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