Performance Based Teacher Evaluation

March 10, 2006

When will we use this new system? Piloted this school year In place for all staff next year

How is this system different from our current system? Focus on professional growth Multi-prong approach to gathering

data More complete picture of teacher Fewer evaluations for tenured

teachers

The Process At the beginning of the year, staff

members complete a Professional Development Plan (PDP).

Replaces IPDP

The PDP Done collaboratively with building

administrator Staff members choose one of several

options Goals must be related to CSIP and

building SIP plan. Staff members provide artifact data to

show how this professional development impacted student learning.

The Evaluation Schedule:

Phase I: for Non-tenured Staff Evaluated every year

One unscheduled observation One scheduled observation Drop-in observations One summative observation at end of

year

The Evaluation Schedule

Phase II: Tenured Staff Evaluations every third year

One unscheduled observation Drop-in observations One summative observation at end of

third year

Drop-Ins An unscheduled, informal visit to the

classroom by the administrator. Data collection is not necessary but may occur as the administrator deems appropriate. If anything is put in writing, the teacher will receive a copy.

The Formative Evaluation Used differently from our current

Formative Evaluation Form

Formative Evaluation A process of ongoing feedback about

a certified staff member’s performance for the purpose of enhancing his/her professional skills.

Formative Evaluations Encompass

SCHEDULED OBSERVATION A planned observation of performance

that includes pre-observation discussion, the observation and documentation, and post-observation discussion used to collect data for the teacher evaluation phase.

Formative Evaluations Encompass

UNSCHEDULED OBSERVATION An unannounced observation of

performance, including the observation and documentation, and post-observation discussion used to collect data for the teacher evaluation phase.

Formative Evaluations Encompass

ARTIFACT DATA Documents or tangible items of

information related to performance. Artifacts are typically supplied by the teacher but may be collected from another related source.

Formative Evaluations Encompass

NON-OBSERVED DATA Unsolicited data regarding a teacher

that is shared with or collected by an administrator and related to a specific criterion.

Summative Evaluation At the end of the evaluation cycle Staff members are expected to meet

all standards and criteria

Summative Evaluation Data in a summative evaluation

includes scheduled observations, unscheduled observations, artifact data, non-observed data, drop-ins, formative evaluations, professional development plans, lesson plan reviews, and other performance related data.

Tenured Teachers in Need of Assistance For a very small percentage of staff

members Replaces our current job target

system Provides more opportunities for

additional growth and improvement than our current job targets

Tenured Teachers in Need of Assistance

Phase III Awareness Phase Assistance Phase Intensive Assistance Phase Disciplinary Phase

Awareness Phase Administrator identifies the concern in

writing Staff member and administrator meet to

collaborate and resolve problem Administrator will review progress

Staff member remains in Phase II Staff member placed in Assistance or

Disciplinary Phase

Assistance Phase Review recommendation from Awareness

Phase Professional Improvement Plan (PIP) is

developed. Goals Strategies to resolve concern Timelines Progress indicators Resources and support needed

Assistance Phase Administrator and staff member review

progress made on PIP Staff member returns to Phase II Staff member stays in Assistance Phase with

revised goals Staff member may be moved to Intensive

Assistance Phase Concern is not resolved and staff member

may be moved to Disciplinary Phase

Assistance Phase If similar concerns arise, related

data obtained during the Assistance Phase may be used in further action against the teacher once the teacher is returned to Professional Level II.

Intensive Assistance Phase Superintendent reviews administrator

request for Intensive Assistance If approved, staff member and

administrator meet to introduce Intensive Assistance Phase

If staff member declines Intensive Assistance team, staff member will notify superintendent in writing.

Intensive Assistance Phase Superintendent and Administrative

Resource person will assign a minimum of three members to Intensive Assistance team who have experience or expertise in area(s) in need of improvement. Can be experts from district and/or outside

experts • Input will be requested from district staff

Members of team chosen based on individual needs of staff member

Intensive Assistance Phase Intensive Assistance Team will work with

administrative resource person to plan observation and conference schedule.

Teacher evaluation/performance data may be shared with Intensive Assistance Team. Shared information will be kept confidential.

Intensive Assistance Team does not meet with building administrator.

Intensive Assistance Phase Intensive Assistance team will meet

with staff member to Review role of team Verify observation and conference

schedule Receive input from staff member

Intensive Assistance Phase

Role of the Intensive Assistance Team Use data and information provided by

administrator to develop a planned approach to help the staff member meet PBTE standards and criteria.

Intensive Assistance Phase Plan will usually include, but is not limited

to: Direct observation of teacher or other

activities Conferencing with the staff member Peer coaching Mentoring Follow-up activities May include any number of additional

strategies designed to address the area(s) of concern

Intensive Assistance Phase Length of service of the Intensive

Assistance Team will vary, depending on the needs of the staff member. It is recommended that the length of service not exceed one calendar year.

Members of the Intensive Assistance team will not be used as second evaluators

Intensive Assistance Phase Minutes of each meeting held with the staff

member will be maintained. Minutes will contain: Meeting dates Topics discussed Specific suggestions and options Agreed upon course of action with a timeline Signature of all members present at meeting

Administrative resource person, staff member, and all members of team will receive a copy of minutes.

Intensive Assistance Phase Assistance team members will

communicate regularly with administrative resource person to report observation conferences and progress.

Team members’ observations and conferences are presented in writing to administrative resource person.

Intensive Assistance Phase Minutes do not become part of the

staff member’s evaluation, and will not be shared with the building administrator

The minutes will be placed in the employee’s personnel file when the process is completed.

Intensive Assistance PhaseResponsibilities of Staff Member Ask for clarification from Intensive

Assistance Team, administrative resource person and the building administrator

To be responsible for anecdotal notes, if desired

To request, if desired, a Teachers’ Association representative or other form of representation to be present with him/her during Intensive Assistance Team meetings

Intensive Assistance Phase To be open and flexible in

implementing different and/or refined strategies in improving his/her Professional Performance Expectations

To be responsible in meeting deadlines, appointments, scheduled observations, and other timelines

Intensive Assistance PhaseRole of the Administrator The building administrator continues to be

the evaluator of the staff member. The Intensive Assistance Phase does not

delay or replace the normal supervision and evaluation process

After Intensive Assistance has ended, building administrator completes an evaluation.

Intensive Assistance Phase Building Administrator makes one of

these recommendations to superintendent Return staff member to Phase II Continue Intensive Assistance Program Submit situation to superintendent for

further action

Disciplinary Phase The Disciplinary Phase is not

intended as a restriction on the district’s right to take appropriate disciplinary action for a tenured teacher for misconduct in accordance with Missouri State Statute 168.114 without prior resort to either an Awareness Phase or Assistance Phase

Disciplinary Phase The staff member may be placed in the

Disciplinary Phase because of, but not limited to: Not meeting the Standards, Criteria and

Descriptors for Performance Based Teacher Evaluation after being in the Assistance Phase and/or Intensive Assistance Phase

Violations as listed under the Teacher Tenure Act (Missouri State Statute 168.114)

Specific policy or rule violation(s)

Disciplinary Phase Administrator, staff member, and

association President or designated representative meet. Other resource people may be involved (central office administrator(s) or a “Uniserve” representative).

Administrator identifies in writing the specific standard(s), rule or policy in violation.

Disciplinary Phase Staff member is given an

opportunity to respond in writing. Following a discussion, administrator

will indicate the next steps to be taken, which may include any or all of the following options:

Disciplinary Phase A specific remedial plan with

timeline (Professional Improvement Plan)

Placement of teacher on paid administrative leave

Requirement of specific training or evaluation by a professional

Recommendation for termination

PBTE Documents Available online

Staff Development Department Online documents are in .PDF format

and cannot be typed on Documents in Word format (ex:

Lesson Plan Review and Professional Development Plan) will be e-mailed to staff next year.

Support for Next Year As staff members begin to use these

new documents, help is available from: Pilot teachers PBTE committee members Building administrators Cynthia Seltzer

Board Approval All documents are currently still

considered drafts PBTE Evaluation process will be

presented to Board Curriculum committee in April Full Board of Education in May

Thank you Pilot Teachers PBTE Committee Members Building Administrators Staff Members who gave us

feedback along the way