Accomplished Teaching by Bess

A Jennings and MaryAnn D. Joeseph

Resources to Support Professional Development continued

TEI ● Planning and Preparation Instruction Classroom Environment Teacher Professionalism CEI ● Planning and Program

Development Delivery of Services Environment Counselor Professionalism

LEI ● Planning and Program Development Delivery of Services Environment Professionalism

ICEI ● Planning and Preparation Instruction Environment Professionalism • Classroom Instruction that Works

by Robert Marzano • “Assessment for Learning”

materials from ATI • “Elements of Effective

Instruction” summer workshop and school year workshop


• The ASCA National Model: A Framework for School Counseling Programs

• The ASCA National Model Workbook

• Making Data Work: An ASCA National Model Publication

• Developing and Managing Your School Guidance Program by Gysbers and Henderson

• School Counseling Principles: Foundations and Basics by Russell A. Sabella, Ph.D.

• Counseling In Schools: Essential Services and Comprehensive Programs by John J. Schmidt

• Teachers Assisting Peers – RNEA Program – Please contact the RNEA at [email protected] for information on this guide and related programs.

• Taking the Lead by Joellen Killion and Cindy Harrison

• Teaching Kids with Learning Difficulties in the Regular Classroom by Susan Winebrenner

• How to Manage Instruction in the Block by Douglas & Barbara Fleming

• “Assessment: Time-Saving Procedures for Busy Teachers by Bertie Kingore

• Understanding by Design by Grant Wiggins and Jay McTighe

• How to Conduct Socratic Seminars video by ASCD

• Classroom Management That Works by Robert Marzano – book and video series

• District Summer Workshops • Counseling Today's Secondary Students

by Kenneth Hitchner and Anne Tifft Hitchner

• Classroom Guidance Activities: A Sourcebook for Elem. Counselors

• Group Counseling for School Counselors: A Practical Guide

• Promoting a Successful Transition to Middle School by Akos, et. al

• Best Practices for Effective Secondary School Counselors

• School Counseling to Close the Achievement Gap by Cheryl Holcomb-McCoy


• Assessment: Time-Saving Procedures for Busy Teachers by Bertie Kingore

• “Assessment for Learning” materials from ATI

• How to Manage Instruction in the Block by Douglas and Barbara Fleming

• Classroom Management District Summer Workshop

• Taking Your School's Temperature: How Your School's Climate Affects Students and Staff

• Promoting a Successful Transition to Middle School by Akos, et. al

• School Counseling to Close the Achievement Gap by Cheryl Holcomb-McCoy


• Classroom Management District Summer Workshop

• Classroom Management Book - MNEA


• How to Grade for Learning by Ken O’Conner

• Why Didn’t I Learn this in College by Paula Rutherford

• Powerful Designs for Professional Development edited by Lois Brown Easton (includes designs for teacher reflection)

• Making Data Work: An ASCA National Model Publication

• Ethical and Legal Issues in School Counseling by Remley, Hermann and Huey

• School Counseling Principles: Ethics and Law by Dr. Carolyn Stone


72 Resources

Reference Works Cited 73


References/Works Cited

Danielson, C. (2007) “Enhancing Professional Practice.” A Framework for Teaching. Association for Supervision and Curriculum Development. Alexandria, Virginia Margulus, L., Melin, J. (2005) “Performance Appraisals Made Easy.” Tools for Evaluating Teachers and Support Staff. Corwin Press. Thousand Oaks, California. Nationwide school districts providing information and sample evaluations: Cherry Creek School District No. 5 Englewood, Colorado Colchester School District Colchester, Vermont The Howard County Public School System Ellicott City, Maryland Montgomery County Public Schools Rockville, Maryland Plano Independent School District Plano, Texas Vancouver School District Vancouver, Washington Virginia Beach City Public Schools Virginia Beach, Virginia

INSTRUCTIONAL COACHEVALUATIONINSTRUMENTS

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