WALLINGFORD PUBLIC SCHOOLS EVALUATION DOCUMENT 2010-2011 [email protected].

WALLINGFORD PUBLIC SCHOOLS

EVALUATION DOCUMENT 2010-2011

[email protected]

BELIEF STATEMENT

What teachers know and do directly influences what students learn.

THIS IS NOT YOUR OLD EVALUATION PROCESS

This new Evaluation process is a paradigm shift from our old process.

The fundamental difference is the direct connection with the COMMON CORE OF TEACHING.

Forms are also new!

CORE COMMON of TEACHING[CCT]

Contains teaching standards which describe two levels of effective knowledge, skills and qualities:

Six domains identify foundational skills and competencies; and

Discipline-specific standards define and expand the definition of effective teaching

CORE COMMON of TEACHING[CCT] 2

Linked by state law and regulations to requirements across a teacher’s career

Foundation of the WALLINGFORD PUBLIC SCHOOLS Teacher Evaluation Document

Used to guide and build teacher competenciesUsed in New Teacher Induction, teacher and

administrator evaluations


Six domainsContent and Essential SkillsClassroom Environment, Student Engagement

and Commitment to LearningPlanning for Active LearningInstruction for Active LearningAssessment for LearningProfessional Responsibilities and Teacher

Leadership


Each domain identifies a series of indicators

These indicators will be used within the goal setting of the Evaluation Document

EVALUATION CYCLESEVALUATION CYCLESNON-TENURE TEACHERSNON-TENURE TEACHERS

MAYMAY:: Be participating in Be participating in TEAMTEAM Have completed the Induction ProcessHave completed the Induction Process Have received tenure in another districtHave received tenure in another district

WILL:WILL: Participate in the WALLINGFORD PUBLIC Participate in the WALLINGFORD PUBLIC

SCHOOL EVALUATION PROCESSSCHOOL EVALUATION PROCESS Develop a Professional Growth Action Develop a Professional Growth Action

PlanPlan Have 3 formal/2 informal observationsHave 3 formal/2 informal observations Complete Forms A, B1,B3Complete Forms A, B1,B3, , CC

EVALUATION CYCLESEVALUATION CYCLESTENURE TEACHERSTENURE TEACHERS

MAYMAY, in collaboration with your , in collaboration with your evaluator:evaluator:

Be in a Classroom Observation CycleBe in a Classroom Observation Cycle-OR--OR-

Be in a Professional Growth Action CycleBe in a Professional Growth Action Cycle {Select from Professional Growth Activity {Select from Professional Growth Activity

Options}Options}

WILL:WILL: Complete Form A – Professional Growth Action Complete Form A – Professional Growth Action

Plan (PGAP)Plan (PGAP) Complete other forms as appropriate to cycle Complete other forms as appropriate to cycle

andand Form C Form C


CLASSROOM PERFORMANCE CYCLECLASSROOM PERFORMANCE CYCLE

Minimum one FORMAL classroom Minimum one FORMAL classroom observation requiredobservation required

Pre and Post conferencePre and Post conference

INFORMAL INFORMAL observations as observations as needed/requestedneeded/requested

Length: one yearLength: one year

Forms: A, B1, B3, CForms: A, B1, B3, C


PROFESSIONAL GROWTH ACTION CYCLEPROFESSIONAL GROWTH ACTION CYCLE NO FORMAL CLASSROOM OBSERVATION NO FORMAL CLASSROOM OBSERVATION

REQUIREDREQUIRED Teacher selected goal/activity in collaboration Teacher selected goal/activity in collaboration

with evaluatorwith evaluator Teacher designed process for Teacher designed process for

completion/demonstration of professional completion/demonstration of professional growth in collaboration with evaluatorgrowth in collaboration with evaluator

Length: two years (two different activities Length: two years (two different activities possible)possible)

Forms: A, B3, C and any required by activity Forms: A, B3, C and any required by activity criteriacriteria

COMPLETION OF EVALUATION FORMS

It is a four step process to complete the required forms within the Evaluation Document

Every teacher completes Form A of the Evaluation Document

GUIDELINES FOR COMPLETION OF FORMS

STEP # 1Establish a personal SMART goal based

upon District/School goals

In this step, you are identifying a need or opportunity for professional

growth within the focus of student learning.

COMPLETION GUIDELINESSTEP #1

Related Documents: CCT, National/State Discipline Standards, District Standards/Initiatives, District Strategic Plan

In other words, you identify the most pressing need for you and your students to meet with success!

A. Explore CCT domains for connection to District/School/Personal SMART goals

B. Identify one/two indicators within the selected CCT domain(s) most relevant to established SMART goal(s)

GUIDELINES FOR COMPLETION OF FORMS STEP # 2

Establish development of Professional Growth Plan{ Parts I and II of PGAP}

IN THIS STEP YOU DEVELOP A GOAL THAT WILL BE IMPLEMENTED OVER AN 8 – 10 WEEK PERIOD

(OR LONGER)

Professional Growth Plan Action Plan


I. Professional Growth PlanA. Connect SMART goal to Department/Grade level Rationale

B. Use variety of data sources – data team information, CMT/CAPT results, DRA, Aimsweb, etc.

C. Identify how student learning links to goals in District initiatives

D. Write summary of findings and student learning link to goals

COMPLETION GUIDELINESSTEP #2 II. Action Plan

A. Establish 8 – 10 week (or longer) time period during which goal will be implementedB. Address plans for instruction

1. Include activities/strategiesC. Identify assessment models to be used to measure student progress/outcomesD. Identify professional development needs

1. Resources, workshops, trainings, peer observations

* E. Meet with evaluator to initiate evaluation process

GUIDELINES FOR COMPLETION OF FORMS

STEP # 3Implementation of Plan and Application

of Activities/Strategies

This step is where you will participate in professional growth activities identified in

Part II of the PGAP and deliver instruction to students.


To complete this step, you will:A. DOCUMENT PROGRESS TOWARD YOUR SMART GOAL

1. Collect evidence of student learning

2. Use journal entries/notes

B. USE INITIAL DATA AND CURRENT DATA TO DETERMINE SUCCESS IN ACHIEVING SMART GOAL

C. Complete Part III of PGAP -Mid-Year Review/Reflection

* D. SIGN FORM AND MEET WITH EVALUATOR TO DISCUSS PROGRESS TOWARD GOAL

E. [Next Slide]


To complete this step, you will:

E. Have successfully demonstrated achievement of goal through assessment of student progress and you will proceed to STEP #4 – Reflection

-or-

Continue your SMART goal with adjustments to activities/strategies used to enhance student learning/outcomes and meet again with your evaluator before proceeding to STEP #4

GUIDELINES FOR COMPLETION OF FORMSSTEP # 4

COMPLETION OF THE EVALUATION PROCESS

This is the End-Of-Year Reflection/Review – Part IV of the PGAP

TO COMPLETE THIS STEP, YOU WILL:A. Write a brief reflection response to the two prompts in Part IV

1. (Optional) Include examples of student work as evidence, use anecdotal comments, or reference other parts of the PGAP

*B. Meet with an evaluator to sign FORM C

PROFESSIONAL GROWTH ACTIVITY OPTIONS

[Tenure Cycle and Non-Tenure Cycle]

A tenure teacher may select this cycle in the Evaluation process in collaboration with his/her evaluator

A non-tenure teacher may select this cycle when Induction Process has been completed in collaboration with his/her evaluator

TWO different activities – ONE per yearExceptions may apply

Examples of activities follow


[Tenure Cycle or Non-Tenure Cycle]

I - ACTION RESEARCH

May be selected at any grade level

May be part of graduate studies program Coursework can be used



II – Peer Coaching(Examples at each level)

Elem. – veteran teacher works with non-tenure/new teacher to grade level

Middle – Team concept – veteran teacher works with

non-tenure/new teacher High – veteran teacher works with teacher new to course

i.e. Algebra 1G now teaching Calculus

World History now teaching Economics



III – Portfolio

At any level – may be part of

graduate studies



IV – Preparation of Presentation/Article

At any level May be part of graduate

studiesPresent at faculty/department meeting Present at District PD

Present at Professional Organization – i.e. NELMS (middle school)



V – STUDY GROUP

3-6 colleaguesAt any level –

- Data teams

- Cohort members working on advanced degree

(i.e. 092 certification)

PROFESSIONAL GROWTH ACTIVITY OPTIONSVI


VI – NATIONAL CERTIFICATION

At any level – Individual pursuit May span multiple years –

dependent on completion dates



VII – MENTOR/COOPERATING TEACHER

At any level Must be selected by TCC of TEAM

NOTE: Use limited to two consecutive years



VIII – CO-TEACHING (2 years)

At any level – Units of Study Reg. Ed classroom teacher w/Special Education teacher Reg. Ed classroom teacher w/ Specialist/Interventionist

EXAMPLES: Elem. Teacher + PE teacher – “health and nutrition unit” Middle + Guidance – “career unit” High + Social Worker – “decision-making unit”



IX – Collaborative Projects {2 or more teachers}

At any level – INTERDISCIPLINARY

Examples: All levels – Info Tech + classroom teacher Elem. – Grade level focus unit developed Middle – Sci/LA – Sci-Fi literature unit -- Math/Sci – graphing unit High – Spanish/Art – mosaics and famous artists

History/Music – Renaissance Period



X – CURRICULUM DEVELOPMENT AND ADAPTATION

At any level

Must be member of Curriculum Committee [Any subject area]

May be multi-year – First year – development Second year – implementation Third year – review impact (DATA)

May be graduate course study requirement



XI – PRESENT STAFF DEVELOPMENTAt any level

TOPIC – Focus on District/School goals and/or InitiativesEXAMPLES: School psychologist updates staff on “Executive

Functioning” High school – Math teacher develops workshop on analysis

of data for new DATA Team participants May be graduate study or course of study requirement



XII – EVIDENCE OF EFFECTIVE TEACHING STRATEGIES

At any level – INDIVIDUAL

May be derived from DATA Team work

CALENDAR OF EVALUATION2010-2011

A. Goals established in collaboration with evaluator by NOVEMBER 5

B. Formal observations1. Non-Tenured – First by Nov. 24

Second by Dec. 22

Third by Feb. 1

2. Tenured – by April 1

C. Final evaluations1. Non-Tenured - by March 1

2. Tenured – by May 15

EVALUATION COMMITTEE2010-2011

Nicholas Brown

Kenneth Daly

Doreen Duren

Jan Guarino

Janie Hocking-Ferrone

Maria Friess-Marcarelli

Kristina Kiely

Janice Lautier

Rick Pizzonia

Fern Pucciarello

Todd Snyder

Chris Stone

STILL NEED HELP???

CONTACT:

[email protected]