Instructionalt ti l Performancef Evaluation and Growth System

Transcription

1 Welcome to the introduction of the Instructionalt ti l Performancef Evaluation and Growth System

2 Objectives Participants will: Gain an understanding of the overall evaluation process of IPEGS Dispel myths and confirm truths regarding IPEGS Examine the three parts of the three IPEGS Handbooks Explore the impact of IPEGS on administrators and teachers of M-DCPS Compare and Contrast characteristics of the Exemplary vs Proficient ratings

3 Agenda Items Sign-in/Introduction/General Information IPEGS Myths and Truths Overview PowerPoint Break Handbook Walk IPEGS Scavenger Hunt/Reports Exemplary or Proficient Activity Overview Quiz and Answer Review Revisit the Truths and Myths Burning Issues Parking Lot/Reflections

4 Why Does M-DCPS Need Another Evaluation System?

5 Excerpts from Florida State Statute (3) (a) and Florida State Board Rule 6B Florida Statute (3)(a)...Student performance must be measured by state assessments required under s and by local assessments for subjects and grade levels not measured by the state assessment program. Florida State Board Rule 6B Assessment instruments must include a rating scale and criteria that clearly differentiate personnel performance levels ranging from outstanding to unsatisfactory with a median rating of satisfactory.

6 Purposes of IPEGS Contribute to M-DCPS vision, mission, and goals Share responsibility for evaluation between the professional and the evaluator Ensure accountability for classroom/program performance Focus on professional growth Improve the quality of instruction/programs and learning!

7 What handbooks are included in IPEGS? Instructional Personnel Categories for each handbook Teachers Student Services* Instructional Support* Counselors, TRUST Specialists Curriculum Specialists School Social Workers Lead Teachers School Psychologists Library/Media Specialists Speech/Language Pathologists Program Specialists Other Positions Teachers on Special Assignment Other Positions * Job titles listed are samples of the many diverse positions within the student services and instructional support personnel categories.

8 IPEGS Implementation Process 2006 Design Teams established and developed instrument School Board approved IPEGS IPEGS Piloted in 140 schools 2009 Florida Department of Education approved instrument 2009 Present District-wide implementation The M-DCPS/UTD Joint Committee on Standards for Educational Evaluation collected feedback from teachers and administrators. IPEGS was modified, utilizing this information,during the pilot.

9

10 Paradigm Shifts TADS Teacher Centered PACES Engagement Centered IPEGS Results Centered/Multiple Data Sources

11 Highlights g of IPEGS

12 How will performance be documented? Observation of Standards Goal Setting for Learner/Program Progress and Goal Attainment Required Documentation Summative Performance Evaluation using a Four-Point Rating System

13 Observation of Standards

14 Teachers Performance Standards 1. Learner Progress 5. Assessment 2. Knowledge of Learners 6. Communication 3. Instructional Planning 7. Professionalism 4. Instructional Delivery and Engagement 8. Learning Environment

15 Performance Standards for Teachers 1. Learner Progress The work of the teacher results in acceptable and measurable learner progress based on state/local standards, district goals, school goals, and/or the teacher s goals. 2. Knowledge of Learners The teacher identifies and addresses the needs of learners by demonstrating respect for individual differences, cultures, backgrounds, and learning styles. 3. Instructional Planning The teacher uses appropriate curricula (including state reading requirements, if applicable), instructional strategies, and resources to develop lesson plans that include goals and/or objectives, learning activities, assessment of student learning, and home learning in order to address the diverse needs of students. 4. Instructional Delivery and Engagement The teacher promotes learning by demonstrating accurate content knowledge and by addressing academic needs through a variety of appropriate instructional strategies and technologies that t engage learners. Pages of the Teacher Handbook

16 Performance Standards for Teachers 5. Assessment The teacher gathers, analyzes, and uses data (including FCAT state assessment data, as applicable) to measure learner progress, guide instruction, and provide timely feedback. 6. Communication The teacher communicates effectively with students, their parents or families, staff, and other members of the learning community. 7. Professionalism The teacher demonstrates behavior consistent with legal, ethical, and professional standards and engages in continuous professional growth. 8. Learning Environment The teacher creates and maintains a safe learning environment while encouraging fairness, respect, and enthusiasm. Pages of the Teacher Handbook

17 Instructional Support & Student Services Performance Standards 1. Learner Progress 5. Assessment 2. Knowledge of Learners 3. Program Management 6. Communication 7. Professionalism 4. Program Delivery

18 Performance Standards for Instructional Support and Student t Services Professionals 1. Learner Progress The work of the student services/instructional support professional results in acceptable and measurable learner or program progress based on established standards, district goals, school goals, and/or the professional s goals. 2. Knowledge of Learners The student services/instructional support professional identifies and addresses the needs of the target learning community by demonstrating respect for individual differences, and understanding of cultures, backgrounds, and learning styles. 3. Program Management The instructional support professional plans, organizes, promotes, and manages programs and/or services to meet the diverse needs of all learners. The student services professional plans, organizes, and manages programs and/or services to meet the diverse needs of all learners. 4. Program Delivery The instructional support professional uses knowledge of subject/content/field/technology to implement services for the targeted learning community consistent with established standards and guidelines. The student services professional uses knowledge of subject/content/field/technology to implement services for learners and the learning community consistent with established standards and guidelines. Pages of Instructional Support Personnel Handbook and Student Services Personnel Handbook

19 Performance Standards for Instructional Support and Student Services Professionals 5. Assessment The instructional support professional gathers, analyzes, and uses data (including FCAT state assessment data, if applicable) to measure and guide learner or program progress, and to provide timely feedback. The student services professional gathers, analyzes, and uses data (including FCAT state assessment data, if applicable) to measure and guide learner or program progress and to provide timely feedback. 6. Communication The instructional support professional communicates effectively with learners, their parents or families, staff, and other members of the learning community. The student t services professional communicates effectively with learners, their parents or families, staff, and other members of the learning community and advocates for learners. 7. Professionalism The student t services/instructional ti support professional demonstrates behavior consistent with legal, ethical, and professional standards and engages in continuous professional growth. Pages of Instructional Support Personnel Handbook and Student Services Personnel Handbook

20 Teacher page 50 Instructional Support page 52 Student Services page 56

21

22 Goal Setting

23 Goal Setting Process Improving student learning by Determining i baseline performance Focusing attention on instructional or program improvement Setting an attainable goal Developing strategies for improvement Implementing strategies for improvement Monitoring progress toward goal (Mid-year) Maintaining and/or Adjusting strategies for continued improvement Assessing results at the end of the year (Summative Evaluation)

24 All Handbooks Page 18

25 What is a SMART Goal? Goal a statement of an intended outcome of your work: Student t Learning Distinct from Strategies Strategies = Means SMART Goals Specific Measurable Appropriate p Realistic Goal = End Time-bound

26 What are the Purposes of the Mid-year Review? Improving student t learning by Monitoring progress toward goal Reflecting on informal and formal mid-year data Focusing attention on instructional or program improvement and learner progress Reviewing strategies for improvement Adjusting strategies, if needed

27 How Does the Mid-year Review take Place? Possible approaches to mid-year review of goals (determined by administrator): 1) Individual Individual brings relevant data to the meeting with the administrator to review progress toward goal 2) Group Grade level / department level group meetings to discuss progress toward goal (individuals id bring their own relevant data)

28 How is the Mid-year Review Documented? The professional shares progress toward the goal in a format of their choice. The mid-year review documentation is attached to the goal setting form. The professional and the assessor sign the original goal setting form. Attachment formats may include any one of the following but are not limited to: Narrative Paragraph Bullets Chart Graph Table Work samples (Professionals should be prepared to have the supporting documentation)

29 Teacher Handbook - page 49 Instructional Support - page 51 Student Services - page 55

30 Required Documentation

31 What is Submitted with the Documentation Cover Sheet? Teachers: Completed Goal Setting for Learner/Program Progress Form and accompanying documentation Completed Communication Completed Professional Development/Professional Growth Experiences Instructional Support and Student Services: Service Log or Program Plan Completed Goal Setting for Learner/Program Progress Form and accompanying documentation Completed Communication Completed Professional Development/Professional Growth Experiences OPTIONAL DOCUMENTATION relevant evidence that helps to show that a standard has been met sample product

32 Documentation Cover Sheets Instructional Support Professional Teacher pages 52 and 53 Instructional Support pages 54 and 55 Student Services pages 58 and 59

33 Documentation Cover Sheets

34 Summative Evaluation

35 How is a Summative Evaluation Decision i Made? Ratings on the 8 teacher performance standards or the 7 instructional support/student services standards based on: Observation of Standards Goal Setting for Learner/Program Progress and Goal Attainment Required Documentation Other Relevant Sources, including evidence offered by the professional Ratings based on well-defined rubrics for each performance standard

36 How Will Performance Be Rated? Four-point Rating Scale Exemplary - High-quality performance; exceeds the requirements contained in the standard(s) as expressed in the evaluation criteria; consistently seeks opportunities to learn and apply new skills Proficient Effective performance; meets the requirements contained in the job description as expressed in the evaluation criteria; demonstrates willingness to learn and apply new skills; exhibits behaviors that have a positive impact on learners and the school climate Teacher page 27 Instructional Support/Student Services page 28

37 How Will Performance Be Rated? Developing/Needs Improvement Ineffective performance; requires support in meeting the standard(s); results in less than quality work performance; leads to areas of professional improvement being jointly identified and planned between the professional and assessor Unsatisfactory Poor quality performance; fails to meet the requirements contained in the standard(s) d( as expressed in the evaluation criteria The summative performance evaluation indicates recommended or not recommended for continued employment Teacher page 27 Instructional Support/Student Services page 28

38 Rubric for Performance Standard d 7: Professionalism Exemplary The professional s work is exceptional. In addition to meeting the standard Proficient The description is the actual performance standard. Developing/ Needs Improvement Unsatisfactory The teacher The teacher The teacher often The teacher fails to consistently demonstrates does not display adhere to legal, demonstrates a behavior professional ethical, or high level of judgment or only professional consistent with professionalism, poesso as contributes to the professional growth of others, and/or assumes a leadership role within the learning community. legal, l ethical, and professional standards and engages in continuous professional growth. occasionally o a participates in professional growth standards, ds, including all requirements for professional growth.

39 IPEGS Summary In summary IPEGS involves: Observation of Standards Goal Setting for Learner/Program Progress and Goal Attainment Submission of Required Documentation Summative Performance Evaluation using a Four-Point Rating System

40 Instructional Performance Evaluation and Growth System (IPEGS) will impact approximately: 1,190 Instructional Administrators 24,308 Instructional Personnel 353,283 Students and their Parents Thank you for your dedication and commitment!

41

42 Handbook Walk Activity

43 IPEGS Scavenger Hunt (Administrators) (Teacher Student Services Personnel, Instructional Support Personnel) Both

44 IPEGS Scavenger Hunt Teacher s Handbook Group 1 pages 7-16 Group 2 pages Group 3 pages Group 4 pages 45-63

45 Exemplary or Proficient What characteristics does an exemplary professional possess?

46 IPEGS Overview Quiz