Professional Growth and Evaluation Process Handbook · 2019-05-21 · 4 FRAMEWORK FOR PROFESSIONAL...

Professional Growth and Evaluation Process

Handbook

Licensed Staff

Rev. 03/2019

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Table of Contents

PURPOSES OF EVALUATION: .................................................................................................. 3

ROLES AND RESPONSIBILITIES .............................................................................................. 3

FRAMEWORK FOR PROFESSIONAL GROWTH AND EVALUATION PROCESS ................... 4

ELEMENT 1: STANDARDS OF PROFESSIONAL PRACTICE .............................................. 5

DOMAINS AND COMPONENTS IN CLACKAMAS ESD RUBRICS .................................... 6

ELEMENT 2: DIFFERENTIATED LEVELS OF PERFORMANCE .......................................... 8

ELEMENT 3: MULTIPLE MEASURES OF EVIDENCE .......................................................... 9

ELEMENT 4: PROFESSIONAL GROWTH AND EVALUATION CYCLE ............................. 12

ELEMENT 5: ALIGNED PROFESSIONAL LEARNING ........................................................ 14

DIFFERENTIATED PROFESSIONAL GROWTH AND EVALUATION CYCLES .................. 16

DIRECTIONS FOR SELF-ASSESSMENT & PROFESSIONAL GROWTH PLAN .................... 25

GUIDELINES FOR GOAL WRITING ......................................................................................... 29

GLOSSARY ................................................................................................................................ 32

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Effective July 2018 - Clackamas ESD uses an online system, Professional Growth ((https://app.frontlineeducation.com/, a Frontline product), to manage Licensed evaluation forms, rubrics, artifacts, and scheduling. Please consult with your supervisor or Human Resources for technical assistance logging into this system. This handbook will assist supervisors and licensed staff to use Professional Growth to complete the evaluation process. PURPOSES OF EVALUATION: The Oregon Framework states that the primary purposes of a professional growth and evaluation system are to:

Strengthen the knowledge, dispositions, performances, and practices of teachers (practitioners) to improve student growth and learning.

Strengthen the support and professional growth opportunities for teachers (practitioners) based on their individual needs in relation to the needs of students, program, and district.

Assist school districts in determining effectiveness of teachers (practitioners) in making human resource decisions.

“The primary goal (of a professional growth and evaluation system) is the continuous improvement of teaching and learning. To meet this goal, evaluation systems need to be designed and implemented with teacher (practitioner) learning and development at their core.”

ROLES AND RESPONSIBILITIES in the Clackamas ESD Professional Growth and Evaluation Process

Practitioner Roles and Responsibilities:

o Understand and implement the Clackamas ESD Professional Growth and Evaluation System.

o Take personal responsibility for attaining and maintaining proficient or distinguished practice.

o Complete a beginning-of-cycle self-assessment and develop and implement a Professional Growth Plan.

o Engage in professional growth activities.

o Collect and share artifacts and other evidence of professional practice and professional responsibilities with the supervisor.

o Actively participate in ongoing communication with the supervisor regarding areas of strength, areas for improvement, and opportunities for growth.

o Collaborate with supervisor to complete activities within established timelines.

o Meet with supervisor to review evidence and progress on the Professional Growth Plan and complete an end-of-cycle self-assessment (if requested by supervisor).

o Participate in the Summative Evaluation Conference.

https://app.frontlineeducation.com/

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FRAMEWORK FOR PROFESSIONAL GROWTH AND EVALUATION PROCESS

Element 1

Standards of Professional Practice that outline what practitioners should know and be able to do to help all students grow and learn.

Element 2

Differentiated Performance Levels that describe observable and measurable statements of practitioner actions and behaviors that illustrate performance at each of four levels.

Element 3

Multiple Measures of Evidence that include evidence of professional practice, professional responsibility, and student learning and growth.

Element 4

Evaluation and Professional Growth Cycle that includes

Formative processes -- self-assessment, goal setting, observation/collection of evidence, professional conversations about practice, and

A summative evaluation that assesses each practitioner’s performance against the standards of professional practice, attainment of student learning and growth goals, and attainment of professional practice goals.

Element 5

Aligned Professional Learning that is sustained, focused, and relevant to the practitioner’s goals.

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ELEMENT 1: STANDARDS OF PROFESSIONAL PRACTICE The CESD evaluation process has adapted Charlotte Danielson’s Framework for Teaching and Frameworks for Specialist Positions* as the foundation for our professional growth and evaluation process. * Early Intervention/Early Childhood Special Education has adopted the Best Practices from the Division of Early Childhood of the Council for Exceptional Children as the foundation for EI/ECSE consultant’s professional growth and evaluation rubric. From this foundation CESD has created five rubrics that describe standards for five roles:

Rubric

Intended Users

Professional Practices of Special Educators

Professional Practices of Occupational Therapists, Physical Therapists, and Speech Language Pathologists

Professional Practices of Instructional Specialists

Professional Practices of Evaluators

Professional Practices of Early Childhood Educators

Practitioners whose primary responsibility is to teach children in grades K - 12

Practitioners whose primary responsibility is to provide related services to children in grades K - 12

Practitioners whose primary responsibility is to teach/consult with adults

Practitioners whose primary responsibility is to evaluate children in grades K – 12

Practitioners whose primary responsibility is teach or provide related services to children from birth to Pre-K

The rubrics provide descriptions of practice that define what practitioners should know and demonstrate in the exercise of their profession. Each rubric consists of four domains of responsibility. Each of the four domains is further divided into five or six smaller components. The following table lists the components for each rubric:

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DOMAINS AND COMPONENTS IN CLACKAMAS ESD RUBRICS

SPECIAL EDUCATORS OTs/PTs/SLPs INSTRUCTIONAL

SPECIALISTS

EVALUATORS EARLY CHILDHOOD EDUCATORS

PLANNING AND

PREPARATION

1a Demonstrating Knowledge of Content, Pedagogy, and Teaching Techniques

1b Demonstrating Knowledge

of Students 1c Setting Appropriate

Instructional Outcomes 1d Demonstrating Knowledge

of Resources 1e Designing Coherent

Instruction 1f Designing Student

Assessments 1g Using Support Personnel

PLANNING AND PREPARATION

1a Demonstrating Knowledge and Skill in School-Based Therapy

1b Demonstrating Knowledge of

Program/District/State/Federal Regulations and Guidelines

1c Establishing Goals for Students Served

1d Demonstrating Knowledge of

Resources 1e Planning Therapy Services to

Meet the Needs of Students 1f Designing Student

Assessments 1g Using Support Personnel

PLANNING AND

PREPARATION

1a Demonstrating Knowledge of Content, Pedagogy, and Evidence-Based Practices

1b Demonstrating

Knowledge of Adult Learners

1c Setting Appropriate

Instructional Outcomes 1d Demonstrating

Knowledge of Resources

1e Designing Coherent

Instruction 1f Evaluating the

Instructional Support Program


1a Demonstrating Knowledge of Content, Pedagogy, and Instructional Techniques


Students 1c Demonstrating Knowledge

and Skill in Using Assessment Instruments to Evaluate Students

1d Demonstrating Knowledge of

Resources 1e Responding to Referrals/

Designing an Evaluation Plan 1f Demonstrating Knowledge of

Program/District/State/Federal Regulations and Guidelines


1a Demonstrating Knowledge of Content, Pedagogy, and Teaching Techniques for Young Children with Disability


Young Children 1c Setting Appropriate Instructional

Outcomes 1d Demonstrating Knowledge of

Resources 1e Designing Coherent Instruction 1f Designing Child Assessments 1g Using Support

Personnel/Caregivers

ENVIRONMENT

2a Creating an Environment of Respect and Rapport

2b Establishing a Culture for

Learning 2c Managing Classroom

Procedures 2d Managing Student

Behavior 2e Organizing Physical Space

ENVIRONMENT

2a Establishing Rapport with

Students

2b Managing Therapy

Procedures

2c Managing Student Behavior

2d Organizing Physical Space

ENVIRONMENT


2b Establishing a Culture

for Learning 2c Managing Procedures 2d Establishing and

Maintaining Norms of Behavior for Professional Interactions

2d Organizing Physical

Space

ENVIRONMENT


2b Managing Evaluation

Procedures 2c Managing Student Behavior 2d Establishing and Maintaining

Norms of Behavior for Professional Interactions

2d Organizing Physical Space

ENVIRONMENT


2b Establishing a Culture for

Learning 2c Managing Learning Environment

Procedures 2d Managing Child Behavior 2d Organizing Physical Space

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SPECIAL EDUCATORS OTs/PTs/SLPs INSTRUCTIONAL

SPECIALISTS

EVALUATORS EARLY CHILDHOOD EDUCATORS

INSTRUCTION

3a Communicating with Students

3b Using Questioning and

Discussion Techniques 3c Engaging Students in

Learning 3d Using Assessment in

Instruction 3e Demonstrating Flexibility

and Responsiveness

SERVICE DELIVERY

3a Responding to Referrals and Evaluating Student Needs

3b Developing and Implementing

Therapy Goals 3c Engaging Students in Therapy

Services 3d Collecting Information and

Writing Reports 3e Demonstrating Flexibility and

Responsiveness

INSTRUCTION

3a Collaborating with Adult Learners

3b Sharing Expertise with

Adult Learners 3c Engaging Adults in

Learning 3d Using Resources to

Support Adult Learners 3e Demonstrating Flexibility

and Responsiveness

SERVICE DELIVERY

3a Evaluating Student Needs 3b Providing Interventions to

Maximize Students’ Academic and/or Behavioral Success

3c Engaging Students in the

Evaluation 3d Collecting Information and

Writing Reports 3e Demonstrating Flexibility and

Responsiveness

SERVICE DELIVERY

3a Communicating with Young Children/Caregivers

3b Using Questioning and

Discussion Techniques 3c Engaging Young Children in

Learning 3d Using Assessment in Instruction 3e Demonstrating Flexibility and

Responsiveness

PROFESSIONAL

RESPONSIBILITIES

4a Reflecting on Teaching 4b Maintaining Accurate

Records 4c Communicating and

Collaborating with Stakeholders

4d Participating in a

Professional Community 4e Growing and Developing

Professionally 4f Showing Professionalism 4g Organizing Time Effectively

PROFESSIONAL

RESPONSIBILITIES

4a Reflecting on Practice 4b Maintaining Accurate Records 4c Communicating and


4d Participating in a Professional

Community 4e Growing and Developing


PROFESSIONAL

RESPONSIBILITIES

4a Reflecting on Practice 4b Maintaining Accurate

Records 4c Communicating and


4d Participating in a

Professional Community 4e Growing and Developing

Professionally 4f Showing

Professionalism 4g Organizing Time

Effectively 4h Collaborating with Other

Team Members

PROFESSIONAL

RESPONSIBILITIES

4a Reflecting on Practice 4b Maintaining Accurate Records 4c Communicating and




Professionally 4f Showing Professionalism 4g Organizing Time Effectively 4h Collaborating with Other Team

Members

PROFESSIONAL

RESPONSIBILITIES

4a Reflecting on Instruction 4b Maintaining Accurate Records 4c Communicating and

Collaborating with Stakeholders (Early Childhood Educators, Related Services Staff, Educational Assistants, Administrators, and Families)




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ELEMENT 2: DIFFERENTIATED LEVELS OF PERFORMANCE The Clackamas ESD Professional Practice Rubrics are designed using four levels of performance that represent a continuum of increased growth and development in professional practice and expertise. The levels of performance are intended to support self-assessment and reflection, inform professional conversations between practitioners and supervisors, and suggest areas for further growth and learning. They are:

Unsatisfactory: The practitioner performing at the unsatisfactory level does not yet show evidence of understanding the concepts underlying the framework. Performance at the unsatisfactory level represents practice that may negatively impact student growth and learning and requires supervisory intervention. Basic: Professional practice at the basic level shows evidence of requisite knowledge and skills. Performance is sporadic, intermittent, or not entirely successful. This level requires supervisory guidance. Proficient: The practitioner performing at the proficient level demonstrates evidence of thorough knowledge and skills of all aspects of professional practice. Practitioners at the proficient level thoroughly know their content and their students; they have a strong repertoire of strategies and activities to use with students; and they can adjust practice easily as needed. Distinguished: Professional practice at the distinguished level demonstrates the highest level of commitment to student growth and learning, expertise, and individual/collaborative professional growth. Distinguished-level performance is very high performance; as Danielson phrases it, “Distinguished-level performance is a good place to visit, but don’t expect to live there.”

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ELEMENT 3: MULTIPLE MEASURES OF EVIDENCE

The Clackamas ESD Professional Growth and Evaluation Cycle includes the process of collecting multiple measures of evidence to evaluate practitioner effectiveness. Multiple measures of evidence provide a more comprehensive view of the educator’s practice and contribution to student growth. Because of the complex nature of educational practice, a single measure does not provide sufficient evidence to evaluate performance. When combined, multiple measures provide a body of evidence that informs the educator’s evaluation resulting in a more accurate and valid judgment about performance and professional growth. Practitioners will be evaluated using multiple measures of each of three components: Evidence of Professional Practice, Evidence of Professional Responsibilities, and Evidence of Student Learning and Growth. Supervisors will consider evidence from all three categories to holistically evaluate performance.

Evidence of

Professional Responsibilities

Domain 4 – Professional Responsibility

Examples include professional growth plan, self-assessment,

professional practice goals, records of contributions, records of

parent contacts

Evidence of

Professional Practice

Observations of Practice Examination of Artifacts

Domain 2 – Classroom/Work Environment Domain 1 – Planning and Preparation

Domain 3 – Instruction/Service Delivery Domain 2 – Classroom/Work Environment

Domain 3 – Instruction/Delivery of Service

Supervisors will conduct formal, informal,

and walkthrough observations, and provide Examples include lesson plans, behavior

feedback about professional practice support plans, data collection sheets,

student work samples

Evidence of Student

Learning and Growth

Baseline Data

End-of-Year Data

Professional Growth Plan

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Observations:

Supervisor’s observations of practice serve as a primary source of evidence of Classroom/Work Environment and Instruction/Service Delivery. Clackamas ESD supervisors will conduct three types of observations: walkthroughs, informal observations, and formal observations. Walkthroughs are brief, unannounced observations usually lasting less than ten minutes. Written feedback is not typically provided. Walkthroughs may contribute to professional conversations or informal observations. Informal Observations consist of scheduled and unannounced observations that last between 10-20 minutes. These observations include written feedback that describes professional practices observed and possible reflective questions for future conversations. Formal Observations consist of a pre-observation conference, a scheduled observation that lasts a minimum of 30 minutes, and a post-observation conference. Additional topics of discussion around professional practice may be included in the formal observation process. The supervisor will provide written feedback.

Frequency of Observations: Probationary [Consultative] (One Year) Cycles – At least three observations each probationary year with at least one of those three observations being a formal observation. Contract/Regular [Collaborative] (Two Year) Cycles – At least two observations a year with at least one formal observation in the evaluation year of a two-year cycle.

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Artifacts: Artifacts are a collection of material objects that provide practitioners and supervisors with evidence of professional practice, professional responsibilities, and student learning and growth. The collection of artifacts should reflect a scope of evidence that is representative of a practitioner’s work (i.e., one student’s work does not provide enough evidence to reflect the work of an entire class). The artifacts listed below are intended as examples of evidence that a practitioner or a supervisor may collect in the process of collecting multiple measures of evidence.

Examples of Artifacts

Domain 1 – Planning and Preparation

Lesson plans Unit plans Classroom management plans Differentiation plan Assessment plan Substitute folder Data collection sheets Positive behavior support plan

Domain 2 – Classroom/Work Environment

Daily/weekly schedules for students Plans and schedules for educational

assistants Written procedures for transitions and

routines Classroom rules Behavior log Diagram/photograph of room layout Serious incident reports

Domain 4 – Professional Responsibilities

Professional practice goals Professional growth plan Lesson reflections and ideas for

improvement IFSP/IEP documents and electronic

records Sample of student records Stakeholder/family communication logs Professional development logs Educator’s work schedule or calendar

Domain 3 – Instruction/Service Delivery

Student work samples Video/audio records of teacher

performance Video/audio records of student

performance Examples of student work Examples of student assessments Evaluation reports

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ELEMENT 4: PROFESSIONAL GROWTH AND EVALUATION CYCLE

Practitioners are evaluated on a regular cycle of growth and continuous improvement that includes self-

assessment and reflection, goal setting, collecting multiple measures of evidence, formative assessment

and summative evaluation.

Probationary practitioners who are new to the profession and/or new to CESD and contract-status

practitioners whose performance in one or more domains is Basic and/or who need additional support to

become Proficient in all domains will be evaluated annually following the Probationary Cycle

(Consultative).

Contract status practitioners whose performance in many/most components of all domains is Proficient will be evaluated on a two-year cycle following the Contract/Regular Cycle (Collaborative). A contract teacher may also be placed on the consultative cycle. Activities in the professional growth and evaluation cycle include:

Self-Assessment

The first step in the cycle includes analysis of baseline student learning and/or growth data and self-assessment of professional practice.

Goal Setting and Professional Growth Plan

Based on the analysis of student data and/or self-assessment of professional practice, the practitioner targets two student learning or growth goals and identifies a professional practice goal that is aligned with the standards of professional practice (rubric). During this step, the practitioner and supervisor establish the practitioner’s Professional Growth Plan.

Observation and Collection of Multiple Measures of Evidence

The practitioner and supervisor collect evidence using multiple measures of professional practice, professional responsibilities, and student learning and growth.

Formative Assessment

The practitioner and supervisor review the practitioner’s progress toward goals and performance against the standards of professional practice. This step includes three ongoing, interdependent and critical parts: analysis of evidence, professional conversations, and professional growth. The practitioner and supervisor analyze the evidence leading into a collaborative professional conversation. Feedback through professional conversations promotes awareness of growth that has occurred and highlights professional growth needs. These conversations help the practitioner make adjustments in his/her practice and select relevant professional growth opportunities.

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Summative Evaluation: The summative evaluation represents the culminating activity at the end of a practitioner’s professional growth and evaluation cycle. The summative evaluation includes a summative evaluation conference and a summative evaluation form. During the summative evaluation conference, the supervisor and practitioner will review:

Beginning-of-cycle and end-of-cycle (as applicable) self-assessment data and self-reflection.

Evidence of progress toward or attainment of student learning and growth goals. Evidence of progress toward or attainment of the professional practice goal.

Evidence of professional practice and professional responsibilities collected during multiple

observations. Evidence of professional practice and professional responsibilities documented as artifacts.

Using input from the practitioner, the supervisor will complete the summative evaluation form to evaluate the practitioner’s performance against the standards of professional practice and professional responsibilities and progress toward or attainment of student learning and growth goals and progress toward or attainment of the professional practice goal. The evaluation will be shared and signed with the practitioner. A copy of the Clackamas ESD Summative Evaluation Form will be submitted to Human Resources for inclusion in the practitioner’s personnel file.

State Reporting Requirements: The Oregon Department of Education is requiring all school districts and education service districts to calculate and submit average evaluation scores for all practitioners at the end of their evaluation cycle. Scores will not be reported using practitioners’ names.

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PROFESSIONAL GROWTH and EVALUATION CYCLE

SELF-ASSESSMENT and SELF-REFLECTION

Practitioner completes and submits:

Self-Assessment of Professional Practice

and Professional Responsibility

Analysis of Student Learning and Growth

GOAL SETTING

Practitioner and supervisor establish:


Student Learning and Growth Goals

Professional Practice Goal

OBSERVATION/COLLECTION OF MULTIPLE

MEASURES OF EVIDENCE

valid • reliable • accurate • comparable • sustainable

Practitioner and supervisor collect:

Evidence of Professional Practice

Domain 1 – Planning and Preparation

Domain 2 – Environment

Domain 3 – Instruction/Service Delivery

Evidence of Professional Responsibilities

Domain 4 – Professional Responsibilities

Evidence of Student Learning and Growth

SUMMATIVE EVALUATION

Supervisor considers practitioner input and

evaluates practitioner’s performance:

Standards of Professional Practice

Standards of Professional Responsibility

Attainment of Student Learning and

Growth Goals

Attainment of Professional Practice Goal

Self-Reflection at End of Cycle

FORMATIVE ASSESSMENT

Practitioner and supervisor collaboratively:

Analyze Evidence

Engage in Professional Conversations

Monitor Progress on Goals

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ELEMENT 5: ALIGNED PROFESSIONAL LEARNING

The focus of the Clackamas ESD professional growth and evaluation system is to improve professional practice and student learning and growth. To that end, linking evaluations with high quality professional learning is critical. Aligned professional growth and evaluation systems inform practitioners about strengths and areas for improvement and provide opportunities to make informed decisions about professional growth. High quality professional learning is sustained, focused, and relevant to the practitioner’s goals and needs. All practitioners must have opportunities for professional growth to meet their needs, not only those whose evaluation ratings do not meet standards.

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CLACKAMAS ESD

DIFFERENTIATED PROFESSIONAL GROWTH AND EVALUATION CYCLES

PROBATIONARY

(CONSULTATIVE) CYCLE

CONTRACT/REGULAR

(COLLABORATIVE) CYCLE

Who

Probationary Practitioners (3-year probationary period)

o New to the Profession o New to CESD

Contract-status Practitioners whose performance in one or more domains is Unsatisfactory or Basic and/or who need additional support to become Proficient in all domains

Contract-status Practitioners whose performance in many/most components of all domains is Proficient

Cycle

One Year

Two Years

Self-Assessment

and

Self-Reflection

Self-Assessment o Used to self-assess performance on

each component of each domain on the professional practices rubric

o Completed at the beginning of the cycle

Self-Reflection o Used to reflect on progress. o Completed prior to the Summative

Professional Growth Conference

Self-Assessment o Used to self-assess performance on

each component of each domain on the professional practices rubric

o Completed at the beginning of the cycle

Self-Reflection o Used to reflect on progress. o Completed prior to the Interim and

Summative Professional Growth Conferences

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Professional

Growth Plan

Used as a tool to organize and document practitioner’s goals, plan for achieving goals, and professional learning and support needed to accomplish goals

Guided by supervisor with input from the practitioner

Finalized during Initial Professional Growth Conference

Discussed during Interim and Summative Professional Growth Conferences

Used as a tool to organize and document practitioner’s goals, plan for achieving goals, and professional learning and support needed to accomplish goals

Developed collaboratively by practitioner and supervisor

Finalized during Initial Professional Growth Conference

Discussed during Interim and Summative Professional Growth Conferences

SMART Goals

Selected and guided by supervisor, with input from practitioner

2 Student Learning and Growth Goals 1 Professional Practice Goal

Developed collaboratively by practitioner and supervisor

2 Student Learning and Growth Goals 1 Professional Practice Goal

Professional

Growth

Conferences

Initial Professional Growth Conference occurs at the beginning of the one-year cycle

Interim Professional Growth Conference occurs during the middle of the cycle

Summative Professional Growth Conference occurs at the end of the one-year cycle

Initial Professional Growth Conference occurs at the beginning of the two-year cycle

Interim Professional Growth Conference occurs during the middle of the cycle

Summative Professional Growth Conference occurs at the end of the two-year cycle

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Observations

Walkthroughs (not required):

Brief observations typically lasting less than ten minutes

May trigger professional conversations or informal observations

At least three observations each probationary year with at least one of those three observations being a formal observation.

Walkthroughs (not required):

Brief observations typically lasting less than ten minutes

May trigger professional conversations or informal observations

At least two observations a year with at least one formal observation in the evaluation year of a two year cycle.

Artifacts

Material objects that provide evidence of professional practice, professional responsibilities, and student learning and growth

The collection of artifacts should reflect the scope of a practitioner’s work

Produced by practitioner Practitioner selects artifacts to represent

his/her work Supervisor may request artifact evidence from

practitioner

Material objects that provide evidence of professional practice, professional responsibilities, and student learning and growth

The collection of artifacts should reflect the scope of a practitioner’s work

Produced by practitioner Practitioner selects artifacts to represent

his/her work Supervisor may request artifact evidence from

practitioner

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Probationary (Consultative) Years 1, 2 and 3 Professional Growth and Evaluation Cycle

*Can be used for Contract Employees who need additional support Effective July 2018 - Clackamas ESD uses an online system, Professional Growth (a Frontline product), to manage Licensed evaluation online forms, rubrics, and scheduling. Please consult with your supervisor or Human Resources for technical assistance logging into this system.

Colored text designates an online form within the Professional Growth system

Milestone and Details Target Date

Self-Assessment and Analysis Practitioner (Employee)

Completes Self Assessment form using online District evaluation system (year 1 and probationary status staff)

Analyzes baseline student learning and growth data (e.g., data collection sheets, ESY data sheets, progress notes, IEP present levels, etc.)

Drafts Professional Growth Plan on the “Professional Practice Goal Form”, “Student Learning & Growth Goal Form’s” (year 1 and probationary status staff)

o This includes - 2 Student Learning and Growth Goals (SLGs) and 1 Professional Learning Goal (PLG)

o Use ODE Teacher SLG Goal Setting Template to handwrite a draft

o Reference ODE Website for examples of SLGs https://www.oregon.gov/ode/educator-resources/educator_effectiveness/Pages/slg.aspx

By end of September

Initial Professional Growth Conference Practitioner and Supervisor

Supervisor sets a meeting time Discuss practitioner’s completed online Self Assessment form Finalize 2 SLGs and 1 PLG and type the information in the

Professional Practice Goal Form and Student Learning and Growth Form(s) using online forms

Submit any department specific additions (e.g. master classroom schedule

Supervisor documents this information on the Initial Growth Conference Notes form online

By middle of October

Observations and Artifact Collection Supervisor observes (MUST do at least 1 informal, can choose to do

any number of walkthroughs and/or additional informal observations) o Completes Informal Observation(s) (Complete Informal

Observation and notes online) o Completes walkthrough(s)

Practitioner receives feedback from Supervisor (reflected in the Notes online on the Informal Observation form

By the end of November

https://www.oregon.gov/ode/educator-resources/educator_effectiveness/Pages/slg.aspx


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Practitioner collects artifacts (student data, sample lesson plans, schedules, samples of student work, etc.)

Formal Observation Practitioner and Supervisor set at time for the Pre Observation

Conference (a few days before the lesson plan), the Formal Observation and the Post Observation Conference

At the Pre Observation Conference the Practitioner and Supervisor Complete the Pre-Observation Conference Form

The Supervisor observes Practitioner teaching the lesson and completes the Formal Observation form online

Practitioner and Supervisor meet for the Post Observation and complete the Post Observation form online and upload any Artifacts from the Lesson or activity (final lesson plan, data, student work sample(s), pictures, etc.)

By last business day before Winter holiday break

Interim Professional Growth Conference Practitioner and Supervisor

Discuss evidence of practice observed and collected Review progress toward student learning growth and professional

practice goals Discuss additional support needed to meet goals

o Could decide another Formal Observation is necessary o Could be more meetings with Supervisor, courses, etc.

Complete Self Reflection Year 1 (Practitioner only) form and the Interim Growth Conference form (Together)

By end of January






Supervisor and Practitioner could decide to do another Formal Observation

By end of March

Summative Professional Growth Conference Practitioner and Supervisor Set date for Summative Professional

Goal Conference for Mid/End of May. Practitioner completes Self Reflection* form online Practitioner compiles evidence of goal progress/attainment (student

data, sample lesson plans, schedules, samples of student work, etc.) At the Summative Professional Goal Conference - The Practitioner

and Supervisor o Review

Evidence of growth in effective practice

By end of April for setting date, Self Reflection* and evidence of goal progress/attainment

By Mid May for the Summative Professional Goal Conference

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Evidence of progress/attainment of SLGs and PLG o Review, Discuss, Finalize the Summative Conference form

online Including Drafting SLGs and PLG for next cycle Upload all artifacts

Completion of Summative Professional Growth Conference Supervisor

Reviews the Summative Evaluation form online Ensures that the Practitioner acknowledges/signs the final document

summative evaluation File evaluation in any department working file

By end of June

*A supervisor may require an employee to complete a second self-assessment due no later than the end of April, of the last year the employee’s current evaluation cycle.

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Contract/Regular (Collaborative) Years 1 and 2 Professional Growth and Evaluation Cycle

Effective July 2018 - Clackamas ESD uses an online system, Professional Growth (a Frontline product), to manage Licensed evaluation online forms, rubrics, and scheduling. Please consult with your supervisor or Human Resources for technical assistance logging into this system.

Milestone and Details Target Date

YEAR 1

Self Assessment and Analysis Practitioner (Employee)

Completes Self Assessment form using online District evaluation system

Analyzes baseline student learning and growth data (e.g., data collection sheets, ESY data sheets, progress notes, IEP present levels, etc.)

Drafts Professional Growth Plan o This includes - 2 Student Learning and Growth Goals (SLGs)

and 1 Professional Learning Goal (PLG) o Use ODE Teacher SLG Goal Setting Template to handwrite a

draft o Reference ODE Website for examples of SLGs


By end of September

Initial Professional Growth Conference Practitioner and Supervisor

Supervisor sets a meeting time Discuss practitioner’s completed Self Assessment form online Finalize 2 SLGs and 1 PLG and type the information in the

Professional Practice Goal Form and Student Learning and Growth Form(s) online

Submit any department specific additions (e.g. master classroom schedule

Document this information, which is the Professional Growth Plan on the Initial Growth Conference Notes form in Frontline

By middle of October






By the end of March



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Interim Professional Growth Conference Practitioner and Supervisor

Discuss evidence of practice observed and collected Review progress toward student learning growth and professional

practice goals Discuss additional support needed to meet goals

o Could decide another Formal Observation is necessary o Could be more meetings with Supervisor, courses, etc.

Complete Self Reflection Year 1 form and the Interim Growth Conference form

By end of May

YEAR 2

Analysis and Preparation for Professional Growth Conference Analyzes baseline student learning and growth data (e.g., data

collection sheets, progress notes, IEP present levels, etc.) Review, analyze, and revise Professional Growth Plan

o This includes - 2 Student Learning and Growth Goals (SLGs) and 1 Professional Learning Goal (PLG)

By November 2nd

Professional Growth Conference - Check in Practitioner and Supervisor

Supervisor sets a meeting time Finalize 2 (or 1 for Licensed Related Services Staff) SLGs and 1

PLG - can continue same from previous year Document this information, which is the Professional Growth Plan

Year 2 form online

By end of November




Practitioner receives feedback from Supervisor (reflected in the Notes online on the Special Education Informal Observation form


First informal done by end of December; others may be done any time in the cycle

Formal Observation Practitioner and Supervisor set at time for the Pre Observation

Conference (a few days before the lesson plan), the Formal Observation and the Post Observation Conference

At the Pre Observation Conference the Practitioner and Supervisor Complete the Pre-Observation Conference Form

The Supervisor observes Practitioner teaching the lesson and completes the Formal Observation form online

Practitioner and Supervisor meet for the Post Observation and complete the Post Observation form online and upload any

By end of March

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Artifacts from the Lesson or activity (final lesson plan, data, student work sample(s), pictures, etc.)

Summative Professional Growth Conference Practitioner and Supervisor Set date for Summative Professional

Goal Conference for Mid/End of May. Practitioner completes Self Reflection* form online Practitioner compiles evidence of goal progress/attainment (student

data, sample lesson plans, schedules, samples of student work, etc.) At the Summative Professional Goal Conference - The Practitioner

and Supervisor o Review

Evidence of growth in effective practice Evidence of progress/attainment of SLGs and PLG

o Review, Discuss, Finalize the Summative Conference form online

Including Drafting SLGs and PLG for next cycle Upload all artifacts

By end of April for setting date, Self Reflection* and evidence of goal progress/attainment

By Mid May for the Summative Professional Goal Conference

Completion of Summative Professional Growth Conference Supervisor

Reviews the Summative Evaluation form online Ensures that the Practitioner acknowledges/signs the final document

summative evaluation File evaluation in any department working file

By end of June

*A supervisor may require an employee to complete a second self-assessment due no later than the end of April, of the last year the employee’s current evaluation cycle.

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DIRECTIONS FOR SELF-ASSESSMENT & PROFESSIONAL GROWTH PLAN

Purpose Professional growth is a process to acknowledge, support, and continuously improve the quality of instruction/service delivery and practitioner performance. An effective Professional Growth Plan targets student learning and growth goals, identifies a professional practice goal, describes strategies to be used to accomplish goals, and provides opportunities and encouragement. The Professional Growth Plan provides opportunity for the practitioner to demonstrate continuous growth in supporting student learning and improving his/her practice.

Step 1 Self-Assessment

Complete your Self-Assessment. This Self-Assessment will be completed up to two times – at the beginning and, upon supervisor request, at the end of your professional growth cycle. Results of the self-assessment will be used initially in developing your Professional Growth Plan with your supervisor; subsequently, the results will be used to review your progress at the end of your professional growth and evaluation cycle.

1. Review the four domains of the rubric and reflect on your professional practice in each of the domains.

2. For each component, highlight the words and phrases that reflect your current skills, knowledge, and practice. (Use a different color highlighter for beginning-of- cycle and end-of-cycle self-assessment.)

3. Use key words and phrases from the rubric to describe your strengths and areas for growth and record them on the self-assessment form.

4. Check the boxes of the components you may want to consider for your professional practice goals.

Practitioners on the Consultative Cycle meet with their supervisor to review the results of the self-assessment and consider potential professional practice goals prior to drafting your professional growth plan. Practitioners on the Collaborative Cycle who would like supervisor support may initiate a meeting with their supervisor before drafting their Professional Growth Plan.

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Step 2 Student Learning and Growth Goal 1

For assistance in completing Steps 2, 3, and/or 4, refer to the Guidelines for Writing Student Learning and Growth and Professional Practice Goals Guidelines. Begin drafting your Professional Growth Plan by analyzing data about your students’/children’s learning and growth. Identify content standards/important learning targets your students/children have not yet mastered. Content Standard/Important Learning Outcome: In this box, write a clear statement of the content standard/learning outcome your students will achieve/demonstrate growth. Context: Describe the demographics and learning needs of students/children in your class/group. Baseline Data: Summarize the baseline data that influenced your decision to choose this content standard/learning outcome. Attach a copy of the data to your Professional Growth Plan. Student Learning and Growth Goal Statement: Write a student learning and growth goal that sets the growth target for your students. Use SMART criteria: Specific, Measurable, Attainable, Results-Focused, and Time-bound. Refer to Guidelines for Writing Student Learning and Growth and Professional Practice Goals for additional guidance on writing the student learning and growth goal statement. Measures/Evidence of Growth: Identify the measures/evidence you will use to measure students’ growth. Goal/Accountability: Check the box that describes the option you are using. Strategies: List the instructional strategies you will use to accomplish your goal Professional Learning and Support: Describe professional learning and support that you need to meet this student learning and growth goal.

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Step 3 Student Learning and Growth Goal 2

Repeat the process you used in Step 2 to write your second student learning and growth goal.

Step 4 Professional Practice Goal

Rubric Domains and Components: Record the domains and components you want to consider for your professional practice goal on the professional growth plan, e.g., 2c Managing Classroom Procedures. Professional Practice Goals Statement: Draft one SMART professional practice goal and record it on your Professional Growth Plan. Evidence of Progress/Success: Identify and record evidence that you will use to demonstrate that you have made progress or attained your professional growth goals. Action Steps: List the action steps you will take to achieve your goals. Action steps may include but are not limited to the following:

Observing colleagues, discussing practice, and applying new insights to professional practice

Videotaping and reflecting on a lesson with a colleague or supervisor

Keeping a journal of reflections and actions related to the goal

Reading books, articles, and other professional literature and apply new insights to classroom practice

Apply new learning from participating in seminars, conferences, or other professional development workshops that support your SMART goal

Apply new learning from participating in graduate-level courses Timeline: Indicate start dates and completion dates for action steps. Resources Needed: List colleagues, professional development activities, and/or materials needed to support you as you progress toward or attain your professional practice goals.

Step 5 Initial Conference Preparation

Submit your analysis of student learning and growth data, completed Self-Assessment, and draft Professional Growth Plan to your supervisor one week prior to your scheduled Initial Professional Growth Conference.

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Step 6 Initial Professional Growth Conference

Finalize your Professional Growth Plan during the Initial Professional Growth Conference with your supervisor. Sign and date the finished Professional Growth Plan.

Step 7 Interim Conference Preparation

Prepare for your Interim Professional Growth Conference by completing the Self-Reflection, collecting evidence of professional practice, and reviewing progress toward goals.

Step 8 Interim Professional Growth Conference

Discuss evidence of practice observed or collected and review progress toward goals. Record evidence of progress and modifications to strategies, as appropriate, during the conference. Sign and date the Professional Growth Plan.

Step 9 Summative Conference Preparation

Complete the Self-Assessment (as requested) and the Self-Reflection at the end of the cycle. Compile evidence of student learning and growth and professional practice goal progress/attainment.

Step 10 Summative Professional Growth Conference

Review Self-Assessment, Self-Reflection, evidence of growth in practice, and evidence of progress/attainment of goals. Review, discuss, finalize, and sign the Professional Growth Plan. Draft student learning and growth and professional practice goals for next cycle.

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GUIDELINES FOR GOAL WRITING

Practitioners will be evaluated using the standards of proficient practice and on their progress toward achieving specific goals. Student Learning and Growth Goals establish targets for student growth. Professional Practice Goals establish targets for practitioner growth. These goals will focus the Professional Growth Plan the practitioner implements throughout the cycle. Definitions: A student learning and growth goal is a detailed, measurable goal that specifies students’ growth in developmentally appropriate academics, applied academics (functional skills), communication skills, or motor skills that enable children to access academics. A student learning and growth goal is to be achieved in a designated period of time (typically one year). A professional practice goal names an action that is going to be taken by the practitioner – something the practitioner will do. The practitioner’s action must be linked to the rubric – the goal should use terms that are in the rubric and should reflect the language in a specific component(s). Requirements for Student Learning and Growth Goals:

All practitioners who share responsibility for student learning write two student learning and growth goals. These practitioners include: K-12 Special Education Teachers, EI/ECSE Specialists working in classrooms directly with students, and Social Skills Specialists.

Practitioners whose work indirectly impacts student learning and growth will include measures

of their impact on school or district goals for student achievement. These practitioners include: EI/ECSE Specialists working in the community or conducting home visits, Head Start to Success Specialists, Speech Language Pathologists, School Psychologists, Occupational Therapists, and Physical Therapists.

The Oregon Department of Education has established the minimum components for student

learning and growth goals as follows:

o Content Standards/Important Learning Outcomes: A clear statement of the relevant content, skills, or standards that are important for all students to learn.

o Context: A description of the demographics and learning needs of all students in a group or class.

o Baseline Data: Baseline and trend data include: student information including past

assessment data and/or pre-assessment results; student strengths and challenges, clear expectations for expected growth.

o Student Growth Goal Statement: A statement describing growth targets for students.

SMART criteria are used. Together, both goals should be ambitious but attainable, address all students, and represent the most important learning in a class.

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o Types of Measures/Evidence: The measures that will be used to monitor student progress toward attainment of the goal. The SLG goal may include formative and/or summative assessments to monitor student progress. There are three categories of assessments from which to select measures: (1) state or national standardized tests; (2) common national, regional, or district-developed measures; (3) program-wide or classroom-based measures. Practitioners must use measures from at least two of the three categories.

o Strategies: Instructional strategies that will be used to support student learning of

specific content and skills. Strategies can be adjusted throughout the year based on data about student progress.

o Professional Learning and Support: Professional learning and support needed by

practitioner to meet the student learning and growth goals.

Developing student learning and growth goals is a collaborative process between the practitioner and supervisor. Collaborative goal setting could take three different forms:

o An individual practitioner accountable for an intact group of students writes a classroom goal.

o A team of practitioners responsible for the same grade or content, write a team-level goal with each teacher only accountable for his/her individual intact group of students.

o A team of practitioners who share students write a team-level goal where practitioners

are accountable for all students.

Requirements for the Professional Practice Goal:

All practitioners write one professional practice goal.

Student learning and growth, self-assessment of professional practice and professional responsibility, and collaborative professional conversations help drive the development of the professional practice goal.

The professional practice goal should be written after practitioners have written their student learning and growth goals and have completed their self-assessment of professional practice and professional responsibility.

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SMART Goals:

Goals should be SMART: Specific, Measureable, Attainable, Results-focused, and Time-bound. A SMART goal format is defined as: Specific – Know precisely what you want to achieve. To set a specific goal, consider the “W” questions: Who: Who is involved? What: What do I want to accomplish? When: Establish time frame Why: Specific reasons, purpose, or benefits of accomplishing the goal Measurable – Establish concrete criteria for measuring progress toward the attainment of each goal you set. When you measure your progress, you stay on track, reach your target dates, and experience the exhilaration of achievement that spurs you on to continued effort required to reach your goals. To determine if your goal is measurable, ask questions such as: How much? How many? How will I know when my goal is accomplished? Attainable – When you identify goals that are most important to you, you begin to figure out ways you can make them come true. Rather than setting lofty but unreachable goals, stretch yourself, but at the same time be reasonable. You can attain most any goal you set when you plan your steps wisely and establish a time frame that allows you to carry out those steps. Goals that may have seemed far away and out of reach eventually move closer and become attainable, not because your goals shrink but because you grow and expand to match them. Results-oriented – The goal focuses on the intended results. The goal states what the results will be and how it will be measured. The general results of the professional growth goal impact student learning and this portion of the goal describes how it is impacted. Time bound – Goals that have no timeline might as well not be goals at all, because you’ll have little incentive to achieve them. Setting a realistic time frame for your goals helps you maintain momentum and follow through with the completion of your tasks.

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GLOSSARY

Artifacts Artifacts are a collection of material objects that provide practitioners and supervisors

with evidence of professional practice, professional responsibilities, and student learning and growth. The collection of artifacts should reflect a scope of evidence that is representative of a practitioner’s work (i.e., one student’s work does not provide enough evidence to reflect the work of an entire class). Examples of artifacts that may be used as evidence are found on page 11.

Collaborative Cycle

The Collaborative Cycle is a two-year cycle designed for contract-status practitioners. This cycle includes: a self-assessment, a written professional growth plan with two student learning and growth goals and one professional practice goal, observations, artifact analysis, and practitioner-supervisor conferences. For more detailed information about the collaborative cycle, refer to the Differentiated Professional Growth and Evaluation Cycle table on page 16.

Components The professional practice rubrics are organized into four domains. Each domain is further grouped into five to seven components. The components are listed on pages 6-7. A practitioner’s performance will be assessed and evaluated on each of the components.

Consultative Cycle

The Consultative Cycle is a one-year cycle designed for probationary and temporary practitioners and contract-status practitioners who need additional support to become Proficient in all domains. This cycle includes: a self-assessment, a written professional growth plan with two student learning and growth goals and one professional practice goal, observations, artifact analysis, and practitioner-supervisor conferences. For more detailed information about the initial supervision plan, refer to the Differentiated Professional Growth and Evaluation Cycle table on page 16.

Contract Status Practitioner

For purposes of the professional growth and evaluation system, all TSPC licensed bargaining unit members who have completed their three-year probationary period at Clackamas ESD are contract-status practitioners. Non-TSPC licensed bargaining unit members beyond their probationary period are referred to as a “regular employee.”

Domains The professional practice rubrics are organized into four general categories called domains. For additional information, refer to Element 1: Standards of Professional Practice on page 5.

Evidence Evidence refers to a collection of data that illustrate a practitioner’s professional work. Examples include, but are not limited to, the following: data collected during formal, informal, and/or walkthrough observations; artifacts such as lesson plans, daily/weekly schedules for students, or evaluation reports; information gathered through conferences between the practitioner and supervisor. For additional information, refer to Multiple Measures of Evidence on pages 9 –11.

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Formal Observation

A formal observation consists of an optional pre-observation conference, a scheduled observation which lasts 30 minutes or for a full lesson – whichever is greater, and a post-observation conference. Written feedback is provided. For additional information about observations, refer to page 10 and/or the Differentiated Professional Growth and Evaluation Plans table on page 16.

Formative Assessment

Formative assessment refers to ongoing, continuous processes that focus the practitioner and supervisor on professional growth and improved practice. The practitioner and supervisor collect and analyze evidence and engage in professional conversations for the purpose of identifying growth that has occurred and highlighting needs for professional growth in the future.

Informal Observation

Informal observation consists of scheduled and unannounced observations that last 10-20 minutes. These observations include written feedback that describes professional practices observed and possible reflective questions for future conversation. For additional information about observations, refer to page 10 and/or the Differentiated Professional Growth and Evaluation Plans table on page 16.

Initial Professional Growth Conference

During the Initial Professional Growth Conference, the supervisor and practitioner discuss the practitioner’s self-assessment results, finalize the practitioner’s goals, and finalize the practitioner’s professional growth plan.

Interim Professional Growth Conference

During the Interim Professional Growth Conference, the supervisor and practitioner discuss evidence of practice observed or collected, review progress toward the practitioner’s goals, and identify additional support needed to meet goals.

Levels of Performance

The Professional Practice Rubrics use four levels of performance that represent a continuum of increased growth and development in professional practice and expertise. The levels are: Unsatisfactory, Basic, Proficient, and Distinguished. For additional information, refer to Element 2: Differentiated Levels of Performance on page 8.

Probationary Practitioner

Practitioners who are new to the profession and/or new to Clackamas ESD serve a three-year probationary period. During the probationary period, each employee will follow the provisions of the Initial Supervision Plan and will be evaluated annually.

Practitioner For the purposes of this document, all Clackamas ESD licensed bargaining agreement members are practitioners.


During each evaluation cycle, each practitioner will create a Professional Growth Plan. The Professional Growth Plan will include two (SMART) student learning and growth goals, one professional practice goal, action steps and timelines for achieving the goals, evidence of progress/success, and resources needed. The Professional Growth Plan will be finalized during the Initial Professional Growth Conference; progress toward goals will be reviewed during the Interim Professional Growth Conference and during the Summative Professional Growth Conference.

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Professional Practice Goal

A professional practice goal names an action that is going to be taken by the practitioner – something the practitioner will do. The practitioner’s action must be linked to the rubric – the goal should use terms that are in the rubric and should reflect the language in a specific component(s). Professional practice goals should be SMART: Specific, Measureable, Attainable, Results-focused, and Time-bound. For additional information about goals, refer to Professional Practice and Student Learning and Growth Goal Guidelines.

Student Learning and Growth Goal

A student learning and growth goal is a detailed, measurable, SMART goal that specifies students’ growth in developmentally appropriate academics, applied academics (functional skills), communication skills, or motor skills that enable children to access academics. A student learning and growth goal is to be achieved in a designated period of time (typically one year). For additional information about goals, refer to Guidelines for Writing Student Learning and Growth and Professional Practice Goals.

Summative Evaluation

The summative evaluation represents the culminating activity at the end of a practitioner’s professional growth and evaluation cycle. The summative evaluation includes a Summative Professional Growth Conference and a Summative Evaluation Form. For additional information, refer to page 13.

Summative Professional Growth Conference

During the Summative Professional Growth Conference, the supervisor and practitioner review evidence of growth in professional practice and professional responsibilities and review evidence of progress/attainment of professional practice goals. The practitioner provides input into the final summative evaluation. The practitioner and supervisor draft professional practice and student learning and growth goals for the next cycle.

Walkthroughs Walkthroughs are optional, brief observations typically lasting less than ten minutes. Written feedback is not typically provided. Walkthroughs may trigger professional conversations or informal observations. For additional information about observations, refer to page 10 and/or the Differentiated Professional Growth and Evaluation Plans table on page 16.

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