Transcript Santa Rosa County District Schools Professional

Santa Rosa County District Schools
Instructional Evaluation System
Conni L. Carnley
Director: Employee Evaluations
850.983.5108
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SRCDS: Instructional Evaluation System
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SRCDS: Instructional Evaluation System
The purpose of the teacher evaluation system:
To improve student learning and to guide professional
development for teachers.
The goal of the teacher evaluation system:
An expectation that all teachers can increase their expertise
from year to year which produces gains in student
achievement from year to year with a powerful cumulative
effect.
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Evaluation Based Upon:
1.
2.
3.
4.
Professional Development Plan (10%)
Observations : Formal and Informal (FEAPS) (30%)
Surveys (10%)
•
Student Survey (5%)
•
Parent Survey (5%)
Student Performance (50%)
An overall evaluation rating will be determined by totaling each section and
multiplying by the weight of each section. The resulting total of all sections
will use the following scale:
•
•
•
•
Highly Effective
Effective
Developing
Needs Improvement
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4.0 – 3.50
3.0 – 2.25
2.24 – 1.75
Below 1.75
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SRCDS: Instructional Evaluation System
• The Evaluation Process is electronic and can be found in the Professional
Growth System (PGS).
• You will be able to sign into the system using the username and password
that you receive.
• Step 1 in the Instructional Evaluation System is a Self Assessment/ Needs
Assessment on the Florida Educator Accomplished Practices (FEAPS).
– This will help you familiarize yourself with the FEAPS and identify areas of
strength and areas of improvement (the FEAPS will be covered more later in
this presentation).
– A copy of the FEAPS and the Evaluation Rubric in helping you self assess can
be found on the “New Employees” web page.
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• Step 2:Professional Development Plan (10%)
– Data Driven (student, self assessment, other sources)
– Work with Building Administrator and Mentor/Peer to
develop your plan.
– No right or wrong answers
– A paper copy of the PDP can be found on the “New
Employee” web page.
– You will receive an overall rating of :
•
•
•
•
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Highly Effective
Effective
Needs Improvement
Unsatisfactory
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SRCDS: Instructional Evaluation System
OBSERVATIONS
• The number of observations you will receive is based upon the
Instructional Personnel (IP) Level you are currently on.
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SRCDS: Instructional Evaluation System
Instructional Personnel
(IP) Levels
IP I: Beginning Teachers in first year with SRCDS
2 formal (Fall and Spring) , 4 informal
POP: (Professional Orientation Program)
Add: 2 formal by Peer Mentor, 2 formal by Other Educator, and 1 first
semester evaluation by Building Administrator
IP II: Teachers in 2-3 year rated HE or E
2 formal, 4 informal, 1 overall evaluation in Spring
IP III: Teachers in 4 -9 year rated HE or E
1 formal, 4 informal, 1 overall evaluation in Spring
IP IV: Teachers more than 9 years rated HE or E
1 formal if certificate up for renewal, 4 informal
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• Observations (30%)
• Formal (1-2 depending upon IP Level)
( POP: 2 Building Administrator, 2 Mentor Peer, 2 Mentor Other Educator)
– Pre-observation conference
– Observation (30 – 50 minutes: class period)
– Post-observation conference
• Informal (minimum of 4)
– Unannounced (5-10 minutes…can be up to 25 minutes)
• Classroom walkthroughs
• Hallway/office conversations
• Parent conferences
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What are
“they”
looking
for?
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SRCDS: Instructional Evaluation System
The Florida Educator Accomplished Practices (FEAPs) are
Florida’s core standards for educators and act as a guide on
what educators are expected to know and be able to do.
Based upon Three (3) foundational principals
• High Expectations
• Knowledge of Subject Matter
• Standards of the Profession
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To evaluate our teachers on how effectively they
demonstrate the FEAPs, SRCDS uses an
evaluation model based upon the work of
Dr. Robert Marzano.
We have taken the FEAPs and distilled them down
into 4 Domains.
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•
Domain 1: Classroom Strategies & Behaviors
– 3 Segments / 11 elements
• Segment 1: Routine Events (3 elements)
– Providing Clear Learning Goals and Scales (5 Indicators)
– Tracking Student Progress (4 Indicators)
– Celebrating Success (3 Indicators)
• Segment 2: Addressing Content (5 elements)
–
–
–
–
Identifying Critical Information & Reviewing Content (3 Indicators)
Organizing Students to Practice & Deepen Knowledge (3 indicators)
Organizing Students for Cognitively Complex Tasks (2 Indicators)
Engaging Students in Cognitively Complex Tasks
Involving Hypothesis Generation & Testing (2 Indicators)
– Providing Resources & Guidance (2 indicators)
• Segment 3: Enacted on the Spot (3 elements)
– Demonstrating “Withitness” (2 indicators)
– Acknowledging Adherence to Rules & Procedures & Applying Consequences (3 Indicators)
– Demonstrating Value & Respect for All Students. (2 Indicators)
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•
Domain 2: Planning & Preparing
– 3 elements
• Planning & Preparing for Lessons (1 Indicator)
• Planning & Preparing for Use of Materials and Technology (1 Indicator)
• Planning & Preparing for Special Needs of Students (1 Indicator)
•
Domain 3: Reflection on Teaching
– 1 element
• Evaluating Personal Performance (1 Indicator)
•
Domain 4: Collegiality & Professionalism
– 3 elements
• Interacts with Other IPs in a Positive Manner (1 Indicator)
• Interacts with Students and Parents in a Positive Manner (1 Indicator)
• Adheres to District & School Rules and Procedures. (1 Indicator)
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Segment/ Element
Observers Names
&
Dates of Observations
Indicators
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Observation Behavior Tallies
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• Each element within the Domain has a separate Rubric associated with it.
• For Example Domain 3: Reflection on Teaching Rubric:
Domain III – Reflection on Teaching (1 element)
Evaluating personal performance
What does the IP do to evaluate the effectiveness of individual lessons and units?
HE (4)
The IP determines how effective a
lesson or unit was in terms of
enhancing student
achievement/performance and
consistently identifies strategies
for improving instruction.
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E (3)
D/ NI (2)
The IP determines how effective a
lesson or unit was in terms of
enhancing student
achievement/performance and
identifies strategies for improving
instruction.
The IP determines how effective a
lesson or unit was in terms of
enhancing student achievement
but does not identify strategies for
improving instruction.
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U (1)
The IP attempts to evaluate the
effectiveness of individual lessons
or units but does not follow
through with these attempts.
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SRCDS: Instructional Evaluation System
Your “Overall Observation Evaluation Rating” will be determined by the number of
total ‘tally” marks you get from all observations (formal & informal)
combined in each rating and your IP Level.
Evaluation Summary
HE (4.0)
E (3.0)
D/ NI (2.0)
U (1.0)
Number of Indicators Marked
8
51
5
0
Teacher Instructional Level
IP I
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Overall Evaluation Rating
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?????????
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Remember the GOAL:
An expectation that all teachers can increase
their expertise from year to year which
produces gains in student achievement from
year to year with a powerful
cumulative effect.
Therefore in order to receive an Effective
observation rating, you are required to have
more “tally” marks in the “Effective” and/ or
“Highly Effective” as you progress from IP I
through to IP IV.
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Your “Overall Observation Evaluation Rating” will be determined by the number of
total ‘tally” marks you get from all observations (formal & informal)
combined in each rating and your IP Level.
Evaluation Summary
HE (4.0)
E (3.0)
D/ NI (2.0)
U(1.0)
Number of Indicators Marked
8 (13%)
51 (80%)
5 (7%)
0
Teacher Instructional Level
IP I
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Overall Evaluation Rating
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EFFECTIVE
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• Parent & Student Surveys (10%)
– Parent Survey (5%): school-wide data
– Student Survey (5%): school-wide data
– Given in Spring (late April)
– Developed in collaboration with the “Studer Group Education Division:
EducatorReady”
– Based upon a 5 point scale that is then converted to a 4 point scale:
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Studer Scale
Evaluation Score
4.0 – 5.0
Highly Effective (4.0)
2.75 – 3.99
Effective (3.0)
2.00 – 2.74
Needs Improvement (2.0)
Below 2.00
Unsatisfactory (1.0)
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• Student Assessment (50%)
– Teachers are assigned to courses.
– Each Course has an associated assessment.
• State Assessment (FSA, Algebra EOC)
• Local Assessment ( Algebra 1A , DEA )
– Students assigned to the courses take the associated assessment
– The teacher receives a score based upon the performance of the students assigned to
them in the course.
• Teachers with course codes that have the Florida State Assessment or Algebra 1 9th
grade or higher will receive a Value Added Method Score (VAM)
• We are required by law to use the VAM score we get from the state.
– The VAM score essentially takes your students projected performance based
upon previous year’s performance and compares it to how they performed in
the current year. Additional factors such as attendance, disability status,
mobility, ELL, class size are also considered. If the student did better than
expected you get a positive VAM score and if they did not do as well,
you get a negative score.
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• Student Assessment (50%)
– All of the local assessment scores are added along with the VAM and it will
return a Student Performance Score for you.
– We are currently having to rework the details of the Student Performance
Section due to the requirement of all courses not assessed by a state
assessment must be assessed by a locally developed assessment.
– The entire evaluation system must be negotiated with the union, approved by
FDOE, and Board Approved before implementation.
– There will be more specific information forthcoming as the year progresses.
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Adding It All Together
1.
2.
3.
4.
Professional Development Plan (10%)
Observations (FEAPS) (30%)
Surveys (10%)
•
Student Survey (5%)
•
Parent Survey (5%)
Student Performance (50%)
An overall evaluation rating will be determined by totaling each section and
multiplying by the weight of each section. The resulting total of all sections
will use the following scale:
•
•
•
•
Highly Effective
Effective
Developing
Unsatisfactory
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4.0 – 3.50
3.0 – 2.25
2.24 – 1.75
Below 1.75
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SRCDS: Instructional Evaluation System
Type:
Survey, PDP, FEAPS
Rubric
Score
Each Weighted Score
Score x Weight
Student
Assessment
Score
Total of all weighted
parts and Overall
Rating based upon
Rubric
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• Professional Orientation Program (POP) Program
– You will be assigned a POP Team
• A Building Level Administrator
• A Peer Educator
• An Other Educator
– First two weeks
• Assignment of team
• First Team meeting
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• First Nine Weeks (3):
• Formal Peer Observation within 20 Days
• Formal and Informal Observation by Building Level
Administrator within 45 days.
• Second Nine Weeks (2):
• Formal Other Educator Observation
• 2nd Informal Observation by Building Level
Administrator
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• First Semester Evaluation by Building Level
Administrator (1)
• Third Nine Weeks (2):
• 2nd Formal Other Educator Observation
• 3rd Informal Observation by Building Level
Administrator
• Fourth Nine Weeks (3):
• Formal Peer Educator Observation
• 2nd Formal and 4th Informal Observation
by Building Level Administrator
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Teaching:
The profession
that makes all
others
possible.
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