MSBSD Educator EvaluationAnnual Training

WELCOMEPlease have one person log

your school into the chat roomExample: Wasilla High School

Presentation Outline• Purpose of Evaluation

• Evaluation Groups

• Danielson Framework

– Break for Question & Answer

• Evaluation Process & Timeline

• Plan for Professional Growth & Improvement

• Community Feedback Surveys

– Break for Question & Answer

• The Fifth Domain: Student Learning Data

– Break for Question & Answer

Purpose of Evaluation

• Improvement, improvement, improvement! allows and encourages principals, administrators, and

teachers to work together to promote professional excellence

improves the quality of instructional practices facilitates student learning and growth brings structured assistance to teachers who need

improvement provides a basis for making a decision about the retention

and transfer of staff and facilitates the alignment of professional development

with educator needs

Evaluation Groups Evaluation Category Group MSBSD Positions

General Teacher, Special Education, Music, Art, Physical Education

Instructional Specialists Instructional Coach, ELL, TOSA, Resource Specialist, Athletic Directors, Correspondence Teacher

Library Media Specialists School Library/Media Specialists

School Counselors School Counselors

School Nurse School Nurse

School Psychologists School Psychologist

Therapeutic Specialists Occupational and Physical Therapist, Speech/Language Pathologist

• Defines what good teaching looks like and consists of • Provides a common language among professionals • Structure that recognizes and respects the

complexities of teaching but provides a simple layout for conversations about teaching

• Versatility for all levels of expertise and experience• Able to modify components for evaluation groups• Aligned with the Alaska State content, performance,

and cultural standards

Danielson’s “Framework for Teachers”

A Framework for Teaching:Domains of Professional Practice

Domain 4: Professional

Responsibilities

Domain 3: Delivery of Instruction

Domain 1:Planning & Preparation

Domain 2: The Classroom Environment

Domain 1: Planning and Preparation

Components of Domain 1:

a.Demonstrating knowledge of content and pedagogy

b.Demonstrating knowledge of students

c.Selecting instructional outcomes

d.Demonstrating knowledge of resources

e.Designing coherent instruction

f.Designing student assessment

Domain 2: The Classroom Environment

Components of Domain 2:

a.Creating an environment of respect & rapport

b.Establishing a culture for learning

c.Managing classroom procedures

d.Managing student behavior

e.Organizing physical space

Domain 3: Delivery of Instruction

Components of Domain 3:

a.Communicating with students

b.Using questioning and discussion techniques

c.Engaging students in learning

d.Using Assessment in Instruction

e.Demonstrating flexibility and responsiveness

Domain 4: Professional Responsibilities

Components of Domain 4:

a.Reflecting on teaching

b.Maintaining accurate records

c.Communicating with families

d.Participating in a professional community

e.Growing and developing professionally

f.Demonstrating professionalism

Rating

Unsatisfactory

Basic Proficient Exemplary

Rating Structure

• Components are rated by the Supervisor • Domain Ratings are determined by the

component ratings• Overall Rating is determined by the

domain ratings

Components Domains Overall

Domain/Overall Ratings

Exemplary

•50% of components/domains rated as Exemplary•No components/domains rated below Proficient

Proficient

•No components/domains rated as Unsatisfactory•No more than one component/domain rated as Basic•Remaining components/domains rated as Proficient or Exemplary

Basic

•No components/domains rated as Unsatisfactory•Two or more components/domains rated as Basic

Unsatisfactory

•One or more components/domains rated as Unsatisfactory

Component Ratings Continued

• Component Ratings also Determine– Level of Support

• Plan for Professional Growth (PPG)• Plan of Improvement (POI)

– Evaluation Waiver Eligibility (SKIP)

PPG

2 or more Basic

No Unsatisfactory

Common Descriptors for LevelsUnsatisfactory Basic Proficient Exemplary

NoNotNot clearUnawareDoes not respondPoorNot congruentLittleLowInadequate

SomeAttempts toLimitedModerateUnevenInconsistentRudimentary

ConsistentHigh qualityTimelyAccurateAppropriateClearEffectiveHigh expectationsAlignedSolidSmoothlyProductive

All studentsHighly effectiveEntirely appropriateAdapted forindividual studentsFully alignedExtensiveHighly developed

Frequently Asked Questions• Where can I learn more about the Danielson

Framework? Professional Development Opportunities

Site-Based FLTs & Annual Training

District Office Resources Charlotte Danielson’s Framework For Teaching Book & DVD Series

• Who chooses to evaluate additional components?– There are 12 required components in the evaluation– Per principal discretion, he/she may require an

individual employee to be evaluated on any of the remaining 10 components.

• These must be identified at the Beginning of the Year Conference

Question & Answer

Please take two minutes to ask your principal questions or have the

scribe type them into the chat room

OASYS: Electronic Evaluations

• ALL educators will use the OASYS Electronic Evaluation system for FY16

• OASYS Webinar Training Dates will be posted in the upcoming Teacher and Principal Posts

• Power Point Tutorials are available on the MSBSD HR Website– Educator Evaluation– OASYS Electronic Evaluation

Evaluation Process OverviewEducator Self Reflection

Beginning of the Year Conference

Informal Observation(s)

Formal Observation

Summative Evaluation Conference

Educator Self-Reflection

• Designed to support the educator’s self-assessment and reflection on professional practices

• Used as a foundation during the beginning of the year conference

• To be completed by September 30th

Beginning of the Year Conference

• Evaluation planning meeting – Review the Educator Self-Assessment– Identify expectations for targeted growth– Establish if any additional components will be

evaluated beyond the required 12 – Identify the teacher submitted artifacts for

components

• To be completed by October 15th

Frequently Asked Questions• What is an artifact?

– Artifacts provide evidence of performance on various components

– Examples: Lesson plans, social contracts, i-cue grade reports

• How many do I have to submit?– Each required component must have at least

one artifact or observation evidence identified – Artifacts may count for more than one

component

Classroom Observations

• Informal– Recommended for 5 to 15 minutes– Dates & times are documented and share with

the teacher during the summative conference– Do not need to be pre-arranged– Most common form: Classroom Walkthrough– Required #:

• Non-Tenured: Four per year• Tenured: One per year

Classroom Observations

• Formal– Teacher completes Pre-Observation Form

prior to observation– Observation is scheduled– Must be for a duration of at least 30 minutes– Feedback is provided within two working days– Required #:

• Non-Tenured: Two per year• Tenured: One per year

Summative Evaluation & Conference• Principal reviews a variety of evidence

sources including:– Informal and Formal Observations– Teacher submitted artifacts– Principal gathered artifacts– Community Feedback Surveys

• Teacher is provided a copy of the summative evaluation– Includes ratings for components, domains,

and overall

Summative Evaluation & Conference

• Teacher has two working days to ‘electronically’ sign the evaluation– Five working days to submit written comments

• CHANGE: – Copy of the evaluation will be stored

electronically in OASYS

• CHANGE: – Non-Tenured Teachers will receive one

summative evaluation by May 1st

NON-TENURED EVALUATION

TIMELINE

EVALUATION STEPS

SEPTEMBER 30 TEACHER SELF-ASSESSMENT RUBRIC 

OCTOBER 15 BEGINNING OF THE YEAR CONFERENCE

OCTOBER 15 & FEBRUARY 30 (RECOMMENDED)

INFORMAL OBSERVATION 1

NOVEMBER 15 & MARCH 30 (RECOMMENDED)

INFORMAL OBSERVATION 2

DECEMBER 1 & APRIL 15 (RECOMMENDED)

FORMAL OBSERVATION

December 10 First Semester Review

  MAY 1 SUMMATIVE EVALUATION CONFERENCE

     

TENURED EVALUATION

TIMELINE

EVALUATION STEPS

SEPTEMBER 30 TEACHER SELF-ASSESSMENT RUBRIC 

OCTOBER 15 BEGINNING OF THE YEAR CONFERENCE

October 30(If eligible)

Evaluation Waiver Request

DECEMBER 15(RECOMMENDED)

INFORMAL OBSERVATION 1

JANUARY 30(RECOMMENDED)

FORMAL OBSERVATION

FEBRUARY 15 SUMMATIVE EVALUATION CONFERENCE

     

Evaluation Waiver (Skip Year)

• CHANGE: Per principal approval, an educator is eligible for an evaluation waiver starting their sixth year

• Eligibility Requirement: To exceed the district standard, an educator must have at least one exemplary rating and have received no basic or unsatisfactory ratings

Plan for Professional Growth • Plan of Professional Growth:

– A teacher may be placed on a Plan for Professional Growth if no required component is rated Unsatisfactory and two or more required components are rated Basic.

– Duration of Plan• Non-Tenured: Minimum of 30 Work Days• Tenured: 60 – 120 Work Days

Plan of Improvement• Plan of Improvement:

– A teacher will be placed on a Plan of Improvement if any required components is rated Unsatisfactory.

– A teacher may be placed on a Plan of Improvement if they unsuccessfully complete a Plan for Professional Growth

– Duration of Time• Non-Tenured: Minimum of 30 Work Days• Tenured: 90 – 180 Work Days

Plan for Professional Growth or Plan of Improvement

The purpose of a plan of professional growth or improvement is to document a concern and to clearly state what the teacher must accomplish in order for his/her performance to meet the teaching components

Neither party is present to negotiate whether or not the teacher is meeting the teaching components The principal/supervisor determines whether or not the teaching

components are being met

Each plan of professional growth or improvement will be tailored to the specific teacher

Cooperation and recognition that improvement is needed will be the key to success

Community Feedback Surveys

• Provide an opportunity for students, parents, community members, teachers, and administrators to provide information on the performance of the teacher or administrator who is the subject of the evaluation to the evaluating administrator

• Surveys are available on the district website, at school sites, and the district office.

• Schools should advertise surveys in their newsletters and on the website at least four times per year.

Community Feedback Surveys Forms are returned/forwarded to the administrative

secretary Unsigned forms are given directly to the employee

Signed forms A copy is given to the employee and immediate supervisor

The original is maintained at the school site for two years.

If the feedback is used for a plan of improvement, a non-retention, or dismissal it will be kept longer

May be considered as input into the teacher’s current evaluation if received prior to February 1, otherwise the information will be used in the next year’s evaluation

Frequently Asked Questions

• Is a Non-Tenured teacher required to complete a Self-Reflection and Beginning of the Year Conference each semester?– No, a non-tenured teacher only needs to one

of each at the beginning of the year.

• What if my principal or I miss one of the timeline dates?– Any date can be extended if mutually agreed

upon by the principal and the educator.

Question & Answer

Please take two minutes to ask your principal questions or have the

scribe type them into the chat room

The Fifth Domain - DATA

• Domain 1: Planning & Preparation

• Domain 2: The Classroom Environment

• Domain 3: Delivery of Instruction

• Domain 4: Professional Responsibilities

• Domain 5: Student Growth Data

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Student Learning Objectives (SLOs)

An SLO is a measurable, long-term, academic goal informed by data that a

teacher or teacher team sets at the beginning of the year for all students.

Examples of Existing Assessments• AIMSweb

– Oral Reading Fluency Assessment

• Alaska Measures of Progress (AMP)– State Mandated Assessment

• Curriculum Embedded Assessments– Text Books Pre- & Post-

• Industry Based Assessments– CNA Certification

FY16 – Pilot the SLO modelFY17 – Growth data will be incorporated into teacher evaluation

Frequently Asked Questions• What if a student is chronically absent

from school?– You cannot exclude a student from your data

based on qualifications (ex: ELL) or attendance.

– The SLO is evaluated on the rating schedule below:

Frequently Asked Questions• Who will see my SLO and Student

Learning Data?– Only your principal or direct supervisor and

yourself– The district is required to submit numbers and

percentages for overall rating and student growth data to the state

• The data is strictly anonymous

Question & Answer

Please take two minutes to ask your principal questions or have the

scribe type them into the chat room

For More Information Certificated Employees Evaluation and Procedures

Instrument (BP/AR 4115.1)

Your Principal or Supervisor

Department of Human Resources

Professional Development Opportunities Site-Based FLTs & Annual Training

District Office Resources Charlotte Danielson’s Framework For Teaching Book &

DVD Series

MSBSD Human Resources Website