TEACHER EVALUATION FREQUENTLY ASKED QUESTIONS

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1 On the following pages you will find some of the frequently asked questions about the new teacher evaluation model. These questions will be update periodically to changes and trends in conversation. For the most complete information on the new teacher evaluation model, please review the New Teacher Evaluation Manual available at pds.ocps.net and the Contract between the School Board of Orange County, Florida, and The Orange County Classroom Teachers Association. Categories Table of Contents Page Teachers... 2 Classroom Walkthroughs... 3 Deliberate Practice... 3 Final Evaluation... 3 iobservation... 3 Individual Professional Development Plan... 8 Marzano Teacher Evaluation Model... 8 Non Classroom Instructional Personnel... 9 Observations Professional Improvement Plans Ratings Salary Scales Teacher Leaders Training

2 TEACHER CATEGORIES: 1. For teachers who have taught in Orange County Public Schools for more than three years, but have a break in service, how should they be classified? These teachers are likely classified as 2A. But depending on the length of their break in service, they may be categorized as a 2B if the break in service is more than 6 months. 2. Will all teachers at new schools be classified as category 2B? No, it will be up to the principal to decide if the teacher requires additional assistance, or the teacher to request additional assistance just like any other school setting. It is not assumed the change in assignment to a new school constitutes stress or hardship on the teaching assignment. 3. I m trying to understand the benefit for a teacher who moves from a Category 2A to 2B. If they choose to move to a Category 2B they will require more observations. How does this help the teacher? The Category 2B is designed to assist the teacher who is new to an assignment where they may not feel comfortable. The additional observations support the teacher with more opportunities to develop skills in their new assignment, AND it allows for a slightly lower proficiency score to achieve their final rating for the period of one year. Please see attached chart. 2

3 CLASSROOM WALKTHROUGHS 1. What happened to Classroom Walkthroughs? We will not be using the Teachscape Walkthroughs as a tool for teacher evaluation. Curriculum Services will be using the Walkthroughs as a curriculum monitoring tool for professional development. 2. How do the additional classroom visits impact CWTs which are non evaluative? There is no impact on teacher evaluation with CWT. DELIBERATE PRACTICE 1. Can I start implementing the deliberate practice this year? Yes, if teachers volunteer to work on deliberate practice. Currently, it won t be used as a score on the final evaluation until the year Will deliberate practice count as an Individual Professional Development Plan? Teachers will need to complete the IPDP form. They may use their deliberate practice areas to focus their professional development. FINAL EVALUATION 1. Will we have to enter the information into SAP for the Final Evaluation? Yes, we will most likely enter the final evaluation rating into SAP. This is in development. 2. This year, how will the Final Evaluation be determined? The status score and the value added score will be used to determine the final evaluation. The status score will account for 60% of the final score, and for this year the value added or student growth score will account for 40% of the final score. For this year and this year only, a poor VAM score will not necessarily reflect as an unsatisfactory rating for the final evaluation. For more information on the value added score see VAM or Value Added Model. 3. Is it true that teachers can be dismissed after two unsatisfactory evaluations? SB 736 added 2 unsatisfactory ratings over a 3 year period to the just cause section of the Florida School Code. So yes, even if you are PSC you can be dismissed for 2 unsatisfactory performance ratings in a 3 year period or 3 consecutive years of needs improvement or unsatisfactory performance rating. This is why principals and coaches must work diligently to assist teachers who are in danger of receiving these ratings, and teachers who are in danger of receiving these ratings take advantage of all of the assistance that is provided. The actual language can be found in Florida Statutes iobservation 1. What tools will we use to collect the data? Wireless internet is preferred but if you do not have it at your school, you can collect the data on a laptop or netbook and upload it from your desktop. If you have wireless internet, you can use an ipad. 2. Will the informal observation require the use of a laptop or IPad to complete? You will be able to use paper if you prefer. However, an electronic version will be available and is required for use in the final evaluation. 3

4 3. What devices can I use to collect the evaluations in iobservation? You can use an ipad, a laptop, a mini computer, or the classroom computer. 4. How will iobservation know what category a teacher is in? Currently, this information is determined at each school based on the teacher s experience and special circumstances. We are working with iobservation to create a feed from SAP. SAP will send the information to iobservation in order to calculate the Final Evaluation Score. 5. What do I need to download to my computer or ipad? No download is needed. It is a website (ipad Enhanced) and currently Learning Sciences International (LSI) does not have an computer or ipad application for iobservation. 6. Do I need wireless access? Yes 7. If I need wireless, how will I complete an observation in a classroom without wireless access? We will have offline capabilities. The observer would need to be connected to the internet, open the observation, observe, return to an area with wireless to send the observation data off to our server, then start another observation, repeating the process. 8. Is there a way I can get internet access if I don t already have it? Yes there is. You can purchase a wireless card through the district with the approval of your area superintendent and Tim Marshall. The cost is currently $ per year. Multiple evaluations can be done if observers are located in the same area of the school. It is an option. A request form is available from communications. A copy has been sent to all TSRs. 9. When will I have access to iobservation? All access and login credentials will be given to you during iobservation training. 10. Where can I ask additional questions about the iobservation tool? marzano [email protected] 11. What is the address for help from Effective Educators (iobservation)? [email protected] 12. I did an observation with the iobservation system and the teacher did not receive an ? The teacher must perform an initial log in to the iobservation system to send them . As soon as the teacher does the initial log in the will be sent. 13. In iobservation can I sort teachers by last name? Unfortunately at this time no, you can only sort by full name. This is something I am passing along for suggestions so that they can take it into consideration. 14. How do I add iobservation as an icon on my ipad? Go to on your ipad and log in. For the latest version of ipad, click on the rectangle with a curved right pointing arrow at the top of the page. For an earlier version of ipad, click on the plus (+) sign to the left of the URL at the top of the page. 4

5 In the drop down list select Add to Home Screen. Delete the existing text and type in iobservation and click Add. 15. When I logged in to iobservation I got a message saying this browser is not supported, what do I do? Contact your technology support representative and make sure that the minimum browser requirement of Internet Explorer 8 is installed on your computer. 16. I completed an observation and clicked Final and need to change some of the information. Once final is clicked it is final, no information in that observation can be changed. 17. My teachers are having trouble signing in to iobservation, what should they do? Go to www. Effective Educators.com Click on the First Time User Iink Type in the address using [email protected] (Example: [email protected] ) Click Submit Go to your school account to find an from [email protected] Containing your username and password 18. Why can we only use Design Questions 1 and 6 under Domain I this year? In the original planning for the new teacher evaluation system, the goal of the assessment committee was to phase in the evaluation, but with the requirements coming from Senate Bill 736, it became clear that everyone would have to implement the system right away. In an effort to make the learning for the new evaluation system more manageable in light of all of the other new requirements coming out, it was decided by the assessment committee to begin with only two design questions, with a possible move to Design Question 5 in the second semester to promote a deeper understanding. The entire evaluation as designed by Marzano will be rolled out over a three year period. 19. If two or three observers are in a classroom to conduct an observation together to check our calibration, can we drop the elements from all three of us into iobservation from the same visit? No. It would be appropriate to only drop one set of elements into iobservation since you all viewed the same lesson. You could add comments back to the teacher from all three of you, so s/he can receive feedback verbally from each of you, but the actual elements from the observation should only be counted once. 20. I have a specific question related to the accumulation of beans in the Marzano tool. Does the lowest OVERALL informal observation drop or specific element within an informal observation? In other words, if I drop an applying in the bucket on one element but an informal observation which may have five elements attached has an overall average of developing, will the lowest element be dropped or the average of all elements in one design question? Or, will the entire observation be dropped? In other words is it element or observation that is dropped? The lowest overall observation will be dropped that may include several elements. Learning Sciences will compute the overall lowest observation and will drop it automatically if the teacher has one more than the minimum of informal observations. Neither the teacher nor the administrator has to do anything. 21. I am trying to help myself and my teachers how to move from Applying to Innovating on the evaluation scales. What teacher or student evidence would be present in element #1 Learning Goals and Scales in order to move up to innovating? Are they looking for something brand new that no one has seen or something that is different in the lesson for a particular student based on their learning needs? 5

6 Innovating is clear evidence of differentiated instruction based on student needs. It can be seen in high quality targeted small group instruction. It is adaptation for special populations, such as meeting accommodations on an IEP, or even following a process of monitoring where students are divided up to receive further instruction or enhancement based upon their levels of understanding within a lesson. It really isn t creating something no one has ever seen before as the word might imply so this is a good distinction to make. 22. If I mark NA does it count against the teacher? If an administrator marks N/A, that score does NOT count at all. It is NULL. The thought being. the behavior does not apply to what is being observed that day. When the administrator selects Not Using and is given a (0) score, it DOES count towards the total score. Essentially, the teacher is not using the behavior, thus earning a score of zero because they are not using it. 23. Is there a way I can double check my spelling after I complete an observation? You can use ispell to check. Everyone should already have it on their computers, because we also used it for the old teacher assessments. All you have to do is highlight the comments and click ispell (under Tools). 24. What are the technical requirements for iobservation? 6

7 INDIVIDUAL PROFESSIONAL DEVELOPMENT PLAN 1. Will teachers still have to complete an IPDP? Yes, they will still complete an IPDP form. Pursuant to S (18) each school principal is required to maintain an individual professional development plan for each instructional employee assigned to the school as a seamless component to the school improvement plan. At the beginning of the school year teachers and principals and/or their designees will collaborate on an individual professional development plan based upon an assessment of teacher needs, desires, and results garnered from student achievement data. The plan must be related to specific performance data for the students to whom the teacher is assigned. The plan must define in service objectives and specific measurable improvements expected in student performance as a result of the in service activity, and it must include an evaluation component that determines the effectiveness of the professional development plan. Teachers will receive feedback on their progress through feedback from administrators, coaches and peers that may be used to inform the final evaluation. 2. Will PSC/CC teachers be able to complete a Professional Growth Plan instead of an observation? No, all PSC/CC teachers and teachers with over 3 or more years of teaching experience (Category 2 A teachers) will have one formal observation and two informal observations. A Professional Growth Plan will not be an option. These teachers will complete an IPDP. 3. Will Deliberate Practice count as an Individual Professional Improvement Plan? Teachers will need to complete the IPDP form. In the future, they will use their deliberate practice area to focus their professional development. MARZANO TEACHER EVALUATION MODEL 1. Why was this evaluation model chosen for Orange County Public Schools? Following the signing of Senate Bill 736, The Student Success Act into law, State Statute was amended to read: The purpose of teacher evaluation is to increase student learning growth by improving the quality of instructional, administrative, and supervisory services in the public schools of the state. In accordance with the senate bill, state statutes, and the Race to the Top Memorandum of Understanding, Orange County Public Schools developed a teacher evaluation system that combines student growth measures with the assessment of the delivery of core effective practices that have been strongly linked to student achievement. 2. Who helped design this particular model? In November, 2010 a core group of 30 stakeholders: teachers, principals, Classroom Teachers Association representatives, and district personnel met to begin the process of redeveloping the teacher assessment tools and processes for Orange County Public Schools. The team researched successful models from across the nation and spent many hours discussing the promise and concerns of each model. In February the team began to develop their own evaluation instrument based upon best practices, and continued in that vein until the State of Florida introduced the Marzano Evaluation as its recommended model. On March 10 12, 2011 an expanded committee of 48 members was involved in a three day overview of the state model with Learning Sciences International, followed by three days of teacher evaluation redevelopment workshops with a consultant. The working of the committee has been synthesized into the new teacher evaluation system for Orange County Public Schools and was approved by the State of Florida Department of Education. 7

8 3. Has this model been used in other districts? It has been used in other schools throughout the country. The Florida model is new, and has been adopted in a number of districts throughout the state. The Marzano research and strategies have been around for many years. 4. Will the new observation tool require a state certification? If so, will the state require recertification every two years? The new observation will require a competency level for successful completion of the training. The state has required us to develop a process for monitoring and evaluating the effective and consistent use of the evaluation criteria by employees with evaluation responsibilities. There will continue to be training and support for consistent calibration of results. 5. Will I need to keep updated on FPMS? No, FPMS will no longer be accepted by the state as a recognized tool for observation. NON CLASSROOM INSTRUCTIONAL PERSONNEL 1. Will instructional resource teachers be evaluated? How will this model be used to assess itinerant teachers at the district level? Will there be an opportunity to develop an evaluation measure for ESE related support personnel such as speech and language pathologists? Yes, resource teachers who teach students or adults will be evaluated under this system using Domains 1 (Design Questions 1 and 6), Domain 2, Domain 3, and Domain 4. There are selected instructional nonclassroom personnel who will be evaluated using Domains 2, 3, and 4. The following positions fall into this category: Audiologists, District based staffing specialists, psychologists, mental health counselors, and social workers. 2. How will we evaluate instructional resource teachers (CRT, Dean, Counselors )? Teachers who teach students or adults will be evaluated under this system using Domains 1 (Design Questions 1 and 6), Domain 2, Domain 3, and Domain 4. There are selected instructional non classroom personnel who will be evaluated using Domains 2, 3, and 4. The following positions fall into this category: Audiologists, District based staffing specialists, psychologists, mental health counselors, and social workers. 3. Can you give me an idea what an observation would look like for a non classroom teacher? If I am a guidance counselor in an elementary or middle school I should be doing classroom based guidance lessons. In high school I am more likely to be talking to students about courses and graduation/ college/ career planning. As I plan for those lessons I should develop a lesson plan for what I am to teach that would include learning goals. I would ask myself, at the end of this lesson, what is it that I want students to know and be able to do? That would frame my learning goal(s). The next question I would ask is how will I know that they have learned it? Then I would have to determine what proficiency would look like. On a scale that would be the level 3. Exceeding this would be a 4. If students almost got it, but might need more help or an extended lesson, that would be a 2. And a student who was totally lost or confused would be a 1. Now I have to decide how I will know what the students learned to monitor it. I can monitor in a variety of ways. I can ask students to respond with gestures that indicate their level of understanding. Or I could have an exit survey when students leave the classroom. I could have students role play situations and assess how well they can manage typical and then unique situations. There is no one right way, but as we all gain skill we will find what ways are better than others. 8

9 Teachers who are not in classrooms will have to design their learning goals or utilize learning goals that are developed for their specific lesson. They would not use the common board configuration, because that is content driven and monitored by the curriculum department in the core areas. Teachers such as behavioral specialists, curriculum compliance specialists, placement specialists may be observed teaching adults. There is no one size fits all, but the observations will be tailored to the specific requirements of the job. 4. How will CTE instructors be evaluated and how will the assessment be tied to salary? CTE instructors who fall under the collaborative bargaining agreement with CTA will be evaluated under the new assessment guidelines. By July 1, 2014, every district must adopt a performance salary schedule. It is not clear at this time how this will work, but it will be developed after we gain more information. OBSERVATIONS 1. Will the district provide a timeline for the new observation calendar? Yes, it is included in the new Teacher Evaluation Manual. 2. How long should the observation take? The informal observation will last approximately 10 minutes. We will learn the time guidelines for the formal observation when we are trained. 3. What s the difference between a formal and an informal evaluation? Informal observations may be performed by someone other than the evaluator who has been trained and qualified as an observer including resource teachers at the school and district personnel. Informal observations are shorter in duration and may or may not be announced. The informal observations will typically be directed at observing a specific key element the teacher is working on for feedback. Formal Observations must be performed by an administrator who has been trained as a qualified observer/evaluator. Formal Observations are always announced. For a formal observation, you will use the long form. In this case both the observer and the teacher discuss during the pre conference what the focus for the observation will be. Since the observer and the teacher have already identified the focus area, collecting the evidence becomes easier. During the post conference the teacher and the observer can meet to discuss the lesson. 4. Can you give me an idea what an observation would look like for a non classroom teacher? If I am a guidance counselor in an elementary or middle school I should be doing classroom based guidance lessons. In high school I am more likely to be talking to students about courses and graduation/ college/ career planning. As I plan for those lessons I should develop a lesson plan for what I am to teach that would include learning goals. I would ask myself, at the end of this lesson, what is it that I want students to know and be able to do? That would frame my learning goal(s). The next question I would ask is how will I know that they have learned it? Then I would have to determine what proficiency would look like. On a scale that would be the level 3. Exceeding this would be a 4. If students almost got it, but might need more help or an extended lesson, that would be a 2. And a student who was totally lost or confused would be a 1. Now I have to decide how I will know what the students learned to monitor it. I can monitor in a variety of ways. I can ask students to respond with gestures that indicate their level of understanding. Or I could have an exit survey when students leave the classroom. I could have students role play situations and assess how well they can manage typical and then unique situations. There is no one right way, but as we all gain skill we will find what ways are better than others. 9

10 Teachers who are not in classrooms will have to design their learning goals or utilize learning goals that are developed for their specific lesson. They would not use the common board configuration, because that is content driven and monitored by the curriculum department in the core areas. Teachers such as behavioral specialists, curriculum compliance specialists, placement specialists may be observed teaching adults. There is no one size fits all, but the observations will be tailored to the specific requirements of the job. 5. If I am a principal without an Assistant Principal, can my Instructional Designee do the formal observations, as well? No, only administrators can do formal observations. 6. If a teacher doesn t like their observation, can the teacher request another observer? Yes, that has always been an option even in our previous FPMS system. However, that will not negate the first observation. The new observer can come in to perform an additional observation for the teacher. 7. Can teachers appeal the ratings from their observations? They can t appeal the content of the observation or the judgment of the observer. They could only appeal if it was a procedural error such as going in for a formal observation without a preconference or doing an informal observation and only spending two or three minutes in the room. 8. Will the teacher observer eggs (data elements) count as much as the administrator eggs? Yes. However, it is recommended that the Administrative team perform at least 50% of the observations. 9. Will teachers at new schools be classified as Category I and Category 2B, requiring more observations? No, teachers at new schools will not require special classification. 10. Can I continue to use paper for my observations? Yes. You will need to input the data into iobservation in order for the teacher to get the electronic feedback as well as utilize the Resource Library. iobservation will need the data you collect to compile a score for the teacher. Remember, immediate feedback and timely communication to teachers is essential to the success of this system. 11. Why can t the Teacher Leader Observers finish and finalize the observations without administrative approval? The administrators have the ultimate responsibility for evaluation. Teacher Leaders can collect data, however, the administrator needs to be aware of the eggs that are being dropped into a teacher s bucket so the administrator is not caught off guard at the end of the year. The intent of sharing information prior to dropping the eggs is NOT to alter the observer s observation. Reviewing the evidence found by the teacher observer may influence the need for additional training or recalibration for the administrator and teacher leader. 12. Will there be a pool of trained evaluators in the district that can be called upon to evaluate the one ofa kinds like PE, Art, Music, Media? All administrators will be trained and may assist with evaluations. There is no pool of teachers in this category, but if you have special concerns you should reach out to your district contact for assistance. 13. Do I need to follow these guidelines with temporary contract teachers? 10

11 Yes. If they are working on your campus during the observation/evaluation windows, they need to be included. 14. We were told to only focus on DQ1 and DQ6, but we could give feedback on the other design questions, however, they should not "count". Through the collective bargaining process we agreed that we would count only Domain 1, Design questions 1 and 6, and Domains 2,3, and 4. The only areas we can drop eggs in the bucket for this first semester are these identified areas. There is a possibility that we will add Design Question 5 in January if schools are ready. There is a comment section in the iobservation instrument that will allow you to make comments regarding any area you have observed. You can make the comments right on the page where you collect data and save it there for the record. You are not prohibited from coaching in any area, but what gets "counted" is limited. 15. The impact on small schools with limited administrative staff is going to be huge. What support will this district be able to supply? The district will have trained resource teachers and administrators to assist in special cases. 16. How do the additional classroom visits impact CWTs which are non evaluative? There is no intent to continue the CWT s in most schools. With the requirement for classroom observations principals and assistant principals will be spending their time in classrooms interacting with teachers. PROFESSIONAL IMPROVEMENT PLANS 1. I am concerned about the teachers who are on a PIP at the beginning of the year. When can I start observing a teacher on a 90 day Professional Improvement Plan? You can start observing in classrooms after your first three days of training which will occur before the school year begins. You should contact your area superintendent and Employee Relations before beginning any improvement plan. 2. How are the procedures going to change in Employee Relations to deal with teachers not making progress? ER has actively participated in the Assessment Committee Meetings. Professional Improvement Plans will still be required to assist all teachers in need of assistance. In addition, experienced teachers who have been determined to be less effective in the classroom either through observable behaviors that result in an unsatisfactory rating or who fail to achieve gains based upon the state s value added model will be removed from Category II, and placed into a special category for struggling teachers. These teachers are required to be placed upon a Performance Improvement Plan that will require intensive assistance from the evaluator and additional observations in an effort to improve teacher performance. ER will continue to assist with the Professional Improvement Plan process. 11

12 RATINGS 1. Does the state still recognize Highly Effective and Effective as the same rating? No, the state recognizes the following ratings: Highly Effective, Effective, Needs Improvement or Developing (for 0 3 year teachers) and Unsatisfactory. 2. Why don t we have Highly Effective, Effective, Satisfactory, Needs Improvement, and Unsatisfactory? The state only recognizes the following ratings: Highly Effective, Effective, Needs Improvement or Developing (for 0 3 year teachers) and Unsatisfactory. 3. Based on definition of ratings, is it likely that there would be a dramatic increase in NI ratings? We do not have enough baseline data to answer this question. There is no reason to believe that with focus, training and practice teachers will receive a needs improvement under the new system. 4. Can a teacher appeal the rating of an observation or a final rating? No. As long as procedures are followed appropriately and the rating scales are used the observation/evaluation of the administrator is final, just as it has always been in the past. SALARY 1. Are teacher s assessments tied to the salary? TIF school teachers salaries will be tied to assessments this year. By July 1, 2014, every district must adopt a performance salary schedule. SCALES 1. Where can I find free proficiency scale bank with many examples? Marzanoresearch.com 2. Does it matter if they create scales for the learning goal vs the benchmark? For academic goals, the learning goal is always gleaned from the state standards or district curriculum documents. A teacher or groups of teachers identify the learning goals for a unit, create assessment tasks that go with the learning goals and then organize the learning goals into scales that describe levels of competence. Daily learning goals or objectives describe what students need to know and be able to do to meet the unit learning goals. It is important that students understand and track their progress toward attainment of the unit learning goal(s) as well as understand how daily objectives connect to the larger learning goal. Throughout instruction within a unit, teachers will want to have formative ways to help students track their progress, rubrics or scales are just one means. A formal scale is not necessary for every daily learning goal. 12

13 3. What does a scale look like? Is it a rubric? Must this be posted with each lesson? A scale translates the learning goal into levels of performance. Think of scales as learning progressions that describe what students need to know and/or be able to do. Learning goals and scales can be developed to address cognitive (academic) or non academic (work habits, study skills, self awareness, self control etc.) Scales allow students to see how they progress in their competence toward each learning goal. This is possible because the scale tracks the progression of their understanding of content or performance of particular skills and strategies. A teacher might begin the unit with a pre assessment that address all of the content in the scale. In a classroom organized around learning goals, students can begin a unit with relatively low scores on the scale and end with high scores at the end of the unit. A scale is not required to be posted for each lesson. 4. Do teachers have to post the scales in their classroom? They could post the scales in their classrooms or the scales might be in a notebook so the students are able to track their own progress. Scales need to be visible and accessible to students, but they do not have to be posted in the same way to be effective. 13

14 5. Can you give us an example? Score 4.0 Score 3.0 Score 2.0 Strand:MA.1.A.1.3, MA.1.A.1.4 (Topic 4) Topic:Math Grade:1 In addition to Score 3.0, in depth inferences and applications that go beyond what was taught. 3.5 In addition to score 3.0 performance, in depth inferences and applications with partial success. The student: will count on to add using the greatest number will recognize doubles as a strategy to remember sums and near doubles facts will use a 10 frame to write addition facts with 5 will use two 10 frames to model addition facts The student exhibits no major errors or omissions. 2.5 No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0 content. There are no major errors or omissions regarding the simpler details and processes as the student: recognizes or recalls specific terminology, such as: o add, sum, doubles, 10 frame performs basic processes, such as: o modeling numbers in 10 frame o counting on Sample Activities Extend strategies to solve subtraction facts Use manipulatives to answer questions such as What is 2/1/0 more than 7? and identify the addition fact Draw a picture with numbers written correctly to solve a math word problem Pick 2 numbers and explain to partner how to add them using a strategy taught Solve addition facts using 2 ten frames Practice doubles and near doubles facts Solve addition facts using manipulatives Create a doubles addition fact when given a number Build numbers using ten frame However, the student exhibits major errors or omissions regarding the more complex ideas and processes. Score 1.0 Score Partial knowledge of the 2.0 content, but major errors or omissions regarding the 3.0 content. With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. 0.5 With help, a partial understanding of the 2.0 content, but not the 3.0 content. Even with help, no understanding or skill demonstrated. 14

15 TEACHER LEADERS 1. What is the role of the teacher leader in the new assessment system? Teacher leaders must be fully trained in the Marzano Teacher Evaluation system. They are able to assist the principal by conducting informal observations, coaching, modeling, and mentoring teachers using the requirements of the system. 2. Do all teacher leaders have to do the same thing? No. The principal will determine the role for the teacher leader. In some schools teacher leaders may be utilized to provide only training, modeling, mentoring and feedback. In other schools the principal may decide the observer may provide observations that will be included in the overall evaluation. It will be important that the principal clarifies to the faculty at the school what role each teacher leader will play. 3. Will the teacher observer eggs (data elements) count as much as the administrator eggs? Yes, however the administrator must perform 50% of the evaluations. TRAINING 1. Who will be trained? District administrators and most district instructional support teachers will be trained to assist along with at least one staff member of the principal s choosing at each school. We are especially interested in training aspiring leaders, and will offer additional rounds of training including one second semester to new administrative appointees and other interested personnel. As of December 1, over 1,100 people have been trained. 2. What do I do if I get a new assistant principal who has not been trained? We will make a priority to train any new appointee as quickly as possible. 3. Will OCPS have their own trainers? Yes, we are looking at building our own capacity with the training. There is an extensive training program composed of 8 training modules. Potential trainers will be able to complete two training modules per year. The cost per module is $1, Will I be able to attend the training as an Interim Principal? Yes, if you are employed as an Interim Principal, you will be able to attend the training. 5. Since the district receives funding for this new evaluation system, can you guys buy the book for all teachers? The cost of implementing the new evaluation system exceeds what funding we received, and we are pulling resources from other grants and funding sources to support it. We may be able to provide some resources for each school. We will not be able to provide a book for each teacher. VALUE ADDED MEASURES: Under Construction coming soon 15