Escuela Campo Alegre Teacher Performance Appraisal System (TPAS)

Transcription

1 Escuela Campo Alegre Teacher Performance Appraisal System (TPAS) Overview The purpose of the TPAS is to promote a climate of reflection on practice and professional growth at ECA, as well as to provide a working tool for annual evaluation and supervision. At the heart of the TPAS are a set of performance standards. These standards are designed using research reflecting the competencies most often found in effective teaching. Following each standard is a set of indicators designed as examples of the types of activities that would reflect practice within a designated standard. The indicators are not exhaustive, nor are indicators expected. They are simply examples of the types of things that might be observed in a teacher who is meeting the standard. It should be mentioned a teacher meeting the standard will be rated as proficient. A rating of Exemplary indicates a teacher who has gone above and beyond. PERFORMANCE STANDARDS Performance standards refer to the major duties performed. For all teachers, there are six performance standards. Performance Standard 1: Instructional Planning plans using the school s curriculum, effective strategies, resources, and data to meet the needs of all students. Performance Standard 2: Instructional Delivery effectively engages students in learning by using a variety of instructional strategies in order to meet individual learning needs. Performance Standard 3: Assessment of/for Learning systematically gathers, analyzes, and uses data to measure student progress, guide instruction, and provide timely feedback. Performance Standard 4: Learning Environment uses resources, routines, and procedures to provide a respectful, positive, safe, student centered environment that is conducive to learning. Performance Standard 5: Professionalism Adapted from the AASSA Schools Teacher Performance Evaluation system James H. Stronge, 2010.

2 maintains a commitment to professional ethics, international mindedness, and the school s mission; and takes responsibility for and participates in professional growth that results in enhancement of student learning. Performance Standard 6: Student Progress The work of the teacher results in acceptable and measurable student progress. Sample of Performance Standard and Indicators Standard 2: Instructional Delivery effectively engages students in learning by using a variety of instructional strategies in order to meet individual learning needs. Sample Performance Indicators 2.1 Engages and maintains students in active learning. 2.2 Builds upon students existing knowledge and skills. 2.3 Differentiates instruction to meet students needs. 2.4 Reinforces learning goals consistently throughout the lesson. 2.5 Uses a variety of effective instructional strategies and resources. 2.6 Uses instructional technology to enhance student learning. 2.7 Communicates clearly and checks for understanding. Activities There are a number of activities used to help a teacher reflect on their practice in relationship to the performance standards. These include: Personal professional goals Student surveys Observations Documentation Folder End of year performance report Each of these activities is described in detail below. Personal Professional Goals Each year each teacher is asked to write approximately three personal professional goals. While these goals are related to personal development, at least one goal should be aligned with the strategic focus of the school, and at least one (could be the same one) should be written in terms of student progress. All goals should be written to reflect measurable results. Goals are shared with the division administration at the start of the school Adapted from the AASSA Schools Teacher Performance Evaluation system James H. Stronge, 2010.

3 year, progress reviewed at mid year meetings, and results shared as a part of the end of year evaluation meeting. There is a template at the end of this packet and on the Google Drive to be used for writing goals. Student Surveys ECA has adopted student surveys for different grade levels. These surveys are based upon the research conducted through the Tripod study at Harvard University. Each classroom teacher in grades 2 5 should conduct the survey once per semester, at a time of their own choosing. Grades N 1 should conduct a parent survey. Each teacher of grades 6 12, and all specialist teachers, should conduct the survey with two different classes during the first semester, and two different classes during the second semester, at a time of their own choosing. Each class should have at least eight students. The surveys are set up online, and the data is owned by ECA. When you are ready to conduct a survey, let Andrew Cipriano know. He will make sure the survey is open, let you know how to access it, and forward the data to you when it is done. Following each survey cycle, we ask that you complete a survey reflection form, found on the Google Drive. The reflection forms and data will be part of your discussion at your evaluation meeting. Observations There are two types of observations, formal and unannounced. The observation cycle looks like this Teacher in first year at ECA All other teachers One formal observation At least one unannounced observations At least two unannounced observations A formal observation will consist of a pre meeting with a division principal, a full lesson observation, and a post observation meeting. The form used for this observation appears at the end of this packet and on the Google Drive. All unannounced observations will be approximately 5 10 minutes in length. Following each observation, you will receive feedback from the observer. The observer will describe what they observed, and give constructive feedback if appropriate. You may respond to the feedback if you wish; however, you are not required to respond unless specifically requested by the observer. All observations can be a part of the evaluation process. Documentation Folder Documentation folders are created for every teacher on Google Drive. These folders are for you to store items you think help support your reflection on your practice. For evaluation purposes, we ask that you select one or two of your best examples supporting each standard and submit them to your division administrator, with the Documentation Folder Cover Sheet found on the Google Drive, prior to your end of year meeting. Documentation is Adapted from the AASSA Schools Teacher Performance Evaluation system James H. Stronge, 2010.

4 not needed for standard two, as this standard is reflected through classroom observations. Standard four is covered through your survey reflections. A Teacher Documentation Folder guide can be found on the Google Drive to help you identify the kinds of things you might want to include. There is also a Professional Development Log that you may use if you wish. End of year Performance Report At the end of the year, your division administrator will meet with you to review your year and your TPAS activities. A part of this discussion will also include your end of year evaluation, which will be reflected using a rubric based on the standards. Your division administrator will have completed this rubric in advance, and will go over it with you. It is important to recognize that while the TPAS is designed to encourage reflection and growth, there is an evaluative aspect to it as well. This is completed through the Performance Report. The report is not a negotiation between you and your division administrator. If you disagree with something, you are welcome to state that in writing and it will be attached to your report, but the report itself will remain unchanged. The template for the Teacher Summative Performance Report can be found on the Google Drive. Adapted from the AASSA Schools Teacher Performance Evaluation system James H. Stronge, 2010.

5 Timeline Activity for Professional Improvement Task or Document Responsibility of During the 1 st Month Establishing goals (all new and veteran teachers) Goal Setting for Student Progress Form Before the end of the 1 st Quarter Before the end of the 2 nd Quarter Before end of the 1 st Semester By end of April By end of March Unannounced Observation of all new teachers (for first two years) Unannounced Observation Form Unannounced Observation of all veteran teachers Unannounced Observation Form Summary of Student Survey Feedback (all new and veteran teachers) Remaining Unannounced Observations (all teachers) Formal Observation with pre and post-conference of all new teachers Student Surveys and Student Survey Summary Form Administrator Unannounced Observation Form Announced Observation Form Teacher 10 calendar days prior to End of Year Meeting 10 calendar days prior to summative evaluation date Before the last week of school. Submission of the Documentation Folder and second Summary of Student Survey Feedback (all teachers) Submission of end-of-year review of goals (all new and veteran teachers) Documentation Folder cover sheet and related documents (i.e., Communication Log, Professional Development Log, Goal Setting for Student Progress Form), Student Surveys and Student Survey Summary Form Goal Setting for Student Progress Form Summative evaluation (all teachers) Summative Performance Report Adapted from the AASSA Schools Teacher Performance Evaluation system James H. Stronge, 2010.

6 PERFORMANCE STANDARDS Teachers are evaluated on the performance standards using the performance appraisal rubrics at the bottom of each page in this section. The performance indicators are provided as samples of activities that address the standard. Performance Standard 1: Instructional Planning plans using the school s curriculum, effective strategies, resources, and data to meet the needs of all students. Sample Performance Indicators Examples of teacher work conducted in the performance of the standard may include, but are not limited to: 1.1 Uses data of student learning to guide planning. 1.2 Plans time realistically for pacing, content coverage, and transitions. 1.3 Plans for differentiated instruction. 1.4 Aligns lesson objectives to school curriculum. 1.5 Develops appropriate long and short range plans, and is able to adapt plans when needed. Exemplary *In addition to meeting the standard actively seeks and uses alternative data and resources, and consistently differentiates plans to meet the needs of all students. Proficient Proficient is the expected level of performance. plans using the school s curriculum, effective strategies, resources, and data to meet the needs of all students. Developing/Needs Improvement inconsistently uses the school s curriculum, effective strategies, resources, and data in planning to meet the needs of all students. Unacceptable does not plan, or plans without adequately using the school s curriculum, effective strategies, resources, and data. *Teachers who are exemplary often serve as role models and/or teacher leaders Contemporary Effective Teacher Research Contemporary research has found that an effective teacher: Constructs a blueprint of how to address the curriculum during the instructional time. i Facilitates planning units in advance to make intra and interdisciplinary connections. ii Plans for the context of the lesson to help students relate, organize, and make knowledge become a part of their long term memory. iii

7 Identifies instructional objectives and activities iv to promote students cognitive and developmental growth. v Uses knowledge of available resources to determine what resources s/he needs to acquire or develop. vi Performance Standard 2: Instructional Delivery effectively engages students in learning by using a variety of instructional strategies in order to meet individual learning needs. Sample Performance Indicators Examples of teacher work conducted in the performance of the standard may include, but are not limited to: 2.1 Engages and maintains students in active learning. 2.2 Builds upon students existing knowledge and skills. 2.3 Differentiates instruction to meet students needs. 2.4 Reinforces learning goals consistently throughout the lesson. 2.5 Uses a variety of effective instructional strategies and resources. 2.6 Uses instructional technology to enhance student learning. 2.7 Communicates clearly and checks for understanding. Exemplary *In addition to meeting the standard optimizes students opportunity to learn by engaging them in higher order thinking and/or enhanced performance skills. Proficient Proficient is the expected level of performance. effectively engages students in learning by using a variety of instructional strategies to meet individual learning needs. Developing/Needs Improvement inconsistently uses instructional strategies that meet individual learning needs. Unacceptable s instruction inadequately addresses students learning needs. *Teachers who are exemplary often serve as role models and/or teacher leaders. Contemporary Effective Teacher Research Contemporary research has found that an effective teacher: Stays involved with the lesson at all stages. vii Uses a variety of instructional strategies. viii Uses research based strategies to make instruction student centered. ix Involves students in cooperative learning to enhance higher order thinking skills. x Uses students prior knowledge to facilitate student learning. xi Possesses strong communication skills, xii offering clear explanations and directions. xiii Differentiates for students needs using remediation, skills based instruction, and individualized instruction. xiv

8 Uses multiple levels of questioning aligned with students cognitive abilities with appropriate techniques. xv Performance Standard 3: Assessment of/for Learning systematically gathers, analyzes, and uses data to measure student progress, guide instruction, and provide timely feedback. Sample Performance Indicators Examples of teacher work conducted in the performance of the standard may include, but are not limited to: 3.1 Uses pre assessment data to develop expectations for students and to document learning. 3.2 Creates or selects valid and appropriate assessments. 3.3 Aligns student assessment with established curriculum standards and benchmarks. 3.4 Uses a variety of formal and informal assessment strategies to guide instruction. 3.5 Uses assessment tools for both formative and summative purposes. 3.6 Gives constructive and frequent feedback to students on their learning. Exemplary *In addition to meeting the standard uses a variety of informal and formal assessments based on intended learning outcomes to assess student learning and teaches students how to monitor their own academic progress. Proficient Proficient is the expected level of performance. systematically gathers, analyzes, and uses data to measure student progress, guide instruction, and provide timely feedback. Developing/ Needs Improvement uses a limited selection of assessment strategies, inconsistently links assessment to intended learning outcomes, and/or does not use assessment to plan/modify instruction. *Teachers who are exemplary often serve as role models and/or teacher leaders. Unacceptable uses an inadequate variety of assessment sources, assesses infrequently, does not use baseline or feedback data to make instructional decisions and/or does not report on student progress in a timely manner. Contemporary Effective Teacher Research Contemporary research has found that an effective teacher: Offers regular, timely, and specific feedback xvi and reinforcement. xvii Gives homework and offers feedback on the homework. xviii Uses open ended performance assignments. xix Analyzes student assessments to determine the degree to which the intended learning outcomes align with the test items and student understanding of objectives. xx

9 Interprets information from teacher made tests and standardized assessments to guide instruction and gauge student progress by examining questions missed to determine if the student has trouble with the content or the test structure. xxi Performance Standard 4: Learning Environment uses resources, routines, and procedures to provide a respectful, positive, safe, student centered environment that is conducive to learning. Sample Performance Indicators Examples of teacher work conducted in the performance of the standard may include, but are not limited to: 4.1 Arranges the classroom to maximize learning while providing a safe environment. 4.2 Establishes clear expectations, with student input, for classroom rules and procedures early in the school year, and enforces them consistently and fairly. 4.3 Maximizes instructional time and minimizes disruptions. 4.4 Establishes a climate of trust and teamwork by being fair, caring, respectful, and enthusiastic. 4.5 Respects students diversity, including language, culture, race, gender, and special needs. Exemplary *In addition to meeting the standard creates a dynamic learning environment that maximizes learning opportunities and minimizes disruptions within an environment in which students self monitor behavior. Proficient Proficient is the expected level of performance. uses resources, routines, and procedures to provide a respectful, positive, safe, student centered environment that is conducive to learning. Developing/ Needs Improvement is inconsistent in using resources, routines, and procedures and in providing a respectful, positive, safe, student centered environment. *Teachers who are exemplary often serve as role models and/or teacher leaders. Unacceptable inadequately addresses student behavior, displays a harmful attitude with students, and/or ignores safety standards. Contemporary Effective Teacher Research Contemporary research has found that an effective teacher: Cares about students as individuals and makes them feel valued. xxii Adapts teaching to address student learning styles. xxiii Acknowledges his or her perspective and is open to hearing their students worldviews. xxiv Is culturally competent. xxv Seeks to know about the cultures and communities from which students come. xxvi

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11 Performance Standard 5: Professionalism maintains a commitment to professional ethics, international mindedness, and the school s mission; and takes responsibility for and participates in professional growth that results in enhancement of student learning. Sample Performance Indicators Examples of teacher work conducted in the performance of the standard may include, but are not limited to: 5.1 Collaborates and communicates effectively within the school community to promote students well being and success. 5.2 Adheres to school policies and ethical guidelines. Exemplary *In addition to meeting the standard continually engages in high level personal/professional growth and application of skills, and contributes to the development of others and the well being of the school. Proficient Proficient is the expected level of performance. maintains a commitment to professional ethics, international mindedness, and the school s mission; and takes responsibility for and participates in professional growth that results in enhancement of student learning. Developing/Needs Improvement inconsistently observes professional ethics, international mindedness, the school s mission, or attends professional growth opportunities with occasional application in the classroom. Teachers who are exemplary often serve as role models and/or teacher leaders. Contemporary Effective Teacher Research Contemporary research has found that an effective teacher: Unacceptable demonstrates inflexibility, a reluctance and/or disregard towards school policy, rarely takes advantage of professional growth opportunities, or demonstrates repeated cultural insensitivity. Recognizes the levels of involvement, ranging from networking to collaboration. xxvii Uses multiple forms of communication between school and home. xxviii Acknowledges his or her perspective and is open to hearing their students worldviews. xxix Is culturally competent. xxx Seeks to know about the cultures and communities from which students come.

12 Standard 6: Student Progress The work of the teacher results in acceptable and measurable student progress. Sample Performance Indicators Examples of teacher work conducted in the performance of the standard may include, but are not limited to: 6.1 Sets measurable and appropriate achievement goals for student progress based on baseline data. 6.2 Documents the progress of each student throughout the year. 6.3 Provides evidence that achievement goals have been met. Exemplary *In addition to meeting the standard The work of the teacher results in a high level of student achievement with all populations of learners. Proficient Proficient is the expected level of performance. The work of the teacher results in acceptable and measurable student progress. Developing/Needs Improvement The work of the teacher results in student growth that is less than acceptable and/or is not achieved with all populations taught by the teacher Unacceptable The work of the teacher does not achieve acceptable student growth. *Teachers who are exemplary often serve as role models and/or teacher leaders. Contemporary Effective Teacher Research Contemporary research has found that an effective teacher: Knows the students abilities and sets realistic goals. xxxi Raises the achievement levels for all groups of students in the classroom. xxxii Identifies and establishes additional means of support for students, such as peer study groups, to advance toward learning goals. xxxiii

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