TENTATIVE AGREEMENT-JAN. 2015trueassociation.org/wp-content/.../EVALUATIONS-CSTP... · California Standards for the Teaching Profession (CSTP) (2009) Standard 1: Engaging and Supporting

California Standards for the Teaching Profession (CSTP) (2009)

Standard 1: Engaging and Supporting All Students in Learning

1.1 Using knowledge of students to engage them in learning

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

1.3 Connecting subject matter to meaningful real-life contexts

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

learning needs

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

1.6 Monitoring student learning and adjusting instruction while teaching

Standard 2: Creating and Maintaining Effective Environments for Student Learning

2.1 Promoting social development and responsibility within a caring community where each student

is treated fairly and respectfully

2.2 Creating physical or virtual learning environments that promote student learning, reflect diversity,

and encourage constructive and productive interactions among students

2.3 Establishing and maintaining learning environments that are physically, intellectually, and

emotionally safe

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

students

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

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

Standard 3: Understanding and Organizing Subject Matter for Student Learning

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

frameworks

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

of subject matter

3.3 Organizing curriculum to facilitate student understanding of the subject matter

3.4 Utilizing instructional strategies that are appropriate to subject matter

3.5 Using and adapting resources, technologies, and standards-aligned instructional materials,

including adopted materials, to make subject matter accessible to all students

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

access to the content

Standard 4: Planning Instruction and Designing Learning Experiences for All Students

4.1 Using knowledge of students’ academic readiness, language proficiency, cultural background,

and individual development to plan instruction

TENTATIVE AGREEMENT-JAN. 2015

4.2 Establishing and articulating goals for student learning

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

learning

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

students

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

students

Standard 5: Assessing Students for Learning

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

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

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

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

instruction

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

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

learning

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

their families

Standard 6: Developing as a Professional Educator

6.1 Reflecting on teaching practice in support of student learning

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

and development

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

student learning

6.4 Working with families to support student learning

6.5 Engaging local communities in support of the instructional program

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

6.7 Demonstrating professional responsibility, integrity and ethical conduct


Twin Rivers Unified School District INFORMAL WALKTHROUGH FORM

Teacher Name: _______________________________ Time In: _________

Grade/Class/Period: _______________________________ Time Out: _________

Date: _______________________________

The purpose of this form is to document observed CSTP.

STANDARD EVIDENCE OBSERVED

CSTP 1: Engaging and Supporting all Students in Learning ___ 1.1 Using knowledge of students to engage them in learning ___ 1.2 Connecting learning to students’ prior knowledge, backgrounds, life experiences, and interests 1.3 Connecting subject matter to meaningful real-life contexts 1.4 Using a variety of instructional strategies, resources, and technologies to meet students’ diverse learning needs 1.5 Promoting critical thinking through inquiry, problem solving, and reflection 1.6 Monitoring student learning and adjusting instruction while teaching

CSTP 2: Creating and Maintaining Effective Environments for Student Learning

2.1 Promoting social development and responsibility within

a caring community where each student is treated fairly and respectfully 2.2 Creating physical or virtual learning environments that promote student learning, reflect diversity, and encourage constructive and productive interactions among students 2.3 Establishing and maintaining learning environments that are physically, intellectually, and emotionally safe 2.4 Creating a rigorous learning environment with high expectations and appropriate support for all students 2.5 Developing, communicating, and maintaining high standards for individual and group behavior 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

CSTP 3: Understanding and Organizing Subject Matter for Student Learning

3.1 Demonstrating knowledge of subject matter, academic content standards, and curriculum frameworks 3.2 Applying knowledge of student development and proficiencies to ensure student understanding of subject matter 3.3 Organizing curriculum to facilitate student understanding of the subject matter 3.4 Utilizing instructional strategies that are appropriate to subject matter 3.5 Using and adapting resources, technologies, and standards-aligned instructional materials, including adopted materials, to make subject matter accessible to all students 3.6 Addressing the needs of English learners and students with special needs to provide equitable access to the content

CSTP 4: Planning Instruction and Designing Learning Experiences for All Students


Twin Rivers Unified School District INFORMAL WALKTHROUGH FORM

Teacher Name: _______________________________ Time In: _________

Grade/Class/Period: _______________________________ Time Out: _________

Date: _______________________________

The purpose of this form is to document observed CSTP.

4.1 Using knowledge of students’ academic readiness, language proficiency, cultural background, and individual development to plan instruction 4.2 Establishing and articulating goals for student learning 4.3 Developing and sequencing long-term and short-term instructional plans to support student learning 4.4 Planning instruction that incorporates appropriate strategies to meet the learning needs of all students 4.5 Adapting instructional plans and curricular materials to meet the assessed learning needs of all students

CSTP 5: Assessing Students for Learning 5.1 Applying knowledge of purposes, characteristics, and uses of different types of assessments 5.2 Collecting and analyzing assessment data from a variety of sources to inform instruction 5.3 Reviewing data, both individually and with colleagues, to monitor student learning 5.4 Using assessment data to establish learning goals and to plan, differentiate, and modify instruction 5.5 Involving all students in self-assessment, goal setting, and monitoring progress 5.6 Using available technologies to assist in assessment, analysis, and communication of student learning 5.7 Using assessment information to share timely and comprehensible feedback with students and their families

CSTP 6: Developing as a Professional Educator 6.1 Reflecting on teaching practice in support of student learning 6.2 Establishing professional goals and engaging in continuous and purposeful professional growth and development 6.3 Collaborating with colleagues and the broader professional community to support teacher and student learning 6.4 Working with families to support student learning 6.5 Engaging local communities in support of the instructional program

Comments:


*The purpose of this form is to document observed CSTP.

TWIN RIVERS UNIFIED SCHOOL DISTRICT OBSERVATION FORM

Certificated Evaluation*

Employee: School Year:

Site: Evaluator:

Date of 1st 2nd Observation: (Circle One)

Post Observation Conference Date: Observation Form Provided On:

Temporary Probationary 1 Probationary 2 Permanent STANDARD EVIDENCE OBSERVED

CSTP 1: Engaging and Supporting all Students in Learning __1.1 Using knowledge of students to engage them in learning __1.2 Connecting learning to students’ prior knowledge, backgrounds, life experiences, and interests __1.3 Connecting subject matter to meaningful real-life contexts __1.4 Using a variety of instructional strategies, resources, and technologies to meet students’ diverse learning needs __1.5 Promoting critical thinking through inquiry, problem solving, and reflection __1.6 Monitoring student learning and adjusting instruction while teaching

CSTP 2: Creating and Maintaining Effective Environments for Student Learning

__2.1 Promoting social development and responsibility

within a caring community where each student is treated fairly and respectfully __2.2 Creating physical or virtual learning environments that promote student learning, reflect diversity, and encourage constructive and productive interactions among students __2.3 Establishing and maintaining learning environments that are physically, intellectually, and emotionally safe __2.4 Creating a rigorous learning environment with high expectations and appropriate support for all students __2.5 Developing, communicating, and maintaining high standards for individual and group behavior __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

CSTP 3: Understanding and Organizing Subject Matter for Student Learning

__3.1 Demonstrating knowledge of subject matter, academic content standards, and curriculum frameworks __3.2 Applying knowledge of student development and proficiencies to ensure student understanding of subject matter __3.3 Organizing curriculum to facilitate student understanding of the subject matter __3.4 Utilizing instructional strategies that are appropriate to subject matter __3.5 Using and adapting resources, technologies, and standards-aligned instructional materials, including adopted materials, to make subject matter accessible to all students __3.6 Addressing the needs of English learners and students with special needs to provide equitable access to the content


*The purpose of this form is to document observed CSTP.

STANDARD EVIDENCE OBSERVED

CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

__4.1 Using knowledge of students’ academic readiness, language proficiency, cultural background, and individual development to plan instruction __4.2 Establishing and articulating goals for student learning __4.3 Developing and sequencing long-term and short-term instructional plans to support student learning __4.4 Planning instruction that incorporates appropriate strategies to meet the learning needs of all students __4.5 Adapting instructional plans and curricular materials to meet the assessed learning needs of all students

CSTP 5: Assessing Students for Learning __5.1 Applying knowledge of purposes, characteristics, and uses of different types of assessments __5.2 Collecting and analyzing assessment data from a variety of sources to inform instruction __5.3 Reviewing data, both individually and with colleagues, to monitor student learning __5.4 Using assessment data to establish learning goals and to plan, differentiate, and modify instruction __5.5 Involving all students in self-assessment, goal setting, and monitoring progress __5.6 Using available technologies to assist in assessment, analysis, and communication of student learning __5.7 Using assessment information to share timely and comprehensible feedback with students and their families

CSTP 6: Developing as a Professional Educator __6.1 Reflecting on teaching practice in support of student learning __6.2 Establishing professional goals and engaging in continuous and purposeful professional growth and development __6.3 Collaborating with colleagues and the broader professional community to support teacher and student learning __6.4 Working with families to support student learning __6.5 Engaging local communities in support of the instructional program

Comments:

Employee’s Signature _______________________________________ Date ________________

Evaluator’s Signature _______________________________________ Date _________________


* Previous evaluation language rating designated as (insert old language)

Twin Rivers Unified School District Teacher Evaluation Form

Employee: School Year:

Site: Evaluator:

Date of Goal Setting Meeting:

Date(s) of Observation(s):

Date of Final Evaluation Conference:

Temporary Probationary 1 Probationary 2 Permanent

Overall Evaluation Rating: Insert dropdown menu

Improvement Plan Yes (Improvement Plan Attached) No

To qualify for the five (5) year evaluation cycle a teacher must:

Have taught with the Twin Rivers Unified School District more than 10 years.

Meets HQT criteria.

Have received an Overall Evaluation Rating* of Met or Exemplar on the previous and current evaluation cycles.

Recommend five (5) year evaluation cycle:

Yes No Yes No

Yes No

Yes No

STANDARD 1: Engaging and Supporting All Students in Learning

Connecting students’ prior knowledge, life experience, and interests with learning goals

Using a variety of instructional strategies and resources to respond to students’ diverse needs

Facilitating learning experiences that promote autonomy, interaction, and choice

Engaging students in problem solving, critical thinking, and other activities that make subject matter meaningful

Promoting self-directed, reflective learning for all students

dropdown (Met, Not Met, Exemplar)STANDARD RATING:

Observable evidence/Comments:

STANDARD 2: Creating and Maintaining Effective Environments for Student Learning

Creating a physical environment that engages all students

Establishing a climate that promotes fairness and respect

Promoting social development and group responsibility

Establishing and maintaining standards for student behavior

Planning and implementing classroom procedures and routines that support student learning

Using instructional time effectively

STANDARD RATING:

Observable evidence / Comments:

STANDARD 3: Understanding and Organizing Subject Matter for Student Learning


Teacher Evaluation Form p. 2

STANDARD 3: Understanding and Organizing Subject Matter for Student Learning

Demonstrating knowledge of subject matter content and student development

Organizing curriculum to support student understanding of subject matter

Interrelating ideas and information within and across subject matter areas

Developing student understanding through instructional activities and strategies that are appropriate to the subject matter

Using materials, resources, and technologies to make subject matter accessible to students

STANDARD RATING:

Cite objective and observable evidence / Comments:

STANDARD 4: Planning Instruction and Designing Learning Experiences for All Students

Drawing on and valuing students’ backgrounds, interests, and developmental learning needs

Establishing and articulating goals for student learning

Developing and sequencing instructional activities and materials for student learning

Designing short-term and long-term plans to foster student learning

Modifying instructional plans to adjust for student needs

STANDARD RATING:


STANDARD 5: Assessing Student Learning

Establishing and communicating learning goals for all students

Collecting and using multiple sources of information to assess student learning

Involving and guiding all students in assessing their own learning

Using the results of assessments to guide instruction

Communicating with students, families, and other audiences about student progress

STANDARD RATING:


STANDARD 6: Developing as a Professional Educator

Reflecting on teaching practices and planning professional development

Establishing professional goals and pursuing opportunities to grow professionally

Working with communities to improve professional practice

Working with families to improve professional practice

Working with colleagues to improve professional practice

STANDARD RATING:



Teacher Evaluation Form p. 3

Summary: fillable sections

Commendations:

Recommendations:

Employee’s Signature ________________________________________ Date _________________ Evaluator’s Signature _______________________________________ Date _________________ The employee’s signature does not necessarily indicate agreement with the evaluation ranking or its contents, but indicates that he/she has received a copy of the evaluation. The Member shall have ten (10) working days from receipt to attach a written response to an evaluation before it is placed in the Member’s personnel file.


* One (1) goal is required. The formal evaluation process is based upon all six (6) California Standards for the Teaching Profession (CSTP).

TWIN RIVERS UNIFIED SCHOOL DISTRICT CSTP GOAL SETTING FORM

Certificated Evaluation* Name:

School Year:

Site:

Evaluator:

Subject/Grade: Date of Observation:

Temporary Probationary 1 Probationary 2 Permanent

Identify your CSTP goal(s).

Describe implementation plan(s).

Determine evidence of growth.

A minimum of one (1) goal is required.

GOAL CSTP IMPLEMENTATION PLAN EVIDENCE OF GROWTH

Member’s Signature _____________________________ Date _____________ Evaluator’s Signature ____________________________ Date _____________


TRUE CBA Article 10.3.3.2 UPDATE BASED ON CONTRACT LANGUAGE A written improvement plan shall be provided when the member receives a Does not Meet Evaluation. An Evaluator or Supervisor, in consultation with the member, may provide a member with an Improvement plan in order to reduce the risk of a Does not Meet rating. If an Evaluator give the member an Improvement plan, the Evaluator must provide assistance and additional resources to implement the improvement recommendations that may include but is not limited to training, visits to model classrooms and/or a mentor teacher. The Parties agree to meet and confer regarding a structured mentor support program.

Twin Rivers Unified School District CERTIFICATED EMPLOYEE IMPROVEMENT PLAN

Name: Site: Position: School Year:

CSTP NEEDING IMPROVEMENT

ACTION STEPS (Provide detailed description)

TIMELINE FOR COMPLETION

EVIDENCE RESOURCES/SUPPORT MET/NOT MET (DATE)

Comments:

______________________________________________________________________________________________________________________

Date: ____________ Continue on improvement plan

Date: ____________ Exit from improvement plan, based on a “meets” rating on evaluation

________________________________________ ________________________________________

Employee’s Signature Date Supervisor’s Signature Date


Documents

TENTATIVE AGREEMENT-JAN. 2015trueassociation.org/wp-content/.../EVALUATIONS-CSTP... · California Standards for the Teaching Profession (CSTP) (2009) Standard 1: Engaging and Supporting