Performance Appraisal Systems
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Transcript Performance Appraisal Systems
PERFORMANCE
APPRAISAL SYSTEMS
DESIRED OUTCOMES
By the end of this session we will have an
understanding of the following:
A new model for teacher evaluation based on
current research
The correlation of BEST in the observation and
feedback
The structure of the new instructional appraisal
system
The FEAPs as a framework for the observation
process
RATIONALE
Evaluation process requires a two-way
dialogue between observer and observee
A teacher’s impact as a leader on the school
should extend beyond the classroom
The primary purpose of an evaluation is to
improve instruction, evidenced by student
achievement
RATIONALE
The development of the evaluation process
for any one teacher is designed with the
input of both teacher and administration
Evaluation for the teacher is an ongoing
reflective process
It takes more than one observation to
evaluate the effectiveness of a teacher
RATIONALE
Teacher effectiveness is correlated to the
level of student engagement and student
performance
GOAL
All teachers can increase their expertise
and skill level from year to year which
allows gains in student achievement from
year to year.
PROFESSIONAL APPRAISAL MODEL
50%
Multi-Metric
(47 pts)
40%
Student
Achievement
(40 pts)
10%
Student
Achievement
(7 pts)
PROFESSIONAL PRACTICES
21 Points: Professional Practices
10 Points: Professional Growth Plan Development
8 Points: Plan Implementation
8 Points: Collaboration & Mutual Accountability
INDIVIDUAL ACCOUNTABILITY BASED ON
IDENTIFIED ASSESSMENTS
30 Points: Individual Results
5 Points: Regression
5 Points: Collaborative team student achievement
results related to closing the achievement gap of
the Lowest 25% in Reading and/or Math
DISTRICT OPTION: TEAM & SCHOOL
ACCOUNTABILITY
5 Points: Achievement of School Improvement Plan
goals assigned for whole school results or team
results
2 Points: Individual accountability for meeting
individual Professional Growth Plan (PGP) target(s)
3 points
PROFESSIONAL PRACTICES
Observations of the Dimensions 21 Pts
Professional Growth Plan Development 10 Pts
PGP Implementation 8 Pts
Collaboration and Mutual Accountability 8 Pts
DIMENSIONS (21 PTS)
BPS Instructional Performance Appraisal System Dimensions
Instructional Design & Lesson Planning
Learning Environment
Instructional Delivery & Facilitation
Assessment
Professional Responsibilities & Ethical Conduct
Relationship with Students
Relationships with Parents & Community
PROFESSIONAL GROWTH PLAN DEVELOPMENT
(10 PTS)
Development of PGP Goal
Work Plan Strategies
Outcome Measures and Reflection
PROFESSIONAL GROWTH PLAN
IMPLEMENTATION (8 PTS)
Working the Plan
In-Process Monitoring
COLLABORATION AND MUTUAL ACCOUNTABILITY
(8 PTS)
Working together as a team to improve the
achievement of a specific group of students.
Groups may be by grade level, department,
cohorts, etc.
PROCEDURES
Orientation
Each
year - all instructional personnel
During pre-planning or 30 days within first
workday
All
instruments provided
Assessment
forms
Data collection forms
Supporting procedures
PROCEDURES
Observations
Reflective
practice
Facilitator support: Singularly, or in
combination
School
administrator(s)
District level certificated personnel
Peer teachers
Resource teachers
Teacher leaders
Other qualified persons
PROCEDURES
Teachers with 3+ years experience with Brevard
Public Schools
Meet
or exceed standards of FEAPs
Three conferences annually
First by October 8
Highly effective rating may participate in
observation process every other year
PGP planning
Implementation
Progress toward goals
PROCEDURES
Annual
Contract Teachers
Meet
standards of FEAPs
Three conferences annually
No
later than October 8 for first
PGP planning
Implementation
Progress toward goals
NEW HIRES
Teachers new to Brevard
Probationary
for one year
Two
formal evaluations from administrator
Two
evaluations by other qualified persons
PROCEDURES (CONT.)
Teachers
Interim
not meeting standards of FEAPs
evaluation
Notice
Four
employee observations and conferences
Written PDAP
Specific strategies, suggestions,
improvements
Specific teaching behaviors
Specific & reasonable timeline to correct
deficient areas
PROCEDURES
PSC Teacher who receives “unsatisfactory”
rating shall be placed on probation for 90
calendar days
Four
observations and conferences
14 days after 90 days for administrator to assess
performance and submit to superintendent
PROCEDURES
Summative
Two
evaluation form
parts
Formative observations
Peer and administrator involvement
Overall ratings
Multi-metric in fashion
Summative
50% student growth
50% use of data, plan implementation, collaboration, and alignment
with expectations and performance
WHAT DOES IT LOOK LIKE?
Two rating scales for determining Highly
Effective, Effective, Needs to Improve or
Unsatisfactory Performance
WHAT DOES IT LOOK LIKE?
Formative ratings:
Distinguished – performance consistently exceeds
FEAPs
Proficient – performance meets FEAPs
Professional Support Needed – performance
requires additional attention
Unsatisfactory – performance does not meet
minimum requirements of the position
OVERALL POINTS AND RATING SCALE
Summative --Multi-metric
100 point scale
0-50 – Student Growth
35 points --Value added student scores
5 points—collaborative team effort
5 points –School Improvement Plan
3 points—school regression data
2 points—target met PGP student growth
OVERALL POINTS AND RATING SCALE
(CONT)
Professional Practice
0-21
– Observations
0-10 – Plan Development
0-8 – Plan Implementation
0-8 – Collaboration
0-3 – Alignment
ANNUAL PERFORMANCE SCALE
86-100
– Highly Effective
73-85
– Effective
64-72
– Needs Improvement
63
and less – Unsatisfactory