Pilot Alternative Teacher Evaluation

Pilot Alternative Teacher Evaluation

Pilot Alternative Teacher Evaluation

2006-07

Development of the PilotDevelopment of the Pilot The evaluation was developed in cooperation with the

Aurora Education Association Members of the workgroup

Sue Clark – FacilitatorDianne Dugan – PrincipalTony Van Gytenbeek – Asst. Supt., HRDennis Hamann – Consultant, InstructionCurtis Holmes – TeacherBrenna Isaacs – AEA PresidentCathy Wildman – Teacher

ConceptConcept

The alternative teacher evaluation is:A flexible interactive process in which the teacher – Selects an evaluation team– Determines the criteria for evaluation in collaboration with

that team

An online process

Who is eligible?Who is eligible?

At the following schools: Elementary schools (8)

CenturyDaltonFultonKentonLaredoPark LaneQuestVassar

Middle Schools (4)ColumbiaMrachekSouthWest

High Schools (4)Aurora CentralGatewayRangeviewWilliam Smith

Non-probationary teachers on evaluation cycle who’s previous evaluation meets or exceeds standards

What is the process?What is the process?

The following slides explain the steps in this flow chart

Request & Evaluation TeamRequest & Evaluation Team

Teachers may request alternative evaluation within three weeks of beginning of school year

If the supervisor agrees:Teacher selects an evaluation teamIncluding an evaluator of record who must be an APS licensed administrator

How is the evaluation plan developed?How is the evaluation plan developed? Within the first quarter the teacher in

collaboration with the evaluation team will determine

Evaluation criteriaWhat evidence will demonstrate meeting standardsHow evidence will be collectedA timeline for collection of evidence and feedback

Evaluation CriteriaEvaluation Criteria

The person being evaluated and the chosen evaluator(s) review the four standards and proficiency indicators

At least one indicator for each standard will be selected

These selections may be changed during the review process by mutual agreement between the person being evaluated and the chosen evaluator(s).

Standard A - Teaching and Student LearningThe teacher is committed to students and their learningThe teacher knows the subjects he/she teaches and how to teach those subjects to students.

Standard A - Teaching and Student LearningThe teacher is committed to students and their learningThe teacher knows the subjects he/she teaches and how to teach those subjects to students.

Indicators:1. Demonstrates a thorough knowledge of students as individual

learners and evaluates assessment data for each student by identifying what the student can do, needs to learn next, and what the teacher will do about it.

2. Plans high, worthwhile and attainable goals and objectives, selecting rich, thought-provoking and appropriate resources, and identifying what the learning looks and sounds like.

3. Implements learning experiences that are connected to content learning goals and sequences and structures instruction so students attain the goals.

4. Generates varied formal and informal evidence to regularly evaluate and improve student learning

Standard B - Learning EnvironmentThe teacher manages and monitors student learning. The teacher develops an environment where individuals are encouraged, respected, and challenged intellectually, academically, and socially.

Standard B - Learning EnvironmentThe teacher manages and monitors student learning. The teacher develops an environment where individuals are encouraged, respected, and challenged intellectually, academically, and socially.

Indicators:1. Develops a classroom where students demonstrate self-

confidence and responsibility for high standards of learning.2. Ensures that tasks and resources support student growth and

proficiency.3. Creates a safe, secure learning environment where on-going

feedback, praise and positive reinforcement result in high levels of student engagement and learning.

4. Recognizes individual differences in his/her students and models and teaches accordingly.

Standard C - Professional DevelopmentThe teacher thinks systematically about his/her practice and learns from experience. The teacher commits to improving his/her professional practice in order to improve student learning.

Standard C - Professional DevelopmentThe teacher thinks systematically about his/her practice and learns from experience. The teacher commits to improving his/her professional practice in order to improve student learning.

Indicators:1. Demonstrates growth in instructional knowledge and skills.2. Engages in active, collaborative reflection to improve

professional competence.3. Takes an active role in school-based professional

development.4. Stays current with research and, when appropriate,

incorporates new findings into his/her practice.5. Regularly analyzes, evaluates, reflects on, and strengthens the

effectiveness and quality of his/her practice.

Standard D – ProfessionalismThe teacher is a contributing member of the learning community. Standard D – ProfessionalismThe teacher is a contributing member of the learning community.

Indicators:1. Clearly and consistently reaches out to parents and

other interested adults as valued partners in the child’s education.

2. Seeks leadership opportunities and shares responsibility to promote school improvement.

3. Contributes to the effectiveness of the school by working collaboratively with other professionals.

Evidence, Format & TimelineEvidence, Format & Timeline

The person being evaluated and the chosen evaluator(s) will:

Mutually define evidence appropriate to each proficiency indicator selectedDetermine methods for collection of evidence to support proficiency indicator(s)

– How collected– What format– Where stored

Agree on the format and time line for collection of evidence and feedback

EvaluatorsEvaluators

The person being evaluated and the chosen evaluator(s) will:

mutually identify evaluator(s) for each indicator selectedincluding at least one person employed as a licensed administrator within the Aurora Public Schools

Planning SheetPlanning Sheet A planning sheet will be printed containing:

IndicatorsEvidenceFormatTimeline Evaluator(s).

The person being evaluated will acquire signature of immediate supervisor approving the use of the pilot evaluation

Copies of the signed planning sheet will be distributed to the person being evaluated, selected evaluator of record, all other evaluators and immediate supervisor.

EvidenceEvidence Teacher and evaluators collect evidence:

In specified formatAccording to timeline

Examples:Teacher reflection on how evidence collected indicates proficiency on standard

– What teaching strategies worked well– Next steps

Test scoresObservation notesStudent productsEtc.

EvaluationEvaluation

Evaluator(s):Develop written analysis of evidence collected for each indicator Score each standard according to analysis of evidence collected for indicators in that area

– Meets Standard– Growth Needed

GoalsGoals

The employee and the evaluator of record mutually develop written goals

CommentsComments

Employee develops written reflection on the evaluation

ContentProcess

Selected evaluator of record develops written summary of the review

ContentProcess

SignaturesSignatures

Interested parties sign off on evaluationStaff memberSelected evaluator of recordImmediate supervisor

FilingFiling

One copy of the signed review is retained at the site

Another is given to the staff member The original signed copy is sent to Human

Resources

Next Steps – 4 out of 4Next Steps – 4 out of 4

An employee who earns 4 out of 4 scores of Meets Standard resulting in an overall score of: Meets Standard

Will be evaluated again in the regular cycle

Next Steps – 3 out of 4Next Steps – 3 out of 4 An employee who earns 3 out of 4 scores of

Meets Standard resulting in an overall score of: Meets Standard

May continue with the review the following year, focusing on the standard that was scored Growth Needed if desired

However, this is not required Will be evaluated again in the regular cycle

Next Steps – 2, 1 or 0 out of 4Next Steps – 2, 1 or 0 out of 4

An employee who earns 2, 1 or 0 out of 4 scores of Meets Standard resulting in an overall score of: Growth Needed

Continues with this review next year, focusing on the standards that were scored Growth Needed

Or chooses to return to the traditional teacher evaluation process for next year

Professional DevelopmentProfessional Development Directors and principals meeting, June 2006 Cohort groups form, Fall 2006

Salary advancement credit for attendanceDennis Hamann - FacilitatorEvaluation plans developed during first quarterEvaluations start during second quarter or semesterCohort works together through all stages

Available online www.aps.k12.co.us/hr/pilotThis overviewLinks to start a new evaluation and to search for an existing evaluationSample evaluation planExamples of evidence (coming soon)

Review of PilotReview of PilotThe pilot: Will run in the 2006-07 and 2007-08 school

years May be adjusted for second year Will be reviewed by the Performance Evaluation

Council each year Will return to bargaining teams at the end of two

years to determine next steps

QuestionsQuestions

Direct questions to:The Division of Instruction– Dennis Hamann– Linda Damon

The Division of Human Resources– Kari Allen– Sheri Charles– Kathleen Hostetler

Thank you!Thank you!