Performance Appraisal Systems

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Performance Appraisal Systems
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Desired Outcomes

• By the end of this session we will have an
  understanding of the following
• A model for teacher evaluation based on current
  research
• The FEAPs as a framework for the observation
  process
• The correlation of BEST in the observation
  rubrics
• The revised structure of the instructional
  appraisal system

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Rationale

• Evaluation process requires a two-way dialogue
  between observer and observee
• A teachers impact as a leader on the school
  should extend beyond the classroom
• The primary purpose of an evaluation is to
  improve instruction, evidenced by student
  achievement

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Rationale

• The development of the evaluation process for any
  one teacher is designed with the input of both
  teacher and administration
• Evaluation for the teacher is an ongoing
  reflective process
• It takes more than one observation to evaluate
  the effectiveness of a teacher

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Rationale

• Teacher effectiveness is correlated to the level
  of student engagement and student performance
• Fundamental to all we do is the underlying
  purpose Improving student achievement through
  growth in reflection, collaboration, and
  professional practice.

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Goal

• All teachers will increase their expertise and
  skill level from year to year which allows gains
  in student achievement from year to year.

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Professional Appraisal Model
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Professional Practices

• Annual Evaluation of Professional Practices 30
  Pts
• reflects evidence collected during formal and
  informal observations
• Professional Growth Plan Development 6 Pts
• PGP Implementation 10 Pts
• Collaboration and Mutual Accountability 4 Pts

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Annual Evaluation of Professional Practices (30
Pts)
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Professional Growth Plan Development (6 Pts)

• Development of PGP Goal
• Work Plan Strategies
• Outcome Measures and Reflection

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PGP Development

• Individual pre-conference meetings with
  administrator
• Teachers may collaborate with others in
  development but no plan should be
  identical
• PGP goal may continue into second year if
  student data indicates a need for continued
  professional growth in a particular area
• Strategies and outcome indicators would be
  differentiated in year two

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PGP Development

• For teachers returning to BPS, reflect on last
  years annual evaluation and student achievement
  results to develop your stretch goal.
• Wednesday, August 27, is an early release day
  designated for PGP development activity.
• You may submit a draft plan to your administrator
  for review prior to scoring by August 29, 2014.
• Final due date for PGPs Friday, September 26

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PGP Development

• For teachers new to BPS, reflect on your first
  semester observations and midterm evaluation to
  develop your stretch goal.
• You may submit a draft plan to your administrator
  for review prior to scoring by January 9, 2015.
• Final due date for PGPs Friday, January 23,
  2015

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PGP Implementation (10pts)

• Working the Plan
• Peer observations are required for a
  Distinguished rating
• In-Process Monitoring
• Evidence to support implementation may include
  training records, peer observations, student work
  samples, lesson plans, parent communication,
  other artifacts illustrating efforts to implement
  the strategies and use feedback from colleagues
  to improve instructional practice.
• Evidence not required for indicators or
  dimensions observed by the administrator.

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Collaboration and Mutual Accountability (4 Pts)

• Teams have two purposes working together to
  improve each others instructional practice, and
  working with at-risk students to improve their
  achievement and close the achievement gap.
• Groups may be by grade level, department,
  cohorts, within or outside the school.
• All teacher teams must have at least 8 students
  and specify learning targets and measures.
• Deadline to identify teacher teams, students,
  achievement measures, and targeted outcomes
• October 3, 2014

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Formal Observations

• Formative
• Time frame provided to teacher
• Pre-conference required
• Full lesson segment
• Use classroom observation instrument (COI)
• Post-conference with scored feedback within 10
  days
• Scored feedback evidence for evaluations

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Informal Observations

• Formative
• Minimum of two for all teachers by administrator
• Scored feedback provided within 5 days
  electronically or face to face
• Scored feedback evidence for evaluations

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New Hires

• Teachers new to Brevard
• Probationary for one year
• Minimum of two informal observations by
  administrator
• Two formal observations, midterm evaluation, and
  annual evaluation conducted by administrator
• Two additional informal observations by
  administrator, mentor teacher, or other qualified
  persons

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Procedures

• Teachers not meeting effective standards of
  instructional practice
• Interim evaluation
• Written PDAP for dimensions scoring 2.9 or lower
• Specific strategies, suggestions, improvements
• Specific reasonable timeline to correct
  deficient areas

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Procedures

• Administrators may conduct additional formal or
  informal observations and may videotape
  instructional practice.
• If evidence from an observation or video will be
  used in the evaluation, written feedback must be
  provided to the teacher prior to the evaluation
  meeting.
• Administrators may also conduct walk-throughs or
  instructional rounds. These events are for data
  collection and are not used in a teachers
  evaluation.
• Teachers are encouraged to observe one another
  and provide feedback to one another.
• These observations are not used in a teachers
  evaluation but may be provided to administrator
  as PGP implementation evidence.

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Procedures

• PSC Teacher who receives a second
  unsatisfactory rating or three needs
  improvement ratings in a three year period shall
  be placed on probation for 90 calendar days
• Four formal observations will be conducted
• Administrator will assess performance again no
  more than 14 days after the end of the 90-day
  probationary period and submit a recommendation
  regarding future employment status to the
  Superintendent

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Procedures

• Summative evaluation, Part I
• 50 points
• Formal evaluation of professional practices from
  formal and informal observations (30 points)
• PGP Development (6 points)
• PGP Implementation (10 points)
• Collaborative/Mutual Accountability Score (4
  points)
• Signed in the spring by teacher and administrator
• Use results to guide reflection for next years
  PGP goal

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Procedures

• Summative Evaluation Part II
• Totals 100 points
• Includes Summative Part I and Student Achievement
  Scores
• Signed by Teacher and Administrator in the fall

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What does it look like?

• Scores added together from Summative Part I and
  Summative Part II determine final rating Highly
  Effective, Effective, Needs to Improve or
  Unsatisfactory Performance

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• Summative Part I
• 50-42 Highly Effective
• 41-30 Effective
• 29-15 Needs Improvement
• 14-0 Unsatisfactory
• Proficient scores Effective Performance (used
  to determine score ranges)

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Annual Performance Scale

• Summative Part II
• 88-100 Highly Effective
• 69-87 Effective
• 68-46 Needs Improvement
• 45-0 Unsatisfactory

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Brevard Public Schools

• Serving every student with
• excellence as the standard.