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Implementing the Revised TPA Process for Experienced Teachers
Core Module One:
A Growth-Oriented Approach to Implementingthe Revised Appraisal Process for
Experienced Teachers
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Core Module One: A Growth-Oriented Approach to Implementing
the Revised Appraisal Process for Experienced Teachers
Part One: Opening
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In this module participants will:
Learn about the revised performance appraisal process
for experienced teachers
Consider school and system contexts within which the
appraisal fosters growth and development of
experienced teachers
Identify and reflect on effective appraisal practicesincluding opportunities provided in the appraisal
process to support principal and experienced teacher
collaboration
Core Module One: A Growth-Oriented Approach to Implementing
the Revised Appraisal Process for Experienced Teachers
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Implementing the Revised TPA Process for Experienced Teachers
Participant Experience with TPA
On your own, reflect on your past experience with
teacher performance appraisal
Recall a TPA experience that stands out for you as
positive and supportive of teacher growth and
development (yours or someone elses)
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Implementing the Revised TPA Process for Experienced Teachers
Participant Experience with TPA (Continued)
Make contact with someone in the room you do not
know Talk about what happened, who was involved, whatmade it positive and supportive and how it was aneffective appraisal practice
Join a second pair and together, identify oneeffective appraisal practice to report to the largegroup
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Implementing the Revised TPA Process for Experienced Teachers
Part Two: Background
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The revised TPA process for experienced teachers
was developed in consultation with the Working
Table on Teacher Development during fall 2006
Background: Development of the Revised TPA Process
for Experienced Teachers
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Deliberations and recommendations of the Working
Table were guided by:
o relevant researcho inter-jurisdictional scan
o information collected from implementation
o position papers from various stakeholder groups
including the Joint Task Force on Teacher Performance
Appraisal, comprised of the teacher, principal and
supervisory officer organizations
Background: Development of the Revised TPA Process
for Experienced Teachers
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Background: Development of the Revised TPA Process
for Experienced Teachers
In March 2007, Minister Wynne announced the revised
TPA process for experienced teachers
School boards were given the option of implementing the
revised process in April 2007 or no later than September2007
The Performance Appraisal of Experienced Teachers
Technical Requirements Manual2007and the SummativeReport Form for Experienced Teachers (approved form)
have been posted on the ministry website
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The revised TPA process for experienced teachers
builds on the New Teacher Induction Program (NTIP)
performance appraisal of new teachers that was
introduced in June 2006 The performance appraisal process for experienced
teachers is intended to provide a continuum of support
as a new teacher successfully completes the NTIP and
becomes an experienced teacher
Background: Development of the Revised TPA Process
for Experienced Teachers
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Background: Development of the Revised TPA Process
for Experienced Teachers
The development of the revised TPA process forexperienced teachers was guided by the followingprinciples:
Support for teacher professional growth anddevelopment
Improved student outcomes Strengthened collaboration between experiencedteachers and their principals through ongoingprofessional dialogue
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Background: Development of the Revised TPA Process
for Experienced Teachers
The development of the revised TPA process forexperienced teachers was guided by the followingprinciples: (Continued)
Appraisal situated in the context of school andsystem learning communities
Enhanced public confidence in public education
Increased capacity for principals in their role asinstructional leaders
Transparency and accountability
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Background: Development of the Revised TPA Process
for Experienced Teachers
Overarching Goal of Teacher Performance Appraisal
Consistent with the TPA process for new teachers the
revised TPA for experienced teachers is designed to: foster teacher development
provide meaningful appraisals that encourage
continuous professional learning and growth and identify opportunities for additional support where
required
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Implementing the Revised TPA Process for Experienced Teachers
Overview of Components of the TPA Processfor Experienced Teachers
Five-year evaluation cycle
One appraisal in an evaluation year Two-point rating scale
Pre-observation meeting, classroom observation, post-observationmeeting
One Summative Report Form 16 competencies based on five domains
Streamlined look-fors provided as a resource
Strengthened Annual Learning Plan (ALP) requirements
Due process for unsatisfactory performance maintained
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Implementing the Revised TPA Process for Experienced Teachers
Professional
Dialogue and
Reflection on
Practice
Appraisal
Meetings
Standards of
Practice for the
Teaching
Profession
Collective Vision
of
Professionalism
That Guides
Daily Practices
Competency
Statements
Summative
Report
Annual Learning
Plan
Rating Scale
Skills,
Knowledge and
Attitudes
Rating Decisionand Identification
of Strengths and
Next Steps for
Improvement
Vehicle for
Teachers
Continuous
Professional
Learning
Demonstrations
of Performance
in Relation to 16
Competencies
Experienced Teacher Continuous Growth and Development
Figure 1. Performance Appraisal Framework for Experienced Teachers
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Implementing the Revised TPA Process for Experienced Teachers
Part Three: The Context forAppraisal
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The Context for Appraisal
Who is the Experienced Teacher?
There is no definition of an experienced teacher in theEducation Actor in the regulations
A teacher ceases to be a new teacher and is consideredexperienced for the purposes of performance appraisalonce he or she successfully completes the New TeacherInduction Program or, subject to any extension provided forin the regulations, his or her 24-month new teaching periodhas elapsed
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The Context for Appraisal
Activity One: Appraisal with the Experienced Teacher In Mind
Introducing
Marg Dalhousie who teaches grade 8 in a JK- grade 8 elementary
school located in a suburb of Toronto Denise Beaulieu who teaches a blended grade two and three class in
an inner city school
Peter Stockardwho teaches grade six core subjects including visual
arts, drama and physical education
Seema Mohammedwho teaches in a secondary school and has a
timetable that includes Grades 11 and 12 university-destination
biology and chemistry courses and one grade 9 applied science
course
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The Context for Appraisal
Roles and Responsibilities
Teachers, vice-principals, principals andsupervisory officers all play key roles in theperformance appraisal process for experiencedteachers
In fulfilling these roles collaboration, mutual respect
and shared responsibility are essential
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The Context for Appraisal
Roles and Responsibilities(Continued)
This sets a climate within which experiencedteachers learn, plan, prepare, teach, pursueindividual and shared goals, and strive to besuccessful in bringing about high levels of student
achievement
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The Context for Appraisal
Parent/Student Input
Seeking parental and student input is an important
vehicle for fostering positive relationships. A sense
of openness and fairness, and an atmosphere of
trust and respect are features of a school that is a
learning community inclusive of parents andstudents
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The Context for Appraisal
Parent/Student Input
(Continued)
Parental and student input support and enhance the qualityof teaching and learning in schools
Teachers gather this information through a wide range oflearning activities on a daily basis throughout the year
Teachers communicate with parents formally and informallyand depending on the level of support required by thestudent
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The Context for Appraisal
Activity Three: Quote Exchange
Select a partner you do not know and share a personalconnection to your quote what does it mean to you? Focus
on beliefs and values related to school and/or system culture Trade quotes
Repeat with at least two partners
Individually identify one or two insights/connections you madeto share with your table group
At your table group appoint a recorder/reporter
As a table group identify two or three common themes andinsights to report to the large group
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The Context for Appraisal
Activity Three: Sample Quote for Quote Exchange
Coming together is a beginning
Keeping together is progress
Working together is success
-- Henry Ford
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The Context for Appraisal
Activity Four: Synectics
A growth-oriented school context is like ___________ because.
A growth-oriented school context is NOT like _______ because.
AND/OR
A growth-oriented school system is like ___________ because.
A growth-oriented school system is NOT like _______because.
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The Context for Appraisal
Activity Five: Jigsaw Debrief
What do growth-oriented school and system contexts look, feeland sound like?
What roles do teachers, vice-principals, principals, andsupervisory officers play in growth-oriented school and systemcontexts?
How are growth-oriented school and system contexts relevant tothe experienced teacher performance appraisal process?
What are the implications for the role of teachers, vice-principals, principals, and supervisory officers in theexperienced teacher performance appraisal process?
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The Context for Appraisal
Activity Six: School Culture
Introducing
Marg Donaldsons JK to grade 8 elementary school Denise Bealieus inner city school
Peter Stockards JK to grade 6 elementary school
Seema Mohammeds secondary school
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Implementing the Revised TPA Process for Experienced Teachers
Part Four: Components of the TPA
Process for Experienced Teachers
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Implementing the Revised TPA Process for Experienced Teachers
Scheduling and Frequency
For experienced teachers:
Experienced Teachers are required to have one appraisal
in an evaluation year every five years
Experienced teachers new to a board must have one
appraisal during their first year of employment with theboard
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Implementing the Revised TPA Process for Experienced Teachers
Scheduling and Frequency
For new teachers who have successfully completed the NTIP:
New teachers who have moved to experienced teacher status are
placed in the five-year experienced teacher performance appraisal
cycle
Once their evaluation year is established, a cycle is established so
that there are four non-evaluation years before their next scheduled
evaluation
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Implementing the Revised TPA Process for Experienced Teachers
Scheduling and Frequency
Additional appraisals and an Improvement Plan are
required if an appraisal rating is Unsatisfactory The principal has the authority to conduct additional
appraisals if the principal considers it advisable to do so in
light of circumstances relating to the teachers performance
In a non-evaluation year, teachers may request
performance appraisals in addition to those required
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Implementing the Revised TPA Process for Experienced Teachers
Supervision and Appraisal
The appraisal process and schedule is not intended to interfere with the
principals supervisory responsibilities including: observing teachers practice
meeting with teachers to discuss performance
requesting samples of teachers work
providing feedback to teachers and
supporting teacher growth and development at any time
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Implementing the Revised TPA Process for Experienced Teachers
Competency Statements and Examples ofGood Teaching Practice (Look-fors)
In assessing the teachers performance, the principal mustconsider all 16 competencies set out in Schedule 1 ofOntario Regulation 99/02, as amended
The 16 competency statements are based on the standardsset out in the Ontario College of Teachers Standards ofPractice for the Teaching Profession
Boards will continue to be able to provide for additionalcompetencies to be used in the performance appraisal ofteachers
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Implementing the Revised TPA Process for Experienced Teachers
Competency Statements and Examples ofGood Teaching Practice (Look-fors)
In preparing the summative report, the principal provides
comments identified in discussions with the teacher as thefocus of the teachers performance appraisal (the principalmay also comment on other competencies that wereassessed through the performance appraisal)
A streamlined list of 90 examples of good teaching
practices (look-fors) is available as a resource for principalsand teachers in identifying possible ways the competenciesmay be shown in practice
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Implementing the Revised TPA Process for Experienced Teachers
The Annual Learning Plan (ALP)
Each experienced teacher must have an ALP each year
that includes the teachers professional growth objectives,
as well as his or her proposed action plan and timelines for
achieving those objectives
In conducting this annual review and update, teachers, in
consultation with their principal must take into account theirlearning and growth over the year and the summative
report of their most recent performance appraisal
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Implementing the Revised TPA Process for Experienced Teachers
The Annual Learning Plan (ALP)
Teachers are encouraged to take parent and student inputinto account in developing, reviewing and updating their
ALP each year In an evaluation year, the teacher and principal must reviewand update the teachers current ALP in a meeting as partof the performance appraisal process
In a non-evaluation year, a meeting is not required but isrecommended. A meeting is required to take place at therequest of either the teacher or the principal
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Implementing the Revised TPA Process for Experienced Teachers
Appraisal Meetings
Three appraisal meetings:
1. Pre-observation meeting
2. Classroom observation
3. Post-observation meeting to discuss observation andgrowth opportunities. Principals use this information tocomplete the Summative Report Form
These meetings are repeated in each appraisal
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Implementing the Revised TPA Process for Experienced Teachers
Appraisal Meetings
Neighbours opportunity for dialogue
The broadest function of the appraisal meetings is to
improve or enhance job performance by engaging in
a reflective conversation on the complexities of
teaching and learning.~ Stronge and Tucker, 2003
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Implementing the Revised TPA Process for Experienced Teachers
Summative Report Form
The Summative Report Form has been revised to provide principals with
the opportunity to:
comment on competencies identified in discussions with the teacheras the focus of the teachers performance appraisal (the principal
may also comment on other competencies that were assessed
through the performance appraisal)
provide an overall rating of the teachers performance recommend professional growth goals and strategies for the teacher
to take into account in developing, reviewing and updating his or her
ALP
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Implementing the Revised TPA Process for Experienced Teachers
Summative Report Form
This form must be used for each appraisal. The duties of
the principal may be delegated to a vice-principal in thesame school or to an appropriate supervisory officer
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Implementing the Revised TPA Process for Experienced Teachers
Rating Scale
Two-point Rating Scale:
Satisfactory
Unsatisfactory
If the teacher receives a Satisfactoryrating, the principal is
encouraged to provide further feedback on strengths andpossible areas of growth for the teacher
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Implementing the Revised TPA Process for Experienced Teachers
Process Following a Performance Rating that isUnsatisfactory
Development of an Improvement Plan after first
Unsatisfactoryrating
On Reviewstatus after two consecutive Unsatisfactoryratings
Recommendation for employment termination after threeconsecutive Unsatisfactoryappraisals
The Ontario College of Teachers is notified aftertermination
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Implementing the Revised TPA Process for Experienced Teachers
Process Following a Performance Rating that is
Unsatisfactory
While the teacher is On Reviewstatus, the principal andsupervisory officer can jointly decide to omit the thirdappraisal and recommend the termination of the teachersemployment to protect the best interests of students
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Implementing the Revised TPA Process for Experienced Teachers
Role of Supervisory Officers and Directors of Education
Mandated responsibilities in relation to teachers that
receive an Unsatisfactoryperformance rating, including
being updated about teachers who receive Unsatisfactory
ratings on their appraisals and consultation with the
principal regarding teachers on Reviewstatus
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Implementing the Revised TPA Process for Experienced Teachers
Part Five: Closing
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Free-Write
Write a personal
statement about the
TPA process forexperienced teachers andgrowth-oriented school orsystem contexts.
Consider these questionsfor your free-write.
What does revised performanceappraisal process for experiencedteachers look like in a growth-orientedschool or system context?
In my role as teacher/principal/supervisory officer, what are someways that I encourage a growth-oriented appraisal process?
What indispensable message do I
want to communicate about the TPAprocess for experienced teachers tothe educators I work with?
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Implementing the Revised TPA Process for Experienced Teachers
Guided Reflection
Reflection is what allows us to learn from our
experience: it is an assessment of where we have
been and where we want to go next.
~ Kenneth Wolf
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