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Continuous Improvement of Teacher Effectiveness Evaluation Guide

Professional Development

C.I.T.E. 2.0

Student Learning


Continuous Improvement of Teacher Effectiveness

1

INDEX

Page Focus Timeline 2 Introduction to Guide

3 Goal Setting Overview

4 Observation Cycle Overview

5 Summative Overview

6 - 8 Goal Setting August – October 15

9 - 13 Pre-Observation

14 -16 Observation August - April

16 - 18 Post-Observation

19 Observations– Additional Evidence August-April

20 Summative April – May 1

21 Appendix

22 Converting Evidence/Notes to Effectiveness Rating

23 2013 Evaluation Timeline – Licensed Teacher

24 - 25 Evaluation Appeals Process

Links for: CITE Page of PK-12 Google Site CITE Goal Setting Form Professional Growth Plan

Template Licensed Evaluations and World

Class Targets

*This guide is adapted from NYSUT, Comprehensive Teacher Evaluation and Development: A plan for teacher evaluation and development.


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INTRODUCTION TO GUIDE This guide is intended to provide assistance to teachers and evaluators in the three main phases of the evaluation process. The phases are articulated so that teachers and evaluators can share the responsibility to meet the professional needs of staff in making continuous improvements in their practice. Goal Setting directly aligns a teacher’s professional growth to the needs of their students, their school’s Unified Improvement Plan, and the District’s Strategic Plan. This includes a mid-year conversation between evaluator and teacher to reflect on progress. The Observation Cycle is the formal process of lesson planning, pre-observation conferencing, observation, reflection, and post-observation conferencing. It also includes the body of evidence that reflects knowledge, skill, and impact of teacher’s practice. The Summative evaluation addresses the culmination of evidence that considers both professional practice and student learning.

AUGUST

Teacher works with evaluator to identify growth opportunities aligned to student, school, and district needs by October 15th.

MID-YEAR

Teacher meets with evaluator to review progress towards goals and student data by January 15th.

AUGUST-APRIL

The Observation Cycle includes: -Lesson plan -Pre-conference -Collection of evidence through observation, professional dialogue -Student achievement/growth data -Teacher reflection -Post-conference Body of Evidence may include: -Analysis of teacher artifacts -Informal observations, digital recordings of teaching -Review of student work and data -Other evidence of teacher performance

APRIL/MAY

Teacher self-evaluates practice and impact on student learning, student growth, reflection on goals by April 8th. Teacher meets with evaluator who considers all aspects of teacher’s effectiveness for the summative evaluation by May 1st.


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Teacher meets with evaluator to develop personalized goals aligned to student and professional growth. Teacher records them on the District form.

Evaluator reviews, edits and approves goals by October 15th .

Teacher meets mid-year with evaluator to review goal progress and student data. Teacher receives mid-year rating by January 15th.

Teacher reflects on goals and completes self-evaluation by April 8th. Teacher meets and discusses progress at summative conference. Teacher receives final rating by May 1st.


4

Teacher engages in professional conversations with evaluator to discuss lesson planning, data, and student learning outcomes.

Evaluator collects evidence by observing teacher and students during an instructional time period. During the course of the school year, regular status teachers will be formally observed a minimum of once per year. Teachers in their first 3 years will be formally observed a minimum of once per semester.

-Teacher and evaluator analyze and reflect on the observed lesson and student learning outcomes. -Teacher and evaluator discuss levels of effectiveness. -Teacher and evaluator identify next steps for the teacher’s continued professional growth.

Teacher and evaluator discuss additional documented evidence of performance: -Analysis of teacher artifacts -Informal observations -Review of student work and data -Survey feedback -Other evidence


5

Teacher self-evaluates on progress toward goals and student achievement, and inputs into a District form by April 8th.

Evaluator completes summative evaluation and holds individual conference with teacher to review annual performance.

Teacher and evaluator sign off on summative evaluation by May 1st .


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GOAL SETTING

Teacher Role ~Self-Reflection ~Reflect on student growth target ~Goal Setting ~Ongoing progress monitoring

Evaluator Role ~Approve and monitor goals ~Collaborate with teacher

Estimated Time: 20-30 minutes in

conference

Purpose: At the beginning of each school year, the teacher self-reflects and sets professional goals aligned to the learning needs and growth targets of their incoming students, and the school improvement plan.

Overview:

1. Teacher meets with evaluator to develop goals and then inputs them into

the District form. 2. Evaluator reviews, edits and approves goals by October 15th. 3. Teacher meets mid-year with evaluator to review goal progress and student

data by January 15th. 4. Teacher reviews goals, student growth, and documented evidence with

evaluator at the summative conference.

Areas Assessed Possible questions to address and evidence to gather C.I.T.E. 2.0: May include but are not limited to: 5.3, 5.4, 5.5, 6

How are the teacher’s goals directly associated with the specific needs of incoming students, and the school improvement plan? How have changes in curriculum, instruction, or assessment affected planning and teaching? How has any recent professional learning informed understanding of teaching and learning? What professional development strategies or opportunities are appropriate to meet professional growth needs? What factors in the school climate or community context (e.g. leadership, safety, school norms, etc.) influence or play a role in teaching and professional performance? How have multiple measures been used to monitor practice, including student learning data?


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OBSERVATION CYCLE: PRE-OBSERVATION CONFERENCE

Teacher Role ~Prepare lesson plan ~Share lesson plan with evaluator

Evaluator Role ~Collect evidence ~Ask guiding questions

Estimated Time: 20-30 minutes in

conference

Purpose:

Teacher shares with the evaluator a lesson from a backward planned unit for an upcoming observation. The evaluator gathers evidence related to instructional planning focusing on World Class outcomes, assessment of learning, and the facilitation of learning activities.

Overview:

Teacher engages in professional conversations with evaluator to discuss lesson planning, data and student learning outcomes.

Areas Assessed Possible Questions to address and evidence to gather: C.I.T.E. 2.0: May include but are not limited to: 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 2.2, 2.3, 2.4, 6

How do the identified learning outcomes incorporate the DCSD Guaranteed and Viable Curriculum and the World Class Targets? How does this lesson connect content to other areas/disciplines? How are learning objectives personalized to meet student needs, including individual intervention strategies? How will the teacher use the formative assessments/feedback from all students to identify and adjust future learner outcomes? How will the learner outcomes incorporate development of creativity, communication, collaboration, and critical thinking skills? How are the learner outcomes personalized to challenge each student? What evidence of the teacher’s content area expertise is present in the lesson design? What will students learn as a result of this lesson? How will students’ learning be monitored and assessed? How will higher order thinking skills be assessed? How has the teacher collaborated with students in the planning process? How has the teacher considered student growth and achievement in planning?


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11


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C.I.T.E. PRE-OBSERVATION CONFERENCE SAMPLE FORM

Teacher Click here to enter text.

Content Area Click here to enter text.

Class Click here to enter text.

Period Click here to enter text.

LESSON CONTENT AND INTENTION (To be completed by teacher) INDICATORS (Check all appropriate boxes)

How do the World Class Outcomes incorporate the DCSD Guaranteed & Viable Curriculum and the 4 Cs?

☐ 1.1 Teacher selects World Class Outcomes from the Douglas County Guaranteed and

Viable Curriculum, including the 4 Cs (Creativity, Collaboration, Communication, and Critical Thinking).

☐ 1.2 Teacher selects World Class Outcomes that integrate content with other disciplines.

☐ 1.3 Teacher selects differentiated World Class Outcomes.

☐ 1.4 Teacher evaluates assessment data to select (or refine) World Class Outcomes.

☐ 1.5 Teacher integrates 21st century skills (financial literacy, global awareness, problem

solving, resiliency, systems thinking, health and wellness, and civic responsibility) where authentic. -------------------------------------------------------------------------------------------------------------------------------

☐ 2.1 Teacher uses a balanced assessment approach including formative assessments that

monitor student progress on World Class Outcomes.

☐ 2.2 Teacher uses a balanced assessment approach including interim assessments that

provide an appraisal at benchmarks to determine student progress on World Class Outcomes.

☐ 2.3 Teacher uses a balanced assessment approach including summative assessments to

measure student performance of World Class Outcomes at the end of the learning process.

☐ 2.4 Teacher provides each student with specific, timely, and personalized feedback on

World Class Outcomes.

☐ 2.5 Teacher uses performance assessments/tasks that require students to demonstrate the

4 Cs (Creativity, Collaboration, Communication, and Critical Thinking).

☐ 2.6 Teacher uses performance assessments/tasks that require students to demonstrate 21st

century skills (financial literacy, global awareness, problem solving, resiliency, systems thinking, health and wellness, and civic responsibility) where authentic. ------------------------------------------------------------------------------------------------------------------------------

☐ 3.1 Teacher uses backward planning to facilitate student mastery of World Class Outcomes.

☐ 3.2 Teacher uses balanced assessment data to plan World Class Learning Opportunities.

☐ 3.3 Teacher facilitates differentiated learning opportunities for all students to master World

Class Outcomes.

☐ 3.4 Teacher facilitates learning opportunities that require students to use higher order

thinking skills (analyze, evaluate, and create) to master World Class Outcomes.

☐ 3.5 Teacher facilitates learning opportunities that engage all students.

☐ 3.6 Teacher facilitates learning opportunities for all students to use World Class Tools to

learn World Class Outcomes.

☐ 3.7 Teacher facilitates learning opportunities that require students to use the 4 Cs

(Creativity, Collaboration, Communication, and Critical Thinking).

☐ 3.8 Teacher facilitates learning opportunities that require students to master 21st century

skills (financial literacy, global awareness, problem solving, resiliency, systems thinking, health and wellness, and civic responsibility) where authentic.

☐ 3.9 Teacher demonstrates content-area expertise while facilitating student mastery of

World Class Outcomes. -------------------------------------------------------------------------------------------------------------------------------

☐ 4.1 Teacher models and collaborates with students to create an environment that is safe.

☐ 4.2 Teacher facilitates opportunities for students to construct, understand and practice a

restorative classroom environment.

☐ 4.3 Teacher establishes an environment that honors student differences and facilitates

opportunities for students to explore and respect different points of view.

☐ 4.5 Teacher models and establishes positive relationships with all students.

Click here to enter text.

How do the World Class Outcomes integrate content from other disciplines?

Click here to enter text. How are the World Class Outcomes differentiated for students?

Click here to enter text. How was data used to identify the World Class Outcomes?

Click here to enter text. How have the identified World Class Outcomes integrated 21st century skills (where applicable)?

Click here to enter text. What evidence of a balanced assessment approach exists to monitor student progress?

Click here to enter text. What evidence of a balanced assessment approach exists to measure student performance?

Click here to enter text. How will the teacher provide specific, timely, and personalized feedback?

Click here to enter text. How will the identified performance assessments/tasks allow students to demonstrate the 4 Cs?


How will the identified performance assessments/tasks allow students to demonstrate the 21st century skills?



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OBSERVATION CYCLE: CLASSROOM OBSERVATION

Teacher Role ~Teach lesson ~Collect evidence of student learning

Evaluator Role ~Observe ~Collect evidence

Estimated Time: 30-60 minutes

Purpose:

To observe a lesson and understand how the teacher creates and maintains the classroom environment and facilitates learning. The evaluator collects evidence to document both student and teacher experiences within the classroom.

Overview: Evaluator collects evidence by observing teacher and students during an instructional time period.

Areas Assessed Types of evidence to gather: Restorative culture and climate C.I.T.E. 2.0: May include but are not limited to: 2.3, 2.4, 2.5, 2.6, Standard 3 (all), 4.1, 4.2, 4.3, 4.4, 4.5

Variety of instructional strategies Student thinking/cognition and meta-cognition Expectations for student success Varied learning opportunities, facilitation, and activities Questioning and discussion strategies Resources and instructional materials, including World Class tools Meeting the needs of ALL students Checking for students’ understanding Instructional pacing Collaborative learning Students constructing their knowledge Formative assessment strategies and techniques Feedback to students Student self-assessment Teacher interactions with students Student interactions with each other Routines and procedures, managing the environment Organization of the physical space Culture of effort and achievement Communication and monitoring behavioral expectations


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C.I.T.E. OBSERVATION EVIDENCE SAMPLE FORM #1 Teacher

Click here to enter text. ☐ First 5 minutes ☐ Formal

Content Area Click here to enter text. ☐ First 1/3 ☐ Informal

Class Click here to enter text. ☐ Second 1/3

Period Click here to enter text. ☐ Last 1/3

☐ Last 5 minutes

OBSERVATION EVIDENCE INDICATORS (Check all appropriate boxes)

Click here to enter text. ☐ 1.1 Teacher selects World Class Outcomes from the Douglas County Guaranteed and Viable Curriculum,

including the 4 Cs (Creativity, Collaboration, Communication, and Critical Thinking).




☐ 1.5 Teacher integrates 21st century skills (financial literacy, global awareness, problem solving, resiliency,

systems thinking, health and wellness, and civic responsibility) where authentic. -------------------------------------------------------------------------------------------------------------------------------

☐ 2.1 Teacher uses a balanced assessment approach including formative assessments that monitor student

progress on World Class Outcomes.

☐ 2.2 Teacher uses a balanced assessment approach including interim assessments that provide an appraisal at

benchmarks to determine student progress on World Class Outcomes.

☐ 2.3 Teacher uses a balanced assessment approach including summative assessments to measure student

performance of World Class Outcomes at the end of the learning process.

☐ 2.4 Teacher provides each student with specific, timely, and personalized feedback on World Class Outcomes.

☐ 2.5 Teacher uses performance assessments/tasks that require students to demonstrate the 4 Cs (Creativity,

Collaboration, Communication, and Critical Thinking).

☐ 2.6 Teacher uses performance assessments/tasks that require students to demonstrate 21st century skills

(financial literacy, global awareness, problem solving, resiliency, systems thinking, health and wellness, and civic responsibility) where authentic.

------------------------------------------------------------------------------------------------------------------------------



☐ 3.3 Teacher facilitates differentiated learning opportunities for all students to master World Class Outcomes.

☐ 3.4 Teacher facilitates learning opportunities that require students to use higher order thinking skills (analyze,

evaluate, and create) to master World Class Outcomes.


☐ 3.6 Teacher facilitates learning opportunities for all students to use World Class Tools to learn World Class

Outcomes.

☐ 3.7 Teacher facilitates learning opportunities that require students to use the 4 Cs (Creativity, Collaboration,

Communication, and Critical Thinking).

☐ 3.8 Teacher facilitates learning opportunities that require students to master 21st century skills (financial literacy,

global awareness, problem solving, resiliency, systems thinking, health and wellness, and civic responsibility) where authentic.

☐ 3.9 Teacher demonstrates content-area expertise while facilitating student mastery of World Class Outcomes.

-------------------------------------------------------------------------------------------------------------------------------


☐ 4.2 Teacher facilitates opportunities for students to construct, understand and practice a restorative classroom

environment.

☐ 4.3 Teacher establishes an environment that honors student differences and facilitates opportunities for students

to explore and respect different points of view.


Value of effort and challenge Collaborative learning Communication of behavioral expectations Monitoring and responding to behavior Teacher interactions with students Student-student interactions

Respect and rapport Interactions among students Routines and procedures, managing the environment Instructional pacing Communication of the learning objectives

Connections to prior and future learning experiences Criteria for success Learning experiences and activities Questioning and discussion strategies Conversation techniques

Responses to students’ questions Resources and instructional materials Checking for students’ understanding Feedback to students Student self-assessment


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C.I.T.E. OBSERVATION EVIDENCE SAMPLE FORM #2

Teacher Click here to enter text. ☐ First 5 minutes ☐ Formal

Content Area Click here to enter text. ☐ First 1/3 ☐ Informal

Class Click here to enter text. ☐ Second 1/3

Period Click here to enter text. ☐ Last 1/3

☐ Last 5 minutes

Standard 1 - OUTCOMES: Teacher selects World Class Outcomes. Indicators: Check all boxes that apply

☐ 1.1 Teacher selects World Class Outcomes from the Douglas County Guaranteed and Viable

Curriculum, including the 4 Cs (Creativity, Collaboration, Communication, and Critical Thinking).




☐ 1.5 Teacher integrates 21st century skills (financial literacy, global awareness, problem solving,

resiliency, systems thinking, health and wellness, and civic responsibility) where authentic.

Evidence observed that teacher selects lessons with World Class Outcomes:


Standard 2 - ASSESSMENT: Teacher uses performance assessments that require

students to demonstrate World Class Outcomes.

☐ 2.1 Teacher uses a balanced assessment approach including formative assessments that monitor

student progress on World Class Outcomes.

☐ 2.2 Teacher uses a balanced assessment approach including interim assessments that provide an

appraisal at benchmarks to determine student progress on World Class Outcomes.

☐ 2.3 Teacher uses a balanced assessment approach including summative assessments to measure

student performance of World Class Outcomes at the end of the learning process.

☐ 2.4 Teacher provides each student with specific, timely, and personalized feedback on World Class

Outcomes.

☐ 2.5 Teacher uses performance assessments/tasks that require students to demonstrate the 4 Cs

(Creativity, Collaboration, Communication, and Critical Thinking).

☐ 2.6 Teacher uses performance assessments/tasks that require students to demonstrate 21st century


Evidence that teacher selects performance assessments that demonstrate student

learning:


Standard 3 - INSTRUCTION: Teacher facilitates learning opportunities that inspire

students to achieve World Class Outcomes.



☐ 3.3 Teacher facilitates differentiated learning opportunities for all students to master World Class

Outcomes.

☐ 3.4 Teacher facilitates learning opportunities that require students to use higher order thinking skills

(analyze, evaluate, and create) to master World Class Outcomes.


☐ 3.6 Teacher facilitates learning opportunities for all students to use World Class Tools to learn World

Class Outcomes.

☐ 3.7 Teacher facilitates learning opportunities that require students to use the 4 Cs (Creativity,


☐ 3.8 Teacher facilitates learning opportunities that require students to master 21st century skills

(financial literacy, global awareness, problem solving, resiliency, systems thinking, health and wellness, and civic responsibility) where authentic.

☐ 3.9 Teacher demonstrates content-area expertise while facilitating student mastery of World Class

Outcomes.

Evidence that teacher facilitates learning opportunities that require students to

synthesize, analyze, evaluate and create:


Standard 4 – CULTURE & CLIMATE: Teacher models and collaborates with students to

create a respectful and restorative culture and climate.


☐ 4.2 Teacher facilitates opportunities for students to construct, understand and practice a restorative

classroom environment.

☐ 4.3 Teacher establishes an environment that honors student differences and facilitates opportunities

for students to explore and respect different points of view.


Evidence that teacher models or collaborates with students to create a respectful and

restorative culture and climate:


Final Questions or Comments: At the end of the period, what evidence will you have to show that your students learned? How can you take this learning

activity and add more student engagement?



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OBSERVATION CYCLE: POST OBSERVATION CONFERENCE

Teacher Role ~Reflection ~Share documented evidence of student learning

Evaluator Role ~Collect and share documented evidence


Purpose: Teacher shares assessment of student work and reflects on the success of the lesson in order to identify next steps for teaching and learning.

Overview:

-Teacher and evaluator analyze and reflect on the lesson as well as student learning -Teacher and evaluator discuss performance -Teacher and evaluator identify next steps for the teacher’s continued professional growth

Areas Assessed Possible Questions to address and evidence to gather C.I.T.E. 2.0: May include but are not limited to: 2.1, 2.2, 2.3, 2.7, 5.3, 5.5

In what ways does the student data from the assignment/assessment align to the learning outcomes? What components of the lesson plan were successfully implemented in instructional practice? How does evidence of student learning demonstrate progress towards the learning outcome? Who was doing most of the work during the lesson? Was there evidence of adapting and adjusting instruction when needed? What next steps will the teacher take to support all students in achieving mastery or revising their work? What evidence exists that students have revised or improved their work? How does the evidence of student learning inform the teacher’s overall assessment of the student’s progress? Which standards or elements were examples of strengths in the lesson and what evidence supports this? Which standards or elements were areas that could be improved to support student learning and what evidence supports this? How accurate was the reflection on the effectiveness of the lesson?


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LESSON CONTENT AND INTENTION (To be completed by teacher) STANDARD 1 – OUTCOMES: Teacher selects World Class Outcomes.

☐ ☐ ☐ ☐

Highly Effective Effective Partially Effective Ineffective

☐ 1.1 Teacher selects World Class Outcomes from the Douglas County Guaranteed and Viable

Curriculum, including the 4 Cs (Creativity, Collaboration, Communication, and Critical Thinking).




☐ 1.5 Teacher integrates 21st century skills (financial literacy, global awareness, problem solving,

resiliency, systems thinking, health and wellness, and civic responsibility) where authentic. STANDARD 2 – ASSESSMENT: Teacher uses performance assessments that require students to demonstrate World Class Outcomes.

☐ ☐ ☐ ☐


☐ 2.1 Teacher uses a balanced assessment approach including formative assessments that monitor

student progress on World Class Outcomes.

☐ 2.2 Teacher uses a balanced assessment approach including interim assessments that provide an

appraisal at benchmarks to determine student progress on World Class Outcomes.

☐ 2.3 Teacher uses a balanced assessment approach including summative assessments to measure

student performance of World Class Outcomes at the end of the learning process.

☐ 2.4 Teacher provides each student with specific, timely, and personalized feedback on World Class

Outcomes.

☐ 2.5 Teacher uses performance assessments/tasks that require students to demonstrate the

4 Cs (Creativity, Collaboration, Communication, and Critical Thinking).

☐ 2.6 Teacher uses performance assessments/tasks that require students to demonstrate 21st century


STANDARD 3 – INSTRUCTION: Teacher facilitates learning opportunities that inspire students to achieve World Class Outcomes.

☐ ☐ ☐ ☐




☐ 3.3 Teacher facilitates differentiated learning opportunities for all students to master World Class

Outcomes.

☐ 3.4 Teacher facilitates learning opportunities that require students to use higher order thinking skills

(analyze, evaluate, and create) to master World Class Outcomes.


☐ 3.6 Teacher facilitates learning opportunities for all students to use World Class Tools to learn World

Class Outcomes.

☐ 3.7 Teacher facilitates learning opportunities that require students to use the 4 Cs (Creativity,


☐ 3.8 Teacher facilitates learning opportunities that require students to master 21st century skills (financial

literacy, global awareness, problem solving, resiliency, systems thinking, health and wellness, and civic responsibility) where authentic.

☐ 3.9 Teacher demonstrates content-area expertise while facilitating student mastery of World Class

Outcomes. STANDARD 4 – CULTURE & CLIIMATE: Teacher models and collaborates with students to create a respectful and restorative culture and climate.

☐ ☐ ☐ ☐



☐ 4.2 Teacher facilitates opportunities for students to construct, understand and practice a restorative

classroom environment.

☐ 4.3 Teacher establishes an environment that honors student differences and facilitates opportunities for

students to explore and respect different points of view..


In what ways does the student data from the performance assessments/tasks align to the identified World Class Outcomes?

How does evidence of student learning demonstrate progress towards the identified World Class Outcomes?


What next steps will the teacher take to support students in achieving mastery or revising their work?


What evidence exists that students have revised or improved their work?

How does the evidence of student learning inform the teacher’s overall assessment of the student’s progress?


Which standards or elements were examples of strengths in the lesson and what evidence supports this?


Which standards or elements were areas that could be improved to support student learning and what evidence supports this?


How accurate was the reflection on the effectiveness of the lesson?


How does the teacher intend to improve practice moving forward?


C.I.T.E. POST-OBSERVATION CONFERENCE SAMPLE FORM

Teacher Click here to enter text.

Content Area Click here to enter text.

Class Click here to enter text.

Period Click here to enter text.


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OBSERVATION CYCLE: ADDITIONAL EVIDENCE

Teacher Role ~Collect and document evidence ~Share/discuss evidence with evaluator

Evaluator Role ~Collect and document evidence ~Share/discuss evidence with teacher

Estimated Time: Ongoing

Purpose: In order to assess a teacher’s effectiveness in areas outside of classroom observation, the teacher and evaluator collect evidence that demonstrates a teacher’s work in all areas of the CITE Standards.

Overview:

Teacher and evaluator collect and document evidence through: -Analysis of teacher artifacts -Informal observations (including digital video recordings, walk-throughs) -Review of student work and data -Survey feedback -Other evidence of teacher performance (including documented professional dialogues)

Areas Assessed Possible evidence All Standards

Track and follow student growth over intervals of time through formative, interim, and summative assessments Grade books, electronic records of grades, attendance, etc. Examples of applying information gained Phone and/or email logs of correspondence to stakeholders (e.g. parents, students, community partners, etc.) Newsletters, websites, blogs Minutes of meetings (e.g. team, PLC, data, grade level, parent conference, department, etc.) Evidence of professional development and reflection on progress Student work samples Log of activities to exemplify participation in school and/or district events Surveys from parents, students, colleagues to support professional growth and development Lesson/unit examples


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SUMMATIVE

Teacher Role ~Self-reflection

Evaluator Role ~Provide summative feedback


Purpose: To provide feedback, to assess practice and teacher effectiveness, and to review progress toward goal accomplishment. Teacher strengths and opportunities for growth are highlighted.

Overview:

1. Teacher self-evaluates on progress toward goals and student achievement, and inputs into District form by April 8th.

2. Evaluator completes summative evaluation and holds individual conference with teacher to review annual performance.

3. Teacher and evaluator sign off on summative evaluation by May 1st.

Areas Assessed Guiding Questions

CITE All Standards

Did student growth meet/exceed expectations? Why? Why not?

Where has the teacher demonstrated the greatest amount of growth? What opportunities does the teacher have for growth in the future? What professional goals could the teacher develop for the next school year? What resources does the teacher need to accomplish goals? How did the teacher’s practice increase learning for all students? Did professional growth opportunities improve teacher practice?


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APPENDIX

Title Page

Converting Evidence/Notes to Effectiveness Rating 22

Evaluation Timeline, Licensed Teacher 23

Performance Evaluation Rating Appeals Process 24 - 25

CITE Page of PK-12 Google Site

CITE

Goal Setting Form

Professional Growth Plan Template

Licensed Evaluations and World Class Targets

Student Learning


https://sites.google.com/a/dcsdk12.org/k-12-education/home/c-i-t-e

https://docs.google.com/a/dcsdk12.org/viewer?a=v&pid=sites&srcid=ZGNzZGsxMi5vcmd8ay0xMi1lZHVjYXRpb258Z3g6NjRjNTg0ZmVlOGNhZmZiNg

https://docs.google.com/a/dcsdk12.org/forms/d/14cbvwC8oVxmhw7FoPpGoDmRwlUvMYzJz2Gazhrh0VFw/viewform

https://docs.google.com/a/dcsdk12.org/document/d/1LUmQgmQ3O9JAve8DgY3yveeobIC6cWOplJHq3gcYyQU/edit

http://www.youtube.com/watch?v=FaSpVtxdomw&feature=youtu.be


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Converting Evidence/Notes to Effectiveness Rating

1. Review notes and evidence for each assessed standard/element. As appropriate, discuss the evidence with the teacher.

2. Levels of mastery and frequency are identified with the terms Ineffective, Partially Effective, Effective, and Highly Effective. The rubric describes levels of mastery and frequency for each element.

3. A number (1-4) is assigned that reflects the rating of the teacher’s effectiveness on

each assessed standard/element.

4. An overall rating is determined with consideration of mastery, frequency, or both as indicated on the matrix.

MA

ST

ER

Y

Highly Effective 2 3 4 4

Effective 2 2 3 3

Partially Effective 1 2 2 2

Ineffective 1 1 1 1

Rarely (<50%)

Sometimes (>50%)

Often (90%)

Always (100%)

FREQUENCY

1 2 3 4 Ineffective Partially Effective Highly Effective Effective


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2013 Evaluation Timeline – Licensed Teacher

End of SY Goal Setting Self-

Reflection Summative Mid-Year

Review

August May/June May 1 April 8 January 15 October 15

Start of SY

Teacher works with evaluator to identify growth opportunities based on prioritized needs identified through CITE, World Class Targets, Professional Pathways, the school UIP, and school goals that are aligned to the district strategic plan and the DCSD learning progression.

Teacher meets with evaluator to review student data

and progress toward goals.

Teacher self-evaluates practice and impact on student learning, student

growth, and reflects on goals

Teacher meets with evaluator who considers all aspects of teacher’s effectiveness for the summative

evaluation.

Teacher submits body of evidence for all selected targets that meet the prerequisite criteria as outlined in CITE and the WC Targets rubrics. No submission will be considered after the May 16th due date.

May 16

WCT Submission

deadline

………………………………………….Formal and Informal Observations………………….……………………


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Performance Evaluation Rating Appeals Process

A non-probationary teacher (“Teacher”) may appeal an overall performanceevaluation rating of ineffective or partially effective.

A Teacher who objects to an ineffective or partially effective rating may file an appeal within five (5) business days after receiving his or her rating. The appeal shall be submitted in writing to the Teacher’s Evaluator.

A Teacher filing an appeal must include all grounds for the appeal within a single written document. Any grounds not raised at the time the written appeal is filed shall be deemed waived. All appeals must be in writing on forms provided by the District. Copies of the forms are posted on the District website under Human Resources/Employee Resources.

The grounds for an appeal shall be limited to the following:

a. The evaluator did not follow evaluation procedures that adhere to the requirements

of state statute or District policy and that failure had a material impact of the final performance evaluation rating (e.g., an observation was never completed) and/or

b. The data relied upon was inaccurately attributed to the Teacher (e.g., data included in the evaluation was from students for whom the Teacher was not responsible).

The burden of proof shall be on the Teacher to demonstrate that a rating of effective was appropriate.

The Evaluator will review the Teacher’s evidence and determine if it warrants a decision to uphold or modify the evaluation rating. The Evaluator will communicate his or her decision in writing within five (5) business days after receiving an appeal.

If a Teacher is not satisfied with the Evaluator’s decision, he or she may file a second- level appeal within five (5) business days after receiving the Evaluator’s decision.

Performance Evaluation Rating Appeals Process 2012 -2013 School Year


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If the Evaluator is the Teacher’s Principal, the second-level appeal will be conducted by a Review Panel, comprised of teachers and administrators that were not directly involved in the evaluation process for the appealing Teacher, with no more than six (6) panel members total.

If the Evaluator is someone other than the Teacher’s Principal then the second-level appeal will be conducted by the Teacher’s Principal. The Principal will communicate his or her decision in writing within five (5) business days after receiving an appeal. If the Teacher is not satisfied with the Principal’s decision, he or she may file a final appeal within five (5) business days after receiving the Principal’s decision to the Review Panel.

The appealing Teacher will be given the opportunity to address and provide evidence to the Review Panel in writing or in person. The Review Panel may invite the Teacher or the Teacher’s Evaluator to present in writing or in person where clarification is necessary.

In order to overturn a rating of ineffective or partially effective, the Review Panel must unanimously find that the rating of ineffective or partially effective was inaccurate.

Any documents and/or proceedings related to the appeals process shall be confidential. The appeals process shall not be conducted in a public forum.

The decision of the Review Panel will be final. The appeals process shall conclude no more than ninety (90) calendar days after the Teacher receives his or her rating. The time requirements described herein may be waived, by mutual agreement of both the Teacher and the District.

This appeals process is effective for the 2012-13 school year and may be subject to change based on future legal requirements and CDE guidance.

Performance Evaluation Rating Appeals Process 2012 -2013 School Year

Documents

Continuous Improvement of Teacher Effectiveness Evaluation ... 2.0... · Continuous Improvement of Teacher Effectiveness Evaluation Guide Professional Development C.I.T.E. 2.0 Student