· Web viewObservation Tools – pages 23-44 Pre-Observation Form – suggested...

Bristol Public SchoolsBristol, Connecticut

Teacher Evaluation & Support ProgramTable of Contents

Section 1: Introduction to the Teacher Evaluation & Support Program

a. Committee Membership – page 2b. Explanation of Teacher Practice Indicators & Rubrics – page 3c. Explanation of Student Outcome Indicators & Rubrics – page 8d. Performance Intervention description - page 10

e. Resolution of Disputes - page 11

Section 2: Connecticut Common Core of Teaching a. Framework-at-a-Glance - pages 13-14b. Complete Framework with Descriptors – page 15-19 c. Code of Professional Responsibility for Educators – pages 19-22d. Observation Tools – pages 23-44

1. Pre-Observation Form – suggested – page 232. Observation Instrument – pages 24-303. Post-Observation Teacher Reflection – pages 31-324. Teacher Practice Summary Form – pages 33-375. Sample Teacher Practice Summary Form – page 38 6. Teacher Practice Indicator Forms – Fall – pages 39-407. Mid-Year Formative Progress - pages 41-428. Summative Progress and Reflection – pages 43-44

Section 3: Student Outcome Indicator Forms a. Fall – page 45b. End-of-Year Student List – page 46

Section 4: Summative Rating Form – page 47

Section 5: Peer Review Rubric – pages 48-53

Section 6: Notification of Teacher in Need of Intervention – page 54

Section 7: Action Plan for Improved Performance – pages 55-58

Section 8: Glossary of Terms – pages 59-61

Section 9: Observation templates for Speech-Language Clinicians – pages 61-69; Guidance Counselors – pages 70-77; School Psychologists – pages 78-85

Appendix A: Webb’s Depth of Knowledge Chart – page 86

1 Bristol Public Schools Teacher Evaluation Plan – 2013 DRAFT 4-17-13

Section 1: Introduction to the Teacher Evaluation & Support Program

The Bristol Teacher Evaluation Plan Development Committee

The following staff engaged in this challenging work.

Sandra Adams, Elementary Teacher Patricia Auber, Special Services Supervisor Dennis Bieu, Director of Human Resources

Penney Borovsky, Early Childhood Special Services Denise Carabetta, Director of Teaching & Learning

Scott Gaudet, Principal Greene-Hills Schools Kim Hapken, Director of Special Services

Mary Hawk, Assistant Principal David Hayes, Elementary Teacher

Vincent Jenneta, Middle School Teacher Robert Merrick, Middle School Teacher

Kathryn Morales, Preschool Teacher Susan Kalt Moreau, Deputy Superintendent of Schools

Paul Pinette, Library Media Specialist Michael Reynolds, Elementary Teacher Ellen Solek, Superintendent of Schools


Introduction

Teacher evaluation is intended to be an opportunity to identify excellence in instruction and determine areas where additional professional learning may result in a positive impact on student learning. This document identifies the structure for teacher evaluation of all certified teaching staff in our district. A conscientious effort was made to integrate systems that have proven effective for the learners in Bristol over the past 10 years. Specifically, by honoring the collaborative work of teachers in the Data/Inquiry Team Process, through peer evaluation by team members of the important work that drives instructional improvement. Further, by maintaining common language regarding development of SMART goals and the identification of adult actions that when implemented have a positive impact on student learning.

A glossary of terms is provided in Section 9 to assure common understanding of each aspect of this program.

Orientation

During the initial roll-out of Bristol’s revised Teacher Evaluation Plan, two spring orientation events have been planned. First, on May 10, 2013, the submitted plan will be reviewed with all administrators at an Administrator Council meeting that includes all principals, assistant principals, Directors and supervisors. Second, on May 29 th, the after school Staff Day time [100 minutes] will be dedicated to providing teachers with a ‘first look’ at the submitted plan. In anticipation of feedback from the State Department of Education that may result in changes to the plan, two additional orientations are proposed. Administrators will review the finalized plan in detail at their August Administrator Council meeting. Teachers will participate in school-based orientation sessions during one of two professional learning days held prior to the opening of the 2013-2014 school year.

Administrators will receive on-going professional learning opportunities in observation and evaluation and how to provide quality feedback using Connecticut Common Core of Teaching observation criteria.

In addition to the face-to-face orientations planned, the total plan will be accessible to all certified staff through the district Intranet website and through a yet to be determined on-line service such as Protraxx.

In subsequent years, orientation to the plan for newly hired administrators and teachers will occur during building-based orientations for teachers and as part of the Human Resource Department’s orientation for administrators new to the district.

The Teacher Evaluation Plan will be reviewed annually with each teacher during their Goal Setting meeting. Specifically, evaluators will meet with their evaluatees to outline the evaluation process, components and rubric.

Teacher Evaluation Process and Time Line

Planning & Goal Setting Mid-Year Formative Conversation End-of-Year Summative Review

September 15th - October 15th February 15th May and June*

*If assessment data may have a significant impact on a final rating, a final rating may be revisited before September 15 th.


Planning and Goal Setting:

Teachers may meet individually or as teams with their supervisor(s) to create individualized plans for each teacher. As a result of these meetings, each teacher will have completed the following forms:

1. Performance & Practice Goal – Fall – Section 3, pages 39-402. Student Outcome Indicators – Fall – Section 4, page 45

As a result of these conversations, teachers will complete and submit their Performance & Practice Goal (s) and Student Outcome Indicators plans to their supervisor no later than October 15 th.

Teachers with summative ratings of Proficient or Exemplary will also determine their observation plan at this time. This will include whether the teacher requests more than one in-classroom formal observation and a number of informal observations. Further whether they are requesting practice-focused observations related specifically to the adult behaviors/actions they have identified in their Professional Practice Objective.

Mid - Year Formative Conversation :

During January and February, supervisors will meet with each teacher or teams of teachers to discuss progress toward meeting their Performance & Practice Goal and Student Outcome Indicators. Data/Inquiry Teams will monitor their progress on SMART Goals as a part of this process. Teams may choose to complete a mid-year Peer Review [Section 6] status check and identify areas where the team can improve their collaborative practices.

Items to bring to Mid-Year Conference:

Performance and Practice – Mid-Year Progress & Reflection – Section 3, Pages 41-42

End -of-Year Summative Review :

Beginning in May and completing before the end of the first week in June, teachers and their supervisors will meet for summative conferences regarding their Performance & Practice Goal and Student Outcome Indicators. If all student outcome data is available, summative evaluation forms will be completed [Section 5, page 47]. It may be necessary to complete these forms at the start of the next school, but no later than September 14 th.

Teacher Evaluation Indicators

The Teacher Evaluation Plan encompasses indicators of teacher practice and student outcomes. Detailed information follows regarding each of the indicators. Decisions regarding teacher selection of Professional Performance Objectives, and Student Learning Objectives and Indicators of Academic Growth and Development are mutually determined in the Goal-Setting conversations that occur between teachers and their supervisors. Revisions to these plans may occur during the formal mid-year review of each teacher’s plan as a result of the review of associated data.


Outcomes from all aspects of this evaluation plan will provide feedback to the district Professional Development Steering Committee to be used in planning learning opportunities for teachers. Professional learning opportunities are intended to provide differentiated learning based upon identified practice needs. Such learning could include opportunities to become a model classroom; welcoming peers to observe exemplary practice, various teacher leadership roles including curriculum coordinator, Data/Inquiry Team Facilitator or professional development presenter.

A. Teacher Practice Indicators – 50%

Classroom practice observations + implementation of professional practice objective = 40%

Peer Feedback of Instructional/Data Team Collaboration = 10%

Teachers develop one to three performance and practice goals that are aligned to the Connecticut Framework for Teacher Evaluation and Support. These goals provide a focus for supervisory observations and feedback conversations. They should be based on relevant student learning data, a self assessment of performance and practice relative to the Connecticut Common Core of Teaching, feedback from your supervisor, and previous professional development and survey data – peer feedback. Goals should have a clear link to improving student achievement and/or building school community and culture. They should also move teachers toward Proficient or Exemplary based upon the Connecticut Common Core of Teaching. This plan should anchor and be responsive to professional growth conversations throughout the year.

Each educator must complete a Professional Performance & Practice Goal Setting Document – [Section 2, pages 39-40]. Teachers will create at least two SMART goals related to student performance [SLO] and a corresponding Indicator(s) of Academic Growth and Development (IAGD), and one SMART goal for improved professional performance [PPO] focused on changing their adult actions and a corresponding Indicator of Professional Growth and Development (IPGD). During in-class observations, supervisors should be observing for implementation of the teacher’s PPO – Professional Practice Indicator.

The Data/Inquiry Team process is a vital professional learning tool in our schools. The effectiveness of the collaborative efforts of team members significantly impacts instructional quality and thereby, student achievement. Therefore, the Peer Feedback component of teacher’s evaluation will be based upon the work of Instructional Data Teams (IDT). The rubric for measuring the effectiveness of team processes in the following five (5) domains is found in Section 7. Teachers will evaluate their team’s functioning in the domains of Membership, Structure, Data Analysis, SLO SMART Goals, and Process. Domain scores will be averaged to create a summative score that is then 10% of the summative evaluation.

If a teacher is observed formally by an administrator who is not the administrator who worked with the teacher to create their goal setting plan, that plan should be shared with the observing administrator. An example of these additional observers may include Office of Teaching & Learning or Special Services Supervisors or other central office administrators. A pre-observation form is located in Section 3, page 23.


Career Development and Professional Growth

A variety of career development and professional growth opportunities exist for Bristol teachers including, but not limited to:

1. Serving as a T.E.A.M. mentor2. Mentoring student teachers3. Participating as a Peer Advisor to teachers new to the district – both veteran and newly certified4. Curriculum Coordinator/Department Coordinator5. Gifted Coach6. Curriculum Committee Chair or participant7. Literacy Coach8. Mathematics Coach9. Instructional Data Team Facilitator10. Individualized learning opportunities gleaned from rubric scores within the observation domains or

other aspects of the Teacher Evaluation Program.11. Aide to the Principal

Observation of Professional Practice & Performance1. Observation of Professional Practice & Performance - 40%

a. Non-Tenured Teachers i. 3 – formal, in-class, observations within the first 4 months following start of

employment and 1-3 informal observations throughout the year. A. Two of these observations must begin with a pre-conference review of

learning objectives, strategies and ‘look-fors’ related to the teacher’s SLO’s and PPO.

B. All formal observations must be followed by a post-conference including written feedback in a timely manner.

ii. Review of Professional Practice Objectives [PPO] related to Domain’s 1, 2, 3 and/or 4 of the Connecticut Framework for Teacher Evaluation and Support at post-conferences, mid-year and summative feedback conferences.

iii. At the discretion of a teacher’s supervisor, upon achievement of a proficient or better summative evaluation rating, the teacher may be moved to the observation requirements of a tenured teacher beginning in year three.

b. Tenured teachers – based upon prior year’s evaluation [In year 1, all tenured teachers who are on the regular evaluation cycle will be evaluated under the “proficient” guidelines.]

i. Review of Professional Practice Objectives related to Domain’s 1, 2, 3 and/or 4 of the Connecticut Framework for Teacher Evaluation and Support.

ii. Performance Rating-Based Observation Guidelines:1. Exemplary and Proficient

i. Exemplary – 1 formal in-classroom observation ii. Proficient– 1 formal in-classroom observation and a minimum of 1

informal observation


iii. Additional Review of Practice requirements for Proficient and Exemplary

a. Pre-observation conversations to include:i. Lesson plan for the lesson prior to the one

observed, lesson plan for the lesson to be observed, focus for observation based upon teacher’s PPO

b. Post conference conversations to include:i. Teacher reflection of learning outcomes,

professional practice and presentation of student work products

ii. Supervisor’s comments, accolades and recommendations to improve/enhance instruction

2. Developing – minimum of 3 formal in class and 1 informal observationa. Pre-observation conversations to include:

i. Lesson plan for the lesson prior to the one observed, lesson plan for the lesson to be observed, focus for observation based upon teacher’s PPO

b. Post conference conversations to include:i. Teacher reflection of learning outcomes, professional

practice, presentation of student work products ii. Supervisor’s comments, accolades and

recommendations to improve/enhance instructionc. Observation of participation in the Data/Inquiry Team process,

at PPT’s, during collaboration time and/or school committees.3. Below Standard – An Intervention Action Plan for improved

performance is required for tenured teachers that must include a minimum of 3 in class observations.

a. Specifics regarding observations will be detailed in the Intervention Action Plan.

b. Pre-observation conversations to include:i. Lesson plan for the lesson prior to the one observed,

lesson plan for the lesson to be observed, focus for observation based upon teacher’s Intervention Action Plan

ii. Discussion of teacher concerns regarding professional practice and student learning

c. Post conference conversations to include [pages 31-32]:i. Teacher reflection of learning outcomes, professional

practice, presentation of student work products and next learning planned for students

ii. Supervisor’s comments, accolades and recommendations to improve/enhance instruction


d. Observation of participation in the Data/Inquiry Team process, at PPT’s, during collaboration time and/or school committees.

c. Special Area Observations1. Guidance Counselors, School Psychologists, Speech-Language Clinicians are found in section 10 – These will be utilized for the Observation of Teacher Practice in these areas.

2. 10% - Peer Feedback – Peer Review of Data/Inquiry Teams

a. Peer collaboration rubric as a means for measuring participation as a member of an Instructional Data/Inquiry/Collaboration Team. [Section 6, pages 48-53]

A total score for the Teacher Practice Indicator is calculated as follows:

40% Observation of Professional Practice & Performance; including Professional Performance Objective(s) [PPO] and Indicators of Professional Growth and Development[IPGD] and the Connecticut Framework for Teacher Evaluation and Support where:

a. 4 = Exemplary – Substantially exceeding indicators of performance

b. 3 = Proficient – Meeting indicators of performance

c. 2 = Developing – Meeting some indicators of performance but not others

d. 1 = Below Standard – Not meeting indicators of performance

e. N/O = Not Observed – The teacher did not demonstrate this component during the observation.

All documents related to Professional Practice and Performance are located in Sections 2, 3 and 4.

Evaluator Proficiency/Calibration

As part of our on-going work to improve administrator skills in the area of teacher evaluation, administrators will evaluate video vignettes using the Connecticut Common Core of Teaching evidence-based rubric, on a monthly basis at administrative council meetings. Following individual administrator scoring of these videos, small group discussions will focus upon the evidence each administrator selected to support the rubric rating they assigned to the domains areas observed.

Based upon the degree of congruence or lack of congruence between the juried rating for these vignettes and each administrator’s evaluation rating, the Superintendent or Deputy Superintendent may determine that differentiated and individualized learning opportunities are needed. Initially, a district level administrator [pending Alliance Grant Funding] assigned to the successful implementation of the Teacher and Administrator Evaluation Programs, will provide non-evaluative coaching to individual administrators. A walk-through protocol and/or viewing videotaped lessons will be used as a means for calibrating evaluator ratings of instruction.


Calibration activities will become part of the annual agenda for our opening leadership team meetings. Additionally, through the administrative supervision process, individual needs and professional learning will be identified as part of administrators’ professional growth goals.

10% Peer Feedback

This matrix calculates the total score for the Teacher Practice Indicators. To use this matrix, look for the rating a teacher receives for the two subsets, and then add those two subset scores together to get a total score for the combined teacher practice indicators. The total rating derived equals 50% of the summative evaluation total.

Exemplary Proficient Developing Below StandardObs. of Prof. Practice Score 4 3 2 1 40% multiplier .4 .4 .4 .4Subset Score 1.6 1.2 .8 .4Peer Feedback 4 3 2 1 10% multiplier .1 .1 .1 .1Subset Score .4 .3 .2 .1TOTAL 2.0 1.5 1.0 .5

Notes: Rounding will only occur on the summative rating sheet

This quotient will be added to the total score for Professional Practice to attain the final rating.

Examples of total scores for Professional Practice:

Teacher A’s observation of professional practice is scored as proficient. Using this matrix, the score for that subset is 1.2. Teacher A’s Peer Feedback is Exemplary. The score for that subset is .4. This teacher’s total score is 1.6 out of a potential score of 2. This score becomes 50% of the total evaluation score.

B. Student Outcome Indicators – 50%

As a means for evaluating the effective of instruction and our curricula, a cohort model of student achievement growth is suggested where possible. Student measures of academic achievement are derived from standardized assessments (those assessments scored according to norms across a wide range of students within the state or nationally), and non-standardized measures such as Common Formative Assessments, end of unit tests, literacy benchmarked assessments or portfolios scored against rubrics. Teachers in concert with their supervisors will identify which Indicators of Growth and Development (IAGD’s] they intend to utilize during the goal setting conference. There may be some changes to these plans made at mid-year goal conferences. Student Learning Objectives [SLO’s] and Indicators of Academic Growth and Development [IAGD] are recorded on the forms in Section 3, pages 45 and 46.

Teachers must choose student outcome indicators that are assessments of the majority of the students they teach. For example: If a teacher teaches 4 sections of English 4 and two sections of AP Literature, they should not choose the AP exam as one of their IAG’s unless they choose another IAGD aligned with their English 4 curriculum.


1. Student Growth & Development – 45% - Forms are located in Section.a. For teachers of a subject that has a standardized assessment:

i. 22.5% using the matched cohort analysis, that is, the same students achievement measured from year one year to the next on the same instrument, such as CMT/CAPT/SBA [teachers of students in state tested grades must use the state assessment as one of their IAGD’s]; or

ii. 22.5% on an end-of-year assessment such as the Advance Placement Test; oriii. 22.5% measuring growth from fall to spring on an assessment such as NWEA. [These

data may only be used by teachers who do not have a state assessment in their grade level – K, 1 & 2]

Elementary and secondary educators may use the language arts and/or mathematics subtests depending upon their SLO’s and PPO’s.

Secondary content area teachers will use their content related subtest or language arts [given the Common Core expectations for the teaching of literacy skills across content areas]. Students selected for inclusion by teachers of AP students should be those who meet identified prerequisites.

b. Other possible standardized test options dependent upon teaching assignment:1. Latin teachers may use the National Latin Exam.2. CATE teachers may use the CT Career and Technical Education Assessment3. Learning.com – 21st Century Skills Assessment4. TRAILS Assessment – Tool for Real-Time Assessment of Information Literacy

Itinerant teachers will use a weighted score based upon the number of days they are in each school. I.e. 2 days in one school = .4 + 3 days in another school = .6 multiplied by the index for each school.

AND

This list is an example of the possible non-standardized assessments of student academic growth and development. It is not all-inclusive. Many additional options may be available and vary significantly among teachers of disciplines for which there is not a standardized instrument.

c. 22.5% non-standardized assessment i. This may include:

1. subject area Common Formative Assessments;2. State physical fitness scores;3. completion of Student Success Plans;4. rubric-based art portfolios and music performance.5. District Math Assessment6. Concepts About Print – kindergarten7. Letter ID – kindergarten8. Percentage of students …

a. achieving IEP objectivesb. meeting weekly behavior goalsc. meeting student created goals


d. in a subgroup moving to the next score bande. increasing lexile levels to a preset goalf. mastering Power Standards – evidence from assessmentg. mastering lab report writing based upon a rubric

9. For high school teachers, “Progress toward High School Graduation” - the percentage of students acquiring 6.25 credits annually as a whole school percentage for students in grades 9-12 as a means for meeting the 25.25 credits graduation requirement.

Measure Rating Weight Summary Score> 90% earn 6.25 credits or more 4 - Exemplary 1.0 4.0> 85% earn 6.25 credits or more 3 – Proficient 1.0 3.0<80% earn 6.25 credits or more 2 - Developing 1.0 2.0<75% earn 6.25 credits or more 1 – Not meeting the Standard 1.0 1.0

Growth Rubric for IAGD’s

This table will be used to calculate each half of the Indicators of Academic Growth and Development. Together, these indicators represent 45% of the total summative evaluation score.

Rating/Data Exemplary Proficient Developing Below StandardIAGD Exceeds IAGD Meets IAGD <5% below IAGD >5% below IAGDScore 4 3 2 1

Multiplier .225 .225 .225 .225Summative Rating .9 .675 .45 .225

Rounding does not occur until the summative rating.

2. Whole School Learning – 5%

Bristol has adopted the SEED Administrator Evaluation Plan as its plan. Therefore, 5% of teacher’s evaluation rating will be derived from the “Student Learning Indicators” of the school principal or supervisor [defined as administrator in the rubric] who evaluates those teachers. This will be measured utilizing the plan rubric as follows:

5% of each teachers’ overall summative rating

4 = Exemplary = Exceeds goals for all 3 of the administrator’s student learning objectives

3 = Proficient = Meets Goals for all 3 of the administrator’s student learning objectives

2 = Developing = Meets Goals for 1 or 2 of the administrator’s student learning objective targets

1 = Not Meeting Standard = Meets none of the administrator’s student learning objective targets


Teachers who teach in more than one building will use a weighted formula if they spend less than 2.5 days at a school.

Teachers who are supervised by a district level supervisor include: All special services teachers and clinicians. Physical Education and Wellness Teachers Elementary Literacy Coordinator Music and Art Department Coordinators Teacher of the Gifted

Professional Learning Opportunities

The Professional Development Steering Committee will convene each spring to determine professional learning needs that have been identified in each teacher’s Professional Practice Objective in concert with student academic growth on a variety of assessments as well as District Data Team recommendations gleaned from School Data Team Student Success Plans. These data will be used to create school and district based professional learning opportunities offered in job-embedded coaching, on Professional Development Days (18 hours), in the Technology Academy, on Staff Days (32) and through after hours Dine and Discuss sessions.

A variety of career development and professional growth opportunities exist for Bristol teachers including, but not limited to:

1. Serving as a T.E.A.M. mentor2. Mentoring student teachers3. Participating as a Peer Advisor to teachers new to the district – both veteran and newly certified4. Curriculum Coordinator/Department Coordinator5. Gifted Coach6. Curriculum Committee Chair or participant7. Literacy Coach8. Mathematics Coach9. Instructional Data Team Facilitator10. Individualized learning opportunities gleaned from rubric scores within the observation domains or

other aspects of the Teacher Evaluation Program.11. Aide to the Principal

Performance Intervention

When the performance of a tenured teacher is in the developing or not meeting the standard range, intervention is required. The following ratings should be used as guidelines:

1. Tenured Teachers with final ratings of 1.5 and below or with a single Domain score that is below standard may require an Action Plan for Improved Performance. Those forms are found in Section 9 of this document.

2. Non-tenured teachers with final ratings below 1.5 may be subject to non-renewal.


Supervisors/Evaluators should contact the Deputy Superintendent of Schools regarding such concerns.

Signing a summative evaluation form is only an acknowledgement that the teacher has received a summative evaluation and a conference regarding the rating has been held between the supervisor and teacher.

Resolution of Disputes Conversations between evaluators and teachers should foster collegiality and professional growth. In the event that there is a disagreement that cannot be resolved through discussions between the teacher and evaluator, either party may request that the superintendent of schools or designee mediate this dispute and make a decision that resolves this impasse.

When a teacher does not agree with the summative outcome ratings of the evaluation process, a letter clearly defining the teacher’s reasons for disagreement should be provided to the teacher’s supervisor and the Director of Human Resources. Upon receipt of the letter, administrators may schedule a meeting with the teacher to further discuss the dispute, identify an error made in computation that is changed, or respond to the teacher in writing that the previously discussed documentation is consistent with the summative rating presented.

In cases where the teacher and evaluator cannot agree on SLO’s and corresponding IAGD’s, feedback, or a teachers choice of Professional Practice Objective, using the “Connecticut Guidelines for Educator Evaluation (2012)”, a determination of such issues may be made by the superintendent of schools or designee.

Measures of Effectiveness/Ineffectiveness

Teachers’ summative ratings will be used to determine effectiveness and ineffectiveness of practice.

Performance Levels:3.5 4.0 = Exemplary2.5 3.4 = Proficient1.5 2.4 = Developing [ineffective for tenured teachers if rated as such for 2 consecutive years]1.0 1.4 = Below Standard [Ineffective]

Tenured Teachers with final ratings of 1.5 and below require an Action Plan for Improved Performance. Those forms are found in Section 9 of this document. Teachers with ratings of Developing for two consecutive years without movement to the high point in the range (2.3-2.4) require an Action Plan. This does not preclude supervisors from initiating an Action Plan for Improved Performance for any tenured teacher scoring in the developing range.

If teachers are rates proficient or exemplary they are considered effective.

Action Plans for Improved Performance will be created collaboratively between the teacher, a representative of the collective bargaining group [if the teacher so chooses], and the evaluator.

Non-tenured teachers with final ratings below 1.5 may be subject to non-renewal.


At the request of a district or employee, the State Department of Education or a third party entity approved by SDE will audit the evaluation components that are combined to determine an individual’s summative rating in the event that such components are significantly dissimilar [i.e. include both exemplary and below standard ratings] to determine a final summative rating.

The State Department of Education or a third-party designated by SDE will audit evaluations ratings of exemplary and below standard to validate such exemplary or below standard ratings by selecting ten districts at random and reviewing evidence.

Individual Teacher Improvement and Remediation Plans

When the performance of a tenured teacher is in the developing or not meeting the standard range, intervention is required. The following ratings should be used as guidelines:

1. Tenured Teachers with final ratings of 1.5 and below require an Action Plan for Improved Performance. Those forms are found in Section 9 of this document. Teachers with ratings of Developing for two consecutive years without movement to the high point in the range (2.3-2.4) require an Action Plan. This does not preclude supervisors from initiating an Action Plan for Improved Performance for any tenured teacher scoring in the developing range.

2. Tenured Teachers with a single Domain score that is below standard may require an Action Plan for Improved Performance. Those forms are found in Section 9 of this document.

3. Non-tenured teachers with final ratings below 1.5 may be subject to non-renewal.

Supervisors/Evaluators should contact the Deputy Superintendent of Schools regarding such concerns.

Signing a summative evaluation form is only an acknowledgement that the teacher has received a summative evaluation and a conference regarding the rating has been held between the supervisor and teacher.


Section 2: Connecticut Common Core of Teaching

a. The Six Domains Utilized in the Teacher Practice Indicator1. Framework-at-a-Glance – pages 13-142. Complete Framework with Descriptors – PAGES 15-193. Code of Professional Responsibility for Educators – pages 19-22

b. Observation Tools1. Pre-Observation Form – page 232. Observation Instrument – pages 24-303. Post-Observation Teacher Reflection – pages 31-324. Teacher Practice Summary Forms – pages 33-375. Sample Teacher Practice Summary Form – page 386. Teacher Practice Indicator Forms – Fall – pages 39-407. Mid-Year Formative Progress – pages 41-428. Summative Progress and Reflection – pages 43-44


Connecticut Common Core of Teaching Domains of Teacher Performance

Domain 1. Content and Essential Skills:Teachers understand and apply essential skills, central concepts and tools of inquiry in their subject matter or field.

Domain 2. Classroom Environment, Student Engagement and Commitment toLearning:Teachers promote student engagement, independence and interdependence in learning by facilitating a positive learning community.

Domain 3. Planning for Active Learning:Teachers plan instruction in order to engage students in rigorous and relevant learning and to promote their curiosity about the world at large.

Domain 4. Instruction for Active Learning:Teachers implement instruction in order to engage students in rigorous and relevant learning and to promote their curiosity about the world at large.

Domain 5. Assessment for Learning:Teachers use multiple measures to analyze student performance and to inform subsequent planning and instruction.

Domain 6. Professional Responsibilities and Teacher Leadership:Teachers maximize support for student learning by developing and demonstrating professionalism, collaboration with others, and leadership.

On the following pages, the detailed indicators for each of the six core domains are outlined. Domain 1. Content and Essential Skills:

Teachers understand and apply essential skills, central concepts and tools of inquiry in theirsubject matter or field by:

1.1 Demonstrating proficiency in reading, writing, and mathematics skills;1.2 Demonstrating discipline-specific knowledge and skills as described in the relevant national and state professional teaching standards;1.3 Using developmentally appropriate verbal, non-verbal and technological communications;1.4 Using technological and digital resources to promote learning, collaboration with colleagues and communication within a learning community;1.5 Demonstrating understanding of how to use content area literacy skills to enable students to construct meaning through reading, writing, listening, speaking, viewing and presenting; and1.6 Demonstrating understanding of how to use content area numeracy and analytical skills to enable students to problem solve, interpret and use data and numerical representations.


Domain 2. Classroom Environment, Student Engagement and Commitment to Learning

Teachers promote student engagement, independence and interdependence in learning by facilitating a positive learning community by:

2.1 Creating a class climate that is responsive to and respectful of the learning needs of students 2 with diverse backgrounds, interests and performance levels;2.2 Promoting engagement in and shared responsibility for the learning process and providing opportunities for students to initiate their own questions and inquiries;2.3 Providing explicit instruction about social skills to develop students’ social competence 3 and responsible and ethical behavior by using a continuum of proactive strategies 4 that may be individualized to student needs;2.4 Fostering appropriate standards of behavior that support a productive learning environment for all students; and2.5 Maximizing the amount of time spent on learning by effectively managing routines and transitions 5.

2 Addressing student learning needs includes understanding typical and atypical growth and development of PK-12students including characteristics and functioning of students with disabilities, gifted students, and English languagelearners. Teachers understand the impact of culture, language, poverty and environment on the learning needs of students.3 Social competence “is observed when a person demonstrates the competencies that constitute self-awareness, self management, social awareness, and social skills at appropriate times and ways in sufficient frequency to be effective in the situation.” (Boyatzis, Goleman, & Rhee, 2000).4 Proactive strategies include self-regulation strategies, problem-solving strategies, conflict resolution processes, interpersonal communication and responsible decision making.5 Routines are non-instructional organizational activities such as attendance, or distribution of materials in preparation for instruction. Transitions are non-instructional activities such as moving from one classroom activity, grouping, task or context to another. Domain 3. Planning for Active Learning:

Teachers plan instruction in order to engage students in rigorous and relevant learning and to promote their curiosity about the world at large by:

3.1 Determining students’ prior knowledge to ensure that content instruction is at an appropriate level of challenge and differentiated to meet their learning needs 2;3.2 Developing and organizing coherent and relevant units, lessons and learning tasks that build on students’ prior knowledge, skills and interests and engage students in the work of the discipline;3.3 Promoting the development and application of skills with conceptual understanding, and anticipating students’ content misconceptions;3.4 Selecting appropriate assessment strategies to monitor ongoing student progress;3.5 Selecting or designing instructional strategies, resources 6 and flexible groupings that provide opportunity for students to think critically and creatively, and solve problems;3.6 Integrating learning activities that make real-world, career or global connections, and Promote interdisciplinary connections whenever possible;3.7 Designing or selecting academic and/or behavioral interventions through differentiated,


supplemental, specialized instruction for students who do not respond to primary instruction alone;3.8 Designing strategic questions and opportunities that appropriately challenge students and actively engage them in exploring the content through strategies such as discourse 7 and/or inquiry-based learning 8; and3.9 Including strategies for teaching and supporting content area literacy skills and, when appropriate, numeracy skills.

6 Instructional resources may include materials, technology, and other support personnel such as paraprofessionals, parent volunteers, special service staff, or other educators.7 Discourse is defined as the purposeful interaction between and among teachers and students, in which ideas and multiple perspectives are represented, communicated and challenged, with the goal of creating greater meaning or understanding. Discourse can be oral dialogue (conversation), written dialogue (reaction, thoughts, feedback), visual dialogue (charts, graphs, paintings or images that represent student and teacher thinking/reasoning), or dialogue through technological or digital resources.8 Inquiry-based learning occurs when students generate knowledge and meaning from their experiences and work collectively or individually to study a problem or answer a question. Work is often structured around projects that require students to engage in the solution of a particular community-based, school-based or regional or global problem which has relevance to their world. The teacher’s role in inquiry-based learning is one of facilitator or resource, rather than dispenser of knowledge. Domain 4. Instruction for Active Learning:

Teachers implement instruction in order to engage students in rigorous and relevant learningand to promote their curiosity about the world at large by:

4.1 Using a variety of evidence-based strategies to enable students to apply and construct new learning;4.2 Using technological and digital resources strategically to promote learning;4.3 Leading students to construct meaning through the use of active learning strategies such as purposeful discourse7 and/or inquiry-based learning8;4.4 Varying the student and teacher roles9 in ways that develop independence and interdependence with the gradual release of responsibility to students;4.5 Using differentiated instruction and supplemental interventions to support students with learning difficulties, disabilities and/or particular gifts and talents;4.6 Monitoring student learning and adjusting teaching during instruction in response to student performance and engagement in learning tasks; and4.7 Providing meaningful, appropriate and specific feedback to students during instruction to improve their performance.

9 Teachers vary their roles by knowing when to provide information, clarify an issue, model, lead or let students grapple with issues or questions. Domain 5. Assessment for Learning

Teachers use multiple measures to analyze student performance and to inform subsequentplanning and instruction by:

5.1 Understanding the different purposes 10 and types of assessment 11 that capture the complexity of student learning across the hierarchy of cognitive skills 12, 12a;5.2 Using and/or designing a variety of formative 13 and summative 14 assessments and criteria that


directly align with the learning objectives and value the diversity of ways in which students learn;5.3 Using a comprehensive set of data that provides depth and breadth of understanding of student achievement at a particular point in time and over time;5.4 Collaborating with colleagues to review and interpret assessment data to monitor and adjust instruction to ensure students’ progress;5.5 Providing students with assessment criteria and individualized, descriptive feedback to help them improve their performance and assume responsibility for their learning;5.6 Supporting students’ progress by communicating academic and behavioral performance expectations and results with students, their families and other educators;5.7 Understanding the role that lack of opportunity to learn, lack of effective instruction, and assessment bias can play in the overrepresentation in special education of students with cultural, ethnic, gender and linguistic differences; and5.8 Using academic, behavioral and health data to select and/or design interventions, and assist in the development of individualized education programs for students with disabilities.

10 Assessment purposes include but are not limited to screening, instructional planning, monitoring student progress, diagnostics, and program/curriculum evaluation.11 Assessment types may be created by the teacher or externally produced and include, but are not limited to, observation, functional behavior assessment, performance-based assessment of application of learning, or criterion referenced.12 The hierarchy of cognitive skills (Bloom’s 1956 taxonomy of cognitive skills as revised by Anderson and Krathwohl, 2001) includes the following lower order to higher order thinking skills and Webb’s Depth of Knowledge Hierarchy:

• Remembering: Retrieving, recognizing, and recalling relevant knowledge from long-term memory.• Understanding: Constructing meaning from oral, written, and graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining.• Applying: Carrying out or using a procedure through executing or implementing.• Analyzing: Breaking material into constituent parts, determining how the parts relate to one another and to an overall structure or purpose through differentiating, organizing, and attributing.• Evaluating: Making judgments based on criteria and standards through checking and critiquing.• Creating: Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, or producing.evel

12a Webb, Norman L. and others. “Web Alignment Tool” 24 July 2005. Wisconsin Center of Educational Research. University of Wisconsin-Madison. 2 Feb. 2006. <http://www.wcer.wisc.edu/WAT/index.aspx>. See DoK Chart in Appendix A.

Level One Activities (Recall)Recall elements and details of story structure, such as sequence of events, character, plot and setting.Conduct basic mathematical calculations. Label locations on a map. Represent in words or diagrams ascientific concept or relationship. Perform routine procedures like measuring length or using punctuation marks correctly. Describe the features of a place or people. Activities

Level Two Activities (Skill/Concept)Identify and summarize the major events in a narrative. Use context cues to identify the meaning of unfamiliar words. Solve routine multiple-step problems. Describe the cause/effect of a particular event. Identify patterns in events or behavior. Formulate a routine problem given data and conditions. Organize, represent and interpret data.

Level Three Activities (Strategic Thinking)Support ideas with details and examples. Use voice appropriate to the purpose and audience. Identify research questions and design investigations for a scientific problem. Develop a scientific model for a complex situation.Determine the author’s purpose and describe how it affects the interpretation of a reading selection. Apply a concept in other contexts.

• Level Four Activities (Extended Thinking)Conduct a project that requires specifying a problem, designing and conducting an experiment, analyzingits data, and reporting results/solutions. Apply mathematical model to illuminate a problem or situation.Analyze and synthesize information from multiple sources. Describe and illustrate how common themes are found across texts from different cultures. Design a mathematical model to inform and solve a practical or abstract situation.

13 Formative assessments are designed and scored by an individual teacher or grade level or department team to assess student understanding of particular standards or objectives in order to inform instruction and guide teachers to adjust or differentiate instruction to meet the learner’s needs. (Ainsworth, 2006)14 Summative assessments identify the learner’s achievement or progress made at a certain point in time against predetermined criteria.


Domain 6. Professional Responsibilities and Teacher Leadership:Teachers maximize support for student learning by developing and demonstratingprofessionalism, collaboration with others, and leadership by:

6.1 Continually engaging in reflection, self-evaluation and professional development to enhance their understandings of content, pedagogical skills, resources and the impact of their actions on student learning;6.2 Seeking professional development opportunities to enhance skills related to teaching and meeting the needs of all students 15;6.3 Collaborating with colleagues, administrators, students and their families to develop and sustain a positive school climate;6.4 Collaborating with colleagues and administrators to examine student learning data, instructional strategies, curricula, and organizational structures16 to support continuous school and district improvement;6.5 Guiding and coaching paraprofessionals and collaborating with colleagues, administrators, and special services staff to monitor the impact of instructional or behavioral support and interventions;6.6 Proactively communicating in culturally respectful and sensitive ways with families in order to ensure their ongoing awareness of student progress and encourage opportunities to support their child’s learning;6.7 Understanding the legal rights of students with disabilities and their families within the intervention, referral, and individualized education plan process;6.8 Understanding how one’s race, gender and culture affect professional interactions with students, families and colleagues;6.9 Using communication technology in a professional and ethical manner;6.10 Collaborating with colleagues, administrators, and families in the development of individualized student success plans to address goal setting, personal and academic development, post secondary and career exploration, and/or capstone projects; and6.11 Conducting themselves as professionals in accordance with the Connecticut’s Code of Professional Responsibility for Educators.

15 “All students” includes, but is not limited to, students with disabilities, English language learners, students with diverse cultural or linguistic backgrounds and students with gifts and talents.16 Organizational structures include, but are not limited to, grade level teams, departments, committees, learning communities, common collaboration or planning time, multidisciplinary teams, etc.

Code of Professional Responsibility for Educators

(a) PreambleThe Code of Professional Responsibility for Educators is a set of principles which the education profession expects its members to honor and follow. These principles set forth, on behalf of the education profession and the public it serves, standards to guide conduct and the judicious appraisal of conduct in situations that have professional and ethical implications. The Code adheres to the fundamental belief that the student is the foremost reason for the existence of the profession.

The education profession is vested by the public with a trust and responsibility requiring the highest ideals of professionalism. Therefore, the educator accepts both the public trust and the responsibilities to practice the


profession according to the highest possible degree of ethical conduct and standards. Such responsibilities include the commitment to the students, the profession, the community and the family.Consistent with applicable law, the Code of Professional Responsibility for Educators shall serve as a basis for decisions on issues pertaining to certification and employment. The code shall apply to all educators holding, applying or completing preparation for a certificate, authorization or permit or other credential from the State Board of Education. For the purposes of this section, "educator" includes superintendents, administrators, teachers, special services professionals, coaches, substitute teachers and paraprofessionals.

PROFESSIONAL CONDUCT(b) Responsibility to the student

(1) The professional educator, in full recognition of his or her obligation to the student, shall:(A) Recognize, respect and uphold the dignity and worth of students as individual

human beings, and, therefore, deal justly and considerately with students;(B) Engage students in the pursuit of truth, knowledge and wisdom and provide

access to all points of view without deliberate distortion of content area matter;(C) Nurture in students lifelong respect and compassion for themselves and other

human beings regardless of race, ethnic origin, gender, social class, disability, religion, or sexual orientation;

(D) Foster in students the full understanding, application and preservation of democratic principles and processes;

(E) Guide students to acquire the requisite skills and understanding for participatory citizenship and to realize their obligation to be worthy and contributing members

of society;(F) Assist students in the formulation of worthy, positive goals;(G) Promote the right and freedom of students to learn, explore ideas, develop critical thinking, problem-solving, and necessary learning skills to acquire knowledge needed to achieve their full potential;(H) Remain steadfast in guaranteeing equal opportunity for quality education for all students;(I) Maintain the confidentiality of information concerning students obtained in the proper course of the educational process, and dispense such information only when prescribed or directed by federal or state law or professional practice;(J) Create an emotionally and physically safe and healthy learning environment for all students; and(K) Apply discipline promptly, impartially, appropriately and with compassion.

(c) Responsibility to the profession(1) The professional educator, in full recognition of his or her obligation to the profession,

shall:(A) Conduct himself or herself as a professional realizing that his or her actions

reflect directly upon the status and substance of the profession;(B) Uphold the professional educator's right to serve effectively;(C) Uphold the principle of academic freedom;(D) Strive to exercise the highest level of professional judgment;(E) Engage in professional learning to promote and implement research-based best educational practices;(F) Assume responsibility for his or her professional development;(G) Encourage the participation of educators in the process of educational decision making;(H) Promote the employment of only qualified and fully certificated, authorized or permitted educators;


(I) Encourage promising, qualified and competent individuals to enter the profession;(J) Maintain the confidentiality of information concerning colleagues and dispense such information only when prescribed or directed by federal or state law or professional practice;(K) Honor professional contracts until fulfillment, release, or dissolution mutually agreed upon by all parties to contract;(L) Create a culture that encourages purposeful collaboration and dialogue among all stakeholders;(M) Promote and maintain ongoing communication among all stakeholders; and(N) Provide effective leadership to ensure continuous focus on student achievement.

(d) Responsibility to the community

(1) The professional educator, in full recognition of the public trust vested in the profession, shall:

(A) Be cognizant of the influence of educators upon the community-at-large, obeylocal, state and national laws;(B) Encourage the community to exercise its responsibility to be involved in theformulation of educational policy;(C) Promote the principles and ideals of democratic citizenship; and(D) Endeavor to secure equal educational opportunities for all students.

(e) Responsibility to the student’s family(1) The professional educator in recognition of the public trust vested in the profession,

shall:(A) Respect the dignity of each family, its culture, customs, and beliefs;(B) Promote, respond, and maintain appropriate communications with the family, staff and administration;(C) Consider the family’s concerns and perspectives on issues involving its children; and(D) Encourage participation of the family in the educational process.

UNPROFESSIONAL CONDUCT*(f) The professional educator, in full recognition of his or her obligation to the student, shall not:

(A) Abuse his or her position as a professional with students for private advantage;(B) Discriminate against students.(C) Sexually or physically harass or abuse students;(D) Emotionally abuse students; or(E) Engage in any misconduct which would put students at risk; and

(g) The professional educator, in full recognition of his or her obligation to the profession, shall not:

(A) Obtain a certificate, authorization, permit or other credential issued by the state board of education or obtain employment by misrepresentation, forgery or fraud;(B) Accept any gratuity, gift or favor that would impair or influence professional decisions or actions;(C) Misrepresent his, her or another's professional qualifications or competencies;(D) Sexually, physically or emotionally harass or abuse district employees;


(E) Misuse district funds and/or district property; or(F) Engage in any misconduct which would impair his or her ability to serve effectively in the profession; and

(h) The professional educator, in full recognition of the public trust vested in the profession, shall not:

(A) Exploit the educational institution for personal gain;(B) Be convicted in a court of law of a crime involving moral turpitude or of any crime of such nature that violates such public trust; or(C) Knowingly misrepresent facts or make false statements.

*Unprofessional conduct is not limited to the descriptors listed above. When in doubt regarding whether a specific course of action constitutes professional or unprofessional conduct please seek advice from your school district or preparation institution parties.


PRE-OBSERVATION PLANNING

Directions: This form should be completed by the teacher and provided to the evaluator at the pre-observation meeting

Teacher:

Position: School:

Evaluator:

Observation Date: Class or Subject:

Time:

Topic of Instruction:

SLO:

IAGD:

1. State the unit goal, enduring understanding or big idea:

2. Identify the major knowledge and skills being taught in this lesson, i.e. what students will

know/understand and be able to demonstrate as a result of this lesson.

3. Where does this lesson fit within unit sequence?

4. Describe the assessment method(s) used to monitor student learning in the lesson.

5. Identify instructional strategies that will be used to facilitate learning for all students.

6. Is there anything the evaluator needs to know about the students, room, recent events, etc.?

7. Identify area(s) of specific focus for which you would like to receive feedback from the evaluator?


Teacher: School:

Assignment: ____ Evaluator (s)

Preconference Date:

Artifacts discussed/presented:

Post Conference Date:

Artifacts reviewed/presented:

Date of Obs.: ____

SLO # 1: IAGD #1:

SLO # 2: IAGD #2:

CT COMMON CORE OF TEACHING PERFORMANCE STANDARDS OBSERVER RECORDS EVIDENCE OF CCT INDICATORS IN THIS COLUMN

Domain 1. CONTENT AND ESSENTIAL SKILLSWeight = .1

The teacher understands and applies essential skills, central concepts and tools of inquiry in their subject matter.

Teacher Behaviors


RUBRIC:

4 = Exemplary –

BRISTOL PUBLIC SCHOOLSObservation Instrument

1.1 Demonstrating proficiency in reading, writing, and mathematics skills;

1.2 Demonstrating discipline-specific knowledge and skills as described in the relevant national and state professional teaching standards;1.3 Using developmentally appropriate verbal, non-verbal and technological communications;1.4 Using technological and digital resources to promote learning, collaboration with colleagues and communication within a learning community;1.5 Demonstrating understanding of how to use content area literacy skills to enable students to construct meaning through reading, writing, listening, speaking, viewing and presenting; and1.6 Demonstrating understanding of how to use content area numeracy and analytical skills to enable students to problem solve, interpret and use data and numerical representations. Domain 2. Classroom Environment, Student Engagement and Commitment to Learning

Weight = .2

Teachers promote student engagement, independence and interdependence in learning by facilitating a positive learning community by:

2.1 Creating a class climate that is responsive to and respectful of the learning needs of students with diverse backgrounds, interests and performance levels;2.2 Promoting engagement in and shared responsibility for the learning process and providing opportunities for students to initiate their own questions and inquiries;2.3 Providing explicit instruction about social skills to develop students social competence and responsible and ethical behavior by using a continuum of proactive strategies 4 that may be individualized to student needs;2.4 Fostering appropriate standards of behavior that support a productive learning environment for all students; and2.5 Maximizing the amount of time spent on learning by effectively managing routines and transitions.

Teacher Behaviors Student Behaviors

Domain 3. Planning for Active Learning:Weight = .2

Teachers plan instruction in order to engage students in rigorous and relevant learning and to promote their curiosity about the world at large by:

3.1 Determining students’ prior knowledge to ensure that content



instruction is at an appropriate level of challenge and differentiated to meet their learning needs;3.2 Developing and organizing coherent and relevant units, lessons and learning tasks that build on students’ prior knowledge, skills and interests and engage students in the work of the discipline;3.3 Promoting the development and application of skills with conceptual understanding, and anticipating students’ content misconceptions;3.4 Selecting appropriate assessment strategies to monitor ongoing student progress;3.5 Selecting or designing instructional strategies, resources and flexible groupings that provide opportunity for students to think critically and creatively, and solve problems;3.6 Integrating learning activities that make real-world, career or global connections, and promote interdisciplinary connections whenever possible;3.7 Designing or selecting academic and/or behavioral interventions through differentiated, supplemental, specialized instruction for students who do not respond to primary instruction alone;3.8 Designing strategic questions and opportunities that appropriately challenge students and actively engage them in exploring the content through strategies such as discourse and/or inquiry-based learning; and3.9 Including strategies for teaching and supporting content area literacy skills and, when appropriate, numeracy skills.

Domain 4. Instruction for Active Learning:Weight = .2

Teachers implement instruction in order to engage students in rigorous and relevant learning and to promote their curiosity about the world at large by:4.1 Using a variety of evidence-based strategies to enable students to apply and construct new learning;4.2 Using technological and digital resources strategically to promote learning;4.3 Leading students to construct meaning through the use of active learning strategies such as purposeful discourse and/or inquiry-based learning;4.4 Varying the student and teacher roles in ways that develop independence and interdependence with the gradual release of responsibility to students;4.5 Using differentiated instruction and supplemental interventions to support students with learning difficulties, disabilities and/or particular gifts and talents;4.6 Monitoring student learning and adjusting teaching during



instruction in response to student performance and engagement in learning tasks; and4.7 Providing meaningful, appropriate and specific feedback to students during instruction to improve their performance.

Domain 5. Assessment for LearningWeight =.2

Teachers use multiple measures to analyze student performance and to inform subsequent planning and instruction by:

5.1 Understanding the different purposes and types of assessment that capture the complexity of student learning across the hierarchy of cognitive skills.5.2 Using and/or designing a variety of formative 13 and summative assessments and criteria that directly align with the learning objectives and value the diversity of ways in which students learn;5.3 Using a comprehensive set of data that provides depth and breadth of understanding of student achievement at a particular point in time and over time;5.4 Collaborating with colleagues to review and interpret assessment data to monitor and adjust instruction to ensure students’ progress;5.5 Providing students with assessment criteria and individualized, descriptive feedback to help them improve their performance and assume responsibility for their learning;5.6 Supporting students’ progress by communicating academic and behavioral performance expectations and results with students, their families and other educators;5.7 Understanding the role that lack of opportunity to learn, lack of effective instruction, and assessment bias can play in the overrepresentation in special education of students with cultural, ethnic, gender and linguistic differences; and5.8 Using academic, behavioral and health data to select and/or design interventions, and assist in the development of individualized education programs for students with disabilities.



Note: Many of these attributes are not observable in the classroom and must be gleaned from conversations with the teacher and other staff as well as a collection of artifacts.

Domain 6. Professional Responsibilities and Teacher Leadership:

Weight = .1

Teachers maximize support for student learning by developing and demonstrating professionalism, collaboration with others, and leadership by:

6.1 Continually engaging in reflection, self-evaluation and professional development to enhance their understandings of content, pedagogical skills, resources and the impact of their actions on student learning;6.2 Seeking professional development opportunities to enhance skills related to teaching and meeting the needs of all students;6.3 Collaborating with colleagues, administrators, students and their families to develop and sustain a positive school climate;6.4 Collaborating with colleagues and administrators to examine student learning data, instructional strategies, curricula, and organizational structures to support continuous school and district improvement;6.5 Guiding and coaching paraprofessionals and collaborating with colleagues, administrators, and special services staff to monitor the impact of instructional or behavioral support and interventions;6.6 Proactively communicating in culturally respectful and sensitive ways with families in order to ensure their ongoing awareness of student progress and encourage opportunities to support their child’s learning;6.7 Understanding the legal rights of students with disabilities and their families within the intervention, referral, and individualized education plan process;6.8 Understanding how one’s race, gender and culture affect professional interactions with students, families and colleagues;6.9 Using communication technology in a professional and ethical manner;6.10 Collaborating with colleagues, administrators, and families in the development of individualized student success plans to address goal setting, personal and academic development, post secondary and career exploration, and/or capstone

.


projects; and6.11 Conducting themselves as professionals in accordance with the Connecticut’s Code of Professional Responsibility for Educators.

Evaluator’s summary comments on strengths and/or weaknesses with recommendations for next observation:

Feedback to Teacher:

Domain 1: Content and Essential Skills:

Domain 2: Classroom Environment, Student Engagement and Commitment to Learning:

Domain 3: Planning for Active Learning:

Domain 4: Instruction for Active Learning:


Domain 5: Assessment for Learning:

Domain 6: Professional Responsibilities and Teacher Leadership:

Educator Comments:


OVERALL OBSERVATION RATING:

E = Exemplary = 4 P = Proficient = 3 D = Developing = 2 B = Below Standard = 1 N/O = Not Observed

Note: Evaluators may provide individual domain score rating or specific subset ratings for formative purposes.

_______________________________________________

Educator Date

Date_______________________________________________

Evaluator Date

C: Teacher [ ] Personnel File

POST-OBSERVATION REFLECTIONS

Teacher: Assignment: School:

Evaluator:

Observation Date: Post-Conference Date: Class or Subject: Time:

Topic of Instruction:

1. What do you think went well?

2. What evidence of student learning do you have from this lesson?

3. If you could teach this lesson again, is there anything you would do differently and why?


4. Did anything occur during this lesson that was not typical or anticipated? How did it affect the outcome of your lesson?

5. Please comment on the progress of your PPO. How have the changes in your adult behavior supported student learning?

6. Other Comments:

Observation of Teacher Practice Summary Rating

Teacher: Date: ____ G

School: Assignment: ____

DOMAIN 1: Content and Essential Skills Rating WeightingWeighted

ScoreTeachers understand and apply essential skills, central concepts and tools of inquiry in theirsubject matter or field by:


1.2 Demonstrating discipline-specific knowledge and skills asdescribed in the relevant national and state professional teaching standards;

1.3 Using developmentally appropriate verbal, non-verbal andtechnological communications;

1.4 Using technological and digital resources to promotelearning, collaboration with colleagues and

communication within a learning community;1.5 Demonstrating understanding of how to use content area

literacy skills to enable students to construct meaning through reading, writing, listening, speaking, viewing and presenting; and

1.6 Demonstrating understanding of how to use content areanumeracy and analytical skills to enable students to


problem solve, interpret and use data and numerical representations.

Domain 1 Rating: .10

DOMAIN 2: Classroom Environment, Student Engagement, and Commitment to Learning Teachers promote student engagement, independence and interdependence in learning by facilitating a positive learning community by:

2.1 Creating a class climate that is responsive to and respectful of the learning needs of students with diverse backgrounds, interests and performance levels;2.2 Promoting engagement in and shared responsibility for the learning process and providing opportunities for students to initiate their own questions and inquiries;2.3 Providing explicit instruction about social skills to develop students’ social competence and responsible and ethical behavior by using a continuum of proactive strategies that may be individualized to student needs;2.4 Fostering appropriate standards of behavior that support a learning environment for all students; and2.5 Maximizing the amount of time spent on learning by effectively managing routines and transitions.Domain 2 Rating: .20

DOMAIN 3: Planning for Active Learning Teachers plan instruction in order to engage students in rigorous and relevant learning and to promote their curiosity about the world at large by:

3.1 Determining students’ prior knowledge to ensure that content instruction is at an appropriate level of challenge and differentiated to meet their learning needs;3.2 Developing and organizing coherent and relevant units, lessons and learning tasks that build on students’ prior knowledge, skills and interests and engage students in the work of the discipline;3.3 Promoting the development and application of skills with conceptual understanding, and anticipating students’ content misconceptions;3.4 Selecting appropriate assessment strategies to monitor ongoing student progress;3.5 Selecting or designing instructional strategies, resources and flexible groupings that provide opportunity for students to think critically and


creatively, and solve problems;3.6 Integrating learning activities that make real-world, career or global connections, and promote interdisciplinary connections whenever possible;3.7 Designing or selecting academic and/or behavioral interventions through differentiated, supplemental, specialized instruction for students who do not respond to primary instruction alone;3.8 Designing strategic questions and opportunities that appropriately challenge students and actively engage them in exploring the content through strategies such as discourse and/or inquiry-based learning; and3.9 Including strategies for teaching and supporting content area literacy skills and, when appropriate, numeracy skills.

Domain 3 Rating: .20

DOMAIN 4: Instruction for Active LearningTeachers implement instruction in order to engage students in rigorous and relevant learningand to promote their curiosity about the world at large by:

4.1 Using a variety of evidence-based strategies to enable students to apply and construct new learning;4.2 Using technological and digital resources strategically to promote learning;4.3 Leading students to construct meaning through the use of active learning strategies such as purposeful discourse and/or inquiry-based learning;4.4 Varying the student and teacher roles in ways that develop independence and interdependence with the gradual release of responsibility to students;4.5 Using differentiated instruction and supplemental interventions to support students with learning difficulties, disabilities and/or particular gifts and talents;4.6 Monitoring student learning and adjusting teaching during instruction in response to student performance and engagement in learning tasks; and4.7 Providing meaningful, appropriate and specific feedback to students during instruction to improve their performance.Domain 4 Rating: .20

DOMAIN 5: Assessment for LearningTeachers use multiple measures to analyze student


performance and to inform subsequentplanning and instruction by:

5.1 Understanding the different purposes and types of assessment that capture the complexity of student learning across the hierarchy of cognitive skills5.2 Using and/or designing a variety of formative and summative assessments and criteria that directly align with the learning objectives and value the diversity of ways in which students learn;5.3 Using a comprehensive set of data that provides depth and breadth of understanding of student achievement at a particular point in time and over time;5.4 Collaborating with colleagues to review and interpret assessment data to monitor and adjust instruction to ensure students’ progress;5.5 Providing students with assessment criteria and individualized, descriptive feedback to help them improve their performance and assume responsibility for their learning;5.6 Supporting students’ progress by communicating academic and behavioral performance expectations and results with students, their families and other educators;5.7 Understanding the role that lack of opportunity to learn, lack of effective instruction, and assessment bias can play in the overrepresentation in special education of students with cultural, ethnic, gender and linguistic differences; and5.8 Using academic, behavioral and health data to select and/or design interventions, and assist in the development of individualized education programs for students with disabilities.Domain Rating: .20

DOMAIN 6: Professional Responsibility & Teacher Leadership Teachers maximize support for student learning by developing and demonstrating professionalism, collaboration with others, and leadership by:

6.1 Continually engaging in reflection, self-evaluation and professional development to enhance their understandings of content, pedagogical skills, resources and the impact of their actions on student learning;6.2 Seeking professional development opportunities to enhance skills related to teaching and meeting the needs of all students;6.3 Collaborating with colleagues, administrators, students and their families to develop and sustain a positive school climate;6.4 Collaborating with colleagues and administrators to


examine student learning data, instructional strategies, curricula, and organizational structures to support continuous school and district improvement;6.5 Guiding and coaching paraprofessionals and collaborating with colleagues, administrators, and special services staff to monitor the impact of instructional or behavioral support and interventions;6.6 Proactively communicating in culturally respectful and sensitive ways with families in order to ensure their ongoing awareness of student progress and encourage opportunities to support their child’s learning;6.7 Understanding the legal rights of students with disabilities and their families within the intervention, referral, and individualized education plan process;6.8 Understanding how one’s race, gender and culture affect professional interactions with students, families and colleagues;6.9 Using communication technology in a professional and ethical manner;6.10 Collaborating with colleagues, administrators, and families in the development of individualized student success plans to address goal setting, personal and academic development, post secondary and career exploration, and/or capstone projects [grades 6-12]; and6.11 Conducting themselves as professionals in accordance with the Connecticut’s Code of Professional Responsibility for Educators.

Domain Score .10TOTAL SCORE

Ratings: Exemplary = 4 points, Proficient = 3 points, Developing = 2 points, and Below Standard = 1 point Round to the nearest 10th for the TOTAL SCORE only.

Evaluator:

Name Signature

Date:

C: Teacher personnel file


Observation of Teacher Practice Summary Rating - SAMPLE



DOMAIN 1: Content & Essential Skills Rating Weighting Weighted Score

Domain 1 Rating 2.5 .10 .25

DOMAIN 2: Classroom Environment, Student Engagement and Commitment to Learning


DOMAIN 3: Planning for Active Learning



DOMAIN 4: Instruction for Active Learning


DOMAIN 5: Assessment for Learning


DOMAIN 6: Professional Responsibilities and Teacher Leadership


TOTAL RATING(Rounded to the nearest 10th)

3.1

Ratings: Exemplary = 4 points, Proficient = 3 points, Developing = 2 points, and Below Standard = 1 point

Round to the nearest 10th for the TOTAL SCORE only.


Performance and Practice Goal (40%) - Fall

Each certified teacher will identify two Student Outcome Indicators with which to align their Professional Practice Objectives (PPO’s).



Instructions: This goal must be congruent with your Student Learning Objective (SLO) At least one goal is required. Goals should be SMART Goals: Specific and Strategic, Measurable, Aligned and Attainable, Results Oriented and Time Bound.

A Professional Practice Objective (PPO) is a SMART goal for changes in adult actions needed to achieve each SLO – Evaluated as part of DOMAIN 3 - Instruction in response to the question: Do the adult instructional actions have sufficient leverage to improve student performance on the IAGD?

An Indicator of Professional Growth& Development (IPGD) measures implementation of the adult actions in the PPO – Evaluated as part of DOMAIN 4 – Professional Responsibilities & Teacher Leadership in response to the question: Has the teacher appropriately identified professional learning needs and taken the initiative to obtain that learning?

PPO #1 (required):

Rationale and evidence for PPO #1 (required):

Action Steps for Goal #1 (required):

Instructions: Complete this section for your second goal. (optional) PPO #2 (optional):


Rationale for Goal #2 (optional):

Action Steps for Goal #2 (optional):

Evaluator Comments: The evaluator should review the Performance and Practice goal(s) proposed by the teacher and evaluate and comment in the space below.

Evaluator Signature Date

________________________________________ ________________________________

Evaluatee Signature Date

This form should be completed no later than October 15th.


Performance and Practice Goal (40%) – Mid-year Progress & Reflection



Reflection on professional practice should include pedagogical learning, documented change in professional practice, additional professional learning needs and the relationship between adult practice and student performance.

PPO #1

Action Steps for Goal #1 (required): Include progress to date in narrative reflection.

Narrative:


Supervisor comments:


________________________________________ ________________________________


This form should be completed no later than February 28th.


Performance and Practice Goal (40%) – Summative Progress & Reflection



Reflection on professional practice should include pedagogical learning, documented change in professional practice, additional professional learning needs and the relationship between adult practice and student performance. Evidence from this work should be reflected in the each supervisor’s feedback and rating of Professional Responsibilities and Teacher Leadership Domain of the teacher’s evaluation.

PPO #1

Action Steps for Goal #1 (required):

Narrative to include evidence of student progress towards meeting the student learning goals/objectives:


Supervisor comments and rubric score:


________________________________________ ________________________________


This form should be completed no later than June 10th for tenured teachers.


Student Outcome Indicators (45%) - Fall



Instructions: Each certified teacher will develop two (2) Student Learning Objectives (SLO’s) that have a clear link to a targeted need for improving student achievement. Each SLO requires a corresponding Indicator of Growth and Development (IAGD) that specifically targets growth using the measure you have indicated. Goals should utilize the SMART Goal format: Specific and Strategic, Measurable, Aligned and Attainable, Results Oriented and Time Bound. SLO #1 (required):

Rationale for SLO #1 (required):

Standardized/Non-standardized IAGD* for SLO #1 (required):

SLO #2 (required):

Rationale for SLO #2 (required):

Standardized/Non-standardized IAGD for SLO #2 (required):

Identified Cohort: Please attach a list of students, for each SLO whose Academic Growth and Development will be measured. [Current year students or for state tests those present as of October 1 in the prior year].

*Two non-standardized options are only available to teachers for whose students there are no standardized measures.


Section 3

Student Outcome Indicators (45%) – End-of-Year



Instructions: Enter the baseline data for your students and the end-of-year measure to ascertain whether the SLO was achieved. Student Baseline End of Year Achieved

Class Average/Total/Data

Rubric Score:

Data for students who have moved are omitted from the end-of-year calculation.


Section 4 Summative Rating Form



Teacher Practice Indicators: 50% Rubric Rating

Observation of Teacher Practice & Performance (.40) _____

Peer Feedback (.10) _____

Student Outcome Indicators: 50%

Academic Growth & Development 1 (.225) _____

Academic Growth & Development 2 (.225) _____

Whole School Learning (.05) _____

Total of all Indicators ___________

Performance Levels:3.5 4.0 = Exemplary2.5 3.4 = Proficient1.5 2.4 = Developing1.0 1.4 = Below Standard

Tenured Teachers with final ratings of 1.5and below may require an Action Plan for Improved Performance. Those forms are found in Section 9 of this document.

Non-tenured teachers with final ratings below 1.5 may be subject to non-renewal.


Section 5


Rubric for Peer Review of Instructional Data/Inquiry Teams

Adapted from the work of Michael J. Wasta, Ph.D.

This rubric is intended for use by Instructional Data/Inquiry Teams to assess the effectiveness of members’ work toward improving instructional practice in the “Peer Feedback” – Professional Practices Component of the Teacher Education and Development Program. Ratings using this rubric represent 10% of the total teacher evaluation score.

Ratings Key

Not Meeting the Standard – The team has no evidence to support a rating as developing, proficient or exemplary.

Developing – The team is making adequate progress toward proficiency as evidenced by ratings of developing and proficient, with no ratings of not meeting the standard.

Proficient– The team completes their work in a proficient manner as evidenced by ratings of proficient and exemplary ratings in 90% of the domain elements.

Exemplary – The team completes all aspects of their work in an exemplary manner as evidenced by exemplary ratings in 90% of the domain elements.


Data/Inquiry Team members:

Date: School:

Standards for Instructional/Inquiry Data Teams

Domain Standards Below

Standard

Developing

Proficient

Exemplary

Evidence

Membership

Domain Ratingo Exemplaryo Proficiento Developingo Below Standard

1. Grade level/subject area teachers are regular, attending members of the team. [Elementary – representatives from each grade level; Secondary – representatives from common course]


Standard

Developing

Proficient

Exemplary

Evidence

Structure

Domain Ratingo Exemplaryo Proficiento Developingo Below Standard

1. Regularly scheduled and conducted meetings. ( i.e. future meeting dates, times, and locations are established and distributed)

2. Meetings are of sufficient length to ensure monitoring of implementation of all aspects of the plan.

3. The agenda for the next meeting is created at the end of each meeting.

4. Oral reports are presented by each member at each meeting; responding to

Evidence


SMART strategies.

5. Minutes are sent to all members following the meeting. ( i.e. minutes should summarize discussions, record actions taken, identify roles and responsibility for future team or work group member and inform constituents about future deadlines/reports.

6. Roles are clearly defined (Chair, recorder, time keeper, etc.).

7. The chairman controls the meeting and reinforces norms.

8. Norms are developed and followed. (i.e. have an agenda, start and end on time, open and honest dialogue, everyone has a voice, confidentiality)

9. Those responsible for each action plan are clearly articulated.


Standard

Developing

Proficient

Exemplary

Evidence

Data Analysis

Domain Rating

o Exemplaryo Proficiento Developingo Below Standard

1. The team conducts a comprehensive analysis of their SMART goals and adult and student actions at least twice annually.

2. As a result of the analysis conducted in step 1, the team identifies the most significant student performance issues for their students. These issues are limited in number and represent


the team’s current highest priority.3. Each student performance issue is

expressed as a SMART goal.4. The team conducts a comprehensive

analysis of its current adult practices in order to determine which adult practice issues are most significantly contributing to the student performance issues identified.

5. As a result of the analysis of adult practices conducted in step 3 the team identifies the most significant adult practices that need to be changed to improve the student performance issues of concern. These adult practices should be limited in number and represent the team’s current highest priority of adult behavior that needs to change.

6. At least one adult-based behavior SMART goal is created.


Standard

Developing

Proficient

Exemplary

Evidence

Grade/Subject SMART Goals & Student Learning

Objectives [SLO’s]

1. The team describes the strong rationale for the student outcome need.

2. Based upon the results of the Data Analysis process, the team creates an Action Plan for each SMART goal


identified. This Action Plan describes the major actions the team has agreed upon that will result in changed adult behaviors that are specifically tied to SLO’s, and the desired change in adult behavior including timelines, persons responsible, and other relevant information.

Domain Rating

o Exemplaryo Proficiento Developingo Below Standard

3. Actions are based upon a cited body of research and/or experience.

4. The team identified the specific measures that will be used to document changes in adult practice as well as changes in student performance.

5. The plan is focused upon the students’ highest, current priority(s).


Standard

Developing

Proficient

Exemplary

Evidence

Process

Domain Rating

o Exemplaryo Proficiento Developing

1. Every team member has the opportunity to participate at every meeting.

2. The discussion follows the agenda (focused, time-limited).

3. The team stays on task.

4. Discussion is largely supported by


o Below Standard evidence and data.5. Team serves as a problem-solving

group as obstacles arise.6. Discussion is largely supported by

evidence and data.7. Decisions made by the group are

supported by all members.8. At the end of each meeting, next

steps are clearly identified and a timeline developed for follow-up.

9. Those responsible for each action step are clearly articulated.

10. The team uses relevant data (both adult action data and student outcome data) to determine the effectiveness of their actions designed to achieve the identified student outcomes.

11. The team modifies the plan in response to the data and tracks each change.

12. The team conducts a comprehensive review of the plan at least twice per year.


Section 6: Notification of Teacher in Need of Intervention

Bristol Public SchoolBristol Connecticut

Teacher: School:

Assignment: Date:

Evaluator:

Directions: Indicate the reason this teacher requires supervisory intervention and append supporting documentation such as the end-of-year Summative Rating Form.

Check this box if an Action Plan has been created.

Return this completed form to the Deputy Superintendent of Schools and send a copy to Human Resources for inclusion in the teacher’s personnel file.

Section 7 – Action Plan for Improved Performance


Bristol Public SchoolBristol, Connecticut

Teacher Evaluation Plan

ACTION PLAN EVALUATION

Teacher _____________________________ School______________________________

Assignment__________________________ Date________________________________

Evaluator/Supervisor_______________________

Plan initiation guidelines: Performance ratings from the Final Summative Rating Sheet should be entered here if available.

Teacher Practice Indicators: 50% Rubric Rating

Observation of Teacher Practice & Performance _____

Peer Feedback _____

Student Outcome Indicators: 50%

Student Growth & Development _____

Whole School Learning _____

Total of all Indicators _______

Performance Levels:3.55 4.0 = Exemplary 2.55 3.5 = Proficient 1.55 2.5 = Developing 1.00 1.5 = Below Standard

Mid-Plan Review Summative Plan Evaluation

For each of the goals and actions in the attached action plan indicate progress using the scale below: Progress should be noted aside each goal and action in the spaces provided.

a. B - Below Standard – Not meeting indicators of performanceb. D - Developing – Meeting some indicators of performance, but not others c. P - Proficient– Meeting the Indicators of Performanced. E – Exemplary – Substantially exceeding indicators of performance



Teacher Evaluation Plan - ACTION PLAN

Teacher _____________________________ School______________________________

Assignment__________________________ Date________________________________

Evaluator/Supervisor___________________

This plan has been developed in accordance with procedures outlined in the Teacher Evaluation Plan as a means of improving the specific area(s) of performance noted below. A date for mid-plan review will be established when the plan is initiated.

Rubric: Exemplary, Proficient, Developing, Below Standard utilizing the CT Common Core of Teaching attributes in the teacher observation protocol.

Area(s) for Improvement (Language should be taken directly from the Connecticut Common Core of Teaching and subsets located in the Teacher Evaluation Plan):

1.

2.

Comments:

Plan Goals: Numbering of goals should correspond with the numbers above in areas for improvement.Evaluation

1. _____

2. _____


Plan Actions: Plan actions should correspond with the numbers in the Areas for Improvement.

Evaluation

1. _____

2. _____

3. _____

Plan of Assistance Resources: [Name and title of each potential resource or other specifics. Ie. book titles, Professional learning opportunities, software]

1.

2.

3.

4.

5.


Action Plan Timeline: [include dates on lines provided]

Plan initiated:____________ Mid-plan Review________ Completion of Plan _______

(date) (date) (date)

Signing below indicates that the evaluator/supervisor(s) and evaluatee met to discuss and initiate/evaluate this plan

______________________________ ______________________________

Evaluator/Supervisor Date

______________________________ ______________________________

Evaluator/Supervisor Date

______________________________ ______________________________

Evaluatee Date

Cc: evaluation file [teacher name]


Section 8

Glossary of Terms/Concepts Used in the Teacher Evaluation Document

1. Cohort: Students who were present in your school on October 1 of the previous year and remain in your school through the completion of state testing in the current school year.

2. Connecticut Common Core of Teaching: Those skills that a teacher must exhibit/practice as a means for determining instructional and collegial effectiveness.

3. Credits towards Graduation: Students are required to attain 25.25 credits to graduate from high school.

4. End-of-Year Summative Review & Conference: meeting with an administrator to create the summative evaluation rating. This conference includes discussion of a teacher’s reflection of their goals, review of teacher practice indicators and whole school learning indicator (SPI or DPI), if available.

5. Goal Setting: student learning centered goals established in concert with administrators.

6. Indicator of Academic Growth and Development (IAGD) is a measure you use to determine success in achieving the SLO. This may include performance assessments, common formative assessments, standardized test data, and/or other indicators of student performance.

7. Indicator of Professional Growth & Development (IPGD) measures implementation of the adult actions in the PPO.

8. Mid Year Check-In: Formal meetings to review progress to date on student learning goals.

9. Performance Levels: a. Exemplary – Substantially exceeding indicators of performanceb. Proficient – Meeting the indicators of performancec. Developing – Meeting some of the indicators of performance, but not othersd. Below Standard – Not meeting indicators of performance

10. Performance Indexes [IPI, SPI, DPI]: a. Individual student performance on each subtest of the state test is used to calculate the

Individual Performance Index (IPI); b. An aggregation of student performance among all students in a school scores is used to

calculate School Performance Index (SPI). SPI = the sum of all students IPI divided by the total number of students.; and


c. An aggregation of scores in all schools grades 3-8 or grade 10 creates either the CMT or CAPT District performance Index (DPI). DPI = the sum of all students IPI divided by the total number of students in the district for CMT and then for CAPT. Note: This may become one index in 2015 with the implementation of the SBA.

Each index is derived by using student performance on subtests of the state test. A student may take 3 or 4 subtest [reading, mathematics, writing and science (gr. 5, 8, 10/11)]. Index ratings are on a scale of 0-100. Individual student’s scores on each subtest are assigned values as follows:

d. Standard Administration: i. Goal and above = 100, Proficient = 67, Basic = 33, Below Basic = 0

e. MAS/Skills Checklist: i. Goal (3) = 100, Proficient (2) = 50, Basic (1) = 0

IPI Examples: Student A is assessed using the grade 3 standard administration and scores at goal in reading, proficient in mathematics and goal in writing. 100 + 67 + 100 = 267/3 (subtests) = IPI = 89

Student B scores proficient in reading, mathematics and writing and at goal in science. In this case the subtests are weighted .3 for reading, mathematics and writing and .1 for science. (67 x.3) + (67 x .3) + (67 x .3) + (100 x .1) = IPI 20.1 + 20.1 + 20.1 + 10 = 70.3

11. Performance Ratings: There are four rating levels in the teacher performance category of the teacher evaluation instrument.

a. Exemplary: substantially exceeding indicators of performanceb. Proficient: meeting the indicators of student performancec. Developing: meeting some indicators of performance, but not othersd. Below Standard: Not meeting the indicators of performance

12. Professional Practice Objective (PPO) should be a SMART goal for changes in adult actions needed to achieve each SLO.

13. Smarter Balanced Assessment (SBA): a computer-based, adaptive test of student learning in mathematics, reading and writing. This assessment is administered to all students in states who are members of the Smarter Balanced Assessment Consortium (SBAC).

14. Student Learning Objective (SLO) should be a broad SMART goal for student learning. It should reflect rigorous expectations for student learning and should be aligned with district curriculum.

15. Student Outcome Indicator: measures of student growth and development (45%) and whole school learning indicator (5%), totaling 50% of the teacher performance rating.


16. Summative Ratings: A numeric score derived from the four indicator ratings and then a final rating by rubric category where 4 = Exemplary, 3 = Proficient, 2 = Developing, and

1 = Below Standard. Standard mathematical rounding up or down will be utilized.

17. Teacher: all members of the certified staff with the exception of administrators and the Superintendent of Schools.

18. Teacher Performance and Practice Goal: Teachers develop one to three performance and practice goals that are aligned to the Connecticut Framework for Teacher Evaluation and Support. These goals provide a focus for the observations and feedback conversations. They should be based on relevant student learning data, a self assessment of performance and practice relative to the CT Framework for Teacher Evaluation and Support, feedback from your principal, and previous professional development and survey data. Goals should have a clear link to improving student achievement and/or building school community and culture. They should also move teachers toward Proficient or Exemplary on the Connecticut Framework for Teacher Evaluation and Support. This plan should anchor and be responsive to professional growth conversations throughout the year.

19. Teacher Practice Indicator: observation of teacher practice and performance (40%) and peer feedback (10%), totaling 50% of the teacher performance rating.


Section 9 – Alternative Observation Protocols

Guidance Counselor - pages

School Psychologist - pages

Speech-Language Clinician - pages


BRISTOL PUBLIC SCHOOLS

Alternative Observation ProtocolsSpeech-Language Clinician

Staff Member: _______ School or Program: _______

Evaluator: ________ Date: _______

Directions:

1. This protocol only replaces the observation instrument for teachers. All other Performance and Practice, and Student Outcome goals must be completed and reviewed using the Summary documents.

2. Each statement presented in this form has been derived from the Connecticut’s Common Core of Teaching to represent the expected performance of Bristol professional staff members.

3. Definitions of appraisal categories:

a. Exemplary – The team completes all aspects of their work in an exemplary manner as evidenced by exemplary ratings in 90% of the domain elements.

b. Proficient– The team completes their work in a proficient manner as evidenced by ratings of proficient and exemplary ratings in 90% of the domain elements.

c. Developing – The team is making adequate progress toward proficiency as evidenced by ratings of developing and proficient, with no ratings of not meeting the standard.

d. Not Meeting the Standard – The team has no evidence to support a rating as developing, proficient or exemplary.

e. Not Observed – The teacher did not demonstrate this component during the observation.

4. Comments by the evaluator following each section are encouraged.


BRISTOL PUBLIC SCHOOLSPROFESSIONAL PERFORMANCE INSTRUMENT

Speech-Language Clinician Name: ____________________ Date ____________________________________

Evaluator _________________________________________

Domain 1. CONTENT AND ESSENTIAL SKILLS E P D NMS NO



1.4 Demonstrating discipline-specific knowledge and skills as described in the relevant national and state professional teaching standards;1.3 Using developmentally appropriate verbal, non-verbal and technological communications;1.4 Using technological and digital resources to promote learning, collaboration with colleagues and communication within a learning community;1.5 Demonstrating understanding of how to use content area literacy skills to enable students to construct meaning through reading, writing, listening, speaking, viewing and presenting; and1.6 Demonstrating understanding of how to use content area numeracy and analytical skills to enable students to problem solve, interpret and use data and numerical representations.

Teacher Behaviors

□ □ □ □ □

□ □ □ □ □

□ □ □ □ □

□ □ □ □ □

□ □ □ □ □

□ □ □ □ □

Comments:

Domain 2: Classroom Environment, Student Engagement and Commitment to Learning

E P D NMS NO

The clinician promotes student engagement, independence and interdependence in learning by facilitating a positive learning community by:

2.1 Creating a class climate that is responsive to and respectful of the learning needs of students with diverse backgrounds, interests and performance levels;2.2 Promoting engagement in and shared responsibility for the learning process and providing opportunities for students to

□ □ □ □ □

□ □ □ □ □


initiate their own questions and inquiries;2.3 Providing explicit instruction about social skills to develop students social competence and responsible and ethical behavior by using a continuum of proactive strategies 4 that may be individualized to student needs;2.4 Fostering appropriate standards of behavior that support a productive learning environment for all students; and2.5 Maximizing the amount of time spent on learning by effectively managing routines and transitions.

E P D NMS NO

□ □ □ □ □

□ □ □ □ □

□ □ □ □ □

DOMAIN 3: Clinical Skills

Diagnostic/Treatment/Assessment Skills E P D NMS NO___________________________________________________________________________________________

Selects and appropriately uses formal and informal measures of □ □ □ □ □student’s communication skills

___________________________________________________________________________________________ Accurately interprets all information to describe the current level □ □ □ □ □

of communication skills and makes appropriate diagnoses___________________________________________________________________________________________

Uses all information to plan intervention □ □ □ □ □___________________________________________________________________________________________

Documents and reports assessment results in a clear, concise written □ □ □ □ □

report___________________________________________________________________________________________

Assesses the educational impact of deficient communication skills □ □ □ □ □ ___________________________________________________________________________________________

A. Planning___________________________________________________________________________________________

Identifies and sequences goals and objectives for intervention in □ □ □ □ □communication disorders

___________________________________________________________________________________________

Appropriately sequences intervention activities to maximize □ □ □ □ □the student’s performance

___________________________________________________________________________________________ Selects and uses a variety of appropriate materials □ □ □ □ □

___________________________________________________________________________________________ Plans activities that provide for individual differences □ □ □ □ □


___________________________________________________________________________________________ Plans and prepares for sessions in advance □ □ □ □ □

___________________________________________________________________________________________ Incorporates classroom curricula into intervention plans, as □ □ □ □ □

appropriate___________________________________________________________________________________________Comments:

___________________________________________________________________________________________Treatment Skills E P D NMS NO___________________________________________________________________________________________

B. Implementation___________________________________________________________________________________________

Demonstrates accurate and up-to-date knowledge of theory and □ □ □ □ □

practices of prevention, assessment and intervention incommunication disorders

___________________________________________________________________________________________ Demonstrates the ability to critically examine new information □ □ □ □ □

about communication development and disorders___________________________________________________________________________________________

Revises approaches and methods on the basis of student □ □ □ □ □

comments, questions, performance, and reassessment of students’ needs

___________________________________________________________________________________________ Matches approaches and methods with the demands of the □ □ □ □ □

situation and needs of students___________________________________________________________________________________________

Uses a variety of service-delivery methods □ □ □ □ □

___________________________________________________________________________________________ Uses a variety of instructional methods □ □ □ □ □

___________________________________________________________________________________________ Utilizes record of student progress to make decisions about □ □ □ □ □

revision of treatment plans or dismissal from services___________________________________________________________________________________________

Incorporates technology and equipment into the school program □ □ □ □ □

for students with special needs___________________________________________________________________________________________ Comments:


DOMAIN 4: Instruction for Active Learning E P D NMS NO

Teachers implement instruction in order to engage students in rigorous and relevant learningand to promote their curiosity about the world at large by:

4.1 Using a variety of evidence-based strategies to enable □ □ □ □ □ students to apply and construct new learning;

E P D NMS NO4.2 Using technological and digital resources strategically to promote learning; □ □ □ □ □4.3 Leading students to construct meaning through the use of active learning strategies such as purposeful discourse □ □ □ □ □ and/or inquiry-based learning;4.4 Varying the student and teacher roles in ways that develop □ □ □ □ □ independence and interdependence with the gradual release of responsibility to students;4.5 Using differentiated instruction and supplemental □ □ □ □ □ interventions to support students with learning difficulties, disabilities and/or particular gifts and talents;4.6 Monitoring student learning and adjusting teaching during □ □ □ □ □ instruction in response to student performance and engagement in learning tasks; and4.7 Providing meaningful, appropriate and specific feedback to □ □ □ □ □ students during instruction to improve their performance.

Domain 4 Rating:

DOMAIN 5: Assessment for Learning E P D NMS NO


5.1 Understanding the different purposes and types of assessment that capture the complexity of student learning □ □ □ □ □ across the hierarchy of cognitive skills5.2 Using and/or designing a variety of formative and summative assessments and criteria that directly align with □ □ □ □ □ the learning objectives and value the diversity of ways in which students learn;5.3 Using a comprehensive set of data that provides depth and □ □ □ □ □ breadth of understanding of student achievement at a particular point in time and over time;5.4 Collaborating with colleagues to review and interpret assessment data to monitor and adjust instruction to ensure □ □ □ □ □ students’ progress;5.5 Providing students with assessment criteria and


individualized, descriptive feedback to help them improve □ □ □ □ □ their performance and assume responsibility for their learning;5.6 Supporting students’ progress by communicating academic and behavioral performance expectations and results with □ □ □ □ □ students, their families and other educators;5.7 Understanding the role that lack of opportunity to learn, lack of effective instruction, and assessment bias can play in □ □ □ □ □ the overrepresentation in special education of students with cultural, ethnic, gender and linguistic differences; and5.8 Using academic, behavioral and health data to select and/or design interventions, and assist in the development of □ □ □ □ □ individualized education programs for students with disabilities.

Note: Many of these attributes are not observable in the classroom and must be gleaned from conversations with the teacher and other staff as well as a collection of artifacts.

Domain 6. Professional Responsibilities and Teacher Leadership:

E P D NMS NO

Feedback


6.1 Continually engaging in reflection, self-evaluation and professional development to enhance their understandings of content, pedagogical skills, resources and the impact of their actions on student learning;6.2 Seeking professional development opportunities to enhance skills related to teaching and meeting the needs of all students;6.3 Collaborating with colleagues, administrators, students and their families to develop and sustain a positive school climate;6.4 Collaborating with colleagues and administrators to examine student learning data, instructional strategies, curricula, and organizational structures to support continuous school and district improvement;6.5 Guiding and coaching paraprofessionals and collaborating with colleagues, administrators, and special services staff to monitor the impact of instructional or behavioral support and interventions;6.6 Proactively communicating in culturally respectful and sensitive ways with families in order to ensure their ongoing awareness of student progress and encourage opportunities to support their child’s learning;6.7 Understanding the legal rights of students with disabilities and

□ □ □ □ □

□ □ □ □ □

□ □ □ □ □

□ □ □ □ □

□ □ □ □ □

□ □ □ □ □


their families within the intervention, referral, and individualized education plan process;6.8 Understanding how one’s race, gender and culture affect professional interactions with students, families and colleagues;6.9 Using communication technology in a professional and ethical manner;6.10 Collaborating with colleagues, administrators, and families in the development of individualized student success plans to address goal setting, personal and academic development, post secondary and career exploration, and/or capstone projects; and6.11 Conducting themselves as professionals in accordance with the Connecticut’s Code of Professional Responsibility for Educators.

□ □ □ □ □

□ □ □ □ □

□ □ □ □ □

□ □ □ □ □

E P D NMS NO

□ □ □ □ □

Feedback to Clinician:

Domain 1: Diagnostic & Assessment Skills

Domain 2: Classroom Environment, Student Engagement and Commitment to Learning:

Domain 3: Diagnostic/Treatment/Assessment Skills

Domain 4: Instruction for Active Learning:


Domain 5: Assessment for Learning:

Domain 6: Professional Responsibilities and Teacher Leadership:

Educator Comments:

Teacher reflection component:


OVERALL OBSERVATION RATING:

E = Exemplary = 4 P = Proficient = 3 D = Developing = 2 NMS = Not Meeting Standard = 1 N/O = Not Observed

Note: Evaluators may provide individual domain score rating or specific subset ratings for formative purposes.

1. How has your work with students changed as a result of the student assessment data you have gathered?

2. What changes in your work with students do you plan for next year as a result of your learning?

A narrative must be included with each Teacher Evaluation Competencies Report. For nontentured evaluates, the evaluator must address the following, based upon the Competencies Report:

Areas of Strength/Excellence Areas of Growth Needed Growth Plan

For tenured evaluates, the evaluator must address the following, based upon the Competencies Report:

Areas of Strength/Excellence Personal Professional Development Plan

_______________________________________________

Educator Date

Date_______________________________________________

Evaluator Date

C: Teacher [ ] Personnel File



Alternative Observation ProtocolsGuidance Counselor


Evaluator: ________ Date: _______

Directions:




a. Exemplary – The team completes all aspects of their work in an exemplary manner as evidenced by exemplary ratings in 90% of the domain elements.

b. Proficient– The team completes their work in a proficient manner as evidenced by ratings of proficient and exemplary ratings in 90% of the domain elements.

c. Developing – The team is making adequate progress toward proficiency as evidenced by ratings of developing and proficient, with no ratings of not meeting the standard.

d. Not Meeting the Standard – The team has no evidence to support a rating as developing, proficient or exemplary.





PROFESSIONAL PERFORMANCE INSTRUMENTGUIDANCE COUNSELOR

Guidance Counselor’s Name : _____________________________ School: _________________________

Evaluator: _____________________________________________ Date: ______________________________________________________________________________________________________________________




1.6 Demonstrating discipline-specific knowledge and skills as described in the relevant national and state professional guidance standards;1.3 Using developmentally appropriate verbal, non-verbal and technological communications;1.4 Using technological and digital resources to promote learning, collaboration with colleagues and communication within a learning community;1.5 Demonstrating understanding of how to use content area literacy skills to enable students to construct meaning through reading, writing, listening, speaking, viewing and presenting;

Teacher Behaviors

□ □ □ □ □

□ □ □ □ □

□ □ □ □ □

□ □ □ □ □

□ □ □ □ □


and1.6 Demonstrating understanding of how to use content area numeracy and analytical skills to enable students to problem solve, interpret and use data and numerical representations.

□ □ □ □ □

A. Demonstrates knowledge of the theory and practice of the discipline E P D NMS NO

___________________________________________________________________________________________ Demonstrates knowledge of the role and the function of the school □ □ □ □ □

counselor ___________________________________________________________________________________________

Demonstrates knowledge of occupational trends and their relevance □ □ □ □ □

to students’ educational planning and career development___________________________________________________________________________________________

Demonstrates knowledge of the theory and practice of individual and □ □ □ □ □ group guidance and counseling

___________________________________________________________________________________________ Articulates one’s own counseling theory □ □ □ □ □

___________________________________________________________________________________________

Understand the rights and responsibilities of students, parents and □ □ □ □ □

staff___________________________________________________________________________________________

Demonstrates knowledge of family relationships and their impact on □ □ □ □ □student development

___________________________________________________________________________________________ Demonstrates understanding of the effects of physical, social, □ □ □ □ □

emotional and intellectual development on learning___________________________________________________________________________________________

B. Effectively assesses student needs and progress___________________________________________________________________________________________

Demonstrates the ability to observe and to interpret the behavior of □ □ □ □ □individual students and groups of students in school

___________________________________________________________________________________________ Administers, scores and interprets the results of measurements,

inventories and evaluations relevant to guidance and counseling □ □ □ □ □ services

___________________________________________________________________________________________

Demonstrates the ability to communicate clearly test results to □ □ □ □ □ student, teachers and parents


___________________________________________________________________________________________

C. Plans programs and interventions to achieve established objectives

E P D NMS NO

Collects, disseminates and uses information that is relevant to the interests, needs and developmental levels of students □ □ □ □ □

___________________________________________________________________________________________

Makes appropriate referrals to school district personnel □ □ □ □ □

________________________________________________________________________________________ Makes appropriate referrals to out-of-school system support personnel □ □ □ □ □

___________________________________________________________________________________________

Initiates and monitors caseload Student Success Plans. □ □ □ □ □___________________________________________________________________________________________

D. Effectively implements programs and interventions to achieveestablished goals

________________________________________________________________________________________ Provides career guidance and counseling services that are relevant to the □ □ □ □ □

interests, needs and developmental level of counselees ________________________________________________________________________________________

Helps students relate their abilities, aptitudes and interests to current □ □ □ □ □ and future educational and occupational choices

________________________________________________________________________________________ Conducts classroom-based guidance activities in collaboration with □ □ □ □ □

instructional personnel ________________________________________________________________________________________

Demonstrates one’s own counseling techniques □ □ □ □ □

________________________________________________________________________________________

E P D NMS NO Assists parents to understand the factors interfering with their □ □ □ □ □

child’s learning and to engage parents in educationalplanning to facilitate their child’s learning

________________________________________________________________________________________ Demonstrates the ability to utilize information systems available in □ □ □ □ □

one’s guidance and counseling department ___________________________________________________________________________________________


E. Helps students develop positive self-concepts________________________________________________________________________________________ Demonstrates sensitivity to and respect for the needs and feeling of □ □ □ □ □

all students and parents ___________________________________________________________________________________________

Demonstrates patience, empathy and enthusiasm with students □ □ □ □ □ ___________________________________________________________________________________________

F. Facilitates the development of student independence.___________________________________________________________________________________________

Recognizes and encourages the special interests and abilities of □ □ □ □ □

individual students.___________________________________________________________________________________________

Assists and encourages students to explore personal issues and □ □ □ □ □questions that concern them.

___________________________________________________________________________________________ Demonstrates knowledge of postsecondary educational □ □ □ □ □

programs and postsecondary institutions.___________________________________________________________________________________________

Assists students with postsecondary admission processes and procedures. □ □ □ □ □ ___________________________________________________________________________________________

G. Effectively meets the needs of exceptional students.___________________________________________________________________________________________

Demonstrates knowledge of the needs of exceptional students. □ □ □ □ □ ___________________________________________________________________________________________

Demonstrates knowledge of the role and function of the Planning □ □ □ □ □ and Placement Team (PPT).

___________________________________________________________________________________________ Demonstrates knowledge of the role and function of the school □ □ □ □ □

counselor as member of the Planning and Placement Team.

E P D NMS NO

H. Effectively communicates with students, family members, school personnel and members of the community.

___________________________________________________________________________________________ Demonstrates ability to transmit ideas, concepts and pertinent □ □ □ □ □

data in both oral and written modes of expression.___________________________________________________________________________________________

Establishes rapport with students and staff and fosters positive □ □ □ □ □

interactions through verbal and nonverbal communications.


___________________________________________________________________________________________ Facilitates communication between home and school. □ □ □ □ □

___________________________________________________________________________________________ Initiates and maintains a liaison role, as appropriate, with □ □ □ □ □

community service providers and school personnel.___________________________________________________________________________________________

Facilitates the cooperative involvement of parents and □ □ □ □ □

community in the educational process.



5.1 Understanding the different purposes and types of assessment that capture the complexity of student learning □ □ □ □ □ across the hierarchy of cognitive skills5.2 Using and/or designing a variety of formative and summative assessments and criteria that directly align with □ □ □ □ □ the learning objectives and value the diversity of ways in which students learn;5.3 Using a comprehensive set of data that provides depth and □ □ □ □ □ breadth of understanding of student achievement at a particular point in time and over time;5.4 Collaborating with colleagues to review and interpret assessment data to monitor and adjust instruction to ensure □ □ □ □ □ students’ progress;5.5 Providing students with assessment criteria and individualized, descriptive feedback to help them improve □ □ □ □ □ their performance and assume responsibility for their learning;5.6 Supporting students’ progress by communicating academic and behavioral performance expectations and results with □ □ □ □ □ students, their families and other educators;5.7 Understanding the role that lack of opportunity to learn, lack of effective instruction, and assessment bias can play in □ □ □ □ □ the overrepresentation in special education of students with cultural, ethnic, gender and linguistic differences; and5.8 Using academic, behavioral and health data to select and/or design interventions, and assist in the development of □ □ □ □ □ individualized education programs for students with disabilities.

DOMAIN 6: Professional Responsibility & Teacher E P D NMS


Leadership Teachers maximize support for student learning by developing and demonstrating professionalism, collaboration with others, and leadership by:

6.1 Continually engaging in reflection, self-evaluation and professional development to enhance their understandings of content, pedagogical skills, resources and the impact of their actions on student learning;6.2 Seeking professional development opportunities to enhance skills related to teaching and meeting the needs of all students;6.3 Collaborating with colleagues, administrators, students and their families to develop and sustain a positive school climate;6.4 Collaborating with colleagues and administrators to examine student learning data, instructional strategies, curricula, and organizational structures to support continuous school and district improvement;6.5 Guiding and coaching paraprofessionals and collaborating with colleagues, administrators, and special services staff to monitor the impact of instructional or behavioral support and interventions;6.6 Proactively communicating in culturally respectful and sensitive ways with families in order to ensure their ongoing awareness of student progress and encourage opportunities to support their child’s learning;6.7 Understanding the legal rights of students with disabilities and their families within the intervention, referral, and individualized education plan process;6.8 Understanding how one’s race, gender and culture affect professional interactions with students, families and colleagues;6.9 Using communication technology in a professional and ethical manner;6.10 Collaborating with colleagues, administrators, and families in the development of individualized student success plans to address goal setting, personal and academic development, post secondary and career exploration, and/or capstone projects [grades 6-12]; and6.11 Conducting themselves as professionals in


accordance with the Connecticut’s Code of Professional Responsibility for Educators.

Domain ScoreTOTAL SCORE

COUNSELOR PROFESSIONAL PERFORMANCE NARRATIVE


3. How has your work with students changed as a result of the student assessment data you have gathered?

4. What changes in your work with students do you plan for next year as a result of your learning?





_________________________________Evaluatee


__________________________________________________________________

Evaluator Title

_______________________________ Date


Alternative Observation ProtocolsSchool Psychologist


Evaluator: ________ Date: _______

Directions:





a. Not Meeting the Standard – The team has no evidence to support a rating as developing, proficient or exemplary.

b. Developing – The team is making adequate progress toward proficiency as evidenced by ratings of developing and proficient, with no ratings of not meeting the standard.

c. Proficient– The team completes their work in a proficient manner as evidenced by ratings of proficient and exemplary ratings in 90% of the domain elements.

d. Exemplary – The team completes all aspects of their work in an exemplary manner as evidenced by exemplary ratings in 90% of the domain elements.




PROFESSIONAL PERFORMANCE INSTRUMENTSCHOOL PSYCHOLOGIST

School Psychologist Name: ________________________ School(s)_________________________

Date: ____________________________________ Evaluator: _________________________________




1.8 Demonstrating discipline-specific knowledge and skills as described in the relevant national and state professional teaching standards;1.3 Using developmentally appropriate verbal, non-verbal and technological communications;1.4 Using technological and digital resources to promote learning,

Teacher Behaviors

□ □ □ □ □

□ □ □ □ □

□ □ □ □ □


collaboration with colleagues and communication within a learning community;1.5 Demonstrating understanding of how to use content area literacy skills to enable students to construct meaning through reading, writing, listening, speaking, viewing and presenting; and1.6 Demonstrating understanding of how to use content area numeracy and analytical skills to enable students to problem solve, interpret and use data and numerical representations.

□ □ □ □ □

□ □ □ □ □

□ □ □ □ □

Clinical Practice Skills E P D NMS NO ________________________________________________________________________________

Demonstrates a knowledge of learning and emotional problems and □ □ □ □ □

strategies for remediation __________________________________________________________________________________

Demonstrates a knowledge of psychological assessment and its □ □ □ □ □ application to questions of educational development__________________________________________________________________________________

A. Demonstrates knowledge of human growth and development as E P D NMS NO it relates to the learning process

__________________________________________________________________________________ Demonstrates understanding of how physical, social, emotional □ □ □ □ □

and intellectual development affects learning__________________________________________________________________________________

Demonstrates understanding of the impact of stress, disability, □ □ □ □ □ disease and deprivation (including neglect and abuse) on human behavior and development__________________________________________________________________________________

B. Implements interventions to achieve selected objectives__________________________________________________________________________________

Plans and implements individual and/or group treatment services □ □ □ □ □ (i.e. individual or group counseling, behavior managementstrategies)__________________________________________________________________________________

Monitors the effectiveness and outcomes of intervention □ □ □ □ □ program__________________________________________________________________________________

C. Effectively communicates with students, family members, schoolpersonnel and the community__________________________________________________________________________________


Reports psychological evaluation findings, both written and oral, in □ □ □ □ □ clear, concise and accurate terms__________________________________________________________________________________

Assists in developing and implementing I.E.P. components when □ □ □ □ □ school psychology related services are called for__________________________________________________________________________________

D. Helps students develop positive self-concepts

__________________________________________________________________________________ Recognizes and understands the worth of all students and the □ □ □ □ □

opportunities that racial, cultural, sexual and religious diversities present in the school environment __________________________________________________________________________________

Demonstrates sensitivity to/and respect for the needs and □ □ □ □ □ feelings of all students, parents and staff__________________________________________________________________________________

E. Effectively organizes time, space, materials and equipment E P D NMS NO for delivery of specialty services

Establishes priorities, schedules, routines and procedures for □ □ □ □ □

delivering specialty services__________________________________________________________________________________

Makes appropriate efforts to maintain schedules, routines, □ □ □ □ □ and procedures to reflect the established priorities__________________________________________________________________________________

F. Assesses student needs and progress__________________________________________________________________________________

Evaluates human behavior on the basis of test results, □ □ □ □ □

observations, interviews with students, teachers, otherschool personnel and parents, school records and reportsof other professionals__________________________________________________________________________________

Selects assessment techniques which are appropriate to □ □ □ □ □

the referral__________________________________________________________________________________


G. Effectively meets the needs of exceptional students __________________________________________________________________________________

Obtains and uses information about students from □ □ □ □ □ available records__________________________________________________________________________________

Assists parents to better understand handicapping □ □ □ □ □ conditions and how they interfere with a child’s learning__________________________________________________________________________________

H. Consults and collaborates with appropriate parties involved in the education of students__________________________________________________________________________________

Consults with school personnel, families and others to □ □ □ □ □ facilitate the educational and psychosocial progress of children__________________________________________________________________________________

Serves as a member of interdisciplinary teams assisting □ □ □ □ □ students to benefit from their school experiences.__________________________________________________________________________________

I. Provides services and practices in full accordance with established Principles of professional ethics and legal requirements

Conducts services in a manner which protects the due process rights □ □ □ □ □of the students and their parents as defined by state and federal laws

and regulations. E P D NMS NO

Actively seeks appropriate consultation with superiors, mentors and □ □ □ □ □peers when expanding into areas of infrequent practice__________________________________________________________________________________



5.1 Understanding the different purposes and types of assessment that capture the complexity of student learning □ □ □ □ □ across the hierarchy of cognitive skills5.2 Using and/or designing a variety of formative and summative assessments and criteria that directly align with □ □ □ □ □ the learning objectives and value the diversity of ways in which students learn;5.3 Using a comprehensive set of data that provides depth and □ □ □ □ □ breadth of understanding of student achievement at a particular point in time and over time;


5.4 Collaborating with colleagues to review and interpret assessment data to monitor and adjust instruction to ensure □ □ □ □ □ students’ progress;5.5 Providing students with assessment criteria and individualized, descriptive feedback to help them improve □ □ □ □ □ their performance and assume responsibility for their learning;5.6 Supporting students’ progress by communicating academic and behavioral performance expectations and results with □ □ □ □ □ students, their families and other educators;5.7 Understanding the role that lack of opportunity to learn, lack of effective instruction, and assessment bias can play in □ □ □ □ □ the overrepresentation in special education of students with cultural, ethnic, gender and linguistic differences; and5.8 Using academic, behavioral and health data to select and/or design interventions, and assist in the development of □ □ □ □ □ individualized education programs for students with disabilities.

DOMAIN 6: Professional Responsibility & Teacher Leadership

E P D NMS


6.1 Continually engaging in reflection, self-evaluation and professional development to enhance their understandings of content, pedagogical skills, resources and the impact of their actions on student learning;6.2 Seeking professional development opportunities to enhance skills related to teaching and meeting the needs of all students;6.3 Collaborating with colleagues, administrators, students and their families to develop and sustain a positive school climate;6.4 Collaborating with colleagues and administrators to examine student learning data, instructional strategies, curricula, and organizational


structures to support continuous school and district improvement;6.5 Guiding and coaching paraprofessionals and collaborating with colleagues, administrators, and special services staff to monitor the impact of instructional or behavioral support and interventions;6.6 Proactively communicating in culturally respectful and sensitive ways with families in order to ensure their ongoing awareness of student progress and encourage opportunities to support their child’s learning;6.7 Understanding the legal rights of students with disabilities and their families within the intervention, referral, and individualized education plan process;6.8 Understanding how one’s race, gender and culture affect professional interactions with students, families and colleagues;6.9 Using communication technology in a professional and ethical manner;6.10 Collaborating with colleagues, administrators, and families in the development of individualized student success plans to address goal setting, personal and academic development, post secondary and career exploration, and/or capstone projects [grades 6-12]; and6.11 Conducting themselves as professionals in accordance with the Connecticut’s Code of Professional Responsibility for Educators.

Domain ScoreTOTAL SCORE

PSYCHOLOGIST PROFESSIONAL PERFORMANCE NARRATIVE


1. How has your teaching changed as a result of the student assessment data you have gathered?


2. What changes in instruction do you plan for next year as a result of your learning?





___________________________________

Evaluatee

____________________________________

Evaluator Title

__________________________Date ___________________________________

Title


Appendix A – Webb’s Depth of Knowledge



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