ROCORI Schools Professional Development Program (PDP)

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1 ROCORI SCHOOLS ISD 750 ROCORI Schools Professional Development Program (PDP) To be central Minnesota s public education standard of excellence A joint agreement between Education Minnesota-ROCORI and ISD 750 Board of Education

2 改 善 Kaizen 1

3 Agreement The Teacher Evaluation Committee, comprised of members from Education Minnesota ROCORI and delegates of the Board of Education, ISD 750 have jointly developed the ROCORI PDP to satisfy the requirements of Minnesota Statute 122A.40 Subd. 8. Should the Minnesota Legislature make changes to the statute, a Teacher Evaluation Committee (TEC) will be formed upon the request of either the District or EM-R to determine the future applicability of the PDP. In addition, should the district or EM-R decide to modify the agreement, a notice must be provided to the other of the desire to re-establish the TEC. Both the District and EM-R recognize that a failure to notify the other to form a TEC prior to June 29th will lead to joint participation in the ROCORI PDP during the following school year. If, upon commission of a TEC, both parties are unable to jointly agree on an evaluation plan, the state model, as provided by the Minnesota Department of Education, must be used. Education Minnesota-ROCORI ratified the agreement among its members on Signature: Date: Name: Education Minnesota-ROCORI, President The Board of Education, ISD 750 approved the agreement on Signature: Date: Name: Board of Education ISD 750, Chair 2

4 Purpose ROCORI Schools strives to be the Central Minnesota s public education Standard of Excellence. To meet this vision, The Board of ROCORI Schools, Administrators, and Education Minnesota ROCORI have a common goal of improving the efficacy of educators. All stakeholders recognize the direct relationship between teacher efficacy and improvements in student achievement at ROCORI. The purpose of the ROCORI Schools Professional Development Program (PDP) is to develop the full potential of all teachers through an individualized program that utilizes self-assessment, peer coaching, and reflection. As such, the ROCORI PDP will be implemented annually to facilitate the professional development of all educators in the EM-R unit. The implementation of this program also satisfies the requirements of Minnesota Statute 122A.40 Subd. 8. Applicability The ROCORI PDP, as an agreement between EM-R and ISD 750, applies to all professionals in ROCORI Schools guided by the Master Agreement. In addition to the requirements of the PDP, probationary staff will participate in the induction program as monitored by the Induction Committee. Moving forward, the Board and representatives from EM-R will designate a joint team, consisting of equal representation between EM-R and District representatives, to monitor the effectiveness and implementation of the ROCORI PDP. Future alterations of the ROCORI PDP will be through a consensus of the joint committee. ON/OFF Cycle Each year, the director of CIA, in collaboration with building administrators, will produce a list of all teaching staff and their cycle year. ON Cycle refers to those teachers who are due for their three year summative evaluation. All probationary teachers are considered ON Cycle. OFF Cycle refers to teachers who are on year 1 or 2. Program components are the same for ON and OFF Cycle, as indicated in Figure 1; the difference being that administrators perform the observation during ON Cycle and follow up with a Summative Evaluation Conference. It is understood that to begin the PDP process, all continuing contract staff will be established within a Cycle so as to have an even distribution among Years 1, 2, and 3 as much as possible. 3

5 TIMELINE / CHECKLIST ROCORI Professional Development Program ON Cycle Staff Professional Growth Plan (PGP) Complete PGP and Submit to Administrator End of Trimester 1 Complete Reflection of PGP End of Trimester 2 Complete Reflection of PGP and submit to Administrator End of Trimester 3 Student Learning Goal (SLG) Complete SLG and document reflection End of Trimester 1 Analyze, Reflect, and Modify SLG On-going Submit SLG to Administrator End of Trimester 3 Observation Incorporate PGP and SLG into Observation plan End of Trimester 1 Facilitate Pre-Observation Conference with Administrator Observation by Administrator Facilitate Post-Observation Conference with Administrator Summative Evaluation Summative Evaluation Conference with Administrator April 30th OFF Cycle Staff Professional Growth Plan (PGP) Complete PGP and Submit to Administrator and Peer Observer End of Trimester 1 Complete Reflection of PGP End of Trimester 2 Complete Reflection of PGP and submit to Administrator End of Trimester 3 Student Learning Goal (SLG) Complete SLG and document reflection End of Trimester 1 Analyze, Reflect, and Modify SLG On-going Submit SLG to Administrator End of Trimester 3 Observation Incorporate PGP and SLG into Observation plan End of Trimester 1 Facilitate Pre-Observation Conference with Peer Observer Observation by Peer Observer Facilitate Post-Observation Conference with Peer Observer Submit Reflection to Administrator End of Trimester 3 Figure 1: ROCORI PDP Timeline/Checklist 4

6 改 善 Professional Growth Plan (PGP) Program Components The PGP is designed for teacher s to be empowered for individualized professional development. ROCORI PDP utilizes 2013 version of the The Framework for Teaching Evaluation Instrument (Framework) produced by the Danielson Group. The Framework outlines broad domains to capture the breadth of teacher s work. It is recommended that teachers identify one specific domain or element within the Framework to focus their work. The complete Framework can be found by accessing the link: A summary version of the Framework is provided on the Teacher Self-Assessment Worksheet (found in the Appendices). Teachers may choose to self-assess their practice prior to determining a focus domain. It is also recommended that teachers consult previous evaluations or observation notes when developing the PGP. A major point of the ROCORI PDP is to facilitate a positive and collaborative learning culture. As such, teachers may consult peers, coaches, and administrators when developing their PGP. When completing the PGP, teachers will be asked to provide information related to the focus domain, a professional growth goal, a rationale for the goal, and an outline of specific action steps. Teachers should take care when completing this document as it serves as the foundation of their professional development work for the year, including the Observation phase of this ccpdp process. The goal-setting portion of the PGP, along with identifying action steps, should be completed by the end of trimester 1. Teachers should reflect on an ongoing basis regarding their action steps prior to submitting the finalized PGP Form to an administrator at the end of the school year. 改 善 Student Learning Goal (SLG) The SLG must be a standards-based SMART goal (see Figure 2) that a teacher, or group of teachers, seeks to attain during the course of the school year. It is suggested that teachers collaborate with colleagues from their Professional Learning Community (PLC) or department to develop a common SLG. The SLG may change over the course of the year to reflect changes in curriculum, instruction, students, and/or assessment strategies. The most essential characteristic of the SLG is that it is meaningful for the teacher and students. The SLG form has been established for an individual teacher or team members to establish the goal, reflect continuously about student progress toward the goal, and document any changes or insights that impact the level of success achieved. The SLG must be submitted to the Administrator upon adoption and completion of the goal. The timeline associated with the SLG can be found in Figure1. This component satisfies 35% of the summative evaluation as directed by MN Statute 122A.40. 改 善 Observation The Observation process is intended to be standards-based, utilizing the Framework. Administrators will complete the observation work with teachers who are ON Cycle while OFF Cycle teachers will work with a peer observer in a more informal process. For the purpose of the Observation, a selected Peer Observer must also hold a valid Minnesota Teaching License. It is recommended that a peer observer be selected from the teacher s grade level, department, or PLC. 5

7 The purpose of the Observation is to gain feedback on the progress made toward implementing the goals of the Professional Growth Plan. The real impact of the observation comes from the reflection of the teacher being observed. The Peer Observer or Administrator will also assess the level of student engagement during the lesson. The individual teacher being observed has the responsibility to assume leadership in the growth process by initiating the scheduling and dialogue processes. It is important to note that a common Observation Form (found in Appendix C) is used for both ON Cycle and OFF Cycle staff. However, during an OFF Cycle year, the observation notes and student engagement sections are NOT submitted to the administrator. For the purpose of the ROCORI ccpdp, it is expected that all components of the Observation (Preconference, observation, post-conference) be completed by. SMART Goals A SMART goal clarifies exactly what is expected and the measures used to determine if the goal is achieved and successfully completed Specific and Strategic Measurable Appropriate/Attainable Relevant/Results Oriented Time Framed Measurable The success toward meeting the goal can be measured. Students are aware of how they are meeting standards. Results/data can be collected and analyzed. Assessments tools aligned with student learning goal. Periodic Formative/Summative evaluations. Relevant / Results Oriented The goals are aligned with current tasks and projects and focus in one defined area; include the expected result. Students engaged in meaningful learning. Students are being prepared for the future. Learning is standards based. Matches the needs of the students. Specific & Strategic Desired outcome or result is clearly defined. Identify the target. Identify the plan Appropriate/Attainable Goals are challenging but realistic. Goals can be achieved in a specific amount of time. Goals are reasonable. Time Framed Goals have a clearly defined time-frame including a target or deadline date. Student learning is ongoing and embedded throughout the defined time frame. Sufficient data can be collected in defined time frame Figure 2: SMART Goals Defined characteristics to be considered when developing SLG/PGP 6

8 改 善 Summative Evaluation (ON Cycle Staff Only) The Summative Evaluation represents the culmination of a teacher s professional development work over a 3 year period. Administrators will gather all PGPs and SLGs from the previous two years of professional growth outlined in the plan. A Summative Evaluation conference will be facilitated by the Administrator to discuss the artifacts with the teacher and determine appropriate placement on the Framework. The teacher may elect to complete a portfolio which further demonstrates their knowledge, skills, and behavior toward meeting the Standards. The portfolio may include student work samples, video recordings, and any other examples of teacher improvement related to the Framework. If a teacher is determined to need remediation according to the Standards set forth in the Framework, the administrator will work with the teacher to outline a plan of improvement with provided deadlines. The administrator will also identify methods of support that will be provided to the teacher by the District. Considerations The Teacher Evaluation Committee recommends that other committees within the ROCORI Schools system actively support the ROCORI PDP with time and resources. Flexible time, Professional Learning Communities, Collaboration time, scheduling, and staff development all need to be considered for the ROCORI PDP to be implemented with fidelity. 7

9 Glossary Administrator Individual who holds a valid administrative license from the State of Minnesota Department of Education and is assigned to supervise the Teacher. Board The Board of Education for Independent School District 750. CIA District EM-R Framework Induction Peer Observer PDP PGP PLC SLG Standards Teacher Refers to the Curriculum, Instruction, and Assessment team of ROCORI Schools or other individuals/teams that may eventually take its place. The entirety of ISD 750 (The Board, personnel, and resources) Education Minnesota-ROCORI The Framework for Teachers Evaluation Instrument The professional growth and mentoring program offered under the direction of the Induction Committee. An individual, chosen by the Teacher, to serve in this capacity must also be certified to teach by the Department of Education for the State of Minnesota. Most often, the Peer Observer will be a member of the Teachers PLC or department. Professional Development Program, often referred to as the ROCORI PDP. The system of evaluation and professional growth used for teachers. Professional Growth Plan, a component of the Professional Development Program A Professional Learning Community represents any collection of professionals gathered for working on a common purpose related to the professional growth. Student Learning Goal, a component of the Professional Devleopment Program. Qualities of effective practice outlined in the Framework. Subject of the ROCORI PDP. Any person who holds a position in ROCORI Schools which requires a valid license from the State of Minnesota. Teacher Evaluation Committee (TEC) the joint committee of Education Minnesota-ROCORI and administrative representatives of ISD 750 responsible for developing a teacher evaluation plan in accordance with MN statutes. 8

10 Appendices 改 善 Professional Growth Plan (PGP) Form Student Learning Goal (SLG) Form Observation Form Summative Evaluation Form Teacher Self-Assessment Worksheet The Framework for Teaching Evaluation Instrument v

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