Transcript Teacher Appraisal System

www.bay.k12.fl.us
Pause for Discussion
• Multiple pauses are included for discussion
opportunities
Modifications to
Evidence Collection
Domain 1: Evidence
• Lesson plan
• Formative
• At least two lesson plans formatively reviewed by teacher’s
evaluating administrator
• Administrator’s feedback written (i.e. on paper copies or via
electronic copy)
• Use language of the rubric to guide teacher’s growth in the area of
lesson planning
• Review example
• Lesson plan 1: 1a, 1b, 1c
• Lesson plan 2: 1d, 1e, 1f
• Summative
• 1-2 lesson plans
• Embodies best work for Domain 1
Domain 1: Evidence
• Pre-Post Observation Questions
• All of pre-observation questions align to Domain 1
• Some of post-observation questions align to Domain 1
• Teacher and admin use as discussion points for formative
feedback
Domain 1: Evidence
• IPDP
• Formative feedback opportunities
• Initial and mid-year (or formative evaluation)
• Documentation
• IPDP initial feedback written (i.e. on paper copies printed
from AIMS or in AIMS-IPDP section).
• IPDP mid-year (Cat 3 and 4) or formative feedback (Cat 1 and
2) in AIMS-IPDP section.
Domain 1: Evidence
• Summative Documentation Domain 1
• Summary of trends noted (Lesson Planning, Pre/Post Conference,
IPDP) relating to Planning and Preparation
• In AIMS by component
• Provided during the Initial Interim Rating
Reflection Questions
• Will binders be turned in for the 2012-2013 school year?
• What formative and summative assessment opportunities are
available for Domain 1?
• Other questions?
Domains 2 and 3: Evidence
• Formative
• Classroom visits
• Summative
• Observation Cycle
• Documentation
• Observation information (seen and heard) in AIMS by
component
Domains 2 and 3: Evidence
• During the pre-conference discuss the exact components
that will be observed
• Use the post-conference as another opportunity for
Domain 2 and 3
• Teacher may share evidence that for missing components
Domains 2 and 3: Evidence
• Classroom Pop-In for 1-2 missed components or
components requiring additional evidence (10-15
minutes)
• Full Observation cycle
• One or the other, not both
• A pop-in or full observation cycle does not replace
information already in existence; it adds additional
evidence information
Domains 2 and 3: Evidence
• Complete Observation Cycle at any time. No need to wait
until February if ready to complete in November.
(Remember to adhere to teacher contract.)
• Teacher and admin can then complete Domains 2 and 3
and focus the rest of the year on Domains 1 and 4.
Reflection and Discussion
• Must an observation capture all 10 components?
• What options are available if a component is missed during
the observation?
• Do teachers have to wait until February to complete Domains
2 and 3?
• Will teachers turn in binders for Domains 2 and 3?
Domain 4: Evidence
• Formative
• Ongoing administrator formative assessment of regularly
submitted teacher evidence using Instructional Practices
rubric as guidance
• Documentation
• Note trends using rubric language in AIMS by component
prior to the IPDP mid-year review (Cat 3 and 4) or formative
evaluation (Cat 1 and 2)
• Summative
• Add trends to mid-year information by component and using
rubric language added
Domain 4: Evidence
• Really important things to note:
• Teacher can provide additional documentation following initial
Interim Summative Rating
• Teachers limit themselves to 1 to 2 strong pieces of quality
documentation with a summary explaining how they feel the
new evidence improves the rating provided during the Interim
Reflection and Discussion
• What opportunities are currently in place at this school for
teachers to demonstrate Domain 4: Professional
Responsibilities
• What if a teacher thinks that the Initial Interim Rating is
missing an important piece of information? Can the teacher
turn in additional documentation? What must this
documentation be comprised of?
• Other questions about Domain 4?
Modifications to the
Timeline
Reflection and Discussion
• Reflect on the timeline thus far.
• What questions do you have?
Reflection and Discussion
• What differences do you see between last year’s
implementation timeline and this one?
• How do you think the new timeline will help improve the
2012-2013 implementation?
• What questions do you have about the new timeline?
Modifications to the
Rubric
Rubric Modifications
Instructional Practice:
2012-2013 Rubric
Levels
Ratings Used for
Each Domain
Component
Category 1, 2, 3,
and 4 Teachers
2011-2012 Rubric
Levels
Ratings Used for Each
Domain Component
Category 1 Teachers
(Years 0-2) and
Category 2 Teachers
(new to District)
0
Unsatisfactory
Greater than or
equal to 50% at
Level 1 and/or
Level 0
0
Unsatisfactory
Greater than or equal
to 50% at Level 1
and/or Level 0
Category 3 Teachers
(Years 4-9)
Greater than or equal
to 50% at Level 1
and/or Level 0
Category 4 Teachers
(10 or more years)
Greater than or equal
to 50% at Level 1
and/or Level 0
1
Needs
Improvement/
Developing
If not meeting HE,
E or U, then Needs
Improvement or
Developing
1
Needs Improvement/
Developing
Less than or equal to
65% at Level 2 and/ or
Level 3 and less than
50% at Level 1 and/or
Level 0
Less than 75% at Level
2 and/or Level 3 and
less than 50% at Level
1 and/or Level 0
Less than 85% at Level
2 and/or Level 3 and
less than 50% at Level
1 and/or Level 0
2
Effective
3
Highly Effective
At least 75% at
Level 3 and/or
Level 2 and 0% at
Level 0
At least 80% at
Level 3 and 0% at
Level 1 and/or
Level 0
2
Effective
3
Highly Effective
At least 65% at Level 2
and/or
Level 3
At least 70% at Level 3
and 0% at Level 1
and/or Level 0
At least 75% at Level 2
and/or
Level 3
At least 80% at Level 3
and 0% at Level 1 and/
or Level 0
At least 85% at Level 2
and/or
Level 3
At least 90% at Level 3
and 0% at Level 1
and/or Level 0
Final Summative Evaluation Rubric:
2012-2013 Rubric
Levels
Ratings Used for
Evaluation Level
Category 1, 2, 3, and
4 Teachers
2011-2012 Rubric
Levels
Ratings Used for
Evaluation Level
Category 1 Teachers
(Years 0-2) and Category 2
Teachers (new to District)
Category 3 Teachers
(Years 4-9)
Category 4 Teachers (10 or
more years)
0
Unsatisfactory
2
Effective
3
Highly Effective
Greater than 1.5
Greater than 2.40
2
Effective
3
Highly Effective
.99-0.0
1
Needs Improvement/
Developing
1.49-1.0
2.34-1.5
3.0-2.35
1.049-0.0
1.56-1.05
2.46-1.55
3.0-2.47
1.09-0.0
1.59-1.1
2.59-1.6
3.0-2.6
Less than or equal to
.75
0
Unsatisfactory
1
Needs Improvement/
Developing
Greater than .75
• Speak with administrator
• Contact the ABCE office
• Contact Dawn Capes
• [email protected]