Performance Based Teacher Evaluation

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Performance Based Teacher Evaluation

• March 10, 2006

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When will we use this new system?

• Piloted this school year
• In place for all staff next year

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How is this system different from our current
system?

• Focus on professional growth
• Multi-prong approach to gathering data
• More complete picture of teacher
• Fewer evaluations for tenured teachers

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The Process

• At the beginning of the year, staff members
  complete a Professional Development Plan (PDP).
• Replaces IPDP

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The PDP

• Done collaboratively with building administrator
• Staff members choose one of several options
• Goals must be related to CSIP and building SIP
  plan.
• Staff members provide artifact data to show how
  this professional development impacted student
  learning.

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The Evaluation Schedule

• Phase I for Non-tenured Staff
• Evaluated every year
• One unscheduled observation
• One scheduled observation
• Drop-in observations
• One summative observation at end of year

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The Evaluation Schedule

• Phase II Tenured Staff
• Evaluations every third year
• One unscheduled observation
• Drop-in observations
• One summative observation at end of third year

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Drop-Ins

• An unscheduled, informal visit to the classroom
  by the administrator. Data collection is not
  necessary but may occur as the administrator
  deems appropriate. If anything is put in
  writing, the teacher will receive a copy.

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The Formative Evaluation

• Used differently from our current Formative
  Evaluation Form

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Formative Evaluation

• A process of ongoing feedback about a certified
  staff members performance for the purpose of
  enhancing his/her professional skills.

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Formative Evaluations Encompass

• SCHEDULED OBSERVATION
• A planned observation of performance that
  includes pre-observation discussion, the
  observation and documentation, and
  post-observation discussion used to collect data
  for the teacher evaluation phase.

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Formative Evaluations Encompass

• UNSCHEDULED OBSERVATION
• An unannounced observation of performance,
  including the observation and documentation, and
  post-observation discussion used to collect data
  for the teacher evaluation phase.

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Formative Evaluations Encompass

• ARTIFACT DATA
• Documents or tangible items of information
  related to performance. Artifacts are typically
  supplied by the teacher but may be collected from
  another related source.

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Formative Evaluations Encompass

• NON-OBSERVED DATA
• Unsolicited data regarding a teacher that is
  shared with or collected by an administrator and
  related to a specific criterion.

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Summative Evaluation

• At the end of the evaluation cycle
• Staff members are expected to meet all standards
  and criteria

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Summative Evaluation

• Data in a summative evaluation includes scheduled
  observations, unscheduled observations, artifact
  data, non-observed data, drop-ins, formative
  evaluations, professional development plans,
  lesson plan reviews, and other performance
  related data.

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Tenured Teachers in Need of Assistance

• For a very small percentage of staff members
• Replaces our current job target system
• Provides more opportunities for additional growth
  and improvement than our current job targets

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Tenured Teachers in Need of Assistance

• Phase III
• Awareness Phase
• Assistance Phase
• Intensive Assistance Phase
• Disciplinary Phase

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Awareness Phase

• Administrator identifies the concern in writing
• Staff member and administrator meet to
  collaborate and resolve problem
• Administrator will review progress
• Staff member remains in Phase II
• Staff member placed in Assistance or Disciplinary
  Phase

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Assistance Phase

• Review recommendation from Awareness Phase
• Professional Improvement Plan (PIP) is developed.
  
• Goals
• Strategies to resolve concern
• Timelines
• Progress indicators
• Resources and support needed

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Assistance Phase

• Administrator and staff member review progress
  made on PIP
• Staff member returns to Phase II
• Staff member stays in Assistance Phase with
  revised goals
• Staff member may be moved to Intensive Assistance
  Phase
• Concern is not resolved and staff member may be
  moved to Disciplinary Phase

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Assistance Phase

• If similar concerns arise, related data obtained
  during the Assistance Phase may be used in
  further action against the teacher once the
  teacher is returned to Professional Level II.

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Intensive Assistance Phase

• Superintendent reviews administrator request for
  Intensive Assistance
• If approved, staff member and administrator meet
  to introduce Intensive Assistance Phase
• If staff member declines Intensive Assistance
  team, staff member will notify superintendent in
  writing.

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Intensive Assistance Phase

• Superintendent and Administrative Resource person
  will assign a minimum of three members to
  Intensive Assistance team who have experience or
  expertise in area(s) in need of improvement.
• Can be experts from district and/or outside
  experts
• Input will be requested from district staff
• Members of team chosen based on individual needs
  of staff member

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Intensive Assistance Phase

• Intensive Assistance Team will work with
  administrative resource person to plan
  observation and conference schedule.
• Teacher evaluation/performance data may be shared
  with Intensive Assistance Team. Shared
  information will be kept confidential.
• Intensive Assistance Team does not meet with
  building administrator.

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Intensive Assistance Phase

• Intensive Assistance team will meet with staff
  member to
• Review role of team
• Verify observation and conference schedule
• Receive input from staff member

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Intensive Assistance Phase

• Role of the Intensive Assistance Team
• Use data and information provided by
  administrator to develop a planned approach to
  help the staff member meet PBTE standards and
  criteria.

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Intensive Assistance Phase

• Plan will usually include, but is not limited to
• Direct observation of teacher or other activities
• Conferencing with the staff member
• Peer coaching
• Mentoring
• Follow-up activities
• May include any number of additional strategies
  designed to address the area(s) of concern

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Intensive Assistance Phase

• Length of service of the Intensive Assistance
  Team will vary, depending on the needs of the
  staff member. It is recommended that the length
  of service not exceed one calendar year.
• Members of the Intensive Assistance team will not
  be used as second evaluators

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Intensive Assistance Phase

• Minutes of each meeting held with the staff
  member will be maintained. Minutes will contain
• Meeting dates
• Topics discussed
• Specific suggestions and options
• Agreed upon course of action with a timeline
• Signature of all members present at meeting
• Administrative resource person, staff member, and
  all members of team will receive a copy of
  minutes.

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Intensive Assistance Phase

• Assistance team members will communicate
  regularly with administrative resource person to
  report observation conferences and progress.
• Team members observations and conferences are
  presented in writing to administrative resource
  person.

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Intensive Assistance Phase

• Minutes do not become part of the staff members
  evaluation, and will not be shared with the
  building administrator
• The minutes will be placed in the employees
  personnel file when the process is completed.

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Intensive Assistance Phase

• Responsibilities of Staff Member
• Ask for clarification from Intensive Assistance
  Team, administrative resource person and the
  building administrator
• To be responsible for anecdotal notes, if desired
• To request, if desired, a Teachers Association
  representative or other form of representation to
  be present with him/her during Intensive
  Assistance Team meetings

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Intensive Assistance Phase

• To be open and flexible in implementing different
  and/or refined strategies in improving his/her
  Professional Performance Expectations
• To be responsible in meeting deadlines,
  appointments, scheduled observations, and other
  timelines

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Intensive Assistance Phase

• Role of the Administrator
• The building administrator continues to be the
  evaluator of the staff member.
• The Intensive Assistance Phase does not delay or
  replace the normal supervision and evaluation
  process
• After Intensive Assistance has ended, building
  administrator completes an evaluation.

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Intensive Assistance Phase

• Building Administrator makes one of these
  recommendations to superintendent
• Return staff member to Phase II
• Continue Intensive Assistance Program
• Submit situation to superintendent for further
  action

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Disciplinary Phase

• The Disciplinary Phase is not intended as a
  restriction on the districts right to take
  appropriate disciplinary action for a tenured
  teacher for misconduct in accordance with
  Missouri State Statute 168.114 without prior
  resort to either an Awareness Phase or Assistance
  Phase

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Disciplinary Phase

• The staff member may be placed in the
  Disciplinary Phase because of, but not limited
  to
• Not meeting the Standards, Criteria and
  Descriptors for Performance Based Teacher
  Evaluation after being in the Assistance Phase
  and/or Intensive Assistance Phase
• Violations as listed under the Teacher Tenure Act
  (Missouri State Statute 168.114)
• Specific policy or rule violation(s)

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Disciplinary Phase

• Administrator, staff member, and association
  President or designated representative meet.
  Other resource people may be involved (central
  office administrator(s) or a Uniserve
  representative).
• Administrator identifies in writing the specific
  standard(s), rule or policy in violation.

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Disciplinary Phase

• Staff member is given an opportunity to respond
  in writing.
• Following a discussion, administrator will
  indicate the next steps to be taken, which may
  include any or all of the following options

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Disciplinary Phase

• A specific remedial plan with timeline
  (Professional Improvement Plan)
• Placement of teacher on paid administrative leave
• Requirement of specific training or evaluation by
  a professional
• Recommendation for termination

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PBTE Documents

• Available online
• Staff Development Department
• Online documents are in .PDF format and cannot be
  typed on
• Documents in Word format (ex Lesson Plan Review
  and Professional Development Plan) will be
  e-mailed to staff next year.

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Support for Next Year

• As staff members begin to use these new
  documents, help is available from
• Pilot teachers
• PBTE committee members
• Building administrators
• Cynthia Seltzer

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Board Approval

• All documents are currently still considered
  drafts
• PBTE Evaluation process will be presented to
• Board Curriculum committee in April
• Full Board of Education in May

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Thank you

• Pilot Teachers
• PBTE Committee Members
• Building Administrators
• Staff Members who gave us feedback along the way