Transcript Slide 1

GPS Review and Revision Committee
Burt Austin, Assistant Principal
Beth Borland, Teacher
Jill Britt, Human Resources Supervisor
Katie Cadle, Teacher
Barbara Fengya, Director of Secondary Education
Sonya James, Teacher
Bev Johnson, Teacher
Lisa Miniear, Department Chair
Lauren Musgrave, Teacher
Mary Nine, Teacher
Ann Puckett-Harpold, Director of Elementary Education
Eric Scott, Teacher
Cathy Smith, Teacher/President FTEA
Dr. Jim Snapp, Assistant Superintendent
Toni Stevenson, Principal
Russell Wright, Principal
Jim Zoch, Department Coordinator
Why do we need a new teacher
evaluation system?
 The TAS needed specific improvements in the new
teacher and teacher assistance sections. This included
adding rubrics for school counselors and media
specialists where none previously existed.
 The Professional Teacher section had a great deal of
paperwork—teachers reported not spending time on
meaningful activities.
 The goal setting process did not always focus on
directly impacting student learning.
 Support for teachers needed a more comprehensive
process.
Growth for Professional Staff
Three specific sections
New Teachers (includes all teachers in their first
year in FTCSC
 First year in the profession
 Experienced teachers new to FTCSC
 Goal: To clearly articulate high expectations for
professional behavior of educators in FTCSC.
Professional Teachers
 Most teachers—more than two years of teaching
experience in FTCSC.
 Goal: To focus the work of professional educators on
increasing student performance in a reflective and
collaborative environment.
Teacher Support
 Assistance for teachers new to FTCSC
 Assistance for experienced teachers
 Goal: To provide appropriate levels of assistance to
educators enabling them to return to professional
status or monitor insufficient progress resulting in a
recommendation for non-renewal of the regular
teaching contract.
GPS*
School
Improvement Plan
District Improvement Plan
Indiana Academic Standards
Data/Evidence
New Teacher
 New Teacher is defined as any teacher, regardless of previous
teaching experience, new to FTCSC.
 The focus of the New Teacher Phase is to establish
professional expectations for the teacher and demonstrate
proficiency in the key areas of Instruction (curriculum,
content knowledge, instruction/pedagogy, and assessment)
and Classroom Practices and Culture (monitoring and
managing student behavior).
 New teachers are invited to be involved during PLCs in the
SMART goal setting portion of Professional Teacher Status to
grow professionally and to gain a deeper understanding of that
process.
New Teacher
(All new teacher to FTCSC, regardless of previous experience)
 One observation each grading period (4 per year)
 Pre-observation form completed by the teacher—submitted to
the principal prior to the classroom visit
 Principal observes one full lesson or period
 Post observation conference held and form completed
 New Teachers focus on Instruction (Domain 1) and Classroom
Practices and Culture (Domain 4)
 New Teachers attend meetings as scheduled
 IMAP successfully completed and submitted by the
established deadline
Comparing TAS to GPS
TAS
 Goal setting in the fall
 Multiple forms for the
process
 Four domains provided
structure for goal
setting
 Student learning data
was often narrowly
defined
 Process tended to be a
one-year focus
GPS
 Goal setting begins in the
spring
 One pager—front and back
 Singular domain-instruction
 A variety of measures
utilized to measure student
learning
 Can be multi-year in nature
 Collaboration is
encouraged
Differences for Professional Teachers:
 Timeline: Start goal
setting in the spring
and goals can be
multi-year in nature
 Format: Grade
levels, departments,
or academies are
encouraged to design
the SMART Goal
together
 Direction: Not an
additional piece of
work, but something
that is integrated in
the work of PLCs and
ongoing professional
dialogue
 Focus: Improving
student learning
(Use of Domain 1:
Instruction only.)
What is success based on?
Clearly defined student learning goal emanating from
the district and school improvement plan*;
Specific steps toward the achievement of that goal;
Frequent monitoring of progress toward that goal;
Reflective practice through the process—monitoring
and adjusting professional practice in an effort to
achieve the goal; and
Sharing insights and celebrating accomplishments
and discoveries.
Results: Learning…
for students and teachers
“While the primary purpose is to
increase student learning, in
some cases well-thought out and
carefully implemented
professional plans may not
achieve the desired goal. The
result is not failure, but an
opportunity for growth in
professional knowledge, providing
the opportunity for refinement and
future goal setting.”
Teacher Support Phase
 Administrative Support: Goal to clearly communicate
professional expectations and ultimately return the
teacher to Professional Teacher Status (or New Teacher
Phase)
 Collegial Support: Expand support for the teacher to
meet professional expectations and return to
Professional Teacher Status (or New Teacher Phase)
 Intensive Support: Most extensive and comprehensive
level of support for the teacher, lasting no longer than
one year. (This is level is only for teachers who have
more than two years of experience in FTCSC.)
Sharing GPS: Upcoming Meetings
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Acton:
Adams:
Arlington:
Bunker Hill
South Creek
Thompson Crossing
Wanamaker
Edgewood Intermediate
Kitley Intermediate
FTMS East
FTMS West
FCHS
Diploma+
10/3 @ 7:50 AM
10/9 @ 8:00 AM
10/10 @ 7:50 AM
10/15 @ 8:00 AM
10/9 @ 3:40 PM
10/16 @ 3:40 PM
10/14 @ 8:00 AM
10/27 @ 7:45 AM
10/13 @ 7:45 AM
10/14 @ 2:45 PM
9/29 @ 2:45 PM
10/13 @ 2:45 PM
10/21 @ 2:45 PM