East Windsor Public Schools
70 South Main Street —
East Windsor, CT 06088
Educator
Evaluation Program for Tenured Teachers
Homepage
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.
Professional Growth Stage
Appropriate for
tenured, certified educators with 4+ years experience who consistently
demonstrate competence as described in CCT.
Activities/procedures include:
q
The option of working individually in the professional
growth stage or being part of a professional growth team. The educator must have demonstrated
competency consistently before becoming part of a team.
q
Informal observations may be done throughout the
year. Formal observations are at the
discretion of the administrator.
Educators who have mastered the basic teaching competencies generally
are not well served by administrator observations that focus on implementation
of a generic set of teaching skills; rather, experienced educators do benefit
from observations by an administrator or a peer that are focused upon a
specific purpose, such as mastery of a new teaching skill.
q
Development of new or modification /expansion of
previously written performance objectives
q
Optional CCT self-assessment and reflection
q
Documentation of professional activities leading toward
the accomplishment of professional goals
q
Identify strengths and areas needing improvement
through reflection on the evidence provided toward the accomplishment of
professional goals
q
Annual appraisal
PROCEDURES
q
Educator and evaluator meet to discuss annual
appraisal. (Form Appendix F)
By Mid – September
q
Tenured educators with 4+ years experience review
Connecticut’s Common Core of Teaching (CCT) and may complete self-evaluation to
help develop performance objectives.
By October
q
The educator develops new or modifies/expands
previously written performance objectives, begins/continues collection of
evidence to validate accomplishment of goals and objectives. Chooses or suggests appropriate professional
development activities to support objectives and school/district goals. (Appendix
A)
September –
May
q
Educator works towards achieving performance objectives
collects documentation and reflects on evidence.
q
Educator/academic leader and evaluator to discuss
progress intermittently as needed.
q
Informal observation and formal as needed. (Appendix
D & E)
q
Educator and evaluator meet to discuss annual
appraisal. (Appendix F)
May – June
q
Educator/academic leader and evaluator meet to discuss
completed, professional development activities and progress performance
objective(s). (Appendix F)
q
Educator shares results of professional growth
activities with team, grade level and faculty where appropriate.
ROLE OF CERTIFIED EMPLOYEE
q
To establish performance objectives cooperatively.
q
To become reflective of performance based upon
collection of evidence and, reflection there of, professional development
activities, and possibly self-assessment on CCT.
q
To maintain necessary documentation.
q
Become familiar with use of portfolio 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 maintain all necessary forms.
q
Reflect on professional growth activities, share with
appropriate staff.
ROLE OF EVALUATOR/ACADEMIC
LEADER
q
To work cooperatively with the educator to develop
performance objectives, plan professional development experiences, and help
educator reflect on collection of evidence in determining strengths and
possible weaknesses.
q
To confer ongoing, as needed, progress on activities.
q
To conduct annual appraisal by evaluating achievement
on performance objectives, collection of evidence toward accomplishment in
results, and any informal/formal observations.
q
Completes appraisal.
(Appendix F)
q
Provide opportunity for staff to share BEST practices.
CLARIFICATIONS
q
Educator has the option of working individually or as
part of a team provided he/she has consistently demonstrated competency on CCT.
q
Professional growth activities and performance
objectives must facilitate student learning and enhance their own professional
growth.
q
Informal observations will be done throughout the
year. Formal observations are optional
and will be done as needed. No minimum
amount of time for an observation is required.
However, in general, observations will last no longer than one period.
q
Individual educator may be requested to provide
documentation of having completed all or some of the professional growth
activities.
q
Activities may or may not be eligible for CEU’s or CEU
equivalents. It is the individual
educator’s responsibility to go through the CEU equivalent application process
as stated in the CEU handbook.
q
Being in the professional growth year does not
automatically imply priority for released time or reimbursement for attendance
at conferences nor other preferential treatment in order to take part in
proposed activities related to performance objectives or school/district goals
approved at the discretion of the administrator.
q
The annual appraisal will focus on the reflection of
collected evidence, achievement or performance objectives and knowledge
obtained through participation in profession development activities. (Appendix
F)
q
When approving professional day requests,
administrators will consider equity issues and make every effort to distribute
funds fairly.
q
Educators who are able to enhance their teaching
performance by participating in professional growth activities are expected to
share thier teaching practices with peers; department members, etc.
Professional Growth Stage
Evidence of Accomplishment
Educators at this stage may select
from either Plan A or Plan B:
q Teachers working alone or in small groups
establish (goals and objectives) which directly
impact student learning
Plan B:
q
Teachers working alone or in small groups establish
(goals and objectives) which indirectly
impact student learning
q
(Goals and objectives) and plan of action (Form Appendix A)
q
Evidence of attainment or progress toward the goal
q
Analysis by staff member of attainment or progress
toward meeting the (goal and objective) on a yearly basis
q
Professional development activities participated and
needed
For
Plan A: Evidence may include, but is
not limited to:
q
The collection and analysis of a variety of student
work over time;
q
The collection and analysis of specific student/class
pre and post-test scores over time;
q
The development and implementation of classroom
portfolios that document student growth over time;
q
The use of research to track and analyze the impact of
a specific instructional change in the classroom
q
The documentation of professional development and
training activities completed by the teacher and how these were used to improve
student performance
q
The use of parent reports to assess the teacher’s level
of communication about specific aspects of student achievement curricular
improvements, or important district or school problems
q
The completion of a specific product related to the
continuous Professional Growth Goal
q
Evidence of a presentation made to help other teachers
develop skills, which enhance student performance
For
Plan B: Evidence may include, but is
not limited to:
q
Active participation in a regularly scheduled
professional study group that focuses on solving an important educational issue
common to all the members in the group
q
Use of collaborative peer support that is
discipline-specific and may include peer observation, coaching of peers and
assistance with the collection and analysis of student data
q
Active participation in an on-going school or district
level committee that is addressing instructional change, assessment
development, curricular improvement or important district or school problem
q
Development and publication of a journal article
related to an instructional or curricular change (i.e. Educational
Leadership, ASCD)
Note: In the process of collecting evidence towards a chosen goal and
reflecting on that evidence, the focus for future professional development
activities may be determined.
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.
APPEAL PROCESS
A. SETTING
OF GOALS, TEAM MAKEUP, TIMELINES, ETC.
PROFESSIONAL
GROWTH STAGE
. If
the educator(s) and the evaluator cannot come to agreement on a goal or
objective, composition of a collaborative team, timeline for accomplishment of
goal(s) or objective(s), the superintendent will resolve the issue(s) or
establish a sub-committee of three, including the director of curriculum, a
certified staff member and one other member of the evaluation committee to
resolve the issue(s).
B. SUMMATIVE
EVALUATIONS
INDUCTION STAGE
A written summative evaluation of all educators in the
induction stage is to be completed by the evaluator by March 1st
using form F. Any disagreement with the
evaluator’s statement should be written by the teacher and included under
educator comments.
PROFESSIONAL GROWTH STAGE
A written summative evaluation of all educators in the
professional growth stage is be completed by the evaluator by May 30th using
form F. Any disagreements
with the evaluator’s statement should be written by the teacher and should
appear under educator comments on form F.
The educator may request a meeting with the superintendent and
administrator to resolve the disagreement.
All decisions of the superintendent are final.
SUPERVISED ASSISTANCE STAGE
Timelines and objectives are established as part of the
supervised assistance plan. All
educator(s) placed on the supervised assistance stage must satisfy the
requirements and must meet with the superintendent.
At the conclusion of the supervised assistance plan any
educator disagreements may be stated on form H.
Appendices
INDEX OF
FORMS
APPENDIX A
- PERFORMANCE
OBJECTIVE/PROFESSIONAL DEVELOPMENT OBJECTIVES
q
This
form is to be utilized by all staff
q
Filled
out at the beginning of the year September/October
q
Mid-year
conference required for Induction Stage I and II
q
Mid-year
conference optional for Professional Growth Stage
q
Final
outcome completed in May/June by all staff
APPENDIX B
- SELF-ASSESSMENT OF OPTIONAL
PROFESSIONAL
DEVELOPMENT PROJECT
q
For
staff working on an optional professional development project
q
Completed
at the end of project
APPENDIX C -
PRE-OBSERVATION FORM
q
Used
for formal observations only
q
Must
be filled out prior to first observation for staff members on Induction Stage
q
Form
is optional for all other observations
APPENDIX D
- FORMAL OBSERVATION REPORT
q
Completed
by evaluator/supervisor
q
May
be completed prior to or after the observation conference
q
Can
be revised after observation conference
APPENDIX E -
GUIDE FOR POST-OBSERVATION DISCUSSION
q
To
be utilized at post-observation conference as a guide for discussion
q
Written
responses prior to conference are optional
APPENDIX F -
ANNUAL APPRAISAL FORM
q
Utilized
by all staff
1.
INDUCTION STAGE
q
Focuses
on completed BEST portfolio, achievement of performance objectives, and
knowledge obtained through reflection on evidence and professional development
activities
q
Includes
focus for future assessment
2.
PROFESSIONAL GROWTH STAGE
q
Focuses
on evidence of accomplishment of goals or movement toward accomplishment, as
well as reflection on evidence and professional development activities
q
Includes
focus for future assessment
APPENDIX G -
NOTICE OF TRANSFER TO SUPERVISED ASSISTANCE STAGE
q
Completed
by evaluator and given to educator
q
Serves
to notify teacher of transfer to Supervised Assistance Stage
q
Establishes
a time to meet and develop action plan
APPENDIX H -
SUPERVISED ASSISTANCE PLAN
q
Educator
and evaluator meet to create assistance plan
q
Form
is completed at meeting
q
Form
is signed indicating mutual agreement of educator and evaluator
APPENDIX I -
SUPERVISED ASSISTANCE
q
Form
is completed by evaluator after observation of educator who is on supervised
assistance
q
Educator
and evaluator meet and discuss observation report
APPENDIX J - PROFESSIONAL DEVELOPMENT LOG
q
Use
is optional
q
May
be applicable to portfolio
APPENDIX A
Page 1
of 3
PERFORMANCE
OBJECTIVES/PROFESSIONAL DEVELOPMENT OBJECTIVES
Objective of School Year
Stage:
Induction: Professional Growth: Supervised Assistance
School/Program: Grade/Subject
CCT:
District/School Goal/Initiative:
Use a separate form
for each agreed upon objective. Both
the educator and evaluator/supervisor should sign this form by the end of
October of the applicable year.
DIRECTIONS:
Maximizing student learning requires that educators focus on the
connection between student performance and educator growth. The action plan below is designed to assist
in this process. The questions in
parentheses are essential questions, which should be addressed before
completing each section.
Focus on Student Performance:
Student
Performance Objective/Indicator of Success:
(What should students know and be able to do once this objective
is completed? – What are the essential understandings? What evidence will be
used to measure students’ success in achieving the performance objective? What
can students do because of what they know?)
Data Collection: (What data will be gathered to measure
student learning over time in achieving this performance objective?)
APPENDIX A
Page
2 of 3
Learning
Activities: (In what activities
will students be engaged in order to achieve this objective?)
Educator
Objective: (What do I need to
know and be able to do to help students achieve this performance objective? –
How does it relate to the annual plan?)
Professional
Development Activities Needed to Accomplish Goal:
Plan of Action: (What steps are necessary to accomplish my
objective and what resources/assistance do I need?)
APPENDIX
A
Page
3 of 3
Plan of Action
(continued)
Initial Conference (Sept. _____ - Oct. _____) _____Evaluator/Observer Initiated
_____Employee
Initiated
Educator:
_______________________ Evaluator/Observer:
__________________
Date:
__________________________ Date: _______________________
Mid-year Conference: (January - February)
(Required for Induction
Stage I and II and upon request of teacher or evaluator on Professional Growth
Stage)
Comments: (Attach
additional pages as necessary.)
Educator: ________________________________ Evaluator/Observer: ____________________
Date: _________________________ Date: _________________________
For
End of Year Conference, educator’s reflection
should be attached along with evidence of accomplishment.
PRE-OBSERVATION
INFORMATION FORM
Educator:
_______________________________ School/Program:
______________________
Observation Date:
____________________________ Time: _______________________
Subject:
____________________________________ Grade
and/or Level: _________________
Pre-Conference Date:
_________________________
Directions: This
information should be completed and provided to the evaluator at the time of
the pre-conference or prior to the scheduled observation.
1. Why are you
teaching this lesson?
2. Major Focus: (The
Big Idea, theme or concept)
3. Student
Expectations: (What students will know/understand and be able to do as a result of this lesson)
4. Assessment:
(Methods used to monitor student learning in today’s lesson - What students
will be able to do because of what
they know)
5. Planned
instructional strategies to facilitate student learning:
6. Is there a
particular area of the CCT in which you would like the evaluator to focus?
7. Is there anything
you think the evaluator needs to know about the students, the room, recent
events, etc?
