Evaluation Program for Professional Personnel

Evaluation Program for Professional Personnel

May 29, 2014Appraisal Introduction

Committee MembersKatherine Barry Plank-Teacher

Collette Campasano Murphy-TeacherDr. Edsel Clark Director of Secondary Education

Andrew Gothelf OEA Co-president-Teacher

Dr. Louis Lee Oswego East - Principal

Michael Linden Bednarcik-TeacherShannon Lueders Thompson-Principal

Tami Maddox The Wheatlands-TeacherDarla Medernach OEA Co-president-TeacherGeorgios Nassis Thompson-Teacher

Mindy Renier Homestead-PrincipalPaul Roberts OEHS-Teacher

Dr. Kellie Sanders Director of Professional DevelopmentFaith Scobbie Old Post-Teacher

Jim Seput Oswego East-Assistant PrincipalDr. Lisa Smith Director of Elementary Education

Sue Tiedt Fox Chase-PrincipalCarol Williams Thompson-Teacher

Elizabeth Wycislak Southbury-Teacher

Subcommittees were utilized for: Counselors, Speech Pathologists, Library Media Specialist, and Certified Nurses appraisal documents

Belief Statement

We believe the District 308 appraisal process is a collaborative partnership that provides continuous

constructive feedback and promotes reflection leading to sustained growth in the teaching profession and

improved learning outcomes for students.

Definition of Terminology• Teacher: All full and part-time certified teaching personnel including learning center teachers, nurses,

counselors, social workers, replacements for leave of absences of one semester or more(in the period they are employed),and any other certificated position including but not limited to division chair positions and speech pathologists…(OEA contract Section II).

• Formal Observation: A specific window of time scheduled with the teacher to directly observe professional practice in the classroom or in the school. The formal observation will consist of a pre-observation meeting, an observation, reflection, post-observation meeting, and an option for a signing meeting when necessary.

• Informal Observation: An unannounced observation for a minimum of 10 minutes. Written follow-up will be provided to the teacher within two work days.

• Walkthrough/Pop-in: An unannounced, non-evaluative observation, no written follow-up required.• Summative Process: A synopsis of the certified educator’s school year may include any observations,

evaluations, other documents, events, and interactions of the certified educator during the school year. Final rating will be determined by the evaluator (assigned administrator).

• Summative Meeting: This meeting is separate from the formal observation process and will include a discussion of how the artifacts and evidence led to the final summative rating. Final rating will be presented at this meeting.

• Tenured Evaluation Cycle: Each tenured teacher will be evaluated at least once in the course of every two years.

• Non-tenured Evaluation Cycle: Each non-tenured teacher will be evaluated at least once every school year.• Artifacts: Evidence that demonstrates or enhances student learning/growth. Teachers may share additional

artifacts that they have collected outside of the formal and informal observations.

Teacher Performance Ratings• Excellent: Documented observations and evidence support the most distinguished level of

teaching performance behaviors throughout the four (4) domains of the Standard of Professional Practice. The teacher clearly understands the concepts underlying the components and implements them well. The teacher’s classroom operates at a level where students are highly engaged, motivated and assume considerable responsibility for their own learning. The teacher is reflective and uses best instructional practices. She/he has an orientation and commitment to continuous professional growth both in and outside of the school. *A teacher will receive a summative rating of Excellent when three or more domain ratings

are designated as Distinguished, with the remaining domain as Proficient or higher.

• Proficient: Documented observations and evidence support a high level of teaching performance behaviors throughout each of the four (4) domains of the Standard of Professional Practice. Teachers at the proficient level know their content, they know their students, and they know the curriculum and have a broad repertoire of strategies and activities to use with students. Proficient teachers have developed a sophisticated understanding of classroom dynamics and are alert to events that don’t conform to the expected pattern. *A teacher will receive a summative rating of Proficient when no more than one domain is

rated Basic with the remaining domains as Proficient or higher.

Teacher Performance Ratings• Needs Improvement: Documented observations, evidence and performance behaviors support a

basic understanding of the concepts underlying the components but implementation is sporadic, intermittent or otherwise not entirely successful. Based on the information gathered, the building administrator responsible for the appraisal of the staff member may determine that circumstance warrants additional support of the teacher’s growth. *A teacher will receive a summative rating of Needs Improvement when two or more domains

are rated as Basic, with the remaining domains as Proficient or higher. A Professional Development Plan (PDP) will be required of any tenured staff member rated as a Needs Improvement. A tenured teacher with a summative rating of Needs Improvement will remain on cycle for the following school year. Professional Development Plan (PDP) framework has been included in Appendix F.• Unsatisfactory: Documented observations, evidence and performance behaviors do not support the

expected level of teaching performance. The teacher does not appear to understand the concepts underlying the component. Based on the information gathered, the building administrator responsible for the appraisal of a staff member may determine that circumstance warrant a summative rating of Unsatisfactory. *A teacher will receive a summative rating of Unsatisfactory when one or more domain rating is

designated as Unsatisfactory. For tenured teachers, ineffective performance behaviors must be improved through a formal remediation plan developed pursuant to section 24A of The School Code of Illinois.

Evaluation ProgramNon-Tenured (Annually)

Pre-Observa

tion

• Submit pre-observation form to administrator in advance of observation.

Observation

• 2 formal• 3 informal (2 before the first formal and the third before the second formal)

Reflection

• Review the required reflective questions and any additional reflective questions provided by the evaluator. (Written reflections encouraged)

• Be prepared to discuss reflections at post-observation conference

Summative

Conference

• A separate summative conference will be scheduled following the completion of all formal and informal observations. The final summative rating will be determined by the designated administrator and shared at this meeting.

Evaluation ProgramTenured (Every two years)

Pre-Observa

tion

• Submit pre-observation form to administrator in advance of observation.

Observation

• 1 formal• 3 informal (2 before the first formal and the third before the summative conference)

Reflection

• Review the required reflective questions and any additional reflective questions provided by the evaluator. (Written reflections encouraged)

• Be prepared to discuss reflections at post-observation conference

Summative

Conference

• A separate summative conference will be scheduled following the completion of all formal and informal observations. The final summative rating will be determined by the designated administrator and shared at this meeting.

The Framework for Teaching: Domains and Related Components Domain 1: Planning and Preparation1a. Demonstrating Knowledge of Content and Pedagogy1b. Demonstrating Knowledge of Students1c. Setting Instructional Outcomes1d. Demonstrating Knowledge of Resources1e. Designing Coherent Instruction1f. Designing Student Assessments

What a teacher knows and does in preparation for teaching.

Domain 2: The Classroom Environment 2a. Creating an Environment of Respect

and Rapport2b. Establishing a Culture for Learning2c. Managing Classroom Procedures2d. Managing Student Behavior2e. Organizing Physical Space

All aspects of teaching that lead to a culture for learning in the classroom

Domain 3: Instruction3a. Communicating with Students3b. Using Questioning and Discussion Techniques3c. Engaging Students in Learning3d. Using Assessment in Instruction3e. Demonstrating Flexibility and Responsiveness

What a teacher does to engage students in

learning.

Domain 4: Professional Responsibilities4a. Reflecting on Teaching4b. Maintaining Accurate Records4c. Communicating with Families4d. Participating in the Professional Community4e. Growing and Developing Professionally4f. Showing Professionalism

Professional responsibilities and behavior

in/out of the classroom.

Pre-Observation form: Classroom TeacherTeacher: Grade Level/Subject:Observer: Date/Time:School Year: School Name:

Complete the following information prior to your pre-observation conference and bring any handouts that you will be using in your lesson that is being observed.

1. What is the lesson objective (1a and 1c)?

2. What specific standard(s) (CCSS, Illinois, Industry, or National) will be addressed in this lesson? Explain specifically how this standard(s) will be targeted (1a, 1c, 1e).

3. How does this lesson fit into the broader scope of the overall unit (1a, 1c, 1d, 1f)?

4. Describe the strategies and/or learning activities that students will participate in during this lesson (1a and 1e). 5. How do you plan to formatively assess student proficiency of the desired learning outcome(s) (1f)?

6. Describe the summative assessment that will be used to assess the concepts and skills in this unit (1f).

7. Describe the individual or unique characteristics and/or circumstances within the composition of the class that impact your planning (1b and 1e)?

8. Is there any specific area on which you would like feedback? (e.g. pacing, transitions, etc.)

Observation Notes and/or Informal Observation Record-Classroom Teacher

Domain 1Planning and Preparation

Domain 2Classroom

Environment

Domain 3Instruction

Domain 4 Professional Responsibilities

1a. Demonstrating knowledge of content and pedagogy1b. Demonstrating knowledge of students1c. Setting instructional outcomes1d. Demonstrating knowledge of resources1e. Designing coherent instruction1f. Designing student assessments

2a. Creating an environment of respect and rapport2b. Establishing a culture for learning2c. Managing classroom procedures2d. Managing student behavior2e. Organizing physical space

3a. Communicating with students3b. Using questioning and discussion techniques3c. Engaging students in learning3d. Using assessment in instruction3e. Demonstrating flexibility and responsiveness

4a. Reflecting on teaching4b. Maintaining accurate records4c. Communicating with families4d. Participating in the professional community4e. Growing and developing professionally4f. Showing professionalism

Time Evidence and Statements/Questions by Teacher and Students

Component

Post-Observation Form – Classroom TeacherDomain 1:Planning and Preparation

Evidence

1a. Demonstrating Knowledge of Content and Pedagogy

1b. Demonstrating Knowledge of Students

1c. Setting Instructional Outcomes

1d. Demonstrating Knowledge of Resources

1e. Designing Coherent Instruction

1f. Designing Student Assessments

Areas of Strength: Areas for Growth:

Evidence will be imported to this form from the observation notes and administrators will add the areas of strength and areas for growth for each domain.

Post-Observation Reflections: Classroom Teacher

It is encouraged but not required to provide written responses to the questions below in advance of the post observation conference to your evaluator. Please come to the post observation conference prepared to discuss the following questions.

1. Compare your plans and expectations of the lesson with how it actually went. Consider the similarities and differences between what you had planned and what actually happened.

2. Explain the extent to which students learned the intended concepts and skills. Describe the

evidence that supports your conclusion. {Feel free to bring any artifacts that support this.} 3. If you were to teach this lesson again, what might you change and why? Consider possible

changes to instructional goals, activities, materials used, grouping of students, and pace of the lesson.

** The evaluator may pose 0-3 additional questions for reflection prior to the post-observation meeting. Additional questions are posted below.

Summative Evaluation Form: Classroom Teacher

Summative Evaluation Form: Classroom Teacher

Summative Rating DeterminationSummative Rating Domain Ratings

Distinguished Proficient Basic Unsatisfactory

Excellent XXXX

Excellent XXX X

Proficient XXX X

Proficient XX XX

Proficient X XXX

Proficient XXXX

Proficient XX X X

Proficient X XX X

Proficient XXX X

Needs Improvement XX XX*

Needs Improvement X X XX*

Needs Improvement XX XX*

Unsatisfactory X **

*Two or more domains rated as Basic will result in a summative rating of Needs Improvement.**One or more domain rated as Unsatisfactory will result in a summative rating of Unsatisfactory

The Framework for Teaching: Library Media Specialist Domains and Components

Domain 1: Planning and Preparation1a. Demonstrating knowledge of literature and current trends in library/media practice and information/instructional technology1b. Demonstrating knowledge of curriculum as well as students/school community and how the library program can address their needs1c. Establishing goals for the library/media program appropriate to the setting and the students served1d. Demonstrating knowledge of resources, both within and beyond the school1e. Planning the library/media program integrated with the overall school program


Domain 2: The Classroom Environment2a. Creating an environment of respectand rapport2b. Establishing a culture for investigation and love of literature2c. Establishing and maintaining library procedures2d. Managing student behavior2e. Organizing physical space


Domain 3: Instruction3a. Maintaining and extending the library collection in accordance with the school’s needs and within budget limitations3b. Collaborating with teachers in the design of instructional units and lessons3c. Engaging students in enjoying literature and in learning information skills3d. Assisting students and teachers in the use of technology in the library/media center3e. Demonstrating flexibility and responsiveness

What a teacher does to engage students in learning.

Domain 4: Professional Responsibilities4a. Reflecting on practice4b. Preparing and completing reports and budgets4c. Communicating with the larger community4d. Participating in the professional community4e. Engaging in professional development4f. Showing professionalism



Pre-Observation Form: Library Media Specialist

Teacher: Grade Level/Subject:Observer: Date/Time:School Year: School Name:


1. What is the objective of the observation (1a and 1c)?

2. What specific standard(s) (CCSS, Illinois, ISTE NETS, I-SAIL) will be addressed in this lesson? Explain specifically how this standard(s) will be targeted (1a, 1c, 1e).

3. How does this lesson fit into the broader scope of the overall program (1e)?

4. Describe the strategies and/or learning activities that students will participate in during this lesson (1b and 1c).

5. How do you plan to formatively assess student proficiency of the desired learning outcome(s)?

6. Describe the summative assessment that will be used to assess the concepts and skills in this unit (if applicable).

7. Describe the individual or unique characteristics and/or circumstances within the composition of the class that impact your planning (1b)?


Post-observation Reflections: Library Media Specialist


1. Compare your plans and expectations of the observation with how it actually went. Consider the similarities and differences between what you had planned and what actually happened.

2. Explain the extent to which students learned the intended concepts and skills. Describe the evidence that supports your conclusion. {Feel free to bring any artifacts that support this.}

3. If you were to teach this lesson again, what might you change and why? Consider possible changes to instructional goals, activities, materials used, grouping of students, and pace of the lesson.


The Framework for Teaching: School Counselors Domain 1: Planning and Preparation1a. Demonstrating knowledge of District/School Programming and Counseling Techniques1b. Demonstrating Knowledge of Students, Including Child and Adolescent Development1c. Establishing a Counseling Plan with Goals Appropriate to the Setting and the Students Served1d. Demonstrating Knowledge of and Access to Resources1e. Developing a Plan to Evaluate Counseling Services


Domain 2: The Environment2a. Creating an Environment of Safety, Respect, and Rapport2b. Establishing a Culture for Productive Communication in the School Community2c. Managing Routines, Procedures and Physical Space2d. Establishing Standards of Conduct and Contributing to the Culture for Student Behavior Throughout the School


Domain 3: Delivery of Services 3a. Communicating Clearly and Accurately with Stakeholders3b. Implementing Individual and Group Counseling Techniques and Activities3c. Utilizing School, Staff, and Community Resources to Advocate for and Meet Student Needs3d. Assessing Student Needs to Provide Program Services3e. Demonstrating Flexibility and Responsiveness


Domain 4: Professional Responsibilities4a. Reflecting on Practice4b. Maintaining Accurate Records and Using Appropriate Date to Guide Practice4c. Communicating with Families, Staff, and Community4d. Growing Individually and Collectively as a Professional4e. Growing and Developing Professionally4f. Showing Professionalism



Pre-observation Form – School CounselorsTeacher: Grade Level/Subject:Observer: Date/Time:School Year: School Name:

Complete the following information prior to your pre-observation conference and bring any related materials that will be a part of the observation.

1. What is the objective(s) of the activity (1a and 1c)?

2. What specific standard(s) (SEL, ASCA, Illinois) will be addressed in this observation? Explain specifically how this standard(s) will be targeted (1a and 1b).

3. How does this activity fit into the broader scope of the overall counseling program (1a, 1c, 1d, 1e)?

4. What strategies will you use to meet the objective(s) of the activity (1a, 1b, 1e)?

5. How will you measure your effectiveness in meeting the goals/objectives of the activity (1e)?

6. Describe the individual or unique characteristics and/or circumstances of the student(s) that impact your planning (1b and 1d)?

7. Is there any specific area on which you would like feedback?

Post-observation Reflections – School Counselors


1. Compare your plans and expectations of the activity with how it actually went. Consider the similarities and differences between what you had planned and what actually happened.

2. Explain the extent to which you met/did not meet your objectives. Describe the evidence

that supports your conclusion. {Feel free to bring any artifacts that support this.} 3. If you were to repeat this activity, what might you change and why? Consider possible

changes to goals, activities, materials used, grouping of students, and format of the activity.


The Framework for Teaching: Speech Pathologists Domains and Components Domain 1: Planning and Preparation1a. Demonstrating knowledge of therapeutic disciplines and law pertaining to school system practices1b. Demonstrating knowledge of typical and atypical child and adolescent development1c. Establishing therapeutic goals1d. Designing therapy services with appropriate resources1e. Developing a plan to evaluate therapeutic services


Domain 2: The Environment2a. Creating an environment of respectand rapport2b. Establishing a therapeutic environment of learning, participation, and independence2c. Managing time, procedures, and physical space2d. Managing student behavior


Domain 3: Delivery of Service3a. Communicating with and on the behalf of students3b. Implementing and adapting therapy services to maximize students’ success3c. Engaging students in the therapy process3d. Using assessment/evaluation to guide therapy3e. Demonstrating flexibility and responsiveness


Domain 4: Professional Responsibilities4a. Reflecting on practice4b. Maintaining accurate records4c. Communicating with families4d. Growing individually and collectively as a professional4e. Showing professionalism

Professional responsibilities and behaviorin/out of the classroom.

Pre-observation Form – Speech Pathologist



1. What is the lesson objective (1c)?

2. What specific standard(s) (CCSS) will be addressed in this lesson? Explain specifically how this standard(s) will be targeted (1a, 1c).

3. Describe the strategies and/or learning activities that students will participate in during this lesson (1d).

4. How were materials and/or resources/techniques selected to achieve the desired outcomes of the lesson (1d)?

5. How will your students be assessed during this session (1e)?

6. How do you plan to use data to plan for future lessons? Describe how results/data will be used to plan for future lessons (1e).

7. Describe the individual or unique characteristics and/or circumstances within the composition of the class that impact your planning (1b)?

8. Is there any specific area on which you would like feedback? (e.g. pacing, explaining, etc.)

Post-observation Reflection – Speech Pathologist



1. Compare your plans and expectations of the lesson with how it actually went. Consider the similarities and differences between what you had planned and what actually happened.

2. Explain the extent to which students made progress toward learning the intended concepts and skills. Describe

the evidence that supports your conclusion. {Feel free to bring any artifacts that support this.} 3. If you were to teach this lesson again, what might you change and why? Consider possible changes to

instructional goals, activities, materials used, grouping of students, and pace of the lesson.


The Framework for Teaching: Nurses Domains and Components Domain 1: Planning and Preparation1a. Demonstrating understanding of medical knowledge and skill in nursing practice1b. Demonstrating knowledge of child and adolescent development1c. Establishing goals for nursing program appropriate to the setting and the students served1d. Designing knowledge needed to develop the nursing program for both individual and groups of students, integrated with the regular school program, utilizing community resources, state regulations, and district policies1e. Developing a plan to evaluate the nursing program


Domain 2: The Environment2a. Creating an environment of respect and rapport2b. Establishing a culture for health and wellness2c. Establishing and following health protocols and procedures and implementing nursing practice in an organized manner2d. Managing expectation for protocols and practice


Domain 3: Delivery of Service3a. Using knowledge of student educational programs and services to collaborate with and support different stakeholders3b. Using Knowledge of educational impact of prescribed medication upon a student’s academic progress3c. Promoting wellness through classes, classroom presentations, and community activities3d. Assessing student needs3e. Demonstrating flexibility and responsiveness


Domain 4: Professional Responsibilities4a. Reflecting on nursing practice4b. Maintaining health records in accordance with policy and submitting reports in a timely fashion4c. Communicating with families and communities and develops collaborative relationships4d. Growing individually and collectively as a professional4e. Demonstrating professionalism including integrity, advocacy, and maintaining confidentiality

Professional responsibilities and behaviorin/out of the classroom.

Pre-observation Form - NurseTeacher: Grade Level/Subject:Observer: Date/Time:School Year: School Name:


1. What is the nursing program objective?

2. What specific standard(s) (Illinois or National) will be addressed in this lesson? Explain specifically how this standard(s) will be targeted.

3. How does this program fit into the broader scope of the overall function of the nursing department?

4. Describe the strategies and/or learning activities that students will participate in during this program objective.

5. How do you plan to formatively assess proficiency of the desired learning outcome(s)?

6. Describe the summative assessment that will be used to assess the concepts and skills in this program objective.

7. Describe the individual or unique characteristics and/or circumstances within the composition of the district that impact your planning?


Post-observation Form - NurseIt is encouraged but not required to provide written responses to the questions below in advance of the post observation conference to your evaluator. Please come to the post observation conference prepared to discuss the following questions.

1. Compare your plans and expectations of the program with how it actually went. Consider the similarities and differences between what you had planned and what actually happened.

2. Explain the extent to which participants learned the intended concepts and skills. Describe

the evidence that supports your conclusion. {Feel free to bring any artifacts that support this.}

3. If you were to teach this program again, what might you change and why? Consider possible changes to instructional goals, activities, materials used, grouping, and pace of the program.


Summer Overview:

• On June 23rd we will be offering an overview of the appraisal process for anyone interested from 8:00 – 10:00 and 11:30 – 1:30 at Oswego East High School.

• If interested please refer to the PD Summer offerings to sign up for this overview. When we return in August, more information will be shared with all certified staff about the processes and procedures.

• PowerPoint and documents will be posted on the Intranet under the PD link which also has information about the four domains for teachers to use to grow their skills.

http://sd308pd.weebly.com/

http://sd308pd.weebly.com/

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Evaluation Program for Professional Personnel

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