Observation and Evaluation of Certificated Staff

Teacher Evaluation to Achieve Career Highlights, Improvements, Networking, and Growth

Observation and Evaluation

of Certificated Staff

Galloway Township Public Schools

“Where Children and Learning Come First”

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T.E.A.C.H.I.N.G. (Teacher Evaluation to Achieve Career Highlights

Improvements Networking and Growth)

Observation and Evaluation of Certificated Staff

Committee Members: Arthur Rann: Rick Brenner

Cologne: Kathy Geib GTMS: Carol deRuyter

Pomona/Oceanville: Jackie Ferguson and Ilyse Wagner Reeds Road: Kim Tucker

Roland Rogers: Monica Corpus Smithville: Christa Atkins

South Egg Harbor: Missy Moore Administration: Annette Giaquinto, Michael Hinman,

Bonnie LaFave, and Linda Thomas

Specialized Rubric Development Committee: Child Study Team: Kim DuBois and Bethann Wright

Guidance Counselors: Patricia Stewart, Janice Wiley, and Denise Workman

Library Media Specialists: Debbie Gertzen, Lucy Jerue, and Linda Wimberg

Nurses: Sheryl Freilich, Sandra Kay Hoffman, and Susan Kerrigan Teacher Consultant: Kim Tucker

Administration: Thomas Hand, Bonnie LaFave, Ed.D, and Marilyn A. Moore

Graphics, Layout, and Printing by Joanna Babcock

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Table of Contents

Teacher Evaluation Vision Statement 4

Belief Statements 4

Summary 5

Introduction 6

Track I (Non-Tenured Teachers) 8

Track II (Tenured Teachers) 14

Track III (Tenured Teachers Needing Assistance) 27

Rubric 30

Glossary 59

Appendix 62

“You have brains in your head. Your have feet in your shoes.

You can steer yourself in any direction you choose. You’re on your own.

And you know what you know. And YOU are the guy who’ll decide where to go.”

~Dr. Suess

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Teacher Evaluation Vision Statement

The Galloway Township Public Schools believe effective educators are life long learners, that evaluation and professional development must actively involve collegial and collaborative interaction between educators, and that high standards and shared accountability improve student performance. The evaluation model acknowledges educators’ rights and abilities to shape their own professional development in order to support school and district goals, is respectful of educators, yet demanding, and recognizes the complexity and importance of teaching.

Belief Statements

It involves a differentiated model integrating formative and summative evaluation with annual goal setting and the PIP. Fundamental ideas supporting this model are as follows:

• Educators are professionals and should be offered options and choices

• Educators work together to improve instruction • Educators should focus on students’ learning outcomes • Administrators should focus on educators who require or

request assistance • The PIP should include structure and resources for

continuous improvement of instruction and be consistent with the New Jersey Professional Development Standards

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SUMMARY August 2002 Original committee met, read, and discussed the Danielson/McGreal text, Teacher Evaluation to Enhance Professional Practice. Committee members searched the Internet for examples of new teacher evaluation programs. The committee also researched the Readington & Red Bank School Districts. These two districts adopted Danielson/McGreal based evaluation systems. September 2002 The committee was expanded to include members with a range of grade levels and subject

areas from each school in the district. A survey was developed to determine teachers’ knowledge base and attitudes towards teacher evaluation. Each committee member was assigned a chapter of the book to summarize for future presentations.

December 2002 Committee members made their first presentations at staff meetings at each school. The

surveys were completed by the teachers. January 2003 The committee met and tabulated the surveys. The reaction to a new teacher evaluation

plan was extremely positive. The committee developed presentations of the Danielson/McGreal book for monthly faculty meetings. Copies of the text were purchased and distributed to all teaching staff.

February 2003 Monthly faculty meeting presentations began. These continued through June. April 2003 The committee met to discuss how to pilot the teacher evaluation program for the 2003-

2004 school year. A meeting was set up with the Red Bank Evaluation Committee for June.

June 2003 The committee met with members of the Red Bank Evaluation Committee to discuss

their implementation of the program. Red Bank has been using their model for the past five years and continues to revise it yearly.

July 2003 The committee met to design the teacher evaluation documents and plan implementation

of pilot program for the fall. August 2003 District Administrators began extensive training in the use of the new teacher evaluation

program. September 2003 The district begins to pilot the new teacher evaluation program. All newly hired

teachers piloted the Track I phase. All other teachers were given choices: current evalua tion program, new rubric format, or professional growth alternatives.

October 2003 and February 2004 Administrative Workshops are conducted to help ensure inter-rater reliability in rubric

use and completion of the evaluation report form. March 2004 The Teacher Evaluation Committee meets to discuss TEACHING implementation, feed

back, and next steps. August 2004 A committee creates rubrics for nurses, Child Study Team, Guidance, and Library Media

Specialists. Administrators meet to discuss fine tuning of the Track I teachers in need of assistance and the evaluation report form. New staff members are trained in TEACHING during orientation.

September 2004 Year two of TEACHING begins. All first and second year teachers utilize Track I. All other certificated staff are given choices: former evaluation program, rubric, or

professional growth alternative (tenured only).

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INTRODUCTION

The committee firmly believes, based upon its research, that supervision needs to be differentiated based on a staff members years of experience and level of performance. The professional needs of a first year teacher are not identi-cal to those of a veteran teacher.

“Teaching has a distinct life cycle; teachers at different stages in their careers have different needs and levels of skill. Non-Tenured teachers are engaged in rapid and intense learning and require a good deal of support in developing their basic teaching skills. Experienced teachers, on the other hand, have many of the routines of teaching under control and can devote energy and attention to refining their skill. Experienced, but struggling, teachers may have to re-examine their philosophy of education and their current practice in light of changing educa-tional theory and changing student populations.” Danielson and McGreal (2000), p. 56.

In order to meet the needs of all teacher, the TEACHING model is a three track system. Track I is designed to meet the needs of non-tenured teachers, while Track II focuses on the tenured teacher. Track III addresses the veteran teacher in need of assistance. In addition to creation of the three track model, the traditional evaluation checklist has been replaced with a rubric. Through the use of a rubric detailing the domains of professional prac-tice, the criteria of quality teaching are clear and obtainable. The four domains are as follows: Planning and Prepa-ration, Classroom Environment, Instruction, and Professional Responsibilities. Two common threads throughout the three tracks are professional growth and collegiality. In each track there are built-in activities to promote interaction between and among teachers and administrators. The model also recog-nizes that quality supervision goes beyond the traditional annual observations. Frequent “drop-in” visits and discus-sions are essential to the ongoing teacher/administrator collaboration.

Pilot Timeline

03-04 All new hires will enter Track I. Volunteers (including committee members) will be piloting Tracks I through III. 04-05 All new hires and second year (in the district) certificated staff will be in Track I. All other certificated staff members’ participation will be voluntary. 05-06 All certificated staff members will enter the appropriate track. *Note: this is a pilot program that will be reviewed and revised each year. At the beginning of each year, certificated staff members needs to complete the Evaluation Selection Request form (see p. 7). First and second year certificated personnel use the form to confirm their par-ticipation in the new model. All other certificated staff utilize the form to indicate their choice of con-tinuing with the prior evaluation process or participating in a facet of the pilot program.

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Galloway Township Public Schools EVALUATION SELECTION REQUEST

NAME: ______________________________ DATE: _______________________ YEAR: _______ 1st Year _______ 2nd Year _________ 3rd Year _______Tenured Type of Evaluation: _____ Traditional Observation, Checklist Format _____ Observation, Rubric Format _____ Professional Growth Alternative ____________________ (tenured teachers only) Brief Description of Professional Growth Alternative (if applicable): __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ Proposed Time Line: Starting Date:__________________________________________ Mid-Point Reporting Method: _____________________________ Final Report and Reflection: ______________________________ ___________________________________ Staff Signature Date ADMINISTRATOR’S COMMENTS: ___________________________________ Administrator’s Signature Date

Approved: _____ Alternate Suggestion: _____

*Previously written PIPs may be modified. **Classroom observations/evaluations may occur at any time.

Please return to your administrator by: ____________

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TRACK I (Non-Tenured Teachers)

“The role of teacher remains the highest calling of a free people. To the teacher our nation entrusts her most precious resource, her children, and asks

that they be prepared in all their glorious diversity, to face the rigors of individual participation in a democratic society.”

-Shirley Hufstedler, Former U.S. Secretary of Education

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Non-Tenured Teachers (Track I) Track I teachers are non-tenured certificated personnel new to the teaching profession and/or new to Galloway Township Public Schools. Teachers remain in Track I until they receive tenure. The TEACHING model recognizes that within the first three years it is important to focus administrative energy to adequately support novice teachers and facilitate informed decisions regarding teacher reemployment. Active support

All novice teachers are supported by the following: - Informal classroom visits and conversations throughout the year Throughout the year the administrator should make brief informal classroom visits followed by a dialog or a short note. - Announced Formal Observations (minimum of two per year) Prior to the formal observation a Pre-Observation Form (see p. 11) is filled out by the novice teacher in response to the subject/classes the administrator is scheduled to observe. This is used as a guide during the pre-observation conference with the administrator. The purpose of this conference is to narrow the focus of the upcoming observa-tion. Continued use of the pre-observation form and conference after the first year is at the discretion of the administrator. The formal observation focuses on the four Domains of Professional Practice. It is anticipated that the novice teacher’s level of performance will fall within the “Developing” and “Effective” range; the “Distinguished” level of performance generally requires more experience. The “Effective” level indicates a high degree of competency and capability. The “Distinguished” level recognizes extraordinary performance in certain elements of the rubric. Please note that not all elements of each component are addressed in the final observation report. After the observation, the novice teacher completes a Track I Observation Reflection Form (see p. 12). The observation is followed by a conference between the novice teacher and the administrator. Following this conference the administrator completes the Observation/Evaluation Report. - One Unannounced Formal Observation (minimum of one per year) This observation also focuses on the four Domains of Professional Practice. After the observation, the novice teacher completes the Observation Reflection Form. Once again this observation is followed by a conference between the novice teacher and the administrator. Following the conference the administrator completes the Evaluation/Observation Report. - Meetings with Mentor/Non-Tenured Teacher/Administrator All novice teachers who have mentors need to refer to the Non-Tenured Teacher Handbook (see appendix) for responsibilities and suggested monthly activities. - Peer Visitation All first year teachers must visit a tenured colleague’s classroom a minimum of once per school year. A visit will consist of one class period or one complete lesson. The teacher’s choice is subject to approval of the administra-tor. The teacher needs to arrange classroom visitation with the administrator and complete the Application for Leave, if needed. In planning the visitation, the teacher and administrator may wish to identify an area of focus for the observation. This area may be based on an element for which the first year teacher needs to enhance his/her performance. - Portfolio All first year teachers are required to maintain a portfolio during Track I. Second and third year teachers may also be required as per the supervising administrator. The portfolio should be compiled throughout the year and needs

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to be submitted to the administrator prior to the post observation conference of the third observation. During the post observation conference, the portfolio will be used as a measure of evaluating the teacher’s performance. The portfolio consists of the following required components: 1. Lesson plan samples—select lessons showing the teacher’s “best work” 2. Student work samples—selecting a few students and collecting samples to show their progress is strongly sug-

gested 3. Samples of assessment instruments for one unit of study—a unit that includes multiple forms of assessment,

particularly those that are not “pencil and paper” is suggested 4. Record of staff development in and out of district 5. Mentor-novice teacher documentation form found in Mentor Novice Teacher Handbook p.70 of this manual

(provisional teachers only) The Portfolio also includes at least one of following: 1. Video of lessons 2. Photographs of lesson activities, projects, etc. 3. Additional examples of student work (either different students or different unit of study than 2 above) 4. Journal options 5. Educator’s choice Nurses, Guidance Counselors, and Child Study Team members should include the following types of items in lieu of items that do not apply: • Sample student schedules of sessions, treatment schedules • Copies of observation of student reports, individual health care plans, IEP’s • PAC/START recommendations • Interaction with / referrals to outside agencies During the third observation post conference, the administrator and teacher review the portfolio contents. The teacher may reflect on success stories, as well as seek assistance in certain areas. The administrator may provide feedback regarding effective practices and areas for improvement. Please refer to page 13 for the Track I Portfolio Content Form. Track I Teachers in Need of Assistance In the event a non-tenured teacher is identified as needing assistance beyond what is already provided, the follow-ing steps should be taken: 1. The supervising administrator meets with the teacher on or before January 15th. This may be part of an obser-

vation/evaluation post conference or a separate meeting. During the meeting the following is discussed and documented: • Specific performance concerns • Growth-promoting goals that are specific, measurable, action oriented, realistic and time bound • Strategies for resolution of the concern (teacher action/responsibilities) • Resources and support needed (administrator action/responsibilities) • Time lines (include specific dates for teacher action, meetings, and administrator action) • Indicators of progress

2. Progress toward correcting the concern is reviewed by April 15th*. Based on the meeting and review of pro-gress, one of the following decisions is made: • The concern is resolved, and the teacher continues with standard Track I activities. (or moves into Track II

if tenure is granted) • The concern is not fully resolved; yet acceptable progress has been demonstrated. Therefore, a revised plan

is developed as part of the annual performance report / PIP process. • The concern is not resolved, and the teacher’s contract is not renewed. *This date is for in-district use to help with consistency of communication. However, it should be noted that by code the district has until May 15th to advise a teacher that he/she is not being renewed. Important note: For a teacher to receive tenure, it is expected that he/she is performing at the Effective level or above on the district’s evaluation rubric.

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TRACK I Pre-Observation Form

Name: Administrator: School: Date of Pre-Conference: Grade Level/Content Area of Lessons: Week of:

1. Why are the objectives and CCCS of the attached lesson plan suitable for the class? (Component 1C) 2. Do you anticipate that students may have difficulty with any aspects of the lessons? If so, how might you

handle those challenges? (Component 1A, 1B) 3. What instructional materials or other resources, if any might you use? (Component 1D) 4. What instructional strategies, learning activities, and student groupings are suitable for the objectives of these

lessons? (Component 1E) 5. How do you plan to assess student achievement of the objectives/CCCS? (Component 1F) 6. Teacher comments pertaining to observation setting: List any items you might want to call to the attention of the

Administrator.

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TRACK I Observation Reflection Form

Name: School: Grade Level/Content Area of Lessons: Observation Date: Post-conference Date:

1. As I reflect on the lesson, to what extent were students productively engaged? (Component 4A, 1E, 3C) 2. Did the students learn what I intended? Were my instructional goals met? How do I know?

(Components 1F, 4A) 3. Did I alter my goals or instructional plan as I taught the lesson? If so, why? (Components 1E, 3E) 4. If I had the opportunity to teach this lesson again to this same group of students, what would I do differently?

Why? (Component 4A) 5. Provide several samples of student work from this lesson. This work should reflect the full range of student

abilities in your class and include feedback you provided to students on their papers.

Novice teacher signature/date _________________________________

Administrator’s signature/date ________________________________

This form will be included in Non-Tenured Teacher Portfolio

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TRACK I Portfolio Content

Name: School: Date:

All first year teachers are required to maintain a portfolio. Second and third year teachers may also be required to do so by their supervising administrator. The portfolio needs to be submitted to the adminis-trator prior to the third post observation conference. During the conference, the portfolio will be used as a measure of evaluating the teacher’s performance. The portfolio will consist of the following required components: 1. Lesson plan samples—select lessons showing the teacher’s “best work” 2. Student work samples—selecting a few students and collecting samples to show their progress is strongly sug-

gested 3. Samples of assessment instruments for one unit of study—a unit that includes multiple forms of assessment,

particularly those that are not “pencil and paper” is suggested 4. Record of staff development in and out of district 5. Mentor-novice teacher documentation form found in Mentor Novice Teacher Handbook p.70 of this manual

(provisional teachers only) The Portfolio also includes at least one of following: 1. Video of lessons 2. Photographs of lesson activities, projects, etc. 3. Additional examples of student work (either different students or different unit of study than 2 above) 4. Journal options 5. Educator’s choice During the third observation post conference, the administrator and teacher review the portfolio contents. The teacher may reflect on success stories, as well as seek assistance in certain areas. The administrator may provide feedback regarding effective practices and areas for improvement. Teacher’s Comments: Administrator’s Comments: Portfolio reviewed on: Teacher signature: Administrator’s signature:

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TRACK II (Tenured Teachers)

“What we want for your children...we should want for their teachers; that schools be places of learning for both of them, and that such learning be suffused with excitement, engagement, passion, challenge, creativity, and joy.”

-Andy Hargreaves, Educator/Author

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Tenured Teachers (Track II)

Track II focuses on tenured teachers whose performance is meeting, and possibly exceeding, district standards. Since these teachers have demonstrated such abilities, the TEACHING model allows for a professional growth alternative in lieu of a classroom observation by an administrator. In order for a teacher to participate in an alter-native, the teacher must meet the requirements as explained in the next section of this handbook. It should be noted that professional growth alternatives are flexible; however, they must be mutually agreed upon by both the teacher and administrator. Further, the administration reserves the right to complete a classroom observa-tion/evaluation even if the teacher is completing an alternative. Whether the teacher is participating in a professional growth alternative or being evaluated utilizing the rubric, a key goal is dialog and collaboration between and among teachers and administrators. The following thought encourages such active participation by educators: “The master teacher that lurks within each of us is likelier to burst forth within the intellectual atmosphere that collegiality can create.” -Author Unknown

PROFESSIONAL GROWTH ALTERNATIVES

“When people choose their own…project to pursue, they devote greater energy to it than if someone else has chosen the issue.” (Danielson, Teaching Evaluation, 2000, p. 25) Effective teachers already are engaged in many activities which promote professional growth. The Teacher Evaluation Committee encourages teachers to select a plan of action which stimulates professional growth and enhances student outcomes. The activities could extend and enhance an educator’s PIP, while being added to the repertoire of strategies and techniques. The next page provides a list of possible professional growth alternatives, followed by a detail explanation of each. In particular, teachers and administrators should be mindful of their roles in making the alternative a meaningful growth experience for the teacher. Refer to pp. 25 & 26 for Mid-Point Status Update and Final Report forms, which must be submitted by the teacher to the administrator. These reports are utilized to document the teacher’s progress in fulfilling the professional growth alternative and are reviewed by the administrator. The Final Report Form becomes part of the teacher’s personnel file in lieu of the required one observation / evaluation per year. It does not, however, replace the annual performance report.

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PROFESSIONAL GROWTH ALTERNATIVES FOR TENURED STAFF

The focus of these options is to stimulate professional growth and the enhancement of skills through a meaningful and useful activity. Originally developed for the classroom teacher, ideas now in-

clude suggestions for nurses, guidance counselors, librarians, and CST members. Peer Coaching (page 17) • Observe partner’s class/library/office activities • Share evaluative and supportive comments • Analyze methods and strategies, effectiveness of techniques and materials

Collegial Partnership (page 18) • Work with colleague(s) on predetermined goals • May include team teaching, interdisciplinary projects, staff development Action Research Project (page 19) • Research new approaches in technique, subject matter, or methodology • Examples : expanded methods of alternative assessment, evaluation, counseling; development of teaching

strategies and classroom management systems, integration of technology in the classroom/office, development of procedures and office management systems,

Portfolio (page 20) • Collect artifacts over a period of time including own work, student work, and self reflection • Focus on instructional/counseling, health care, etc. technique, curriculum development, teaching strategies

Interactive Journal (page 21) • Complete written dialogue between supervisor and certificated staff member • Focal point that is discussed throughout the year Self Analysis of Teaching (page 22) • Videotape lessons and classroom/library/office activities • Staff member views and reflects upon tape • Look for specific strategies, techniques, strengths, weaknesses

Other Alternatives (page 23) • Allows staff member to tailor a project to their needs, subject to supervisor approval. • May include curriculum projects, pilot projects, and self analysis A detailed explanation of each alternative can be found on the following pages.

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Professional Growth Alternatives – Detailed Explanations

Peer Coaching Peer coaching allows one staff member to support and help another staff member. This is a peer relationship where one staff member has specific training or expertise. It is another opportunity for teachers to work together, learn from each other, and improve professionally. Peer coaching provides support to try new things and acquire new skills while receiving feedback about performance. Coaches become a source of knowledge and inspiration in a mutually supportive environment. Coaches must be well prepared in all areas of professional practice. A peer coaching plan is developed by the peer coach, approved by the supervisor, and shared with those individuals in-volved in the partnership. Process 1. Any educator may volunteer to be a peer coach. Further, an administrator, knowing of a staff member’s exper-

tise, may request that an individual serve as a peer coach. 2. The coach and staff member(s) develop a plan with a focus on peer coaching and a timeline for implementa-

tion. 3. The coach and staff member(s) implement the plan and report on the plan activities to the administrator

according to the timeline. 4. Coach and staff member maintain a log of peer coaching sessions, noting date, time, and topics. 5. Optional activities: Peer observation Administrator’s Role 1. Approve the coaching teams and plans for experienced teachers. 2. At the APR/PIP Conference, and again at the beginning of the year, assist the coach and staff member(s)

with goals, student outcomes, and timelines. 3. Complete the annual summative assessment. 4. Observe in the classroom and discuss performance. Note: Confidentiality regarding a colleague’s performance is vital to the success of the peer coaching relation-ship. While the activities and topics targeted by the staff member needs to be provided to the administrator, evaluative feedback is strictly between the staff members involved.

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Collegial Partnerships

• Two or more professionals work together to achieve a predetermined goal. • Partners should have specific goals with plans to reach those goals prior to requesting approval of this option. • Partnerships can be formed within the same disciplines or between disciplines relating to a specific aspect of

methodology, curriculum, student behavior management, etc. • Examples may include but are not limited to collaborative teaching teams, interdisciplinary projects, staff

development, and differentiated instruction. • Evidence of progress must be documented through the administrator. Process 1. Educators identify partners who jointly complete items 2-9. 2. Meet and develop goals and plans to implement those goals. 3. Establish anticipated outcomes and timelines. 4. Meet with administrator for plan approval. 5. Implement plan and reflect on results. 6. Maintain a log of dates, meeting times, and topics. 7. Schedule periodic informal review with administrator. 8. Present a final evaluation report to the administrator and jointly determine whether goals were met. 9. Possible options: maintain interactive journal and peer observations

Administrator’s Role 1. At APR/PIP conference and again at the beginning of the year, assist staff members with goals, outcomes, and

timelines. 2. Provide the necessary materials, training, schedule accommodation, and support. 3. Provide periodic review and evaluation of the program to determine whether the goals are being met

satisfactorily. 4. Complete the annual summative assessment. 5. Observe and discuss performance.

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Action Research Project Action research is a reflective and systematic approach to the resolution of specific concerns and issues. The process begins when professionals seriously examine and reflect on what is happening in their class-rooms/libraries/ offices. It continues as the educator looks for alternative ways to resolve issues and implement techniques and procedures. This option could be completed by one or more educators working collaboratively. Process 1. Formulate the problem by identifying an area of professional concern. 2. Develop possible courses of action with colleagues and administrators which adhere to the Galloway Township

Board of Education guidelines. 3. Establish goals, outcomes, and timelines (an action plan). 4. Collect data by using student assessment instruments, grades, attendance, professional literature, surveys,

interviews, etc. 5. Organize data to reflect trends or patterns 6. Develop possible courses of action with colleagues and administrators. 7. Implement plan. 8. Analyze and interpret data and draw conclusions. 9. Maintain a log of dates, times, and topics researched. 10. Options: maintain an interactive journal and peer observations Administrator’s Role 1. At the APR/PIP conference, and again at the beginning of the school year, confirm the goals, student

outcomes and timelines. 2. Review the research while in progress. 3. Observe in the classroom and discuss performance. 4. Review project outcome.

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Portfolios

A portfolio consists of a compilation of information collected over a period of time that illustrates the work of the educator, samples of student work, teacher self-reflection, etc.. The focus will be one or more specific techniques, materials or procedures the educator wants to implement in their classroom. The portfolio will show the educa-tor’s methods and showcase his/her professional growth. The emphasis is on the performance and not the per-son. Portfolios must include unit plans/lesson plans and a minimum of three of the following options: • Examples of student work, reflecting achievement, particularly improvement, in meeting the CCCS • “Homemade” made materials • Video tapes of lessons or classroom activities • Reflection journal • List of workshops attended and professional development efforts • Goals, both long and short term • Examples of student performance assessments • Illustrations of best practices • Notes of peer observations on pertinent topics • Responses of students and parents • Any other item that is viewed as helpful to understanding the contents of the portfolio Process 1. Establish target goals for the year; obtain administrator’s permission. 2. Articulate purpose and intended impact on student learning. 3. Decide on a timeline including periodic reviews via interactive journals, informal conferences, or checklists

with administrator. 4. Implement the plan and collect data. 5. Maintain a log of activities including dates and times. 6. Reflect on results; write up these reflective comments. Administrator’s Role 1. At the APR/PIP conference and again at the beginning of the year, assist the staff member with the goals,

student outcomes, and timelines. 2. Provide periodic review via informal meetings, interactive journal, or checklists—there should be at least one

form of contact by end of second marking period. 3. Complete annual summative assessment. 4. Informal classroom visits and discussion of performance.

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Interactive Journals Interactive journals involve an ongoing written dialogue between the certificated staff member and the administra-tor wherein the administrator gains a heightened knowledge of the educator’s professional practice. The educator engages in authentic professional development through analysis, discussion, and reflection of his/her own work. Journal writing supports collaboration and collegiality. Conversations and professional dialogue are ongoing throughout the year. The journal creates a permanent record of these conversations. The process is open-ended, as both the staff member and the administrator may pose and/or respond to questions. Journals are highly interactive and serve as both a communication tool and a data source that promote reflection, growth, and the linkage of experiences on which to build teaching practice. Process 1. Establish target goals for the year. 2. Articulate the intended impact on student learning. 3. Decide on the timeline including frequencies of journal responses. 4. Implement the plan and begin journal writing. 5. Maintain a log of interactions. 6. Reflect on the results. Administrator’s Role 1. At the APR/PIP conference, and again at the beginning of the year, assist the staff member with the goals,

student outcomes, and timelines of this professional project. 2. Reflect and write journal responses to staff member at the determined times. 3. Complete annual summative assessment. 4. Observe in the classroom and discuss performance.

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Self Analysis of Performance Self-analysis of job performance allows educators to identify individual professional goals and work in a self-evaluation manner. To accomplish this, the staff member videotapes his/her lessons related to the particular goal. Any area of the teaching, counseling, etc. process may be targeted; for example, enhancing questioning techniques. The four domains as explained in the rubric may assist a teacher in identifying the goal. Process 1. Establish the behaviors the educator is most interested in analyzing. 2. Establish time frames and timelines to videotape, view, and respond to tapes. 3. Educator will tape, observe tape, and write analysis of the tape. 4. Maintain a log of activities including dates and times. 5. As the person observes the tape, he/she may identify areas that need some improvement and should docu-

ment them. 6. Future tapes will reflect changes made to address the need of the teacher. 7. Provide mid year summary to administrator. 8. Provide videos, analysis, and a self reflection about the project at the end of the year. Administrator’s Role 1. At the APR/PIP conference, and again at the beginning of the year, assist the staff member with the goals,

outcomes, and timelines of this professional project. 2. Review and evaluate the project midyear. 3. Complete annual summative assessment. 4. Observe in the classroom, observe videos, and discuss performance.

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Additional Alternatives This model would give staff members the flexibility to develop an evaluation plan that would meet a curricular, instructional, or program goal not mentioned in the previous options. Examples of some options:

• Staff development program attendance followed by instructional or curricular improvements • Out-of-district conference attendance followed by an action plan/project and implementation of the

project • Establishment of an interdisciplinary project or unit • Collaborative proposals • Curriculum projects • Pilot projects

Process 1. Meet with the administrator(s) to a agree on the goals, student outcomes, and timelines. 2. Develop a plan for implementation. 3. Maintain a log of activities which includes dates and times. 4. Review the results at regular intervals.

Administrator’s Role 1. At the APR/PIP conference and again at the beginning of the year, approve the plan and facilitate attendance

at appropriate workshops if necessary. 2. Evaluate the instruction changes, projects, curricular revisions, based on the mutually determined goals and

objectives. 3. Complete the annual summative assessment. 4. Observe the teacher in performance of duties and discuss results.

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EVALUATION TIMELINE For Professional Growth Alternatives

By September 30

Begin Professional Growth Activity

By September 30

Refinement of Professional Improvement Plan (PIP) for current

year (if needed)

January 15

Submit Mid-Point Status Report Conference, as requested, with

administrator

May / June*

Submit Final Report; reviewed as part of Annual Performance Report / PIP-

conference *Specific date announced by administrator

“Some people may have greatness thrust upon them. Very few people have excellence thrust upon them. They achieve it. They do not achieve it unwittingly, by doin’ what comes naturally, and they don’t stumble into it in the course of amusing themselves. All excellence involves discipline and tenacity of purpose.” ~John Gardner, Author

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NAME: PGA Partners: Title of Project: Briefly summarize your progress to date: Indicate what impact on student achievement and/or behavior that you have observed as a result of your PGA thus far: Explain in what way has your PGA impacted your work as an educator: Administrator’s Response: Staff Signature Date Administrator Signature Date

Galloway Township Public Schools PROFESSIONAL GROWTH ALTERNATIVE

MID-POINT STATUS UPDATE

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Galloway Township Public Schools PROFESSIONAL GROWTH ALTERNATIVE

FINAL REPORT

NAME: PGA Partners: Title of Project: Briefly summarize your project: Indicate what impact on student achievement and/or behavior that you have observed as a result of your PGA: Explain in what way your PGA has impacted your work as an educator and how it could be shared with and/or replicated by colleagues: Administrator’s Response: Teacher Signature Date Administrator Signature Date Updated August 2006

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TRACK III (Tenured Teachers Needing Assistance)

“To exist is to change, to change is to mature, to mature is to go on creating oneself endlessly.”

-Henri Bergson, Philosopher/Author

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Tenured Staff Needing Assistance (Track III)

Tracks I and II of the observation/evaluation process for instructional staff are designed to recognize and enhance good teaching. The vast majority of the staff are well served by this process. For those few staff members who have not demonstrated satisfactory performance, a more directive and intensive system of support is necessary.

Administrators need to be aware that the decision to place a teacher in Track III should be based upon multiple formal and informal observations/evaluations. The concerns need to be identified and discussed during the school year(s) so that when a teacher is invited to an Awareness Phase conference it is not a “surprise.” At the same time, teachers are reminded that if their administrator communicates concerns they should work to improve these areas to avoid being moved into Track III. Purposes • To demonstrate the commitment of the District to the ongoing growth and development of all staff. • To improve the performance of staff members who have been identified by their administrators as needing

assistance in meeting expectations. • To implement a process which is positive and should assist in professional growth.

Awareness Phase

1. The administrator identifies the concern in writing during the school year through the observation/evaluation process. The concern is documented on the evaluation report(s) and discussed with the teacher during the post observation conference(s).

2. By May 10th the administrator and the teacher set up a specific time to collaborate and attempt to discuss the concern(s).

3. Based on this meeting, the administrator reviews the progress and makes one of the following recommendations: • The teacher remains in Track II, Professional Growth. • The teacher is placed into Track III, Assistance Phase Level A - Corrective

4. The concern is then documented in the Annual Performance Report (APR), section II “performance area needing improvement.”

5. At this point, the teacher is advised by the administrator to discuss the situation with the association president or designated representative. The teacher or the administrator may request other representation in all subsequent meetings regarding the concern.

Assistance Phase: Level A-Corrective 1. Review the information from the Awareness Phase. 2. Utilizing the Professional Improvement Plan (PIP), a specific plan is developed, discussed, and finalized by

May 30th. The PIP must include: • Growth-promoting goals that are specific, measurable, action oriented, realistic and time bound • Strategies for resolution of the concern (teacher action/responsibilities) • Resources and support needed (administrator action/responsibilities) • Time lines (include specific dates for teacher action, meetings, and administrator action) • Indicators of progress Note: Upon mutual agreement between the administrator and teacher, this plan may be modified during the school year.

3. At the end of the school year, the fulfillment of the PIP and progress toward correcting the concern is re-viewed by May 10th. Based on the meeting and review of progress, one of the following decisions is made: • The concern is resolved, and the teacher is returned to Track II. • The teacher remains in the Assistance Phase: Level A – Corrective with revised goals and time lines. • The concern is not resolved, and the teacher is moved into Level B – Intensive.

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Assistance Phase: Level B – Intensive 1. The teacher may be placed in this phase based on not meeting the standards for effective teaching after being

in the Assistance Phase: Level A – Corrective. 2. Level B – Intensive begins with a meeting between the administrator, teacher, and association president or

designated representative. This meeting must be conducted by April 15th. 3. The administrator identifies in writing the specific performance area(s) that are in need of improvement. The

teacher is given an opportunity to respond. Following the discussion, the administrator will indicate the next steps to be taken, such as:

• A specific remedial plan included in the PIP (required) which must be completed by April 30th as follows:

• Growth-promoting goals that are specific, measurable, action oriented, realistic and time bound

• Strategies for resolution of the concern (teacher action/responsibilities) • Resources and support needed (administrator action/responsibilities) • Time lines (include specific timelines for teacher action, meetings, and administrator action) • Indicators of progress

• Requirement of specific training or evaluation by a professional • Recommendation for withholding of an increment • Recommendation for tenure review by the Superintendent and Board of Education.

4. The Teacher in Level B needs to be assigned a “resource person” to provide assistance. This is documented in the PIP under “resources and support needed.” The resource person could be another administrator or a tenured teacher who is jointly agreed upon by the initial administrator and the teacher. The resource person may work with the teacher by conducting informal observations with feedback, suggesting reading and/or resource material, presenting demonstration lessons, and the like. All interactions between the teacher and the resource person must remain CONFIDENTIAL and strictly between the two parties.

5. To help ensure that the assistance and evaluation are ongoing throughout this phase, it is recommended that the administrator who initially identified the teacher for placement in Track III not assume lead responsibility for providing assistance. However, this administrator would retain responsibility for summative evaluation of the teacher through the observation / evaluation process and as documented on district teacher evaluation and annual performance reports.

6. At the end of the school year, the fulfillment of the PIP and progress toward correcting the concern(s) is reviewed, again by April 15th. Based on the meeting and review of progress, one of the following decisions is made:

• The concern is resolved and the teacher is returned to Track II. • Progress is made and the teacher is returned to Assistance Phase: Level A – Corrective. • The teacher remains in the Assistance Phase: Level B – Intensive with revised goals and time lines.

Steps as outlined in Level B, number 3 are again implemented.

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RUBRIC

“The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires.”

-William Arthur Ward, Author

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T.E.A.C.H.I.N.G. Rubric In lieu of the traditional evaluation checklist, the teaching model utilizes a rubric that details the domains of pro-fessional practice. Through the use of the, the criteria of quality teaching are clear and obtainable. The four domains of our original teacher rubric are as follows: Planning and Preparation, The Classroom Envi-ronment, Instruction, and Professional Responsibilities. Library Media Specialist and Guidance Counselor ru-brics maintain these same four domains. However, for Nurses and Child Study Team, the specialized rubrics only include Planning and Preparation and Professional Responsibilites with different domains based upon the role and responsibilities. For our Child Study Team rubric, the domains are Student Assessment and Functioning as a CST Member. Our nurses rubric includes The Health Office Environment and Instruction and Care,. Within each domain, there are multiple components which are detailed into elements.

Through informal and formal observation, the administrator measures the teacher expertise within the four Do-mains of Professional Practice and rates the areas as unsatisfactory, developing, effective, or distinguished. It should be emphasized that the effective level indicates a high degree of competency and capability. The distinguished level rec-ognizes extraordinary performance in certain elements of the rubric.

Since the rubric is an extensive document with numerous elements, not all elements of each component are ad-dressed in every observation/evaluation report. Rather, the administrator focuses on areas identified through means such as pre-observation conference, PIP goals, elements previously identified for improvement, school goals, district initiatives, etc. The rubric is utilized to evaluate all Track I and Track III teachers. The rubric is used for Track II teachers who did not opt for a professional growth alternative. When an administrator visits a classroom to observe, he/she may use the Domain Outline/Comment form (see p. 52—55) as a guide to focus on particular areas of performance and as a means of recording observations.

Observation Procedures

1. Administrator observes a lesson using the rubric and the Domain Outline/Comment form. The observation can be announced or unannounced, based on the teacher’s track. 2. The educator completes a Post-Observation Reflection form (see p. 12 and p. 56), based on their track Note:Track I staff share the written document with the administrator. For Track II and III , the form is

for the staff member’s use only. 3. The administrator and staff member participate in a post observation conference. During this conference

the administrator and the teacher discuss the scoring of the rubric. 4. The administrator completes the Observation Report/Evaluation (see pp. 57—58) in a timely manner and

distributes it to the teacher for signing. In completing the report, the administrator indicates the rating next to each component being evaluated. Comments are made for each domain overall, not for each component. For the domain comments, a combination of the rubric language and specifics of the lesson is strongly suggested. Additional comments may be given at the end of the report.

Note: The teacher’s signature is an indication that the observation/evaluation has been discussed with the

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T.E.A.C.H.I.N.G. Domain Outline/ Comment Form

For Administrative Use

Domain 1: Planning and Preparation

Component 1a: Demonstrating Knowledge of Content and Educational Techniques Knowledge of Content: _______

Knowledge of Prerequisite Relationships:

Knowledge of Content Related Educational Techniques: _______

Component 1b: Demonstrating Knowledge of Students

Knowledge of Characteristics of Age Group: _______

Knowledge of Students’ Varied Approaches to Learning: _______

Knowledge of Students’ Skills and Abilities: _______

Component 1c: Selecting Instructional Objectives

Expectations for Learning:

Clarity: _______

Suitability:

Balance:

Component 1e: Assessing Student Learning

Learning Activities:

Instructional Materials and Resources: _______

Instructional Groups:

Lessons and Unit Structure:

General Comments: __________

___________________________

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Domain 2: The Classroom Environment

Component 2a: Creating an Environment of Respect and Rapport

Teacher Interaction with Students:

Teacher Response to Student Interaction:

Component 2b: Establishing a Culture of Learning

Importance of the Content:

Expectation for Learning and Achievement:

Component 2c: Managing Classroom Procedures

Management of Instructional Groups: ______

Management of Transitions:

Management of Materials and Supplies: _______

Component 2d: Managing Student Behavior

Expectations:

Monitoring of Student Behavior:

Response to Behavior: _______

Component 2e: Organizing Physical Space

Safety and Arrangement of Furniture: _______

Accessibility of Learning and Use of Physical Resources: _______

General Comments:

_____________________________________________________

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Domain 3: Instruction

Component 3a: Communicating Clearly and Accurately

Directions and Procedures:

Oral and Written Language:

Component 3b: Using Questioning and Discussion Techniques

Quality of Questions: _______

Discussion Techniques:

Student Participation: _______

Component 3c: Engaging Students in Learning

Presentation of Content:

Activities and Assignments:

Grouping of Students: _______

Instructional Materials and Resources: _______

Structure and Pacing: _______

Component 3e: Demonstrating Flexibility and Responsiveness

Lesson Adjustment: _______

Response to Students: _______________

Persistence: _______

General Comments:

______________________________________________

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Domain 4: Professional Responsibilities

Component 4a: Reflecting on Teaching

Accuracy:

Use in future teaching: _______

Component 4b: Maintaining Accurate Records

Student Completion of Assignments: _______

Student Progress in Learning: _______

Component 4c: Communicating with Families

Information about the instructional program: _______

Information about individual students: _______

Engagement of Families in the Instructional Program: _______

Component 4d: Growing and Developing Professionally

Enhancement of Content Knowledge and Educational Skills: _______

Relationship with Colleagues: _______

Component 4c: Professionalism and Non-Instructional Responsibilities

Fulfillment of Non-Instructional Responsibilities: _________________________________________

Professional Appearance: ____________________________________________________________

Attendance/Punctuality: _____________________________________________________________

General Comments:

_____________________________________________________

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TRACK II & III Observation Reflection Form

Name: School: Grade Level/Content Area of Lessons: Observation Date: Post-conference Date:

Prior to your post-observation conference, please think about the questions listed below. You are welcome to make written comments if you desire. Please bring this form to the post-observation conference as it may assist you in dialoguing with your administrator.

THIS FORM IS FOR TEACHER USE ONLY!! 1. As I reflect on the lesson, to what extent were students productively engaged? (Component 4A, 1E, 3C) 2. Did the students learn what I intended? Were my instructional goals met? How do I know?

(Components 1F, 4A) 3. Did I alter my goals or instructional plan as I taught the lesson? If so, why? (Components 1E, 3E) 4. If I had the opportunity to teach this lesson again to this same group of students, what would I do differently?

Why? (Component 4A)

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OBSERVATION/EVALUATION REPORT

Teacher: Observer Name: Grade/Class: Date of Observation:

Summary of Lesson:

Domain I Planning and Preparation

1a: Demonstrating Knowledge of Content and Educational Techniques 1b: Demonstrating Knowledge of Students 1c: Selecting Instructional Objectives 1e: Assessing Student Learning Comments/Suggestions: Domain I

Domain II Classroom Environment

2a: Creating an Environment of Respect and Rapport 2b: Establishing a Culture of Learning 2c: Managing Classroom Procedures 2d: Managing Student Behavior 2e: Organizing Physical Space Comments/Suggestions: Domain II

Domain III Instruction

3a: Communicating Clearly and Accurately 3b: Using Questioning and Discussion Techniques 3c: Engaging Students in Learning 3e: Demonstrating Flexibility and Responsiveness Comments/Suggestions: Domain III

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Domain IV Professional Responsibilities

4a: Reflecting on Teaching 4b: Maintaining Accurate Records 4c: Communicating with Families 4d: Growing and Developing Professionally 4e: Professionalism and Non-Instructional Responsibilities Comments/Suggestions: Domain IV

Additional Comments on the Observation:

Teacher Signature Date Administrator Signature Date Comment/Attachment from Teacher YES NO

This is to certify that this evaluation has been discussed with me. I understand that my signature does not necessarily indicate agreement, but acknowledges receipt of this report, and that I may respond to any and all is-sues contained in this evaluation. Written responses must be submitted to the undersigned supervisor within ten (10) days of date noted below.

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GLOSSARY

“Precision of communication is important, more important than ever, in our era of hair-trigger balances, when a false or misunderstood word may create as much disaster as a sudden and

thoughtless act.” -James Thurber, Author/Humorist

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GLOSSARY OF TERMS

The purpose of the TEACHING glossary is to help ensure that all staff members speak a common language re-garding the observation/evaluation and supervision process. Through this we hope to clearly communicate the purpose of TEACHING and to assist staff in understanding and implementing the model. Action Plan – timeline of related tasks listing who is responsible Action Research – Professional Growth Alternative, the assessment of the effect of informal research on student learning APR - Annual Performance Report conducted at the end of the school year between the teacher and the administrator Assistance Phase – the second phase of Track III consisting of two parts: Level A, Corrective and Level B, Intensive Awareness Phase – the initial phase of Track III in which an administrator makes a teacher aware of his/her concerns Certificated Personnel – all teachers, guidance counselors, child study team members, nurses, and librarians Collegial Partnership – two or more professionals working together to achieve a predetermined goal Components – subheadings under the four domains listing professional responsibilities in the rubric, ex. Component 1a: Demonstrating Knowledge of Content and Educational Techniques Corrective – Level A of the Assistance Phase of Track III in which problems have been identified and an action plan is set in place Curriculum Projects – Professional Growth Alternative, examination and analysis of pertinent curriculum documents and/or programs Domains –four subsections of Professional Practice: Planning and Preparation, Classroom Environment, Instruction, and Professional Responsibilities; may vary by category of staff Elements – categories in the rubric, ex. Knowledge of Students’ Skills and Abilities Formative Evaluation – evaluation that focuses on altering teaching practices through growth and development and enhancement of professional skills of teachers Intensive – Level B of the Assistance Phase of Track III in which a more specific and intensive remediation plan is set in place for teachers who were in Level A, Corrective and show the need for more support and direction Interactive Journal – Professional Growth Alternative, an ongoing dialogue between the teacher and the administrator Interdisciplinary – between two or more grade levels and/or subject areas Intradisciplinary - within same grade level and/or subject areas Novice Teacher Training Program – a series of voluntary after school workshops designed for new teachers Novice Teachers - non-tenured certificated personnel (new to the teaching profession and or new to Galloway Township Public Schools)

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Peer Coaching – Professional Growth Alternative, allows staff members to work together, learn from each other and improve professionally Peer Visitation – observation of one teacher by another; often a non-tenured teacher observing a tenured teacher’s class PIP – Professional Improvement Plan, completed at the end of the year and can be revised at any time Portfolio – #1 a compilation of materials created by novice teacher #2 Professional Growth Alternative, focuses on an instructional technique, curriculum development, or teaching strategy Reflection Journal – a record of thoughts, ex. lessons/experiences in teaching Rubric – an evaluative measuring tool organized around the 4 domains Self Analysis of Teaching – the use of video or other record keeping to observe and analyze one’s teaching Self Reflection – the act of thinking about teaching and ways to change, improve, and refine Summative Evaluation – a summary of the year’s activities Teaching Artifacts – documents and objects used in the planning and implementation of instruction (samples of student work, overheads, projects, photographs, etc.) Track I - evaluation phase for all non-tenured teachers Track II – evaluation phase for all tenured teachers in which teachers have alternatives to observations Track III – evaluation phase for teachers identified as in need of assistance Traditional Observation – the format the district is phasing out, a non-rubric based evaluation

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APPENDIX

43

Appendix Contents

Administrator’s Checklist 64

Teacher’s Checklist 65

Mentor-Novice Teacher Handbook 66—82

Annual Performance Report/PIP 83—84

Professional Development Standards 85—87

What Counts? 88 & 89

TEACHING Feedback Form 91

Record of Professional Development Hours 90

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T.E.A.C.H.I.N.G. Administrator’s Checklist

2004-2005

All Certificated Staff Have staff complete Evaluation Selection Request form Review forms, approve as appropriate, meet with teachers for modifications as needed Return a copy to the teacher, keep original on file

First and Second Year Certificated Staff (novice and experienced) Make informal classroom visits; provide teacher with feedback via note or in person Complete 2 announced observations utilizing the rubric

• Provide staff member with the week you are observing and the subject you plan to observe • Have staff member complete the pre-observation form • Conduct pre-observation conference • Conduct the observation (you may wish to use the domain outline/comments form to take notes) • Have staff member complete and submit observation reflection form within 24 hours of the observation • Conduct post observation conference to collaboratively discuss performance and ratings on rubric • Write observation report; forward to staff member for signature; copies made, filed, and forwarded as usual Complete unannounced observation (minimum one per year)

• Observe staff member (you may wish to use the domain outline/comments form to take notes) • Have staff member complete observation reflection form • Conduct post observation conference to collaboratively discuss performance and ratings on rubric • Write observation report; forward to staff member for signature; copies made, filed, and forwarded as usual Arrange peer visitation for 1st year teacher to visit tenured colleague Remind staff member of portfolio requirements; review portfolio with staff member at least once per year (time of

third observation post conference); refer to portfolio content for details—1st year teachers required; 2nd and 3rd year teachers as required For provisional teachers, assign mentor and follow procedures/submit paperwork as in the past; refer provisional

teacher and mentor to the Mentor-Novice Teacher Handbook Third Year Certificated Staff Complete three observations using either the “old” form or the new rubric (teacher’s choice)

All Tenured Certificated Staff Complete a minimum of 1 observation using either the “old” form or the new rubric (educator’s choice); OR Follow procedures for Professional Growth Alternative, if selected by staff member and approved by you

• Refer to the handbook for the process and administrator’s role for the particular alternative selected • Review and approve Professional Growth Alternative; meet with the teacher to discuss as needed • Mid-year collect Mid-Point Status Update from teacher; review and provide feedback in person, via e-mail, or in

writing • At the end of the year (prior to writing the annual performance report and PIP), collect the Final Report from the

teacher; review and utilize in the APR/PIP conference Note: The administrator reserves the right to conduct an observation/evaluation even if the teacher is approved for a professional growth alternative.

Tenured Certificated Staff Needing Assistance Review your annual performance reports from the 2003-2004 school year For any staff member with a “performance area in need of improvement” (Item II), conduct an Awareness Phase

meeting If you determine that the teacher needs to be placed in Assistance Phase: Level A Corrective, complete the

following: • Review the PIP and make any necessary additions, changes, etc. to ensure alignment with the new procedures • You are strongly encouraged to make numerous informal visits and to complete more than one formal observation

45

T.E.A.C.H.I.N.G. Certificated Staff Member’s Checklist

2004-2005

All Certificated Staff Complete Evaluation Selection Request form and submit it to your administrator Make revision and meet with administrator, if needed

First Year Certificated Staff (novice and experienced) Announced observations (2 per year)

• Complete the pre-observation form upon notification of being observed • Participate in the pre-observation conference • Complete observation reflection form within 24 hours of being observed • Participate in post observation conference to collaboratively discuss performance and ratings on rubric • Review and sign written observation report; return to administrator Unannounced observation (minimum one per year)

• Complete observation reflection form within 24 hours of being observed • Participate in post observation conference to collaboratively discuss performance and ratings on rubric • Review and sign observation report; return to administrator Contact administrator to arrange peer visitation of tenured teacher Prepare portfolio as per requirements; submit to administrator prior to APR conference; meet with administrator to

review portfolio; refer to portfolio content form for details For provisional teachers, work with assigned mentor; refer to the Mentor-Novice Teacher Handbook

Second and Third Year Certificated Staff (minimum 3 observations per year) Complete observation reflection form within 24 hours of being observed Participate in post observation conference to collaboratively discuss performance Review and sign observation report; return to administrator

All Tenured Certificated Staff (minimum one observation per year) Complete observation reflection form within 24 hours of being observed Participate in post observation conference to collaboratively discuss performance Review and sign observation report; return to administrator; OR Follow procedures for Professional Growth Alternative, if approved by administrator

• Refer to the handbook for the process and teacher’s responsibilities for the particular alternative selected • Complete and submit Mid-Point Status Update; review feedback from administrator • At the end of the year (prior to writing the annual performance report and PIP), submit the Final Report; discuss

during the APR/PIP conference Tenured Certificated Staff Needing Assistance Review your annual performance reports from the 2003-2004 school year Participate in the Awareness Phase conference Seek association assistance, if needed and desired If you are placed in the Assistance Phase complete the following:

• Participate in a review of your PIP to determine any necessary additions, changes, etc. to ensure alignment with the new procedures

• Fulfill the PIP as outlined Complete observation reflection form within 24 hours of being observed Participate in post observation conference to collaboratively discuss performance Review and sign observation report; return to administrator

46

MENTOR-NOVICE TEACHER HANDBOOK

prepared by the Local Professional Development Committee 2001-2002

Christa Atkins, Chairperson Anne Feilinger

Annette Giaquinto Joyce Gruber

Kevin McGloin William Zipparo, Ed.D.


47

Responsibilities of the Principal

♦ The Principal will select the mentoring teacher for each novice teacher assigned to his/her building.

♦ The Principal meets with the team/s and makes certain each member is aware of and willing to assume his/her assigned responsibilities.

♦ The Principal arranges the logistics so that mentor and novice teacher can confer individually and with the Principal and so that novice teacher can observe experienced teachers.

♦ The Principal monitors the ongoing activities of the team and makes recommendations and/or changes as needed.

♦ The Principal maintains district or school liaison with the Department of Education staff.

♦ The Principal formally evaluates the novice teacher at ten, twenty, and thirty weeks after the teacher has assumed full responsibility for his/her classroom. This evaluation responsibility may be shared with one other appropriately certified administrator.

♦ The Principal coordinates other support services, as needed. This responsibility may be shared with other members of the team.

♦ The Principal arranges for training and orientation for team members.

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Responsibilities of the Mentor

♦ The Mentor Teacher must be willing to be observed within his/her classroom. A Mentor Teacher may also do demonstration lessons in the Novice Teacher’s classroom.

♦ The Mentor Teacher is required to attend formal training in mentoring and show evidence of other Professional Development activities.

♦ The Mentor Teacher must be available to meet with the Novice Teacher on a regular basis for support, problem-solving, and informal feedback on successes and concerns.

♦ The Mentor Teacher acts as a resource for the educational needs of the Novice Teacher.

♦ The Mentor Teacher must protect the confidentiality of any collaboration and discussion with the Novice Teacher. The Mentor Teacher shall not be involved in any evaluations.

♦ The Mentor Teacher must have a desire to help new teachers grow in their profession and a willing-ness to devote time to support the Novice Teacher. Some of this time will be voluntary as Mentors and Novice Teachers meet before and/or after school.

♦ The Mentor Teacher and Novice Teacher must keep a documentation record of observations, peer coaching, and informal meetings. This documentation record serves as documentation for a Mentor Teacher’s 100 Hour requirement. (one hour per week for the Mentor Teacher = total 36 hours).

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Responsibilities of the Novice Teacher

♦ The Novice Teacher will keep a log of all meetings and other activities during the mentoring process.

♦ The log will be submitted twice yearly (February/June) for administrative review.

♦ The Novice Teacher will meet on a regular basis with the mentor for the review of classroom practices and management concerns.

♦ The Novice Teacher is encouraged to accept productive and positive feedback and to seek assistance as needed.

♦ The Novice Teacher must be discreet and maintain confidentiality.

♦ The Novice Teacher must have the desire to grow in his/her profession and to devote time to appointed tasks. Some time may be voluntary as Mentors and Novice Teachers may meet before and/or after school.

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MENTORING DOCUMENTATION FORM Galloway Township School District

Name: School:

Position: I am a Mentor Teacher I am a Novice Teacher

DATE ACTIVITY TIME SIGNATURE

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Mentor-Novice Teacher Year-At-A-Glance Checklist

AUGUST Meet, welcome your novice teacher Develop collegial relationship (continue to

monitor progress in this area) Communicate with principal District/building activities

SEPTEMBER Informal meetings Monthly conference “Socializing” novice teacher Mentor-Novice Teacher Action Plan Develop collegial relationship Observation and feedback Communicate with principal District/building activities

OCTOBER Monthly conference Observation and feedback Informal discussion Share resources Communicate with principal District/building activities

NOVEMBER Monthly conference Observation and feedback Professional development opportunities Communicate with principal

DECEMBER Monthly conference Informal communications Observation and feedback Communicate with principal

JANUARY Monthly conference Review semester Celebrate Informal contact Communicate with principal District/building activities

FEBRUARY Monthly conference Informal contact Communicate with principal

MARCH Monthly conference Observation and feedback Develop peer-based relationship Informal communications Communicate with principal District/building activities

APRIL Monthly conference Informal contacts Planned activities Communicate with principal

MAY Monthly conference Revise mentor-novice teacher activities Informal communications Reinforce peer relationships Communicate with principal District/building activities

JUNE Monthly conference Celebration/recognition Communicate with principal District/building activities

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AUGUST

ACTIVITIES & IDEAS

Meet, welcome your novice teacher Welcome novice teacher in a telephone call prior

to school Take novice teacher on a tour of the building Introduce novice teacher to other staff

Work on developing relationship Have coffee or lunch away from the building Attend social gatherings or meet in some social

setting Communications with principal Send an informal note to novice teacher about

making contact and initial plans District/building activities Match mentor-novice teachers Notify mentor-novice teacher teams of matches Hold orientation, social gathering Schedule interviews

GENRAL NOTES

Early contact is essential Establish a system for ongoing communication These responsibilities are important to the success of the program

NOTES:

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SEPTEMBER

ACTIVITIES & IDEAS

Informal meetings “Drop in” to touch base Share a funny or interesting event that happened during

the day Write an occasional note acknowledging or supporting

activities and successes Meet informally for coffee

Monthly conference Keeping grade books Writing lesson plans Maintaining student discipline Managing classroom instruction Obtaining supplies Identifying school policies, procedures Using PAC (Pupil Assistance Committee) Discussing homework, make-up work policies Maximizing academic learning time Preparing for parent conferences, contact Writing emergency plans Creating substitute folder

Socialization of novice teacher into school Discuss school norms, social traditions Introduce to other staff Show where to find supplies, materials, etc. Review standards operating procedures Learn e-mail and other technology related systems

Communication with principal Plan mentor activities with novice teacher Clarifies roles/responsibilities of team Provides focus/framework for team Becomes resource for other teams

Work on relationship with novice teacher Continue frequent communication and contact

Novice teacher observation of mentor Schedule demonstration lesson to be observed and fol-

lowed by conference Initial demonstration is in the mentor’s classroom

District/building activities Encourage and support activities Plan in-service for mentors and novice teachers

GENRAL NOTES

Mentors should be very accessible during the first day and the first week A minimum of one scheduled meeting between mentor and novice teacher should be held monthly. The purpose of this meeting is to focus on specific ideas and concerns; possible topics have been suggested for each month. The written and unwritten rules of how things work here. Tell principal about your initial contact and planning with your nov-ice teacher, but not about novice teacher performance. Are you having fun yet? Your relationship is key to success. The focus should be on developing a professional, collegial relationship; more than just a friendship.

NOTES:

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OCTOBER

ACTIVITIES & IDEAS

Monthly conference Review parent conferencing, contacts Report cards Classroom management Discipline Managing instructional tasks, time management Audio-visual needs Student motivation and feedback Review Mentor-Novice Teacher Action Plan

Observation of novice teacher Schedule observation with pre– and post-

conference time Identify focus for next observation

Informal discussion Continue to share events and happenings of the

day Share resources for professional development oppor-tunities EIRC and similar supporting agencies Local college courses District staff development programs NJEA sponsored PD workshops

Communicate with principal District/building activities Plan activities that encourage communication

with outside resources and allow for mentors and novice teachers to share experiences

GENRAL NOTES

Your second pre-scheduled formal monthly conference. The first formal observation should be very non-threatening. Perhaps you could take a class or attend a workshop together.

NOTES:

55

NOVEMBER

ACTIVITIES & IDEAS

Monthly conference Parent conferences, communications Providing feedback to students Curriculum resources, materials Review Mentor-Novice Action Plan Arranging for substitute teachers Preparing for NJEA Convention

Continue observation and feedback Continue discussions about professional development opportunities Communicate with principal

GENRAL NOTES

Check your district and building calendars to anticipate upcoming activities that you should discuss or may require planning. Schedule opportunities for your novice teacher to observe other teachers. You can make suggestions and help with arrangements.

NOTES:

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DECEMBER

ACTIVITIES & IDEAS

Monthly conference School traditions, district policies regarding

holiday events and activities Informal communications Short, written notes of reinforcement and support

Formal observation/conference Communicate with principal

GENRAL NOTES

Due to holidays, you may not want to do observations this month. Talk it over with your novice teacher.

NOTES:

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JANUARY

ACTIVITIES & IDEAS

Monthly conference School, classroom procedures for ending and

beginning the semester Report cards and grading Curriculum resources Promoting positive relationships among students

and teachers Review Mentor-Novice Teacher Action Plan

Review first term’s experiences Discuss highlights Evaluate growth experiences

Celebrate completion of first term Plan visible recognition

Continue informal communications District/building activities Review experiences and evaluate current success of

program with mentors; identify any modifications

GENRAL NOTES

Reflection helps promote learning and growth. Be creative! Involve novice teacher’s students in celebration. Informal communications are still very important; look for new opportunities Continue communication with the principal. Remember, this is not an evaluation of novice teachers. Principal can meet with mentors.

NOTES:

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FEBRUARY

ACTIVITIES & IDEAS

Monthly conference Plan activities for second semester Review and discuss district office staff roles,

departments, and support services Share literature, research findings, professional

journals Review Mentor-Novice Teacher Action Plan Use community resources, e.g. guest speakers,

field trips Continue informal communications Ongoing communications with building principal

GENRAL NOTES

A plan is very helpful, but it should be reviewed and modified regularly, as needs change.

NOTES:

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MARCH

ACTIVITIES & IDEAS

Monthly conference Novice teacher’s concerns, needs Professional organizations Review Mentor-Novice Teacher Action Plan

Novice teacher observation of other teachers Relationship with novice teacher Informal communications, contact Discuss type of observations needed Communicate with principal District/building activities In-service for mentors and/or novice teachers

GENRAL NOTES

Your novice teacher may not be familiar with the various professional associations and the relative advantages of membership. Be specific in identifying needs and giving feedback. Make sure your in-service needs, and those of other mentors, are made known.

NOTES:

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APRIL

ACTIVITIES & IDEAS

Monthly conference Career planning and development Testing and evaluation services Review Mentor-Novice Teacher Action Plan Begin discussing bringing the year to a close

Informal contact Continue activities on action plan Communicate with principal

GENRAL NOTES

Focus on building your novice teacher’s autonomy and self-confidence.

NOTES:

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MAY

ACTIVITIES & IDEAS

Monthly conference Procedures for ending/beginning the year Preparation for Novice Teacher’s PIP (Professional

Improvement Plan) Review 100-hour professional development plan

Revise mentor-novice teacher activities Continue informal contact Build and reinforce peer relationships District/building activities Celebration of completing first year of teaching

• Awards or certificates signed by superintendent and/or principal

• Recognition celebration for mentor and novice teachers

GENRAL NOTES

Early contact is essential Establish a system for ongoing communication These responsibilities are important to the success of the program

NOTES:

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JUNE

ACTIVITIES & IDEAS

Monthly conference Concerns of novice teacher Review of year’s events

Continue recognition of the novice teacher and of the mentor program District/building activities Evaluate program; identify goals for next year

GENRAL NOTES

This is a time to reflect on the year just ending, and to think of its impact on the year to come. The benefits of the program should remain visible to the staff. This is a great time for a meeting of all mentors.

NOTES:

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Galloway Township Public Schools ANNUAL PERFORMANCE REPORT

NAME:

SCHOOL:

Date of Summary Conference: Evaluator: I. Performance areas of strength: II. Performance areas needing improvement based upon the job description: III. Track I Rubric _______ Checklist ______ (third year teachers only) II Rubric ______ Checklist ______ PGA _____ Title: III Level A Level B IV. Professional Improvement Plan (PIP)

A. Evaluation of PIP for current year: B. PIP for next year: Objective(s): Strategies: Resources: Assessment: Time Line: Note: If a teacher has a performance area needing improvement, the area must be included as part of the PIP.

V. Summary of Available Indicators of Pupil Progress:

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VI. Professional Development Hours: Current School Year:

Total Accumulated (5 year cycle):

(Cycle begins Cycle ends )

VII. Attendance—School Year* Professional:

Personal:

Illness:

Bereavement: Family Illness: No Pay: Jury Duty: *as of April 30 This is to certify that this evaluation has been discussed with me. I understand that my signature does not necessarily indicate agreement, but acknowledge receipt of this report, and that I may respond to any and all issues contained in this evaluation. Written responses must be submitted to the undersigned supervisor within ten (10) days of date noted below. Signature of Employee Date Signature of Administrator Date COMMENTS:

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STANDARDS for REQUIRED PROFESSIONAL DEVELOPMENT for TEACHERS

A New Vision* (NJAC 6:11-13)

Effective Professional Development:

1. Enhances knowledge of subject content 1.1 assists educators in acquiring content knowledge within their own discipline(s) and in application(s) to other disciplines 1.2 enables classroom professionals to help students achieve the New Jersey Core Curriculum Content Standards (CCCS) 1.3 routinely reviews the alignment of professional development content with CCCS and with the Frameworks in all disciplines 2. Improves understanding of the academic, social, emotional, and physical needs of each learner and

ensures that educators utilize appropriate teaching skills to enable students to meet or exceed their potential

2.1 enables educators to adjust instructional strategies based on knowledge of how students learn and develop 2.2 enables educators to plan and design approaches and strategies to support the intellectual, social, and personal development of each learner 2.3 assists educators to recognize student’s strengths and potential 2.4 enables educators to respect students’ talents, abilities and perspectives 2.5 enables educators to plan and design instructional strategies for inclusive classrooms 2.6 encourages the establishment of a learning environment that enhances student learning and critical thinking 2.7 supports a philosophy of school and classroom based management which maximizes student learning 3. Reflects best available interpretations of relevant knowledge, including empirical research and the

consensus of professional opinion in teaching, learning, and leadership 3.1 enables educators to: 3.1.1 keep abreast of current educational research 3.1.2 integrate new understandings into content and instruction 3.1.3 enhance student learning through scholarship and experience 3.2 enables educators to provide challenging and developmentally-appropriate curricula that engage students in learning and thinking 3.3 acknowledges and respects the intellectual and leadership capacity of educators 2. 3.4 enables educators to enhance their leadership skills and utilize them in the education community

* These rules affect all active teaching staff members employed as of September 2000 whose positions require possession of the instructional or educational services license in accordance with N.J.A.C. 6:11-6.10 and 11.

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4. Encourages educators to develop a variety of classroom based assessment skills 4.1 assists educators in adapting instruction based on observation and analysis of student work 4.2 enables educators to select, construct, and use assessment strategies for monitoring student learning 4.3 assists educators to develop assessment strategies linked to the CCCS 5. Provides for integrating new learning into the curriculum and the classroom 5.1 empowers educators to connect their leaning to what they teach and to incorporate new concepts into practice 5.2 provides for initiation and implementation of desired change to achieve student outcomes 5.3 provides for ongoing support for individual educators within the school environment 6. Is based on knowledge of adult learning and development 6.1 recognizes adult motivation, stages of development, personal goals and needs and levels of expertise 6.2 encourages both the individual and the collaborative talents of educators 6.3 applies what is known about motivation for growth and enhances positive feelings of self worth 6.4 fosters confidence in educators’ abilities to achieve success 6.5 utilizes a variety of models and approaches, such as individually-guided staff development, observation/assessment, involvement in a development/improvement process, training, inquiry, etc. 7. Is periodically assessed to show its impact on teaching practices and/or student learning 7.1 utilizes a careful analysis of classroom, school and other data to guide future professional development efforts 7.2 uses educators’ self-assessment to evaluate the impact of professional development 8. Results from a clear, coherent, strategic planning that is embraced and supported by the district’s

governing body and by all levels of the school system 8.1 delineates what students are expected to know and be able to do 8.2 supports a clearly defined vision and is aligned with the district and school goals 8.3 focuses on sound, research-based theories in school management 8.4 focuses on individual, collegial, school and district improvement 8.5 is perceived by the professional staff and the community as a critical part of the district’s quest for excellence 8.6 fosters the use of reflection and self-assessment in professional and intellectual growth 8.7 allows educators to pursue personal educational opportunities that reflect the district’s strategic plan 8.8 encourages careful experimentation with new practice and creative use of best practice 8.9 reflects the educational outcomes the district seeks to achieve 8.10 assists educators in analyzing disaggregated student data (i.e., gender, socioeconomics, ethnicity, and language) and in making decisions based on that data 9. Develops a school culture that fosters continuous improvement and that challenges traditional roles

and relationships among educators 9.1 recognizes that collegial support and interaction are essential to the success of every aspect of education

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9.2 provides for ongoing and meaningful collaboration among educators 9.3 values individual efforts at self improvement 9.4 provides educators with incentives and support to pursue a plan of continuous improvement 9.5 involves strong leadership from all areas of the school community to encourage a commitment to life-long learning 9.6 encourages creativity and innovation 9.7 supports the ongoing development of new skills in a collaborative environment 9.8 values the contribution of practitioners in the pursuit of enhanced student learning 10. Is supported by the intellectual and financial commitment which enables the achievement of

professional development plans 10.1 is an ongoing process which respects the personal strengths and needs of each educator 10.2 encourages governing bodies to support and participate in learning experiences that will enhance their understanding of good professional development 10.3 encourages school administrators to support and participate in professional development that will enhance student learning 10.4 is supported by a continuous and sufficient commitment of funding to achieve the professional development plans 10.5 increases public understanding and encouragement for professional development, including the need for time and financial support 10.6 includes access to technologies and other modern resources that are essential to effective professional work and learning 11. Is supported by sufficient time during working hours to engage in collegial consultation and learning

and to support professional development 11.1 provides time for educators to team plan, collaborate, analyze data and student work, develop and implement instructional practices, curricula and assessments, implement federal, state and local mandates, etc. 11.2 recognizes and considers the professional and personal obligations of the individual educator 12. Empowers educators to work effectively with parent and community partners 12.1 assists educators in establishing relationships and partnerships with parents and families 12.2 enables educators to identify and use community resources to foster student learning 12.3 promotes an environment where educators feel comfortable and confident working collaboratively with other educators, parents, business and community leaders

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What Counts? Professional Development Framework

(Revised-July 2001)

In order to meet the Required Professional Development for Teachers Regulations (N.J.A.C. 6:11-13.1—6:11-13.6), all professional development opportunities must be delineated in an educator’s Professional Improvement Plan (PIP) and must be consistent with the preamble and standards developed by the New Jersey Professional Teaching Standards Board (PTSB) and approved by the Commissioner of Education. Only professional development activities that conform to the professional development standards and the PTSB mission, and that are clearly outlined in the educator’s PIP, will be credited toward required hours of professional development. It is the intention of the Commissioner and the PTSB to provide flexibility and guidance to ensure credibility for meaningful professional development through a variety of ongoing and supported district activities. Therefore, the genesis for planning should be a balance of the varieties of professional development opportunities that produce a valuable experience for the participant and culminate in enhanced student learning. Therefore, PTSB encourages educators to avail themselves of professional development opportunities, which encompasses as many categories of professional development as possible within each five-year cycle. The PTSB strongly recommends that educators design their personal professional development to include district inservice and activities related to their professional development goals with a focus on content knowledge and methods of enriching and broadening pedagogy. The PTSB also recommends that individuals create a plan that:

• is unique to their specific needs; • considers school and district goals; and • is balanced over time among a variety of professional development experiences.

There are two interdependent methods for accomplishing the requirements for professional development. These include the approved district professional development plan and an individual’s professional improvement plan (PIP). This framework shall be applied and interpreted in the context of the definitions of terms appended to this document. The PTSB has currently identified the following general categories of professional development: 1. Formal courses, offered on or off-line, and conferences (including, but not limited to: workshops, seminars,

institutes, and/or such programs) sponsored by colleges and universities, district boards of education, professional associations, training organizations or other entities approved through the local district plan process or as part of the provider registration system. Such activities shall accrue hour-for-hour for professional development credit.

2. Course, seminars, or other activities which are required for maintenance of licenses or certificates issued by professional organizations or government entities (for example, social workers, nurses). Such activities shall accrue hour-for-hour for professional development credit. In instances where the same course must be taken twice within the five-year period, please note that the hours will count only once toward fulfilling the continuing education requirement.

3. The process of developing curriculum focused on the Core Curriculum Content Standards, including, but not limited to: research, writing, and revision. Such activities shall accrue hour-for-hour for professional development credit.

4. Activities that support and/or enhance the profession including, but not limited to: grant writing, mentoring a preservice teacher or a novice teacher, professional service on boards or committees, and teaching a course or workshop. Please note that the total number of hours that can be accrued for these activities is 75 out of the 100 required hours.

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The following provides the number of hours that can be accrued in various activities that serve the profession:

a. The total number of hours for service on boards/committees will not exceed ten (10) hours per year of professional development credit, provided that such service is identified in the PIP with the specific goals of the experience outlined therein.

b. A mentor or cooperating teacher will accrue one hour of professional development credit for each week of supervision. An educator who works with a preservice teacher or a team of preservice teachers in a junior practicum will earn three professional development hours per semester.

c. In addition to the actual clock hours spent in delivery of the first presentation, presenters or teachers of courses or workshops will accrue professional development hours on the basis of two hours of preparation time for every hour of delivery time. The teaching or presenting of the same or a similar course or workshop will count only once ion a five-year cycle.

5. Independent professional studies including, but not limited to: action research, study groups, sabbaticals,

fellowships, internships, teacher exchanges, textbook review, portfolio development, online workshops or programs, and contributions to professional literature. If an individual decides to develop such independent study, he/she must adhere to the following procedures:

a. The individual’s PIP must include a written rationale demonstrating how his/her proposed plan is consistent with the state standards for professional development.

b. The individual and his/her immediate supervisor must discuss the projected number of hours which will be spent in such study.

c. Over the course of the independent study, the staff member will maintain a log of actual hours completed.

RELATED IMPLEMENTATION ISSUES:

Teachers on Leave: A teacher on leave for one year or less has the option to accrue professional development hours if: a) the teacher has a PIP for the school year; b) the teacher and the supervisor have signed off on the PIP; and c) the teacher has delineated the potential professional development opportunities. Part-Time Teachers: A part-time teacher is required to accrue 50 hours of professional development within each five-year cycle. A part-time teacher is defined as one who is employed on a regular basis for the school year, but for less than the full school day or week.

The following formula will be used to handle cases where teachers move back and forth between full and part-time employment within these five years. The formula is the calculation or part-time work added to full-time work:

x/5 x # of hours required in five years = total # of hours required of that teacher [For example: the number of hours a teacher who is part time for three years and full time for two years would be calculated as follows: (3/5 x 50 = 30) + (2/5 x 100 = 40) = 70 total hours required] Full-Time Teachers Released for Local Education Association Responsibilities: Full-time teachers serving as full-time local education association presidents should be considered “teachers on leave” and should follow the procedures for these teachers. Validation of Professional Development: Validation of completion of professional development can be a transcript from a college or university, the certificate issued by a registered provider, or an attendance record signed by the chairperson or facilitator of a committee. This information will be recorded and documented on the Record of Professional Development Hours. Provisionally Certified Teachers: All active teaching staff members holding standard instructional or educational services licenses are required to fulfill this requirement. The regulations do not apply to provisionally certified teachers (as stated in Commissioner of Education’s letter dated September 5, 2000).

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Galloway Township Public Schools RECORD OF PROFESSIONAL DEVELOPMENT HOURS

Name: _____________________________________________ School: ___________________________________

ANNUAL REVIEW: Attach relevant documentation where applicable

ACTIVITIES DATES # HOURS DOCUMENTATION

Total number of hours completed: __________________________ From: ____________ To: __________ Staff Person’s Signature: ______________________________________________________ Date: ________ Supervisor’s Signature: _______________________________________________________ Date: ________

(Supervisor’s signature acknowledges receipt of annual review)

• A copy of this form shall be attached to the staff member’s annual performance report. • Participation in district professional development activities which are part of the approved district

professional development plan must be recorded on this form.

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T.E.A.C.H.I.N.G. Feedback Form

If you have questions or concerns about the new teacher evaluation program, return this form to the Evaluation Committee member in your building. Please sign your name so that your questions can be answered directly. Name: Date: Comments/Concerns: Response:

PLEASE MAKE PHOTOCOPIES OF THIS FORM FOR MULTIPLE USE!

Documents

Observation and Evaluation of Certificated Staff