SAFET Orientation Formal Evaluation for Classroombased Teachers

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SAFE-T Orientation Formal Evaluation for
Classroom-based Teachers

• Presented by
• Dr. Joanne Avery
• Deputy Superintendent

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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).

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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.

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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.

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ADEPT Performance StandardsComprised of Key
Elements
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Required Data Sources

• Review Dossier Contents Handout

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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).

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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.

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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.

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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.

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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?

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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?

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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?

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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?

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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?

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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.

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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.
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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.

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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.

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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.

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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.

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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?

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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?

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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?

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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How many key elements are needed to pass each
domain?
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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.

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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.