Educator Performance Evaluation and Professional Growth System

Transcription

1 Educator Performance Evaluation and Professional Growth System September 2015

2 Table of Contents Introduction... 2 Stakeholders Group... 2 Beliefs... 3 Development Process... 4 Steering Committee Membership... 5 Training of Evaluators... 6 Professional Practice Standards for Administrators... 7 Professional Development for Teachers... 8 Professional Practice Standards for Teachers... 9 Student Learning and Growth Measures Process for Determining Teacher of Record Collective Measures of Student Learning Process for Opting Out of Collective Growth Measures Probationary Teacher Growth Plan Cycles Continuing Contract Growth Plan Cycles Intervention Summative Effectiveness Rating System for Teachers Summative Effectiveness Rating System for Administrators Appendix Checklists

3 Introduction The development of this model began in 2013, following the revision of Chapter 508 of Title 20-A of the Maine Revised Statute. RSU 21 assembled an Educator Effectiveness Stakeholders Group consisting of a majority of teachers. The Educator Effectiveness Group considered several models of professional practice evaluation systems and it was determined that Charlotte Danielson s Enhancing Professional Practice provided the best approach for RSU 21 s system. The Danielson Framework is used by districts in Maine as well as nationwide, is research-based, and extensively covers the educator s many roles. Founding Stakeholders Group ( ): Teachers: Holly Trottier, Sea Road School Grecia Caraballo, Kennebunk Elementary School Katie Jensen, Mildred L. Day School Kris Casey, Sea Road School Michael Bennett, Kennebunk High School Nate Bean, Middle School of the Kennebunks and RSU 21 Teachers Association Theresa Curran, Kennebunk Elementary School Vicky Cherry, Kennebunkport Consolidated, Sea Road and Mildred L. Day School Tara Travis, Kennebunkport Consolidated School Andrew MacLeod, Middle School of the Kennebunks Administrators: Jamie Jensen, Director of Technology Jean Beaulieu, Assistant Principal, Middle School of the Kennebunks Wendy Thompson, Assistant Director of Special Services Katie Hawes, Assistant Superintendent Ryan Quinn, Principal, Kennebunk Elementary School Susan Cressey, Principal, Kennebunk High School Kevin Crowley, Superintendent School Board: Maureen King Parent: Michelle Bishop 2

4 Beliefs Our Model for Educator Performance Evaluation and Professional Growth (PEPG) Systems is predicated on the following beliefs: The primary purpose of teacher evaluation is to promote teacher improvement Effective teacher evaluation systems utilize multiple measures of teaching practice Teacher evaluation is a process, not an event 3

5 Development Process 4

6 Steering Committee Membership ( ) The primary purpose of the Steering Committee will be to regularly review and refine the PEPG System to ensure it aligns with the goals and priorities of RSU 21. Teachers: Nate Bean, Middle School of the Kennebunks and Teachers Association Kris Casey, Sea Road School Vicky Cherry, Kennebunkport Consolidated, Sea Road and Mildred L. Day School Theresa Curran, Kennebunk Elementary School Katie Jensen, Mildred L. Day School Rebecca Moy, Kennebunk High School Tara Travis, Kennebunkport Consolidated School Administrators: Susan Cressey, Kennebunk High School Jamie Jensen, Director of Technology Phil Potenziano, Assistant Superintendent Ryan Quinn, Kennebunk Elementary School Cory Steere, Middle School of the Kennebunks Wendy Thompson, Assistant Director of Special Services 5

7 Training of Evaluators Full Day Seminar with West Ed on Danielson Framework with West Ed (Summer 2013) o Observing and Guiding the Professional Practice of Teacher and Principals o Developing and Guiding Professional Growth Plans o Assessing Evidence of Performance from Domains 1-4 and Incorporating that into a Summative Evaluation o Opportunities for Collaboration, Practice, and Inter-Rater Reliability Full Day Seminar with West Ed on Danielson Framework (Spring 2014) o Conducting Pre / Post Observation Conferences o Evaluating Performance Based Upon Evidence and Without Bias o Opportunities for Collaboration, Practice, and Inter-Rater Reliability Half Day Workshop on SLOs (Summer 2014) o Understanding the Components o Practicing writing SLOs o Agreement on Templates and Exemplars Two Hour Meeting Revisiting PEPG Requirements (Fall 2014 and Spring 2015) Half Day Seminar with West Ed on Danielson Framework (Spring 2015) o Advanced workshop on evaluating and observing teachers based upon evidence and without bias o Assessing evidence of performance not directly observed in the classroom observation o Opportunities for Collaboration, Practice, and Inter-Rater Reliability Recalibration of inter-rater reliability and agreement 6

8 Professional Practice Standards for Administrators The Educational Leadership Policy Standards: ISLLC 2008 The Principal Professional Practice Evaluation Model, by the MPA and listed as a Maine Department of Education approved model for professional practice. The RSU 21 Framework for Principals Domain 1: Professional Growth and Learning Domain 2: Student Growth and Achievement 1. The principal develops a professional growth and learning plan to improve his or her professional practice. 2. The principal engages in activities to improve his or her professional practice and monitors the extent to which these activities enhance personal leadership skills and the staff s confidence about his or her ability to lead. 3. The principal demonstrates self-awareness, reflective practice, transparency, and ethical behavior. Domain 3: School Planning and Progress 1. The principal collects and analyzes data and information utilizing assessment and accountability systems. 2. The principal ensures that clear and measureable school goals focus on improving student achievement. 3. The principal ensures there is a consistent process to establish clear and measureable goals focused on individual student achievement. 4. The principal ensures that programs and practices are in place to provide instructional interventions. Domain 4: School Culture 1. The principal collects and uses data to identify school improvement goals, assess organizational effectiveness, and promotes organizational learning. 2. The principal monitors and evaluates progress and revises school improvement plans. 3. The principal ensures and monitors the implementation of a comprehensive and rigorous curricular program. 4. The principal develops the instructional and leadership capacity of staff. 1. The principal promotes and protects the welfare and safety of students and staff. 2. The principal obtains, allocates, aligns, and efficiently utilizes human, fiscal, and technological resources. 3. The principal develops the capacity for distributed leadership. 4. The principal acknowledges the success of the whole school, as well as individuals within the school. Domain 5: Professional Qualities and Instructional Leadership 1. The principal promotes the success of every student by facilitating a vision of learning. 2. The principal supervises instruction. 3. The principal monitors and evaluates the impact of the instructional program. 4. The principal promotes student success by acting with integrity, fairness, and in an ethical manner. Domain 6: Stakeholder Support and Engagement 1. The principal promotes understanding, appreciation, and use of the community s diverse cultural, social, and intellectual resources. 2. The principal builds and sustains positive relationships with families and caregivers. 3. The principal builds and sustains productive relationships with community partners. 7

9 Professional Development for Teachers During Development and Pilot Phases: o Full Day Workshop on Danielson Framework (Fall 2013) o Early Release / Late Start Workshops on Writing SLOs (Fall 2014) o Professional Learning Communities SLO and Goal Development Work (Fall 2014) o Building Review of Goal / SLO Work and Feedback (Fall 2014) o Overview of the PE / PG System (Winter 2014) Ongoing Educator Opportunities for Collaboration: o Early Release and / or Late Start Days o Professional Development Days o Professional Learning Communities o Content Area / Grade Level Teams o Response to Intervention Teams Ongoing Peer Review and Collaboration: o Annually, each teacher will either observe a colleague s classroom or invite a colleague to observe in his / her classroom. The purpose will be for sharing, reflection, and improving practice. Documentation of these observations will be included in the Teacher Reflection Template. o Prior to the summative evaluation, educators will complete a self-reflection documenting growth in Domains 1 and 4 of the Framework. Prior to submitting this to the evaluator, the teacher will seek one colleague to provide a peer review of the reflection. Orientation: Each school year, before the beginning of school, the district will provide new educators with an overview of the system including: o The Danielson Framework or Rubrics o Observation Template o Overview of SLO writing and example o Goal Setting Template o Self-Reflection Template o A mentor or professional counterpart as outlined in the RSU 21 Teacher Induction Process 8

10 Professional Practice Standards for Teachers The Interstate Teacher Assessment and Support Consortium (InTASC) Model Core Teaching Standards are the benchmark for teacher effectiveness in Maine schools. The InTASC standards are the foundation of our model. The Framework for Teaching, by Charlotte Danielson, aligned with the InTASC standards and listed as a Maine Department of Education approved model for professional practice. The Framework for Teaching is the selected model to be used by teachers and administrators in RSU 21. The RSU 21 Framework for Teachers Domain 1: Planning and Preparation 1a Demonstrating Knowledge of Content and Pedagogy 1b Demonstrating Knowledge of Students 1c Setting Instructional Outcomes 1d Demonstrating Knowledge of Resources 1e Designing Coherent Instruction 1f Designing Student Assessments Domain 2: The Classroom Environment 2a Creating an Environment of Respect and Rapport 2b Establishing a Culture for Learning 2c Managing Classroom Procedures 2d Managing Student Behavior 2e Organizing Physical Space Domain 3: Instruction 3a Communicating with Students 3b Using Questioning and Discussion Techniques 3c Engaging Students in Learning 3d Using Assessment in Instruction 3e Demonstrating Flexibility and Responsiveness Domain 4: Professional Responsibilities 4a Reflecting on Teaching 4b Maintaining Accurate Records 4c Communicating with Families 4d Participating in a Professional Community 4e Growing and Developing Professionally 4f Showing Professionalism 9

11 The RSU 21 Framework for School Counselors Domain 1: Planning and Preparation Domain 2: The Environment 1a: Demonstrating knowledge of counseling theory and techniques 1b: Demonstrating knowledge of child and adolescent development 1c: Establishing goals for the counseling program appropriate to the setting and the students served 1d: Demonstrating knowledge of state and federal regulations and of resources both within and beyond the school and district 1e: Planning the counseling program, integrated with the regular school program 1f: Developing a plan to evaluate the counseling program Domain 3: Delivery of Service 3a: Assessing student needs 3b: Assisting students and teachers in the formulation of academic, personal/social, and career plans, based on knowledge of student needs 3c: Using counseling techniques in individual and classroom programs 3d: Brokering resources to meet needs 3e: Demonstrating flexibility and responsiveness 2a: Creating an environment of respect and rapport 2b: Establishing a culture for productive communication 2c: Managing routines and procedures 2d. Establishing standards of conduct and contributing to the culture for student behavior throughout the school 2e: Organizing physical space Domain 4: Professional Responsibilities 4a: Reflecting on practice 4b: Maintaining records and submitting them in a timely fashion 4c: Communicating with families 4d: Participating in a professional community 4e: Engaging in professional development 4f: Showing professionalism The RSU 21 Framework for School Psychologists Domain 1: Planning and Preparation Domain 2: The Environment 1a: Demonstrating knowledge and skill in using psychological instruments to evaluate students 1b: Demonstrating knowledge of child and adolescent development and psychopathology 1c: Establishing goals for the psychology program appropriate to the setting and the students served 1d: Demonstrating knowledge of state and federal regulations and of resources both within and beyond the school and district 1e: Planning the psychology program, integrated with the regular school program, to meet the needs of individual students and including prevention 1f: Developing a plan to evaluate the psychology program 2a: Establishing rapport with students 2b: Establishing a culture for positive mental health throughout the school 2c: Establishing and maintaining clear procedures for referrals 2d: Establishing standards of conduct in the testing center 2e: Organizing physical space for testing of students and storage of materials 10

12 Domain 3: Delivery of Service 3a: Responding to referrals; consulting with teachers and administrators 3b: Evaluating student needs in compliance with National Association of School Psychologist s (NASP) guidelines 3c: Chairing evaluation team 3d: Planning interventions to maximize students likelihood of success 3e: Maintaining contact with physicians and community mental health service providers 3f: Demonstrating flexibility and responsiveness Domain 4: Professional Responsibilities 4a: Reflecting on practice 4b. Communicating with families 4c: Maintaining accurate records 4d: Participating in a professional community 4e: Engaging in professional development 4f: Showing professionalism The RSU 21 Framework for Therapeutic Specialists Domain 1: Planning and Preparation Domain 2: The Environment 1a: Demonstrating knowledge and skill in the specialist therapy area: holding the relevant certificate or license. 1b: Establishing goals for the therapy program appropriate to the setting and the students served 1c: Demonstrating knowledge of district, state, and federal regulations and guidelines 1d: Demonstrating knowledge of resources, both within and beyond the school and district 1e: Planning the therapy program, integrated with the regular school program, to meet the needs of individual students 1f: Developing a plan to evaluate the therapy program 2a: Establishing rapport with students 2b: Organizing time effectively 2c: Establishing and maintaining clear procedures for referrals 2d: Establishing standards of conduct in the treatment center 2e: Organizing physical space for testing of students and providing therapy Domain 3: Delivery of Service 3a: Responding to referrals and evaluating student needs 3b: Developing and implementing treatment plans to maximize students success 3c: Communicating with families 3d: Collecting information; writing reports 3e: Demonstrating flexibility and responsiveness Domain 4: Professional Responsibilities 4a: Reflecting on practice 4b: Collaborating with teachers and administrators 4c: Maintaining an effective data- management system 4d: Participating in a professional community 4e: Engaging in professional development 4f: Showing professionalism, including integrity, advocacy, and maintaining confidentiality 11

13 The RSU 21 Framework for Library Media Specialists Domain 1: Planning and Preparation Domain 2: The Environment 1a: Demonstrates knowledge of literature and current trends in library/media practice and information technology 1b: Demonstrating knowledge of the school s program and student information needs within that program 1c: Establishing goals for the library/media program appropriate to the setting and the students served 1d: Demonstrating knowledge of resources, both within and beyond the school and district, and access to such resources as interlibrary loan 1e: Planning the library/media program integrated with the overall school program 1f: Developing a plan to evaluate the library/media program 2a: Creating an environment of respect and rapport 2b: Establishing a culture for investigation and love of literature 2c: Establishing and maintaining library procedures 2d: Managing student behavior 2e: Organizing physical space to enable smooth flow Domain 3: Delivery of Service 3a: Maintaining and extending the library collection in accordance with the school s needs and within budget limitations 3b: Collaborating with teachers in the design of instructional units and lessons 3c: Engaging students in enjoying literature and in learning information skills 3d: Assisting students and teachers in the use of technology in the library/media center 3e: Demonstrating flexibility and responsiveness Domain 4: Professional Responsibilities 4a: Reflecting on practice 4b: Preparing and submitting reports and budgets 4c: Communicating with the larger community 4d: Participating in a professional community 4e: Engaging in professional development 4f: Showing professionalism 12

14 The RSU 21 Framework for Instructional Specialists Domain 1: Planning and Preparation Domain 2: The Environment 1a: Demonstrating knowledge of current trends in specialty area and professional development 1b: Demonstrating knowledge of the school s program and levels of teacher skill in delivering that program 1c: Establishing goals for the instructional support program appropriate to the setting and the teachers served 1d: Demonstrating knowledge of resources, both within and beyond the school and district 1e: Planning the instructional support program, integrated with the overall school program 1f: Developing a plan to evaluate the instructional support program. 2a: Creating an environment of trust and respect 2b: Establishing a culture for ongoing instructional improvement 2c: Establishing clear procedures for teachers to gain access to instructional support 2d. Establishing and maintaining norms of behavior for professional interactions 2e: Organizing physical space for workshops or training Domain 3: Delivery of Service 3a: Collaborating with teachers in the design of instructional units and lessons 3b: Engaging teachers in learning new instructional skills 3c: Sharing expertise with staff 3d: Locating resources for teachers to support instructional improvement 3e: Demonstrating flexibility and responsiveness Domain 4: Professional Responsibilities 4a: Reflecting on practice 4b: Preparing and submitting budgets and reports 4c: Coordinating work with other instructional specialists 4d: Participating in a professional community 4e: Engaging in professional development 4f: Showing professionalism, including integrity and confidentiality 13

15 The RSU 21 Framework for School Nurses (Maine Association of School Nurses in collaboration with Maine Department of Education) Standard 1: Assessment The school nurse collects comprehensive data pertinent to student health or the situation. Standard 2: Diagnosis The school nurse analyzes the assessment data to determine the diagnoses or issues. Standard 3: Outcomes Identification The school nurse identifies expected outcomes for a plan that is individualized to the client or the situation. Standard 4: Planning The school nurse develops a plan that prescribes strategies and alternatives to attain expected outcomes. Standard 5: Implementation - The school nurse implements the identified plan. Standard 5A: Coordination of Care - The school nurse coordinates care delivery. Standard 5B: Health Teaching and Health Promotion - The school nurse employs strategies to promote health and a safe environment, especially regarding health education. Standard 5C: Consultation - The school nurse provides consultation to influence the identified plan, enhance the abilities of others and effect change. Standard 6: Evaluation - The school nurse evaluates progress toward attainment of outcomes. Standard 7: Ethics - The school nurse practices ethically. Standard 8: Education - The school nurse attains the knowledge and competence that reflect current nursing practice. Standard 9: Evidence-Based Practice and Research - The school nurse integrates evidence and research findings into practice. Standard 10: Quality of Practice - The school nurse contributes to quality nursing practice. 14

16 The RSU 21 Framework for School Nurses Continued Standard 11: Communication - The school nurse communicates effectively in a variety of formats in all areas of nursing practice. Standard 12: Leadership - The school nurse demonstrates leadership in the professional practice setting and the profession. Standard 13: Collaboration - The school nurse collaborates with the student, family, and others in the conduct of nursing practice. Standard 14: Professional Practice Evaluation - The school nurse evaluates one s own nursing practice in relation to professional practice standards and guidelines, relevant statutes, rules and regulations. Standard 15: Resource Utilization - The school nurse utilizes appropriate resources to plan and provide nursing services that are safe, effective, and financially responsible. Standard 16: Environmental Health - The school nurse practices in an environmentally safe and healthy manner. Standard 17: Program Management - The school nurse manages school health services. 15

17 Student Learning and Growth Measures Student learning and growth measures are a significant factor in the determination of the summative effectiveness rating of teachers. There will be two annual student learning and growth measures. o SLO 1: Curriculum-based, teacher developed, administrator approved, and includes: Teacher of Record and Instructional Cohort Curriculum Standards Growth Targets Pre and Post Assessment Information Key Instructional Strategies o SLO 2: Standardized state-wide testing data Statewide testing data will be used as a collective measure for all professional educators and individually as one part of the measurement for teachers in the grades and subjects tested. Process for Determining Teacher of Record Teacher Criteria (single or multiple teachers of record) o The teacher is responsible for teaching the course or learning experience. o An instructional cohort may have more than one teacher of record, provided the teachers can be said to have comparable influence on the students in terms of time and instruction, and that the student criteria is met for each teacher. Collective Measures of Student Learning Collective measures of student learning may be used for SLO 1 and will be used for SLO 2 as a school-wide measure of student growth on statewide testing. For SLO 2, the following weights will be applied: o Educators in grades and subjects not tested 4% collective / school wide measure 16

18 o Educators in grades and subjects tested 3.5% collective / school wide measure and.5% individual student cohort measure o Collective measures will account for no more than one-fourth of the total student growth measure. Process for Opting Out of Collective Growth Measures Educators will have the option to opt out of the collective growth measure provided they can identify an alternative standardized assessment measure to be used and the district does not incur hardship to utilize it instead. 17

19 Probationary Teacher Growth Plan Cycles The probationary period in Maine is three years. Therefore each of these expectations is a one-year cycle for a teacher s first 3 years. Develop Annual goals 2 formal observations 2 annual student learning and growth measures (SLO 1&2) Visit one classroom or have a peer observe you Support from the RSU 21 New Teacher Mentoring Committee Continuing Contract Growth Plan Cycles Self-Directed (Distinguished/Effective) Monitored (Developing) Directed (Ineffective) 3 years 2 years 60 days -1 year Two professional goals with a timeline from one to three years Professional Cohort may be outside of district Two goals developed with support; aligned to the areas in need of improvement School- or districtbased Professional Cohort Goals aligned to areas in need of immediate improvement, timelines from 60 days to one year Administratorapproved Professional Cohort At least 2 SLOs per year At least 2 SLOs per year At least 2 SLOs Mid-cycle reflection Mid-cycle reflection Mid-cycle reflection Distinguished / Effective: 3 year cycle 2 professional goals 2 formal observations 2 annual student learning and growth measures (SLO 1&2) 18

20 Monitored: 2 year cycle 2 professional goals developed with support in the areas of needed improvement Support from a school or district-based cohort 2 or more formal and informal observations with timely feedback 2 annual student learning and growth measures (SLO 1&2) Directed: 60 day to 1 year cycle Goals in areas of needed improvement and with support in the areas of needed improvement 2 or more formal and informal observations with timely feedback 2 annual student learning and growth measures (SLO 1&2) Intervention: During the formal evaluation year, educators will be provided with a December Compliance Check in writing indicating whether they are meeting expectations at that time. Following a rating of Ineffective, educators will be given the opportunity to implement a Professional Development Improvement Plan. This plan will be: In writing Developed with input from the educator Set forth clear, measurable objectives and deadlines Be focused on the specific areas of the evaluation identified as in need of improvement 19

21 Summative Effectiveness Rating System for Teachers Method of Combining Measures: Assignment of Numerical Values to Each Element of the System and Weighting them to provide a numerical score. Weighting: Scores of 1-4 are applied to each indicator in the domain Domain 1 Domain 2.64 points maximum value (16% weight).96 points maximum value (24% weight) Domain 3 Domain 4.96 points maximum value (24% weight).64 points maximum value (16% weight) Domain 1.64 points maximum value (16% weight) Domain 2.96 points maximum value (24% weight) Domain 3.96 points maximum value (24% weight) Domain 4.64 points maximum value (16% weight) SLO 1.64 points maximum value (16% weight) SLO 2.16 points maximum value (4% weight) - For teachers in grades and subjects tested a portion of this will be individual and a portion collective Total 4.0 points maximum value (100% weight) Target Ranges: = Distinguished = Effective = Developing = Ineffective Note: Under Chapter 180, two summative ratings of ineffective may lead to dismissal 20

22 Summative Effectiveness Rating System for Administrators Method of Combining Measures: Assignment of Numerical Values to Each Element of the System and Weighting them to provide a numerical score. Weighting: Scores of 1-4 are applied to each indicator in the domain Domain 1 Domain 2 16% weight 16% weight Domain 3 Domain 4 16% weight 16% weight Domain 5 Domain 6 16% weight 16% weight o o o o Domain 1 4 points maximum value (16% weight) Domain 2 4 points maximum value (16% weight) Domain 3 4 points maximum value (16% weight) Domain 4 4 points maximum value (16% weight) o Domain 5-4 points maximum value (16% weight) o Domain 6-4 points maximum value (16% weight) o SLO 2 4 points maximum value (4% weight) - Total 4.0 points maximum value (100% weight) Target Ranges: = Highly Effective = Effective = Partially Effective = Ineffective Note: Under Chapter 180, two summative ratings of ineffective may lead to dismissal 21

23 Appendix IA Probationary Educator Performance Growth Checklist Component I: Orientation (Summer/Fall) At the beginning of each school year, the New Teacher/Professional Staff Orientation program will provide an overview of the RSU 21 PEPG System and Danielson Framework. Component II: Professional Student Learning Objectives (by October 15 th ) Using the Fall Professional Staff Goal Template the probationary teacher/professional staff will set annual Student Learning Objectives (2) (by October 15 th ). The probationary teacher/professional staff will meet with the administrator to review and confirm student learning and professional growth goals. Component III: December Compliance Form (by January 15th) During the probationary evaluation years, the administrator will provide the teacher/professional staff with a December Compliance Form in writing (by January 15th). The December Compliance Form will indicate whether she/he is meeting expectations at that time. Following a rating of Ineffective, educators will be given the opportunity to implement a Professional Development Improvement Plan. This plan will be: o In writing o Developed with input from the educator o Set forth clear, measurable objectives and deadlines o Be focused on the specific areas of the evaluation identified as in need of improvement Component IV: Formal Observations will be completed (by April 30th) The teacher/professional staff will participate in at least 2 formal observations (by April 30 th ). The teacher/professional staff will visit one classroom or have a peer observe them and reflect upon their learning (by April 15 th ). This will become part of your summative reflection. Component V: Spring Staff Reflection Form (by April 15th) The educator/professional staff will complete the Spring Staff Reflection Form. A narrative reflection describing their achievement of the Danielson Framework standards (Domain 1: Planning and Preparation & Domain 4 Professional Responsibilities). o Have it reviewed for feedback by a peer o Provide Spring Staff Reflection Form to Administrator (by April 15th) Component VI: Summative Evaluation (by May 15th) Meet with Administrator to review summative evaluation write up and receive a copy (by May 15 th ) 22

24 Appendix IB Continuing Contract Educator Growth Checklist Component I: Review RSU 21 PEPG System (Summer/Fall) At the beginning of each school year, the teacher/professional staff will review the RSU 21 PEPG System and Danielson Framework. Component II: Fall Professional Staff Goal Form / Student Learning Objectives (by October 15 th ) Using the Professional Goal Staff Template the teacher/professional staff meets with the administrator to review and confirm annual goals and Student Learning Objectives (2) (by October 15 th ). The Professional Goals are for three years and SLOs are established every year. o Year 1 Establish Professional Growth Goals o Year 2 Review Goals o Year 3 Review Goals Component III: December Compliance Form (by January 15th) During each school year the administrator will provide the teacher/professional staff with a December Compliance Form in writing (by January 15th). The December Compliance Form will be indicating whether she/he is meeting expectations at that time. Following a rating of Ineffective, educators will be given the opportunity to implement a Professional Development Improvement Plan. This plan will be: o In writing o Developed with input from the educator o Set forth clear, measurable objectives and deadlines o Be focused on the specific areas of the evaluation identified as in need of improvement Component VI: Observations & Evaluations The teacher/professional staff will visit one classroom or have a peer observe them and reflect upon their learning (by April 15 th ). This will become part of your summative reflection. Component V: Spring Professional Staff Reflection Form (by April 15th) The teacher/professional staff will complete an annual reflection on SLOs 1 and 2 (by April 15th). 23

25 ONLY DURING YEAR 3: o Complete reflection on Domains 1 and 4. Have the reflection reviewed by a peer for feedback (by April 15 th ) o Complete Professional Goal Reflection Form (1-2 paragraph narrative) (by April 15 th ) o Participate in at least 2 formal observations (by April 30 th ) o Meet with Administrator to review summative evaluation write up and receive a copy (by May 15 th ) 24