Putnam EDGE High School Instructional Personnel Evaluation System 2013-2014 Please note. This is the draft of a living document, which is subject to change as needed. 1
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Putnam EDGE High SchoolInstructional Personnel Evaluation System 2013-2014
Please note. This is the draft of a living document, which is subject to change asneeded.
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Putnam EDGE High SchoolCore Values
“Trust • Respect • Responsibility”
Mission
We believe that all people, regardless of social or economic condition, must be provided thecapacity to take charge of their lives. Through new models of teaching and learning, they will be
enabled and empowered to make critical decisions for their futures. We believe that we musttreat others in our school and community with respect, tolerance, a kind heart, and genuine
concern for their well-being. We believe our flexible business/education environment teachesand encourages student responsibility, independence, and resilience while building life skills
in collaboration, project management and leadership. We believe that we must continue todevelop and preserve the Community of Trust that defines our Putnam EDGE High Schoollearning environment. We believe in sharing our knowledge and experience with other
educators and institutions in order to foster and enhance educational reform. We believe thattechnology provides the opportunity to make significant positive changes in today’s educationprocess. We believe that the model created at Putnam EDGE High School is the future of HighSchool education and must be nurtured in order to continue implementation of its innovative,
creative approach to education reform.
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Putnam EDGE High SchoolInstructional Evaluation System
Handbook PurposeThe purpose of this handbook is to outline Putnam EDGE High School’s (PEHS) teacherevaluation process. This handbook is designed to provide a reference tool to help teachers,administrators and other trained evaluators understand the school’s process for observing,documenting and evaluating instruction in classrooms and other school settings. It should beused to better understand the components of the instructional personnel evaluation process andthe State of Florida (Marzano) Evaluation Model.
*This is a living document, which is subject to change as needed.
Putnam EDGE High School Instructional Evaluation System
Topic Page NumbersIntroduction 4Evaluation System 5Marzano Evaluation Model 5 – 8Evaluation Components 8 - 9Evaluation Process 10-11Professional Development 11Items Not Covered in State-Model Template 12 - 15Appendix A: Glossary 16 – 18Appendix B: Marzano Learning Maps 19 – 21Appendix C: Observation Links
● Web-based Links● Putnam EDGE Protocols
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Appendix D: Florida Educator Accomplished Practices (FEAPS) 23 - 25Appendix E: Deliberate Practice Plan and Protocol 26 - 30
Putnam EDGE Charter High School Instructional Evaluation SystemArt & Science of Teaching Protocols
Forms Page NumbersPlanning Conference: Form A 2 - 3Planning Conference: Form B 4 - 5Reflection Conference 6 - 7Long Form: Domain 1—Lesson Segments Involving Routine Events 8 - 12Long Form: Domain 1—Lesson Segments Addressing Content 13 - 16Long Form: Domain 1—Lesson Segments Enacted on the Spot 17 - 34Long Form: Domain 2—Planning and Preparation 35 - 37Long Form: Domain 3—Reflecting on Teaching 38 - 43Long Form: Domain 4—Collegiality and Professionalism 44 - 51Formative Evaluation Form 52 - 55Summative—Category I 56 - 59Summative—Category II 60 - 63
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IntroductionIn August 2010, the U.S. Department of Education* announced Florida as one of ten state winners ofthe Race to the Top (RTTT) Phase 2 Competition. This competitive grant brought $700 million to thestate to implement a broad range of strategies designed to improve the lowest performing schools,reward teachers, and increase the academic achievement of our students.
Included in Florida’s RTTT Grant:● Florida’s new teacher evaluation system.● Florida’s student growth measure – the Value-Added Model (VAM).● development of a State test item bank and assistance with district-developed assessments
for content areas that do not currently have standardized tests.● improvements to Florida’s Principal Leadership Standards.● development of STEM programs (Science, Technology, Energy, Mathematics).● professional development opportunities.● technological improvements.● improved access to data.
The Florida Department of Education (DOE) has developed a series of videos that provide importantinformation concerning reform efforts currently underway in the state. These can be found at thefollowing location: Updates from Implementation Committees,http://www.fldoe.org/arra/racetothetop.asp
*The Race to the Top grant (RTTT) was authorized under the American Recovery and Reinvestment Act of 2009 (ARRA).
Putnam EDGE High School Instructional Evaluation SystemThe focus of this instructional evaluation system is to improve the quality of instruction in order toadvance student growth and academic achievement. This will be accomplished by establishing anevaluation system comprised of components which include gathering data, sharing information, andproviding opportunities for professional growth. The success of this system will rely oncollaborative conversations and professional development. The evaluation system chosen by PutnamEDGE High School is based on the research compiled by Dr. Robert Marzano in The Art and Science ofTeaching.
Putnam EDGE High School believes that by empowering instructional personnel to excel aseducators, we will ensure that our students excel socially, emotionally and academically. Researchdemonstrates that teacher effectiveness is the most influential factor affecting student achievement.Our goal is to promote and support highly effective teaching in every classroom.
Florida Statute 1012.34 (1)(a) states, “For the purpose of increasing student learning growth by improvingthe quality of instructional, administrative, and supervisory services in the public schools of the state, thedistrict school superintendent shall establish procedures for evaluating the performance of duties andresponsibilities of all instructional, administrative and supervisory personnel employed by the schooldistrict.”
Senate Bill 736 http://www.flsenate.gov/Session/Bill/2011/736
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Evaluation ModelThe State (Marzano) Evaluation Model was approved by the Florida Department of Education(DOE) as a model that schools/districts can use or adapt as their evaluation model.
The evaluation model includes four domains:● Domain 1: Classroom Strategies and Behaviors● Domain 2: Preparing and Planning● Domain 3: Reflecting on Teaching● Domain 4: Collegiality and Professionalism
The Research Base from Which the Model Was DevelopedEach of the works from which the model was developed report substantial research on the elementsthey address. For example, The Art and Science of Teaching includes over 25 tables reporting theresearch on the various elements of Domain 1. These tables report the findings from meta-analyticstudies and the average effect sizes computed in these studies. In all, over 5,000 studies (i.e., effectsizes) are covered in the tables representing research over the last five decades. The same can besaid for the other titles listed above. Thus, one can say that the model was initially based onthousands of studies that span multiple decades and these studies were chronicled and catalogued inbooks that have been widely disseminated in the United States. The four domains include 60elements: 41 in Domain 1, 8 elements in Domain 2, 5 elements in Domain 3 and 6 elements in Domain 4.
Elements of the Marzano Evaluation ModelDomain 1: Classroom Strategies and BehaviorsRoutine SegmentsDesign Question #1: What will I do to establish and communicate learning goals, track studentprogress, and celebrate success?1. Providing clear learning goals and scales (rubrics)2. Tracking student progress3. Celebrating successDesign Question #6: What will I do to establish and maintain classroom rules and procedures?4. Establishing classroom rules and procedures5. Organizing the physical layout of the classroom
Content SegmentsDesign Question #2: What will I do to help students effectively interact with new knowledge?6. Identifying critical information7. Organizing students to interact with new knowledge8. Previewing new content9. Chunking content into “digestible bites”10. Processing new information11. Elaborating on new information12. Recording and representing knowledge13. Reflecting on learning
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Design Question #3: What will I do to help student practice and deepen their understanding ofnew knowledge?14. Reviewing content15. Organizing students to practice and deepen knowledge16. Using homework17. Examining similarities and differences18. Examining errors in reasoning19. Practicing skills, strategies, and processes20. Revising knowledge
Design Question #4: What will I do to help students generate and test hypotheses about newknowledge?21. Organizing students for cognitively complex tasks22. Engaging students in cognitively complex tasks involving hypothesis generation and testing23. Providing resources and guidance
Segments Enacted on the SpotDesign Question #5: What will I do to engage students?24. Noticing when students are not engaged25. Using academic games26. Managing response rates27. Using physical movement28. Maintaining a lively pace29. Demonstrating intensity and enthusiasm30. Using friendly controversy31. Providing opportunities for students to talk about themselves32. Presenting unusual or intriguing information
Design Question #7: What will I do to recognize and acknowledge adherence or lack ofadherence to rules and procedures?33. Demonstrating “withitness”34. Applying consequences for lack of adherence to rules and procedures35. Acknowledging adherence to rules and procedures
Design Question #8: What will I do to establish and maintain effective relationships with students?36. Understanding students’ interests and background37. Using verbal and nonverbal behaviors that indicate affection for students38. Displaying objectivity and control
Design Question #9: What will I do to communicate high expectations for all students?39. Demonstrating value and respect for low expectancy students40. Asking questions of low expectancy students41. Probing incorrect answers with low expectancy students
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Domain 2: Planning and PreparingPlanning and Preparing for Lessons and Units42. Planning and preparing for effective scaffolding of information within lessons43. Planning and preparing for lessons within units that progress toward a deep understanding andtransfer of content44. Planning and preparing for appropriate attention to established content standardsPlanning and Preparing for Use of Materials and Technology45. Planning and preparing for the use of available traditional resources for upcoming units andlessons (e.g., manipulatives, video tapes)46. Planning for the use of available technology such as interactive white boards, voting technologiesand one-to-one computerPlanning and Preparing for Special Needs of Students47. Planning and preparing for the needs of English language learners48. Planning and preparing for the needs of special education students49. Planning and preparing for the needs of students who come from home environments that offerlittle support for schooling
Domain 3: Reflecting on TeachingEvaluating Personal Performance50. Identifying specific areas of pedagogical strength and weakness51. Evaluating the effectiveness of individual lessons and units52. Evaluating the effectiveness of specific pedagogical strategies and behaviors across differentcategories of students (i.e., different socio-economic groups, different ethnic groups)Developing and Implementing a Professional Growth Plan53. Developing a written growth and development plan54. Monitoring progress relative to the professional growth plan
Domain 4: Collegiality and ProfessionalismPromoting a Positive Environment55. Promoting positive interactions about colleagues56. Promoting positive interactions about students and parentsPromoting Exchange of Ideas and Strategies57. Seeking mentorship for areas of need or interest58. Mentoring other teachers and sharing ideas and strategiesPromoting District and School Development59. Adhering to district and school rules and procedures60. Participating in district and school initiatives
Domain 1 contains 41 elements (5 + 18 +18);Domain 2 contains 8 elements (3 +2+ 3);Domain 3 contains 5 elements (3 +2) andDomain 4 contains 6 elements (2 + 2 + 2).
Given that 41 of the 60 elements in the model are from Domain 1, the clear emphasis in the Marzanomodel is what occurs in the classroom—the strategies and behaviors teachers use to enhancestudent achievement.
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Teacher status and growth can be assessed in each component of the model in a manner that isconsistent with the Florida DOE guide-lines and the requirements of Race to the Top Grant.
*Classroom-based instructional personnel are assessed on all 60 elements of the framework.
The Marzano Learning Map for classroom-based instructional personnel can be found in AppendixB (pages 19 through 21).
SummaryIn summary, the Marzano Evaluation Model was designed using thousands of studies conducted overthe past five or more decades and published in books that have been widely used by K-12 educators.In addition, experimental/control studies have been conducted that establish more direct causallinkages with enhanced student achievement than can be made with other types of data analysis.Correlation studies (the more typical approach to examining the viability of a model) have also beenconducted indicating positive correlations between the elements of the model and studentmathematics and reading achievement. Finally, the model has been studied as to its effects on the useof technology (i.e., interactive whiteboards) and found it to be highly correlated with theeffectiveness of that technology.
Evaluation ComponentsThe components of the instructional personnel evaluation system are:Teacher Performance (as determined by Marzano Evaluation Model) – 50%Student Achievement (as determined by a Value-Added Measure) – * 50%*Teachers with FCAT student data for less than three years will receive a summative calculation of 40%student achievement and 60% teacher performance.
Teacher Performance Evaluations (50%)School Administrator EvaluationSchool administrators and other trained evaluators evaluate Category 1 and Category 2 teachers ontheir classroom and professional practices based on information gathered from formal and informalclassroom observations as well as supporting elements which could include artifacts such as lessonplans and evidence of professionalism and collegiality.
Student Achievement (Value-Added Measure) (50%)As established in the Student Success Act and the Race to the Top Grant, teacher evaluations aredesigned to support effective instruction and student learning growth. To support these objectives,the law requires that teacher evaluations be based on sound educational principles and
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contemporary research in effective practices in three major areas: 1) student performance, 2)instructional practice and 3) professional and job responsibilities.A significant portion of the performance evaluation must be based on data and indicators of studentlearning growth assessed annually and measured by statewide assessments or, for subjects andgrade levels not measured by statewide assessments, by district assessments as provided in s.1008.22,F.S.http://leg.state.fl.us/statutes/index.cfm?App_mode=Display_Statute&Search_String=&URL=1000-1099/1008/Sections/1008.22.htmlBased on Florida statutory requirements, the value added portion of the evaluation model may require annual modifications or revisionsbased on implementation of state and/or district EOCs or other factors identified by the legislature.
To meet this requirement, a fair and transparent measure of student growth was developed. Thismeasure is based on a value-added model which measures the impact a teacher has on studentlearning and takes into account other factors that may influence the learning process. Thevalue-added model attempts to level the playing field by accounting for differences in theproficiency and characteristics of students assigned to teachers. The model developed by the FloridaDepartment of Education accounts for student characteristics, classroom characteristics and schoolcharacteristics. Three factors which cannot, by law, be factored into the measure are gender, race orsocio-economic status of students.
Putnam EDGE High School District Value-Added Model
Teaching Assignment Growth CalculationReading, Grades 4 through 8 State-calculated VAM (growth)Math, Grades 4 through 8 State-calculated VAM (growthNon-FCATNon-End of Course (EOC) SubjectsGrades 6 through 10
State-generated VAM based on assignedstudents (growth)
Advance Placement (AP) CoursesCourses with an EOC Examination
VAM Score based on percentage proficient(state average pass rate) combined withVAM score from assigned students(growth)
11th and 12th Grade● Non-AP● Non-EOC
School average VAM (growth)
ILCs, Deans, Guidance Counselors School average VAM (growth)
Deliberate Practice Growth PlanDeliberate Practice is a way for teachers to grow their expertise through a series of plannedactivities, as well as through reflection and collaboration. These planned activities include settingpersonal goals, focused practice, observing and discussing teaching and monitoring personal practice.Teachers identify their personal goals based on student growth and achievement and collaboratewith their principals on these goals. Principals, in turn, monitor and support teachers in their growththrough focused feedback. A score will be derived annually based on each teacher’s growth on
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identified goals.
For the Deliberate Practice Growth Plan during the 2013 – 2014 school year, scores from this growthplan will be embedded in Domain 3 of the observable score in the calculations for the FinalSummative Score in the 2013 – 2014 school year. The Deliberate Practice Growth Plan explanation andform can be found in Appendix E.Deliberate Practice may be based on each of the Florida Educator Accomplished Practices as found inRule 6A-5.065, F.A.C., job expectations related to student support, and indicators that assess progresson deliberate practice priorities for professional improvement. Putnam EDGE High School systemmay also include the following indicators:
a. Learning Goal with Scales: The teacher provides students with clearly stated learning goalsaccompanied by a scale or rubric that describes levels of performance relative to the learninggoal;b. Tracking Progress: The teacher facilitates the tracking of student progress on learninggoals using a formative approach to assessment;c. Established Content Standards: The teacher ensures that lesson and unit plans are alignedwith established state content standards identified by the school and the manner in which thatcontent should be sequenced; and d. Multi-tiered System of Supports: The teacher provides a learning environment withmultiple tiers of support to meet individual needs and affect positive change.
Final Summative Calculation2013-2014 School YearThe final summative calculation for instructional personnel will be determined as follows:1. Instructional personnel with FCAT student results for three or more yearsa. 50% of the overall summative score will be based on three years of data (student achievement).b. 50% of the final overall summative score will be based on Marzano Observable Elements (teacherperformance).
Evaluation ProcessTeacher Category PlacementTeachers are assigned to categories based on their experience. The two categories are:Category I:• Teachers who have 0-3 years of total experience• Teachers new to PEHS during the current school year, regardless of experience• Teachers who broke service with PEHS and have returned during the current school yearCategory II:• Teachers who have at least 3 years of experience and are not new to PEHS during the current schoolyear
Classroom Observations
Category
FormalObservations(Announced)
InformalObservations
(Announced orUnannounced) Walkthroughs
Category 1 2Each formal
observation is
3 8 per year
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followed by anevaluation for 1st
year teachersCategory 2 1 2 4 per year
WalkthroughA walkthrough can be announced or unannounced and should be a minimum of five minutes long. Awalkthrough will be conducted by a trained administrator or other evaluator. A walkthrough isuseful for providing feedback to teachers, acknowledging professional growth and collectingevidence to further inform the annual evaluation process. The evidence collected will not be used as adata source for the final summative evaluation.
Informal Observation ProcessAn informal observation can be announced or unannounced and should be a minimum of 15 minuteslong. This observation will be conducted by a trained administrator or other trained. An informalobservation is useful for providing feedback to teachers, acknowledging professional growth andcollecting evidence to further inform the annual evaluation process. The evidence collected will beused as a data source for the final summative evaluation.
Formal Observation ProcessA formal observation is designed to collect evidence which will be used as a data source for the finalsummative evaluation. The recommended time for this observation is a full class period or full lesson.This observation will be conducted by trained administrators or other trained evaluator. The formalobservation includes a pre-conference, a classroom observation and a post-conference. This enablesteachers and administrators to engage in rich, collaborative dialog. It allows teachers to reflect onpractice and also allows teachers and administrators to collaborate in decision-making and clarifyingexpectations.
Professional DevelopmentEvaluatorsEvaluators will be provided ongoing professional development related to research-based bestpractices. This training will be provided via meetings, school-provided professional development,PLCs and conferences.
Instructional PersonnelOngoing professional development will be provided by Putnam EDGE High School to supportinstructional personnel in implementation of research-based best practices. This professionaldevelopment will be provided via school-based inservice including PLCs and/or Lesson Study, statemeetings and conferences. School-based professional development is provided monthly. Studentachievement and teacher performance is analyzed to guide the development and implementation oftargeted professional development designed to address the needs of instructional personnel.
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Additional Documentation(Items are labeled according to the Charter School Review and Approval Checklist.)
Section I: Performance of Student Elements:A. For classroom teachers of courses associated with state assessments underSection 1008.22, F.S.: Verification that state assessment data and the associated learninggrowth model approved pursuant to Section 1012.34(7), F.S. are used in the evaluation ofteachers assigned to teach the courses associated with a state assessment.Putnam EDGE Charter High School will be using the state’s Value-Added Model in order to determinethe Student Growth Measure.
E. Confirmation and procedures for including current year student performance data ineach individual’s summative rating for that school year. The years of student growthdata included in the evaluation must be specified and must include the current year data.Putnam EDGE Charter High School will be using the state’s Value-Added Model in order to determinethe Student Growth Measure for all instructional personnel. We will include additional assessmentsas they are approved by the state. For 2013-2014 and beyond, we are basing the evaluation on 50%Teacher Evaluation and 50% Student Growth based on VAM.
F. The percentage of an evaluation that is based on student performance when there arethree years of data present for an individual and when there are less than three years ofdata present for an individual.For the years Putnam EDGE Charter High School will be using three years of data, the schooladministrator evaluations will be based on 50% Teacher Evaluation and 50% Student GrowthMeasures.
H. In 2013-2014 and thereafter, three years of data are required.Putnam EDGE Charter High School will use three years of data and the evaluation will be based on50% Leadership Practices and 50% Student Growth Measures.
Section VIII: Input Mechanisms:A. Identification of supervisory personnel performing evaluations. Documents mustverify that the determination of a performance level is performed by someone with asupervisory relationship to the employee.Teachers will be evaluated by school-based administrators. Within the evaluation document, therewill be a place for the evaluatee’s signature as well as the evaluators’ signatures.
B. Parent Input: For teachers, a mechanism that provides an opportunity for parents toprovide input into an administrator’s performance evaluation.Parents will be notified via telephone, electronic communication, the school--newsletter, and/or theschool website that they may provide input into an administrator’s evaluation.
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Section IX: TrainingA. Systematic process to inform the workforce, using Florida’s Common Language ofInstruction, on what they are to know and be able to do based on elements in theevaluation system.The Putnam EDGE Charter High School will provide a systematic process to inform theworkforce (administrators and teachers), using Florida’s Common Language of Instruction, onwhat they are to know and be able to do based on elements in the evaluation system.
B. Systematic process to provide initial training and continuously improve thecapacities of the workforce and evaluators, using Florida’s Common Language ofInstruction, found at www.fldoe.org/profdev/pa.asp, to understand and implement theperformance expectations in the evaluation system indicators. Florida’s CommonLanguage of Instruction will be incorporated in rule by reference, and entitled asfollows: Florida’s Common Language of Instruction, Form No. EQEVAL---2012---4.The initial training of the workforce, including updates to the Governing Board, will consist of:● Sessions to “unwrap” the prioritized Florida Leadership Standards and construct aDeliberate Practice Plan OR sessions to “unwrap” prioritized Florida Educator Standards andconstruct a Deliberate Practice Plan.● Ongoing support focused on supporting and expanding the initial learning● Assessment● Continuous improvement based on formative and summative evaluations
C. Charter process for providing training programs to ensure that all individualswith evaluation responsibilities understand the proper use of evaluation criteria andprocedures. The Department’s guidance on training evaluators is posted atwww.fldoe.org/profdev/pa.asp, labeled Training Evaluators in District Instructional andAdministrator Evaluation Systems.The Putnam EDGE Charter High School will design and deliver all professional learning aroundthe implementation of the state approved school leader and teacher evaluation models.
Section X: Continuous Improvement and Professional Development:A. Improvement Plans: The use of performance evaluation results when developingthe Putnam EDGE Charter High School improvement plan. Improvement plans. Thedocumentation shall describe how evaluation results are analyzed and used indeveloping improvement plans.Evaluation results will be collected, compiled, and analyzed. Analysis will be used whendeveloping the school improvement plan. Baseline data will be collected in June of 2014.
B. Continuous Improvements: Instruments, procedures, and criteria for continuous
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quality improvement of the professional skills of school leaders and instructionalpersonnel. Documents shall include the following:1. Procedures for providing employees with feedback that supports improvement inperformance. Feedback means the timely information, specific to the evaluation system’srubrics and indicators, that is provided about evidence collected in the evaluationsystem, which serves to improve the quality of future actions or depth of understandingon performance expectations.Feedback will be shared throughout the Teacher Evaluation Process.
1. District forms of Individual Professional Development Plans (IPDP) developedpursuant to Section 1012.98 (4) (b), F.S. Individual Leadership Development Plans (ILDP)developed pursuant to Rule 6A-5.971, F.A.C., and any other instruments used to supportcontinuous improvement of professional learning. Districts employing separate formsfor deliberate practice shall indicate if such instruments take the place of the IPDP orILDP.The Putnam EDGE Charter High School will use the state Deliberate Practice Model in lieu of theIPDP and ILDP.
4. A description of district criteria for assessing the impact of provided professionaldevelopment on the participating workforce’s proficiency on the evaluation indicators.Each professional development opportunity has a set of performance metrics to measure theimpact on the participating workforce. The results collected will be used to provide furtherProfessional Development or modify existing Professional Development as needed. Performancemetrics will be analyzed to develop individualized professional learning.
2. Professional Development: Use of performance evaluation results to identify thecontent of individual, collegial, and system-wide professional developmentdocumentation will include descriptions of the charter process for levels of professionaldevelopment (school and educator).and a description of the process(es) for aligning thecontent of the charter’s Master Inservice Plan, Section 1012.98(4)(b), F.S. and Rule6A---5.071, F.A.C., with performance evaluation results.The 2014/2015 Putnam EDGE Charter High School Professional Development Plan will bedeveloped to include the new school leader and instructional evaluation systems for aligning tothe charter’s master inservice plan. The revised system will be presented to the GoverningBoard by September 1, 2014 and submitted to the state/school district by October 1, 2014, asper statute 1012.98.
D. Process for the coordination of evaluation, school improvement and professionaldevelopment planning, data collection and analysis, and impact monitoring.Documentation shall include a process for aligning and sustaining the alignment of dataelements in the Local Instructional Improvement System (LIIS), developed pursuant toSection 1006.281 F.S., with the charter’s evaluation indicators and the content of districtprovided professional development.The Putnam EDGE Charter High School will develop and use an integrated data managementsystem. This student information system will track attendance, grades, learning, schedules, and
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student records so Putnam EDGE Charter High School can educate the whole child. Whencost-effective, electronic curriculum and lesson planning will be used. When available, onlineprofessional development will be used by both administrative and instructional personnel.
E. Feedback and continuous improvement processes focused on the purpose of theevaluation system. Documentation will describe processes for specific and actionablefeedback on proficiency of performance. Monitoring the effective and consistent use ofthe evaluation criteria by those with evaluation responsibilities will be continuous.Monitoring of the charter evaluation processes will be on-going to insure effectiveimplementation of the charter evaluation system.Information and updates will be presented annually to the Putnam EDGE Charter High SchoolGoverning Board about the school leader and teacher evaluation processes.
F. Process for monitoring and evaluating the effectiveness of the evaluation systemas required in 1012.34(2)(h) and subsection (6) of this rule.Regularly scheduled meetings will continue to take place between Putnam EDGE Charter HighSchool administrator(s) and the Governing Board.
Section XI: Annual EvaluationInclude a statement verifying that a performance evaluation shall be conducted for eachemployee at least once a year.Annual evaluations are conducted for school leaders and instructional personnel; theseevaluations are submitted to the Human Resources Department.
Section XII: Reporting Processes:A. Specify the URL where approved evaluation documents will be posted within 30days of approval by the Department:http://www.putnamedge.org/evaluation-performance-plans/
B. Provide a description of the process that will be implemented to prepare theannual report on the state of evaluation system implementation.Through an annual report on the charter’s process towards meeting Florida LearningInstructional Improvement System standards, the school leader and teacher evaluation systemswill be evaluated annually.
Appendix A: Glossary: Common Language
Artifact: A piece of evidence (a product of the teacher and/or student work) that documentssuccessful use of a strategy
Common Language of Instruction: Language that drives observation/feedback
Content: A progression of learning from a consumer of knowledge to a user of knowledge
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Deliberate Practice: A way for teachers to grow their expertise through a series of planned actionsteps, reflection and collaboration. Involved in the Deliberate Practice Plan are: setting goals, focuspractice, focus feedback, observing and discussing teaching and monitoring progress.
Design Questions: Ten questions teachers ask themselves when planning a lesson or unit ofinstruction
Domain: A body of knowledge defined by research representing a particular aspect of teaching
Element: A key strategy within a domain
Essential Questions: Broad, important questions that refer to core ideas and inquiries within adiscipline. They help students inquire and make sense of important but complicated ideas,knowledge and know-how. They are related to content, seek to prompt genuine inquiry leading toeventual understandings – inferences drawn from facts that are provisional but not meant to be final. They hook and hold the attention of students and guide their thinking.
Evidence: Observable behaviors (or artifacts) that can be documented
FEAPs: Florida Educator Accomplished Practiceshttps://www.flrules.org/gateway/ruleno.asp?id=6A-5.065
Focused Feedback: Feedback that is focused on specific classroom strategies and behaviors during aset time interval. The feedback is informative, constructive, objective, and actionable.
Focused Practice: Practice that is focused on a limited number of strategies where corrections,modifications, and adaptations are made to improve student learning at an appropriate level ofdifficulty so that the teacher can experience success.
Formal Observation: The formal observation is the primary method for collecting evidence that willbe used as a source of data for the summative evaluation and provides a rich source of feedback toteachers regarding their instructional practice and professional growth.
Guiding Questions: Questions that lead you to the Essential Question. They often point toward aspecific answer or factual knowledge.
High Probability Strategies: High Probability Strategies are research-based strategies that have ahigher probability of raising student learning when they are used at the appropriate level ofimplementation and within the appropriate instructional context. Teachers must determine whichstrategies to use with the right students at the right time.
Informal Observation: The informal observation can be announced or unannounced and may or maynot include an observation of the full class period. These observations are useful for providingadditional feedback to teachers, acknowledging professional growth and collecting additionalevidence to further inform the annual evaluation process.
Innovative Teaching: An innovative lesson is well-planned, well-executed and is effective asmeasured by student learning. The lesson may require situational adjustment based on feedback
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from students’ current learning, with the teacher responding in such a manner to remedy anyindividual learning disparities. Innovative teaching monitors and adapts strategies in response tostudent need, whether planned or enacted on-the-spot, and meets the learning as well as the socialneeds of the student.
Instructional Framework: A model – structures and guidelinesLearning Goals: What students should know, understand or be able to do at the end of a lesson. Alearning goal often begins with “Students will understand” or “Students will be able to”.
Lesson Segments: Parts of a lesson that have unique goals and purposes for teachers and forstudents. Teachers engage in intentional and specific actions during these times. The MarzanoEvaluation Framework consists of three major lesson segments:·Involving Routine Events·Addressing Content·Enacted on the Spot
Protocol: The observation and evaluation instrument
Post Conference: The reflection or post-conference provides an opportunity for the teacher and theadministrator to discuss the observation, clarify expectations and plan forward using the postconference form as a guide for contemplation and feedback.
Routine Events: Rules and procedures that should be observed everyday
Scale: Scales describe novice to expert performance (level of skills) for each of the strategiesincluded in the four domains of the Marzano Evaluation Framework. The scales provide a means forteachers to gauge their use of particular instructional strategies and for administrators to providefeedback to teachers regarding their use of specific classroom strategies.
Status Score: Reflects a teacher’s overall implementation of the research- strategies found in The Artand Science of Teaching.
Student Evidence: Specific observable behaviors in which the students engage in response to theteacher’s use for particular instructional strategies.
Summative Evaluation: The annual evaluation that is given to a teacher.Teacher Evidence: Specific observable behaviors that teachers engage in when using particularinstructional strategies.
Walkthroughs: A brief classroom observation using “look fors” to focus on specific elements ofeffective teaching
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Appendix B: Marzano Learning Map—Instructional
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Appendix B: Marzano Learning Map—Instructional
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Appendix B: Marzano Learning Map—Non-Instructional
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Appendix C: Observation FormsInstructional personnel training and evaluations for the 2013 – 2014 school will focus on Design
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Questions 1, 2, and 8 of the Marzano Evaluation Model.
1. Domain 1, Routine Eventshttp://www.marzanoevaluation.com/files/domain1/Marzano_AST_Domain1_Routines_LongForm.pdf
2. Domain 1, Lesson Segments Addressing Contenthttp://www.marzanoevaluation.com/files/domain1/Marzano_AST_Domain1_Content_LongForm.pdf
3. Domain 1, Lesson Segments Enacted on the Spot (scroll to Design Question #8)http://www.marzanoevaluation.com/files/domain-docs/Marzano_AST_Domain1_OnTheSpot_LongForm_102711.pdf
4. Domain 2http://www.marzanoevaluation.com/files/Marzano_AST_Domain2_LongForm(3).pdf
5. Domain 3http://www.marzanoevaluation.com/files/domain3/Marzano_AST_Domain3_LongForm.pdf
6. Domain 4http://www.marzanoevaluation.com/files/domain4/Marzano_AST_Domain4_LongForm.pdf
Putnam EDGE Charter High School: Art & Science of TeachingProtocols
Forms Page NumbersPlanning Conference: Form A 2-3Planning Conference: Form B 4-5Reflection Conference 6-7Long Form: Domain 1—Lesson Segments Involving Routine Events 8-12Long Form: Domain 1—Lesson Segments Addressing Content 13-16Long Form: Domain 1—Lesson Segments Enacted on the Spot 17-34Long Form: Domain 2—Planning and Preparation 35-37Long Form: Domain 3—Reflecting on Teaching 38-43Long Form: Domain 4—Collegiality and Professionalism 44-51Formative Evaluation Form 52-55Summative—Category I 56-59Summative—Category II 60-63
Appendix D: The Florida Educator Accomplished Practices
Critical Content Description/TextPurpose Serves as Florida’s core standards for effective educators
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Forms the foundation for the states:● Teacher preparation programs● Educator certification requirements● Instructional personnel evaluations
Principles 1. Effective educators create a culture of high expectations for all students bypromoting the importance of education and each student’s achievement
2. Demonstrates deep and comprehensive knowledge of the subject beingtaught
3. Exemplifies the standards of the professionPractices Each of the 6 practices is clearly defined to promote a common language and
statewide understanding of the expectations for the quality of instruction andprofessional responsibility.
Quality of Instruction 1. Instructional Design & Lesson Planninga. Aligns instruction with state adopted standards at the appropriate level of rigor
b. Sequences lessons and concepts to ensure coherence and required priorknowledge
c. Designs instruction for students to achieve mastery
d. Selects appropriate formative assessments to monitor learning
e. Uses diagnostic student data to plan lessons
f. Develops learning experiences that require students to demonstrate a variety ofapplicable skills and competencies
2. The Learning Environmenta. Organizes, allocates, and manages the resources of time, space, and attention
b. Manages individual and class behaviors through a well-planned managementsystem
c. Conveys high expectations to all students
d. Respects students’ cultural linguistic and family background
e. Models clear, acceptable oral and written communication skills
f. Maintains a climate of openness, inquiry, fairness and support
g. Integrates current information and communication technologies
h. Adapts the learning environment to accommodate the differing needs anddiversity of students
i. Utilizes current and emerging assistive technologies that enable students toparticipate in high-quality communication interactions and achieve theireducational goals
Critical Content Description/TextQuality of Instruction 3. Instructional Delivery & Facilitation
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a. Deliver engaging and challenging lessons
b. Deepen and enrich students’ understanding through content arealiteracy strategies, verbalization of thought, and application of thesubject matter
c. Identify gaps in students’ subject matter knowledge
d. Modify instruction to respond to preconceptions or misconceptions
e. Relate and integrate the subject matter with other disciplines and lifeexperiences
f. Employ higher-order questioning techniques
g. Apply varied instructional strategies and resources, includingappropriate technology, to provide comprehensible instruction, and toteach for student understanding
h. Differentiate instruction based on an assessment of student learningneeds and recognition of individual differences in students
i. Support, encourage, and provide immediate and specific feedback tostudents to promote student achievement
j. Utilize student feedback to monitor instructional needs and to adjustinstruction
4. Assessmenta. Analyzes and applies data from multiple assessments and measuresto diagnose students’ learning needs, informs instruction based onthose needs, and drives the learning process
b. Designs and aligns formative and summative assessments that matchlearning objectives and lead to mastery
c. Uses a variety of assessment tools to monitor student progress,achievement and learning gains
d. Modifies assessments and testing conditions to accommodate learningstyles and varying levels of knowledge
e. Shares the importance and outcomes of student assessment data withthe student and the student’s parent/caregiver(s)
f. Applies technology to organize and integrate assessment information
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Critical Content Description/TextContinuousImprovement,Responsibility &Ethics
5. Continuous Professional Improvement
a. Designs purposeful professional goals to strengthen theeffectiveness of instruction based on students’ needs
b. Examines and uses data-informed research to improve instructionand student achievement
c. Uses a variety of data, independently, and in collaboration withcolleagues, to evaluate learning outcomes, adjust planning andcontinuously improve the effectiveness of the lessons
d. Collaborates with the home, school and larger communities to fostercommunication and to support student learning and continuousimprovement
e. Engages in targeted professional growth opportunities and reflectivepractices
f. Implements knowledge and skills learned in professionaldevelopment in the teaching and learning process
6. Professional Responsibility & Ethical ConductUnderstanding that educators are held to a high moral standard in acommunity, the effective educator adheres to the Code of Ethics and thePrinciples of Professional Conduct of the Education Profession ofFlorida, pursuant to Rules 6B-1.001 and 6B-1.006, F.A.C., and fulfills theexpected obligations to students, the public and the educationprofession.
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Appendix E: Deliberate Practice Growth PlanDeliberate Practice ProcessThe Deliberate Practice Process ill consist of the following four stages as outlined by LearningSciences International at the 2013 Building Expertise 2nd Annual International Marzano Conference inOrlando, Florida on June 19, 2013.
Stage DescriptionSetup ● The teacher walks through the school’s defined steps to
create a Deliberate Practice Growth Plan.Self-Assessment ● The teacher conducts a self-observation (using the AST
Observation--Short Form)Target Elements ● The teacher selects specific elements to target for
growth.Action Plan ● The teacher develops a plan to reach the Deliberate
Practice goals.Approval ● The administrator(s) signs off on the proposed plan.
Monitoring ● Administrator(s) and teacher track progress.● Others who may monitor Deliberate Practice Growth
Plans are peer evaluators, other evaluators, etc.● Based on feedback or need, teachers can update or add
action steps to the Deliberate Practice Growth Plan.Finish ● Administrator(s) provide feedback through comments.
● Administrator(s) indicate a completed plan via signature.● Deliberate Practice score is included in the Summative
Teacher Evaluation.Continuous Process ● The school can use overlapping dates so teachers can
self-assess and begin a Deliberate Practice Growth Planduring one school year that continues in the followingschool year.
Deliberate Practice Growth Plan in Putnam EDGE High SchoolThe Deliberate Practice Growth Plan is a teacher-specific plan designed to produce individualprofessional growth. Teachers will begin the process of creating a Deliberate Practice Growth Planthat will be submitted for administrative approval. After the plan has been approved, the teacherwill begin the process of putting his/her plan into action throughout the year. This process consistsof the following: breaking the overall goal into actionable steps for improvement; seekingprofessional development on how best to implement those steps; receiving feedback fromobservers/administrators on the effectiveness of implementation; self-reflecting on theeffectiveness of implementation; seeking further professional development if needed based uponfeedback and self- reflection; revisiting or progressing to new action steps based upon feedback andself-reflection; repeat the process.
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The Deliberate Practice Growth Plan should be considered the driving focus for individualprofessional growth throughout the year. Decisions related to professional development should bemade based on how the selected professional development activities will assist the teacher withreaching his/her deliberate practice goals. Teachers need to be able to produce evidence that he/sheare following through with the steps laid out in his/her individual growth plan throughout the year.This will be reflected in the teachers Domain 3 score.How Deliberate Practice Growth Plans will be ScoredEvidence of progress towards the Deliberate Practice Growth Plan will be embedded in Domain 3.This means that teachers will receive feedback on the progress they make on their DeliberatePractice Growth Plan and will have their plan scored within the 5 elements of Domain 3: Reflecting onTeaching. Each of the 5 elements contains a specific descriptor or “look-for,” examples of “TeacherEvidence,” and a scale with descriptors ranging from Innovating to Not Using. A teacher is highlyencouraged to review these elements prior to completing his/her Deliberate Practice Growth Plan aswell as throughout the year as he/she progresses through the individual Deliberate Practice GrowthPlan. The effort and fidelity which teachers devote to the process throughout the year will bereflected in their Domain 3: Reflecting on Teaching score.
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Deliberate Practice Growth TargetTeacher’s Name andPosition:___________________________________________________________________________________________________________
Evaluators Name and Position:__________________________________________________________________________________________________________
Target for school year: 201314 Date Growth Targets Approved:____________________________________________________________________________
Teacher’s Signature: _______________________________________Evaluator’sSignature_________________________________________________________
Deliberate Practice Growth Target #: ___ (Insert target identification number here, the check one category below)
( ) School Growth Target ( ) Teacher’s Growth Target
Focus issue(s): Why is the target worth pursuing?
Growth Target: Describe what you expect to know or be able to do as a result of this professional learning effort. (indicator(s) from the narrowing worksheet)
Anticipated Gain(s): What do you hope to learn?
● ●
Plan of Action: A general description of how you will go about accomplishing the target.
Progress Points: List progress points or steps toward fulfilling your goal that enable you to monitor your progress. If you goal
1.
2.
3
Notes:
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Deliberate Practice Frequently Asked Questions
Q: What is the purpose of Deliberate Practice?A: Deliberate practice is a way for teachers to grow their expertise through a series of plannedactivities, reflection and collaboration.
Q: How will Deliberate Practice be assessed?A: Deliberate Practice is a five step process that begins with the teacher completing aself-assessment on the 60 elements within 4 Domains of the Learning Map. From this process, theteacher will select two elements to target for professional growth. The teacher will then create anaction plan that spells out the steps they will take to “deliberately practice” and grow in these areas.Finally, the teacher will submit his/her selections to his/her administrator for approval.
Q: Do I have to rate myself on all 60 elements in the self-assessment?A: While not required to rate yourself on all 60, it is highly recommended that you provide a rating onat least half, if not all. This will increase the amount of data that will be used to developrecommendations for your deliberate practice.
Q: Is it bad to rate myself as Developing or Beginning on the self-assessment?A: Absolutely not! The deliberate practice process is based on the concept of continual growth anddevelopment. A self-assessment rating of Developing or lower is not only to be expected butencouraged. As Dr. Marzano states “an expectation that all teachers can increase their expertise fromyear to year, which produces gains in student achievement from year to year… with a powerfulcumulative effect…” is the goal of deliberate practice (Marzano, 2007).
Q: Can I choose elements from Domains 2, 3 or 4 as target elements for my Deliberate Practice Growthplan?A: Yes. However it is highly recommended that you select elements from Domain 1: ClassroomStrategies and Behaviors. The reason for this recommendation is that these elements can be observedin the classroom during instruction. The elements for Domains 2, 3 and 4 cannot and therefore it willbe the teachers’ responsibility to produce evidence of these elements to the administrator orobserver throughout the year.
Q: What happens if my Deliberate Practice Growth Plan is not approved by my administrator?A: If your plan is not approved and returned, read the comments and suggestions by youradministrator and review your plan. You may need to make changes or additions based upon theirfeedback. When these changes are completed, simply re-submit your plan for approval.
Q: “Evidence of progress towards my Deliberate Practice Growth Plan will be embedded in Domain3;” what does that mean?A: That means that you will receive feedback on the progress you make on your Deliberate Practice
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Growth Plan and have your plan scored within the 5 elements of Domain 3: Reflecting on Teaching.Each of the 5 elements contains a specific descriptor or “look-for,” examples of “Teacher Evidence,”and a scale with descriptors ranging from Innovating to Not Using. You are highly encouraged toreview these elements prior to completing your Deliberate Practice Growth Plan as well asthroughout the year as you progress through your plan.
Q: So if I complete the Self-Assessment, create an Action Plan and submit my plan for approval then Iam already making progress in Domain 3: Reflecting on Teaching?A: Exactly. Simply by engaging in the process of creating a Deliberate Practice Growth Plan, you arebeginning to make progress in Domain 3. The effort and fidelity which you devote to the processthroughout the year will be reflected in your Domain 3: Reflecting on Teaching score.
Q: Is there somewhere I can go to get more information or resources related to the DeliberatePractice Growth Plan process, or the overall observation process?A: Yes. The St. John’s County School District website, Empowering Excellence in Educators, or TripleE, can found at: http://teachers.stjohns.k12.fl.us/triple-e/
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