Citrus County Schools Instructional Evaluation System. Please delete this logo and repla

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1 Please delete this logo and repla Citrus County Schools Instructional Evaluation System Rule 6A Form IEST-2015 Effective Date: 2015 Citrus Sandra Himmel, Superintendent Suzanne Swain, Coordinator of Certification and Professional Standards

2 Table of Contents 1. Performance of Students 2. Instructional Practice 3. Other Indicators of Performance 4. Summative Evaluation Score 5. Additional Requirements 6. District Evaluation Procedures 7. District Self-Monitoring 8. Appendix A - Checklist for Approval 9. Appendix B - Self-Reflection Tool 10. Appendix C - Professional Development Plan (PDP) 11. Appendix D - Observation Tool for Classroom Teachers 12. Appendix E - Observation Tool for Non-Classroom Teachers 13. Appendix F - Instructional Summative Evaluation 14. Appendix G Developing Rubric for Deliberate Practice Plan 15. Appendix H Rating Rubric for Deliberate Practice Plan 16. Appendix I Deliberate Practice Plan Template Directions: This document has been provided in Microsoft Word format for the convenience of the district. The order of the template shall not be rearranged. Each section offers specific directions, but does not limit the amount of space or information that can be added to fit the needs of the district. All submitted documents shall be titled and paginated. Where documentation or evidence is required, copies of the source document(s) (for example, rubrics, policies and procedures, observation instruments) shall be provided. Upon completion, the district shall the template and required supporting documentation for submission to the address DistrictEvalSysEQ@fldoe.org. **Modifications to an approved evaluation system may be made by the district at any time. A revised evaluation system shall be submitted for approval, in accordance with Rule 6A-5.030(3), F.A.C. The entire template shall be sent for the approval process. Citrus Page 1

3 1. Performance of Students Directions: The district shall provide: For all instructional personnel, the percentage of the evaluation that is based on the performance of students criterion as outlined in s (3)(a)1., F.S., along with an explanation of the scoring method, including how it is calculated and combined [Rule 6A (2)(a)1., F.A.C.]. For classroom teachers newly hired by the district, the student performance measure and scoring method for each evaluation, including how it is calculated and combined [Rule 6A-5.030(2)(a)2., F.A.C.]. For all instructional personnel, confirmation of including student performance data for at least three years, including the current year and the two years immediately preceding the current year, when available. If less than the three most recent years of data are available, those years for which data are available must be used. If more than three years of student performance data are used, specify the years that will be used [Rule 6A (2)(a)3., F.A.C.]. For classroom teachers of students for courses assessed by statewide, standardized assessments under s , F.S., documentation that VAM results comprise at least one-third of the evaluation [Rule 6A-5.030(2)(a)4., F.A.C.]. For classroom teachers of students for courses not assessed by statewide, standardized assessments, the district-determined student performance measure(s) [Rule 6A (2)(a)5., F.A.C.]. For instructional personnel who are not classroom teachers, the district-determined student performance measure(s) [Rule 6A-5.030(2)(a)6., F.A.C.]. Citrus Page 2

4 Student Performance Measures The district portion (instructional practice) will be 67% and the data portion will be 33% of the instructional personnel s overall summative evaluation. All instructional personnel will include student performance data for at least three years, including the current year and the two years immediately preceding the current year, when available. If less than the three most recent years of data are available, those years for which data are available must be used. New teachers will receive a rating for one year of data. The data source for new teachers will be either VAM or a rating based on district assessments. Citrus County will accept the category score of VAM and use it in the final summative calculation as designated in the chart found on page 29. The state will send one of four designations as determined. The state VAM category score will be combined with the instructional practice category score to determine the final summative category score. For instructional personnel who are not classroom teachers, the district will use district-determined student performance measures. The district portion of the summative evaluation, which includes the five Citrus County Standards, is given one of the four ratings: HE, E, D/NI, or U. The student data portion of the summative evaluation is given one of the four ratings. The district portion rating is 67% of the overall rating. The data portion rating is 33% of the overall rating. The district will accept the VAM rating given to teachers by the state. This scoring method is the same for all teachers, new and experienced. The rating matrix chart in section 4 clearly explains the final rating options based on the two ratings received for the district and data portions. STATEWIDE ASSESSMENTS USING VAM DATA CONTENT AREA/TEACHER GRADE Performance Measure(s) for Evaluation Purposes English Language Arts & Math 4-8 FSA ELA & Math VAM English Language Arts & Reading 4-10 FSA ELA VAM Math 4-8 FSA Math VAM Algebra FSA EOC VAM District: TOSA Math PK-12 District FSA, EOC Math VAM District: TOSA ELA, Program Specialist PK-12 District FSA ELA VAM ELA, Literacy Coach Non-Classroom Instructional Personnel PK-12 School-Wide VAM=FSA (Guidance, Media, ESE Specialist, Speech ELA and MATH, or FSA ELA, Pathologist, School TOSA, Technology Specialist, or FSA Math Testing Specialist, Athletic Director, Title I) District: TOSA (ESE, Grant Writer), ESE Specialist, Social Worker, School Psychologist, Teacher Hearing Impaired, Technology Specialists, Speech Pathologist, Lead Speech & Language Teacher PK-12 District FSA, EOC - ELA & Math VAM Percentage Associated with Final Summative Evaluation 33% HE, E, D/NI, U Citrus Page 3

5 CDE School-Wide VAM (all 3 high schools) STATEWIDE ASSESSMENTS USING DISTRICT ACADEMIC PERFORMANCE MODEL (NOT VAM DATA) Geometry, Algebra FSA EOC: Geometry, Algebra 2 Biology, US History, Civics 6-12 NGSSS EOC: Biology, US History, Civics Science- 8 th grade 8 Science- 5 th grade (if only teaches 5 Science) NGSSS FCAT 2.0 Science- 8 th grade NGSSS FCAT 2.0 Science- 5 th grade District: TOSA Science K-12 District NGSSS FCAT 2.0 Science and Biology EOC District: TOSA Social Studies K-12 District US History and Civics EOC Pre-Kindergarten PK VPK Assessment Advanced Placement Classes 9-12 AP Tests AP Human Geography 9 AP Tests International Baccalaureate 9-12 IB Tests Career and Technical Courses (High School) with Industry Certification 9-12 Industry Certification Exams If 50% of students are not IC tested, then End-of-Term Test will serve as the data source GED, Adult Education TOSA 9-Adult Industry Certification WTC Career & Technical Courses of Study 9-Adult Content Specific Certification Exams For instructional staff serving all students; Guidance, Media, Adult ESOL-Career Pathways, etc. School-wide Industry Certification Exams Transition Academy 9-Adult Employability Rating Scale Math, Applied Academics Resource Instructor 9-Adult Industry Certification Access Points K-12 Florida Standards Alternate Assessment (FSAA) DISTRICT DESIGNED ASSESSMENTS Elementary Art, Music, PE Teachers 2 District Art, Music, PE Assessment 33% HE, E, D/NI, U 33% HE, E, D/NI, U Citrus Page 4

6 Middle School- Non-State Tested subject areas and elective courses High School- Non-State Tested core subject areas (not linked to EOC, AP or IB courses): Informal Geometry Liberal Arts Mathematics 2 Pre-Calculus Honors Calculus Honors Environmental Science Earth Space Science Physical Science and Honors Marine Science and Honors Chemistry 1 and Honors Anatomy and Physiology and Honors US Government and Honors World History and Honors Economics with Financial Lit and Honors World Cultural Geography Spanish 1 English III and IV and Honors DISTRICT SELECTED ASSESSMENTS High School- Non-State Tested course and electives not listed above Kindergarten, First Grade, Second Grade, Third Grade Career and Technical Courses (not linked to Industry Certification Assessments) 6-8 District End-of-Term Test 9-12 District End-of-Term Test 9-12 Teacher Created- Principal Approved Final Exam/End-of-Term Test K-3 FastBridge areading 9-12 Teacher Created Final Exam/End-of-Term Test 33% HE, E, D/NI, U Citrus Page 5

7 Growth Models Below are slides showing how the data ratings are determined for each grade level/course. Citrus Page 6

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15 2. Instructional Practice Directions: The district shall provide: For all instructional personnel, the percentage of the evaluation that is based on the instructional practice criterion as outlined in s (3)(a)2., F.S., along with an explanation of the scoring method, including how it is calculated and combined [Rule 6A-5.030(2)(b)1., F.A.C.]. Description of the district evaluation framework for instructional personnel and the contemporary research basis in effective educational practices [Rule 6A-5.030(2)(b)2., F.A.C.]. For all instructional personnel, a crosswalk from the district's evaluation framework to the Educator Accomplished Practices demonstrating that the district s evaluation system contains indicators based upon each of the Educator Accomplished Practices [Rule 6A (2)(b)3., F.A.C.]. For classroom teachers, observation instrument(s) that include indicators based on each of the Educator Accomplished Practices [Rule 6A-5.030(2)(b)4., F.A.C.]. For non-classroom instructional personnel, evaluation instrument(s) that include indicators based on each of the Educator Accomplished Practices [Rule 6A (2)(b)5., F.A.C.]. For all instructional personnel, procedures for conducting observations and collecting data and other evidence of instructional practice [Rule 6A-5.030(2)(b)6., F.A.C.]. Citrus Page 14

16 Purpose of the Citrus County Schools Teacher Evaluation System Citrus County School District acknowledges that the purpose of the redeveloped evaluation system is to increase student learning growth by improving the quality of instructional, administrative, and supervisory services. In addition, we recognize that the curriculum must allow discovery, advocate creative and critical thinking, vary learning opportunities, and affirm success. Teachers are the greatest resource students have for academic success. Therefore, the CCS Teacher Evaluation System has been created to assist classroom teachers in comparing the work they design to an established set of standards that identify effective methods and research-based strategies for engaging students in work that will achieve the district goals. When necessary, the Professional Assistance Plan provides a mechanism for assistance to teachers who are placed on performance probation. Through this assessment, a continuous, professional, and systematic cycle of improvement will emerge that better prepares Citrus County students for their place in the future. Citrus Page 15

17 Citrus County Professional Standards Florida Educator Accomplished Practices To support this end, CCS has clearly defined a set of standards-based expectations for teachers and has established a set of processes and procedures to assist teachers in meeting these standards. To clarify these expectations, five (5) Citrus County Standards have been developed to guide the work of teachers. The five (5) Standards encompass Florida's Educator Accomplished Practices (FEAPs), which are based on essential foundational principles. The appraisal committee matched the FEAPs descriptors to the five (5) Standards. As the FEAPs provide a common language and statewide understanding of the expectations of quality instruction, the descriptors serve as indicators of effectiveness within each Citrus County Standard in our revised evaluation system. Standard 1 The teacher supports the beliefs, shared vision, and mission adopted by the district. A2c A2d A2e A2f B1c B2 Conveys high expectations to all students Respects students cultural, linguistic and family background Models clear, acceptable oral and written communication skills Maintains a climate of openness, inquiry, fairness and support Collaborates with the home, school and larger communities to foster communication and to support student learning and continuous improvement Adheres to Professional Responsibility and Ethical Conduct: Understanding that educators are held to a high moral standard in a community, the effective educator adheres to the Code of Ethics and the Principles of Professional Conduct of the Education Profession of Florida, pursuant to State Board of Education Rules 6B and 6B1.006, F.A.C, and fulfills the expected obligations to students, the public and the education profession. Standard 2 The teacher designs and delivers knowledge work that meets the needs of students, parents, school system, and community. A1a A1b A1c A1f A3a A3b Aligns instruction with state-adopted standards at the appropriate level of rigor Sequences lessons and concepts to ensure coherence and required prior knowledge Designs instruction for students to achieve mastery Develops learning experiences that require students to demonstrate a variety of applicable skills and competencies Delivers engaging and challenging lessons Deepens and enriches students understanding through content area literacy strategies, Citrus Page 16

18 verbalization of thought, and application of the subject matter A3e A3f A3g A3h A4b Relates and integrates the subject matter with other disciplines and life experiences Employs higher-order questioning techniques Applies varied instructional strategies and resources, including appropriate technology, to provide comprehensible instruction, and to teach for student understanding Differentiates instruction based on an assessment of student learning needs and recognition of individual differences in students Designs and aligns formative and summative assessments that match learning objectives and lead to mastery Standard 3 The teacher manages the resources of time, people, space, information and technology in order to enhance the qualities of the work provided to the students. A2a A2b A2g A2h A2i A3g A4f Organizes, allocates, and manages the resources of time, space, and attention Manages individual and class behaviors through a well-planned management system Integrates current information and communication technologies Adapts the learning environment to accommodate the differing needs and diversity of students Utilizes current and emerging assistive technologies that enable students to participate in highquality communication interactions and achieve their educational goals Applies varied instructional strategies and resources, including appropriate technology, to provide comprehensible instruction, and to teach for student understanding Applies technology to organize and integrate assessment information Standard 4 The teacher continuously monitors and communicates the extent to which students are engaging the work, persisting with the work, experiencing satisfaction in the products of the work, and modifies the work accordingly. A1d A1e A3c A3d Selects appropriate formative assessments to monitor learning Uses a variety of data, independently, and in collaboration with colleagues, to evaluate learning outcomes, adjust planning and continuously improve the effectiveness of the lessons Identifies gaps in students subject matter knowledge Modifies instruction to respond to preconceptions and misconceptions Citrus Page 17

19 A3h A3i A3j A4a A4c A4d A4e Differentiates instruction based on an assessment of student learning needs and recognition of individual differences in students Supports, encourages, and provides immediate and specific feedback to students to promote student achievement Utilizes student feedback to monitor instructional needs and to adjust instruction Analyzes and applies data from multiple assessments and measures to diagnose students learning needs, informs instruction based on those needs, and drives the learning process Uses a variety of assessment tools to monitor student progress, achievement and learning gains Modifies assessments and testing conditions to accommodate learning styles and varying levels of knowledge Shares the importance and outcomes of student assessment data with the student and the student s parent/caregiver(s) Standard 5 The teacher is a leader. B1a B1b B1c B1d B1e Designs purposeful professional goals to strengthen the effectiveness of instruction based on students needs Examines and uses data-informed research to improve instruction and student achievement Collaborates with the home, school and larger communities to foster communication and to support student learning and continuous improvement Engages in targeted professional growth opportunities and reflective practices, both independently and in collaboration with colleagues Implements knowledge and skills learned in professional development in the teaching and learning process Evaluation Instrument(s) with Indicators of Effective Practices A summative evaluation tool has been developed based upon the five (5) Citrus County Standards and the Florida Educator Accomplished Practices (See Appendix D). Each classroom instructor within the district will be evaluated at least one time per year utilizing this tool. Other evidence of teacher effectiveness will be gathered through informal and formal walk-throughs and formative evaluations as needed. Teachers in their first year of service with Citrus County Schools will be required to have a minimum of three (3) summative evaluations utilizing this tool and additional formative observations will take place to assist in the development of teacher effectiveness. Teachers in their second and third years of service with Citrus County Schools will be required to have a minimum of two (2) summative evaluations utilizing this tool and additional formative observations will take place to assist in the development of teacher effectiveness. Teachers with Citrus Page 18

20 four (4) or more years of service with Citrus County Schools will be required to have a minimum of one (1) summative evaluation utilizing this tool and a formative observation will take place as needed to assist in the development of teacher effectiveness. The formative instruments will include observation resources being provided by Learning Sciences International and based on iobservation forms. Non-classroom instructional personnel will be observed using the Non- Classroom Instructional Teacher Observation Instrument (Appendix E). Clear Connection to Each of the Six (6) FEAPs Practices As stated previously, the Florida Educator Accomplished Practices serve as the specific indicators of effectiveness within each Citrus County Standard. The committee developed a self-reflection tool (See Appendix B) that will require teachers to reflect and evaluate themselves on current teaching practices a minimum of three (3) times per year. This self-reflection instrument also serves as a communication tool to clearly articulate the expectations of all teachers. It is the foundational basis of our common language. In addition, the summative observation tool is based upon the five (5) Citrus County Standards and the Florida Educator Accomplished Practices. Reference or List of Related Research The underlying research base of this evaluation system combines many of the concepts of "reflective practices, "collaborative action, "learning communities" and "quality management into the Working on the Work" concepts of Dr. Phillip C. Schlechty and his organization, The Center for Leadership in School Reform. Our new Teacher Induction Process includes the above mentioned research and incorporates much of the work of Dr. Harry Wong. The research behind the Florida Educator Accomplished Practices underlies the entire assessment system. Other research utilized in the revision of our appraisal system includes the six (6) design standards from The New Teacher Project as well as the extensive research information provided through Learning Sciences International and Marzano s research listed below: Beck, I., McKeown, M.G., & Kucan, L. (2002) Bringing Words to Life; Robust Vocabulary Instruction. New York, NY: The Guiliford Press. Gibson, V., & Hasbrouck, J. (2007). Differentiated Instruction: Grouping for Success. McGraw Hill College. Harvey, S., & Goudvis, A. (2007). Strategies That Work: Teaching Comprehension for Understanding and Engagement. Portland, ME: Stenhouse Publishers. Harvey, S., & Goudvis, A. (2007). Strategies That Work: Teaching Comprehension to Enhance Understanding. Portland, ME: Stenhouse Publishers. Heacox, D. (2002). Differentiating Instruction in the Regular Classroom. Mineapolis, MN: Free Spirit Publishing Inc. Keene, E.O., Zimmerman, S. (1997). Mosaic of Thought; Teaching Comprehension in a Reader s Workshop. Portland, ME: Stenhouse Publishers. Marzano, R. J. (2003). What works in schools: Translating research into action. Alexandria, VA: Association for Supervision and Curriculum Development. Marzano, R. J. (2006). Classroom assessment and grading that work. Alexandria, VA: Association for Supervision and Curriculum Development. Marzano, R. J. (2006). Classroom assessment and grading that work. Alexandria, VA: Association for Supervision and Curriculum Development. Marzano, R. J. (2007). The art and science of teaching: A comprehensive framework for effective instruction. Alexandria, VA: Association for Supervision and Curriculum Development. Marzano, R. J. (2009). Setting the record straight on high yield strategies. Phi Delta Kappan, 91(1), 30- Citrus Page 19

21 37. Marzano, R. J. (2010). Developing expert teachers. In R. J. Marzano (Ed.), On excellence in teaching (pp ). Bloomington, IN: Solution Tree Press. Marzano, R. J. (2010). Formative assessment and standards-based grading. Bloomington, IN: Marzano Research Laboratory. Marzano, R. J., & Brown, J. L. (2009). A handbook for the Art and Science of Teaching. Alexandria, VA: Association for Supervision and Curriculum Development. Marzano, R. J., & Kendall, J. S. (2007). The new taxonomy of educational objectives. Thousand Oaks, CA: Corwin Press. Marzano, R. J., & Waters, T. (2009). District leadership that works: Striking the right balance. Bloomington, IN: Solution Tree Press. Marzano, R. J., Pickering, D. J., & Marzano, J. S. (2003). Classroom management that Works: Research-based strategies for every teacher. Alexandria, VA: Association for Supervision and Curriculum Development. Marzano, R. J., Pickering, J. J., & Pollack, J. E. (2001). Classroom instruction that works: Researchbased strategies for increasing student achievement. Alexandria, VA: Association for Supervision and Curriculum Development. Marzano, R. J., Waters, T., & McNulty, B. A. (2005). School leadership that works: From research to results. Alexandria, VA: Association for Supervision and Curriculum Development. McGregor, T. (2007). Comprehension Connections: Bridges to Strategic Reading. Portsmouth, NH: Heinemann Publishing. Payne, R. K. (2005) A Framework for Understanding Poverty. Highlands, TX: aha! Process, Inc. Silver, H.F., Strong, R.W., & Perini, M.J. (2000). So Each May Learn; Integrating Learning Styles and Multiple Intelligences. Alexandria, VA: Association for Supervision and Curriculum Development. Taylor, R. (2003). Literacy Coaching-A Handbook for School Leaders. Alexandria, VA: Association for Supervision and Curriculum Development. Thompson, Max. (2005). Learning-Focused Strategies Notebook. Learning Focused Solutions, Inc. Tomlinson, C.A. (2001). How to Differentiate Instruction in Mixed-Ability Classrooms. Alexandria, VA: Association for Supervision and Curriculum Development. Tomlinson, C.A. (1999). The Differentiated Classroom Responding to the Needs of All Learners. Alexandria, VA: Association for Supervision and Curriculum Development. Wiggins, G., & McTighe, J. (2005). Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development. Number of Classroom Observations and Reviews of Student Performance Data for New Teachers First year and newly hired teachers will be observed formally with the Citrus County Observation Tool a minimum of three (3) times during the year. In addition, first year teachers will also be observed by mentors or school based administrators a minimum of three times during the year using formative instruments provided by Learning Sciences International and iobservation. The formative instruments utilized will be based on the needs of the developing teacher determined through evidences collected during informal/formal walkthroughs and the various observations. Student performance data will be reviewed during team based data meetings and during beginning, middle, and end of year conferences between the first year teacher and the school-based administrator as part of the Citrus County Schools Teacher Evaluation process. The observations and data review meetings will result in multiple evaluations for first year and newly hired teachers. Citrus Page 20

22 These teachers will receive a minimum of three (3) written evaluations. The student performance portion of the evaluation will be 33% for all teachers, including new teachers. Observation Form Administrators use the Citrus County Schools Instructional Observation Instrument to observe all classroom teachers. The classroom teacher is evaluated on standards two, three, and four during the observation. Standard one and five are not included because the accomplished practices listed under these standards are not observable during the observation. The administrator checks off The Florida Educator Accomplished Practices that are observed while the teacher is interacting with the students. The administrator determines the appropriate rating of either an effective, developing/needs improvement, or unsatisfactory for each of the three standards. The administrator also gives and cumulative rating to date on the five standards. A comments/questions/suggestion s box is available for administrator feedback. The back of the observation form includes explanations of each of the practices listed under each standard. The administrator uses the rating information listed on observation forms to determine the rating for the district portion of the summative evaluation. The non-classroom observation form is used for our non-classroom instructional personnel. The administrator provides a rating for each of the five standards similar to the process used above. Types of Student Performance Data to be Included The types of data to be reviewed include, but are not limited to, classroom/school curriculum based formative and summative assessments, district benchmark assessments, statewide formative assessments, previous data of students assigned to the first year and newly hired teachers, and other progress monitoring data sources. Who Conducts Observations and Data Reviews Principals and assistant principals will conduct observations utilizing the Citrus County Observation Instrument and formative tools from iobservation as needed. Mentor teachers will conduct formative observations utilizing formative tools from iobservation and other district selected observation instruments. Data reviews will be conducted with school-based administrators, Teachers on Special Assignment, mentors, teacher leaders, and district contacts in Research and Accountability. Timely Feedback Process for Teachers Teachers will participate in post observation conferences with evaluators within ten (10) working days of the observation to reflect and discuss performance relating to the observation. Feedback will be provided concerning effective practices, and recommendations will be made regarding areas needing further development. Professional Development suggestions will be provided to enhance teacher effectiveness. In addition, first year and newly hired teachers will participate in beginning, middle, and end of year conferences along with all other teachers as part of the Citrus County Schools Teacher Evaluation System. At the beginning of each school year, teachers will Citrus Page 21

23 meet with school-based administration to develop an individual professional development plan based on previous student data, information from school/district improvement plans, and the reflections of performance in the five (5) Citrus County Teaching Standards and the Florida Educator Accomplished Practices. Each teacher will identify areas of focus for the ensuing year and strategies that will be implemented to increase student growth and achievement in each focus area. Professional development strategies will be included to identify the professional learning the teacher will participate in and subsequently implement to modify his/her teaching practices, leading to an increase in student achievement. In addition, each teacher will indicate various data sources that will be utilized to measure student growth throughout the year. During the mid-year conference, school-based administrators and teachers will discuss progress on professional development strategies, work related to the Citrus County Standards and the FEAPs, and student performance data. The end of year conference will include discussion regarding the same topics from the midyear conference and completion of the summative evaluation. Qualifications for Mentor Teachers Requirements: Three (3) years completed teaching experience minimum of one (1) year teaching experience in Citrus County Clinical Educator Training A teacher who has not served as a mentor or had an intern in the past five (5) years, will need to participate in a refresher course PD 360 Mentoring module If Clinical Educator training was earned through UCF college class, PD 360 module is not required Only teachers who are rated highly effective and effective based on annual evaluations (when these ratings take effect via the new appraisal system) may serve as a mentor Highly Recommended: Mentors should: o Utilize data to drive instruction o Model effective teaching practices (academic and behavior management) o Be well planned/ organized o Incorporate hands on/active learning/ authentic learning with balanced test preparation o Address different modalities (manipulatives, visuals, auditory) o Utilize highly effective instructional strategies, current practices, initiatives (ie: essential questions, comprehension strategies, activating strategies, distributed summarization, graphic organizers, frequent feedback, differentiated instruction/assessment, etc) o Exhibit positive and supportive interpersonal relationships with students and colleagues o Be open to use of technology as an instructional tool Citrus Page 22

24 o Teach the Next Generation and Florida State Standards and county curriculum with fidelity Other Considerations: When matching mentors with new teachers, mentors should have experience with the same content /grade level. Mentors should be familiar with the current school practices and procedures. Mentoring Training and Responsibilities Year 1 Mentor Training Initial Face-to-Face Meeting (about 2 hours) o Overview of mentoring program (include expectations, time commitment, etc.), Teacher Induction Program (TIP), and PDP Process o Overview of PD 360 o Use of formative instruments (via one face-to-face meeting & then Blackboard) Clinical Educator (via Blackboard) and 360 Mentoring module or EDS 5356 Mentoring and Clinical Supervision course offered by University of Central Florida for Citrus County Teachers Use of instructional foundation formative instruments Mid-year face-to-face mentor meeting (share concerns, solutions, resources, etc.) End of the year meeting to prepare for Year 2 (understanding standards, data, etc.) Mentor Components Complete formal mentoring agreement Serve on new teacher s support team (Building Level Administrator, new teacher, mentor) Conduct at least three formative observations (pre-conference, observation, post conference) as well as informal observations Serve as one-on-one support (orient new teacher to school procedures, policy, people, assist with room set up, share available resources, etc.) for new teacher Assist with PDP process (philosophy of PDP, student data analysis, student achievement, etc.) Join new teacher in viewing and discussing three PD 360 modules (currently three (3) Assessment and Differentiation Modules) Complete responsibility checklist Attend school-based orientation New Teacher (first-year and teachers with less than four years experience) Components Attend 4-day orientation (later hires make up key orientation components on Blackboard) Complete TIP Blackboard components (introduction to district personnel and roles) Complete two (2) (Oct. and Feb.) 3-hour Educational Research & Development (ER&D) face-to-face training sessions Complete three (3) PD 360 components (indentified by district) with mentor Complete at least three (3) formative observations with mentor Maintain TIP folder and checklist with assistance from mentor Citrus Page 23

25 Design individual PDP with assistance from mentor and administrator Minimum of three (3) observations by building level administrator Complete observation(s) of model teachers (as determined by support team) Components for Teachers with four or more years experience One Year Program No mentor assigned Attend 4-day orientation (later hires make up key orientation components on Blackboard) Complete TIP Blackboard components (introduction to district personnel and roles) Complete two (2) (Oct. & Feb.) 3-hour ER&D face-to-face training sessions Complete three (3) PD 360 components (identified by district) Complete individual PDP Maintain TIP folder and checklist Year 2 for Teachers with less than four years experience Teachers Complete PD minimum of two (2) modules of choice (in collaboration with support team at least one training should support PDP) Complete in-depth study and utilization of targeted standards (in collaboration with support team and with additional resources) Access, understand, and analyze appropriate student data and use the data to drive instruction (in collaboration with support team and with additional resources) Participate in face-to-face session(s) with district-level administrators providing opportunities for reflection Minimum of two (2) observations by building level administrator Maintain TIP folder and complete checklist Mentors Serve on support team Assist in development and implementation of PDP Conduct formative observations, if needed (determined by support team) Conduct informal observations (connected to standards and data) View and discuss PD 360 sessions with participating teacher Participate in end of the year face-to-face mentor meeting Complete mentor responsibility checklist Citrus Page 24

26 3. Other Indicators of Performance Directions: The district shall provide: The additional performance indicators, if the district chooses to include such additional indicators pursuant to s (3)(a)4., F.S.; The percentage of the final evaluation that is based upon the additional indicators; and The scoring method, including how it is calculated and combined [Rule 6A-5.030(2)(d), F.A.C.]. Examples include the following: Deliberate Practice - the selection of indicators or practices, improvement on which is measured during an evaluation period Peer Reviews Objectively reliable survey information from students and parents based on teaching practices that are consistently associated with higher student achievement Individual Professional Development Plan Other indicators, as selected by the district Citrus Page 25

27 Deliberate Practice Instructional personnel seeking an administrative position will complete an additional metric. For Citrus County Schools, this additional metric will be a Deliberate Practice Plan. Instructional personnel will indicate on their Professional Development Plan (Appendix C) whether or not they will be completing a Deliberate Practice Plan (Appendix I) for the school year. Instructional personnel will use the Developing Rubric (Appendix G) when writing the Deliberate Practice Plan. Instructional personnel will implement the Deliberate Practice Plan throughout the school year. A rating of HE, E, D, NI, U will be given based on successful implementation of the plan. The Rating Rubric (Appendix H) will be used by the administrator to determine the rating. Instructional personnel must receive an implementation rating of HE or E on the plan. The rating will be under the Professional Standards and Florida Educator Accomplished Practices portion of the Summative Appraisal and will be combined with the rating from the FEAPs to give instructional personnel an overall rating for Section A. Scope of the Workforce to Which the Added Metric(s) Apply Instructional personnel within the district who are seeking an administrative position will be required to complete a Deliberate Practice Plan. The individual must meet the required state qualifications for an administrative position which include holding a Master s Degree or higher, holding a certificate in Educational Leadership or its equivalent, and completing a minimum of three (3) years successful teaching experience. Rating for the Deliberate Practice Plan The Deliberate Practice Plan will receive a rating of HE, E, D, NI, U under the Professional Standards and Florida Educator Accomplished Practices portion of the evaluation system and will be 17% of the district portion of the summative evaluation. Citrus Page 26

28 4. Summative Evaluation Score Directions: The district shall provide: The summative evaluation form(s); and The scoring method, including how it is calculated and combined; and The performance standards used to determine the summative evaluation rating. Districts shall use the four performance levels provided in s (2)(e), F.S. [Rule 6A-5.030(2)(e), F.A.C.]. Summative Evaluation Ratings Citrus Page 27

29 Highly Effective Performance and results relative to CCS and the Accomplished Practices are consistently at the highly effective level. CCS and the Accomplished Practices should exceed effective levels and constitute models of proficiency for other teachers. This level of CCS and the Accomplished Practices reflect extraordinary effort and superior capabilities. Effective Performance and results relative to CCS and the Accomplished Practices are consistently effective. The level of CCS and the Accomplished Practices reflect efforts and capabilities that consistently meet expectations. Developing (instructional personnel in the first 3 years of employment) Needs Improvement (4+ years) Performance and results relative to CCS and the Accomplished Practices are developing or need improvement Efforts and capabilities show growth towards meeting CCS and the Accomplished Practices. Continued support will be provided. Unsatisfactory * Performance and results relative to CCS and the Accomplished Practices do not meet expected level of performance expectations. Efforts and capabilities do not meet the level of performance required by the CCS and the Accomplished Practices. Substantial assistance, monitoring, and training is required. *An assistance plan is required if rated as Unsatisfactory. Assigning the Final Rating Each teacher will receive a rating of highly effective, effective, developing/needs improvement, or unsatisfactory based on their performance on the district portion of the teacher appraisal system. This rating is determined by combining the ratings from the five standards and the rating from the Deliberate Practice Plan (optional). The five standards are worth 20% each of the 67% of the district portion of the summative evaluation, if a teacher completes the Deliberate Practice Plan, each portion would be 17% of the 67% of the district portion of the summative evaluation. If the Student growth measures from the state, if available, and district data will be analyzed to assign an overall rating using the same categories mentioned above. Using a matrix (See the Rating Matrix below) based upon The New Teacher Project 2.0, an overall rating will be assigned and reported to the Florida Department of Education based upon Florida Statute requirements. The Citrus Page 28

30 building level administrators (principals and assistant principals) will schedule an end of the year meeting with each instructor to complete a summative evaluation. During this meeting, teachers will share data related to his/her student performance data/achievement documented in his/her professional development plan, discuss the strategies implemented throughout the year, and participate in conversation about performance related to the five (5) Citrus County Standards based on the Self-Reflection Tool. After reviewing the evidences of effectiveness gathered throughout the year via informal and formal walkthroughs and classroom observations, the administrator will assign a rating of highly effective, effective, developing/needs improvement, or unsatisfactory for the district portion of the evaluation system. The rating for the student performance portion of the evaluation will be based on the growth model rating provided by the state or the district model for teachers of subjects and grades not assessed by statewide assessments. If a teacher is on a leave of absence for more than 51% of the school year, there will not be an evaluation given for that school year. If a teacher leaves the district at the end of the school year and does not receive a rating for the data portion, an overall rating will not be given. Citrus Page 29

31 Rating Matrix The district portion of the summative evaluation, which includes the five Citrus County Standards, is given one of the four ratings: HE, E, D/NI, or U. The student data portion of the summative evaluation is given one of the four ratings. The district portion rating is 67% of the overall rating. The data portion rating is 33% of the overall rating. The chart below clearly explains the final rating options based on the two ratings received for the district and data portions. Rating Areas Teaching Practices 67% Student Data 33% Overall Rating Options H H Highly Effective H E Highly Effective, Effective H D/NI Highly Effective, Effective H U Effective, Developing/Needs Improvement E H Highly Effective, Effective E E Effective E D/NI Effective, Developing/Needs Improvement E U Effective, Developing/Needs Improvement D/NI H Effective, Developing/Needs Improvement D/NI E Effective, Developing/Needs Improvement D/NI D/NI Developing/Needs Improvement D/NI U Developing/Needs Improvement, Unsatisfactory U H Developing/Needs Improvement U E Developing/Needs Improvement U D/NI U U Unsatisfactory Developing/Needs Improvement, Unsatisfactory Citrus Page 30

32 5. Additional Requirements Directions: The district shall provide: Confirmation that the district provides instructional personnel the opportunity to review their class rosters for accuracy and to correct any mistakes [Rule 6A (2)(f)1., F.A.C.] Documentation that the evaluator is the individual who is responsible for supervising the employee. An evaluator may consider input from other personnel trained in evaluation practices. If input is provided by other personnel, identify the additional positions or persons. Examples include assistant principals, peers, district staff, department heads, grade level chairpersons, or team leaders [Rule 6A-5.030(2)(f)2., F.A.C.]. Description of training programs and processes to ensure that all employees subject to an evaluation system are informed on evaluation criteria, data sources, methodologies, and procedures associated with the evaluation before the evaluation takes place, and that all individuals with evaluation responsibilities and those who provide input toward evaluation understand the proper use of the evaluation criteria and procedures [Rule 6A-5.030(2)(f)3., F.A.C.]. Description of processes for providing timely feedback to the individual being evaluated [Rule 6A-5.030(2)(f)4., F.A.C.]. Description of how results from the evaluation system will be used for professional development [Rule 6A-5.030(2)(f)5., F.A.C.]. Confirmation that the district will require participation in specific professional development programs by those who have been evaluated as less than effective as required by s (10), F.S. [Rule 6A-5.030(2)(f)6., F.A.C.]. Documentation that all instructional personnel must be evaluated at least once a year [Rule 6A-5.030(2)(f)7., F.A.C.]. Documentation that classroom teachers are observed and evaluated at least once a year [Rule 6A-5.030(2)(f)8., F.A.C.]. Documentation that classroom teachers newly hired by the district are observed and evaluated at least twice in the first year of teaching in the district pursuant to s (3)(a), F.S. [Rule 6A-5.030(2)(f)8., F.A.C.]. Documentation that the evaluation system for instructional personnel includes opportunities for parents to provide input into performance evaluations when the district determines such input is appropriate, and a description of the criteria for inclusion, and the manner of inclusion of parental input [Rule 6A-5.030(2)(f)9., F.A.C.]. Identification of teaching fields, if any, for which special evaluation procedures and Citrus Page 31

33 criteria are necessary [Rule 6A-5.030(2)(f)10., F.A.C.]. Description of the district s peer assistance process, if any. Peer assistance may be part of the regular evaluation system, or used to assist personnel who are placed on performance probation, or who request assistance, or newly hired classroom teachers [Rule 6A-5.030(2)(f)11., F.A.C.]. Citrus Page 32

34 Roster Verification Section (1)(a), Florida Statutes, requires districts to provide instructional personnel the opportunity to review their class rosters for accuracy and to correct any mistakes. The options for verification may be the State of Florida s Roster Verification Tool or a local process. Citrus County School District chose to use the state Roster Verification Tool in the first year of this process. The feedback from the district committee, teachers, and school leaders was not positive, including a concern regarding the tremendous amount of time required to review data. The most difficult element of the process using the state tool was that the review process window occurred during the End-of-Course Exams, State Assessments and final exam schedule in December and in May. In addition, teachers expressed frustration with verification student roster information that asked teachers to recall class lists of students that they instructed 5 months earlier. In response, the district implemented the option of using a local process that included the use of Survey 2 and Survey 3 data to verify accuracy of rosters. The current procedure for the local verification of class rosters includes the following: Roster Verification will occur two times in the school year: Survey 2 window and Survey 3 window Information Services recommended day to print Survey 2: 10/16/2015 and to print Survey 3: 2/12/2013 Dates vary each year and are defined by the Florida Department of Education: o Survey : 10/1/2015 to 10/16/2015 (in attendance at least 1 day in survey window and in membership 1 day through enrollment window from 10/12 through 10/16) o Survey : 1/29/2016 to 2/12/2016 (in attendance at least 1 day in survey window and in membership 1 day through enrollment window from 2/8 through 2/12) Survey windows are clearly noted on the Citrus County School Calendar and information for calendar voting provided annually to all staff All teachers sign Survey 2 Rosters during Survey 2 window, indicating students who were on the teacher s class roster during the official Survey 2 window. Rosters of students are matched to student names that completed assessments (secondary students in December), including; state assessments, standardized assessments, district selected assessments, and district developed assessments. All teachers sign Survey 3 Rosters during the Survey 3 window, similar to Survey 2 process. These rosters are also matched to students names that completed assessments in the Spring test window. For grade levels other than high schools that are on block schedules, Survey 2 Rosters are matched with Survey 3 Rosters. Students must be in attendance in the school for both surveys and take assessments to be included on the rosters that contribute to the teacher evaluation. Citrus Page 33

35 Individual Professional Development Plan Individual Professional Development Plans (Appendix C) are a major component of the Citrus County Teacher Evaluation System and thereby support the district and school improvement plans. The state-defined protocol standards for the creation of Individual Professional Development Plans must: Directly relate to specific student performance for those areas to which the teacher is assigned Have clearly defined training objectives which include the changes in educator s practices that are expected as a result from the new professional learning Specify measureable improvement in student performance resulting from the training activity Include an evaluation component for documenting the expected student performance gains In creating professional development plans, Citrus County teachers determine the area of focus by analyzing student data and the results of ratings from the Citrus County Schools Self- Reflection Tool (See Appendix B). In addition to following the state defined protocol standards, teachers must include data/information from the school s improvement plan. The school s improvement plan is developed, in part, based on statewide assessment data and other school/district performance information. Strategies in individual PDPs support the school improvement plan in working to address curriculum areas in need of improvement. School improvement plans ultimately link to the district improvement plan. Teachers and school-based administrators will review the current Self-Reflection Tool and annual evaluation information from the previous year to develop a new Individual Professional Development Plan. Collaboratively, the teacher and administrator will identify the appropriate professional development focus for the coming year to support incremental growth of teacher effectiveness. In addition, the district is investigating the purchase of a software program that will link observation information, student data, and professional development, thereby providing an ongoing guide for teachers for continuous improvement. School and District Improvement Plans After examining the results of school-based evaluations based on specific student growth and achievement data and reviewing the use of instructional strategies that have a high probability of increasing student achievement, school improvement plans will be developed based on identified areas. The results of evaluations will assist in defining plausible causal information relating to deficit areas. Professional development will be linked to address these needs. Similarly, district improvement plans will be able to follow the same process as the schools. The district will identify global areas of need and the district improvement plan will be designed to provide resources and support to address deficit areas. Citrus Page 34

36 Timely Feedback Instructional personnel will receive timely feedback on all observations and summative evaluations. Instructional personnel will be trained within the first 10 days of hire on the components of the evaluation system. Administrators will complete a post observation meeting within 10 days after an observation (evaluation) takes place. The administrator will complete a midyear review on all teachers documenting progress throughout the year. The administrator will meet with all instructional personnel 15 days from the date of the last day for students to issue the district portion of the summative evaluation. Annual Evaluations Annual evaluations will take place at the end of the school year for all instructional personnel. The building level administrators (principals and assistant principals) will schedule an end of the year meeting with each instructor to complete a summative evaluation. During this meeting, teachers will share data related to student performance /achievement documented in his/her professional development plan, discuss the strategies implemented throughout the year, reflect on the impact of professional development, and participate in conversation about performance related to the five (5) Citrus County Standards and the Florida Educator Accomplished Practices based on the Self- Reflection Tool. After reviewing evidence of effectiveness gathered throughout the year via informal and formal walkthroughs and classroom observations, the administrator will assign a rating of highly effective, effective, developing/needs improvement, or unsatisfactory for the district portion of the evaluation system. First year and newly hired teachers will be observed formally with the Citrus County Observation Tool a minimum of three (3) times during the year. In addition, first year teachers will also be observed by mentors or school based administrators a minimum of three times during the year using formative instruments provided by Learning Sciences International and iobservation. Newly hired teachers will also receive a rating after their midyear meeting with the administrator. The rating will be documented and sent to the district. Midyear ratings for newly hired teachers are due to the district in January of each year. The rating for the student performance portion of the evaluation will be based on the growth model rating provided by the state or the district model for teachers of subjects and grades not assessed by statewide assessments. If statewide assessment data is not available prior to the end of the year, the teacher will receive a rating on the district portion. Subsequently, the overall evaluation rating will be assigned the following school year during the beginning of the year conference between teachers and administrators in establishing the new Individual Professional Development Plan. In discussing the previous year s data at the beginning of the year meeting, a true cyclical improvement process will evolve. Schools will submit the Summative Evaluation Form to the Human Resources Department. (See Appendix F) Citrus Page 35

37 Coaching and Assistance Plans Instructional personnel that receive a Developing or Needs Improvement as the overall rating on the summative evaluation may be placed on either a coaching or assistance plan. If instructional personnel receive an overall rating of Developing or Needs Improvement for two or more years, it is strongly recommended that the administrator provide additional assistance documented through a coaching or assistance plan. Instructional personnel that receive a rating of unsatisfactory will be placed on a 90-day assistance plan. Parent Input Parental input will be provided via yearly school improvement surveys and through School Advisory Enhancement Council meetings. Parental input into employee performance evaluation will be sought if/when a school receives a grade of D or F by the Department of Education and is deemed to be in an Intervene Status according to the No Child Left Behind legislation. If a school receives a grade of D or F, surveys will be sent out to the parents of the school and collected by district personnel. An overall rating of HE, E, D/NI, U will be assigned to the school based on the feedback collected. This rating will be included as an additional metric in a teacher s evaluation rating. Amending Evaluations Evaluations may be amended if assessment data are available within 90 days of close of the school year. Regular notification procedures must be followed. As stated in Section 8, if statewide assessment data is not available prior to the end of the year, the teacher will receive a rating on the district portion. Subsequently, the overall evaluation rating will be assigned at the beginning of the following school year during the beginning of the year conference between teachers and administrators in establishing the new Individual Professional Development Plan. In discussing the previous year s data at the beginning of the year meeting, a true cyclical improvement process will evolve. Schools will submit the Summative Evaluation Form to the Human Resources Department prior to the end of the school year and will send a revised Summative Evaluation Form as needed at the beginning of the following school year. Citrus Page 36

38 6. District Evaluation Procedures Directions: The district shall provide evidence that its evaluation policies and procedures comply with the following statutory requirements: In accordance with s (3)(c), F.S., the evaluator must: submit a written report of the evaluation to the district school superintendent for the purpose of reviewing the employee s contract [Rule 6A-5.030(2)(g)1., F.A.C.]. submit the written report to the employee no later than 10 days after the evaluation takes place [Rule 6A-5.030(2)(g)2., F.A.C.]. discuss the written evaluation report with the employee [Rule 6A (2)(g)3., F.A.C.]. The employee shall have the right to initiate a written response to the evaluation and the response shall become a permanent attachment to his or her personnel file [Rule 6A-5.030(2)(g)4., F.A.C.]. The district shall provide evidence that its evaluation procedures for notification of unsatisfactory performance comply with the requirements outlined in s (4), F.S. [Rule 6A-5.030(2)(h), F.A.C.]. Documentation the district has complied with the requirement that the district school superintendent shall annually notify the Department of any instructional personnel who receive two consecutive unsatisfactory evaluations and shall notify the Department of any instructional personnel who are given written notice by the district of intent to terminate or not renew their employment, as outlined in s (5), F.S. [Rule 6A-5.030(2)(i), F.A.C.]. Citrus Page 37

39 Unsatisfactory Summative Evaluations Schools and cost centers will submit all instructional summative evaluations to the Human Resources Department once the overall rating is assigned for all staff. The superintendent will review all of the data collected regarding instructional summative evaluations. The superintendent will receive copies of evaluations for instructional personnel that receive an overall rating of unsatisfactory for the purpose of reviewing the employee s contract. A written report will be discussed with and provided to the employee no later than 10 days after the superintendent reviews the evaluation. The employee may provide a written response to the evaluation and it shall become a permanent attachment to the personnel file. If an employee receives two consecutive unsatisfactory evaluations the superintendent will notify, in writing, the Department of Education stating district s intent to terminate or non-renew the employment. Citrus Page 38

40 7. District Self-Monitoring Directions: The district shall provide a description of its process for annually monitoring its evaluation system. The district self-monitoring shall determine the following: Evaluators understanding of the proper use of evaluation criteria and procedures, including evaluator accuracy and inter-rater reliability; [Rule 6A-5.030(2)(j)1., F.A.C.] Evaluators provide necessary and timely feedback to employees being evaluated; [Rule 6A-5.030(2)(j)2., F.A.C.] Evaluators follow district policies and procedures in the implementation of evaluation system(s); [Rule 6A-5.030(2)(j)3., F.A.C.] Use of evaluation data to identify individual professional development; [Rule 6A (2)(j)4., F.A.C.] Use of evaluation data to inform school and district improvement plans [Rule 6A (2)(j)5., F.A.C.]. Citrus Page 39

41 Instructional Personnel that Receive an Unsatisfactory Rating Instructional personnel that receive a rating of unsatisfactory on the summative evaluation will be placed on a 90-day assistance plan. The plan will include the following components: areas of assistance, statement of anticipated outcomes, strategies, assistance offered from, means of assessment, anticipated achievement date, and statement of consequences if deficiencies are not improved. The administrator will work with the Professional Development and the Human Resources Departments when developing the plan. The administrator will also collaborate with instructional personnel to ensure the strategies/professional development listed in the plan will meet his/her needs. The administrator and instructional personnel will meet on a regular basis to review data collected through walkthroughs, formal observations, etc. During those meetings, the administrator will provide feedback to the instructional personnel. At the end of the 90 days the administrator will determine whether or not the instructional personnel successfully completed the assistance plan. The results of the plan will be shared with the Human Resources Department and the Superintendent. Timely Feedback Instructional personnel will receive timely feedback on all observations and summative evaluations. Instructional personnel will be trained within the first 10 days of hire on the components of the evaluation system. Administrators will complete a post observation meeting within 10 days after an observation (evaluation) takes place. The administrator will complete a midyear review on all teachers documenting progress throughout the year. The administrator will meet with all instructional personnel 15 days from the date of the last day for students to issue the district portion of the summative evaluation. Training for Administrators on Implementation and Evaluation All administrators conducting evaluations will participate in training for the components of the revised teacher evaluation system. All principals and district administrators who supervise instructional personnel will receive an update on changes to the evaluation system in August. Administrators that are new to the district will be trained on the evaluation system in July. A PowerPoint presentation with voice over will continue to be modified and used to explain the essential components of the system and then shared with instructional staff in all schools, assuring that all participants heard and saw the same information. The Research and Accountability Department also provides a voiceover power point at the beginning of every school year that focuses on the data sources for every teacher and how the data source rating will be calculated. An administrator workshop is scheduled each year to refine the data sources and learning targets/growth measures that will be utilized for the upcoming school year. An additional training is scheduled annually with all administrators to practice utilization of the Citrus County Observation Instrument and to further clarify the processes and procedures for conducting evaluations. School based administrators who are responsible for conducting evaluations will collaborate with each other within the school setting regarding implementation practices to ensure Citrus Page 40

42 reliability of the system. During the school year, the revised teacher evaluation system will be an agenda item topic during administrator meetings with the intent to discuss consistency in evaluation procedures. Review of the Evaluation System The evaluation committee will continue to meet on a yearly basis to monitor, review, evaluate, and improve the newly revised instructional appraisal system. Each school year, a minimum of one meeting will be scheduled to discuss, evaluate, and consider any changes that may be needed in the new instructional appraisal tool. These meetings will also be used as a communication vehicle to track the progress of the new appraisal tool within each school in the district. Grant or district funding will be used to fund the substitutes for the instructional personnel of the committee. If for some reason a committee member is no longer with the district or cannot attend the meetings, then an individual will be chosen to replace the member so the continuity of committee remains consistent in continuing the representation of all schools and curricular areas. Individual Professional Development Plan Individual Professional Development Plans (Appendix C) are a major component of the Citrus County Teacher Evaluation System and thereby support the district and school improvement plans. The state-defined protocol standards for the creation of Individual Professional Development Plans must: Directly relate to specific student performance for those areas to which the teacher is assigned Have clearly defined training objectives which include the changes in educator s practices that are expected as a result from the new professional learning Specify measureable improvement in student performance resulting from the training activity Include an evaluation component for documenting the expected student performance gains In creating professional development plans, Citrus County teachers determine the area of focus by analyzing student data and the results of ratings from the Citrus County Schools Self- Reflection Tool (See Appendix B). In addition to following the state defined protocol standards, teachers must include data/information from the school s improvement plan. The school s improvement plan is developed, in part, based on statewide assessment data and other school/district performance information. Strategies in individual PDPs support the school improvement plan in working to address curriculum areas in need of improvement. School improvement plans ultimately link to the district improvement plan. Teachers and school-based administrators will review the current Self-Reflection Tool and annual evaluation information from the previous year to develop a new Individual Professional Development Plan. Collaboratively, the teacher and administrator will identify the appropriate professional development focus for the coming year to support incremental growth of teacher Citrus Page 41

43 effectiveness. In addition, the district is investigating the purchase of a software program that will link observation information, student data, and professional development, thereby providing an ongoing guide for teachers for continuous improvement. School and District Improvement Plans After examining the results of school-based evaluations based on specific student growth and achievement data and reviewing the use of instructional strategies that have a high probability of increasing student achievement, school improvement plans will be developed based on identified areas. The results of evaluations will assist in defining plausible causal information relating to deficit areas. Professional development will be linked to address these needs. Similarly, district improvement plans will be able to follow the same process as the schools. The district will identify global areas of need and the district improvement plan will be designed to provide resources and support to address deficit areas. Citrus Page 42

44 Teacher Evaluation Committee Members Regina Allegretta Director, Student Services Donnie Devane-Brown Principal, Crystal River Primary Deirdre Byrne Instructional Staff, Crystal River Middle School Amy Crowell Supervisor, Research and Accountability Richard Crowley Instructional Staff, Lecanto Middle School Jeff Davis Principal, Lecanto High School Jeane DeFelice Instructional Staff, WTC Cliff Dyer Instructional Staff, Crystal River High School Patricia Douglas Coordinator, Title 1 and NCLB Reba Evans Instructional Staff, Citrus High School Inge Frederick Principal, Crystal River Middle School Megan Furniss Instructional Staff, Lecanto Primary School Sean Furniss Instructional Staff, Lecanto High School Todd Goolsby Instructional Staff, Inverness Middle School Alissa Grace Instructional Staff, Inverness Primary School Scott Hebert Director, Elementary Education Cynthia Hendrick Instructional Staff, Citrus High School Jennifer Hetland Principal, Citrus Springs Elementary School Kit Humbaugh Coordinator, Student Services Rene Johnson Principal, Rock Crusher Elementary School Julie Kelsay Coordinator, Exceptional Student Education Jancye Kilpatrick Instructional Staff, Hernando Elementary School Lynne Kirby Principal, Pleasant Grove Elementary School Mark Klauder Executive Director, Educational Services Roselle Lattin Instructional Staff, Citrus High School Mike Mullen Assistant Superintendent Susan Roberts Instructional Staff, Forest Ridge Elementary School David Roland Director, Secondary Education William Rubar Instructional Staff, Lecanto High School Patrick Scott Instructional Staff, Floral City Elementary School Nancy Simon Principal, Central Ridge Elementary School Victoria Smith Instructional Staff, Citrus High School and CCEA President Suzanne Swain Coordinator, Certification and Professional Services Edmund Trygar Instructional Staff, Lecanto Middle School John Weed Principal, Citrus Springs Middle School Lindy Woythaler Director, Professional Development Citrus Page 43

45 Appendix A Checklist for Approval Performance of Students The district has provided and meets the following criteria: For all instructional personnel: The percentage of the evaluation that is based on the performance of students criterion. An explanation of the scoring method, including how it is calculated and combined. At least one-third of the evaluation is based on performance of students. For classroom teachers newly hired by the district: The student performance measure(s). Scoring method for each evaluation, including how it is calculated and combined. For all instructional personnel, confirmed the inclusion of student performance: Data for at least three years, including the current year and the two years immediately preceding the current year, when available. If less than the three most recent years of data are available, those years for which data are available must be used. If more than three years of student performance data are used, specified the years that will be used. For classroom teachers of students for courses assessed by statewide, standardized assessments: Documented that VAM results comprise at least one-third of the evaluation. For teachers assigned a combination of courses that are associated with the statewide, standardized assessments and that are not, the portion of the evaluation that is comprised of the VAM results is identified, and the VAM results are given proportional weight according to a methodology selected by the district. For all instructional personnel of students for courses not assessed by statewide, standardized assessments: For classroom teachers, the district-determined student performance measure(s) used for personnel evaluations. For instructional personnel who are not classroom teachers, the districtdetermined student performance measure(s) used for personnel evaluations. Instructional Practice The district has provided and meets the following criteria: For all instructional personnel: The percentage of the evaluation system that is based on the instructional Citrus Page 44

46 practice criterion. At least one-third of the evaluation is based on instructional practice. An explanation of the scoring method, including how it is calculated and combined. The district evaluation framework for instructional personnel is based on contemporary research in effective educational practices. For all instructional personnel: A crosswalk from the district's evaluation framework to the Educator Accomplished Practices demonstrating that the district s evaluation system contains indicators based upon each of the Educator Accomplished Practices. For classroom teachers: The observation instrument(s) that include indicators based on each of the Educator Accomplished Practices. For non-classroom instructional personnel: The evaluation instrument(s) that include indicators based on each of the Educator Accomplished Practices. For all instructional personnel: Procedures for conducting observations and collecting data and other evidence of instructional practice. Other Indicators of Performance The district has provided and meets the following criteria: Described the additional performance indicators, if any. The percentage of the final evaluation that is based upon the additional indicators. The scoring method, including how it is calculated and combined. Summative Evaluation Score The district has provided and meets the following criteria: Summative evaluation form(s). Scoring method, including how it is calculated and combined. The performance standards used to determine the summative evaluation rating (the four performance levels: highly effective, effective, needs improvement/developing, unsatisfactory). Additional Requirements The district has provided and meets the following criteria: Confirmation that the district provides instructional personnel the opportunity Citrus Page 45

47 to review their class rosters for accuracy and to correct any mistakes. Documented that the evaluator is the individual who is responsible for supervising the employee. Identified additional positions or persons who provide input toward the evaluation, if any. Description of training programs: Processes to ensure that all employees subject to an evaluation system are informed on evaluation criteria, data sources, methodologies, and procedures associated with the evaluation before the evaluation takes place. Processes to ensure that all individuals with evaluation responsibilities and those who provide input toward evaluation understand the proper use of the evaluation criteria and procedures. Documented: Processes for providing timely feedback to the individual being evaluated. Description of how results from the evaluation system will be used for professional development. Requirement for participation in specific professional development programs by those who have been evaluated as less than effective. All instructional personnel must be evaluated at least once a year. All classroom teachers must be observed and evaluated at least once a year. Newly hired classroom teachers are observed and evaluated at least twice in the first year of teaching in the district. For instructional personnel: Inclusion of opportunities for parents to provide input into performance evaluations when the district determines such input is appropriate. Description of the district s criteria for inclusion of parental input. Description of manner of inclusion of parental input. Identification of the teaching fields, if any, for which special evaluation procedures and criteria are necessary. Description of the district s peer assistance process, if any. District Evaluation Procedures The district has provided and meets the following criteria: That its evaluation procedures comply with s (3)(c), F.S., including: That the evaluator must submit a written report of the evaluation to the district school superintendent for the purpose of reviewing the employee s contract. That the evaluator must submit the written report to the employee no later than 10 days after the evaluation takes place. That the evaluator must discuss the written evaluation report with the employee. That the employee shall have the right to initiate a written response to the Citrus Page 46

48 evaluation and the response shall become a permanent attachment to his or her personnel file. That the District s procedures for notification of unsatisfactory performance meet the requirement of s (4), F.S. That district evaluation procedures require the district school superintendent to annually notify the Department of any instructional personnel who receives two consecutive unsatisfactory evaluations and to notify the Department of any instructional personnel who are given written notice by the district of intent to terminate or not renew their employment, as outlined in s , F.S. District Self-Monitoring The district self-monitoring includes processes to determine the following: Evaluators understanding of the proper use of evaluation criteria and procedures, including evaluator accuracy and inter-rater reliability. Evaluators provide necessary and timely feedback to employees being evaluated. Evaluators follow district policies and procedures in the implementation of evaluation system(s). The use of evaluation data to identify individual professional development. The use of evaluation data to inform school and district improvement plans. Citrus Page 47

49 Appendix B Self-Reflection Tool Citrus Page 48