East
Windsor Public Schools
70 South Main Street —
East Windsor, CT 06088
Educator
Evaluation Program for Non-Tenured Teachers
Curriculum Development
Ongoing Initiatives
Educator Evaluation
Professional Development
All Lead to
Improved Student Learning
Updated
August 2003
INTRODUCTION
“Children are the living messages
we send to a time we will never see…
and we must invest everything
we have in those messages.”
The East Windsor Professional Evaluation and Professional Development plan is grounded in a positive approach to improve teaching performance and effectiveness that results in improved student learning in East Windsor Public Schools.
Connecticut’s Guidelines for Professional Development and Educator Evaluation recognize that student learning improves when educators work collaboratively to examine the effect of teaching practices on student work. By reflecting on student work and student learning issues, making adjustments as appropriate, and assessing the impact that teaching practices have on student learning, educators build a professional learning community in which they share knowledge and practice in order to build understanding.
STATEMENT
OF PURPOSE
East Windsor Public School’s goal is for all educators to improve in their facilitation of student learning and their professional growth. It is the purpose of the evaluation instrument to motivate teachers, supervisors, and administrators to work collaboratively sharing responsibility for the improvement of teaching skills and student learning and achievement.
All educators have a responsibility to:
q grow professionally
q share their knowledge with one another through various methods of data collection and collaborative work
q become reflective practitioners
q contribute in a positive way to the culture and climate of the total school/program community
q facilitate annual appraisal conferences through evidence collection
GUIDING BELIEFS
The East Windsor school district is committed to improving student achievement, and recognizes the need for continuous professional development and educator collaboration to enhance the quality of instruction.
Each school and the district share responsibility for professional development. Professional activities are developed in accordance with East Windsor’s district goals and initiatives, which include goals for the system as whole and for individual schools. The professional development activities are organized through a collaborative effort of the director of curriculum, administrators, and professional staff members. Whenever possible the district funds off-site professional development activities requested by staff when they support the goals and initiatives of the district. As part of a feedback loop for future professional development, all staff members have opportunities to evaluate professional development experiences.
Connecticut’s Common Core of Teaching (CCT) (See Appendix) espouses the philosophy that teaching is more than merely demonstrating a certain set of technical skills. It requires command of subject matter and caring deeply about students and their successes. Effective teaching implies a deep commitment to student achievement and to the belief that all students can attain higher levels of achievement.
The predominate principles guiding the evaluation process and professional development are:
q Student learning is directly affected by teacher competence
q Educator competence is affected positively by the integration of teacher evaluation and professional development
q Educators, like students, must be continual learners
q An effective evaluation plan requires a clear definition of teaching and learning and a system to assess it
q
The gaps between expectations for student performance
and actual student performance should guide the content of professional
development
SUMMARY
The central focus of the Professional Evaluation model and the Professional Development Program is to improve student learning. Each educator’s evaluation must be continuous and constructive. It must occur in an atmosphere of trust and mutual respect. The goal is to promote and encourage productive dialogues between educators and supervisors. With the adoption of these guidelines for educator evaluation and professional development, it is acknowledged that observations are necessary, but not totally sufficient to evaluate teaching and student learning. Evidence of accomplishment of goals and objectives such as: lesson plans, forms of assessment, teacher observations and reflections, school development plans, etc. provide additional sources of data. The central focus continues to be on improving student learning.
Induction Stage, Level I
For New Teachers participating in BEST
(Once an educator passes the BEST portfolio,
he or she moves to level II the following year.)
LEVEL I – 1 to 4 Years
Appropriate for all
non-tenured educators participating in BEST training
Activities/procedures include:
q Participation in BEST orientation
q Participation in BEST seminars and activities as specified by Connecticut’s State Department of Education
q Participation in district orientation
q Review Connecticut’s Common Core of Teaching (CCT) and complete self-evaluation
TIMELINE
September – October
q CCT Self-inventory to determine CCT areas of focus (also a BEST portfolio requirement)
q Mutually determined performance objective(s) and CCT areas of focus (also a BEST portfolio requirement)
q Participation in district and BEST orientation program
q Discussion of BEST portfolio development with mentor and administrator
October – May
q Implementation of steps to achieve objective(s)
q Evaluator observes, confers, checks materials and provides other support as necessary
q BEST teacher meets regularly with mentor
q Minimum of four (4) formal observations with follow-up conferences for first-year teachers (Appendix C, D & E)
q Teacher will complete pre-observation form for first formal observation, which must be announced. (Appendix C)
q Informal observations will also occur throughout the year
q Teacher and evaluator will meet to discuss annual appraisal (Appendix F)
q Teacher will participate in a variety of BEST sponsored and district professional development activities
ROLE OF CERTIFIED EMPLOYEE
q Participates in district and BEST orientation programs
q Establishes performance objectives cooperatively with mentor and/or evaluator based on the CCT self-inventory assessment
q Identifies areas of strength and areas which are in need of improvement
q Works collaboratively with assigned mentor
q Makes progress toward the completion of the performance objectives and BEST portfolio development (BEST portfolios are due during year two)
q Seeks assistance and additional support as necessary
q Maintains all necessary data and establishes evidence of student learning
q Works cooperatively with the evaluator towards achievement of the performance objectives
q Conducts on-going assessment of objective(s)
q Conducts on-going evidence of student learning, possibly as part of the BEST portfolio development
q Participates in all aspects of BEST Training
q Seek professional development activities, which will enhance skills and student learning
Note: In place of the evidence of student learning folder, year two BEST teachers should submit their portfolio.
ROLE OF EVALUATOR/ACADEMIC
LEADER
q Establishes performance objectives cooperatively
q Ensures that mentor is assigned
q Provides opportunities to discuss the effect of teaching practices upon student achievement
q Monitors progress toward the achievement of the performance objectives
q Maintains all necessary forms
q Shares responsibility with the certified employee for the achievement of the performance objectives
q Evaluates the results of objective(s) and monitors progress on evidence of student learning and/or portfolio development
q Helps identify areas of strength and areas in need of improvement through reflective discussion
q Helps to organize and direct orientation program for new staff
q Conducts annual appraisal
q Assists in scheduling mentor and BEST teacher meetings and ensures the match meets the needs of the beginning teacher
q Meets with teacher for pre-observation discussion prior to first observation
q Provides opportunities for profession development, which promotes student learning
CLARIFICATIONS
q The objective(s) must be substantive and realistic for the educator. They must directly address specific areas of Connecticut’s Common Core of Teaching (CCT) and district/school goals.
q “Mentor" refers to teacher who completed state training to assist beginning teachers.
q An objective may be modified by conferencing with the evaluator.
q The duration of the objectives may vary (1-3 years).
q In normal situations, the certified employee’s immediate supervisor is the evaluator. If for some reason another administrator is more appropriate, he/she may serve as the evaluator.
q Academic leaders with appropriate certification may do formal observations after the first year. Administrators will do final evaluations.
q
Time for collaborative meetings will be provided.
q
The district will provide a minimum of 18 CEU’s
appropriate to district goals and building goals.
q
Failure to meet acceptable state portfolio standards
will result in the teacher remaining on level I of the evaluation system for an
additional year.
Data
Collection Reflective
Questions
Induction Stage—Level I
Evidence of Accomplishment
Year I (non BEST portfolio year)
A. Reflective summary should include what the educator learned over the course of the year with supporting data. Learning should be stated in terms of improving instruction, planning, assessment and your teaching strategies as specified in the sample Portfolio Framework.
B. Professional development activities
Year II (BEST portfolio year)
BEST portfolio stands as the evidence of accomplishment
LEVEL
II – Years 3 to 4
Activities/procedures include:
q Participates in district orientation and professional development days
q Reviews Connecticut’s Common Core of Teaching (CCT) and completes self-evaluation
q
Develops performance objectives after completing a
self-assessment of CCT and discussing strengths and areas needing improvement.
q A minimum of one formal observation with a post-observation conference and one informal observation will be conducted annually.
q
Develops the skills required to be a reflective
practitioner through evidence of accomplishment
q Annual appraisal
September – October
Educator and evaluator meet to discuss and decide the following: (Form Appendix A)
q Results of self-evaluation.
q Mutually determined performance objective(s) related to CCT and district/school goals and initiatives.
q Focus on establishing evidence of accomplishment student learning folder.
October – May
q Certified educator implements steps to achieve objective(s). Evaluator/observer observes, confers, checks materials and provides other support as becomes necessary.
q Participates in Professional Development
q Evaluator/academic leader conducts at least two observations – one formal, one informal, and as many other observations as needed. (Appendix C, D & E)
ROLE OF CERTIFIED EMPLOYEE
q To use of collection of Evidence of Student Learning in evaluation process
q To establish performance objectives cooperatively.
q To strive to complete performance objectives and seek assistance from evaluator as needed.
q To progress toward the achievement of the performance objectives and establish Evidence of Student Learning.
q To maintain all necessary forms.
q To work cooperatively with the evaluator towards the achievement of the performance objective(s).
q To conduct on-going assessment of objective(s) and portfolio development.
q Seek professional development activities which will enhance personal skills and hence student learning.
ROLE OF EVALUATOR/ACADEMIC
LEADER
q To plan and deliver orientation program.
q To establish performance objective(s) cooperatively.
q To provide opportunities to discuss the effect of teaching practices upon student achievement.
q To monitor progress toward the achievement of the performance objective(s).
q To maintain all necessary forms.
q To share responsibility with the certified employee for the achievement of the performance objectives.
q To evaluate results of objective(s) and monitor development.
q To identify areas of strength and those needing improvement.
q To conduct an annual appraisal.
q To provide professional development activities, which promote student learning.
Induction Stage—Level II
Evidence of Accomplishment
Educators at this stage may select from either Plan A or Plan B:
Plan A
- Goals/performance objectives (individual)—Appendix A
- Reflective summary should include what the educator learned over the course of the year with supporting data. Learning should be stated in terms of improving instruction, planning, and assessment teaching strategies.
Teaching Outcomes; Examples:
q Graded students’ work
q Reflections on a unit/lesson, and improvements that could be made
- Professional development activities (past and present)
- At least two activities must be selected (evidence may include, but is not limited to):
q Statement of beliefs and values that drive decisions and learning as teachers
q Teaching strategies as related to class profile
q Plan and design for teaching
q Enactment of teaching
q Evidence of changes in instruction based upon reflection
q Reflections on how professional development activities were aligned to goals/objective and affected instruction
q Letters from parents, colleagues, administrators, etc.
Plan B (for
partner or team collaboration)
- Goals/performance objectives (group or individual)—Appendix A
- Reflective summary should include what the staff member(s) learned over the course of the year with supporting data. Learning should be stated in terms of improving instruction, planning, assessing, and revamping strategies.
- Professional development activities (past and present)
- At least two activities must be selected (evidence may include, but is not limited to):
q Statement of beliefs and values that drive decisions and learning as teachers, counselors, related service personnel
q Reflections on how professional development activities were aligned to goals/objective and affected job performance
q Letters from parents, colleagues, administrators, etc.
q Musical tapes, videos, pictures of events, etc.
CLARIFICATIONS
q The objective(s) must be substantive and realistic for the educator. They must directly address specific areas of Connecticut’s Common Core of Teaching (CCT) and district/school goals.
q An objective may be modified by conferencing with the evaluator.
q The duration of the objectives may vary (1-3 years).
q In normal situations, the certified employee’s immediate supervisor is the evaluator. If for some reason another administrator is more appropriate, he/she may serve as the evaluator.
q Academic leaders with appropriate certification may do formal observations after the first year. Administrators will do final evaluations.
q
Time for collaborative meetings will be provided.
q
The district will provide a minimum of 18 CEU’s
appropriate to district goals and building goals.
INDUCTION STAGE – LEVEL II
Evidence of
Accomplishment
CLARIFICATION OF TERMS
Statement of
beliefs and values that drive decisions and learning as teachers
Beliefs regarding student expectation, inclusion, the right of all students to access the general education curriculum, grouping (homogeneous, heterogeneous), and the impact child development has on learning, etc
Teaching
strategies as related to class profile
Statements regarding how make-up of the class (homogeneous/
heterogeneous, mixed ability levels, content, grade, time, etc.) determines teaching strategies
Plan and design
for teaching
Demonstrates teacher's knowledge of
content and pedagogy and proposed teaching method
Enactment of
teaching
Observations (formal/informal), Pre-/Post- observation conferences,
Videotape with self-reflection
Evidence of
changes in instruction based upon reflection
Description of efforts to improve one's teaching
Examples of corrected authentic assessments
Supervised Assistance Stage
SUPERVISED GROWTH
STAGE
Appropriate for:
Tenured educators who
are having difficulty demonstrating principles of effective teaching as defined
by Connecticut’s Common Core of Teaching (CCT).
Involves:
q Development of a plan of action by identifying area(s) for improvement, specific outcomes, indicators of success, minimum performance, timeline for meeting performance standards, etc.
q Conduction of frequent observations (a minimum of once per month by an administrator) with a post-conference to discuss the observation
q Upon making satisfactory progress, the teacher will be given the opportunities to continue to correct deficiencies.
q Upon demonstrating satisfactory competency in the area for which he/she was placed on supervised assistance, he/she will be reestablished in the cycle after (3) consecutive satisfactory observations.
q If satisfactory progress in complying with the action plan is not made, and the teacher’s performance continues to be unsatisfactory in the area(s) for which he/she was placed on supervised assistance, the termination process may be initiated before the end of twenty (20) school months (but not less than ten (10) school months.
SUPERVISED ASSISTANCE STAGE
q Tenured educators who are having difficulty demonstrating principles of effective teaching as define by Connecticut’s Common Core of Teaching (CCT) will be placed on the Supervised Assistance Stage. (Form Appendix G)
PROCEDURES
q Tenured and certified educator will, cooperatively with his/her evaluator, develop a plan of action by identifying area(s) needing improvement, specific outcomes, indicators of success, minimum performance, timelines for meeting performance standard, etc. (Appendix H)
q Frequent observations and follow up conferences within three days of the observation. (A minimum of one per month.) (Appendix I)
CLARIFICATIONS
q Upon making satisfactory progress, the educator will be given opportunities to continue to correct deficiencies.
q Upon demonstrating satisfactory competency in the areas for which he/she was placed on supervised assistance, he/she will be re-established in the cycle after three (3) consecutive satisfactory informal or formal observations.
q If satisfactory progress in complying with the action plan is not made, and the educator’s performance continues to be unsatisfactory in the area(s) for which he/she was placed on supervised assistance, the termination process may be initiated before the end of the twenty (20) school months (but not less that en (10) school months).
q The objective of the Supervised Assistance stage is to improve instruction and student performance. Every effort will be made to assist the educator in returning to a professional growth stage. An educator who makes progress in meeting the requirements of the action plan will be given an opportunity to correct the deficiencies.
q An educator in the Supervised Assistance Stage will not participate in the induction or professional stage.
q Any educator placed in the Supervised Assistance Stage may have his/her increment withheld.
ROLE OF CERTIFIED EMPLOYEE
q Work cooperatively with evaluator to demonstrate satisfactory competency in the area(s) for which he/she was placed in supervised assistance.
q Request that the evaluator observe his/her class on specific dates or times.
ROLE OF EVALUATOR/ACADEMIC
LEADER
q Develop the action plan cooperatively with employee(s).
q Conduct frequent observations (a minimum of one per month) with follow-up conferences to discuss strengths and areas(s) of improvement.
q Conduct an Annual Appraisal by detailing indicators of success and recommendations in a final summative report.
q Place staff member in supervised assistance stage.
q Make a recommendation as to whether a staff member will remain on supervised assistance stage, have increment withheld or be moved back to professional growth stage.
