Welcome Instructional Trainers

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Welcome Instructional Trainers

• August 3 4, 2006

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What Does an Instructional Trainer Do?

• Provides training to instructional professionals
  in assigned pilot schools
• An Overview of IPEGS
• Overview and Training in Academic Goal Setting
• Provides support to instructional professionals
  through the goal setting process

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Introduction to the

• Instructional
• Performance
• Evaluation
• Growth
• System

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Why Revise M-DCPS Instructional Evaluation?

• Heavily weighed toward observation
• 44-item teacher checklist used in 20 minutes
• Not aligned with job responsibilities of many
  non-classroom instructional personnel
• Limitations of Observations
• 3 to 4 classes per year (.4 of performance)
• classroom responsibilities only
• subject to evaluator bias
• focus on process of teaching versus outcomes
• inspector model of evaluation
• Rating options with little differentiation
  (pass/fail)
• No performance appraisal rubric
• 2004-05 results 7 of 26,000 unsatisfactory
  (0.03)

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Purposes of IPEGS

• Contribute to M-DCPS vision, mission, and goals
• Share responsibility for evaluation between the
  professional and the evaluator
• Ensure accountability for classroom/program
  performance
• Focus on professional growth
• Improve the quality of instruction/programs and
  learning!

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Q What positions are included in IPEGS?
Job titles listed are samples of the many
diverse positions within the student services and
instructional support personnel categories.
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Q1 What is the foundation of instructional
personnel evaluation?

• A Job-relevant performance standards

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Teachers
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Student Services Instructional Support
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Job Responsibilities2-Tiers

• Performance standards - major job
  responsibilities
• Performance indicators - sample performance
  behaviors

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Teacher Standard 5 Learner Progress Sample
Performance Indicators

• Examples of teacher work conducted in the
  performance of the standard may include, but is
  not limited to
• Demonstrates an understanding of the concepts,
  principles, and strategies that enable students
  to progress and be academically successful
  including the use of state and local assessments
• Establishes student achievement goals
• Provides evidence of goal attainment
• Collaborates with colleagues in order to improve
  students performance
• Provides evidence of timely and appropriate
  intervention strategies for individual students
  not making adequate progress
• Tracks reading progress, as applicable (Florida
  Statute 1003.415)
• Note Only Samples!

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Q2 How will performance be documented?

• Observation
• Documentation Log
• Goal Setting for Learner/Program Progress

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Miami-Dade County Public Schools Instructional
Support Professional Observation
Form Instructional Support Professional__________
_________________ Worksite__________________ Work
Observed_______________________________
Date______________ Time______________
Evaluators use this form to document the
required annual observation of the instructional
support professional. Some standards may not be
documented in a single observation. A copy of the
completed observation form is given to the
instructional support professional at the post
conference, which is held within ten (10) school
days of the observation date. Evidence may be
positive and/or negative examples.
Click here for Sample Completed Observation Form
Signatures acknowledge the occurrence of the
post-conferences and receipt of a copy of the
observation by the professional. Administrators
Signature ________________________________________
_________________ Date ______________________ Inst
ructional Support Professionals
Signature_________________________________________
_ Date ______________________
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Documentation Log

• Performance Standard
• Program Management
• (Instructional Support and Student Services
  Only)
• Communication
• Professionalism

• Types of Artifacts
• ? Service log or program plan
• ? Communication log
• ? Professional development log

Click here for Sample Completed Documentation Log
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Literacy
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Q3 How Will Performance Be Rated?

• Five-point Rating Scale
• Exemplary
• Superior
• Proficient
• Developing/Needs Improvement
• Unsatisfactory

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Performance Appraisal Rubric
Student Services Personnel Standard 7.
Professionalism
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IPEGS Summary

• In summary IPEGS involves
• Observation of the Professionals work
• Submission of artifacts with the documentation
  log
• Goal setting for learner/program progress