Garden City Public SchoolsTeacher

Evaluation Process

To provide QUALITY ASSURANCE for our students and their families…

To provide PROFESSIONAL LEARNING OPPORTUNITIES for staff which will increase student achievement…

Revised School Code 380.1249 Performance Evaluation System, July 2011

Revision of previous tool, 2011-2012 Michigan Council for Educator

Effectiveness Progress Report (MCEE), April 2012

MCEE Pilot & Danielson in 2012-2013

75% Framework

for Teaching(Danielson

Model)

25% Student Growth

DANIELSON’S PERFORMANCE LEVELS MICHIGAN PERFORMANCE LEVELS

Unsatisfactory…………………………Basic………………………………………Proficient………………………………..Distinguished………………………….

IneffectiveMinimally EffectiveEffectiveHighly Effective

Teaching is a performance. Performances are measured using

rubrics.

Ineffective (drowning)Minimally Effective (dog paddling)Effective (You can swim!)Highly Effective (Olympics Qualifier)

Domain 1: Planning and Preparation Domain 2: The Classroom Environment Domain 3: Instruction Domain 4: Professional Responsibilities

Complexity of teaching clearly defined within the 22 components clustered within the 4 domains of teacher responsibility

Domain 1: Planning and Preparation Demonstrating Knowledge of Content and PedagogyDemonstrating Knowledge of StudentsSelecting Instructional GoalsDemonstrating Knowledge of ResourcesDesigning Coherent InstructionAssessing Student Learning

Domain 4: Professional Responsibilities

Reflecting on TeachingMaintaining Accurate RecordsCommunicating with FamiliesContributing to the School and DistrictGrowing and Developing ProfessionallyShowing Professionalism

Domain 2: The Classroom Environment Creating an Environment of Respect and RapportEstablishing a Culture for LearningManaging Classroom ProceduresManaging Student BehaviorOrganizing Physical Space

Domain 3: Instruction

Communicating Clearly and AccuratelyUsing Questioning and Discussion TechniquesEngaging Students in LearningProviding Feedback to StudentsDemonstrating Flexibility and Responsiveness

PLAN

TEACH

REFLECT

APPLY

Student Growth Indicator 25% or 30/118 points District Approved

Summative, Pre/Post Assessment

1. Pre- Evaluation Meeting Oct. 17 2. Teacher will complete Performance Goal/IDP via Google Docs Oct. 24 3. Goals Reviewed and Approved (via email/Google Docs) Nov. 7 4. All observations and post observation meetings will be completed unless additional observations are required March 6 5. Secondary SGIs are due March 24 6. Elementary and Burger SGIs are dueMay 1 7. Final Evaluations with teachers are completed. A summary written evaluation/online data will be May 20 sent to the Personnel Department and entered into secure admin. site. Any Ineffective teacher has the right to appeal to the Superintendent. Superintendent has 20 days to respond.

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A LOOK AT THE TOOL

A LOOK AT THE TOOL

IDPsNon Tenured Teachers & Tenured Teachers (M.E..)Confirmation of review & acceptance of Performance Goals will be provided via email. Goal setting conference may occur if necessary.ObservationsMinimum of 2 observations , announced and unannounced-Lesson plans required in Formal. &2 SGIs.Post observation conversation Domains 1 & 4 (or complete document)

INDIVIDUAL DEVELOPMENT PLAN FOR MUTUALLY DEVELOPED BY -TH GRADE TEACHER- FARMINGTON ELEMENTARY

& KEITH ANLEITNER-PRINCIPAL- FARMINGTON ELEMENTARY

GOAL 1: To utilize STAR Reading and Math as a self-assessment tool for students and AYP tool for teacher planning.

Purpose of goal: To realistically assess individual students for praise on growth in Reading and Math.

Teacher Plan: Provide daily lessons that involve students in instruction so that they will achieve

high outcomes. Take STAR tests with a higher frequency for incremental feedback. Elicit high student enthusiasm for each subject by moving the class along in an

organized and lively fashion. Establish the use of STAR Reading, full usage of Houghton Mifflin as it aligns to

State Benchmarks, D.E.A.R. (Drop Everything and Read) and increased use of Accelerated Reader.

Administrative Support: Provide assistance as requested by teacher. Be available as sounding board to talk through concerns. Provide information available to meet goal. (Best Practices, and curriculum

assistance, and professional development opportunities) Set-up substitute teachers as necessary to fulfill mentor teacher plan.