CCSD Performance Evaluation Systems Evaluator Training SY12-13
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- CCSD Performance Evaluation Systems Evaluator Training
SY12-13
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- Agenda Performance Evaluations The Role of an Evaluator
Principals All Evaluators Evaluating Certified Staff Cobb Keys
Systems Other Certified Staff Evaluating Classified Staff 2
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- Performance Evaluations OCGA 20-2-210 In compliance with
Georgia law and District Rule, all employees must have an
evaluation. If a certified or classified employee leaves during the
year due to termination, resignation, medical leave - and isnt
returning prior to his/her evaluation deadline - that employee must
still have a written evaluation. ONLY EXCEPTIONS Employees who do
not have an annual evaluation Employees who leave with less than 30
calendar days on the job Temporary employees, such as substitute
/supply teachers, lunch-room monitors, ASP workers, etc. Everybody
Gets Evaluated! 3
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- Performance Evaluations Providing staff with valid and
meaningful evaluations of their performance is NOT easy work. It
requires a high level of knowledge, much serious practice, the
ability to develop meaningful relationships and focused work. The
difficulties considered, this may be the most valuable work you do.
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- Performance Evaluations A process, NOT an event! 5
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- COMMON LANGUAGE The teaching act is complex. There is no single
pedagogy that can meet the needs of every learner. Different skills
and knowledge are a reflection of different training and
experience. Our PROCESS must reflect an understanding of these
complexities, be broad enough to allow for objective decisions and
encourage, even demand, growth and improvement in skills and
knowledge. A COMMON LANGUAGE must be employed, developed, expected,
cultivated, and improved continuously. COMMON LANGUAGE will help
remove division and accommodate agreement. 6
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- The Role of an Evaluator Principal/Supervisors Responsibilities
Identifies evaluators & ensures required training for all
evaluators Ensures that ALL faculty and staff receive Copies of
their job descriptions (Admin Rule GBB-R) Orientations to their
evaluation systems PASS and EMWeb Facilitates and monitors the
understanding and implementation of the Cobb Keys Evaluation
System, et al Principal, as instructional leader, evaluates a
representative portion of the faculty 7
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- The Role of an Evaluator Principal/Supervisors Responsibilities
Develops a shared understanding of the significance of the
evaluation model and what the annual ratings represent at his/her
school Understands and supports the fact that very good teachers
may be Emerging on any Cobb Keys Standard and/or Overall Not
everybody is always Proficient The concept of Growth and
Development must be inherent in the culture 8
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- The Role of an Evaluator The Cobb Keys Evaluation System is a
growth and accountability model that responds to 3 major questions
~ How does the teacher plan? How does the teacher teach? Are the
teachers students learning? 9
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- The Role of an Evaluator All evaluators must Understand the
importance of all evaluation processes Practice toward personal
mastery of and compliance with the standards, guidelines and
procedures of the Cobb Keys Evaluation System, et al Demonstrate a
commitment to impartiality and consistency Be open to feedback
encourage DIALOGUE 10
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- The Role of an Evaluator Get Ready to Evaluate Prepare a folder
for each person youre evaluating Create observation & feedback
schedule for certified staff Utilize Checklist & Timeline
(PASS) Use current forms (PASS, EMWeb) Need Help? Contact the
Evaluation Systems Office (770) 426-3393 11
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- Cobb Keys Classroom Teacher System Cobb Keys Forms Observation
Form Annual Performance Report Cobb Keys Support Documents
Performance Rubric with Examples of Evidence Glossary of
Terminology Guidelines/Instructions 12
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- Classroom Teacher System Observation Form Four Performance
Standards with a total of 18 corresponding Elements Curriculum
& Planning (4 Elements) Standards-Based Instruction (6
Elements) Assessment of Student Learning (4 Elements) Instructional
Environment (4 Elements) Annual Performance Report 18 Elements (
Four Performance Standards) 12 Professional Duties and
Responsibilities 13
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- Classroom Teacher System Standard 1: Curriculum & Planning
(CP) The teacher makes decisions about planning that demonstrate a
deep understanding of grade level content knowledge, pedagogy, and
GPS or State-approved curriculum implementation by appropriately
planning for what students are expected to know, understand, and be
able to do. 14
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- Classroom Teacher System Elements: Curriculum & Planning
(CP) CP 1 The teacher uses an organizing framework for
instructional planning to support standards-based instruction. CP 2
The teacher plans instruction that reflects strong knowledge of
both content and effective instructional delivery. CP 3 The teacher
plans assessments to measure student progress toward and mastery of
the GPS. CP 4 The teacher plans for appropriate use of
differentiation. 15
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- Classroom Teacher System Oh, my gosh! Yes, the review and
assessment of classroom teachers lesson plans are an integral part
of the overall observation process. You should assess Lesson Plans
before, during, and/or after a classroom observation to enable you
to respond to this Standard. When and how this will be done will be
up to the local school, maintaining internal consistency. 16
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- Classroom Teacher System Standard 2: Standards-Based
Instruction (SBI) The teacher consistently uses research- based
practices in the classroom, challenging all learners to achieve
high levels of learning as defined by GPS or State-approved
curriculum. 17
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- Classroom Teacher System Elements: Standards-Based Instruction
(SBI) SBI 1 The teacher effectively communicates learning
expectations using both the language of the Standards and
strategies that reflect a standards-based classroom. SBI 2 The
teacher demonstrates research-based practices that engage students
in learning. SBI 3 The teacher consistently demonstrates high
expectations for all learners. SBI 4 The teacher uses accessible
technology effectively to enhance student learning. SBI 5 The
teacher differentiates instruction to meet students readiness
levels, language proficiency, and interest. SBI 6 The teacher
delivers instruction which fosters the development of higher order
thinking skills and reasoning. 18
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- Classroom Teacher System Standard 3: Assessment of Student
Learning (AL) The teacher uses a balanced variety of assessment
techniques that are systematically implemented, resulting in
appropriate interventions that foster continuous improvement for
all. 19
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- Classroom Teacher System Elements: Assessment of Student
Learning (AL) AL 1 The teacher uses formative assessment strategies
to monitor student progress and to adjust instruction in order to
maximize student achievement on the GPS or State-approved
curriculum. AL 2 The teacher uses diagnostic assessment strategies
to identify individual and class strengths, misconceptions and
areas of weakness and to adjust instruction in order to maximize
student achievement on the GPS or State-approved curriculum. AL 3
The teacher uses a variety of summative strategies to evaluate
student status and to adjust instruction in order to maximize
student achievement on the GPS or State-approved curriculum. AL 4
The teacher provides effective and timely commentary/feedback
regarding students written and oral performances. 20
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- Classroom Teacher System Standard 4: Instructional Environment
(IE) The teacher creates a safe, productive, collaborative, and
inviting learning environment that fosters a sense of community and
personal responsibility to ensure that students maximize learning.
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- Classroom Teacher System Elements: Instructional Environment
(IE) IE 1 The teacher establishes classroom rules, practices, and
procedures that support a positive, productive learning
environment. IE 2 The teacher maximizes instructional time. IE 3
The teacher fosters a sense of community and belonging by
acknowledging diversity, achievements, and accomplishments of all
learners in the classroom. IE 4 The teacher helps students take
responsibility for their own behavior and learning. 22
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- Classroom Teacher System Observing Classroom Teachers Conduct
pre-observation conferences with assigned teachers to review the
instrument, procedures, expectations, etc.; optional but highly
recommended May be done in a group setting If a teacher requests a
private conference, it is required Encourage questions Put teachers
at ease and ensure them of your intent to work with them throughout
this process (NOT an event) Observe all certified staff who are
evaluated on the Cobb Keys instruments at least once during the
school year using the Cobb Keys Observation Form 23
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- Classroom Teacher System Scheduling Observations Thirty minute
classroom observation (minimum) Two Observations are required if
the teacher has 3 yrs or less total teaching experience Conduct
first announced observation by the end of October Second
observation may be unannounced If only one observation, schedule
announced observation early enough that teachers have time to
benefit from feedback and demonstrate improvement Each teacher must
have his/her OWN separate observation DO NOT observe multiple
teachers at one time 24
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- Classroom Teacher System Weak Links? Observe teachers with
perceived deficiencies early in first semester Maximizes
opportunities for monitoring, administrative support, and
instructional improvement Increases Evaluators depth of
understanding of teachers performance and needs Provides time for
essential feedback, subsequent follow-up observations, and/or PDP
implementation Multiple observations [EVIDENCE] and frequent
feedback 25
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- Classroom Teacher System Multiple Observations = Stronger
Support Multiple observations Assigned Evaluator Principal Subject
Area Specialists Multiple Feedback Sessions Allow time to for
teacher to improve skills before next observation 26
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- Classroom Teacher System Cobb Keys Observation 18 Standard
Elements (Teacher) Marked Yes (Y); No (N); or Not Applicable (NA)
Comments required to support No ratings Individualized comments
encouraged, regardless of the ratings Observations & feedback
conferences should be completed by the end of February Purposeful
feedback Time in March to prepare annual reports and conduct annual
conferences 27
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- Classroom Teacher System Scheduling Feedback Conferences Within
10 school days after an observation, a formal, private feedback
conference is required Failure to provide a timely feedback
conference could void an evaluation Hint: Schedule the feedback
conference at the same time you schedule the observation Feedback
Conferences MAY NOT be combined with the Annual Evaluation
Conferences A Teachers Feedback Conference should be held a
significant length of time before the annual conference; otherwise,
it has no meaningful purpose 28
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- Classroom Teacher System Conducting Feedback Conferences
Prepare your comments; organize your thoughts and papers Poorly
developed feedback provides little support to a struggling teacher
Anticipate the teachers anxiety put him/her at ease early in the
session Comment, specifically, on areas of excellence and areas
needing attention, suggesting improvement techniques If needed,
focus constructive criticism on behaviors Heres what I observed;
heres what I should have observed How can I help you improve? What
will you commit to do to change? 29
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- Classroom Teacher System Concluding the Feedback Conference
Write your signature and date on the form LEGIBLY!! Have teacher
sign and date the form Teachers signature indicates receipt of
form, not necessarily agreement with content If the teacher doesnt
want to sign, write Teacher chose not to sign and record the date
Make copies for the teacher and local school file Retain all
observation originals to attach to the annual performance report in
March All observations will be sent to HR along with the
performance report. Keep feedback opportunities professional,
positive, and private. 30
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- Classroom Teacher System The Annual Evaluation Process Consider
observations and year-long performance Review Performance Rubric
Standards and Elements Complete the Annual Report Form Assign a
rating to each Standard Element Not Evident Emerging Proficient
31
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- Classroom Teacher System The Annual Evaluation Process Record
personalized commentary for each standard no cut-n-paste! Relate
comments to the Standard Elements Support the assigned ratings
Reinforce the Growth Model concept with your language Honestly
address performance Acknowledge growth and potential If the teacher
isnt Proficient, is he/she able to tell what to do differently to
improve performance? 32
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- Classroom Teacher System Professional Duties and
Responsibilities (PDR) A section for formal assessment of 12
essential performance qualities Each is rated as Unsatisfactory,
Needs Improvement, or Satisfactory Overall PDR Summary Rating See
Key for determining overall Unsatisfactory, Needs Improvement, or
Satisfactory rating 33
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- Classroom Teacher System Professional Duties &
Responsibilities (PDR) 1.Reports to work as assigned 2.Provides
adequate information, plans, and materials for substitute teachers
3.Enforces school procedures concerning student discipline and
conduct 4.Maintains accurate records (grades) to document student
performance 34
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- Classroom Teacher System Professional Duties &
Responsibilities (D&R) 5.Maintains confidentiality regarding
student and records information 6.Assumes responsibility for
professional growth 7.Maintains accurate and complete records and
submits as required and on-time (NOT Lesson Plans) 8.Demonstrates
ethical behavior as outlined in the PSC Code of Ethics 35
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- Classroom Teacher System 12 Professional Duties and
Responsibilities (D&R) 9.Interacts in a respectful, civil, and
professional manner with students, families, staff, and school
leaders 10.Attends and participates in faculty meetings and other
assigned meetings/activities 11.Models correct language, oral and
written 12.Actively supports the School Strategic Plan 36
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- Classroom Teacher System Annual Performance Report Assign
Overall Performance Rating, Section III Unsatisfactory Four or more
Not Evident Standards Ratings or Unsatisfactory summary rating on
PDR Emerging Fewer than thirteen Proficient Standards ratings &
Satisfactory or Needs Improvement summary rating on PDR Proficient
13 or more Proficient Standards ratings & a Satisfactory
summary rating on PDR 37
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- Classroom Teacher System Annual Performance Report Section III,
Continued Record dates of observations and feedback conferences DO
NOT list other types of conferences, such as disciplinary
conferences or the annual conference Section IV Signatures
Evaluator, Principal, and Teacher sign & date Each person
records the date by his/her signature at the time of signing
Teachers signature indicates receipt of annual report, not
agreement with the content Write Teacher chose not to sign, if
needed 38
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- Classroom Teacher System Annual Performance Report Section V:
Comments by Teacher Optional. Use additional sheet, if necessary If
teachers comments specifically appeal a Standard rating, a PDR
rating, the PDR summary rating, or the Overall Performance Rating,
the teacher must submit the District appeal form See Appeal Form
Instructions (PASS & EMWeb) If youre unsure if comments are an
appeal, contact Evaluation Systems office 39
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- Certified Evaluation Appeals An employee may base his/her
appeal on either of two reasons Failure to follow procedures
Failure to consider significant information Principal determines
what is significant An employee may not grieve the results of his
evaluation 40
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- Certified Evaluation Appeals To appeal an evaluation, the
employee must complete an evaluation appeal form (PASS/EMWeb) and
submit it, along with any evidence and/or documentation, to the
Principal/Supervisor within 10 business days of the receipt of the
evaluation report The Principal/Supervisor must respond to the
appeal within 20 business days If the rating is upheld, the
employee may submit an appeal to the CHRO within 10 days of receipt
of the Principals response The CHRO and Area Assistant
Superintendent will review and provide a single response to the
appeal within 20 days of receipt of the appeal This exhausts the
appeal process 41
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- Other Certified Staff How do I evaluate other Certified Staff?
Aligned Evaluations for: Special Education Teachers Library Media
Specialists School Counselors School Social Workers Speech Language
Pathologists Uses same rating system and terminology Includes the
Professional Duties and Responsibility Section Each is unique; read
carefully 42
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- Other Certified Staff How do I evaluate OTHER Certified Staff?
Use the rated Job Description (on PASS in School- based Job
Descriptions) & Alternate Annual Summary Form (on PASS in Other
Certified Positions) ISS Teachers Academic Coaches A few other
teaching/support positions Be sure to use the rating grid when
determining the overall rating If unsure, contact the Evaluation
Systems Office 43
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- All Certified Evaluations In compliance with BOE Administrative
Rule GARI-R, ALL certified evaluation activity must be completed
prior to April 1, 2013! IMPORTANT!!! This includes: Observations
Feedback conferences Completion of annual reports Annual evaluation
conferences Teachers and paraprofessionals 44
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- ALL Staff Evaluations Impact of Overall Unsatisfactory Rating
Certified employee is placed on the PSCs Unsatisfactory Database
(UNSAT) For all employees, certified and classified, it results in
his/her salary being frozen at same salary step for next school
year 45
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- All Certified Employees Professional Development Plans (PDP)
HRs Professional Standards and Ethics Department oversees the
implementation of Professional Development Plans (PDP) to support
certified employees with performance deficiencies Contact Mary
Finlayson, Director 770-420-4958 46
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- No Surprises! No employee, certified or classified, should
receive an overall Unsatisfactory rating unless he/she has been
informed in writing of specific performance concerns during the
year. From certified or classified staff, we should never hear I
thought I was doing fine all year, but I received a Unsatisfactory
rating.or By the time I got feedback from my observation, school
was almost out. I didnt have time to improve my performance or get
help. 47
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- Evaluating Classified Staff* Administrative Planning Classified
Orientation Evaluation Process * In this presentation, classified
staff refers to paraprofessionals, clerical employees, custodians,
school nurses, bus drivers, etc. all of whom are evaluated using a
similar form and process. 48
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- Evaluating Classified Staff Administrative Planning Principal
assigns trained administrative evaluators for all classified
employee groups at the beginning of the year Teachers may not
evaluate paraprofessionals Head Custodians may not evaluate
custodians Employees are informed, in writing, of their designated
evaluators 49
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- Evaluating Classified Staff Classified Orientation Assigned
administrator provides evaluation orientation to all classified
staff Use Evaluation Systems PowerPoint (PASS) At Orientation, give
all classified employees copies of the following Current Job
Descriptions (PASS) Evaluation Instruments 50
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- Evaluating Classified Staff Evaluation Process Classified staff
are evaluated in three Performance Categories, each containing
performance descriptors which describe expected behaviors within
the category Job Competencies 8 descriptors Workplace Qualities 6
descriptors Human Relations 6 descriptors 51
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- Rating the Descriptors Evaluation Process Each descriptor is
assigned one of three individual ratings based on the employees
performance Meets Expectations (ME) Needs Improvement (NI)
Non-Applicable (NA) 52
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- What Do These Descriptor Ratings Really Mean? Simply put. Meets
Expectations (ME) means that the employee did the things that were
expected of him/her and accomplished them in a certain manner.
Needs Improvement (NI) means that the employee didnt do some of the
things that were expected or that they were not accomplished in the
expected manner. Non-applicable (NA) means the descriptor is not
applicable to the employees responsibilities. NA counts as an ME.
Evaluator determines if a descriptor is NA. 53
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- 1 st Performance Category Job Competencies Evaluation Process
The first of 8 performance descriptors in this category references
the classified employees job description This first descriptor is
your overall assessment of the employees performance of his/her
essential duties as recorded on the job description If the employee
should receive a Needs Improvement (NI) rating on this single
descriptor, he/she may not receive an overall Meets Expectations
(ME) rating for this Performance Category 54
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- Two Other Performance Categories Evaluation Process Workplace
Qualities These six performance descriptors address desirable
behaviors in the workplace as related to your department/division
and the employees specific position, such as self-motivated Human
Relations These six performance descriptors address desirable
traits related to professional interpersonal skills, such as
teamwork 55
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- Descriptor Ratings = Overall Category Rating Evaluation Process
Each Performance Category is then given an Overall Rating based on
the number of individual descriptors within the category and the
rating received on each one: Job Competencies: 6 of 8 ME = Overall
ME Workplace Qualities: 4 of 6 ME = Overall ME Human Relations: 4
of 6 ME = Overall ME Remember NA = ME 56
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- Overall Category Ratings = Overall Annual Rating Evaluation
Process The Annual Overall Rating is then assigned based on
quantity of designated overall ratings in the three Performance
Categories Meets Expectations ME in all 3 Overall Ratings Needs
Improvement NI in 1 Overall Rating Unsatisfactory NI in 2 or 3
Overall Ratings 57
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- Classified Annual Evaluation Form The evaluator completes the
evaluation form as described, records his/her signature, and may
include optional comments (please do!) Evaluators are strongly
encouraged to acknowledge exceptional performance with specific
commendations If descriptors or categories are identified as Needs
Improvement or an annual rating of Needs Improvement or
Unsatisfactory is earned, evaluators are also encouraged to provide
related written comments, addressing identified areas The evaluator
provides the annual evaluation to his/her supervisor for his/her
signature as Reviewer 58
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- Classified Evaluation Forms Evaluation Process Due Dates
Paraprofessionals Conduct Annual Evaluation Conferences before
April 1st All others Conduct Annual Evaluation Conferences at end
of school year before employee leaves for summer or before June 30
59
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- Classified Performance Improvement - PIP A Performance
Improvement Plan (PIP) may be developed to support classified
professional growth at any time during the year at the supervisors
discretion 60 Contact Mary Finlayson, Director, Professional
Standards & Ethics 770-420-4958
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- APPEAL PROCESS If a Classified employee wishes to appeal
his/her evaluation results, he/she must complete an evaluation
appeal form (found on EMWeb) and submit it, along with any evidence
and/or documentation, to the evaluator within 10 business days of
the receipt of the original evaluation report The evaluator must
respond to the appeal within 20 business days of receipt of the
appeal If the rating is upheld by the evaluator, the Classified
employee may submit an appeal to the evaluators supervisor within
10 days of receipt of the evaluators response The evaluators
supervisor must respond to the appeal within 20 days of receipt of
the appeal This exhausts the appeal process 61
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- REVIEW Evaluation Process Due Dates Paraprofessionals Other
Certified Conduct Annual Evaluation Conferences before April 1st
Conduct Annual Evaluation Conferences at end of school year before
employee leaves for summer or before June 30 PDPs & PIPs Common
Language Language of the Standards 62
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