System for Teacher Effectiveness - Shasta COE€¦ · Effectiveness, New Teacher Project: This report states, ―A Teacher’s effectiveness – the most important factor for schools

SHASTA COUNTY OFFICE OF EDUCATION

STEP Handbook

Professional-Growth

and

Effectiveness

Teacher

System for

CONTENTS Component Page

Purpose 3

Guiding Principles 4

History of Legislative Reforms 5

Pilot History 6-7

Pilot Timeline 8-9

Standards 10

Correlation between CSTPs & Danielson Framework 11

Evaluators & Peer Observers 12

Year-at-a-Glance STEP Timeline 13

Annual STEP Timeline (Graphic) 14

Annual STEP Timeline (Narrative) 15-17

Multiple Measures leading to Overall Evaluation 18-24

Educator Performance Rating System 25

Educator Plans 26

Resources, Alignment with Other Systems, & System Review 27

Forms:

A – Teacher Self-Assessment 28-31

B – Classroom-Based Multiple Measures Year Plan 32

C – Peer Observation Involvement Application 33

D – Pre-Observation Conference 34

E – Classroom Observation Tool 35

F – Classroom Observation by Danielson Framework Domain 36-38

G – Post-Observation Evaluatee Reflection Form 39

H – Post-Observation Evaluator Summary 40

I – In-Formal Observation Summary 41

J – Mid-Year Conference 42

K – Danielson Framework Guiding Questions by Domain 43-46

L – Final Annual Teacher Evaluation 47

Appendices:

Danielson Framework Summary 48

2

Training & Support tied to:

• Professionalism (Domain 4)

• Teacher-selected (Domains 1-3)

• School/program focus

• Student Academic or BehaviorOutcomes that Show Growth

• Formal & In-Formal ClassroomObservations

Induction Program (BTSA)

Year 1 Training & Support

Year 2 Training & Support

Peer Assistance & Review

Intensified Training & Support

PAR Review Board

PURPOSE STEP is based on a cycle of continuous professional growth and learning. To that end, linking

evaluations with high quality professional learning is key. High quality professional learning is

sustained and focused and relevant to the educator’s goals and needs. All educators must have

opportunities for professional growth to meet their needs and receive the support and resources

necessary to continuously improve.

Purposes of the SCOE System for Teacher Effectiveness and Professional-Growth (STEP) are to:

Strengthen the knowledge, dispositions, performances and practices of teachers andadministrators to improve student learning

Strengthen professional growth opportunities for teachers and administrators based on theirindividual needs in relation to the needs of students, school, and the Shasta County Office ofEducation

Strengthen opportunities for teachers, observers, and evaluators to discuss evidence thatcaptures a holistic and comprehensive view of a teacher’s practice throughout all career stages.[Guiding Principle 1]

In the face of increasing evidence that valid and reliable evaluations must include multiple, authentic measures of student learning rather than rely on a single standardized test score, SCOE and its stakeholders, educators, and experts are united in the following commitments:

No public reporting of individual teacher data

Measuring student growth through multiple measures, not relying solely on standardizedassessments

An evaluation system that measures teacher effectiveness through multiple sources, includingstudent growth, professionalism, etc.

Agreement that for an educator evaluation system to drive improvement of student outcomes,the data and information it provides must be used to improve instructional practices

An evaluation system must be coordinated with high quality professional development that is

continuous; linked to curriculum and teaching standards; and provides for adequate time,

resources, and finances for coaching, modeling, observation and mentoring. [Guiding Principle 6]

The System for Teacher Effectiveness and Professional-Growth (STEP) Handbook serves as a

guideline for teachers, administrators, peer and mentor observers, and other personnel for the

implementation of the teacher evaluation process. Teachers and administrators will be trained in

the components of the Handbook and held accountable for knowing the content.

3

GUIDING PRINCIPLES

1. The goals of the System for Teacher Effectiveness and Professional-Growth (STEP) are

to strengthen the knowledge, skills and practice of teachers to improve student

learning and to determine teacher effectiveness and further leadership opportunities.

2. An evaluation system must be differentiated to support the development of educators

through all career stages—from beginning to mid-career to veteran.

3. An evaluation system must address the varied assignments of certificated educators,

including those who teach core and non-core subject areas, and are classroom and

non-classroom educators.

4. An evaluation system must include evidence of teaching and student learning from

multiple sources.

5. An evaluation system must provide relevant and constructive feedback and support

that informs teaching practices.

6. An evaluation system must be coordinated with high quality professional development

that is continuous; linked to curriculum and teaching standards; and provides for

adequate time, resources, and finances for coaching, modeling, observation and

mentoring.

7. An evaluation system should include opportunities for peer involvement for advisory

and support purposes.

8. An evaluation system must consider the complexities of teaching and student learning

that are outside of the teacher’s control and beyond the classroom walls.

9. All evaluation components and procedures must be clearly defined, explained, and

transparent to all educators.

10. All observers must have extensive training and regular calibration in all evaluation

procedures and instruments; confidentiality is an imperative component of an effective

evaluation system.

4

HISTORY OF EDUCATIONAL

REFORMS 1983 – A Nation at Risk: The Imperative for Education Reform. The National Commission on

Excellence in Education: A national call for educational reform in the United States began with the

publication of this report. It declared, ―If an unfriendly foreign power had attempted to impose on

America and mediocre educational performance that exists today, we might well have viewed it as an

act of war. As it stands, we have allowed this to happen to ourselves.‖ As a result of the report’s

recommendations for ―more rigorous and measurable standards,‖ all 50 states adopted academic

standards and ensuring student achievement became a national conversation.

1996 – What Matters Most: Teaching for America’s Future, the National Commission on Teaching

and America’s Future: This research confirmed what many had long believed – that teachers are the

most important school-based influence on student achievement.

2001 – The No Child Left Behind Act (NCLB): A reauthorization of the Elementary and Secondary

Education Act (ESEA), first enacted 1965, and reauthorized in 1994. Its purpose was to increase

student achievement and to hold states and schools more accountable for student learning. It

required ―highly qualified‖ teachers, annual state testing of students, and the expectation that all

students be ―proficient‖ on the state tests by 2013-14. Schools also had to demonstrate ―adequate

yearly progress‖ toward the goal of 100% proficiency.

2009 – The Widget Effect: Our National Failure to Acknowledge and Act on Differences in Teacher

Effectiveness, New Teacher Project: This report states, ―A Teacher’s effectiveness – the most

important factor for schools in improving student achievement – is not measured, recorded, or used

to inform decision-making in any meaningful way.‖

2009 – Race to the Top: Grants funded by the ED Recovery Act as part of the American Recovery and

Reinvestment Act. Their purposed was to promote innovation and educational reforms. Improving

teacher and principal effectiveness based on performance was one of the criteria for funding.

2012 – Assembly Bill 5 / AB 5, Fuentes: Withdrawn proposal for state-wide uniform teacher

evaluation system in California.

2012 – Greatness By Design: Supporting Outstanding Teaching to Sustain a Golden State,

Torlakson’s Task Force on Educator Excellence: California State framework describing a path to

educator excellence through recruitment and distribution of excellent educators to all communities,

educator preparation, induction of teachers and leaders, opportunities for professional learning,

educator evaluation, and leadership and career development.

2013 – A Blueprint for RESPECT: Recognizing Educational Success, Professional Excellence, and

Collaborative Teaching, US Dept. of Education: A policy framework aimed at transforming the

teaching profession, organized around seven critical components, one of which is effective Teachers

and Principals. ―Effectiveness must be evaluated based on measures of student academic growth,

evidence from classroom and school practice, and contributions to colleagues and the school

community. The results of the evaluations should guide professional support and development, and

inform personnel decisions such as teacher and principal assignments, the granting of professions

status (e.g., tenure), promotion to leadership roles and dismissal for those who, despite receiving

support, are ineffective.‖

Subsequent bills have been proposed in both the California House and Senate, but have not yet been

passed or signed into law.

HISTORY OF EDUCATIONAL REFORMS – CONTINUED5

PILOT HISTORY

This system is differentiated to support the development of educators through all career stages –

from beginning to mid-career to veteran. [Guiding Principle 2]

An evaluation system must address the varying assignments of certificated educators, including

those who teach core and non-core subject areas, and are classroom and non-classroom

educators. [Guiding Principle 3]

State Superintendent Tom Torlakson’s Blueprint for Great Schools provided the vision for education

focused on 21st century learning, meeting the needs of the whole child and rebuilding the ranks of

California’s educators with resources and respect. The resulting report, Greatness by Design (GbD),

provides recommendations reflecting three overarching priorities: 1) Create a coherent continuum of

learning expectations and opportunities for all educators, 2) Develop a learning system in California

that supports collaborative learning about effective practices at every level and 3) Develop a

consistent revenue base and allocate funds to achieve these priorities.

The California Department of Education (CDE) and a group of stakeholders began to develop a

comprehensive Educator Excellence Learning System to ensure student achievement, which can be

adopted or easily adapted to fit within a local control structure. California’s implementation

framework and toolkits provide districts and schools the tools for designing, developing, and

sustaining a system including: (1) Teacher evaluation, including the use of Individual Growth Plans

(IGPs); (2) Professional and Career Development, based on IGPs for Teachers; (4) Peer Assistance

and Review that is a catalyst for labor/management collaboration; (5) Administrator Evaluation,

including the use of IGPs; and (6) Career Development for Administrators. Our group is using CDE’s

process to develop our local system.

The San Diego County Office of Education’s Teacher Effectiveness and Evaluation: A Process not an

Event model aligned with GbD, and implemented in San Diego County in 2013 has been designated

as the model for a two year state pilot that began in 2014. The San Diego model brings districts and

bargaining units together for a nine month process that includes a series of academies and

supported intersession work that results in an individualized, local evaluation tool.

In November 2013, Administration and CDE representatives approached the CTA/SCCEA Bargaining

Unit with a proposal from CDE to radically change and improve our present Teacher Evaluation

system, designed and implemented by ourselves, a completely local effort. Our present evaluation

language allows a teacher to be either Satisfactory or Unsatisfactory, and doesn’t allow for, or

engender Teacher growth. The SCCEA Board approved our involvement in the ―Teacher

Effectiveness and Evaluation Pilot,‖ and so four representatives were chosen to represent SCCEA:

James Patton (CTA/SCCEA President), Karin Lindsey (Vice President), Lynda Dehart (Grievance

Chair), and Carie Webb (Past Vice President). Administration was represented by Tom Armelino

(Superintendent of Schools), Judy Flores, (Assistant Superintendent of Instructional Services), Jodie

VanOrnum (Director of Student Programs), and Brenda Palmer (Director, Human Resources).

The STEP team met over ten full workdays and ongoing intersession work with CDE representatives

and with other districts who are also changing their evaluation process between January 2014 and

June 2015. Experts, including Heather Mattson (WestEd: Features of Teacher Evaluation Systems),

6

PILOT HISTORY (CONTINUED) Lynn Sawyer (Danielson Group- Observation and Calibration) and Angela Minicci (Great Teachers

and Leaders Center- Multiple Measures/Bias) assisted all groups in their efforts to reform and

restructure Teacher Evaluation. The hundreds of hours we have spent in this endeavor will assist

other County Offices of Education to use our system as a model.

Piloting Teachers in Year 2 (2014-15) were from the following sites: EXCEL – 2, Oasis – 3,

Juvenile Hall – 1.

Training was provided to Evaluators and Evaluatees on the evaluation process, including how to

write goals and how the process would unfold over the course of the year.

Jennifer Baker, Executive Director of Instructional Services, provided training to Peer Observers,

Administrators, and any of the teachers in the evaluation pilot who wanted to join. These

trainings utilized videos to help participants understand and calibrate around each of the CA

Standards for the Teaching Profession (CSTPs) and how these would be observed within a

classroom setting.

Six days and six intersession meetings were held with the STEP Evaluation Pilot Team. The key

outcome of these meetings was an introduction to the Danielson Framework along with a

correlation to the CSTPs. The team was also introduced to student surveys and ―TEACHSCAPE.‖

The team utilized both of these resources.

This is an ongoing process that will continue to be modified and refined. No contract changes

have been made, but an updated MOU is in place to guide our work.

7

The Shasta County Office of Education's STEP Up team has a 5 year timeline for full development,

implementation, analysis and review of the evaluation pilot. The following timeline presents a

summary of work to date and future planning.

2013-14: Year 1

November 18 Meeting with CDE regarding initial project implementation

December CTA Executive Team Communications

January 27-28 STEP Team Training

February Stakeholder Information Dissemination and Surveys

March STEP Committee update to stakeholders

Student Perspective Surveys

May STEP Committee update

Teacher Effectiveness with Certificated

Teacher Effectiveness input from Classified

2014-15: Year 2

June STEP Committee Develops Process

July STEP Committee Update via Email to Stakeholders

STEP Committee Update via Superintendent News

NBCT Survey for Interest

August Overview of Evaluation Pilot Process for Stakeholders

September Initial Pilot Begins

Meeting with Those Being Evaluated & Their Evaluators

Calibration Training for Evaluators/Observers (ongoing)

October Evaluation Pilot Academy (2 days)

Fall Begin discussions of PAR development

Winter Calibration Training for Evaluators on Other Multiple Measures (ongoing)

February Evaluation Pilot Academy (1 day)

April Focus Group Discussion on Pilot Process

May Evaluation Pilot Academy (1 day)

Student Surveys

June Evaluation Pilot Academy (3 days)

PILOT TIMELINE

8

PILOT TIMELINE (CONTINUED)

2015-16: Year 3

Updated MOU with Bargaining Unit

Provide training to all CTA members on Evaluation Process

All classroom-based teachers will be evaluated in the STEP evaluation process including

Independent Study and RSP

Provide training to Peer Observers and Evaluators on Evaluation Process and

Observations

Determine multiple measures that would be included in the itinerant (DHH, VI, EIP, SLP)

teacher evaluation for 2016-17

Determine multiple measures that would be included in the Psychologists and Nurses

evaluation

STEP Team Review of process with modifications and revisions

Survey satisfaction of participants

Student Surveys

2016-17: Year 4 Contract revisions with Bargaining Unit

Add itinerant teachers (DHH, VI, EIP, SLP), teachers on special assignment,

Psychologists, and Nurses to pilot the Evaluation Process

STEP Team Review of process with modifications and revisions

2017-18: Year 5 Full implementation of all CTA members

9

STANDARDS “The California Standards for the Teaching Profession (CSTP) are intended to provide a common

language and a vision of the scope and complexity of the profession by which all teachers can

define and develop their practice. The standards seek to serve and support professional educators

in fulfilling their professional roles and responsibilities from pre-service teacher to experienced

practitioner. The standards are not set forth as regulations to control the specific actions of

teachers, but rather to guide teachers as they develop, refine, and extend their practice. The CSTPs

have been used for a variety of purposes, including the following:

• to prompt reflection about student learning and teaching practice;

• to formulate professional goals to improve teaching practice in support of student learning; and

• to guide, monitor, and assess the progress of a teacher’s practice toward professional goals.”

[CA Standards for the Teaching Profession, 2009 CTC document]

In order to work within the CSTPs in an evaluation model, the Danielson Framework is the basis for

the process. In Year 1, there were portions of the Danielson Framework embedded within our

rubrics. Following the Danielson Group Calibration Training, offered through the California Teacher

Evaluation Pilot, and work throughout Year 1, the decision was made to align the CTSPs to the

Danielson Framework, and use the Framework for observation and evaluation. See page 11 for

alignment of CSTPs with the Danielson Framework. See Appendix for a full page version of the

Framework Summary shown below as well as the Danielson Framework for Teaching Evaluation

Instrument.

10

1.1 Using knowledge of students to engage them in learning 2.1 Promoting social development and responsibility within a caring community where each student is treated fairly and respectfully

1.2 Connecting learning to students’ prior knowledge, backgrounds, life experiences, and interests

∗ 2.2 Creating physical or virtual learning environments that promote student learning, reflect diversity, and encourage constructive and productive interactions among students

1.3 Connecting subject matter to meaningful, real-life contexts 2.3 Establishing and maintaining learning environments that are physically, intellectually, and emotionally safe

1.4 Using a variety of instructional strategies, resources, and technologies to meet students’ diverse learning needs

2.4 Creating a rigorous learning environment with high expectations and appropriate support for all students

1.5 Promoting critical thinking through inquiry, problem solving, and reflection

2.5 Developing, communicating, and maintaining high standards for individual and group behavior

1.6 Monitoring student learning and adjusting instruction while teaching 2.6 Employing classroom routines, procedures, norms, and supports for positive behavior to ensure a climate in which all students can learn

2.7 Using instructional time to optimize learning

3.1 Demonstrating knowledge of subject matter, academic content standards, and curriculum frameworks

4.1 Using knowledge of students’ academic readiness, language proficiency, cultural background, and individual development to plan instruction

3.2 Applying knowledge of student development and proficiencies to ensure student understanding of subject matter

4.2 Establishing and articulating goals for student learning

3.3 Organizing curriculum to facilitate student understanding of the subject matter

4.3 Developing and sequencing long-term and short-term instructional plans to support student learning

3.4 Utilizing instructional strategies that are appropriate to the subject matter

4.4 Planning instruction that incorporates appropriate strategies to meet the learning needs of all students

3.5 Using and adapting resources, technologies, and standards- aligned instructional materials, including adopted materials, to make subject matter accessible to all students

4.5 Adapting instructional plans and curricular materials to meet the assessed learning needs of all students

3.6 Addressing the needs of English learners and students with special needs to provide equitable access to the content

5.1 Applying knowledge of the purposes, characteristics, and uses of different types of assessments

6.1 Reflecting on teaching practice in support of student learning

5.2 Collecting and analyzing assessment data from a variety of sources to inform instruction

6.2 Establishing professional goals and engaging in continuous and purposeful professional growth and development

5.3 Reviewing data, both individually and with colleagues, to monitor student learning

6.3 Collaborating with colleagues and the broader professional community to support teacher and student learning

5.4 Using assessment data to establish learning goals and to plan, differentiate, and modify instruction

6.4 Working with families to support student learning

5.5 Involving all students in self-assessment, goal setting, and monitoring progress

6.5 Engaging local communities in support of the instructional program

5.6 Using available technologies to assist in assessment, analysis, and communication of student learning

6.6 Managing professional responsibilities to maintain motivation and commitment to all students

5.7 Using assessment information to share timely and comprehensible feedback with students and their families

6.7 Demonstrating professional responsibility, integrity, and ethical conduct

Domain 1 Domain 3Domain 2 Domain 4

California Standards for the Teaching Profession 2009

STANDARD SIX:DEVELOPING AS A PROFESSIONAL EDUCATOR

STANDARD FIVE: ASSESSING STUDENTS FOR LEARNING

UNDERSTANDING AND ORGANIZING SUBJECT MATTER FOR STUDENT LEARNING

PLANNING INSTRUCTION AND DESIGNING LEARNING EXPERIENCES FOR ALL STUDENTS

STANDARD FOUR:

CREATING AND MAINTAINING EFFECTIVE ENVIRONMENTS FOR STUDENT LEARNING

STANDARD TWO:STANDARD ONE: ENGAGING AND SUPPORTING ALL STUDENTS IN LEARNING

STANDARD THREE:

11

CA STANDARDS FOR THE TEACHING PROFESSION (2009)

Danielson's Framework (2013) Domain Correlation

EVALUATORS & PEER OBSERVERS An evaluation system should include opportunities for peer involvement for advisory and support purposes.

[Guiding Principle 7]

Evaluators and Peer Observers receive extensive training on the STEP Handbook, observation skills, training in

reflective feedback, and evidence collection. The goal is to ensure that there is consistency across the district

among evaluators and Peer Observers. Evaluators and peer observers calibrate regularly to strengthen inter-rater

reliability. Additionally, classroom observation data is analyzed to monitor the calibration between administrator

evaluators and peer/mentor ratings.

All observers must be trained in the STEP cycle. [Guiding Principle 10] Training modules are designed to prepare

observers and school leadership teams to implement the new System for Teacher Effectiveness and Professional-

Growth (STEP) in their program.

An evaluator is one who:

• Is trained in the observation criteria and are highly calibrated,

• Possesses the proper certification/licensure to be an evaluator or the LEA has deemed that peers may be

observers,

• Participates in extensive training on the STEP Handbook, observation skills, training in reflective feedback,

and evidence collection,

• Successfully participates in re-calibration training annually to maintain evaluator status.

Peer Observers are selected based on their effectiveness in the classroom, their sensitivity to the role of the

teacher and ability to share and respect that perspective, and their knowledge of best practice that yields results

with students. Form C is the form to be completed for those who would like to be a Peer Observer as well as for

those who would like the feedback from a Peer Observer. Forms F-1 through F-3 will be used by the Peer Observer

to provide feedback to the teacher being observed on a Domain of focus.

Selection Criteria for Peer Observers:

• Have recent classroom experience or demonstrated effectiveness in area of expertise

• Maintain positive relationships with other educators

• Are permanent employees in SCOE

• Have received positive evaluations for the last 5 years and maintain effective or exemplary ratings in order to

continue as a peer observer

• Have a minimum of 50% contract for the current school year

• Have a working knowledge of various instructional and behavior management strategies and technology skills

• Participate in school-wide support and collaboration opportunities.

• Participate in a minimum of 20 hours of professional development per school year.

In addition to the above criteria, the STEP Team will consider potential observers based upon:• Current assignment (grade level/content area)

• Division (elementary, middle, high)

• Current credentials held

• Years of Experience

Certified Peer Observers and Evaluators need to attend all STEP observation protocol and calibration trainings and

complete one of the items below:

1. Participate in a classroom observation/calibration with school administrator. Using The Framework for Teaching

Evaluation Instrument (2013 Edition) participant should score lesson consistent with administrator.

2. Provide professional development to staff on the Danielson Framework. Professional development training should

be consistent with school goals, and aligned with Danielson Domains that can be observed.

3. Be observed by administrator teaching lesson aligned to the Danielson Framework that can be observed.

4. Video tape a lesson aligned to the Danielson Framework that can be observed, and review with school administrator.

The videoed lesson must be rated as Proficient or Distinguished.

5. Participate in 10 hours of professional development with an outside provider, in the area of classroom observation.

Professional development options must be approved by SCOE staff.

12

YEAR-AT-A-GLANCE STEP TIMELINE

September

Informal Observations Ongoing

September - April

13

4

Teacher Self-

Assessment

Initial Planning

Sheet

Initial Planning

Conference

Lesson Design

Pre-Observation Conference

Observation Lesson

Reflection

Post-Observation Conference

Rating Mid-Year Reflection

Stakeholder Feedback Surveys

Administered

Informal Growth Plan Visits

Stakeholder Feedback

Reports Received

Lesson Design Pre-

Observation Conference

Observation Lesson

Reflection

Post-Observation Conference

Rating

Growth Planning: End-

of Year Reflection

FINAL EVALUATION CONFERENCE

Final Completion Due Date:

11/21/2014 Or within 4 days of Post-Observation

Conference

11/3 – 11/21 2014 Ongoing

9/2014 – 4/2015 3/2015

Formal Observation Cycle 1

Formal Observation Cycle 2

Completed within 5 days of the observation

Completed within 1-3 days

of the observation

Completion Due Date: 11/7/2014

Completed at least 1 day prior to observation

Completed at least 1day prior

to Pre-Observation Conference

Due 9/5/2014

Completion Deadline: 5/4/2015

Due 4/15/15 Final Completion Due Date: 3/27/2015

Or within 4 days of Post-Observation

Conference

Completed within 5 days of the observation

Completed within 1-3 days of the

observation

Completion Due Date:

3/13/2015

Completed at least 1 day prior to observation

Completed at least 1 day prior to Pre-

Observation Conference

Due 9/19/2014 Due 12/15/2014 Due 10/3/2014 Due: Sept. 10 Due: Sept. 30 Due: Sept. 30 Completion

Due by

November

30

Cycle 1

Completion Due

December 31 or

within 4 days of

Post-Observation

Conference

Due: Jan. 14

Check-In Due:

Jan. 31

March 1 – April 30

Ongoing

September – April 15 Date: May 31

Observation

completed by

March 31

Final Completion

by mid-April or

within 4 days of

Post-Observation

Conference

Due: April 14 Completion

Deadline:

May 1

ANNUAL STEP TIMELINE

Student

survey

Administered

by end of

March

Reviewed by

end of

April

14

ANNUAL STEP TIMELINE All evaluation components and procedures must be clearly defined, explained, and transparent to all educators. [Guiding Principle 9]

Teacher Self-Assessment • Time Frame: Overview and Forms A & B distributed prior to September 10• Expectations of Evaluator: Provide an overview of the evaluation process and distribute Forms

A & B prior to September 10.• Expectations of Evaluatee: Using Forms A & B, reflect on and assess personal professional

practice and analyze the learning and growth of his/her students in preparation for goalsetting. This reflection and self-assessment provides a rationale for the goals. (This step isinformed by the previous summative evaluation, student survey results, and studentassessment data.)

Goal Setting (Student growth goals and professional goals) • Time Frame: no later than September 30• Expectations of Evaluator: Schedule meeting with Evaluatee prior to September 30 to review

goals as identified on Form B: Multiple Measures Year Plan. Give input on the goals andstrategies that are proposed.

• Expectations of Evaluatee: Based on the self-assessment, the educator with input from theadministrator identify SMART goals and evidence to collect tied to a minimum of: One aspect of Danielson Framework Domain 4: Professional Responsibilities; One teacher selected Danielson Framework Domain 1-3; One school/program goal (Goals for School/Program will be provided by September 10

from administrator); and One area of student academic evidence that shows growth or one way to document

improving student behavior outcomes.

Completion of Actions/Strategies • Time Frame: from start of school year – April 14• Expectations of Evaluatee: collect evidence to show implementation/completion of actions

and strategies and record on Form J.

Observation and Collection of Evidence • Time Frame: from start of school year – April 14

Evidence should be collected throughout the school year. Formal observation data will take place after September 30.

• Expectations of Evaluator: collect evidence using multiple measures to inform progressthroughout the process of evaluation.

Recognizing that every lesson taught will not contain demonstrations of every component, the observer rates only the components that are observed during the lesson. If a component was not observed because it was not included within the flow of the lesson, it is not rated.

Formal observations are announced and encompass one complete lesson. Informal and pop-in observations are unannounced and focus on a standard or

component. Form I can be used to document the informal observation feedback. Any

15

ANNUAL STEP TIMELINE (CONT) documentation (positive or negative) to be used in conjunction with evaluation will be shared with the teacher within 5 days.

The informal observation process complements the formal observation process byenabling mentors, peers, supervisors, and administrators to conduct additional observations in order to gather more information about the teacher’s practice. Informal observations are shorter in length and may not reflect an entire lesson.

Ratings from formal and informal observations will be posted in teachers’ employeespace within 5 days, but can be extended up to 10 days with mutual agreement.

• Expectations of Evaluatee: collect evidence using multiple measures to inform progressthroughout the process of evaluation.

Mid-Year Reflection • Timeline: December 1 – January 14• Expectations of Evaluatee: Reflect on the strategies/actions taken for each of the goal areas

and the impact they have had on students. Use Form J for this purpose.

Mid-Year Check In • Timeline: January 15 - 31• Expectations of Evaluator: Set time to meet with Evaluatee. Review the Evaluatee’s progress

toward goals and/or performance against standards as identified on Form J. Analyze theevidence leading into a collaborative professional conversation with Evaluatee. Providefeedback through professional conversations that focuses on growth that has occurred.

• Expectations of Evaluatee: review progress toward goals and/or performance againststandards. Analyze the evidence and reflect on it, leading into a collaborative professionalconversation. Participate in professional conversations, sharing self-reflection onstrategies/actions taken and growth that has occurred, as well as highlight professionalgrowth needs.

These conversations help the educator make adjustments in his/her practice and select relevant professional learning opportunities.

Observation and Collection of Evidence See Step 3A

Formative Assessment/Evaluation (Analysis of evidence, Professional conversations, and Professional growth)

See Step 3B

End-of-Year Reflection • Timeline: April 1-14• Expectations of Evaluatee: Reflect on the strategies/actions taken for each of the goal areas

and the impact they have had on students.

Summative Evaluation This step is the culmination of multiple formative observations, reflection, professional conversations, etc. and is documented with Form L.

16

Timeline: April 15 – May 1

Expectations of Evaluator:

Set up a meeting with Evaluatee between April 15 – May 1.

Assess the evaluatee’s performance against the standards of professional practice,

attainment of student learning goals, and attainment of professional practice goals.

o The summative evaluation combines performance ratings from multiple measures:

Professionalism (Domain 4);

Teacher selected Danielson Framework Domain 1-3;

School/program goal;

Academic or behavior outcomes; and

Classroom observations

and is based on the Educator Performance Rating System.

Following the meeting, the evaluation will be finalized and shared with evaluatee for

signature.

Expectations of Evaluatee: The evaluatee shares his or her evidence of progress on established

goals.

Two significant implications of the evaluation system in years to come are that:

The summative evaluation involves a final rating of educators’ effectiveness based on

multiple measures.

The summative evaluation results determine the type and duration of an educator’s

subsequent Educator Plan, as well as consequences around rewards, recognition, and local

personnel decisions.

The System for Teacher Effectiveness and Professional-Growth (STEP) process is both formative and

summative, including each of the multiple measures. Peer/mentor observers and administrators can

help teachers identify areas for growth through classroom observations. Classroom observation and

evaluation results may be used to help teachers set training and professional development paths that

support the continuous improvement of their practice.

The formative assessment step ensures an opportunity for educators to receive feedback and

suggestions for improvement. The summative evaluation step completes a full evaluation cycle. The

meaning behind this step does not lie in the end of one cycle, but in the beginning of the next.

ANNUAL STEP TIMELINE (CONT)

17

MULTIPLE MEASURES

Weighting

Professional Responsibilities (Domain

4)

Teacher Selected Domain 1-3

School/Program Goal

Student Academic or Behavior

Outcomes that Show Growth

Formal Classroom Observations

An evaluation system must consider the complexities of teaching and student learning that are

outside of the teacher’s control and beyond the classroom walls. [Guiding Principle 8]

The SCOE System for Teacher Effectiveness and Professional-Growth (STEP) must include a variety of

evidence-based measures to evaluate teacher performance and effectiveness. [Guiding Principle 4]

Within each of the 5 multiple measures, there will be a 4 point rubric to show an overall

score. The overall score will determine the Educator Performance Rating (see page 25).

18

MULTIPLE MEASURES DEFINED

16% Professional Responsibilities (Domain 4)

A teacher’s capacity to reflect on their own practice, self assess, and participate in

meaningful professional growth increases their instructional effectiveness.

Professionalism is assessed over the course of the year by the Evaluatee and the

Evaluator through the use of a rubric based on the Danielson Framework Domain 4.

The Evaluator also assesses and scores the Evaluatee and identifies strengths and

growth areas. Evaluatees have an opportunity to influence their final Professionalism

ratings by discussing their performance during Mid- and End-of-Year Conferences,

after which Evaluators can finalize Professionalism ratings for the year.

STEPS:

1. Evaluatee reviews and reflects on Domain 4.

2. Development of SMART Goal based on that assessment

3. Delineate an action plan/activities

4. Capture evidence of actions

5. Complete mid-year self assessment (Form J)

6. Continue to collect evidence for provision at summative evaluation

Rubric: Danielson Evaluation Instrument Domain 4

Sample SMART Goal Sample Strategies/Actions Sample Evidence By May 30, 2016, I will

complete the first year of

Beginning Teacher Support

and Assessment (BTSA),

as demonstrated by

portfolio completion and

supervisor verification.

Participation in BTSA

Peer collaboration;

Mentor/mentee

relationships, Observations

in similar classrooms,

Seminars with other

teachers throughout the

county as well as portfolios

of my teaching skills.

Inquiry Portfolios (2)

Professional Development

Verification Form

Time Sheets with

verification of support

provider meetings,

observations, and seminar

attendance

19

16% Teacher Selected Goal from Domains 1-3

The Danielson Framework Domains are indicators of effective teaching practice and

tools for self-reflection, goal setting, and inquiry into practice. Evaluatees will use

them to inform their professional practice as they reflect and improve upon their

teaching as part of a continuous improvement cycle. Evaluatees will select one

Domain and develop a SMART goal and/or to launch a cycle of inquiry. Rating for this

measure will be based on the appropriate 4-point Danielson’s Evaluation Instrument.

STEPS: 1. Evaluatee will review the Domains and select one domain for goal development

2. If evaluatee has student survey data, review data to help determine area of focus

3. Write SMART goal or develop a cycle of inquiry

4. Develop action steps and/or strategies that will lead to successful goal

implementation

5. Collect and document evidence of implementation on Form J. Evidence could include

but is not limited to the following:

Student work

Video of lesson

Portfolio of artifacts related to goal

Lesson plans

6. Progress and evidence is discussed and evaluated at the mid-year conference as well

as post observation conferences

7. Final progress is reflected at the end of year evaluation.

Rubric: Danielson Evaluation Instrument Domains 1-3


Domain Sample SMART Goal Sample Strategies/Actions Sample Evidence 1f: Designing

student

assessments

3d: Using

assessment in

instruction

By June 2016, I will consistently use

formative assessment data on a daily basis to

informative classroom instruction as

measured by weekly logs.

Read Dylan Williams –Embedded

Formative Assessment

Create a list for formative assessment

strategies

Video lesson

Increased student

achievement

Weekly logs

3b: Using

questioning and

discussion

techniques

By June 2016, I will increase the number of

students that participate in collaborative

classroom discussions by 10% as measured

by student discussion logs and surveys

Train students in how to participate in

collaborative conversations

Train students to use student discussion

logs

Student discussion logs

Student pre/post surveys

3a:

Communicating

with students

During the 2015-16 school year I will develop

student-learning goals with 100% of my

students, as measured by end-of-year ILCPs.

Train students to write SMART goals

Gather student data to share with

students

Schedule individual initial meetings with

each student and help them write goal

Schedule monthly follow-up meetings with

students

Completed ILCP forms

Student pre/post surveys

3d: Using

assessment in

instruction

By the end of May 2016, 100% of students

will consistently assess their own learning in

relation to success criteria, as measured by

self-assessment logs

Develop success criteria for major units of

study

Train students in the area of self-

assessment

Monthly review of self-assessment

process

Student surveys

Success criteria

Student self-assessment logs

2a: Creating an

Environment of

Respect and

Rapport

By June 2016, 100% of students will say that

the classroom is a safe and respectful

environment, as measured by pre/post

student surveys.

Implement Capturing Kids Hearts

Create student contracts

Train students in classroom procedures

Post VIP’s for classroom procedures

Book Study with class – Building

Relationships in a High School Classroom

Student survey results

Decreased student referrals

Student contracts

20

16% School/Program Goal

School/Program goals are based upon data and designed to improve student

achievement. Each Evaluatee reviews School/Program goals and identifies one goal

for inclusion in their professional growth plan. Evaluatee will identify and collect

evidence used to determine the overall rating for this measure and will be included in

the Final Annual Teacher Evaluation (Form L). Evaluation of this goal is based on

Domain 4d and 4e or if applicable, other mutually agreed upon Danielson Domain.

STEPS:

1. Administrator/evaluator provides Evaluatee with annual school goals.

2. Evaluatee collaborates with evaluator to identify a single school/program goal

to be used as a multiple measure embedded in the evaluation process.

3. Evaluatee identifies strategies and actions for achieving the goal.

4. Evaluatee identifies evidence for collection.

5. Progress and evidence is discussed and documented at mid-year conference

(on Form J) as well as post observation conferences.

6. Final progress is reflected at end of year evaluation (Form L).

Rubric: Danielson Evaluation Instrument Domain 4

Sample SMART Goal Sample Strategies/Actions Sample Evidence During the 2015-16 school

year, Positive Behavior

Intervention Strategies will

be implemented in

classrooms, reducing

referrals and behavior

reports by 50%, effectively

increasing student’s

access to instructional

minutes.

Implement Positive

Behavior Strategies

Implement Weekly

Progress Reports

Review monthly referral

data

Implement social Contract

Track weekly levels

Track participants in

reward activities

Graph of monthly referral

data

Copy of social contract

Parent survey regarding

receipt of Weekly Progress

Report


21

16% Student Academic or Behavior Outcomes that Show

Growth

Teachers will develop student learning objectives based on individual student needs

and can include academic assessment and/or behavior data. Progress towards the

learning objectives will be used to modify instruction throughout the school year.

Growth will be demonstrated through assessments, data collection and/or anecdotal

observation notes. Other data can be used as appropriate to measure individual and

whole classroom growth. Evidence will be used to determine the overall rating for

this measure and will be included in the Mid-Year Conference (using Form J) and the

Final Annual Teacher Evaluation (Form L). Evaluation of this goal is based on

Danielson Domain 2d or 3d, or if applicable, other mutually agreed upon Danielson

Framework sub-domains.

STEPS:

1. Evaluatee develops a student learning objective.

2. Evaluatee identifies evidence to collect to demonstrate student progress

towards meeting learning objectives.

3. Evaluatee shares evidence with administrator at Formal Observation, Mid-

and End-of-Year Conferences.

Rubric: Danielson Evaluation Instrument

2d ―Managing Student Behavior‖

3d ―Monitoring of Student Learning‖

SMART Goal Strategies/Actions Sample Evidence

80% of students will

pass History Chapter

Tests

Students will take study

notes

Students will develop

test questions

Student notes

Sample Test questions

Data regarding test

analysis

By April 30, 2015,

students who are on a

Behavior Intervention

Plan (BIP) for at least

two weeks will be able

to report what supports

are in place for them

and how they can

access those supports,

as measured by student

interviews and staff

documentation.

Supports readily

available (i.e., icons,

designated cool-down or

take space areas, staff

informed of supports,

etc.)

BIP’s

Student Interviews

Daily Progress Reports


22

COMPONENTS OF FORMAL CLASSROOM OBSERVATIONS

A. Pre-observation Conference (Form D): The purpose of the Pre-Observation Conference is for the

evaluator to become familiar with the lesson to be observed, including:

Lesson objectives

Where the lesson fits in the sequence of learning

Learning outcomes

The instructional strategies that the teacher is planning to implement during the lesson

Differentiation

The Pre-Observation Conference also provides the following benefits:

Gives teachers an opportunity to demonstrate their planning and preparation skills (Domain

1).

Gives the teacher an opportunity to ask the evaluator to observe any components on which

the teacher would like additional input.

Drives rigor into the planning and preparation process that leads to effective classroom

instruction.

Enables evaluators an opportunity to evaluate teacher performance on planning and

preparation skills (Domain 1).

The evaluator will provide a minimum of a week’s notice for formal observations. The teacher

will submit Form D to the evaluator at least 24 hours prior to the pre-conference meeting. The

pre-observation conference may take place in person or via electronic media such as telephone

or email.

B. Formal Classroom Observations: The evaluator will utilize Form E “Classroom Observation Tool” to

record evidence of what the teacher is doing and saying as well as what the students are doing

and saying. All aspects of the Danielson Framework that are observable (Domains 2-3) will be

observed. A minimum of two lessons will be observed in their entirety on two separate occasions.

C. Post-observation Conference: Following the lesson, the teacher will reflect on the lesson using

Form G: “Post-Observation Evaluatee’s Reflection Form” to record his/her thoughts. The evaluator

will complete Form I: “Post-Observation Evaluator’s Summary”. The Post-Observation Conference

will take place within 5 days of the Formal Classroom Observation.


33% Formal Classroom/Professional Observations

(Observable Domains 2-3)

Classroom observations are based on a 4-point rubric, with a minimum of 2 full

lesson observations, as mutually agreed upon.

Examples of evidence are the forms used in formal and informal observations.

23

COMPONENTS OF INFORMAL CLASSROOM OBSERVATIONS

As teachers go through the growth and evaluation cycle, informal observations provide formative

assessments of their practice. These informal observations complement the formal classroom

observations by enabling mentors, peers, supervisors, and administrators to gather information about

the teacher’s practice throughout the cycle in order to inform areas of strength and areas of growth to

increase student learning.

Benefits include:

Opportunities for frequent, targeted feedback,

Opportunities to identify areas of growth to inform practice before the formal classroom

observations,

Opportunities to link professional development to identified growth areas during the current

school year,

Opportunities to solicit peer and/or administrator support in developing areas of weakness,

Opportunities for ―check-ins‖ on established annual goals, and

Increased student learning.

Process:

A. An observer (peer, supervisor, instructional coach, etc.) makes an unannounced visit and

observes 5-15 minutes in the classroom.

B. The observer collects data and creates a summary of data observed using Form I.

C. The observer presents that information to the teacher for self-reflection and sets a time to

meet (in person, electronically, or other mutually agreed upon method).

D. The teacher reflects on the data/summary and determines if something in their practice needs

changed and if they need support to make those changes.

E. The teacher and observer meet to discuss the data and results of the self-reflection and

determine next steps for growth.

24

Educator Performance Rating System

Distinguished

Proficient

Basic

Distinguished performance represents a level of performance that

exceeds the already high standard of Proficient. A rating of

Distinguished is reserved for performance on an Indicator or Standard

that is of such a high level that it could serve as a model. Few

educators are expected to earn Distinguished ratings on more than a

handful of Indicators.

*A benefit of a Distinguished Rating would be a five-

percentage increase for the two-year period of time in which

the Rating is Distinguished. [This would be negotiated and

implemented upon full implementation of the new evaluation

system.]

Proficient performance is understood to be fully satisfactory. This is

the rigorous expected level of performance: demanding, but

attainable.

Basic indicates performance that is below the requirements of a

Standard but is not considered to be Unsatisfactory at the time.

Improvement is necessary and an improvement plan will be

developed. A formal evaluation process will be in place until reaching

Proficient status.

Probationary teachers may be considered ―on track‖ as

developing toward Proficient within two years (as rated Basic).

New position

1st or 2nd year

Unsatisfactory performance is merited when performance has not

significantly improved following a rating of Basic, or performance is

consistently below the requirements of a standard and is considered

inadequate, or both. An improvement plan will be put in place when a

teacher receives an unsatisfactory performance rating.

Unsatisfactory

Based on the rating within each multiple measure, the evaluator will complete Form L. The scoring of

each multiple measure will have a maximum of 4 points, with the exception of Formal Classroom

Observation with a maximum score of 8 points.

Distinguished: 22 – 24 along with no area below Proficient rating*

Proficient: 18 – 21 along with no area of unsatisfactory rating

Basic: 13 – 17 along with no more than one unsatisfactory rating

Unsatisfactory: 0 – 12

Evaluation processes and tools should be differentiated (where applicable) to accommodate non-

classroom based teachers.

25

Self-Directed Growth Plan

•The Self-Directed Growth Plan applies to educators rated Proficient orDistinguished and is developed by the educator and mutually agreedupon with administrator. Educators with a Proficient or DistinguishedRating will be on a two-year plan. Additionally, there will be opportunitiesfor Proficient or Distinguished teachers to opt-in for peer observationand feedback conversations. Educators who receive DistinguishedRating will receive incentives, additional opportunities, etc.

Directed Growth Plan

•The Directed Growth Plan applies to educators rated Basic and is a planof one school year or less developed by the educator and the evaluator.Mandatory peer observation and feedback conversations.

Improvement Plan

•The Improvement Plan applies to educators rated Unsatisfactory overallor in one multiple measure and is a plan of no less than 30 calendardays and no longer than one school year, developed by the evaluator.The Improvement Plan is intended to identify specific areas forimprovement of performance and for identifying guidance and supportneeded to help the teacher improve. Peer observation and feedbackconversations will be mandatory. (PAR)

Developing Educator Plan

•The Developing Educator Plan* is developed by the educator and theevaluator and is for two years or until the credential is cleared.

EDUCATOR PLANS

Two-year plan for Self-Directed Growth entails for Year 1 all Multiple Measures. Year 2 of

the Self-Directed Growth Plan may consist of:

Continuation of Year 1 goals (with summative end of year evidence)

Self-selected new goals (with summative end of year evidence)

*Few new educators are expected to be Effective on every Indicator or even every

Standard in their first years of practice. Therefore, the fourth plan applies to teachers

without a Professional Clear Teacher Credential or an educator in a new assignment (at

the discretion of an administrator).

26

RE

SO

UR

CE

S

ALIGNMENT WITH OTHER SYSTEMS

SYSTEM REVIEW SCOE will develop and/or modify the System for Teacher Effectiveness and Professional-Growth

(STEP) in collaboration with administrators, teachers, and their exclusive bargaining

representatives. A collaborative process involving teachers and administrators will result in

meaningful evaluations and a stronger evaluation system. Lessons learned from implementation

will be used to continuously improve over time the state criteria and inform local evaluation and

support systems.

In the first 3 years, SCOE will conduct an annual self-evaluation relative to the System for Teacher

Effectiveness and Professional-Growth (STEP), moving to a bi-annual review in Year 4.

Through the Local Control Accountability Plan, funds will be allocated to support the

implementation of the System for Teacher Effectiveness and Professional-Growth (STEP),

including compensation for coaches, allocation for substitutes, etc. General Funds will be

considered if the LCAP funds available are not sufficient to meet the needs identified within

the STEP.

Parts of the three Professional Development days, as well as release days, and agreed-upon

after school hours will be utilized for:

Training for Coaches

Training/Calibration for evaluators/observers

Training for teachers in STEP process and components

Observations

Implementation of the STEP process

In Pilot Year 1 (2014-15), resources (funds and time) will be dedicated to develop/revise

the model for non-classroom based educators to be piloted in Year 2 (2015-16).

In Pilot Year 2 (2015-16), resources (funds and time) will provide the remaining classroom-

based teachers to participate in the pilot program.

Implementation of the System for Teacher Effectiveness and Professional-Growth (STEP) is aligned with

district and school improvement, part of the state’s system of accountability and support to help

students, educators, and programs achieve SCOE’s mission.

There is alignment to:

The goals and objectives of programs/schools as they support educators and seek to

improve the profession;

Peer mentoring programs; and

The Peer Assistance and Review (PAR) program.

27

Teacher Self-Assessment Form

Name:

School/Program: Grade Level(s):

Subject(s): Supervisor

Date Developed:

The purpose of the Self-Assessment is to allow educators to reflect on their practice, identifying their own professional strengths and areas of

development. Your Self-Assessment will lead directly into the development of your Integrated Professional Learning System Goals. Before completing

the Self-Assessment, review any prior evaluations (especially last year’s), including feedback from your prior evaluation, student surveys, CAASPP data,

and other local data. The areas of strengths and areas of development should be aligned with competencies in these rubrics.

Self-Assessment– Professional Practice

Using the Charlotte Danielson’s Framework for Teaching rubric, for each domain identify at least one competency as a strength and at least one as an

area for development. Using previous evaluations and any other relevant information, provide a rationale for why you chose these competencies.

(EXAMPLE) Professional Practice Strength

Domain 3: Instruction

(EXAMPLE) Professional Practice Area of Development


EX

AM

PLE

– 3

c

EX: On my previous evaluation, I earned a “Distinguished” rating

on this competency with my evaluator commenting that “Nearly

every student in the classroom is engaged in their work but not all

are working on the same thing. The level of student choice in your

class is impressive - it is clear that they find meaning in their

work”.

Also, in my end-of-year student surveys last year, 90% of my

students reported that they felt connected to the topics in class

and 87% reported that they felt they had choices in their learning

activities. This is something I spent a great deal of time working on

last year and was the focus of one of my professional growth

goals.

EX

AM

PLE

– 3

c

EX: On my previous evaluation, I earned a “Basic” rating on this

competency. My evaluator commented that “Many students are

reading books that are either too difficult or not challenging

enough. Several opportunities exist to connect students to the

curriculum through available technology but are not being

utilized.”

In addition to my evaluator’s comments, I know that I can do a

much better job of matching students to text using lexile ratings.

Using our new SRI computer program, I can update student

reading levels regularly and use them to better individualize

reading materials.

FORM

A-1

28

FORM

A-2

Summary of A Framework for Teaching, Charlotte Danielson, 2013 Domain 1

Planning and Preparation

Domain 2

The Classroom Environment

a. Demonstrating Knowledge of Content and Pedagogy

Knowledge of Content and the Structure of the Discipline

Knowledge of the Prerequisite Relationships

Knowledge of Content-Related Pedagogy

b. Demonstrating Knowledge of Students

Knowledge of Child and Adolescent Development

Knowledge of the Learning Process

Knowledge of Students’ Skills, Knowledge, and Language Proficiency

Knowledge of Students’ Interests and Cultural Heritage

Knowledge of Students’ Special Needs

c. Selecting Instructional Outcomes

Value, Sequence and Alignment

Clarity

Balance

Suitability for Diverse Students

d. Demonstrating Knowledge of Resources

Resources for Classroom Use

Resources to Extend Content Knowledge and Pedagogy

Resources for Students

e. Designing Coherent Instruction

Learning Activities

Instructional Materials and Resources

Instructional Groups

Lesson and Unit Structure

f. Designing Student Assessments

Congruence with Instructional Outcomes

Criteria and Standards

Design of Formative Assessments

Use for Planning

a. Creating an Environment of Respect and Rapport

Teacher Interactions with Students, Including Both Words and

Actions

Student Interactions with Other Students, Including Both Words

and Actions

b. Establishing a Culture for Learning

Importance of the Content and of Learning

Expectations for Learning and Achievement

Student Pride in Work

c. Managing Classroom Procedures

Management of Instructional Groups

Management of Transitions

Management of Materials and Supplies

Performance of Classroom Routines

Supervision of Volunteers and Paraprofessionals

d. Managing Student Behavior

Expectations

Monitoring of Student Behavior

Response to Student Misbehavior

e. Organizing Physical Space

Safety and Accessibility

Arrangement of Furniture and Use of Physical Resources

Domain 4

Professional Responsibilities

Domain 3

Instruction

a. Reflecting on Teaching

Accuracy

Use in Future Teaching

b. Maintaining Accurate Records

Student Completion of Assignments

Student Progress in Learning

Non-instructional Records

c. Communicating with Families

Information about the Instructional Program

Information about Individual Students

Engagement of Families in the Instructional Program

d. Participating in a Professional Community

Relationships with Colleagues

Involvement in a Culture of Professional Inquiry

Service to the School

Participation in School and District Projects

e. Growing and Developing Professionally

Enhancement of Content Knowledge and Pedagogical Skills

Receptivity to Feedback from Colleagues

Service to the Profession

f. Showing Professionalism

Integrity and Ethical Conduct

Service to Students

Advocacy

Decision Making

Compliance with School and District Regulations

a. Communicating with Students

Expectations for Learning

Directions for Activities

Explanations of Content

Use of Oral and Written Language

b. Using Questioning and Discussion Techniques

Quality of Questions/Prompts

Discussion Techniques

Student Participation

c. Engaging Students in Learning

Activities and Assignments

Grouping of Students

Instructional Materials and Resources

Structure and Pacing

d. Using Assessment in Instruction

Assessment Criteria

Monitoring of Student Learning

Feedback to Students

Student Self-Assessment and Monitoring of Progress

e. Demonstrating Flexibility and Responsiveness

Lesson Adjustment

Response to Students

Persistence

29

Teacher Self-Assessment– Professional Practice

Domain Professional Practice Strength Professional Practice Area for Development

Do

ma

in 1

P

lan

nin

g a

nd

Pre

pa

rati

on

Do

ma

in 2

C

lassro

om

En

vir

on

me

nt

Do

ma

in 3

In

str

ucti

on

Do

ma

in 4

P

rofe

ssio

na

l

Re

sp

on

sib

ilit

ies

FORM

A-3

30

Self-Assessment Narrative

Please respond to each of the following prompts below.

1. Prioritize. Review the three (or more) areas of development identified in your Self-Assessment and areas of strength. Reflect on

your professional growth over the last year and prioritize these three to six areas of development that are most important for your

professional growth and will yield the best outcomes for your students.1.

2.

3.

4.

5.

6.

2. Summarize. Briefly summarize the top priority for Domain 4 (Professionalism) and the top priority from Domains 1-3 that you plan to focus

on in the coming year in two paragraphs or less. Explain why these are your priority areas of growth and how focusing on these development

areas will help you improve as a professional. These areas of development will be the basis for two of your SMART Goals (Professionalism,

Teacher Selected).

3. Is there anything else about your role as an educator this year that you feel is important to share with your evaluator (new assignment,

change in curriculum, etc.)?

FORM

A-4

31

Multiple Measure &

Percentage

SMART Goal & Rationale Evidence to Collect

Danielson

DOMAIN 4:

Professional

Responsibilities

(16%)

Teacher Selected

Danielson

Framework

DOMAINS 1-3 (16%)

Domain #___

School/Program

Goal (16%)

Student Academic

or Behavior

Outcomes that Show

Growth (16%)

Formal Classroom

Observations based

on DOMAINS 1-3

(33%)

NA NA

Professional

Development

Growth Plan for Year

___________

SCOE System for Teacher Effectiveness

and Professional-Growth (STEP)

Classroom-Based Multiple Measures Year Plan

Teacher Name:_________________________ Signature:___________________________

Assignment: ___________________________ Date: ______________________________

Program: ______________________________

FORM

B

32

Lorem Ipsum Dolor



Peer Observation Application

Teacher Name:

1. Please indicate your interests: (you may choose both)

I am interested in having a Peer-Observer. (answer #2-5)

I am interested in being a Peer-Observer. (answer all)

2. Briefly describe your teaching experience including context areas/grade level

assignments.

3. How many years have you taught in SCOE?

4. What is your current assignment and program?

5. What do you hope to get out of this experience?

6. Would you be able to attend the trainings?

7. Do you currently have a 50% or more teaching assignment?

*Release time during the regular scheduled work day will be provided to the Peer Observer to participate in training,calibration, and collaboration time with the Evaluatee. Hours beyond the regular work day will be considered as professional development activities as defined in Article 10.7.

FORM

C

33



Pre-Observation Conference

Interview Protocol: In order provide a rating in Domain 1: Planning and Preparation, the evaluator

meets with the teacher prior to the formal observation to discuss the components. The teacher

demonstrates their skill in designing instruction, instructional outcomes, and assessments, as well as

knowledge of content, pedagogy, students, and appropriate resources. The pre-conference is a time for

the teacher to share the lesson design and the observer to discuss and assess the components. The

teacher should be able to answer the questions listed below.

1. To which part of your curriculum does this lesson relate?

2. How does this learning ―fit‖ in the sequence of learning for this class?

3. Briefly describe the students in this class, including those with special needs.

4. What are your learning outcomes for this lesson? What do you want the student to understand?

5. How will you engage the students in the learning? What will you do? What will the students do? Will

the students work in groups, or individually, or as a large group? Provide any worksheets or other

materials the students will be using.

6. How will you differentiate instruction for different individuals or groups of students in the class?

7. How and when will you know whether the students have learned what you intend?

8. Is there anything you would like me to specifically observe during the lesson?

Signature of Evaluatee _______________________________________ Date ________________

Signature of Observer ____________________________________________ Date ________________

FORM

D

34



Classroom Observation Tool

Date: Teacher:

Grade(s): Subject:

Time: Number of Students:

Anecdotal Evidence

What is the teacher doing/saying? What are the students doing/saying?

Questions, Comments:

FORM

E

35

Standard Components Unsatisfactory Basic Proficient Distinguished

1a: Demonstrating Knowledge of

Content and Pedagogy

1b: Demonstrating Knowledge of

Students

1c: Setting Instructional Outcomes

1d: Demonstrating Knowledge of

Resources

1e: Designing Coherent Instruction

1f: Designing Student Assessments

DOMAIN 1 TOTALS

DOMAIN #1: Planning and Preparation

**Rubric scoring based on pre-conference meeting.

Evidence:

Questions/Comments:



Classroom Observation Form

FORM

F-1

36




Domain Components Unsatisfactory Basic Proficient Distinguished

2a: Creating an Environment of

Respect and Rapport

2b: Establishing a Culture for Learning

2c: Managing Classroom Procedures

2d: Managing Student Behavior

2e: Organizing Physical Space

DOMAIN 2 TOTALS

DOMAIN 2: The Classroom Environment

Evidence:

Questions/Comments:

FORM

F-2

37

Domain Components Unsatisfactory Basic Proficient Distinguished

3a: Communicating with Students

3b: Using Questioning and Discussion

Techniques

3c: Engaging Students in Learning

3d: Using Assessment in Instruction

3e: Demonstrating Flexibility and

Responsiveness

DOMAIN 3: TOTALS

DOMAIN 3: Instruction

Evidence:

Questions/Comments:




FORM

F-3

38



Post-Observation Evaluatee’s Reflection Form

1. In general, how successful was the lesson? Did the students learn what you intended for them to

learn? How do you know?

Interview Protocol for Post Conference Reflection [Note: Use Form G for Reflection & Completion]

2. If you were able to bring samples of student work, what do those samples reveal about those

students’ level of engagement and understanding?

3. Comment on your classroom procedures, student conduct, and your use of physical space. To what

extend did these contribute to student learning?

4. Did you depart from your plan? If so, how and why?

Teacher: _________________________________________ Date: __________________

5. Comment on different aspects of your instructional delivery (e.g., activities, grouping of students,

materials and resources). To what extent were they effective?

6. If you had a chance to teach this lesson again to the same group of students, what would you do

differently?

FORM

G

39



Post-Observation Evaluator’s Summary

Danielson’s Framework for Teaching Unsatisfactory Basic Proficient Distinguished

DOMAIN 1: Planning and Preparation

DOMAIN 2: The Classroom

Environment


Lesson Summary:

Comments from Evaluator

Observations:

Highlights:

Signatures:

Teacher: _________________________________________ Date: __________________

Evaluator: _________________________________________ Date: __________________

Questions:

FORM

H

40



Informal Observation Summary

Danielson’s Framework for Teaching Unsatisfactory Basic Proficient Distinguished

DOMAIN 1: Planning and Preparation

DOMAIN 2: The Classroom

Environment


Visit Summary:

Comments from Observer

Observations:

Signatures:

Teacher: _________________________________________ Date: __________________

Observer: _________________________________________ Date: __________________

Questions:

FORM

I

41

Degree of Achievement Key

EX = Exemplary

E = Effective

D = Developing

U = Unsatisfactory


and Professional-Growth (STEP) Mid-Year Conference Form

SMART Goal Evidence Collected Mid-year Self Reflection Degree of Achievement (complete during conference)

Domain #

Evaluator Feedback

Evaluator:______________________________________

Evaluatee:________________________________

Date: ___________________

FORM

J

42

Danielson Framework Guiding Questions Standard 1: Engaging and Supporting All Students in Learning

FORM K-1

Domain 1: Planning and Preparation

1a: Demonstrating knowledge of content and pedagogy

Possible Guiding Questions:

• Specifically, what do you expect the student to know and howdo you make connections to the PA Core Standards?

• What things do you routinely do to extend your contentknowledge in the subject/subjects you teach?

• Describe the process you use as you plan your daily lessons.• What strategies do you use to check students’ prior

knowledge and possible misconceptions as you begin thestudy of a new concept?

• How do you adapt instruction for those students who needextra time and alternative strategies to master a concept?

• What enrichment is available for those who have masteredthe concept you are teaching?

1b: Demonstrating knowledge of students


• Is there anything about your class of students I should knowbefore I come in?

• Tell me about your greatest challenges with your studentsand the strategies you are using to meet those challenges.

• What resources do you use/need to support all the variedneeds of your students?

• Use evidence to cite some successes you haveachieved with at-risk students by differentiating yourpractice.

• What resources are we lacking in our school that youcould use to improve student learning?

1c: Setting instructional outcomes Possible Guiding Questions:

• After you look at the standards you are teaching toward, howdo you determine the goals you will set for your students?

• What are the most important considerations in planning yourinstruction?

• What options are available for students who need extrasupport and time to meet the instructional goals and thosewho may have already mastered them?

• What are you going to be listening for as you listen to studentsworking together?

Modified from Possible Guiding Questions: Strategic Discussions Between Principals and Teacher (07/01/14) © Pennsylvania Department of Education, 2014

43

Danielson Framework Guiding Questions Standard 1: Engaging and Supporting All Students in Learning (con’t)

FORM K-2


1d: Demonstrating knowledge of resources Possible Guiding Questions:

• How do you communicate and work cooperatively with parents,counselors, industry (CTC) and others in the community, andbeyond to address your students’ needs?

• What resources do you visit most often when you plan instruction?• How do you help your students, parents, receive support when it is

needed?

1e: Designing coherent instruction Possible Guiding Questions: • How do your lessons align with PA Core Standards?• As the designer of your classroom instruction, how do you plan to

meet the needs and interests of all of your students to give themvaried experience and keep them engaged and motivated to learn?

• How is time allocated to work cooperatively with other teachers tobe sure that your instruction is aligned with students’ previousknowledge so that they can make connections for deeperunderstanding?

• What support is available for the students who may not master aconcept the first time it is taught?

• Describe the process and design of your lesson plans. How do youplan with your colleagues, observe other teachers’ lessons orcooperatively study lessons to maximize student achievement andreflect on your practice?

• How do you meet the needs and interests of your students, keepingthem engaged and motivated?

1f: Designing student assessment Possible Guiding Questions: • How do you use multiple forms of assessment including

diagnostic, formative and summative to plan instruction andinform your work?

• Before you design your instruction, do you consider what youwant the students to know and how you will assess it? Explainyour process.

• Explain how you clarify expectations for students by using: Exemplary student work Rubrics Explicit directions Modeling Student repetition of details

• What formative assessments do you use most often to identifystudent needs and to plan your instruction?

• How do you benchmark your assessments with other teachers atyour level to inform your expectations and insure high expectationsfor all students?

• Please share the ways you provide students with timely feedback ontheir learning and give them opportunities for improvement?

• What should I expect to hear your students say or do that would beevidence that they have met the instructional goals for today?

44

Danielson Framework Guiding Questions DOMAIN 2: The Classroom Environment FORM

K-3

Domain 2: The Classroom Environment 2a: Creating an environment of respect and rapport


• How do you model respectful behavior for your students?• What barriers to appropriate behavior do you encounter and what

have you done to minimize them?• How do you cultivate communication and rapport with and

among all of your students?2b: Establishing a culture for learning


• In what ways have you established a culture for learning in yourclassroom?

• Student engagement is about the nature of the work and who does it.In what ways do you encourage your students to be activeparticipants?

• In addition to the planned lesson, how have you created anenvironment in which students can pursue knowledge of theirown interests?

2c: Managing classroom procedures Possible Guiding Questions:

• What rituals and routines have you encouraged in your classroom toset a tone of respectful behavior?

• How do you encourage your students to share roles andresponsibilities with non- instructional routines for efficient classroomoperations?

• When collaborative grouping occurs, how do you manage equitablegoals for all group members to share in the learning process?

2d: Managing student behavior Possible Guiding Questions:

• Describe your student behavior plan/positive behavior managementprogram. Is it clear, consistent, fair, appropriate and preventive?

• Have your students shared the responsibility for determining the plan?• What is the most persistent behavior problem in your classroom? What

are your current solutions?

2e: Organizing physical space Possible Guiding Questions:

• How is your classroom organized to accommodate: Students with special needs Cooperative learning Appropriate use of technology Teacher-student conferences Safety and movement Project//Performance based learning

In your planning, how do you encourage a pleasant and inviting atmosphere that serves the purpose of your lesson?


45

Danielson Framework Guiding Questions DOMAIN 3: Instruction

FORM K-4


3a: Communicating with students Possible Guiding Questions: • What strategies do you use to check students’ misconceptions as you

begin the study of a new concept?• How do you maximize student understanding through:

Flexible grouping Differentiation Cross-curricular instruction

• How do you encourage students to share?• How are you utilizing technologies in your classroom?

3b: Using questioning and discussion techniques

Possible Guiding Questions: • Explain how your classes are a combination of mini-lessons with

opportunities for student engagement; reflection and sharing thatgo beyond memorization of facts.

• How do you provide students with practice in being good consumers ofinformation by: Analyzing Synthesizing Evaluating Thinking critically Summarizing Strategic thinking Application to real life situations and new learning

3c: Engaging students in learning Possible Guiding Questions: • In your planning, how do you determine groups of students who work

cooperatively?• What kinds of things will I hear that will be evidence of a high level of

rigor during this lesson?• What activities are planned to help students to reach a different level of

understanding?3d: Using assessment in instruction Possible Guiding Questions:

• Describe how you use the following items to clarify expectations in yourclassroom. Exemplary student work Rubrics Timely feedback

• Which opportunities for immediate feedback are most popular withyour students and why? Computer exercises Working in pairs Student-teacher conferences Working in small groups

How do you use portfolios to collect student work as a means of assessing change over time and progress on individual tasks?

46

Danielson Framework Guiding Questions DOMAINS 3 (con’t) & 4: Professional Responsibilities

FORM K-5

3e: Demonstrating flexibility and responsiveness


• How do you ensure that all students are respected as they offersolutions to problems?

• What classroom strategies do you use to encourage lessons that arerigorous, relevant and related to real life?

Domain 4: Professional Responsibilities

4a: Reflecting on teacher and student learning

Possible Guiding Questions: • In what ways have you reflected on the observed lesson?• What professional development contributed to the strategies

you used during the lesson?• In retrospect, what would you do differently?• Would you be willing to share your effective practices with your peers?• In what ways are you, as a teacher, helping your district to grow?

4b: System for managing students’ data Possible Guiding Questions: • Describe the system you use for managing the daily information you

collect concerning your students’ instruction and needs.• In what ways do students have opportunities to view and maintain

their assessment information?• How is individual progress shared and/or celebrated with students?• How do you use data to guide your planning and instruction?

4c: Participating in a professional community

Possible Guiding Questions: • Describe your role in our school as a professional learning community?• What opportunities do you have to share classroom research and

successes with your colleagues?• How would you describe the context of our school and our

opportunities for improvement?4d: Growing and developing professionally

Possible Guiding Questions: • Are you a member of any professional organizations?• Do you subscribe to any educational research journals?

Which have been most helpful to you and why? Would you recommend any journals or recent

books to be part of our professional library?• What do you see as urgent issues now in the field of education?• How would you describe your school to a new family in the district?

4e: Showing professionalism Possible Guiding Questions: • What do you believe to be the characteristics of an exemplary teacher?• What are your personal goals to maintain your professionalism?

47

SCOE’s STEP Annual Teacher Evaluation Form

FORM L

Danielson Framework Domains –Summary of Evidence

Check Teacher-selected Domain*

Unsatisfactory (1 point)

Basic (2 points)

Proficient (3 points)

Distinguished (4 points)

Total out of 4

possible points

#1: Planning & Preparation

#2: Environment

#3: Instruction

Feedback:

Danielson Framework Domain 4 –Summary of Evidence

Unsatisfactory (1 point)

Basic (2 points)



Total out of 4 possible

points #4: Professional

Responsibilities

Feedback:

Multiple Measures

Summary of Evidence Unsatisfactory (1 point)

Basic (2 points)



Total out of 4 possible points

School/Program Goal

Feedback:

Summary of Evidence Unsatisfactory (1 point)

Basic (2 points)



Total out of 4 possible points

Student Academic or Behavior Outcomes that Show Growth Feedback:

*Only respond to Teacher Selected Domain.

48

SCOE’s STEP Annual Teacher Evaluation Form

Danielson Framework

Domains – Classroom

Observation Summary

Unsatisfactory

(1 point)

Basic

(2 points)

Proficient

(3 points)

Distinguished

(4 points)

Total out of 4

possible

points

#2: Environment

#3: Instruction

TOTAL POINTS (8

possible)

Feedback:

Strengths:

Areas Needing Improvement:

Educator Performance Rating See Handbook page 25

Distinguished

Proficient

Basic

Unsatisfactory

Professional

Responsibilities

– Domain 4

Teacher

Selected

Domains 1-3

(one teacher

selected)

School/Progra

m Goal

Student

Academic or

Behavior

Outcomes that

Show Growth

Formal

Classroom

Observations

Total

Points for

All Multiple

Measures

4 Points

Possible

4 Points

Possible

4 Points

Possible

4 Points

Possible

8 Points

Possible

Points Points Points Points Points TOTAL

Signatures:

Teacher: _________________________________________ Date: __________________

Evaluator: _________________________________________ Date: __________________

FORM

L Multiple Measures - Continued

Multiple Measures Summary

Educator Plan for Next Year: See Handbook page 26

Self-Directed Growth Plan

Directed Growth Plan

Improvement Plan

Developing Educator Plan

Areas Needing Improvement:

49

Teacher Self-Reflection Process ―Expertise does not come naturally. Developing a skill takes time, effort, energy, and a hefty dose of self-

reflection. The difference between learning a skill and being able to implement it effectively resides in our

capacity to engage in deep, continuous, rigorous thought about that skill.

Definition of Self-Reflection: the act of exerting mental energy about our professional responsibilities and a series

of very specific reflective behaviors:

Gaining awareness of our educational surroundings (students, content, and pedagogy).

Planning deliberately and taking action with intentionality.

Assessing the impact of our decisions and actions.

Adjusting our course of action based on the feedback we receive from those assessments.

Engaging in this reflective cycle continuously.‖

Teach, Reflect, Learn (2015)

REFLECTION QUESTIONS

Self-Directed Learning

Why did you enter the teaching profession?

What are your strengths as a teacher?

What are the top three things that you bring to the classroom?

When do you feel successful? When do you feel least confident?

What part of the school day do you look forward to most? Which part do you dread? Why?

Student-Focused Learning

Which students are most successful you your class? What do you suppose they are successful?

Which students struggle in your class? Why do you suppose they struggle?

When you ask questions in your classroom, who responds?

What procedures do you have in place to allow all students to answer your questions?

How many students mastered the learning objectives of your last assessment/unit? How many

students did not master the learning objectives?

Activating and Engaging Questions

As you reflect on this lessons/unit, what are some things that come to mind?

Given your recollections, what are some things that captured your attention?

In this lesson/unit, what was particularly satisfying?

In this lesson/unit, what were some things that concerned you?

Exploring and Discovering Questions

What are some of the evidence that supports your impressions/judgments?

What are some examples that stand out for you (student responses, work samples, interaction patterns)?

Given what occurred, how typical are these results?

What percentage of the time does this (behavior, learning, response pattern…) tend to happen?

How similar or different is what you anticipated from what occurred?

How might you compare students who are successful to those who were less so?

What are some factors that influenced what happened?

Given (specific success/concerns), what’s your hunch about what may have it produced it?

Organizing and Integrating

Based on self-reflection, what are some new connections (about students, curriculum, instruction) that

you are making?

As a result of this reflection, what are some things that you are taking away from this experience that will

influence your practice in the future?

50

LINK to Danielson Evaluation Framework: www.pdfsdocuments.com/charlotte-danielson-framework-for-teaching-rubric-2013.pdf

Danielson’s Framework for Teaching 2013

51

http://www.pdfsdocuments.com/charlotte-danielson-framework-for-teaching-rubric-2013.pdf

Documents

System for Teacher Effectiveness - Shasta COE€¦ · Effectiveness, New Teacher Project: This report states, ―A Teacher’s effectiveness – the most important factor for schools