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SAFET Orientation Formal Evaluation for Classroombased Teachers

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Title: SAFET Orientation Formal Evaluation for Classroombased Teachers


1
SAFE-T Orientation Formal Evaluation for
Classroom-based Teachers
  • Presented by
  • Dr. Joanne Avery
  • Deputy Superintendent

2
SAFE-T Points to note
  • Not intended to be used to evaluate special area
    personnel (media specialists, guidance
    counselors, speech therapists
  • The evaluation period must - cover a minimum of
    90 days - be comprised of two equal length
    (45-day periods minimum) (Preliminary and
    Final)
  • Note The entire 1st period must occur in the 1st
    semester and at least a portion of the 2nd cycle
    must occur in the 2nd semester.
  • The preliminary evaluation period begins on the
    date that teacher orientation is held (September
    4, 2008).

3
SAFE-T Teams
  • Two member teams (School administrator and
    content knowledgeable person (Peer
    evaluator).Team assignment made mid-August and
    given to teachers undergoing evaluation at
    Teacher Orientation (September 4, 2008).
    Evaluators to be notified mid-August.
  • Three member team for highly consequential
    (Annual Formal II, and teachers who are returning
    to the field after certificate suspension).
    Districts do have the option of having 3-member
    teams and in some instance where the need for
    additional support is needed, this will occur in
    ASD4.

4
SAFE-T Orientation Requirements
  • Explanations or ADEPT standards (written and
    oral)
  • SAFE-T process
  • Evaluation Timeline (Calendar)
  • Criteria for successfully passing
  • Intended use of resultsNote Know glossary
    terms on pages 23-25 in the SAFE-T Guide for
    administrators and teachers.

5
ADEPT Performance StandardsComprised of Key
Elements
6
Required Data Sources
  • Review Dossier Contents Handout

7
What is a long-range plan?
  • A long-range plan is a blueprint for teaching an
    entire course and is similar to a course
    syllabus.
  • A course is defined as a specified subject taught
    to a specified group (class) of students during a
    specified time frame (usually a semester or
    year).

8
How many LRPs are required?
  • For SAFE-T, the teacher is required to develop
    and submit an LRP for one course (i.e., to
    complete one TT1) per evaluation period.

9
Which course must the teacher select for the LRP
(TT1) in SAFE-T?
  • During the preliminary evaluation period,
    teachers at the early childhood and elementary
    (through grade 3) levels must develop an LRP in
    ELA if the teacher is required to be
    content-competent in ELA for his or her current
    teaching assignment.

10
Which course must the teacher select for the LRP
(TT1) in SAFE-T?
  • In all other cases, the evaluation team is
    responsible for making this determination.
  • The evaluation team must select and/or approve
    the course in writing.

11
Long Range Plans Contents5 Sections, APS 1
  • Section I Student information- specific
    description of students (5 types max) - teacher
    2-part reflection Why do you feel this
    information is important?How did and will you
    use this information to guide the development of
    your LRP and SRP?

12
Long Range Plans Contents
  • Section 2 Learning Developmental Goals-
    specific description of goals(10 Minimum)-
    teacher reflection
  • Of the long-range learning and/or developmental
    goals you have established, which goals do you
    believe are the most important for all students
    to achieve and why?

13
Long Range Plans Contents
  • Section 3 Instructional Units- sequential
    listing of units and length- teacher reflection
  • How did you determine your instructional
    sequence and the amount of time to be sent on
    each unit of instruction?

14
Long Range Plans Contents
  • Section 4 Assessment of Student Performance-
    description of the procedures teacher will use to
    determine and report overall student progress and
    achievement of the unit- teacher reflection
  • How will you determine that your major
    assessments are appropriate for evaluating
    student progress and achievement?
  • How did you determine that your reporting of
    progress and achievement is understood by
    students and their parents?

15
Long Range Plans Contents
  • Section 5 Classroom Management- description of
    communication plan to students and parents
    regarding behavior expectations
  • - teacher reflection
  • What are the most important considerations in
    managing the classroom to maximize instructional
    time, and why do you believe them to be important?

16
LRP Step-By-Step
  • Teacher requests course approval from team (Close
    to orientation date)
  • Team sends written approval to teacher no later
    that 2 weeks following the beginning of the
    evaluation cycle(September 5, 2008 1st day of
    preliminary cycle)
  • Teacher completes LRP reflections limited to 150
    words or less.
  • Teacher submits LRP to the chair within 2 weeks
    of receipt of written LRP course approval.
    Deadline September 30, 2008
  • Near end of cycle, each team member independently
    reviews the LRP (ET3)
  • Team meets prior to end of cycle and come to
    consensus on all key elementary in APS (ET3).
  • If approved, LRP requirement is waived for 2nd
    cycle if not, teacher will be required to submit
    another LRP in either the same course of another
    course based on teams decision.

17
Unit Work Sample Criteria
  • Must be selected from one listed in LRPbut not
    the first in the instructional sequence.
  • Integrated units are acceptable.
  • Unit must be completed in its entirety.
  • Unit must cover a minimum of 2 weeks.
    (Pre-approval required for less than 2 weeks).

Note SRPs must be sent to team members weekly.
18
What is a unit?
  • An instructional unit is a set of integrated
    lessons designed to accomplish learning
    objectives related to a curricular theme, a
    particular area of knowledge, or a general skill
    or process.

19
What is a unit?
  • Typically, an instructional unit requires two or
    more weeks to complete. If a particular unit
    requires less than two weeks to complete, then
    more than one unit must be selected.

20
How is the UWS unit selected?
  • The teacher is to select the unit(s) for the UWS
    from the LRP that was submitted for evaluation.
  • The unit must be completed in its entirety during
    the evaluation period.
  • The UWS may not be based on the first unit in the
    instructional sequence.

21
What is the purpose of a UWS?
  • A unit work sample requires the teacher to
    examine the impact of instruction on student
    achievement, making adjustments as needed to
    improve student learning.
  • The criteria for the unit work sample are drawn
    from the six key elements of APSs 2 and 3.

22
Unit Work Sample Contents6 Sections, APS 2-3
  • Section I Major objectives (max of 5)-
    Description of objective- Teacher
    reflectionHow did you craft these objectives so
    that the students understand both the objectives
    and their relevance?
  • Section 2 Unit plan- Description of plan (Max
    of 10 steps)- Teacher reflection
  • How does the unit plan establish a balance
    between grade-level academic standards and
    expectations and the needs, abilities, and
    developmental levels of individual students?

23
Unit Work Sample Contents
  • Section 3 Unit Assessments
  • - Description of key assessments must note if
    teacher- made or commercially-made- Teacher
    reflectionHow did you determine that your
    assessments are valid and reliable for all
    students?
  • Section 4 Analysis of Student Performance-
    Description of plan (Max of 10 steps)- Teacher
    reflection
  • How did you analyze your assessment data for
    formative purposes in order to (1) increase your
    understanding of individual students strengths
    and weaknesses and (2)determine specific aspects
    of instruction that need to be modified?

24
Unit Work Sample Contents
  • Section 5 Response to formative analysis -
    Teacher reflectionDid you need to adjust your
    unit plan, or do you foresee the need to make
    adjustments to future unit plans for these
    students? Why or why not?
  • Section 6 Summative feedback- Teacher
    reflection
  • How did you determine the relationship between
    student performance data and the grades (or other
    performance indicators) that you assigned to your
    students?

25
SRP Step-By-Step
  • Teacher selects unit based on criteria.
  • Teacher completes sections I, II, and III of the
    unit work sample prior to teaching the unit
    (TT2).
  • Teacher teaches the unit.
  • Teacher completes sections IV, V, and VI of the
    unit work sample (TT2) limiting answers to 150
    words or less.
  • Teacher submits copy of completed unit work
    sample to the chair prior to end of cycle.
  • Near end of cycle, each team member independently
    reviews the SRP (ET3).
  • Team meets prior to end of cycle and come to
    consensus on all key elementary in APS (ET3).
  • If approved, SRP requirement is waived for 2nd
    cycle if not, teacher will be required to submit
    another SRP. Since UWS must be aligned with LRP,
    the team must determine if another LRP is needed.

26
Integral Classroom ObservationsAPS 4-9
  • Unannounced
  • Minimum of 45 minutes
  • Four observations - 2/cycleNote still only 4
    with 3-member teams for highly consequential. Two
    observe and all will review dossier.
  • Teacher used template (TT3) to complete lesson
    reflection. 100 words or less for each of the 9
    questions. Completed reflection is sent to the
    chair within 7 calendar days of observation.

27
Observations Step-By-Step
  • 2 unannounced observations/cycle.
  • Teacher used template (TT3) to complete lesson
    reflection. 100 words or less for each of the 9
    questions. Completed reflection is sent to the
    chair within 7 calendar days of observation
    Teacher teaches the unit.
  • Near end of cycle, each team member independently
    reviews the observations (ET3) and teacher
    reflections (TT3).
  • Team meets prior to end of cycle and come to
    consensus on all key elementary in APS 4-9 (ET3).
  • Process repeats itself in its entirety the 2nd
    cycle.

28
Walk Through Observation
  • Optional
  • Used to determine the need for additional
    integral observations whether or not another LRP
    is needed and to follow-up on specific
    instructional weaknesses that were identified
    during a previous integral observation.

29
Professional Performance Reviews
  • Building principal or designee completes written
    review (ET2) prior to the end of each cycle
  • Review is sent to the chair and included in
    dossier.
  • Each evaluator conducts an independent review of
    ET2 prior to the end of each cycle.
  • Team meets and reaches consensus on 10. A-D (ET2)
    prior to the end of each cycle.

30
Professional Self Assessment
  • Teachers uses template (TT4).
  • Near the end of each cycle, teacher send TT4 to
    the chair to be included in dossier.
  • Each evaluator conducts an independent review of
    TT4 prior to the end of each cycle.
  • Team meets and reaches consensus on 10. E (ET3)
    prior to the end of each cycle.

31
Evaluation of EvidencePage 19
  • Chair maintains dossier.
  • Toward end of each cycle, chair ensure dossier is
    complete and available for independent review of
    team members.
  • Team meets and comes to consensus on all key
    elements (ET3)met or not met by domain (1st
    level)and then if domain is met or not met (2nd
    level).and then the overall final judgment (3rd
    level).
  • One or more members of the team meets with the
    teacher to share findings (ET3). Teacher
    receives a copy of the report.
  • Note teacher can only miss a max of 1
    element/domain.

32
How many key elements are needed to pass each
domain?
33
How many key elements are needed to pass each
domain?
  • A teacher can miss one key element and still
    pass a domain. If a teacher misses two or more
    key elements in a particular domain, he or she
    fails the domain.

34
What is the overall passing criteria for SAFE-T?
  • To pass SAFE-T, a teacher must pass all four
    domains at the time of the final evaluation.
  • Key elements that are not met automatically
    become areas for improvement.
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