Valley View Community Unit

School District 365U

Educator Evaluation Plan

Developed 2014-2015

Implemented 2015-2016

Revised 2017

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TABLE OF CONTENTS

District Mission/Vision and Educator Evaluation Plan Study Committee Members 4

Section 1: Introduction and Overview 7

Section 2: Educator Evaluation Plan Beliefs, Commitments and Common Themes 8

Section 3: Standards for Teachers and Specialists 10

Section 4: Professional Practice Levels of Performance 11

Section 5: Responsibilities of Educators, Evaluators, and Mentors 12

Section 6: Educator Plan Definitions and Terms 14

Section 7: Observations 18

Section 8: Student Growth Component 22

Section 9: Final Summative Ratings and Performance Rating System 24

Section 10: Educator Evaluation Process Overview: Non-Tenured 27

Section 11: Educator Evaluation Process Overview: Tenured (Rated Proficient/Excellent) 28

Section 12: Educator Evaluation Process Overview: Tenured (Rated Needs Improvement) 30

Section 13: Educator Evaluation Process Overview: Tenured (Rated Unsatisfactory) 32

Section 14: Student Growth Process 33

Appendix Forms, Guides, Resources 35

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APPENDIX: Appraisal Forms & Resources

EXHIBIT A: Pre-Observation Conference Reflection Guides 35

EXHIBIT B: Post-Observation Conference Reflection Guides 56

EXHIBIT C: Educator Summative Evaluation Report 62

EXHIBIT E: Professional Development Plan 63

EXHIBIT F: Student Growth Rating Rubric & Scoring Procedures–Category A Educators 65

EXHIBIT G: Student Growth Rating Rubric & Scoring Procedures–Category B Educators 66

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DISTRICT MISSION, VISION, STRATEGIC PLAN

MISSION: Empower all learners to develop, grow and achieve as productive citizens.

VISION: We will hold high expectations and provide collaborative supports to ensure academic, social, and emotional success for ALL students in Valley View School District, regardless of race, gender, income, geography, disability, or native language through:

✓ RIGOR: Students, parents and staff will be able to articulate rigorous learning expectations for each unit of instruction. Students will be challenged individually through a more demanding content that pushes each to higher levels of thinking and application to prepare them for post-secondary life.

✓ ASSESSMENT: Students, parents and staff will be able to articulate what each student knows and needs to learn next. Students will receive feedback through a balanced and holistic assessment system aligned to the rigorous learning expectations for each unit of instruction.

✓ INSTRUCTION: Students, parents and staff will have a variety of instructional strategies, interventions and enrichments to assist each student be a successful learner. Students will consistently be provided with researched-based, collaborative instructional practices that further their learning.

✓ ACCOUNTABILITY: All stakeholders (Board of Education, administration, faculty, staff, parents, students, and the community) will be both responsible and accountable to achieve our mission and vision. In the absence of accountability from external stakeholders, the school system will ultimately hold itself accountable for student performance.

LONG TERM STRATEGIC PLAN GOALS: Goal One: Student Achievement We will ensure all students are college and career ready. Goal Two: Learning Environment We will provide a safe, secure and optimal learning environment. Goal Three: High Quality Workforce We will recruit, retain, and recognize a high-quality workforce. Goal Four: Parent/Community Partnerships We will advance partnerships with families and the community to achieve our mission and vision. Goal Five: Financial and Other Resources We will allocate, execute, and evaluate the use of financial resources to ensure our communities receive a favorable return on their investment.

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EVALUATION STUDY COMMITTEE PROCESS and REPRESENTATIVES

Educator Evaluation Plan Process

Members of the Valley View CUSD 365U Evaluation Study Committee included educators and administrators from a variety of disciplines and grade levels. Beginning the process during the 2013-2014 school year, this team collaborated to develop an evaluation plan in compliance with the Performance Evaluation Reform Act of 2010 (PERA). The process included professional development, research, and continued collaboration that resulted in the creation of this final plan.

2015 Educator Evaluation Study Committee District and Union Representatives: Erica Ekstrom, Executive Director of Student Services Karen Flories, Executive Director 6-12 Gregory Harris, President, Valley View Council/Romeoville HS; Social Studies Teacher Sharon Hawks, Executive Director of Human Resources Rachel Kinder, Assistant Superintendent for Educational Services Michael Locascio, Director of Data and Assessment Elizabeth Martinez, Executive Director PreK-5 Dr. James Mitchem, Superintendent Judie Nash, Director of Professional Development Amy Paris, Director of Literacy and Social Studies PreK-5 Ricardo Sanchez Lopez, Director of ELL/Bilingual Claudine Sharko, Vice-President, Valley View Council/Humphrey MS; Social Studies Teacher High School Representatives Corey Bassett, Bolingbrook; Health Teacher Amy Brauneis, Bolingbrook; Special Education Teacher Jennifer Pizzuto, Bolingbrook; Library Media Specialist Gina Smith, Romeoville; Assistant Principal Middle School Representatives Susan Farmer, Brooks; ESL/Social Studies Teacher Thomas Kidwell, Brooks; Family & Consumer Science Teacher Jason LaBroscian, Jane Addams; Social Studies Teacher Dr. Jason Pascavage, Jane Addams; Principal Leah Travers-Pucci, Jane Addams; SRT Facilitator Elizabeth Reidy, John J. Lukancic; Math Teacher Elementary School Representatives Laura Noon, Beverly Skoff; Principal Teshia Zubek, Irene H. King; Reading Specialist Marielle Rymarcsuk, John R. Tibbott; Special Education Teacher Theresa Curran, Robert C. Hill; 2nd Grade Teacher Nancy Hosler, Robert C. Hill; Special Education Teacher Secondary Transition Experience Program (STEP) Representative Marissa Trueblood, STEP; Vocational/Transitional Teacher Early Childhood Representative Michelle Sands, Valley View Early Childhood Center; SRT Facilitator

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Specialists Sub-Committee Chairs Kathleen Batistich, Student Resource Team Leader Nicole Clausen, Speech and Language Pathologist Andrea Ellexson, Student Services Administrator Erica Ekstrom, Executive Director of Student Services Dyna Hobson, Reading Specialist Bonnie Hughes, Coordinator of 6-12 Literacy and Social Studies Carie Johnstone, Assistant Executive Director of Student Services Kristin Marks-Pascavage, Student Services Administrator Lance Martin, Social Worker Tracey Miller, Student Services Administrator Judith Nash, Director of Professional Development Catherine Neumann, Instructional Technology Manager Amy Paris, Director of Pre-K-5 Literacy and Social Studies Dorletta Payton, Director of College and Career Readiness Jennifer Pizzuto, Library and Media Specialist Kristin Reenstjerna, School Counselor Cathy Rigali, Health Services Coordinator William Russell, Dean Amanda Wohlberg, Psychologist Mary Wurster, Student Services Administrator The intention of the performance evaluation plan that includes multiple measures of student growth under PERA is to improve instruction and learning. In compliance with PERA, Valley View School District’s PERA Joint Committee made changes to the educator evaluation system to incorporate student growth ratings starting with the 2016-2017 school year. The committee is comprised of the following staff:

2016-2018 VVSD PERA Joint Committee

Renee Calabrese, R.C. Hill, Teacher Erica Cook, Bolingbrook High School, Teacher Rachel Dellamorte, Vice-President, Valley View Council Erica Ekstrom, Executive Director of Student Services Jody Ellis, RC Hill,Principal Sharon Hawks, Executive Director of Human Resources Rachel Kinder, Assistant Superintendent for Educational Services Jason Pascavage, Jane Addams; Principal Elizabeth Reidy, John J. Lukancic; Math Teacher Claudine Sharko, President, Valley View Council Humphrey Social Studies Teacher Gina Smith, Romeoville; Assistant Principal Daniel Borne, Romeoville High School; SPED Teacher Thomas Kidwell, B.J. Ward Elementary; Teacher (Evaluation Study Committee only)

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Section 1: INTRODUCTION and OVERVIEW In collaboration with the Consortium for Educational Change(CEC), http://cecillinois.org/about/mission-vision/, the Valley View Evaluation Study Committee engaged in a collaborative process to develop an Educator Evaluation Plan meeting the requirements of the Performance Evaluation Reform Act (PERA 2010), which calls for a process that considers the growth and achievement of all students and supports a mindset of professional growth for all educators. The Educator Evaluation Plan for Valley View School District 365U utilizes Charlotte Danielson’s Enhancing Professional Practice: A Framework for Teaching, 2nd Edition (2007) as the basis of defining effective professional practices. Aligned rubrics were decided upon to qualify the level of teaching within each domain for all certified educator roles in the district. Methods to improve student learning are clearly identified in the following four domains of teaching responsibility: Planning and Preparation, the Environment, Instruction/Delivery of Services, and Professional Responsibilities. Within the domains are components and descriptive elements that further refine understanding of effective professional practice for all staff. Student growth will be factored into the Educator Evaluation Plan during the 2016-2017 school year. During the 2015-16 school year, members of the Evaluation Study Committee will research and provide recommendations to the PERA Joint Committee on the process and guidelines for implementing the student growth component as part of a Teacher

Between November 1, 2015 and April 29, 2016, the PERA Joint Committee (PJC) in consultation with the Consortium for Educational Change(CEC), met multiple times to craft a plan that would meet the unique needs of Valley View educators and fulfill the state requirements of the student growth component. The PJC was comprised of twelve members with equal representation from educators and administrators, including a variety of disciplines and grade levels. Type II and Type III SLO working committees were formed to support the process. These working committees will continue to provide feedback to the PJC on an as needed basis as we continue working through the intricacies of this process. In addition to the Type II and Type III SLO working committees, the PERA Rollout Committee provided information and support in communicating the new student growth components to all educators.

During the 2016-2017 school year the VVSD PERA Joint Committee met regularly to monitor the implementation process and plan for necessary adjustments to the plan.

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Section 2: EDUCATOR EVALUATION PLAN BELIEFS, COMMITMENTS

and COMMON THEMES

BELIEFS We believe that the VVSD educator evaluation process supports:

● The growth and achievement of all students ● The continuous professional growth of all educators

We believe that a successful educator evaluation process is dependent upon:

● Collaboration, reflection, and continuous dialogue ● Shared ownership and empowerment ● A culture of mutual respect and trust ● A consistent, equitable, evidence-based, reliable system

COMMITMENTS and EXPECTATIONS To support our beliefs, the Valley View School District will commit to growing a culture of mutual respect and trust. We will achieve this by:

● Establishing active participation from all stakeholders rooted in positive intent ● Engaging in open and honest dialogue for the purpose of continuous reflection and development ● Ensuring a consistent and accurate process ● Upholding a high level of professionalism ● Reviewing and refining the evaluation process to assure goals are achieved ● Providing resources and support for evaluators and educators

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PROFESSIONAL PRACTICE COMMON THEMES Equity: Educators foster a respectful, positive and stimulating environment that provides students of all genders, cultures, races, abilities, sexual orientations, religions, beliefs, and backgrounds with equitable opportunities for learning. Cultural Competence: Educators are responsive to students’ backgrounds, culture, patterns of interactions and the impact on readiness to learn. Educators interact with students in ways that recognize and value their unique differences. Both educators and students share responsibility to maintain a safe and respectful environment. High Expectations: Educators create a shared culture of high expectations and student achievement addressing the unique potential of each learner. Educators design learning experiences for all students rooted in high standards. They believe that all students are capable of meeting these rigorous and clearly communicated standards. Developmental Appropriateness: Educators design engaging learning experiences that respect the cognitive, social and emotional needs of each learner. The Educator differentiates questions, strategies, expected outcomes, and assessment processes to address the student’s level of development. Attention to Individual Student Needs: Educators are knowledgeable of individual student’s abilities and best practices in supporting students with exceptionalities. Educators arrange for learning through thoughtful design of instructional experiences using a differentiated model to meet the needs of each child. Educators will collaborate with a variety of team members in an effort to support the whole child. Appropriate Use of Technology: Educators stay abreast of current technologies in order to provide equitable access that supports and expands learning, as well as facilitate engagement throughout the school community. Student Assumption of Responsibility: As a learning community, the Educator and students are participants in the learning process and share responsibility for this experience. With this approach, the Educator will arrange for learning through designing, directing, monitoring, facilitating, and reflecting on the instructional process. This approach enables students to progressively take ownership of their learning experiences and environment.

These themes are abbreviated versions of the Common Themes described in Charlotte Danielson’s “Enhancing Professional Practice: A Framework for Teaching,” 2nd Edition (2007).

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Section 3: STANDARDS for TEACHERS AND SPECIALISTS

The Frameworks for Teaching are organized around levels of performance that represent growth throughout an educator’s career. The Frameworks are focused on accountability for all aspects of the profession. Just as we in Valley View School District 365U work to meet the needs of each learner, this evaluation plan addresses the needs of all educators. Under this evaluation plan, the professional standards to which each educator is expected to conform are set forth in Charlotte Danielson’s Enhancing Professional Practice: A Framework for Teaching (2007). District specialists will be expected to conform to the rubric that corresponds to their role. VVSD encourages educators and evaluators to use these rubrics strategically by discussing indicators and elements in relation to the evidence collected and shared. There are a variety of ways to emphasize these components throughout the evaluation cycle. For example, high priority indicators and/or elements can be analyzed in greater depth during self-assessment, targeted during goal setting, focused for more comprehensive evidence collection, or all of the above. The expectation, however, is that, by the end of the evaluation cycle, educators and evaluators have gathered and shared a reasonable amount of evidence on every indicator to support a rating for each standard. TEACHER RUBRIC SPECIALIST RUBRICS (http://www.vvsd.org/Page/629)

● Coordinators/Teaching & Learning Coaches (Professional Development, Community Outreach, Curriculum, Assistive

Technology, Special Education)

● Deans

● School Counselors

● Library Media Specialists

● Literacy Leader/Reading Specialist

● School Nurse (Certified School Nurse and Health Service Coordinator)

● Psychologists

● Social Workers (Social Workers and Behavior Specialists)

● Speech and Language Pathologists

● Student Resource Team Leaders (SRT’s and EC Assessment Teacher)

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Section 4: PROFESSIONAL PRACTICE LEVELS of PERFORMANCE

Levels of performance are included in this plan to support self-reflection, structure professional conversations between

Educators and Evaluators to enhance professional practice, and rate evidence of instruction per the Educator Evaluation

Plan.

EXCELLENT Professional practice is at the highest level of expertise and

commitment to student learning. An Excellent Educator is one who is

distinguished at his/her craft. An Excellent Educator encompasses all

characteristics as defined in the Proficient Level and engages in

extensive reflective, personal, collaborative, and ongoing professional

development. Within these settings, there is also a high level of student

assumption of responsibility helping to establish a community of

learners.

PROFICIENT Professional practice demonstrates a strong understanding of content, students,

and students’ needs. A Proficient Educator engages students in meaningful learning

and establishes an environment that functions effectively and maximizes

instruction/delivery of services time. Educator’s expectations for student learning

are high. A Proficient Educator continuously reflects on his/her instruction/delivery

of service and uses assessment to drive planning. Practice is successful, professional,

and effective.

NEEDS IMPROVEMENT Professional practice shows evidence of basic knowledge and skills required to practice, but performance is inconsistent. This may be due to lack of experience, expertise, and/or commitment. This level may be considered minimally acceptable for probationary Educators. This level requires specific support for tenured and non-tenured educators.

UNSATISFACTORY Professional practice shows evidence of inadequately applying, or not understanding, the concepts underlying the components of the framework for teaching or frameworks for specialists. Performance represents practice that is below standards.

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Section 5: RESPONSIBILITIES of EDUCATORS, EVALUATORS, REFLECTIVE COACHES, and

MENTORS

Educator’s Responsibilities

● Understand and implement professional practices consistent with the expectations outlined in the district Educator

Evaluation Plan and pertinent professional practice rubrics and student growth expectations

● Develop goals and objectives aligned with pertinent professional practice rubrics and those of building and district

● Participate actively in the evaluation process, including the collection and reflection upon evidence, engaging in

dialogue with peers and evaluators, Type II and Type III SLO student growth plans, and goal setting activities

● Meet with evaluator, reflective coach/approved evaluator, or mentor as appropriate

● Take personal responsibility for professional growth in alignment with building and district focal points

Educator/Evaluator Shared Responsibilities

● Participate in reflective conversations, coaching, support and non-evaluative conversations that are ongoing based

on:

○ Educator’s experiences

○ Observations

○ Student learning/achievement

○ Student growth plans (Type II and Type III SLO’s)

○ Instructional support ● Review Educator Evaluation Plan

● Ensure Educator has a working knowledge of expectations such as the following: ○ Assessment and grading system; ○ Building procedures; ○ Emergency/safety protocols; ○ Student discipline protocols; ○ Student progress reporting system; ○ Administration of relevant standardized and diagnostic testing; ○ Student data analysis; ○ Attendance

● Share current research in instruction and learning

● Meet to discuss expectations based on the School Improvement Plan and District Goals

● Share strategies for improved student learning and growth plan goals

● Model techniques of best practices in instruction

● Ensure access to all curriculum materials and technology resources

*It is neither the role nor the responsibility of the Reflective Coach and/or Mentor to bring concerns to the Evaluator’s

attention, nor should he/she report the Educator’s progress or lack thereof. The Mentor may meet with the Educator

and Evaluator(s) to help support growth of the Educator. They will not assign ratings, complete formal observations nor

determine employment status.

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Evaluator’s Responsibilities

(May include: Principal, Asst.

Principal, Director, Asst. Director,

Core Content Admin., Student

Services Administrator, Senior Level

Administrator or other defined

Administrator)

Reflective/Teaching & Learning

Coach’s Responsibilities*

(Designated Educator Leader)

Mentor’s Responsibilities *

● Complete required ISBE and

district training for evaluators.

● Ensure Educators receive

Framework for Teaching training

● Communicate expectations with Educators based on the Framework for Teaching

● Provide support for Educators through professional learning opportunities based on formal and informal observations

● Review Educator’s professional goal setting and student growth plans

● Conduct informal observations and

document feedback for the

evaluation process

● Conduct formal observations

including planning and reflective

conversations

● Approve and support Educators’

student growth plans

● Provide and communicate

required documentation to the

Educator at the first indication of

less than proficient performance

● Complete required ISBE and

district training for evaluators

● Collect evidence for the purpose of

supporting educators in reflection

and goal-setting

● Support the process of goal-setting

and reflection for individual

educators/PLCs

● Model instructional

practices/instructional technology

to enhance instruction and

learning

● Provide support for Educators

through professional learning

opportunities based on

administrator’s formal and

informal observations

● Communicate expectations with

Educators based on the

Framework for Teaching

● Conduct planning, goal-setting,

and reflective conversations

● Model instructional

practices/instructional technology

to enhance instruction and

learning

● Provide support to protégé relative

to the new teacher induction

program

● Conduct informal peer

observations (instructive,

collaborative, and facilitative), and

provide either verbal or written

feedback

● Meet regularly to reflect on best

practices in teaching.

● Serve as a resource for continual

growth in professional practice

NOTE: Educators will be notified by the third week of school of their Primary Evaluator. Additional, Secondary

Evaluators may be assigned. See Section 6 for definitions of these roles. Should a change in Primary/Secondary

Evaluator assignment occur, notification will be provided to the impacted Educator.

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Section 6: EDUCATOR PLAN DEFINITIONS AND TERMS

Term Definition

Artifact Any piece of evidence that demonstrates planning, classroom management, instruction/delivery, professional responsibilities and/or subject competency. - This evidence should be aligned to components of the Danielson Framework - Submitted by educator or collected by evaluator.

Best Practice Research-based methods that are proven to be effective in improving student achievement.

Classroom visit A visit by a qualified evaluator to a classroom, often called a walk-through or pop-in.

Components Within the Framework for Teaching, the domains are divided into components that define a distinct aspect of the domains.

Consulting Teacher An educator selected to support an educator who was rated unsatisfactory in accordance with Chapter 105 ILCS 5/24A-5 of the Illinois School Code.

Critical Attributes (Look Fors)

Additional tools to support the understanding of teaching practice in order to assist in distinguishing across levels of performance. These are considered characteristics of teaching practice and are not evident in all situations at all times. Instead, they can be used as the “look for” and “listen for” in teaching practice.

Domain The four domains in A Framework for Teaching by Charlotte Danielson: Domain 1-Planning and Preparation, Domain 2-Classroom Environment/The Environment, Domain 3-Instruction/Delivery of Service, and Domain 4-Professional Responsibilities.

Educator All certified staff that are in a non-administrative position.

Educator Evaluation Plan

The plan that outlines how educators will be evaluated.

Element Specific descriptors within each component; there are 76 elements within A Framework for Teaching by Charlotte Danielson. A Framework for Specialists are not currently defined at the element level.

Evaluator An administrator who has successfully completed the ISBE-approved evaluator training program in compliance with PA 86-1477; 87-1076 and is authorized by the school district to conduct educator evaluations.

Evidence Observable, objective data, actual events, in actions or statements, in artifacts, or in decisions a teacher has made. Note: Observational evidence may be collected through various methods: - Verbatim scripting of Educator or student comments - Non-evaluative statements of observed Educator or student behavior - Numeric information about time, student participation, resource use, etc. - An observed aspect of the environment.

Formal Observation In accordance with Illinois School Code, section 50.120, this scheduled observation must be a minimum of 45 minutes, or a complete lesson or class period, and must include a pre-observation conference and post-observation reflective conference that contains an evidence-based collection of teaching and learning practices and artifacts that will be used for the performance (summative) evaluation process with written feedback.

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Framework for Specialists

Refers to the frameworks designed for support personnel based upon Charlotte Danielson's Enhancing Professional Practice: A Framework for Teaching, 2nd Edition (2007).

Framework for Teachers

Refers to Charlotte Danielson’s Enhancing Professional Practice: A Framework for Teaching, 2nd Edition (2007).

Informal Observation

In accordance with Illinois School Code, section 50.120, an unannounced visit with no minimum or maximum amount of time, used to view professional practice. There is no required pre-observation conference. Documentation will be provided in writing afterwards in the event that the evidence collected is used as part of the summative evaluation. A reflective conversation may be requested by the Educator or Evaluator.

Lesson plan A document developed by a teacher to guide instruction.

Mid-Point Review The midpoint of the instructional interval as determined in the Type III SLO plan where the educator will collect and report data specific to student learning. This data cannot be the same data used during the final performance evaluation plan to rate the educator’s performance. The data will be used to help the educator assess student progress and to adjust instruction, if necessary.

Non-Tenured Educator

An educator who is in his/her first through fourth year of employment.

Pedagogy The method and practice of teaching, especially as an academic subject or theoretical concept.

Peer Coach (Mentor)

An educator designated by the principal to support a non-tenured educator in accordance with the district Mentoring and Induction Guidelines, to enhance professional growth in teaching and learning.

PERA 2010 Performance Evaluation Reform Act; Senate Bill 315 Public Act 096-0861; legislation pertaining to teacher performance evaluation.

Post-Observation Reflective Conference

A scheduled conversation following a formal observation to review the collected evidence.

Preliminary (Formative) Rating

A rating after the informal or formal observation that is not an overall summative rating at the end of the cycle, but is intended to give the educator an indication of the current level of performance, which can be used as a basis for reflection and professional practice action planning.

Preliminary Professional Practice Rating

A formative rating completed within 15 school days after the first formal post-observation conference for a non-tenured educator and after the formal post-observation conference for a tenured educator. This rating will include evidence collected from the formal observation and all informal observations up to that point to give the educator an indication of the current overall level of performance. This rating is not the final summative rating and is subject to change.

Pre-Observation Conference

Conversation prior to a formal observation and related to the planning, preparation and professional responsibilities.

Primary Evaluator Completes at least one observation and is responsible for the summative evaluation write-up and summative evaluation conference with rating in collaboration with secondary evaluator(s).

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Professional Development Plan (PDP)

A plan created and implemented for a tenured educator who has received an overall rating of Needs Improvement. This plan must be created within 30 school days of receiving that rating. The PDP must only address the components for which the Educator has received a Needs Improvement rating. (105 ILCS 5/24A-5)

Professional Goal-Setting Plan

Individual or collectively developed professional goal setting plan that is created in alignment with building and district goals.

Professional Growth

Activities that enhance the learning of an educator in order to become more effective at his/her professional practice to improve student learning; such examples include attending workshops, conferences, course work, etc.

Remediation Plan A plan developed and designed to correct remediable deficiencies for tenured teachers rated as Unsatisfactory, in accordance with 105 ILCS 5/24A-5.

Rigor High level accuracy or adherence to challenging academic and social/emotional tasks.

Secondary Evaluator

Completes at least one observation and collaborates with primary evaluator for the purpose of sharing information relevant to the summative evaluation. District administrators who are not listed as a Secondary Evaluator may complete informal observations at any time for any educators. Formal observations require prior notification.

Specialist Deans, Psychologists, Social Workers/Behavior Specialists, Reading Specialists, Coordinators, Student Resource Team Leaders, School Counselors, Library Media Specialists, Speech and Language Pathologists, Certified Nurses, who are evaluated with their appropriate Framework for Specialists rubric. Refer to Section 3 in the Educator Evaluation Plan.

Summative Conference

A conversation at the end of the evaluation process that contributes to a summative rating.

Summative Rating A final rating given to an Educator of “Excellent, Proficient, Needs Improvement” or “Unsatisfactory” at the end of the evaluation process.

Tenure An employment status that educators earn after successfully fulfilling the requirements of their probationary period. Educators with tenure are evaluated at least once every two years as per Illinois School Code.

Type II Assessment Any assessment developed or adopted and approved for use by the school district and used on a districtwide basis by all educators in a given grade subject area or area of service delivery. Examples include collaboratively developed common assessments, curriculum tests and assessments designed by textbook publishers. A working committee will identify the assessment and interval of instruction and communicate this to all educators for that particular group.

Type III Assessment Any assessment that is rigorous, that is aligned to the course’s curriculum or service delivery domain, and that the qualified evaluator and educator determine measures student learning in that course, intervention or area of service delivery. Examples include educator-created assessments, assessments designed by textbook publishers, student work samples or portfolios, assessments of student performance, rubric based measures, and assessments designed by staff who are subject or grade-level experts that are administered commonly across a given grade or subject

Type III SLO Plan The District’s chosen measurement model and structured process for selection of a Type III assessment. The process builds collaboration and communication while giving the educator greater control over how the growth of their students are assessed and measured.

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Walkthrough A classroom visit where there is a particular focus and set of “look-fors” in mind as data is collected for subsequent discussions and action.

Written Notification Document provided to each Educator by the first day of school (or no later than thirty days after the contract is executed—but prior to the commencement of the evaluation process—if the Educator is hired after the start of the school term): 1) Rating definitions and the method for determining the ratings; 2) Performance Evaluation rubric that is appropriate for the Educator; and 3) the defined process for an Educator who receives Needs improvement or Unsatisfactory.

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Section 7: Observations There are two types of observations that may be factored into the summative rating for professional practice; formal and informal observations.

FORMAL OBSERVATIONS

A Formal Observation includes a pre-observation conference, classroom observation, and a post-observation conference.

Pre-Observation Conference The Pre-Observation Conference is a collaborative discussion between the Evaluator and Educator in an effort to

develop a shared understanding of practices related to Domain 1: Planning and Preparation, and Domain 4: Professional Responsibilities. Evaluators must provide reasonable notification of the date and time of the pre-observation conference to the educator. “Reasonable notification” should be considered no less than five school days in advance of the pre-observation conference.

One school day prior to the conference, educators should respond to and submit the primary questions on the Pre-Observation Conference Reflection Guide (Exhibit A) and be prepared to discuss. Educators may also submit artifacts associated with their responses and practice as aligned to the Domain components, but are expected to self-assess their planning and preparation in Domain 1 prior to the pre-observation conference. The educator will be able to highlight this evidence of Planning and Preparation as part of the pre-observation discussion. Examples of artifacts may include unit plans, lesson plans, student assessments, etc. At this meeting, the Evaluator and Educator will discuss when optimal opportunities for collection of evidence of student learning may occur and will collaboratively identify the date of the classroom observation. Should extenuating circumstances prevent the formal observation from occurring, the formal observation may be re-scheduled within a three day window without the need of an additional pre-observation conference.

Additional evidence may be provided by the educator in the Educator Evidence Portfolio in the event that the evaluator or educator determines that a more global understanding of the planning, preparation, and professional responsibilities is warranted. Any evidence linked to the self-assessment in the Educator Evidence Portfolio should contain a description regarding its relevance in the designated component area. Classroom Observation

The purpose of formal observations is to collect evidence of the educator’s practice aligned to each of the Domain Components. The classroom observation shall occur no more than 5 school days after the Pre-Observation Conference. Evaluators conduct formal classroom observations for a minimum of 45 minutes, the length of a lesson, or class period.

Within five (5) school days of the formal observation, the evaluator will provide the educator with preliminary scoring based on the evidence collected. At the Post-Observation Conference, the evaluator and educator will review the scoring of the evidence related to the components of the Framework. In order to best support teachers’ reflection and ensure a productive, evidence-based post-conference conversation, evaluators shall share evidence from the observation with the teacher prior to the Post-Observation Conference.

Post-Observation Conference

Within 10 school days of the classroom observation, the Evaluator and the Educator meet for a post-observation conference to discuss and reflect on evidence of the educator’s practice. To prepare for the conference, educators shall provide written evidence on the Post-Observation Reflective Conference guide The educator is also expected to self-assess their practice in Domain 4. (EXHIBIT B) Educators have the option of bringing additional evidence to the conference. Additional evidence might include student work generated during the observation or student work from follow-up assignments. While ratings may be discussed or assigned, they are formative for the purpose of collaboration and growth.

After a formal observation conference the evaluator will provide the final scoring of the evidence collected and discussed during the post-observation conference to the educator within 3 school days.

A preliminary professional practice ratings will be provided to the educator within 15 school days after the first formal post observation conference for a non-tenured educator and after the formal post-observation conference for a tenured educator. This rating will include evidence collected from the formal observation and all informal observations up

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to that point to give the educator an indication of the current overall level of performance. This is not the final summative rating and is subject to change with the submission of additional evidence by the educator and/or the evaluator.

FORMAL OBSERVATIONS

Educators:

▪ Prepare for the pre-and post-observation conversations by providing written responses and artifacts before the conferences to help the evaluator understand your practice. Complete the self-assessment in Domains 1 and 4. The pre-Observation conference form must be submitted one day prior to the pre-observation conference.

Evaluators:

▪ Review educator Pre-Observation and Post-Observation Conference responses in advance and plan for

a deeper level of questioning that provides a comprehensive view of educator practice.

Pre-Observation Conference Observation Post-Observation Reflective

Conference

WHEN Educator will be notified at least

five school days in advance of

the pre-observation conference.

The formal observation will be

collaboratively scheduled in

advance, within five school days of

the pre-observation conference. In

the event that the formal

observation needs to be

rescheduled, the educator and

evaluator may agree to an

alternate date within three school

days of the originally scheduled

date without need for a new

pre-observation conference.

Occurs within 10 school days of the

observation.

WHAT Collaborative conversation

where the educator will set the

stage for instruction that is

occurring. Conference will focus

on evidence in Domains 1 and 4.

Educators will upload

supporting evidence of Domains

1 and 4 to the electronic

platform for the discussion

during the conference (ex. unit

plans, lesson plans, student

assessments, etc).

Educator and Evaluator will

discuss possible events/class

periods for observation.

Qualified Evaluator observes for at

least 45 minutes, or a complete

class period or complete lesson.

Qualified Evaluator captures

evidence focused on Danielson

Domain components.

Collaborative conversations around,

but not limited to, evidence,

feedback, and next steps for

improving professional practices.

Preliminary ratings can be discussed,

but final ratings reserved for the

summative evaluation. Any concerns

about performance should be

discussed at this time. Evidence

collected from informal observations

during the formal evaluation window

will be included in the post

observation reflective conference.

Educators are encouraged to bring

additional evidence as needed related

19

to all Domains.

HOW EXHIBIT A EXHIBIT B

Evidence captured and recorded in

writing and aligned to the

framework. This evidence is

considered in determining the final

summative rating.

Qualified Evaluator will provide the

educator with preliminary scoring

within 5 school days of the formal

observation.

Within 3 school days of the

post- observation conference the

evaluator will provide the final

scoring of the evidence collected

and discussed during the

post-observation conference.

A preliminary professional practice

rating will be provided to the

educator within 15 school days

after the first formal post

observation conference for a

non-tenured educator and after the

formal post- observation

conference for a tenured educator.

This rating will include evidence

collected from the formal

observation and all informal

observations up to that point to

give the educator an indication of

the current overall level of

performance. This rating is not the

final summative rating and is

subject to change.

20

INFORMAL OBSERVATIONS

Informal Observations are unannounced. Please see the table below for a description of the protocol for an

informal observation. Educators will receive at least one informal observation with written feedback within their

evaluation cycle.

Informal observations may vary in duration.

In addition, preliminary ratings of evidence collected during informal observations will also be provided if being

used in consideration of the summative rating.

Administrators are encouraged to conduct non-evaluative “walkthroughs” or “drop in” visits in order to provide

more frequent feedback to educators. It’s important for evaluators to communicate clearly whether or not an unannounced

classroom visit will count as an informal observation with written feedback provided to the individual teacher, the evidence

will not be incorporated as part of the formal evaluation.

Any observation should be used as an opportunity to hold additional collaborative conversations, develop teaching

practice, and support teachers in achieving professional goals. While ratings may be discussed or assigned, these should be

considered preliminary in nature; they are formative for the purpose of collaboration and growth.

The formative ratings provided at the conclusion of an observation, both formal and informal, are intended to

provide the educator with preliminary information regarding the rating of the evidence collected for that particular

observation event. An overall summative rating for professional practice does not occur until the time of the summative

conference.

Pre-Observation Conference Observation Post-Observation Conference

WHEN Not Required Unannounced Educator or qualified Evaluator may

request an in-person conference, but

it is not required

WHAT Qualified Evaluator observes Qualified Evaluator shares evidence in

writing.

HOW Evidence captured and recorded in

writing. The Evaluator will release

this evidence to the Educator

within 2 school days of the

informal observation. The

Educator then has three additional

school days to request a

conference before the Evaluator

completes the informal

observation. If requested, a

conference should take place

within a reasonable amount of

time following the request. This

evidence is considered in

determining the final professional

practice rating.

21

Section 8: STUDENT GROWTH COMPONENT

Educators required to have student growth measures will use assessment combinations based upon their category of

educator to measure student growth under the following assessment criteria.

ASSESSMENT CRITERIA

Team-based Student Growth Measure Individual Student Growth Measure

TYPE II ASSESSMENT DEFINITION (Category A) TYPE III ASSESSMENT DEFINITION (Category A & B)

An assessment developed or adopted and approved for use by the school district and used on a

districtwide basis by all educators in a given grade, subject area or area of service delivery (as

approved).

An assessment that is rigorous, that is aligned to the course’s curriculum or service delivery domain, and that the qualified evaluator and educator determine

measures student learning in that course, intervention or area of service delivery.

PURPOSE

An assessment that is used to measure the

effectiveness of instruction (in alignment with

designated standard(s) per the district curriculum)

of a designated group of students (beyond 1

classroom) and created as well as used by every

educator within the identified educator group. This

will promote collective efficacy of the educators.

PURPOSE

An assessment that measures student growth in one

specified content area for an identified group of

students, tied to standards, and aligned with district

curriculum. This will allow the educator to

benchmark growth at the individual

classroom/program level.

TEAM-BASED ASSESSMENT CRITERIA INDIVIDUAL ASSESSMENT CRITERIA

Educators will use the district determined

team-based process for goal planning and

assessment selection. Educators will be assigned to

a team based on the majority of their job

assignment with any exceptions based on evaluator

approval.

Working PJC Sub-Committees will determine the

appropriate assessment and growth expectations

for the growth plan.

For the 2016-2017 school year, working committees

will apply a simple growth model with a proficiency

scale as the applied measurement model. The

proficiency scale will be determined by the working

committee and aligned to the selected assessment.

Working committees will provide a brief rationale to

the PERA Joint Committee for submission / approval

in the developed proposal.

Educators will use the district determined Individual

Student Growth Plan process for goal planning and

assessment selection.

Educators will base their growth plan on the

following:

● Learning Objective and Standard(s) ● Assessment ● Identified student population ● Baseline data ● Student growth goals ● Midpoint review ● Final assessment results ● Educator reflection

Implemented collaboratively and with shared ownership of student learning

22

TEACHER CATEGORIES AND WEIGHTING

The table below places educators into categories aligned with their multiple measurement percentage weights.

Educators

Professional Practice

Student Growth*

Type II Type III

Category A: All Licensed Educators

50% 25% 25%

Category B: Itinerants (Hearing/Vision), SRT, Cross-Cat , ED (CARES), Adaptive PE, Psychologist, Social Worker, Speech & Language Pathologists, Behavior Intervention Specialist, EC Assessment, Dean, School Counselors, AT Specialists, LMC’s, EC Teacher, EC Coordinator, PD Coordinators, Outreach Coordinator, Related Service Reflective Coach, Special Education Coordinators, Assessment Coordinator, Full Release Teaching & Learning Coaches.

50% Type III / Type III

25% / 25%

Category C: Certified School Nurses 100% NA

*The Student Growth component includes professional practice aspects. See the Student Growth Rating Rubric and Scoring Procedures for details.

23

Section 9: FINAL SUMMATIVE RATINGS & PERFORMANCE EVALUATION RATING SYSTEM

Final Summative Ratings Conference

Prior to the determined deadlines in Sections 10-14, the Evaluator and the Educator meet for a collaborative final

summative rating conference. The purpose of this meeting is to allow both the Educator and the Evaluator to reflect on

the evidence gathered throughout the evaluation cycle, the growth of the educator over the evaluation cycle, and results

of the educator’s student growth. The final overall professional practice and the student growth ratings will be discussed.

Professional Practice Rating The summative educator evaluation report will be used to record the final rating in each Domain of the educator’s professional practice. An overall rating will be calculated using the formula below. Valley View School District will use the following numeric system to arrive at a summative professional practice rating for each Educator:

Assign a Rating by Component: Evaluators shall assign a rating for each component within the four (4) Domains. If there is not a preponderance of

evidence to warrant a point value, the educator and evaluator shall collaborate on a process with which to gather additional

evidence to issue a rating.

Excellent = 4 Points

Proficient = 3 Points

Needs Improvement = 2 Points

Unsatisfactory = 1 Point

Final Professional Practice Summative Rating: Once a rating has been assigned to each component in a Domain, the component ratings within each Domain are

averaged to determine a rating for each Domain. The four Domain averages are weighted equally and averaged together to

determine the final overall professional practice rating.

EXAMPLE: Educator using the Teaching Framework with 22 components

Domain Component A

Component B

Component C

Component D

Component E Component F

Domain Total

Domain Rating

Domain 1 3 3 4 3 4 3 20 3.33

Domain 2 2 3 3 2 3 13 2.6

Domain 3 3 3 3 3 3 15 3.0

Domain 4 3 2 3 3 4 3 18 3.0

OVERALL TOTAL 66 2.98

Find each domain rating by taking the total points/# of components. Determine Final Rating by adding all four domain

ratings, dividing by 4 and comparing the overall scoring against the rating scale below.

24

EXAMPLE: Educator using the Specialists Framework with 20 components

Domain Component A

Component B

Component C

Component D

Component E Component F

Domain Total

Domain Rating

Domain 1 3 3 4 3 4 17 3.4

Domain 2 2 3 3 2 3 13 2.6

Domain 3 3 3 3 3 3 15 3.0

Domain 4 3 2 3 3 4 15 3.0

OVERALL TOTAL POINTS 60 3.0

Find each domain rating by taking the total points/# of components. Determine Final Rating by adding all four domain ratings, dividing by 4 and comparing the overall scoring against the rating scale below.

Excellent = an overall average of 3.50 or higher Proficient = an overall average of 2.90-3.49

Needs Improvement = an overall average of 2.0-2.89 Unsatisfactory = an overall average of less than 2.0

Student Growth Rating

Each Educator’s student growth scoring/rating will be determined by the Student Growth Rating Rubric and Scoring Procedures (EXHIBITS F & G) and weighting (see Section 8). General exceptions to the applied rubric:

● An Educator can request a student be excluded under “extreme circumstances” with evaluator approval. Educators should present a rationale with supporting data for the need for any exclusion to be considered.

● A student may not be excluded based on special characteristics or subgroup(s) (special education, ELL or other).

The final student growth rating is calculated as follows:

Educators

Student Growth*

Type II Type III

Category A: All Licensed Educators

25% 25%

Student Growth -16.67% Professional Practice 8.33%

Student Growth -16.67% Professional Practice 8.33%

Category B: Itinerants (Hearing/Vision), SRT, Cross-Cat , ED (CARES), Adaptive PE, Psychologist, Social Worker, Speech & Language Pathologists, Behavior Intervention Specialist, EC Assessment, Dean, School Counselors, AT Specialists, LMC’s, EC Teacher, EC Coordinator, PD Coordinators, Outreach Coordinator, Related Service Reflective Coach, Special Education Coordinators, Assessment Coordinator, Full Release Teaching & Learning Coaches.

Type III / Type III 25% / 25%

Student Growth -16.67% Professional Practice 8.33%

Student Growth -16.67% Professional Practice 8.33%

Category C: Certified School Nurses N/A

25

Overall Summative Rating

The Overall Final Summative Rating will be calculated by taking the average of the Student Growth Summative Rating and the Professional Practice Summative Rating. The average of these two scores will use the same rating scale that issued to determine the Final Professional Practice Summative Rating and converted to a whole number as listed below.

Overall Summative Rating Calculation and Conversion Excellent = an overall average of 3.50 or higher will be converted to a “4” Proficient = an overall average of 2.90-3.49 will be converted to a “3” Needs Improvement = an overall average of 2.0-2.89 will be converted to a “2” Unsatisfactory = an overall average of less than 2.0 will be converted to a “1”

EXAMPLE: Educator received the following:

Professional Practice Summative Rating 3.33

Final Student Growth Rating 3.75

3.33 + 3.75= 7.08 7.08/2

3.54

FINAL RATING 4 Excellent

26

Section 10: EDUCATOR EVALUATION PROCESS OVERVIEW NON-TENURED

EVALUATION PLAN TIMELINE FOR NON-TENURED EDUCATOR

PERA (2010) mandates at least three observations annually, with at least two being formal observations

TIME OF YEAR PROCESS

DOCUMENTATION

(See Exhibits)

Start of school

year

By the 1st day of student attendance, or 30 days of hire date, if hired after the first day of school.

● Written notification of the Educator Evaluation Plan given prior to first day of student attendance

● Primary Evaluator will be determined and shared with the educator by the third week of school

● Copy of the VVSD Educator Evaluation Plan

By October 1st

By October 15th

● Educator must electronically submit their Type III SLO Plan to their evaluator.

● Evaluator must electronically approve educator

Type III SLO plans.

● Type III SLO Plan

By November 1st

● At least one (1) informal observation with the offer to participate in a reflective conference

● Informal Observation Report

By Semester

Break

● At least one (1) Formal Observation ● Reflective pre/post conversations between Educator

and Evaluator ● Evaluator submits preliminary (formative)

professional practice rating to Educator within fifteen (15) school days from the post-observation conference

● Pre-Observation Conference Reflection Guide ● Post-Observation Conference Reflection Guide

Prior to the Summative Conference

● Educator completed Student Growth Plan(s) with

Actual Outcomes and student growth data is due.

● Educator will annually submit electronically the

completed Individual Student Growth Plan (Type

III) and the Team-based Assessment (Type II)

results with actual outcomes to evaluator within

ten days of the end of the instructional interval but

no later than March 1 for Non-Tenured.

● Data collected will be required no later than at the

Summative Conference.

● Educator or evaluator may ask for face-to-face

meeting.

By March 1st

By March 15th

● 2nd Formal Observation completed ● Reflective pre/post conversations between Educator

and Evaluator ● Final summative conference with overall summative

RATING issued, which combines Professional Practice and Student Growth. The final summative rating is comprised in consensus of Primary and Secondary Evaluators.

● Evaluation must be signed and submitted to HR.

● Pre-Observation Conference Reflection Guide ● Post-Observation Conference Reflection Guide

By the last day

of school

● Set and submit professional goals for the following school year

● Educator Professional Goal Setting Guide

27

Section 11: EDUCATOR EVALUATION PROCESS OVERVIEW TENURED

(Educators rated Proficient/Excellent)

EDUCATOR EVALUATION PLAN TIMELINE FOR TENURED EDUCATORS RATED PROFICIENT & EXCELLENT PERA (2010) mandates at least two observations over the course of the two-year cycle with at least one being formal.

TIME OF YEAR

PROCESS FORMS (See Exhibits)

Start of School Year

Non-Rating Year

By the 1st day of student attendance: ● Written notification of the Educator Evaluation Plan given ● Primary Evaluator determined and shared with the

educator by the third week of school ● Observation(s) may begin, and reflective conferences may

be requested for informal observations. ● Preliminary formative ratings given after

observations

● Copy of the VVSD Evaluator Evaluation Plan

● Informal Observation Report

By October 1st or by 3

weeks into second semester

By October 15th or February 15th

● Educator must annually electronically submit their Type III SLO Plan to their evaluator.

● Evaluator must electronically approve educator Type III SLO plans.

● Type III SLO Plan

Prior to the last day of

school

● Educator completed Student Growth Plan(s) with Actual

Outcomes and student growth data is due.

● Set and submit professional goals for the following school

year.

● Educator will annually submit

electronically the completed

Individual Student Growth Plan (Type

III) and the Team-based Assessment

(Type II) results with actual outcomes

to evaluator within ten days of the

end of the instructional interval but

no later than May 1.

● Educator Professional Goal Setting

Guide

Rating Year

● Informal observation(s) ● Formal observation ● Reflective pre/post conversations between Educator

and Evaluator ● Evaluator submits preliminary (formative) professional

practice rating to Educator within fifteen (15) school days from the post-observation conference

● Informal Observation Report ● Pre-Observation Conference Reflection

Guide ● Formal Observation Form ● Post-Observation Conference Reflection

Guide

By October 1st or by 3rd week of 2nd semester

By October 15th or

February 15th

● Educator must annually electronically submit their Type III SLO Plan to their evaluator.

● Evaluator must electronically approve educator Type III

SLO plans.

● Type III SLO Plan

Prior to the Summative Conference

● Educator completed Student Growth Plan(s) with Actual

Outcomes and student growth data is due.

● Educator will annually submit

electronically the completed Individual

Student Growth Plan (Type III) and the

28

Team-based Assessment (Type II)

results with actual outcomes to

evaluator within ten days of the end of

the instructional interval but no later

than May 1.

● Data collected will be required no later

than at the Summative Conference.

● Educator or evaluator may ask for

face-to-face meeting.

By May 15

● Final summative conference with overall summative RATING issued, which combines Professional Practice and Student Growth. The Educator has the option to choose and report the Type III SLO data from their non-rating or rating year. The final summative rating is comprised in consensus of Primary and Secondary Evaluators.

● The Evaluator and Educator will reflect on evidence collected during the evaluation cycle and collaborate to determine professional practice rating

o Overall Rating of Proficient or Excellent – Continuation of the district’s appraisal schedule

o Overall Rating of Needs Improvement & PDP-See Section 11

o Overall Rating of Unsatisfactory & Remediation Plan- See Section 12

● Educator Summative Evaluation Report NOTE: If a Needs Improvement or Unsatisfactory rating are to be issued, thefinal summative conference must occur atleast thirty (30) days prior to the end of the school year to allow for the completion of the PDP or remediation plan.

29

Section 12:

EDUCATOR EVALUATION PROCESS OVERVIEW TENURED

(Educators with an overall Needs Improvement rating)

EDUCATOR EVALUATION PLAN TIMELINE FOR TENURED TEACHERS RATED NEEDS IMPROVEMENT

PERA (2010) mandates at least three observations with at least two being Formal.

TIME FRAME PROCESS FORMS

(See Exhibits)

Within thirty (30) school days

of Educator receiving an Overall

Rating of Needs Improvement

Evaluator schedules a meeting with the Educator to:

● Review the Professional Practice overall ratings

and domains needing improvement

● Review on-going duties/responsibilities and

regular teaching assignments under current job

description with the Educator

● Determine whether additional support by a

District Administrator is needed

● In consultation with the Educator, Evaluator

creates the Professional Development Plan (PDP)

directed to the areas that need improvement

● This plan should be for a minimum of sixty (60)

school days and may be extended as determined

by the Evaluator(s)

● Educator is provided with final version of PDP;

contents of PDP are reviewed and confirmed

with Educator, then both the Evaluator(s) and

Educator sign the PDP

● PDP includes bi-weekly (minimum) meeting

dates to discuss Educator’s progress, concerns or

adjustments needed

● Identify start date and commence

implementation of PDP

PDP Form should include:

● Area(s) of growth needed.

● Professional development resource

or task to be completed.

● Supports provided by the District

● Expected success indicator

● Due date for each professional

development activity or task

completion

● Bi-weekly progress meetings

● Start and end dates of plan

Minimum of every two weeks ● Educator and Evaluator(s) continue the PDP

● Evaluator(s) will conduct Informal Observation(s)

● Conduct Mid-Plan Meeting to discuss ongoing

progress, concerns or suggested adjustments of

PDP

● Adjust supports as needed

Informal feedback will be provided via

e-mail and during progress meetings.

After completion of 60 school days

● Evaluator(s) will complete a formal observation,

which includes pre-conference , announced

observation, and post-observation conversation

● Evaluator(s) and Educator will hold a final

meeting within ten (10) school days of the

formal observation to discuss the PDP final

rating and next steps

Tenured Educator Next Steps:

● Overall Rating of Proficient or Excellent – return

to regular evaluation cycle

● Tenured PDP Form

30

● Overall Rating of Needs Improvement

–Educator’s PDP will be extended for another

cycle for a minimum of thirty (30) school days.

PDP plan can only be extended a maximum of

two times

● Overall Rating of Unsatisfactory – Educator is

placed on a Formal Remediation Plan (See

Section 12: Unsatisfactory Tenured Educator

Appraisal Plan Chart)

31

Section 13: EDUCATOR EVALUATION PROCESS OVERVIEW TENURED

(Educators with an overall Unsatisfactory rating)

EDUCATOR EVALUATION PLAN TIMELINE FOR TENURED EDUCATORS – UNSATISFACTORY

In accordance with Chapter 105 ILCS 5/24A-5 of the Illinois School Code

PERA (2010) mandates at least three observations with at least two being formal.

TIME OF YEAR PROCESS

FORMS

(See EXHIBITS)

Within thirty (30) school

days of Educator receiving

an overall rating of

Unsatisfactory

● Evaluators are assigned (2 evaluators will be assigned) ● Review Observation Documentation Form

to confirm the Domain(s)/Component(s) of

Unsatisfactory teaching practice

● A Consulting Teacher is assigned to support the Educator rated Unsatisfactory in order to implement the Remediation Plan

● Develop Remediation Plan to address deficiencies cited, provided that the deficiencies are remediable

o The Consulting Teacher shall participate in developing the Remediation Plan

● Commence implementation of the Remediation Plan

● Summative Report from Unsatisfactory Rating

At the beginning of the 90

school day

Remediation Plan

● Confirm implementation of Remediation Plan between Educator, Evaluator(s), and Consulting Teacher

● Remediation Plan (format may vary)

Before the midpoint of the

Remediation Plan

● Informal Observation(s) by Evaluators ● One or more Formal Observations by Evaluators with

rating

● Informal Observation Form ● Pre-Observation Conference

Reflective Guide ● Formal Observation Form ● Post-Observation Conference

Reflective Guide

At forty-five (45) school

days of the

Remediation Plan

● Mid-Point Performance Evaluation Meeting conducted and reviewed by Evaluator(s) with Educator

● Pre-Observation Conference Reflective Guide

● Post-Observation Conference Reflective Guide

● Remediation Plan

After the midpoint of the

Remediation Plan

● Informal Observation(s) by Evaluator ● One or more Formal Observations by Evaluator with

rating

● Informal Observation Form ● Pre-Observation Conference

Reflective Guide ● Formal Observation Form ● Post-Observation Conference

Reflective Guide

At the conclusion of the

90 school day

Remediation Plan

● Performance Appraisal Conference (with final rating) per Remediation Plan

Tenured Educator Next Steps:

● Overall Rating of Proficient or Excellent – Reinstatement to the district’s evaluation schedule

● Overall Rating of Needs Improvement or Unsatisfactory – Recommendation for Dismissal

● Informal Observation Form ● Pre-Observation Conference

Reflective Guide ● Formal Observation Form ● Post-Observation Conference

Reflective Guide ● Remediation Plan

32

Section 14:

STUDENT GROWTH PROCESS

PROCESS FORM(S) MEETINGS/TIMELINES

1 Educator reflects and

develops their

Individual Student

Growth Plan (Type III

SLO) on an annual basis.

Educator works with

assigned team on the

Team-based

Assessment (Type II)

Individual Student Growth Plan

(Type III SLO) form

Type II Goal is determined by

the Type II Working Committee

for each educator group. Upon

submittal/approval, it will be

shared with all educators in the

defined educator team.

Educator shall consult with the

Reflective Coach, other designated

leader, or specialist during the

Individual Student Growth Plan

(Type III SLO) development process.

Type III Plans must be submitted by

no later than Oct 1 or Within 3

weeks from the start of the second

semester Tenured Educator plans.

2 Approval of the Individual

Student Growth Plan (Type III)

by the Qualified Evaluator

Team-based Assessment

(Type II) is

determined/approved by the

working committees;

Educator will collaborate with

assigned team on determined

assessment and timeline.

Student Growth Plan Type

III SLO form

Individual Student Growth Plans

(Type III SLO) will be submitted

electronically.

The (Assigned) qualified evaluator will approve or ask for a revision conversation within two weeks of submitting.

Type III SLO Plans should be approved no later than Oct 15 and or two weeks prior to the start of the instructional interval. (If a second semester Tenured Educator plan, approval should occur no later than Feb 15)

3 Midpoint Review

(Non-evaluative-

data only used to

assess your

progress)

Educator completes the midpoint review reflection on the Type III form.

**The Educator is responsible for

contacting the Evaluator to

schedule a meeting if they feel

that growth goals need to be

adjusted at the mid-point review.

● Educator submits midpoint review

progress electronically to their

evaluator at the midpoint of the

instructional interval (This is to be

determined by the educator and

based on the approved plan)

● If changes need to be made, a

supplemental form should

document reasons for a change

and what the changes will be

made. Changes need to be

approved by the (Assigned)

33

qualified evaluator.

● Seek assistance from the

Reflective Coach to support

changes if needed.

● Teams will work collaboratively

on any mid-point adjustments to

the Type II process/ assessment.

4 Educator reflects and

prepares evidence for

summative student growth

rating

Educator determines

percentage of students who

met their growth target(s) on

the Type III assessments.

Type II results will be

determined by teams/ district

committees.

Completed Student Growth

Plan(s) with Actual Outcomes and

data

● Educator will annually submit

electronically the completed Individual

Student Growth Plan (Type III) and the

Team-based Assessment (Type II)

results with actual outcomes to

evaluator within ten days of the end of

the instructional interval but no later

than March 1 for Non-Tenured or May

1- Tenured

● Data collected will be required no later

than at the Summative Conference.

● Educator or evaluator may ask for

face-to-face meeting.

5 Performance Evaluation

Summative Conference:

includes review of professional

practice and student growth

evidence to determine final

overall rating.

Student Growth Ratings Rubric

Professional Practice

Summative Rating Form

Performance Evaluation Summative

Conference

● Non-Tenured by March 1

● Tenured by May 15

NOTE: a special situation might alter the final dates for summatives, but these will be case-by-case specific.

34

EXHIBIT A

PRE-OBSERVATION CONFERENCE REFLECTION GUIDES FOR:

EDUCATORS

COORDINATORS/TEACHING AND LEARNING COACHES

DEANS

READING SPECIALISTS

PSYCHOLOGISTS

SCHOOL NURSES (CERTIFIED)

SPEECH & LANGUAGE PATHOLOGISTS

SRT LEADERS

SOCIAL WORKERS

SCHOOL COUNSELORS

LMC DIRECTORS

35

Pre-Observation Conference Process for all Educator Categories

● Educator has responded to the questions in the electronic platform to prepare for discussion

● Educator may uploaded relevant evidence to the discussion (unit plan, assessment[s], grouping information,

pre-assessment data, activity artifacts, etc.)

● Evaluator may ask questions to clarify what will be seen, what evidence they can collect (observations, quantitative

data, student voice) to help the educator to reflect after the observation), and may request attachment of artifacts

for the lesson

● Items can be reviewed in any order.

● Educator and evaluator will review any evidence noted in the self-assessment to clarify or highlight planning and

preparation in Domain 1.

● Evaluator and educator will confirm logistics of observation and follow up (post-observation).

36

Pre-Observation Conference Reflection Guide for Educators (Submitted within electronic format)

1. What are some things about my students’ as learners that influenced the design of this lesson/unit and how am I

addressing them in this lesson? (1b/1c)

2. What do I want my learners to know and be able to do as a result of the instruction? (1a/1c)

3. What formative and summative assessments am I using for this lesson/unit? What evidence of learning am I looking for and how will my students and I use this information? (1f)

4. What is the purpose of the tasks/activities that the students will be engaging in during the lesson? (1d/1e)

5. Is there anything in your self assessment for that you would like to highlight or clarify regarding your planning and

preparation (Domain 1)?

37

Coordinator Pre-Observation Conference Reflection Guide for Coordinators and Teaching and Learning Coaches

The content outlined below will be included in the platform adopted jointly by the union and the district. Format will be modified accordingly dependent on needs.

● Respond to all of the bold-faced questions and submit to the evaluator at least one school day prior to the pre-observation conference.

● The questions listed underneath each main question are not required; however, they serve to support further reflection, evidence collection, and discussion during the pre-observation conference. Any responses provided by the educator may be used to support the body of evidence for professional practice.

1. What do you want your colleagues to know and be able to do as a result of the professional development/service? How

do you ensure that the content of your professional development or service delivery communicates the most recent

trends and established best practice? (1a)

➔ What are some of the skills/knowledge the participants bring to the learning experiences? (1a)

➔ How do you support developing assessment capable adult learners in this context? (1a)

2. What are some things about your colleagues’ readiness that influences how you plan and design learning

experiences/programming? How does data influence how you plan and design? (1b,1c)

➔ What are some special areas/learner needs or issues you address when planning and designing learning

experiences/services? (1b)

➔ What information have you gained about your learners this year that influences how you plan and design learning

experiences/services? (1b)

➔ As you think about what you know about your learners and the content, what are some key learning

outcomes? (1c)

➔ How do you ensure your students clearly understand the learning targets and success criteria for their learning

experiences? (1c)

3. How do you know when your participants/recipients have mastered what you intended for them to learn? How do you

respond if they don’t learn or already know it? (1d, 1e)

➔ What are some ways you elicit and provide opportunities for your learners to have a voice in their learning? (1d)

➔ What are some resources or materials you utilize to support your learners’/recipients’ needs or extend their current

learning? (1d)

➔ How do you monitor learning against targeted objective(s)? (1e)

➔ How do you determine if learners have mastered the targeted objective(s)? (1e)

4. How do you design and utilize assessments when planning learning experiences for your participants? (1f) ➔ How do your assessments provide information about your learners’/recipients’ progress towards mastery of

the identified learning objective(s)? (1f)

➔ How do you use prior assessment data to plan and design appropriate and rigorous learning experiences?

(1f)

5. How do you create a learning environment to support the development of successful educators/audiences? (2a, 2b, 2c,

2d, 2e)

➔ How do you organize your learning space to promote a respectful learning environment for all? (2a,2e)

➔ How do you establish high expectations for both learning and hard work? (2b)

➔ What established routines and procedures are in place to effectively deliver instruction/services so your

learners/recipients are successful? (2c)

38

➔ How do you establish standards of conduct with your learners/recipients? What role do they have in developing and

monitoring them? (2d)

➔ How do you ensure the learning environment is safe and learning is accessible to all? (2d)

6. How do you keep track of reflections of your teaching/practice? How have previous reflections impacted your

planning for instructional delivery/service delivery/programming? (4a)

7. How do you keep track of department/program information? How do you participate in the process of budgeting and

reports? How are educator needs anticipated and factored into budgeting decisions, and what is your role in collecting

data that indicates needs? (4b)

8. In what ways do you collaborate with other departments and communicate with building administrators to engage educators in professional development and special projects? (4c)

➔ In what ways are other educators involved in the activities (non-instructional or instructional) associated with the collaborative planning for professional development and special projects? (4c)

9. How have you contributed to the professional growth of your colleagues? What have your colleagues contributed to

your professional growth? (4d)

10. In what ways have you gone above and beyond your regular assigned duties? How have you contributed to school,

district, and/or community events? (4d)

11. What professional development have you sought to enhance your skills, and how have you applied your learning to

your professional practice and shared with colleagues? (4e)

12. In what ways do you advocate for colleagues? In what ways do you assist others with the implementation of building

and district ethical principles and policies, including compliance with district regulations? In what ways have you

established trust and respect among colleagues with whom you have worked? (4f)

➔ How do you promote integrity and ethical conduct among colleagues?

➔ What do you feel you have contributed as a team member to the goals of the team?

39

Pre-Observation Conference Reflection Guide for Deans (Submitted within electronic format)

The content outlined below will be included in the platform adopted jointly by the union and the district. Format will be

modified accordingly dependent on needs.

● Respond to all of the bold-faced questions and submit to the evaluator at least one day prior to the

pre-observation conference.

● The questions listed underneath each main question are not required; however, they serve to support further

reflection, evidence collection, and discussion during the pre-observation conference. Any responses provided by the

educator may be used to support the body of evidence for professional practice.

1. How do you select assessment tools and analyze the necessary data to determine behavioral needs? (1c, 1f)

➔ How do the referral questions influence the tools/instruments you select appropriate support and/or consequence?

➔ How do you analyze your assessment data to make decisions based on student needs?

➔ How do you analyze the school wide data to make appropriate recommendations to the Student Services Impact

Teams (SSIT)?

➔ How do you take a leadership role in reviewing and revising building/district procedures?

2. How do you identify at-risk students and administer discipline and/or support programs? (1a, 1b)

➔ How do you assist in identifying students in need of behavioral support?

➔ How do you select appropriate interventions and supports to address varying student needs?

3. How do you ensure all students receive educational rights through due process? (1c)

➔ How do you determine all students, specifically students identified as receiving special education services, needs are

being met through due process?

➔ How do you ensure that all stakeholders are informed of the student’s due process rights?

4. How do you express your knowledge of district, state and federal laws and procedures that guide behavioral

support practices? (1d)

➔ How do you communicate and guide other colleagues, administrators, parents and community in regards to

understanding district, state and federal laws and procedures that guide behavioral support practices?

5. How do you plan for student behavioral support interventions? (1e)

➔ How do you plan impactful support for individual student success academically and behaviorally?

6. How do you establish a rapport of trust and respect with the student-to-dean relationships? (2a)

➔ What is the procedure for a student to seek out Dean interaction?

➔ How do you provide a high degree of dignity when implementing discipline or supports?

➔ How do you manage individual student support meetings and communication?

➔ How do you establish relationships with students outside of dean’s office?

7. How do you organize your individual office space to effectively manage time and resources? (2b, 2e)

➔ How do you organize your day to be the most effective?

➔ How is your office inviting to stakeholders?

➔ How do you make relevant materials readily available for stakeholders?

40

8. To maintain standards of conduct, how do you establish, implement, and maintain Dean Office procedures within

the school environment? (2c, 2d)

➔ How do you teach a student self-monitoring behavior?

➔ How do you progress monitor a student who is demonstrating negative or positive self-monitoring behavior? What

type of feedback do you provide the student? What type type of supports do you follow up with to further help the

student?

➔ How do you collaborate with teachers and administrators to develop the Standards of Conduct?

➔ How do you implement and communicate the Standards of Conduct to stakeholders?

➔ How do you maintain Standards of Conduct for the educational environment?

9. How do you analyze the information to determine student’s behavioral needs and communicate the support

and/or consequence in a clear and concise format to all stakeholders? (3a/3d)

➔ How do you utilize the existing data to determine current and appropriate assessments?

➔ How do you utilize the current data from assessments to determine educational and behavioral support needs?

➔ How do you use the data to align educational and behavioral needs/goals to interventions?

➔ How do you take the data and write clear, concise reports identifying student needs, student goals, and proposed

interventions?

10. How do you determine and utilize behavior support interventions to aid

student growth based on assessment data? (3b, 3d, 3e)

➔ How do you assess the effectiveness of your intervention?

➔ How do you incorporate student feedback into strategies/interventions?

➔ How do you take feedback and adjust strategies/interventions to meet continuing and changing student needs?

➔ How do you progress monitor interventions?

➔ How do you communicate behavioral supports, and updates, to all stakeholders?

11. When dealing with families of different cultures, how do you disseminate information in a culturally sensitive

manner? (3c, 3e)

➔ How do you communicate to a variety of different stakeholders in different ways to ensure engagement and

understanding of families/students/Community supports?

➔ How do you empower families with a clear understanding of their student’s needs in order to facilitate

self-advocacy and to utilize community supports?

12. How do you demonstrate flexibility and responsiveness to stakeholders? (3e)

➔ How do you utilize a variety of differentiated approaches to behavioral supports?

➔ How do you allow for flexibility in behavioral supports to include stakeholder feedback?

13. How do you reflect on your current practices? (4a)

➔ What are current practices that you can identify that resulted in successful behavioral interventions? Why? How can

you improve this practice? How can you share this practice?

➔ What are current practices that you can identify that did not result in successful behavior interventions? Why? How

can you improve this practice?

14. How do you maintain an effective data-management system? (4c)

➔ What type of documentation system do you use to evaluate progress and interventions with students?

41

15. How do you communicate with all stakeholders in an ethical and professional manner

while maintaining confidentiality? (4b, 4d, 4f)

➔ How do you gain colleague feedback regarding individual students without breaking confidentiality?

➔ How do you take a leadership role amongst colleagues when advocating for students?

➔ How do you contribute to school and district professional communities?

➔ How do you provide in-service training to colleagues?

16. How do you share information gained through professional development (both in-district and out-of-district) to

your colleagues? (4d, 4e)

➔ How have you pursued professional development opportunities?

➔ How have your shared workshops or professional development activities to colleagues?

42

Pre-Observation Conference Reflection Guide for Reading Specialists (Submitted within electronic format)

The content outlined below will be included in the platform adopted jointly by the union and the district. Format will be

modified accordingly dependent on needs.

● Respond to all of the bold-faced questions and submit to the evaluator at least one day prior to the

pre-observation conference.

● The questions listed underneath each main question are not required; however, they serve to support further

reflection, evidence collection, and discussion during the pre-observation conference. Any responses provided by the

educator may be used to support the body of evidence for professional practice.

1. What do you want your learners to know and be able to do as a result of the instruction/service? (1a) ➔ What are some of the skills/knowledge learners bring to their learning experiences in order to be successful? (1a) ➔ How do you support developing assessment capable learners? (1a) ➔ How does your instruction reflect effective pedagogy in the subject area? (1a)

2. What are some things about your learners’ readiness that influences how you plan and design learning experiences/programming? How does data influence how you plan and design? (1b,1c)

➔ What are some special areas/learner needs or issues you address when planning and designing learning experiences/services? (1b)

➔ What information have you gained about your learners this year that influences how you plan and design learning experiences/services? (1b)

➔ As you think about what you know about your learners and the content, what are some key learning outcomes? (1c)

➔ How do you ensure your students clearly understand the learning targets and success criteria for their learning experiences? (1c)

3. How do you know when your learners have mastered what you intended for them to learn? How do you respond if they don’t learn or already know it? (1d, 1e)

➔ What are some ways you elicit and provide opportunities for your learners to have a voice in their learning? (1e) ➔ What are some resources or materials you utilize to support your learners’ needs or extend their current learning?

(1d) ➔ How do you monitor learning against targeted objective(s)? (1e) ➔ How do you determine if learners have mastered the targeted objective(s)? (1e)

4. How do you design and utilize assessments when planning learning experiences for your learners? (1f) ➔ How do your assessments provide information about your learners’ progress towards mastery of the

identified learning objective(s)? (1f) ➔ How do you use prior assessment data to plan and design appropriate and rigorous learning experiences?

(1f)

5. How do you create a learning environment to support the development of successful learners? (2a, 2b, 2c, 2d, 2e)

➔ How do you promote a respectful learning environment for all? (2a) ➔ How do you establish high expectations for both learning and hard work? (2b) ➔ What established routines and procedures are in place to effectively deliver instruction/services so your learners are

successful? (2c) ➔ How do you establish standards of conduct with your learners? What role do they have in developing and

monitoring them? (2d) ➔ How do you ensure the learning environment is safe and accessible for all learners? (2e)

43

6. How do you reflect upon your teaching/practice? How have previous reflections impacted your planning for

instructional delivery/service delivery/programming? (4a)

7. How do you effectively communicate with teachers and administrators?

➔ How do you integrate student data into conversations with administrators? classroom teachers? other Reading

Specialists? (4b)

8. What is the process for communicating with and engaging families in the student learning process? How do students contribute to this communication? (4c)

➔ In what ways are parents involved in the activities (non-instructional or instructional) that are used in the classroom/service setting? (4c)

➔ How do you keep track of student information? How do students participate in the process of recordkeeping? How are multiple sources of data used to analyze student progress? (4c)

➔ How are parents kept aware of student learning progress? (4c)

9. In what ways have you gone above and beyond your regular assigned duties? How have you contributed to

school, district, and/or community events? (4d)

10. How have you contributed to the professional learning community? How do you support professional

development? (4e)

11. What professional development have you sought to enhance your skills, and how have you applied your learning

to your professional practice? (4e)

12. In what ways do you ensure fair opportunities for students to succeed? In what ways do you assist others with the

implementation of building and district ethical principles and policies, including compliance with district

regulations? (4f)

➔ How do you support students and promote positive attitudes toward learning?

➔ How do you promote integrity and ethical conduct among colleagues?

➔ What do you feel you have contributed as a team member to the goals of the team?

➔ How have you demonstrated professional leadership?

44

Pre-Observation Conference Reflection Guide for Psychologists (Submitted within electronic format)

The content outlined below will be included in the platform adopted jointly by the union and the district. Format will be

modified accordingly dependent on needs.

● Respond to all of the bold-faced questions and submit to the evaluator at least one day prior to the

pre-observation conference.

● The questions listed underneath each main question are not required; however, they serve to support further

reflection, evidence collection, and discussion during the pre-observation conference. Any responses provided by the

educator may be used to support the body of evidence for professional practice.

1. How do you select assessment tools and analyze the necessary data to determine educational needs (1a, 3b)?

➔ How do the referral questions influence the tools/instruments you select for evaluations?

➔ How do you analyze your assessment data to make decisions based on student needs?

2. How do you address the varying academic and mental health needs of students and the needs of students across the

age levels you serve (1b)?

➔ How do you assist in identifying students in need of mental health support?

➔ How do you select appropriate interventions and supports to address varying student needs?

3. In what ways have you collaborated with school staff and collected data to develop recommendations, problem-solving

processes or school-wide programming? (1c,1e, 2c, 3a, 3d)

➔ What process do you use to ensure that paperwork is completed in compliance with district, state and federal

regulations?

➔ How have you helped to establish and/or maintain appropriate procedures for referring students for

problem-solving and special education?

4. How do you contribute to a culture of positive mental health throughout the school? (2b)

➔ How have you helped to design and implement school-wide behavioral procedures and supports?

➔ How do you ensure that students and other educators identify you as a resource for mental health support?

5. How do you organize your office and materials to maintain accurate records and complete your responsibilities

effectively and efficiently (2e, 4c, 1d, 3c)?

➔ What processes and procedures do you have in place to easily locate files, notes, materials and necessary

information?

➔ How do you document conversations with teachers, parents and students?

6. How do establish rapport and maintain professionalism with students, families and other educators? (2a, 2d, 2e, 3f, 4b,

4f, 4d)

➔ When working with students, how are standards of conduct established and what role do students have in

monitoring expectations?

➔ How do you build rapport with families and how are you sensitive to cultural and linguistic factors?

➔ In what ways have you demonstrated professionalism and taken on leadership roles within your school community?

7. In what ways do you advocate for students? In what ways do you assist others with the implementation of building and

district ethical principles and policies, including compliance with district regulations? (1d, 4f)

➔ How do you promote integrity and ethical conduct among colleagues?

➔ What do you feel you have contributed as a team member to the goals of the team?

45

Pre-Observation Conference Reflection Guide for Certified School Nurse

The content outlined below will be included in the platform adopted jointly by the union and the district. Format will

be modified accordingly dependent on needs.

1. How do you demonstrate medical knowledge and skill in nursing techniques as it relates to child and adolescent

development? (1a, 1b, 1f)

2. How do you establish measureable goals for the nursing program appropriate to the setting and the students served? (1c)

3. How do you demonstrate knowledge of government, community, and district regulations and resources to plan

the nursing program for both individuals and groups of students, integrated with the regular school program? (1d, 1e)

4. How do you create an environment of respect and rapport to establish a culture of health and wellness?(2a, 2b)

5. How do you organize the physical space of the Health Office? ( 2e)

6. How do you implement health protocols and procedures? (2c)

7. How do you promote wellness through classes or classroom presentations? (3c)

8. How do you assess student needs and manage emergency situations?(3d, 3a)

9. How do you collaborate with teachers and staff to develop specialized education programs and services for

students with diverse medical needs?(3f)

10. How do you maintain health records in accordance with policy and submit reports in a timely manner?(4b)

11. How do you communicate with families in an ethical and professional manner while maintaining confidentiality? (4c)

12. How does the school nurse participate in professional development, demonstrate professionalism, and participate

in the professional community.

46

Pre-Observation Conference Reflection Guide for Speech & Language Pathologists

The content outlined below will be included in the platform adopted jointly by the union and the district. Format will be

modified accordingly dependent on needs.

● Respond to all of the bold-faced questions and submit to the evaluator at least one day prior to the

pre-observation conference.

● The questions listed underneath each main question are not required; however, they serve to support further

reflection, evidence collection, and discussion during the pre-observation conference. Any responses provided by the

educator may be used to support the body of evidence for professional practice.

1. What do you want your learners to know and be able to do as a result of the instruction/service? (1a 1e)

➔ How do you as the SLP incorporate and address student goals in planning? (1e)

➔ How does this align with the curriculum (CCSS)? (1e)

➔ How do you as the SLP demonstrate knowledge of this clinical area during the lesson? (1a)

2. What qualities about your learners’ readiness influence how you plan and design learning

experiences/therapy? How does data influence how you plan and design? (1a,1b,1c)

➔ How do you as the SLP plan the therapy program for the student? (1b)

➔ How do you as part of the multidisciplinary IEP team determine the impact of the disability on the student’s

performance? (1a)

3. How do you know when your learners have mastered what you intended for them to learn? How do you respond

if they don’t learn or already know it? (1c, 1d, 1e)

➔ How do you measure student goals in therapy? (1e)

➔ How do you utilize resources to support students? (1d)

➔ How do you explain the IEP to team members (teachers, parents, etc.)? (progress, present levels, etc) (1c)

4. How do you design and utilize assessments when planning learning experiences for your learners? (1e) ➔ How do you incorporate student data into goals and planning? (1e)

5. How do you create a learning environment to support the development of successful learners? (2a, 2b, 2c, 2d, 2e) ➔ How do you ensure the learning environment is respectful and accessible to all learners? (2a)

➔ How do you organize the learning space to promote a respectful learning environment for all? (2b, 2d)

➔ How do you establish high expectations for both learning and hard work? (2b)

➔ What routines and procedures are in place to effectively deliver instruction/services so that learners are successful?

(2b, 2d)

➔ How do you establish standards of conduct with your learners? What role do they have in developing and

monitoring them? (2c)

6. What process do you use to reflect on your practice of speech-language pathology? (4a)

7. How do you collect data and monitor student progress? (4c)

47

8. What is your collaborative process with team members (families, teachers, other service providers) regarding

students? (4b)

9. How have you contributed to the professional growth of your colleagues? What have your colleagues contributed

to your professional growth? (4d)

➔ How do you share your expertise with colleagues?

10. How do you participate within the school and/or SLP community? (4d)

➔ In what ways do you go above and beyond your regular assigned duties?

➔ What committees do you participate on or lead? (4d)

➔ What events do you participate in or lead? (4d)

11. What professional development activities do you participate in? (4e)

➔ How do you decide what professional development opportunities to engage in? (4e)

➔ How do you share knowledge with your colleagues? (4e)

12. How do you respond to parent or teacher concerns and advocate for students? (3a)

➔ How do you handle screening and evaluation requests? (3a)

48

Pre-Observation Conference Reflection Guide for SRT Leaders The content outlined below will be included in the platform adopted jointly by the union and the district. Format will be modified accordingly dependent on needs.

● Respond to all of the bold-faced questions and submit to the evaluator at least one school day prior to the pre-observation conference.

● The questions listed underneath each main question are not required; however, they serve to support further reflection, evidence collection, and discussion during the pre-observation conference. Any responses provided by the educator may be used to support the body of evidence for professional practice.

1. What is your background in special education and what do you do to improve your knowledge? (1a) ➔ What advanced certificate/license do you hold? ➔ What professional development have you completed in order to advance your knowledge in special education? ➔ What future professional development do you plan on attending in order to advance your knowledge in special

education?

2. What are the aspects of students that influence the way you guide teams in order to determine their programming? (1b)

➔ What is your knowledge of programming in your building? ➔ How do you assess where your team is at implementing best practices programming? ➔ What data do you collect to determine program success in your building?

3. What strategies do you utilize to ensure compliance with state and federal special education laws and mandates?

(1C) ➔ What professional development have you completed to become knowledgeable about special education law?

4. How do you connect families with outside resources? (1d) ➔ What strategies are used for determining community agencies to partner or connect families with? ➔ What data and systems do you utilize to flag students or families who may benefit from connections to outside

families? ➔ What strategies do you utilize to connect families to outside resources?

5. How do you assist teams in designing and implementing effective special education programing? (1e) ➔ What data do you collect to determine if the program is being effective? ➔ What strategies do you implement when special education programming is not being effective or more intensive

supports are needed?

6. How do you consult with teams, teachers, and administrators in order to make sure the programming is effective

and appropriate for the students? (1e)

7. How do you keep track of your reflections on your SRT practice? How have previous reflections impacted your

planning for programming? (4a)

8. How do you keep track of student records? What sources of data do you use to analyze student progress? (4b)

9. What is your process of communicating and engaging families in the IEP process? (4c)

10. How have you contributed to the professional growth of your colleagues? (4d)

11. In what ways have you gone beyond your regular assigned duties? (4d)

12. What professional development opportunities have you sought to enhance your skills? (4e)

13. In what ways do you advocate for your students? In what ways do you assist others with the implementation of

building and district ethical principles and policies, including special education law? (4f)

Pre-Observation Conference Reflection Guide for Social Workers

49

The content outlined below will be included in the platform adopted jointly by the union and the district. Format will be

modified accordingly dependent on needs.

● Respond to all of the bold-faced questions and submit to the evaluator at least one day prior to the

pre-observation conference.

● The questions listed underneath each main question are not required; however, they serve to support further

reflection, evidence collection, and discussion during the pre-observation conference. Any responses provided by the

educator may be used to support the body of evidence for professional practice.

1. How do you select assessment tools and analyze the necessary data to determine educational needs (1f)?

➔ How do the referral questions influence the tools/instruments you select for evaluations?

➔ How do you analyze your assessment data to make decisions based on student needs?

2. How do you address the varying mental health needs of students and the needs of students across the age levels

you serve (1a, 1b)?

➔ How do you assist in identifying students in need of mental health support?

➔ How do you select appropriate interventions and supports to address varying student needs?

3. How do you establish measurable goals that are appropriate to the educational setting and the students being

served? (1c)

➔ How do you determine the specific goals to be developed?

➔ How do you progress monitor the goals?

➔ How do you have the student self-monitor their progress on the goals?

➔ How do you determine termination of the goal?

4. How do you express your knowledge of district, state and federal laws and procedures that guide social work

practices? (1d)

➔ How do you communicate and guide other colleagues, administrators, parents and community in regards to

understanding district, state and federal laws and procedures that guide social work practices?

5. How do you plan for social work interventions (1e) :

➔ How do you plan for individual sessions?

➔ How do you plan for small group?

➔ How do you plan for in-class sessions?

➔ How do you plan for crisis management?

6. How do you create an environment that supports the process of building respect between staff and students,

staff-to-staff, students-to-students? (2a)

➔ How do you convey respect and reflect genuine warmth and care toward students?

➔ Do you feel that personalizing your interactions with staff and students is important? If so, how do you personalize

your interactions, and still maintain professionalism?

7. How have you conveyed the importance of understanding mental health in your building, and amongst your

colleagues? (2b)

➔ How do you promote awareness for mental health amongst students and staff?

➔ What levels of the impinging environment have you intervened in to improve the social emotional growth amongst

students (examples in in Tier I, Tier II, and Tier III)?

50

8. How do you manage your practice, routines, and organize your physical space as a social worker in the school

environment? (2c)

➔ How do you create a welcoming environment in your office area for students, parents, and staff?

➔ What measures have you taken to secure confidential documents and materials?

➔ How is your office space organized to minimize clutter and ensure safety to improve efficiency and accessibility.

9. How do you manage the behavioral culture within the school environment, and what have you contributed to the

improvement of the behavioral culture? (2d)

➔ What steps have you taken to monitor students’ behavior in a subtle manner?

➔ How do you convey sensitivity to student misbehaviors and ensure that their dignity and respect remain intact?

➔ What tools have you implemented to progress monitor student behavioral interventions and organize data gathered

in the progress monitoring process?

➔ How do you support behavioral intervention teams in the process of improving student behaviors?

10. How do you determine student’s assessment needs and then analyze the data to determine student’s educational

needs that is delivered in a clear and concise format (3a/3d)?

➔ How do you utilize the existing data to determine current and appropriate assessments?

➔ How do you analyze the data of the current assessment while being sensitive to the student’s culture, individual

experiences and level of functional development?

➔ How do you utilize the current data from assessments to determine educational needs?

➔ How do you use the data to align educational needs/goals to interventions?

➔ How do you take the data and write clear, concise reports identifying student needs/goals and proposed

interventions?

11. How do you determine and utilize counseling strategies and interventions to aid in student growth based on

assessment results (3b/3d/3e)?

➔ How do you assess the effectiveness of your intervention?

➔ How do you incorporate student feedback into strategies/interventions?

➔ How do you take feedback and adjust strategies/interventions to meet continuing and changing student needs?

➔ How do you progress monitor interventions?

12. When dealing with families of different cultures, how do you disseminate information in a culturally sensitive

manner (3c/3e)?

➔ How do you communicate verbally to a variety of different stakeholders in different ways to ensure engagement

and understanding of families/students/Community supports?

➔ How do you empower families with a clear understanding of their student’s needs in order to facilitate

self-advocacy and to utilize community supports?

13. How do you demonstrate flexibility and responsiveness to team members/students (3e)?

➔ How do you utilize a variety of different therapeutic approaches and tailor sessions to meet the changing and varied

needs of the students?

➔ How do you provide flexibility in service to students/staff to better meet the needs of the student?

14. Professional Responsibilities

➔ How do you reflect on your practice in order to see if a student is making gains?

➔ What are some areas or strategies you can identify that resulted in improvements?

➔ What types of evidence-based techniques/tools do you use to evaluate student’s progress?

51

15. Maintaining Accurate Records and Documentation

➔ What type of documentation system do you use to evaluate progress and interventions with your students?

➔ How do you effectively document student’s progress with IEP Goals?

16. Participating in professional community within school environment

➔ What types of school functions did you attend?

➔ How this enable you to build relationships with faculty?

➔ Name a project for which you volunteered:

17. Engaging in professional development

➔ What professional development opportunities have you taken part in over the past two years?

➔ In what ways were you able to share out information with your colleagues?

18. Showing professionalism

➔ What are some ways in which you showed excellent professionalism in your practice?

➔ What are some situations in which you had to use discretion with sharing of information?

➔ In what ways did you build staff trust?

➔ How do you show professionalism and compliance in your day to day activities?

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PRE-OBSERVATION QUESTIONS FOR SCHOOL COUNSELORS

Questions in bold are required. All others are optional.

1. What do you want learners to know and be able to do as a result of the instruction/service?(Required)

● If applicable, what developmentally appropriate theories and techniques will be applied during the observed

instruction/service?(Optional)

● What are some background skills and knowledge that learners will need to bring to the

instruction/service?(Optional)

● What student needs influenced your chosen strategy(ies) or topics?(Optional)

● What are the typical developmental characteristics for students receiving instruction/service?(Optional)

● To what extent do these learners receiving instruction follow typical developmental

characteristics?(Optional)

2. What goal(s) of the counseling program does this instruction/service align to?(Required)

● How does the goal(s) benefit the learners being served?(Optional)

● What information have you gained about your learners to develop the goals?(Optional)

3. What are some of the resources (school, district, community) that may be drawn upon during this instruction/service?

(Required)

4. How does your instruction/service give support to the student/student groups and contribute to your building's

broader educational program?(Required)

5. Based on the instruction/service target, what evidence will be used to show learner improvement?(Required)

6. How do you create an environment that promotes respect, rapport, and productive communication?(Required)

● How do you promote a respectful environment for students?(Optional)

● How do you organize your physical space to encourage open communication and positive rapport?(Optional)

● What routines and standards for conduct do you establish to create and maintain an effective environment in your

counseling sessions, classroom and/or school?(Optional)

7. How do you ensure you are properly assessing student needs?(Required)

8. How did your instruction/service support what you know about your students' needs, and if applicable, assist them in

the formulation of academic, personal/social or career plans?(Required)

9. How do you utilize a variety of counseling techniques to be appropriate to the situation?(Optional)

PRE-OBSERVATION REFLECTION FOR LMC DIRECTORS

Questions in bold are required. All others are optional

1. What library practice and technology skills are employed in the instruction and services you are providing? 1A

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➔ Describe what professional resources you utilize.

➔ What current trends are you seeing in literature and technology that inform your instruction and services?

2. How does the programming and resources you employ support student learning and school improvement? 1B, 1D,

1E

➔ Discuss the resources used to support learners.

➔ How do you include all stakeholders in your program planning?

➔ What school data do you use to help focus your program and resources?

3. List two goals you have established to improve the quality of services you provide. 1C

➔ Describe the steps involved in achieving these goals.

➔ What data was collected to drive the creation of these goals?

4. What tools do you use to evaluate your library media center program, services and resources? 1F

➔ Describe the process, including a brief timeline.

➔ What goals have come out of this evaluation?

➔ How often do you revisit and reevaluate?

5. How do you establish a culture and environment that supports the development of successful learners? 2A, 2B,

2C, 2D, 2E

➔ How is rapport established?

➔ What rules and procedures are evident?

➔ How are behaviors managed?

➔ How do you ensure effective use of the physical environment?

6. How do you keep track of reflections of your teaching/practice? How have previous reflections impacted your

planning for instructional delivery and programming? 4A

7. What reports and data do you use to support your professional practice as an LMC Director? 4B

➔ What inventory reports are submitted?

➔ How do you prepare and submit requisitions with the yearly budget?

➔ How do you use inventory reports to make decisions about requisitions?

➔ How do you use circulation statistics to make decisions about requisitions?

8. What is the process for communicating with and engaging staff, families and outside individuals and organizations

in the library media center? 4C

➔ How do teachers gain access to instructional support?

➔ How do you involve the larger community in the library media center programming and planning?

➔ How do you collect input from the larger community?

➔ In what ways do you integrate the needs of the larger community into your programming?

9. How have you contributed to the professional growth of your colleagues? What have your colleagues contributed

to your professional growth? 4D

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➔ What library practices provide opportunities for staff professional development?

➔ What future goals do you have for the professional growth of yourself?

➔ What future goals do you have for the professional growth of your colleagues?

10. In what ways have you gone above and beyond your regular assigned duties? How have you contributed to

school, district, and/or community events? 4D

11. What professional development have you sought to enhance your skills, and how have you applied your learning

to your professional practice? 4E

12. In what ways do you advocate for students? In what ways do you assist others with the implementation of

building and district ethical principles and policies, including compliance with district regulations and copyright?

4F

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EXHIBIT B

POST-OBSERVATION CONFERENCE REFLECTION GUIDES FOR:

EDUCATORS

PSYCHOLOGISTS

READING SPECIALISTS

SPEECH & LANGUAGE PATHOLOGISTS

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Post-Observation Conference Process for all Educator Categories

● Evaluator has shared observational data and ratings of evidence collected prior to the conference to allow for

discussion during the post-conference.

● Evaluator asks educator if there are any components in the pre-rating that they wish to discuss further or provide

additional evidence.

● Educators share any additional evidence in the self assessment for Domain 4 that did not appear in the

pre-observation or observation that they would like to highlight or clarify. May highlight additional evidence from

Domain 1.

● Evaluator closes all components of the observation in STAGES.

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Post-Observation Conference Reflection Guide for Educators

(Educator reflects using the post observation questions and submits electronically to the evaluator.)

1. How did I ensure my learners were clear in understanding what they were learning and what success criteria looked like against the targeted learning objective(s)? How successful were my students in reaching the targets that were set? (1f/4a)

2. What adjustments did I make to the learning experiences in response to the needs of the learners, and what was the

result of those adjustments? (1e/3e)

3. What feedback did I give to students regarding their learning?

4. How will I use the information gained from formative assessment(s) to design future learning experiences? (4a)

5. What did I learn from the student outcomes and the delivery that will help me improve my practice in the future? (4a)

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Post-Observation Conference Reflection Guide for Psychologists

The content outlined below will be included in the platform adopted jointly by the union and the district. Format will be modified accordingly dependent on needs.

● Please be sure to answer all of the bold-faced questions and submit to the evaluator prior to the post-observation conference.

● The questions listed underneath each main question are not required; however, they serve to support further reflection and guide discussion during the post-observation conference. Any responses provided by the educator may be used to support the body of evidence for professional practice.

1. What data-collection procedures do you utilize to evaluate the effectiveness of your procedures? (4a, 1f)

➔ How do you identify strengths and weaknesses within your own practices?

2. What professional development have you sought to enhance your skills, and how have you applied your learning to your professional practice? (1d, 4d, 4e)

➔ How have you contributed to the professional growth of your colleagues? ➔ What have your colleagues contributed to your professional growth? ➔ How do you actively participate in the professional organizations or district committees?

3. What adjustments did you make to the observation activity in response to the needs of the participants? (3e)

➔ What strategies/resources did you use to accommodate the questions and interests of your participants?

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Post-Observation Conference Reflection Guide for Reading Specialists

The content outlined below will be included in the platform adopted jointly by the union and the district. Format will be

modified accordingly dependent on needs.

● Please be sure to answer all of the bold-faced questions and submit to the evaluator prior to the post-observation

conference.

● The questions listed underneath each main question are not required; however, they serve to support further

reflection and guide discussion during the post-observation conference. Any responses provided by the educator may

be used to support the body of evidence for professional practice.

1. How did you ensure you were effectively communicating with all learners throughout the observed learning

experience(s)? (3a)

➔ How did you ensure your learners were clear in understanding what they were learning and what success criteria

looked like against the targeted learning objective(s)? (3a)

➔ What strategies did you use to support intellectual engagement for your learners? (3a)

2. How do your instructional approaches maximize student success? What techniques did you utilize to support your

learners in mastering the targeted objectives? (3b)

➔ What strategies did you use to create cognitively challenge your learners? (3b)

➔ How was your instruction aligned to the specific needs of the students? (3b)

3. What strategies did you utilize to support the engagement of your learners? (3c)

➔ How did your learning experiences support challenging your learners’ thinking and make their learning visible? (3c)

➔ What scaffolding did you provide to support all learners in mastering the targeted objective(s)? (3c)

4. How did you utilize assessments to support mastery against targeted objectives for your learners? (3d)

➔ What types of formative assessment did you use to identify student mastery against the targeted learning

objectives during the formal observation? (3d)

➔ How did you use the information gained from your formative assessment(s) to design future learning experiences

and what was the impact on student understanding? (3d)

➔ How did you utilize data, goals, benchmarks to monitor and support progress (3d)?

5. What adjustments did you make to the learning experiences in response to the needs of the learners? (3e)

➔ What strategies/resources did you use to accommodate the questions and interests of your learners? (3e)

➔ What adjustments, if any, were made for your learners to accommodate and respond to their readiness

levels/needs? (3e)

6. In reflecting on your practice, what adjustments will you incorporate into planning and designing learning experiences

in the future? (4a, 4b)

➔ What did you learn from the student outcomes and the delivery that will help you improve your practice in the

future? (4a)

➔ What do you hope to be able to share with your colleagues after teaching this teaching lesson? (4b)

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Post-Observation Conference Reflection Guide for Speech & Language Pathologists

The content outlined below will be included in the platform adopted jointly by the union and the district. Format will be

modified accordingly dependent on needs.

● Please be sure to answer all of the bold-faced questions and submit to the evaluator prior to the post-observation

conference.

● The questions listed underneath each main question are not required; however, they serve to support further

reflection and guide discussion during the post-observation conference. Any responses provided by the educator may

be used to support the body of evidence for professional practice.

1. How did you ensure you were communicating with all learners throughout the observed instruction/service ? (3e)

➔ How did you ensure your learners knew and understood the learning objective? (3e)

➔ How did you make students aware of success? (3e)

➔ What strategies did you use to support engagement for your learners (types of engagement/motivation)? (3e)

2. What techniques and/or strategies did you utilize to support learners in making progress towards/reaching the

targeted objective(s)? (3b)

➔ How do you challenge and engage your learners? (3b)

➔ How do you adjust or differentiate instruction during the service to support learners in mastering the objective(s)?

(3b)

3. What strategies did you utilize to support the engagement of your learners? (3c)

➔ How did your learning experiences support challenging your learners’ thinking and make their learning visible? (3c)

➔ What scaffolding did you provide to support all learners in mastering the targeted objective(s)? (3c)

4. How did you utilize data to support mastery of the targeted objective(s) for your learners? (3d)

➔ What type of data did you use to identify student mastery of the targeted learning objectives? (3d)

➔ How did you utilize data to monitor and support progress towards goals and objectives? (3d)

➔ How do you use the information gained from data to design future learning experiences? (3d)

5. How do you communicate with team members (teachers, parents/guardians, other service providers) when developing

the treatment plan (IEP)? (3c)

➔ In what ways do you contribute or obtain relevant information to assist in the problem solving process? (3c)

6. Reflect on the service/instruction you provided during the observation. (4a)

➔ What positive and/or negative aspects in your service/instruction influenced this lesson? (4a)

➔ Given the positives and/or negatives from above, what would improve your service delivery in the future? (4a)

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EXHIBIT C

VALLEY VIEW COMMUNITY UNIT SCHOOL DISTRICT 365U

Educator Summative Evaluation Report

In the event of adoption of an electronic evaluation data platform, the Summative Evaluation Report will be derived from the platform, however, the Evaluative Summative Report will include the following essential components:

1. Educator’s name, tenure status (including probationary year if non-tenured), grade(s) and/or subject(s) they teach. 2. Dates of the required meetings/observations during the evaluation process.

a. Informal Observation(s) b. Pre-Observation Conference(s) c. Formal Observation d. Informal Observation(s) e. Post-Observation Reflective Conference f. Final Professional Practice Written Ratings

3. Required narrative of areas of strength - Short written summary of the educator’s strengths. 4. Required narrative of areas for further development - Short written summary of the educator’s areas for further development. 5. Employment Recommendation. 6. Signature and date submitted to Educator and signature of Evaluator(s) 7. Signature requiring does or does not concur. Signature required on the summative rating but must be submitted within 24 hours after receipt of final ratings. 8. Statement of a rebuttal submitted within 30 calendar days of the final summative rating to be in written form to the Director of Human Resources. A copy of the rebuttal can be submitted to the AFT President. Educator must provide evidence for any domain that is in dispute. 9. Danielson Domain/Indicator ratings or points. 10. Overall average for Professional Practice (assigned point values, and formula for calculating)

a. Each Domain component will be assigned a rating according to the appropriate rubric b. The rating for each Domain will be an average of each of the component ratings in that Domain c. The overall Professional Practice rating will be derived from an equally weighted average of the Domain

ratings

11. Overall average for Student Growth: a. Each area of the student growth component will be assigned a rating according to the rubric found in Exhibit F and G b. Each Educator’s student growth scoring/rating will be determined by the Student Growth Rating Rubric and Scoring

Procedures (EXHIBIT F & G). Educators will receive a rating for each component of their Student Growth Plan. (ie:

Category A Educators receive a rating for both portions of their Type II and Type III)

c. All four components of the student growth area will be weighted according to the plan.

d. An overall student growth rating average is determined.

12. An overall summative rating is determined by averaging together the Professional Practice rating average with the

student growth rating average. These are weighted equally.

13. Once an overall rating average has been determined, it is rounded according to the rating scale to determine the Overall

Summative Rating and converted to a whole number as listed in Section G.

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EXHIBIT E Valley View School District 365U Professional Development Plan

Timeframe Process Form

Within 30 school days of Educator receiving an overall rating of Needs Improvement.

Evaluator(s) schedules a meeting with the Educator to:

● Review the Professional Practice Overall Ratings and domains needing improvement.

● Review the on-going duties/responsibilities and regular teaching assignment.

● Collaboratively develop a professional development plan for the Educator directed to the areas that need improvement.

● This plan should be for a minimum of 60 school days and may be extended. How long or often may a plan be extended? Is there a PDP 2 or second stage?

● Include supports that the District will provide to address the areas that need improvement.

● Educator is provided with the final version of the PDP, reviewed and signed off by both the Evaluators and the Educator.

● Start the implementation of the plan.

PDP Form should include: ● Area(s) of growth needed. ● Professional Development,

Resource or Task to be completed.

● Supports provided by the District.

● Expected success indicator. ● Due Date for each

Professional Development, resource or task completion.

● Area for summative feedback or progress status.

● Area for noting whether the expectation for growth has or has not been met.

● Check in meeting dates. ● Start and end dates of the

Plan. ● Area noting the completion

or extension of the Plan.

Every two weeks: Evaluator(s) and Educator will meet. ● Discuss progress. At this point is there a

check off...ie: the teacher is making acceptable progress or the teacher is not making acceptable progress and why?

● Tasks completed ● Provide verbal and written feedback on

informal observations. ● Make any necessary adjustments

Within 15 school days prior to the completion of the Plan:

Evaluator(s) complete a formal observation following the normal evaluation plan timelines and requirements, including pre-conference, announced observation, one informal observation and post-observation conference.

Within 10 school days after completion of Plan:

PDP Conference with Educator and Evaluator(s) for final Performance Rating. Overall Rating of Proficient and Excellent - Educator returns to the regular evaluation cycle. Overall Rating of Needs Improvement - Educator’s PDP will be extended for a minimum of 30 school days. Overall Rating of Unsatisfactory - Educator is placed

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on a Formal Remediation Plan.

Valley View School District 365U Professional Development Plan

School Year __

Name: Location: Evaluators: Areas needing improvement: The following areas were marked as “areas of concern” on the named employee’s most recent evaluations.

Domain Area: Component needing improvement:

Expectation for Growth: Professional Development/Resource/Task:

Bldg/District Support Provided:

Due Date: Success Indicator:

Administrator Feedback (include date(s) and feedback):

Expectation for Growth met? Yes ▢ No ▢ (Provide rationale)      

Domain Area: Component needing improvement:

Expectation for Growth: Professional Development/Resource/Task:

Bldg/District Support Provided:

Due Date: Success Indicator:

Administrator Feedback (include date(s) and feedback):

Expectation for Growth met? Yes ▢ No ▢ (Provide rationale)      

Dates for follow up conferences/meetings:       Professional Development Plan Start Date:       Professional Development Plan Completion Date:       The signature below indicates that the employee and the administrator have discussed this Professional Development Plan and will work together to accomplish the stated improvements. _________________________________________ ________________________ Evaluator's Signature Date

_________________________________________ ________________________ Evaluator's Signature Date

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_________________________________________ _________________________ Educator's Signature Date

EXHIBIT F

STUDENT GROWTH RATING RUBRIC and SCORING PROCEDURES --Category A Educators—

TYPE II ASSESSMENT 

PART A 

Monitoring Progress & Collaborating with Team

UNSATISFACTORY NEEDS IMPROVEMENT PROFICIENT EXCELLENT

The educator has no evidence of incorporation of formative assessment in the designated period of instruction.

The educator’s approach to using formative assessment is rudimentary, including only some of the instructional outcomes in the designated period of instruction.

The educator has a well-developed strategy for using formative assessment data and has designed particular approaches to be used in the designated period of instruction.

The educator demonstrates an approach to using formative assessment that is well designed and includes student as well as educator use of the assessment information in the designated period of instruction.

The educator is unaware of effectiveness of practice on outcomes and has not implemented adjustments/alternative actions to affect student outcomes.

The educator is generally reflective on instruction but only has general awareness of adjustments required and adjustments/alternative actions and examples cited do not show relationship to desired outcomes.

The educator is reflective on practice and outcomes and can cite general references and a few specific examples of adjustments/alternative actions during the instructional interval

The educator thoughtfully reflects on practice and outcomes and provides specific examples of adjustments implemented as well as alternative actions during the instructional interval

The educator avoids participation in a culture of professional inquiry with team members.

The educator participates in a culture of professional inquiry with team members when invited or required to do so.

The educator actively participates in a culture of professional inquiry with team members.

The educator takes initiative in assuming leadership among the team and promotes a culture of professional inquiry amongst team members.

The educator does not contribute to the team or makes decisions based on self-serving interests and does not make attempts to meet student needs.

The educator complies with expectations for engaging with team members and is inconsistent in attempts to serve the needs of students

The educator maintains an open mind in working with the team and actively works to best meet the needs of students.

The educator takes a leadership role with team members and is proactive in serving students and seeking out resources

Part B 

Achievement of Team Goal(s)

Fewer than 40% of students meet

growth expectations

40-59% of students meet

growth expectations

60-79% of students meet

growth expectations

80-100% of students meet

growth expectations

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EXHIBIT G

STUDENT GROWTH RATING RUBRIC and SCORING PROCEDURES --Category B Educators—

TYPE III ASSESSMENT 

PART C 

Establishing and Monitoring the Student Growth Goal

UNSATISFACTORY NEEDS IMPROVEMENT PROFICIENT EXCELLENT

Educator selects a goal that has no relevance nor connection to a standard or any identifiable need (1a, 1c)

Educator selects a goal that is connected to an overall area of need.

Educator selects a goal connected to a team/building area of need.

Educator selects a goal based on a team/building area of need, and provides evidence/rationale as to how the goal will support impact beyond the interval.

Goal is not measurable and/or not aligned with content standards (1c)

Goal is measurable and aligned with content standards

Goal is measurable and aligned with expected grade level /content curricular standards addressing the needs of differentiated group(s) and/or individual students based on baseline or historical data.

Goal is measurable and aligned with content standards addressing the needs of differentiated group(s) and/or individual students

The educator has no evidence of incorporation of formative assessment in the designated period of instruction.(1f)

The educator’s approach to using formative assessment is rudimentary, including only some of the instructional outcomes in the designated period of instruction.

The educator has a well-developed strategy for using formative assessment data and has designed particular approaches to be used in the designated period of instruction.

The educator demonstrates an approach to using formative assessment that is well designed and includes student as well as educator use of the assessment information in the designated period of instruction.

The educator is unaware of effectiveness of practice on outcomes and has not implemented adjustments/alternative actions to affect student outcomes. (4a)

The educator has general awareness of adjustments require.

The educator is reflective on practice and outcomes and cites general references

The educator reflects on practice and outcomes and provides specific examples of adjustments implemented.

Educator shows risk taking in the established goal setting and setting of growth targets.

One or no pieces of evidence of student data are identified and collected throughout the interval

Two pieces of evidence of student data are identified and collected throughout the interval and are aligned to the student growth goal)

Three pieces of evidence of student data are identified and collected throughout the interval and are aligned to the student growth goal

Four or more pieces of evidence of student data are identified and collected throughout the interval and are aligned to the student growth goal.

Examples of “pieces of evidence”: Benchmark exams, performance evaluations, portfolios, work samples, chapter/unit tests, formative assessments, NWEA MAP

data, anecdotal notes. This does NOT include the pre- or post assessment used as the baseline and final measure.

PART D 

Achievement of Student Growth Goal(s) 

Less than 40% of students meet

40-59% of students meet

60-79% of students meet

80-100% of students meet

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growth goal growth goal growth goal growth goal

SCORING THE STUDENT GROWTH RATING RUBRIC to determine the student growth summative rating:

AREA RATING # 1,2,3,4

WEIGHTED PERCENT

AREA SCORE

STUDENT GROWTH SUMMATIVE RATING SCALE

A X 16.67% B X 33.33% Excellent 3.50 – 4.0 C X 16.67% Proficient 2.90-3.49 D X 33.33% Needs Improvement 2.0-2.89 Unsatisfactory ≤ 1.99

SUM

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