TEACHER EVALUATION SYSTEM

Lee County School District Division of Human Resources and Employee Relations TEACHER EVALUATION SYSTEM Revisions submitted to the Florida Department of Education on September 30, 2011 in fulfillment of the requirements of the Race to the Top grant project

INTRODUCTION... 1 THE TEACHER EVALUATION RUBRIC & STUDENT GROWTH... 2 STUDENT GROWTH MEASURES... 2 INSTRUCTIONAL PRACTICES... 3 RATING LABELS... 3 THE FINAL PERFORMANCE RATING... 3 THE OBSERVATION AND EVALUATION PROCESS... 6 ANNUAL EVALUATION OF TEACHERS... 6 Form 1: Teacher Pre Observation Tool: Lesson Planning and Professionalism... 7 Form 2A: Observer Classroom Walk Through Tool... 7 Form 2B: Observer Formal Observation Tool... 8 Form 3: Teacher Post Observation Self Assessment Tool... 8 ANNUAL EVALUATION OF FIRST YEAR TEACHERS... 8 ANNUAL EVALUATION OF TEACHERS PRIOR TO A MILESTONE EVENT... 9 TEACHING FIELDS THAT REQUIRE SPECIAL PROCEDURES OR CRITERIA... 10 AMENDING FINAL PERFORMANCE RATINGS... 10 IMPLEMENTATION AND SYSTEM EVALUATION... 11 INITIAL EVALUATOR TRAINING... 11 ONGOING EVALUATOR TRAINING... 11 ANNUAL SYSTEM REVIEW AND MONITORING EVALUATOR PERFORMANCE... 12 SYSTEM INTEGRATION... 12 THE ADMINISTRATOR EVALUATION... 14 THE FINAL PERFORMANCE RATING... 14 REFERENCE LIST... 17 APPENDIX A: MOU... 19 APPENDIX B: ASSESSMENT TIMELINE... 21 APPENDIX C: 2011 12 STUDENT ASSESSMENTS... 23 APPENDIX D: CLASSROOM TEACHER EVALUATION RUBRIC... 25 APPENDIX E: SELF ASSESSMENT AND OBSERVATION FORMS... 38 APPENDIX F: TIMELINE FOR LINKING EVALUATION TO PROFESSIONAL DEVELOPMENT... 61 APPENDIX G: SCHOOL BASED ADMINISTRATOR EVALUATION RUBRIC... 63 APPENDIX H: NON CLASSROOM INSTRUCTIONAL PERSONNEL EVALUATION RUBRIC AND OBSERVATION FORM... 73 School District of Lee County Teacher Evaluation System

INTRODUCTION Traditional evaluation systems have not shown a strong relationship to student achievement (Medley & Coker, 1987; Peterson, 2000). Similarly, recent research specifically related to the School District of Lee County s current evaluation system shows that the principal s evaluation of the teacher has no correlation with student achievement. As a whole, teacher evaluation systems tend not to address performance issues adequately and the results are poorly aligned with the perceptions of educators, both teachers and administrators, with actual teacher performance. Evidence does exist which shows that evaluation systems can improve instruction (Milanowski and Heneman, 2003; Danielson & McGreal, 2000) and positively impact student achievement (Holtzapple, 2003) if properly designed and implemented. The School District of Lee County has taken the Race to the Top initiative as an opportunity to redevelop its teacher evaluation system with the purpose of ensuring that the system increases student learning growth by improving the quality of instructional, administrative, and supervisory practice. (I.1.a) The system, as detailed in this document, is representative of a standardized approach that will ensure consistency of practice district wide. Expectations are set and performance goals developed early in the fiscal year. Ongoing monitoring of teacher progress will ensure better alignment of the actual performance to the expected performance, and that performance issues are addressed in a timely manner. The system also brings about greater communication and improved feedback between the employee and the supervisor, significantly improving performance and engagement while also making the evaluation process more meaningful. According to Danielson and McGreal (2000) the first step in the development of a teacher evaluation system is to determine the process. For the district, this step involved the formation of an evaluation committee comprised of a diverse group of stakeholders. This committee was tasked with examining current research and best practices around teacher evaluation. The result of the committee s work was an evaluation rubric based on the four domains in Charlotte Danielson s Framework for Teaching. This framework supports the observation and evaluation of teacher planning and preparation, the classroom environment, instruction, and professional responsibilities. Both the evaluation rubric and the research around the framework informed the development of observation instruments and processes described in this document. School District of Lee County Teacher Evaluation System page 1

THE TEACHER EVALUATION RUBRIC & STUDENT GROWTH The classroom teacher evaluation rubric was developed by a bargaining task force comprised of teachers, union representatives, and school and district administrators. (II.4.a) The group based their work on the four domains in Charlotte Danielson s Framework for Teaching, adjusting the categories and descriptions to support the revised Florida Educator Accomplished Practices and district strategic goals. Teams were created within the task force and each was assigned a domain. The teams worked through multiple revisions of the rubric until they came to consensus on a final version, which was recommended to and tentatively agreed to by the Teachers Association of Lee County (TALC) bargaining team on May 24, 2011. A Memorandum of Understanding, signed by the superintendent and local bargaining unit representative, verifying that the evaluation rubric submitted has been agreed to (pending review by the DOE) in accordance with the district s collective bargaining process can be found in Appendix A. (II.4.c). The rubric serves as the guide for determining a classroom teacher s rating in the area of instructional practice. A committee was convened to modify this rubric for use with non classroom instructional personnel. The modifications were agreed to by TALC representatives on August 24, 2011 and can be found in Appendix H. Similarly, a committee on assessment and evaluation was convened to discuss the selection and development of assessments and the plan for incorporating student growth measures into the teacher evaluation system. The District s timeline for the development of student assessments used for evaluation and for incorporating assessments into the evaluation (I.2.b) can be found in Appendix B. The district will adopt state developed assessments as they become available. The district will incorporate growth measures for additional grades and subjects, as the state makes such measures available. (I.2.d) Student Growth Measures The District views the first year of implementation as a period of transition, system evaluation, and further planning. During this time, the growth results for classroom teachers and other instructional personnel, including those with less than 3 years of available data, will equal 50% of the evaluation result. (I.2.f) For subjects and grades currently assessed by FCAT Reading, FCAT Math, the Algebra 1 EOC, the Geometry EOC, the Biology EOC, 8 th Grade FCAT Science, or SAT 10 Reading, student growth will be calculated based on the students assigned to the teacher of the subject/course. (I.2.e) For subjects and grades not assessed by statewide assessments, the District will use grade level or school wide FCAT growth or, where possible, the FCAT or EOC growth of the students assigned to the teacher. For teachers who are assigned solely ESE students at special centers or in the functional skills program, growth will be measured by established learning targets, based upon the goals of the school improvement plan, and approved by the principal (I.2.f). The District will use the state adopted growth measures for courses associated with FCAT for 2011 12 (I.2.c). The list of student assessments for each subject and grade level for use in 2011 12 can be found in Appendix C. (I.2.a) School District of Lee County Teacher Evaluation System page 2

As the District s capacity to assess student growth expands, the District will examine how the growth results will be combined for teachers with assignments that utilize results from multiple assessments to equal 50% of the evaluation result (I.2.e). The District will also seek to use a combination of student growth data (30%) and other measurable student outcomes (20%) to evaluate instructional personnel who are not classroom teachers (I.2.f). Additionally, a plan will be developed for using either student achievement or a combination of growth and achievement in subjects for which these measures are more appropriate. (I.2.f) Instructional Practices Instructional practice is measured through observation framed by the evaluation rubric. The four domains of the rubric are Domain 1: Planning and Preparation, Domain 2: The Classroom Environment, Domain 3: Instruction, and Domain 4: Professional Responsibilities. Each domain has 5 categories in which teachers will receive ratings. These ratings will account for 50% of the final performance rating, except in years prior to a milestone event, where an additional metric is employed as part of the multi metric evaluation system. Where the additional metric is used, the additional metric will account for 25% of the final performance rating, with the supervisor ratings on Domains 1 through 4 accounting for an additional 25%. (II.6.c) (II.6.e). Rating Labels The rubric makes use of four internal rating labels: Requires Action, Developing, Accomplished, and Exemplary. A rating of Requires Action is reflective of a teacher who consistently does not use appropriate strategies and methods or uses them incorrectly or with parts missing. The rating of Developing describes a teacher who uses strategies and methods with no significant errors or omissions. Accomplished portrays a teacher who uses methods and strategies effectively and is able to monitor and analyze the extent to which desired outcomes are produced. The rating of Exemplary describes an Accomplished teacher who goes further by adapting strategies and methods for unique situations. (I.3.a) The scoring process translates these labels into the required final performance ratings of Unsatisfactory, Needs Improvement/Developing, Effective, and Highly Effective, as described below. The Final Performance Rating The final performance rating is calculated using a point system with total scores ranging from 0 to 6. (I.3.d) A maximum of 3 points can be earned through the student growth measurement. An additional 3 points can be earned through the observation of instructional practice. In both methods, a rating of Highly Effective is valued at 3 points; Effective is valued at 2; Developing/Needs Improvement is valued at 1; and Unsatisfactory is valued at 0. A teacher receiving Unsatisfactory in either the student growth or the instructional practice portion of the evaluation will receive a final performance rating of Unsatisfactory. School District of Lee County Teacher Evaluation System page 3

Points for student growth will be assigned using a three step process. The district recognizes that a certain amount of statistical error is expected in the calculation of the value added model (VAM) scores. In order to account for this error, a confidence band around each teacher s VAM score will be calculated. This will allow the district to be 95% certain that a teacher s score falls within one of three bands: VAM score below 0, VAM score crosses 0, or VAM score is above 0. Teachers whose scores fall in the band entirely below 0 will be rated as Unsatisfactory. Teachers whose scores fall in the band entirely above 0 will be rated as Highly Effective and receive 3 points toward student growth. For teachers whose VAM scores fall in the band crossing zero, a second step will be applied to determine the points assigned for student growth. If a teacher s confidence band crosses zero, it means that the VAM score could be positive or negative. Teachers in this band will be rated either Effective or Developing/Needs Improvement in the area of student growth. In order to determine which rating a teacher will receive, the district will look at the percentage of students assigned to that teacher that met expected gains. Teachers with 30% or more of their students meeting expectations will be rated as effective and receive 2 points toward student. If less than 30% of their students meet expectations, teachers will be rated as Developing or Needs Improvement and receive 1 point toward student growth, as shown in Table 1. The district will follow these two steps for each year of assessment data. For teachers with more than one year of data, a third step will be taken. Table 1: Assigning Points for Student Growth for Each Year of Data Score (0 3) for Each Year of Data Criteria 3 (Highly Effective) 95% Confident VAM score above 0 2 (Effective) 95% Confident VAM score crosses 0 AND Students Meeting Expectations 30% 1 (Developing/ Needs Improvement) 95% Confident VAM score crosses 0 AND Students Meeting Expectations <30% 0 (Unsatisfactory) 95% Confident VAM score below 0 In cases where three years of data are available, the average of the points received toward student growth for each of those three years will be calculated. Where two years of data are available, the average for those two years will be calculated. In both cases, the most recent year will be weighted by counting those points twice. The overall points received for student growth will be determined by comparing the average points to a range. Teachers whose average is within the range of 2.5 3, will be rated as Highly Effective and receive 3 points toward the student growth portion of the final performance rating; an average within the range of 1.5 2.49 will result in a rating of Effective and 2 points for student growth; an average within the range of 0.51 1.49 will result in a rating of Needs Improvement or Developing and 1 point for student growth; and an average within 0 0.50 will result in a rating of Unsatisfactory. Additionally, teachers whose scores, prior to being averaged, were Unsatisfactory in the current year and also Unsatisfactory in any prior year will receive a rating of Unsatisfactory. School District of Lee County Teacher Evaluation System page 4

Points for instructional practice will be assigned by counting the evaluation rubric ratings determined through final performance evaluation(s). Teachers will receive five ratings in each of the four domains. The system is weighted so that Domain 3, Instruction, has twice the value of the other domains. For a standard evaluation, this results a total of 25 ratings. For an evaluation with a second metric, the number of ratings doubles to 50 to account for the use of evaluation rubrics completed by two different observers. The score assigned is based on a count of each type of rating received. The number of ratings required to receive a particular score varies for beginning teachers, defined as having 0 3 years of teaching experience, and experienced teachers, defined as having 4 or more years of experience. (I.3.b) (II.5.e) The scores and rating requirements are shown in Table 2. Table 2: Assigning Points for Instructional Practice Score (0 3) Beginning Teachers: Years 1 and 2 Beginning Teachers: Year 3 (Multi Metric) 3 (Highly Effective) At least 16 Exemplary ratings No ratings of Requires Action or Developing At least 32 Exemplary ratings No ratings of Requires Action or Developing 2 (Effective) At least 20 Exemplary or Accomplished ratings No ratings of Requires Action At least 44 Exemplary or Accomplished ratings No ratings of Requires Action 1 (Developing) No more than 2 ratings of Requires Action No more than 2 ratings of Requires Action 0 (Unsatisfactory) 3 or more ratings of Requires Action 3 or more ratings of Requires Action Score (0 3) Experienced Teachers (including newly hired): Years 4 and on 3 (Highly Effective) At least 19 ratings at Exemplary and no ratings of Requires Action or Developing. 2 (Effective) At least 22 ratings at Exemplary or Accomplished and no ratings of Requires Action. 1 (Developing) No more than 1 rating of Requires Action 0 (Unsatisfactory) 2 or more ratings of Requires Action The points earned for the student growth measurement are added to the points earned for instructional practice and the final performance rating is assigned based on a range. The range is the same for all teachers. A total score of 2 results in a final performance rating of Developing/Needs Improvement; 3 4 results in Effective; and 5 6 is Highly Effective. Teachers that receive 0 points in either the instructional practice or the student growth portions of the evaluation will receive a final performance rating of Unsatisfactory. The final performance rating is assigned by the Division of Human Resources and Employee Relations. Supervisors enter the results of the final performance evaluation into the employee s record electronically. The district will apply local calculations to student growth data. The results of the calculations will be imported into the performance management system. The performance management system will calculate the points earned for instructional practice and add those to the points earned for the student growth measure in order to assign a final rating. (I.3.c) Information from the evaluation system will be returned to the teacher as feedback for individual continuous improvement both electronically and through the teacher s supervisor. (III.10.a) The evaluation rubric and scoring system used to define and assign an employee s final evaluation rating can be found in Appendix D and Appendix H. (I.3.b) (II.5.e) School District of Lee County Teacher Evaluation System page 5

THE OBSERVATION AND EVALUATION PROCESS The district has developed a system of observation and evaluation that ensures teachers receive ongoing and consistent feedback from their supervisor throughout the school year. The supervisor, for evaluation purposes, is determined by the school principal or departmental director. The principal or director may take on the role of evaluator or may designate another school or departmental administrator as supervisor for evaluation purposes. (III.17) Input into evaluation by trained personnel other than the designated supervisor will be incorporated as part of the multi metric evaluation process, as described in the below, corresponding section. (III.18) Annual Evaluation of Teachers Teachers will receive annual evaluations supported by systematic observation. (III.8) The evaluation process begins in August and follows the timeline shown in Table 3. For newly hired teachers, the timeline includes two evaluations during their first year. Parents have the opportunity for input during conferences and meetings with administration. (III.14.a) All formal observations will be reduced to writing and discussed with the teacher within ten days of the observation. No later than five days following the discussion, the teacher will receive a copy of the formal observation report after signing to indicate that the report has been discussed with the teacher. If deficiencies are noted during the observation, the supervisor will provide the teacher with written recommendations for improvement and provide assistance in helping to correct such deficiencies. Evaluation results will be directly linked to professional development opportunities by FY14, as outlined in Appendix F (III.10.b & c). Formal observations will be supported by regular classroom walkthrough observations where the supervisor collects data and provides feedback to the teacher. August September October January February February April April May Table 3. Evaluation System Timeline Evaluation system overview is provided by supervisors (within first 60 days) Supervisors set general goals and expectations First planning conference with teacher (set specific goals and expectations) Complete initial observations Establish follow up conference/communications Experienced teachers that are newly hired will receive their first formal observation and evaluation Beginning teachers receive their first formal observation and evaluation Mid Year review to determine progress on goals/expectations Continue conference/communications feedback loop Experienced teachers that are newly hired will receive their second formal observation Beginning teachers receive their second formal observation Final performance evaluations are completed for all teachers Follow up conference/communications The methods for data collection are designed around the four domains of the evaluation rubric. As outlined in Table 4, methods include the use of district created forms for teacher self assessment (Forms 1 and 3) and observation instruments (Forms 2A and 2B) with indicators of effective practices (I.1.b). Instruments include detailed connections between the indictors and the FEAPs (I.1.c). The design of and process for the use of these forms was informed by the research of both Charlotte Danielson and Robert Marzano. School District of Lee County Teacher Evaluation System page 6

Table 4. Evaluation System Data Collection Elements. Domain 1 Planning and Preparation Domain 2 Classroom Environment Form 1: Teacher Self Assessment Form 2A: Walk throughs Form 2B: Formal Observation Lesson Planning Documentation Form 2A: Walk throughs Form 2B: Formal Observation Form 3: Teacher Self Assessment Student Performance Form 2A: Walk throughs Form 2B: Formal Observation Form 3: Teacher Self Assessment Student Performance General Compliance Documentation. Form 1: Teacher Self Assessment Form 2A: Walk throughs Form 2B: Formal Observation Domain 3 Instruction Domain 4 Professional Responsibilities Form 1: Teacher Pre Observation Tool: Lesson Planning and Professionalism Prior to a formal classroom observation, the teacher completes the pre observation lesson planning form by filling out the comments for domain one and four. The teacher sends the lesson planning form to the observer at least two days prior to the observation. The observer reads the plan, provides feedback to the teacher and asks any clarifying questions as necessary, as well as any other questions that would provide helpful information prior to the observation. Form 2A: Observer Classroom Walk Through Tool Prior to the completion of a classroom walk through, the observer selects a domain or domain category for focus from domains one through four. The walk through observation is conducted using the appropriate domain category observation form. The observer will complete observation forms within two days of the walk through. The completed observation form will be available for review by the teacher within two days of the walk through. It is the intent of the walk through observation to provide frequent and ongoing feedback to the teacher regarding performance. Postobservation conferences will be scheduled when appropriate. Observers will complete a minimum of 4 walk throughs per teacher, per semester for a total of at least 8 per teacher per year. School District of Lee County Teacher Evaluation System page 7

Form 2B: Observer Formal Observation Tool During the pre observation conference, teacher and observer discuss the upcoming lesson and identify the focus of the observation by reviewing and discussing Form 1. Together, the teacher and the observer identify the lesson elements that will be of most importance for this observation. Additionally, both teacher and observer review the specific descriptors within Form 2B regarding teacher and student evidence in determining the focus of the observation. The observer will seek evidence to assess proficiency on the targeted lesson elements. Observer may also observe other issues and address them in the post observation conference. Observations are recorded using Form 2B. Form 3: Teacher Post Observation Self Assessment Tool The teacher conducts a post observation self assessment of the targeted elements using Form 3 and shares it with the observer electronically prior to the post observation conference. During the post observation conference, the teacher and observer meet to discuss the lesson. The observer also shares the ratings based on the evidence observed during the observation. The observer and teacher share insights into the events that occurred during the observation and work toward agreement regarding teacher s rating for the elements observed. Specific sections of the observation instrument may be discussed. The self assessment forms and observation instruments can be found in Appendix E and Appendix H. (I.1.b) (I.1.c) Annual Evaluation of First Year Teachers The process for evaluating teachers in their first year of the teaching profession includes all the elements described in the previous section of this document and aligns with the statutory requirement of a minimum of two formal observations by a trained supervisor, as shown in Table 3. (II.5) Ongoing feedback and support from the supervisor is provided through professional conversations, classroom walk through observations, formal observations, and a final performance assessment. The observation tools and evaluation rubric used are not altered for beginning teachers; however, the instructional practice scoring and the ranges for student growth are modified as shown in Tables 1 and 2. Beginning teachers are provided with additional support through the Accomplished Professional Practices for the Lee Educational System (APPLES) program, as shown in Table 5. This program was designed to assist first year teachers and, upon supervisor request, newly hired teachers with previous teaching experience. Within the first month of employment, a peer teacher is assigned. Throughout the first year, a minimum of three formative observations are conducted by the peer teacher. Each of these observations includes pre and post observation conferences between the teacher and the peer teacher. The peer teacher has regular meetings with the teacher and reviews student data gathered from formative and summative assessments to assist the teacher in guiding instruction based on data analysis. At the end of the year, the supervisor either verifies that the teacher successfully completed the program or requests that additional assistance continue to be provided in the following year. School District of Lee County Teacher Evaluation System page 8

The district is in the process of reviewing and revising the APPLES program to ensure that it is aligned with the new teacher evaluation system, the new FEAPs, and the requirements of Race to the Top. Table 5. Summary of Additional Assistance Provided to First Year Teachers Action Timeframe Peer teacher is assigned to teachers through the APPLES program August Beginning teacher completes self assessment to determine level of ability with FEAPs August First formative observation is completed by peer teacher September October Individual Professional Development Plan is completed with supervisor November Second formative observation is completed by peer teacher December January Third formative observation is completed by peer teacher February April APPLES program completion is verified or continuance is requested by supervisor May Annual Evaluation of Teachers Prior to a Milestone Event In determining the final performance rating, the district has identified two levels of teachers: The Beginning Teacher with 0 3 years of experience and the Experienced Teacher, with 4 or more years of experience. The transition between the two levels has been identified as a milestone career event (II.7.a). The annual evaluation for teachers in the year prior to a milestone event will take all the elements of a regular annual evaluation and add an additional metric. (II.6.a b) This additional metric will apply to teachers in their third year of the teaching profession (II.6.b) and will take the form of peer review. (III.16.a d) The process and the timeline for development and implementation of the additional metric is described below (II.6.d). Peer reviewers will be selected from a pre qualified pool of mentor teachers. The University Collaboration Team is currently working on identifying the qualifications to be a mentor teacher. The team s work will culminate in an application and selection process. The district will begin the implementation of this process during the 2011 2012 school year, allowing for the selection and training of peer reviewers to begin next summer. Peer reviewers will receive the same evaluation training as new administrators. (III.16.d). Peer reviewers will use the same observation tools and evaluation rubric as supervisors and the results of peer review will account for 25% of the instructional practice score, as shown in Table 2. The annual evaluation timeline for peer review is outlined in Table 6. September October November January February March April Table 6. Evaluation Timeline for Peer Review Metric First planning conference with teacher Complete initial formative observations Establish follow up conference/communications Mid Year review to determine progress on goals/expectations Continue conference/communications feedback loop Final performance evaluations are completed Follow up conference/communications School District of Lee County Teacher Evaluation System page 9

Teaching Fields that Require Special Procedures or Criteria Administrators from the departments of Curriculum and Staff Development, Exceptional Student Education, Human Resources, and Accountability, Research and Continuous Improvement formed an Assessment and Evaluation Committee. One of the tasks of the committee was to review the proposed evaluation system, Race to the Top requirements, and statute in order to identify teaching fields that need special procedures or criteria (III.11.a). The fields and impacted personnel identified are listed in Table 7. (III.11.b) Special procedures will also be required for teachers on leave, teachers hired after May 1 st, and teachers transferring between locations and/or fields during the school year. Personnel Impacted School Based Non Classroom Instructional Personnel District Based Non Classroom Instructional Personnel Classroom Teachers Table 7. Fields Requiring Special Procedures or Criteria Fields Identified Teachers on Assignment Guidance Counselors Media Specialists Academic Area Coaches (e.g. Reading Coaches) Instructional Technology Specialists ESOL and ESE Resource Teachers Athletic Directors Occupational Specialists IB Coordinators Behavior Specialists Psychologists Teachers on Assignment Professional Development Resource Teachers Curriculum Master Teachers Academic Area Coaches (e.g. Reading Coaches) Hospital Homebound Teachers Migrant Teachers Virtual School Teachers Staffing Specialists Speech Language Pathologists Social Workers Behavior Specialists Psychologists School Nurses Pre Kindergarten Buckingham/Royal Palm Teachers DJJ Teachers ALC Teachers High Tech Teachers Other fields where performance based assessment would be more appropriate (e.g. Band, Orchestra, Art, American Sign Language) Amending Final Performance Ratings The district will put procedures in place for amending evaluations based on receipt of additional assessment data within 90 days after the close of the school year. (III.19) The district will identify teachers impacted by the additional data and amend the student growth portion of the evaluation accordingly. Notification of the amendment will be provided to the School District of Lee County Teacher Evaluation System page 10

impacted teachers and their supervisors. If the amendment changes the rating received, a meeting between the supervisor and teacher will be required. The District will inform teachers of the possible implications of failing to meet the performance evaluation ratings and their continued employment status with the District in the language of the teacher s contract between the District and the teacher. In addition, if the employee is a classroom teacher, the parent of any student who is assigned to that teacher will be notified accordingly and pursuant to the requirements of law. IMPLEMENTATION AND SYSTEM EVALUATION Within the first sixty days of the teacher s contract year and prior to preparing the formal written report of a required teacher evaluation, each teacher will be informed of the criteria and the procedures to be used in his or her formal observations and evaluation. Supervisors will be responsible for providing this information to each teacher in their school or department location. (III.13) The District will ensure that the same core of effective practices is used by all who are conducting evaluations through (a) district wide implementation of the evaluation system; (b) district wide use of the forms and tools developed in alignment with the evaluation rubric and the Florida Educator Accomplished Practices; and (c)through the training and monitoring systems described below. (I.1.e) Initial Evaluator Training Persons assigned to observe and/or evaluate instructional personnel will be required to complete a comprehensive training on the District s Teacher Evaluation System prior to involvement in any formal observation or evaluation activities. New administrators and peer teachers are examples of persons typically involved in initial evaluator training. Participants in this training will become proficient in the District s Teacher Evaluation System to include the use of all data collection forms, and observation and evaluation instruments described in this document. All participants will be required to complete and receive a passing score on an assessment of their skills in using the system prior to being allowed to conduct formal observations and evaluations. This assessment is designed to ensure inter rater reliability and consistency of evaluation/observation practices and procedures district wide. (III.12.a) Ongoing Evaluator Training All personnel required to observe and/or evaluate instructional personnel will be required to complete refresher training on the District s Teacher Evaluation System on an annual basis. This refresher is designed to maintain inter rater reliability and to keep staff updated regarding any changes or revisions to the system and/or evaluation/observation practices and procedures. (III.12.b) School District of Lee County Teacher Evaluation System page 11

Annual System Review and Monitoring Evaluator Performance The District previously conducted an analysis of the correlation between the current evaluation instrument and student achievement and found that little to no correlation exists. The already developed process for analysis will be used to evaluate the effectiveness of the new Teacher Evaluation System in supporting improvements in instruction and student learning. The goal is to align student achievement results with the evaluation instrument, making the evaluation instrument an accurate predictor of performance. (III.15.b) Following the completion of the annual evaluation (typically in May) for all instructional personnel, the outcomes will be analyzed by staff from Human Resources and Accountability, Research and Continuous Improvement (May/June). This analysis will show evaluation and observation trends and may also be used to identify opportunities for improvement within the evaluation system or the procedures involved in its implementation, including revisions to the rubric and/or indicators. Special emphasis will be placed on district wide consistency and inter rater reliability. Results from this analysis will be shared with the Teacher Evaluation Task Force, an ongoing committee comprised of teacher, union representatives, and school and district based administrators. This committee, convened three years ago, is charged with making recommendations and revisions to the Teacher Evaluation System, which would occur on an annual basis at a minimum. These recommendations and revisions would be implemented for the following school year (August), thereby ensuring a cycle of continuous improvement (II.4.b) (III.15.a) In addition, the District continues to regularly meet with parent groups for the purposes of gathering input regarding the teacher evaluation system. For example, District Staff met with the District Advisory Committee, the Quality and Continuous Improvement Advisory Committee, the Curriculum Committee composed of parents, community members, district teachers and administrators with this expressed purpose in mind. This ongoing process will provide parent and community input into the evaluation system on a continual basis. (III.14.a) The annual review of evaluation results for consistency and inter rater reliability will also be part of the process used to monitor evaluator performance. The District will use the data to identify evaluators in need of further training and/or calibration. (III.12.c) Additionally, the District will review observation records to ensure that evaluators are using the system in the manner outlined in this document. System Integration The Teacher Evaluation System allows administrators to evaluate observation and evaluation results on a school wide or district wide basis. This monitoring will allow for the identification of trends which will help drive decisions around professional development and related training. Any areas of deficiency or in need of improvement identified in this manner would be targeted by a school in the School Improvement Plan. The school would then focus strategies for improvement to include Professional Development opportunities to meet these identified needs. Similarly, the District School District of Lee County Teacher Evaluation System page 12

would identify district wide trends for incorporation in the District s Strategic Plan and would implement district wide initiatives to meet these identified needs. (III.9.a) The process for this level of integration would involve school staff reviewing evaluation and observation results on an annual basis. This event would occur directly following the completion of the annual performance assessment for all staff. School wide trends would be identified for possible incorporation into the School Improvement Plan. The principal would share data collected from this process with the School Advisory Committee (SAC) and work with the SAC to incorporate goals and strategies to meet the areas identified by the data analysis of the Teacher Evaluation System results. A similar process would also occur at the District level. The Board and the District Advisory Committee comprised of parents and community members would be involved in the decision making process regarding how to incorporate the evaluation results into goals and strategies of the Strategic Plan. (III.9.b) School District of Lee County Teacher Evaluation System page 13

THE ADMINISTRATOR EVALUATION The district s existing evaluation rubrics for principals and assistant principals will be used for the 2011 2012 school year. The rubric for principals consists of six parts: 1. Professional Measures, 2. Unit and Individual Goals, 3. Instructional Leadership Practices, 4. Personnel Practices, 5. Financial Practices, and 6. Business Practices. The rubric for assistant principals consists of two parts: 1. Professional Measures, and 2. Units and Individual Goals. For school based administrators, including those with less than 3 years of available data, these rubrics will be used as the basis for the administrative practice score, which will account for 50% of the final performance rating. The other 50% will be determined based on student growth, using the state adopted growth measures for courses associated with FCAT. The list of student assessments for each level can be found in Table 8. Table 8. Student Assessments for Use in 2011 12 for Administrator Ratings Elementary/Middle Administrators (including K 8) School Wide FCAT Reading (25%) School Wide FCAT Math (25%) High School Administrators School Wide FCAT Reading (30%) School Wide Algebra EOC and Geometry EOC (20%) The Final Performance Rating The final performance rating is calculated using a point system with total scores ranging from 0 to 6. A maximum of 3 points can be earned through the student growth measurement. An additional 3 points can be earned through the observation of administrative practice. In both cases, a rating of Highly Effective is valued at 3 points; Effective is valued at 2; Needs Improvement is valued at 1; and Unsatisfactory is valued at 0. An administrator receiving Unsatisfactory in either the student growth or the instructional practice portion of the evaluation will receive a final performance rating of Unsatisfactory. Points for school wide student growth will be assigned using a five step process. First, the grade level scores for the assessments described in Table 8 will be aggregated, resulting in a school wide score for each type of assessment. These scores will then be weighted based on the percentages shown in Table 8. Next, like with the teacher evaluation system, a confidence band around each administrator s school wide VAM score will be calculated. This will allow the district to be 95% certain that an administrator s score falls within one of three bands: VAM score below 0, VAM score crosses 0, or VAM score is above 0. Administrators whose scores fall in the band entirely below 0 will be rated as Unsatisfactory. Administrators whose scores fall in the band entirely above 0 will be rated as Highly Effective and receive 3 points toward student growth. For administrators whose VAM scores fall in the band crossing zero, a fourth step will be applied to determine the points assigned for student growth. School District of Lee County Teacher Evaluation System page 14

If an administrator s confidence band crosses zero, it means that the VAM score could be positive or negative. Administrators in this band will be rated either Effective or Developing/Needs Improvement in the area of student growth. In order to determine which rating an administrator will receive, the district will look at the percentage of students assigned to the school that met expected gains. Administrators with 30% or more of their students meeting expectations will be rated as effective and receive 2 points toward student. If less than 30% of their students meet expectations, administrators will be rated as Developing or Needs Improvement and receive 1 point toward student growth, as shown in Table 9. The district will follow these two steps for each year of assessment data. For administrators with more than one year of data, a fourth step will be taken. Table 9: Assigning Points for Student Growth for Each Year of Data Score (0 3) for Each Year of Data Criteria 3 (Highly Effective) 95% Confident VAM score above 0 2 (Effective) 95% Confident VAM score crosses 0 AND Students Meeting Expectations 30% 1 (Developing/ Needs Improvement) 95% Confident VAM score crosses 0 AND Students Meeting Expectations <30% 0 (Unsatisfactory) 95% Confident VAM score below 0 In cases where three years of data are available, the average of the points received toward student growth for each of those three years will be calculated. Where two years of data are available, the average for those two years will be calculated. In both cases, the most recent year will be weighted by counting those points twice. The overall points received for student growth will be determined by comparing the average points to a range. Administrators whose average is within the range of 2.5 3, will be rated as Highly Effective and receive 3 points toward the student growth portion of the final performance rating; an average within the range of 1.5 2.49 will result in a rating of Effective and 2 points for student growth; an average within the range of 0.51 1.49 will result in a rating of Needs Improvement or Developing and 1 point for student growth; and an average within 0 0.50 will result in a rating of Unsatisfactory. Additionally, administrators whose scores, prior to being averaged, were Unsatisfactory in the current year and also Unsatisfactory in any prior year will receive a rating of Unsatisfactory. Points for administrative practice will be assigned by counting the rubric ratings as determined through the final performance evaluation. Principals will receive ratings in each of the six parts. Assistant principals will receive ratings in each of the two parts. The assigned score for administrative practice is based on a count of each type of rating received. The number of ratings required to receive a particular score is shown in Table 10. School District of Lee County Teacher Evaluation System page 15

Table 10. Assigning Points for Administrative Practice Score (0 3) Principals Assistant Principals 3 (Highly Effective) All ratings are Frequently Exceeds or Consistently Exceeds Expectations in Part 1 AND No ratings of Not Achieved in Part 2 AND No ratings of Below Expectations in Parts 3 6 2 (Effective) No ratings below Meets Expectations in Part 1 AND No more than 1 rating of Not Achieved in Part 2 AND No ratings of Below Expectations in Parts 3 6 1 (Developing) 1 rating below Meets Expectations in Part 1 OR 2 ratings of Not Achieved in Part 2 OR 1 rating of Below Expectations in Parts 3 6 0 (Unsatisfactory) 2 or more ratings below Meets Expectations in Part 1 OR 3 ratings of Not Achieved in Part 2 OR 2 or more ratings of Below Expectations in Parts 3 6 All ratings are Frequently Exceeds or Consistently Exceeds Expectations in Part 1 AND No ratings of Not Achieved in Part 2 No ratings below Meets Expectations in Part 1 AND No more than 1 rating of Not Achieved in Part 2 1 rating below Meets Expectations in Part 1 OR 2 ratings of Not Achieved in Part 2 2 or more ratings below Meets Expectations in Part 1 OR 3 ratings of Not Achieved in Part 2 The points earned for the student growth measurement are added to the points earned for administrative practice and the final performance rating is assigned based on a range. The range is the same for all school based administrators. A total score of 2 results in a final performance rating of Needs Improvement; 3 4 results in Effective; and 5 6 is Highly Effective. Administrators that receive 0 points in either the administrative practice or the student growth portions of the evaluation will receive a final performance rating of Unsatisfactory. The final performance rating is assigned by the Division of Human Resources and Employee Relations. Supervisors enter the results of the final performance evaluation into the employee s record electronically. The performance management system will calculate the points earned for administrative practice and add those to the points earned for the student growth measure in order to assign a final rating. The evaluation rubric and scoring system used to define and assign an employee s final evaluation rating can be found in Appendix G. School District of Lee County Teacher Evaluation System page 16

REFERENCE LIST Adkins, G. K. (2004). Teacher performance pay: The perceptions of certified school based personnel. University of Central Florida. Retrieved from http://accountability.leeschools.net/research_projects/welcome.htm Chait, R. (2010, March). Removing chronically ineffective teachers: barriers and opportunities. Center for American Progress. Cohen, E., Walsh, K., & Biddle, R. (2008). Invisible ink in collective bargaining: why key issues are not addressed. Washington: National Council on Teacher Quality. Collins, J. (2001). Good to great: why some companies make the leap and others don t. New York: NY. HarperCollins Publishers Inc. Danielson, C. (1996). Enhancing professional practice: A framework for teaching. Alexandria, Virginia: Association for Supervision and Curriculum Development. Danielson, C. & McGreal, T. L. (2000). Teacher evaluation: To enhance professional practice. Alexandria, Virginia: Association for Supervision and Curriculum Development. Gordon, G. (2006). Building engaged schools. New York: Gallup Press. Hanushek, E.A. (2009). Teacher Deselection. In Goldhaber, D. & Hannaway, J. eds., Creating a new teaching profession. Washington: Urban Institute Press. Heneman, H.G. III and Milanowski, A.T. (2003). Continuing assessment of teacher reactions to a standards based teacher evaluation system. Journal of Personnel Evaluation in Education, Vol. 17 No. 2, pp. 173 95. Holtzapple, E. (2003). Criterion Related Validity Evidence for a Standards Based Teacher Evaluation System. Journal of Personnel Evaluation in Education, 17(3), 207 219. Marzano, R. J. (2000). A new era of school reform: Going where the research takes us. Aurora, Colorado: Mid continent Research for Education and Learning. Marzano, R. J. (2011). Effective supervision: Supporting the art and science of teaching. Alexandria, Virginia: Association for Supervision and Curriculum Development. Medley, D., & Coker, H. (1987). The accuracy of principals' judgments of teacher performance. Journal of Educational Research, 80(4), 242 247. Mendro, R.L. (1998, September). Student achievement and school and teacher accountability. Journal of Personnel Evaluation in Education, 12(3), 257 267. National Center for Educational Statistics (2003). Trends in international mathematics and science study. Obama, B. (2009, March 10). Remarks made to the U.S. Hispanic Chamber of Commerce on a Complete and Competitive American Education. Peterson, K.D. (2000), Teacher Evaluation: A Comprehensive Guide to New Directions and Practice, 2nd ed., Corwin Press, Thousand Oaks, CA. Rolewski, M. (2010). Speech to School District of Lee County District Leadership. School District of Lee County Teacher Evaluation System page 17

Sanders, W.L. & Rivers, J.C. (1996). Cumulative and residual effects of teachers on future student academic achievement. Knoxville: University of Tennessee Value Added Research and Assessment Center. The New Teacher Project. (2010). Evaluation 2.0. from http://tntp.org/index.php/publications/issue analysis/teacherevaluation 2.0/ The Measures of Effective Teaching Project. (June 2010). Working with teachers to develop fair and reliable measures of effective teaching. The Bill and Melinda Gates Foundation. U.S. Department of Education. (2008). Schools and Staffing Survey, Public Principal Survey. Weisberg, D., Sexton, S., Mulhern, J., & Keeling, D. (2009) The widget effect: Our national failure to acknowledge and act on differences in teacher effectiveness. The New Teacher Project. School District of Lee County Teacher Evaluation System page 18

APPENDIX A: MOU Memorandum of Understanding, signed by the superintendent and local bargaining unit representative, verifying that the evaluation rubric submitted has been agreed to (pending review by the DOE) in accordance with the district s collective bargaining process. (II.4.c) School District of Lee County Teacher Evaluation System page 19

APPENDIX B: ASSESSMENT TIMELINE The District s timeline for the development/selection of student assessments used for evaluation for each subject and grade level (I.2.b) and for incorporating assessments for each subject and grade level into the evaluation (I.2.b). School District of Lee County Teacher Evaluation System page 21

Assessment Development Timeline for FY11 Course Incorporate into Evaluation System Course Incorporate into Evaluation System Elementary School High School, Continued Math KG FY14 Algebra 1 N/A: Formative Math 1st FY14 Algebra 1b N/A: Formative Math 2nd FY14 Geometry N/A: Formative Math 3rd N/A: Formative Geometry Honors N/A: Formative Math 4th N/A: Formative Algebra 2 FY13 Math 5th N/A: Formative Algebra 2 Honors FY14 Science 3rd N/A: Formative Liberal Arts Math FY14 Science 4th N/A: Formative PreCalculus FY14 Science 5th FY14 Algebra 1a N/A: Formative Reading 1st N/A: Formative Spanish 1 FY14 Reading 2nd N/A: Formative Spanish 2 FY14 Reading 3rd N/A: Formative French 1 FY14 Reading 4th N/A: Formative French 2 FY14 Reading 5th N/A: Formative HOPE FY14 Middle School HOPE PE Variation FY14 MJ Language Arts 1 FY13 Team Sports 1 FY14 MJ Language Arts 1 Adv FY13 Team Sports 2 FY14 MJ Language Arts 2 FY13 Dr Education FY14 MJ Language Arts 2 Adv FY13 Beg Weight Training FY14 MJ Language Arts 3 FY13 Intensive Reading W N/A: Formative MJ Language Arts 3 Adv FY13 Intensive Reading X N/A: Formative MJ Math 1 N/A: Formative Intensive Reading Y N/A: Formative MJ Math 1 Adv N/A: Formative Intensive Reading Z N/A: Formative MJ Math 2 N/A: Formative World History FY13 MJ Math 2 Adv N/A: Formative World History Honors FY14 MJ Math 3 N/A: Formative World Cult Geography FY13 MJ Math 3 Adv N/A: Formative World Cult Geography Honors FY14 Intensive Math 6th N/A: Formative Economics FY13 Intensive Math 7th N/A: Formative Economics Honors FY14 Intensive Math 8th N/A: Formative Am Government FY13 Dev Reading 7th N/A: Formative Am Government Honors FY14 Dev Reading 8th N/A: Formative Psychology FY14 MJ World History FY13 Am History N/A: Formative MJ World History Adv FY13 Am History Honors N/A: Formative MJ World Geo FY13 Integrated Sci 1 FY14 MJ World Geo Adv FY13 Integrated Sci 2 FY14 MJ US History FY13 Integrated Sci 3 FY14 MJ US History Adv FY13 Biology N/A: Formative MJ Comp Sci 1 FY13 Biology Honors N/A: Formative MJ Comp Sci 1 Adv FY13 Chemistry FY14 MJ Comp Sci 2 FY13 Chemistry Honors FY14 MJ Comp Sci 2 Adv FY13 Physics FY14 MJ Comp Sci 3 FY13 Physics Honors FY14 MJ Comp Sci 3 Adv FY13 Anat and Psy Honors FY14 MS Comp Apps FY14 Env Science FY14 High School Marine Sci Honors FY14 English 1 FY13 Physical Science FY14 English 1 Honors FY13 Web Design FY14 English 2 FY13 Digital Design FY14 English 2 Honors FY13 Intro to IT/CCC FY14 English 3 FY13 Engineering FY14 English 3 Honors FY13 TV Production FY14 English 4 FY13 Building Construction FY14 English 4 Honors FY13 Drafting FY14 TAMS Algebra 1 N/A: Formative Gaming and Prog Simulation FY14 Math for College Readiness FY14 School District of Lee County Teacher Evaluation System page 22

APPENDIX C: 2011 12 STUDENT ASSESSMENTS The list of student assessments for each subject and grade level for use in 2011 12. (I.2.a) School District of Lee County Teacher Evaluation System page 23

Student Assessments for Use in 2011 12 Elementary: Non Departmentalized Teaching Assignment Kindergarten (K) First Grade (1) Second Grade (2) Third Grade (3) Fourth Grade (4) Fifth Grade (5) Other (K 5), incl. non classroom instructional Elementary: Departmentalized Teaching Assignment Kindergarten (K) First Grade (1) Second Grade (2) Third Grade (3) Fourth Grade (4) Fifth Grade (5) Other (K 5), incl. non classroom instructional Middle School Teaching Assignment Math Courses (6 8) Science Courses (8) Reading Courses (6 8) Other (6 8), incl. non classroom instructional High School Teaching Assignment Reading Courses (9 10) Algebra 1 (1200310); Algebra 1 Honors (1200320); Algebra 1B (1200380); Pre AICE Mathematics 1 (1209810); IB Middle Years Program Algebra 1 Honors (1200390) Geometry (1206310); Geometry Honors (1206320) ; IB Middle Years Program Geometry Honors (1206810); Pre AICE Mathematics 2 (120982 Biology 1 (2000310); Biology 1 Honors (2000320); Pre AICE Biology (2000322); Biology Technology (2000430); Biology 1 PreIB (2000800); IB Middle Years Program Biology Honors (2000850); Integrated Science 3 (2002440); Integrated Science 3 Honors (2002450) Other (9 12), incl. non classroom instructional District Level Non Classroom Instructional Personnel Non Classroom Instructional Personnel Assessment for Evaluation Purposes FAIR/SAT 10 Reading SAT 10 Reading SAT 10 Reading SAT 10 Reading/FCAT Reading FCAT Reading FCAT Reading FCAT Reading based on Assigned Students OR Grade Level OR School Wide Assessment for Evaluation Purposes FAIR/SAT 10 Reading SAT 10 Reading SAT 10 Reading SAT 10 Reading/FCAT Reading or FCAT Math FCAT Reading or Math FCAT Reading, Math, or Science FCAT Reading based on Assigned Students OR Grade Level OR School Wide Assessment for Evaluation Purposes FCAT Math FCAT Science FCAT Reading FCAT Reading based on Assigned Students OR Grade Level OR School Wide Assessment for Evaluation Purposes FCAT Reading State EOC State EOC State EOC FCAT Reading based on Assigned Students OR Grade Level OR School Wide School Wide OR District Wide FCAT Reading, Math, or Science School District of Lee County Teacher Evaluation System page 24

APPENDIX D: CLASSROOM TEACHER EVALUATION RUBRIC The evaluation rubric and scoring system used to define and assign an employee s final evaluation rating. (I.3.b) (II.5.e) School District of Lee County Teacher Evaluation System page 25

Performance Rating School District of Lee County Requires Action Developing Accomplished Exemplary Domain 1: Planning and Preparation 1a. Demonstrating Knowledge of Content and Pedagogy Lesson plans and practice display little knowledge of the state standards, content, or the instructional practices specific to that discipline. Lesson plans and practice reflect some knowledge of the state standards, content and instructional practices specific to that discipline. Lesson plans and practice reflect solid knowledge of the state standards and the instructional practices specific to that discipline. Lesson plans and practice reflect detailed knowledge of state standards, content and instructional practices specific to that discipline. Lesson plans are incomplete. Lesson plans are not evident on a consistent basis. Lesson plans are lacking basic elements, or are difficult for others to follow. Lesson plans not evident on a consistent basis. No evidence of extension activities, methods, and higher level thinking skills. Lesson plans include all basic elements of lesson design including objectives. Some evidence of extension activities, methods, and higher level thinking skills. Lesson plans consistently include higher level thinking skills activities and application. Research and new or innovative methods are consistently incorporated into lesson plans and instructional strategies. 1b. Designing Student Assessment 1c. Setting Instructional Outcomes Teacher s plan for assessing student learning contains no clear criteria or standards, is poorly aligned with the instructional outcomes, or is not appropriate for most students. The results of assessment have minimal impact on the design of future instruction. The teacher develops general student achievement goals for the class or does not develop goals at all. Teacher s plan for student assessment is partially aligned with the instructional outcomes, lacks clear criteria, and is not appropriate for at least some students. Teacher utilizes assessment results to plan for future instruction for the class as a whole. Assessments provide students with limited ways to demonstrate mastery. Instructional outcomes are of moderate rigor and are suitable for some students, but consist of a combination of activities and goals, some of which permit viable methods of assessment. Outcomes reflect more than one activity, but there is no evidence of or attempt at coordination or integration. Teacher s plan for student assessment is aligned with the instructional outcomes, uses clear criteria, and is appropriate to the needs of students. Teacher utilizes assessment results to plan for future instruction for groups of students. Assessments provide students with multiple ways to demonstrate mastery. Instructional outcomes are stated as goals reflecting high level learning and state standards, are suitable for most students in the class, represent different types of learning, and can be assessed. Outcomes reflect opportunities for extension and interdisciplinary application. Teacher s plan for student assessment is fully aligned with the instructional outcomes, with clear criteria and standards that show evidence of student contribution to their development. Assessment methodologies may have been adapted for individuals, and the teacher utilizes results to plan for future instruction for individual students. Assessments provide students with multiple ways to demonstrate mastery and multiple opportunities during the unit to demonstrate mastery. The teacher collaboratively develops and monitors ambitious and measurable achievement goals with individual students, as well as instructional outcomes for the class or course, that are aligned to the state standards. The teacher develops measurable student achievement goals for her or his class. The teacher develops measurable student achievement goals for the class that are aligned to content standards and are differentiated based on the needs of the class. School District of Lee County Teacher Evaluation System page 26

Performance Rating School District of Lee County Requires Action Developing Accomplished Exemplary 1d. Demonstrating Knowledge of Resources and Technology The teacher demonstrates little or no familiarity with resources and technology available to enhance own knowledge, use in teaching, or to provide for students who need them. The teacher, at times, demonstrates some familiarity with resources and basic technology available through the school or district to enhance own knowledge, to use in teaching, or to provide for students who need them. The teacher is fully aware of and utilizes the basic or required resources and technology available through the school or district to enhance own knowledge, use in teaching, or to provide for students who need them. The teacher fully and consistently integrates resources and technology (as available) in and beyond the school, the district and the community to enhance own knowledge, to use in teaching, and to provide for students who need them. The teacher does not seek knowledge of resources and technology. The teacher does not seek to extend knowledge of resources and technology. The teacher utilizes available support for required knowledge of resources and technology. 1e. Designing Coherent Instruction that Demonstrates Knowledge of Students The teacher's plan for learning experiences is poorly aligned with instructional outcomes and does not represent a coherent structure. Lessons are not differentiated. Teacher demonstrates little or no knowledge of students backgrounds, cultures, skills, language proficiency, interests, and special needs, and does not seek such understanding. The teacher's plan for learning experiences demonstrates partial alignment with instructional outcomes. Lessons have a recognizable structure and reflect partial knowledge of grade level, school, or district strategies and resources found in the instructional standards and/or Academic Plan. Lessons are infrequently differentiated. Teacher demonstrates some knowledge of the importance of understanding students backgrounds, cultures, skills, language proficiency, interests, and special needs, and attains this knowledge for the class as a whole. The teacher's plan for learning experiences demonstrates knowledge of content, students, and resources to design lessons that are aligned to instructional outcomes. Lessons have a clear structure and reflect effective knowledge of grade level, school, or district strategies and resources found in the instructional standards and/or Academic Plan. Lessons are often differentiated and suitable for groups of students, and are likely to engage students in significant learning. Teacher clearly demonstrates the importance of understanding students backgrounds, cultures, skills, language proficiency, interests, and special needs, and attains this knowledge for the class as a whole. The teacher's plan for learning experiences demonstrates knowledge of content, students, and resources to design detailed lessons that are aligned to instructional outcomes. Lessons have a clear structure, are reflective of detailed knowledge of grade level, school, or district strategies and resources found in the instructional standards and/or Academic Plan, and allow for different pathways according to student needs. Detailed interdisciplinary instruction is utilized, as appropriate, for the content, setting and level. Lessons are consistently differentiated where appropriate, suitable for individual students, and likely to engage students in significant learning. Teacher actively seeks knowledge of students backgrounds, cultures, skills, language proficiency, interests, and special needs from a variety of sources, and attains this knowledge for individual students. School District of Lee County Teacher Evaluation System page 27

Performance Rating School District of Lee County Requires Action Developing Accomplished Exemplary Domain 2: The Classroom Environment 2a. Creating an Environment of Respect Classroom interactions, both between the teacher and students and among students, are negative, inappropriate, or insensitive to students' cultural backgrounds or developmental differences, and are characterized by sarcasm, put downs, or conflict. Classroom interactions, both between the teacher and students and among students, are generally appropriate and free from conflict but may be characterized by occasional displays of insensitivity or lack of responsiveness to cultural or developmental differences. Classroom interactions, both between teacher and students and among students, are polite and respectful, reflect general warmth and caring, and are appropriate to the cultural and developmental differences among groups of students. Classroom interactions, both between teacher and students and among students, are respectful and reflect genuine warmth, caring, and sensitivity to the cultural and developmental differences among groups of students. Students themselves ensure high levels of civility among members of the class. 2b. Establishes a Culture for Learning The teacher has not created a positive culture for learning. Teacher commitment to the subject matter and expectations for student achievement are low. Student pride in work is not evident. The teacher has partially established a positive culture for learning. Commitment to the subject matter is developing, and there are modest expectations for student achievement. Students show modest pride in their work. The teacher has created a positive classroom culture for learning, characterized by high expectations for most students, the belief that students can succeed if they work hard, and genuine commitment to the subject matter by both the teacher and students. Students demonstrate pride in their work. The teacher has created a culture for learning characterized by high levels of student energy and the teacher's passion for the subject area. Everyone shares a belief in the importance of the subject and the belief that all students can succeed if they work hard. All students hold themselves to high standards of performance; for example, by initiating improvement to their work. 2c. Establishes and Manages Classroom Procedures Much instructional time is lost because of inefficient classroom routines and procedures for transitions, handling of supplies, and performance of noninstructional duties. Some instructional time is lost because of inefficient classroom routines and procedures for transitions, handling of supplies, and performance of noninstructional duties, which are only partially effective. Little instructional time is lost because of inefficient classroom routines and procedures for transitions, handling of supplies, and performance of noninstructional duties, which occur smoothly. Students contribute to the seamless operation of classroom routines and procedures for transitions, handling of supplies, and performance of noninstructional duties. School District of Lee County Teacher Evaluation System page 28

Performance Rating School District of Lee County Requires Action Developing Accomplished Exemplary 2d. Stops Misconduct by Using Effective, Appropriate Techniques There is no evidence that standards of conduct have been established and little or no teacher monitoring of student behavior. Response to student misbehavior is repressive or disrespectful of student dignity. The teacher does not address off task, inappropriate, or challenging behavior efficiently, thereby creating significant negative impact on the learning of students in the class. The teacher does not reinforce positive behavior. It appears that the teacher has made an effort to establish standards of conduct for students and tries to monitor student behavior, but these efforts are not always successful. The teacher addresses some off task, inappropriate, or challenging behavior efficiently, thereby creating some negative impact on the learning of students in the class. The teacher reinforces positive behavior. Standards of conduct appear to be clear to students, and the teacher monitors student behavior against those standards. The teacher's response to student misbehavior is appropriate and respectful to students. The teacher addresses most off task, inappropriate, or challenging behavior efficiently, thereby creating little negative impact on the learning of students in the class. The teacher strategically reinforces positive behavior. Standards of conduct are clear, with evidence of student participation in setting them. Expectations are developed and taught. The teacher's monitoring of student behavior is subtle and preventative, and the teacher's response to student misbehavior is sensitive to individual student needs. The teacher addresses almost all off task, inappropriate, or challenging behavior efficiently, thereby creating no negative impact on the learning of students in the class. Students take an active role in monitoring the standards of behavior and there is significant evidence that students support the positive classroom culture. 2e. Organizing Physical Space The physical environment is unsafe, or some students don't have access to learning. There is poor alignment between the physical arrangement and the lesson activities. The classroom is safe, essential learning is accessible to most students, and the teacher's use of physical resources is moderately effective. Teacher may attempt to modify the physical arrangement to suit learning activities, with partial success. The classroom is safe, and learning is accessible to all students. Teacher ensures that the physical arrangement is appropriate to the learning activities. Teacher makes effective use of physical resources. The classroom is safe, and the physical environment ensures the learning of all students, including those with special needs. Students contribute to the use or adaptation of the physical environment to advance learning. School District of Lee County Teacher Evaluation System page 29

Performance Rating School District of Lee County Requires Action Developing Accomplished Exemplary Domain 3: Instruction 3a. Communicating with Students The teacher has an inadequate presence in the classroom. The teacher has a positive presence in the classroom. The teacher has a positive presence in the classroom. The teacher has a positive presence in the classroom. The teacher ineffectively develops students understanding of the objective by not communicating it, the teacher does not have a clear objective, or the lesson does not connect to the objective. The teacher effectively develops students understanding of the objective by communicating what students will know or be able to do by the end of the lesson and connecting the objective to prior knowledge. The teacher effectively develops students understanding of the objective by communicating what students will know or be able to do by the end of the lesson, connecting the objective to prior knowledge, and explaining the importance of the objective. The teacher effectively develops students understanding of the objective by communicating what students will know or be able to do by the end of the lesson, connecting the objective to prior knowledge, explaining the importance of the objective, and referring to the objective at key points during the lesson. The teacher checks for understanding of content at all key moments. 3b. Using Questioning and Discussion Techniques The teacher checks for understanding of content, but misses nearly all key moments. Checks do not provide an accurate pulse of the class' understanding. The teacher asks questions that are lowlevel or inappropriate, elicits limited student participation and recitation rather than discussion, and does not respond to students' correct answers by probing for higher level understanding in an effective manner. The teacher does not use guided discussion techniques. The teacher checks for understanding of content, but misses several key moments. Checks sometimes provide an accurate pulse of the class' understanding, such that the teacher has enough information to adjust subsequent instruction, if necessary. The teacher asks few questions that elicit a thoughtful response, attempts to engage all students in the discussion but is only partially successful, and rarely responds to students' correct answers by probing for higher level understanding in an effective manner. The teacher attempts to use guided discussion techniques with limited success. The teacher checks for understanding of content, but misses one or two key moments. Checks often provide an accurate pulse of the class' understanding, such that the teacher has enough information to adjust subsequent instruction, if necessary. The teacher asks many questions that elicit a thoughtful response and allows sufficient time for students to answer, engages all students in the discussion, steps aside when appropriate, and sometimes responds to students' correct answers by probing for higher level understanding in an effective manner. The teacher uses guided discussion techniques with success. Checks almost always provide an accurate pulse of the class' understanding, such that the teacher has enough information to adjust subsequent instruction if necessary. The teacher regularly asks questions that reflect high expectations and are culturally and developmentally appropriate, allows sufficient time for students to answer, promotes critical and creative thinking, ensures that all voices are heard, and frequently responds to students' correct answers by probing for higher level understanding in an effective manner. The teacher frequently uses guided discussion techniques with success. School District of Lee County Teacher Evaluation System page 30

Performance Rating School District of Lee County Requires Action Developing Accomplished Exemplary 3c. Engaging Students in Learning Activities and assignments, materials, and groupings of students are not appropriate for the instructional outcome or not sensitive to the students' culture or level of understanding, resulting in little intellectual engagement. Lessons have no structure, are poorly paced, and have no academic focus. The teacher does not use technology (as available) in the teaching and learning processes. Teacher s knowledge of subject is very limited. Activities and assignments, materials, and groupings of students are partially appropriate for the instructional outcomes or are rarely sensitive to the students' culture or level of understanding, resulting in moderate intellectual engagement. Lessons have recognizable structure, but are not fully maintained, are poorly paced, and have limited academic focus. The teacher rarely uses technology (as available) in the teaching and learning processes. Teacher demonstrates partial knowledge of subject matter. Activities and assignments, materials, and groupings of students are fully appropriate for the instructional outcomes and are sometimes sensitive to the students' culture and level of understanding, resulting in intellectual engagement with most students engaged in work of a high level of rigor. Lessons have coherent structure, are appropriately paced, and have consistently apparent academic focus. The teacher sometimes uses appropriate technology (as available) in the teaching and learning processes. Teacher demonstrates knowledge of subject matter. Activities and assignments, materials, and groupings of students promote significant learning for the instructional outcomes and are frequently sensitive to the students' culture and level of understanding, resulting in high intellectual engagement with all students engaged in work of a high level of rigor. Lessons have coherent structure that is adapted as necessary to the needs of individuals, are appropriately paced to allow for student reflection and closure, and continuously maintain academic focus. The teacher frequently uses appropriate technology (as available) in the teaching and learning processes, and teaches students how to use technology to create projects. Teacher demonstrates a depth and breadth of subject matter. 3d. Using Assessment in Instruction Formative assessment is not used in instruction, either through monitoring of progress by the teacher or students, or through feedback to students. Students are unaware of the assessment criteria used to evaluate their work. Formative assessment is rarely used in instruction, through some monitoring of progress of learning by teacher and/or students. Feedback to students is uneven. Students are aware of only some of the assessment criteria used to evaluate their work. Formative assessment is sometimes used in instruction, through self assessment by students and monitoring of progress of learning by the teacher and/or students. Feedback to students is of high quality. Students are fully aware of the assessment criteria used to evaluate their work. Formative assessment is frequently used in a sophisticated manner in instruction, through student involvement in establishing criteria, self assessment by students, and monitoring of progress by both the teacher and students. Feedback to students is of high quality and from a variety of sources. Students are fully aware of the assessment criteria used to evaluate their work. School District of Lee County Teacher Evaluation System page 31

Performance Rating School District of Lee County Requires Action Developing Accomplished Exemplary 3e. Demonstrating Flexibility and Responsiveness The delivery of instruction deviates from the instructional standards and/or Academic Plan. The delivery of instruction is typically aligned to the instructional standards and/or Academic Plan. The delivery of instruction is almost always aligned to the instructional standards and/or Academic Plan. The delivery of instruction is always aligned to the instructional standards and/or Academic Plan. The teacher does not adjust the lesson plan or instructional momentum to address student needs. The teacher does not re teach or attempt to differentiate instruction to ensure or reinforce student learning. The teacher attempts to respond to student needs through modification of the lesson plan or instructional momentum, with moderate success. The teacher rarely attempts to differentiate instruction to ensure student learning. The teacher successfully promotes the learning of most students through modification of the lesson plan and instructional momentum. The teacher uses a multitude of differentiated strategies to ensure student learning. The teacher successfully promotes the learning of all students through modification of the lesson plan and instructional momentum. The teacher uses a multitude of differentiated strategies to ensure student learning. The teacher considers student questions, needs, and interest when instructing. The teacher holds students accountable for personal learning through the use of data folders, goal statements, and/or reflection of individual learning. The teacher adjusts long term plans when needed. School District of Lee County Teacher Evaluation System page 32

Performance Rating School District of Lee County Requires Action Developing Accomplished Exemplary Domain 4: Professional Responsibilities 4a. Showing Professionalism The teacher inconsistently adheres to standards for professional conduct and overall performance requirements, including attendance and punctuality. The teacher fails to comply with school and district regulations and timelines. The teacher has difficulty demonstrating respect, responsibility, honesty and integrity, requires frequent support supervision, and resists feedback from colleagues and administration. The teacher adheres to standards for professional conduct and overall performance requirements, including attendance and punctuality, with some support supervision. The teacher complies only minimally with school and district regulations. The teacher strives to develop behaviors that model the values of respect, responsibility, honesty and integrity, and requires some support supervision. The teacher responds appropriately to and acts upon feedback. The teacher consistently adheres to and models standards for professional conduct and overall performance requirements, including attendance and punctuality. The teacher complies fully and voluntarily with school and district regulations. Performs with minimum supervision. The teacher models the values of respect, responsibility, honesty, and integrity, and performs with minimum supervision. The teacher responds appropriately to and acts upon feedback. The teacher consistently adheres to and models standards for professional conduct and overall performance requirements, including attendance and punctuality. The teacher complies fully and voluntarily with school and district regulations. The teacher positively influences members of school community to understand and adhere to these professional obligations. The teacher responds appropriately to and acts upon feedback. 4b. Maintaining Accurate Records The teacher s systems for maintaining both instructional and non instructional records are either nonexistent or in disarray, resulting in errors and confusion. The teacher does not use student grades to monitor and analyze student progress. The teacher s systems for maintaining both instructional and non instructional records are rudimentary and only partially effective. The teacher tracks and monitors student progress. The teacher s systems for maintaining both instructional and non instructional records are accurate, efficient, and effective. The teacher tracks, monitors, and analyzes student progress data to drive instructional planning. The teacher s systems for maintaining both instructional and non instructional records are accurate, efficient, and effective. Students contribute to the maintenance of these systems. The teacher tracks, monitors, and analyzes student progress data to drive instructional planning and uses results to differentiate instructional and curriculum design. 4c. Communicating with Families The teacher s communication with families about instructional programs or about individual students is sporadic and/or insensitive. The teacher's communication with families meets minimum requirements for frequency, however; communication is not always appropriate. The teacher makes modest attempts to engage families in the instructional program. The teacher's communication with families is frequent and conveyed in an appropriate manner. The teacher successfully engages families in the instructional program, as appropriate. The teacher frequently communicates with all families using a variety of methods. Communication is sensitive to cultural traditions. Students participate in the communication. The teacher successfully engages families in the instructional programs, as appropriate. School District of Lee County Teacher Evaluation System page 33

Performance Rating School District of Lee County Requires Action Developing Accomplished Exemplary 4d. Participating in a Professional Community The teacher avoids participating in a professional community or in school and district events and projects, rarely collaborates with colleagues, and has negative or self serving relationships with colleagues. The teacher becomes involved in the professional community and in school and/or district events and projects when specifically asked, makes some effort to collaborate with colleagues, and has cordial relationships with colleagues. The teacher participates actively in the professional community and in school and/or district events and projects, actively seeks out opportunities to collaborate with others, and maintains positive and productive relationships with colleagues. The teacher makes a substantial contribution to the professional community and to school and district events and projects, collaborates with/coaches others through difficult situations, and assumes a leadership role among the faculty. 4e. Growing and Developing Professionally The teacher does not participate in professional development activities, and makes no effort to share knowledge with colleagues. The teacher is resistant to feedback from supervisors or colleagues. The teacher participates in professional development activities that are convenient or are required, and makes limited contribution to the profession. The teacher accepts feedback from supervisors and colleagues with some reluctance. The teacher seeks out opportunities for professional development based on an individual assessment of needs, and actively shares expertise with others. The teacher welcomes feedback from supervisors and colleagues. The teacher actively pursues professional development opportunities and initiates activities to contribute to the profession. In addition, the teacher seeks feedback from supervisors and colleagues. School District of Lee County Teacher Evaluation System page 34

School District of Lee County 2011 2012 Domain 1: Planning and Preparation Domain 2: The Classroom Environment Domain 3: Instruction* Domain 4: Professional Responsibilities Final Performance Rating Summary (Beginning Teacher) Rating Count Summary for Instructional Practice *Domain 3 ratings counted twice to account for weighting. Requires Action (Level 0) Developing (Level 1) Accomplished (Level 2) Exemplary (Level 3) Total Final Performance Rating Determinants Rating Instructional Practice (X) (Domain 3 ratings counted twice to account for weighting. Total ratings = 25) Student Growth (Y) Final Performance Score Range (X+Y) Highly effective (3) At least 16 ratings at Level 3 No ratings at Level 1 or 0 2.5 3.0 5 6 Effective (2) At least 20 ratings at Level 2 or 3 No ratings at Level 0 1.5 2.49 3 4 Developing (1) No more than 2 ratings at Level 0 0.51 1.49 2 Unsatisfactory (0) 3 or more ratings at Level 0 0 0.50 Unsatisfactory in Instructional Practice OR Student Growth Final Performance Calculation Instructional Practice Score X Student Growth Score Y Final Performance Rating : (X +Y) SUPERVISOR COMMENTS AND/OR SUGGESTIONS: Signature of Supervisor: Date: Signature of Teacher: Date: (My signature does not necessarily imply agreement with the assessment, but acknowledges that I have discussed it with the assessor.) School District of Lee County Teacher Evaluation System page 35

School District of Lee County 2011 2012 Domain 1: Planning and Preparation Domain 2: The Classroom Environment Domain 3: Instruction* Domain 4: Professional Responsibilities Final Performance Rating Summary (Beginning Teacher Year 3) Rating Count Summary for Instructional Practice *Domain 3 ratings counted twice to account for weighting. Requires Action (Level 0) Developing (Level 1) Accomplished (Level 2) Exemplary (Level 3) Manager Peer Manager Peer Manager Peer Manager Peer Total Final Performance Rating Determinants Rating Instructional Practice (Manager+Peer)(X) (Domain 3 ratings counted twice to account for weighting. Total ratings = 25) Student Growth (Y) Final Performance Score Range (X+Y) Highly effective (3) At least 32 ratings at Level 3 No ratings at Level 1 or 0 2.5 3.0 5 6 Effective (2) At least 44 ratings at Level 2 or 3 No ratings at Level 0 1.5 2.49 3 4 Needs Improvement (1) No more than 2 ratings at Level 0 0.51 1.49 2 Unsatisfactory (0) 3 or more ratings at Level 0 0 0.50 Unsatisfactory in Instructional Practice OR Student Growth Final Performance Calculation Instructional Practice Score X Student Growth Score Y Final Performance Rating : (X +Y) SUPERVISOR COMMENTS AND/OR SUGGESTIONS: Signature of Supervisor: Date: Signature of Teacher: Date: (My signature does not necessarily imply agreement with the assessment, but acknowledges that I have discussed it with the assessor.) School District of Lee County Teacher Evaluation System page 36

School District of Lee County 2011 2012 Domain 1: Planning and Preparation Domain 2: The Classroom Environment Domain 3: Instruction* Domain 4: Professional Responsibilities Final Performance Rating Summary (Experienced Teacher) Rating Count Summary for Instructional Practice *Domain 3 ratings counted twice to account for weighting. Requires Action (Level 0) Developing (Level 1) Accomplished (Level 2) Exemplary (Level 3) Total Final Performance Rating Determinants Rating Instructional Practice (X) (Domain 3 ratings counted twice to account for weighting. Total ratings = 25) Student Growth (Y) Final Performance Score Range (X+Y) Highly effective (3) At least 19 ratings at Level 3 No ratings at Level 1 or 0 2.5 3.0 5 6 Effective (2) At least 22 ratings at Level 2 or 3 No ratings at Level 0 1.5 2.49 3 4 Needs Improvement (1) No more than 1 rating at Level 0 0.51 1.49 2 Unsatisfactory (0) 2 or more ratings at Level 0 0 0.50 Unsatisfactory in Instructional Practice OR Student Growth Final Performance Calculation Instructional Practice Score X Student Growth Score Y Final Performance Rating : (X +Y) SUPERVISOR COMMENTS AND/OR SUGGESTIONS: Signature of Supervisor: Date: Signature of Teacher: Date: (My signature does not necessarily imply agreement with the assessment, but acknowledges that I have discussed it with the assessor.) School District of Lee County Teacher Evaluation System page 37

APPENDIX E: SELF ASSESSMENT AND OBSERVATION FORMS Forms for teacher self assessment and observation instruments with indicators of effective practices (I.1.b) including connection between observation instruments and the FEAPs (I.1.c). School District of Lee County Teacher Evaluation System page 38

Teacher Pre Observation Tool: Lesson Planning and Professionalism (Form 1) The School District of Lee County Teacher: Observer: School: Pre Observation Conference Date: Date of Observation: Post Observation Conference Date: Instructions: 1. Prior to a formal classroom observation, the teacher completes the pre observation lesson planning form by filling out the comments for each of the domain categories. 2. The teacher sends the lesson planning form to the evaluator at least two days prior to the observation. 3. The evaluator reads the plan, provides feedback to the teacher and asks any clarifying questions as necessary, as well as any other questions that will provide helpful information prior to the observation. 4. During the post observation conference, teacher and observer meet to discuss the lesson. Observer also shares the ratings based on the evidence observed during the observation. Observer and teacher share insights into the events that occurred during the observation and work toward agreement regarding teacher s rating for the elements observed. Specific sections of the observation instrument may be discussed. DOMAIN 1: Planning and Preparation DOMAIN 4: Professional Responsibilities 1a. Demonstrating Knowledge of Content and Pedagogy 4a. Showing Professionalism 1b. Designing Student Assessment 4b. Maintaining Accurate Records 1c. Setting Instructional Outcomes 4c. Communicating with Families 1d. Demonstrating Knowledge of Resources and Technology 1e. Designing Coherent Instruction that Demonstrates Knowledge of Students 4d. Participating in a Professional Community 4e. Growing and Developing Professionally Strategies and Behaviors Rating Scale: The generic rating scale described below may be used to determine the appropriate rating for each of the elements. Requires Action (RA) Developing (D) Accomplished (A) Exemplary (E) Does not use strategy or uses strategy Uses strategy with no significant Uses strategy and monitors extent to Adapts and creates new strategies for incorrectly or with parts missing. errors or omissions. which it produces desired outcomes. unique needs and situations. School District of Lee County Teacher Evaluation System page 39

Teacher Pre Observation Tool: Lesson Planning and Professionalism (Form 1) The School District of Lee County Performance Rating Requires Action Developing Accomplished Exemplary Domain 1: Planning and Preparation 1a. Demonstrating Knowledge of Content and Pedagogy Lesson plans and practice display little knowledge of the state standards, content, or the instructional practices specific to that discipline. Lesson plans and practice reflect some knowledge of the state standards, content and instructional practices specific to that discipline. Lesson plans and practice reflect solid knowledge of the state standards and the instructional practices specific to that discipline. Lesson plans and practice reflect detailed knowledge of state standards, content and instructional practices specific to that discipline. Lesson plans are incomplete. Lesson plans are not evident on a consistent basis. Lesson plans are lacking basic elements, or are difficult for others to follow. Lesson plans not evident on a consistent basis. No evidence of extension activities, methods, and higher level thinking skills. Teacher Comments: e.g. What is the content to be taught? What prerequisite learning is required? Lesson plans include all basic elements of lesson design including objectives. Some evidence of extension activities, methods, and higher level thinking skills. Lesson plans consistently include higher level thinking skills activities and application. Research and new or innovative methods are consistently incorporated into lesson plans and instructional strategies. 1b. Designing Student Assessment Teacher s plan for assessing student learning contains no clear criteria or standards, is poorly aligned with the instructional outcomes, or is not appropriate for most students. The results of assessment have minimal impact on the design of future instruction. Teacher s plan for student assessment is partially aligned with the instructional outcomes, lacks clear criteria, and is not appropriate for at least some students. Teacher utilizes assessment results to plan for future instruction for the class as a whole. Assessments provide students with limited ways to demonstrate mastery. Teacher s plan for student assessment is aligned with the instructional outcomes, uses clear criteria, and is appropriate to the needs of students. Teacher utilizes assessment results to plan for future instruction for groups of students. Assessments provide students with multiple ways to demonstrate mastery. Teacher s plan for student assessment is fully aligned with the instructional outcomes, with clear criteria and standards that show evidence of student contribution to their development. Assessment methodologies may have been adapted for individuals, and the teacher utilizes results to plan for future instruction for individual students. Assessments provide students with multiple ways to demonstrate mastery and multiple opportunities during the unit to demonstrate mastery. Teacher Comments: e.g. How will you measure the goals articulated in 1c? What does success look like? School District of Lee County Teacher Evaluation System page 40

1c. Setting Instructional Outcomes Teacher Pre Observation Tool: Lesson Planning and Professionalism (Form 1) The School District of Lee County Performance Rating Requires Action Developing Accomplished Exemplary The teacher develops general student achievement goals for the class or does not develop goals at all. Instructional outcomes are of moderate rigor and are suitable for some students, but consist of a combination of activities and goals, some of which permit viable methods of assessment. Outcomes reflect more than one activity, but there is no evidence of or attempt at coordination or integration. The teacher develops measurable student achievement goals for her or his class. Instructional outcomes are stated as goals reflecting high level learning and state standards, are suitable for most students in the class, represent different types of learning, and can be assessed. Outcomes reflect opportunities for extension and interdisciplinary application. The teacher develops measurable student achievement goals for the class that are aligned to content standards and are differentiated based on the needs of the class. The teacher collaboratively develops and monitors ambitious and measurable achievement goals with individual students, as well as instructional outcomes for the class or course, that are aligned to the state standards. Teacher Comments: e.g. What do you want students to learn during this lesson? 1d. Demonstrating Knowledge of Resources and Technology The teacher demonstrates little or no familiarity with resources and technology available to enhance own knowledge, use in teaching, or to provide for students who need them. The teacher, at times, demonstrates some familiarity with resources and basic technology available through the school or district to enhance own knowledge, to use in teaching, or to provide for students who need them. The teacher is fully aware of and utilizes the basic or required resources and technology available through the school or district to enhance own knowledge, use in teaching, or to provide for students who need them. The teacher fully and consistently integrates resources and technology (as available) in and beyond the school, the district and the community to enhance own knowledge, to use in teaching, and to provide for students who need them. The teacher does not seek knowledge of resources and technology. The teacher does not seek to extend knowledge of resources and technology. The teacher utilizes available support for required knowledge of resources and technology. Teacher Comments: e.g. What resources were considered for this lesson and rejected? Why? What resources will be used? Why? School District of Lee County Teacher Evaluation System page 41

1e. Designing Coherent Instruction that Demonstrates Knowledge of Students Teacher Pre Observation Tool: Lesson Planning and Professionalism (Form 1) The School District of Lee County Performance Rating Requires Action Developing Accomplished Exemplary The teacher's plan for learning experiences is poorly aligned with instructional outcomes and does not represent a coherent structure. Lessons are not differentiated. Teacher demonstrates little or no knowledge of students backgrounds, cultures, skills, language proficiency, interests, and special needs, and does not seek such understanding. Teacher Comments: e.g. List very briefly the steps of the lesson. The teacher's plan for learning experiences demonstrates partial alignment with instructional outcomes. Lessons have a recognizable structure and reflect partial knowledge of grade level, school, or district strategies and resources found in the instructional standards and/or Academic Plan. Lessons are infrequently differentiated. Teacher demonstrates some knowledge of the importance of understanding students backgrounds, cultures, skills, language proficiency, interests, and special needs, and attains this knowledge for the class as a whole. The teacher's plan for learning experiences demonstrates knowledge of content, students, and resources to design lessons that are aligned to instructional outcomes. Lessons have a clear structure and reflect effective knowledge of grade level, school, or district strategies and resources found in the instructional standards and/or Academic Plan. Lessons are often differentiated and suitable for groups of students, and are likely to engage students in significant learning. Teacher clearly demonstrates the importance of understanding students backgrounds, cultures, skills, language proficiency, interests, and special needs, and attains this knowledge for the class as a whole. The teacher's plan for learning experiences demonstrates knowledge of content, students, and resources to design detailed lessons that are aligned to instructional outcomes. Lessons have a clear structure, are reflective of detailed knowledge of grade level, school, or district strategies and resources found in the instructional standards and/or Academic Plan, and allow for different pathways according to student needs. Detailed interdisciplinary instruction is utilized, as appropriate, for the content, setting and level. Lessons are consistently differentiated where appropriate, suitable for individual students, and likely to engage students in significant learning. Teacher actively seeks knowledge of students backgrounds, cultures, skills, language proficiency, interests, and special needs from a variety of sources, and attains this knowledge for individual students. School District of Lee County Teacher Evaluation System page 42

Teacher Pre Observation Tool: Lesson Planning and Professionalism (Form 1) The School District of Lee County Performance Rating Requires Action Developing Accomplished Exemplary Domain 4: Professional Responsibilities 4a. Showing Professionalism The teacher inconsistently adheres to standards for professional conduct and overall performance requirements, including attendance and punctuality. The teacher fails to comply with school and district regulations and timelines. The teacher has difficulty demonstrating respect, responsibility, honesty and integrity, requires frequent support supervision, and resists feedback from colleagues and administration. The teacher adheres to standards for professional conduct and overall performance requirements, including attendance and punctuality, with some support supervision. The teacher complies only minimally with school and district regulations. The teacher strives to develop behaviors that model the values of respect, responsibility, honesty and integrity, and requires some support supervision. The teacher responds appropriately to and acts upon feedback. The teacher consistently adheres to and models standards for professional conduct and overall performance requirements, including attendance and punctuality. The teacher complies fully and voluntarily with school and district regulations. Performs with minimum supervision. The teacher models the values of respect, responsibility, honesty, and integrity, and performs with minimum supervision. The teacher responds appropriately to and acts upon feedback. Teacher Comments: List any evidence for Domain 4 that relates to the lesson being taught; evidence is not required for all Domain 4 components. The teacher consistently adheres to and models standards for professional conduct and overall performance requirements, including attendance and punctuality. The teacher complies fully and voluntarily with school and district regulations. The teacher positively influences members of school community to understand and adhere to these professional obligations. The teacher responds appropriately to and acts upon feedback. 4b. Maintaining Accurate Records The teacher s systems for maintaining both instructional and non instructional records are either nonexistent or in disarray, resulting in errors and confusion. The teacher does not use student grades to monitor and analyze student progress. The teacher s systems for maintaining both instructional and non instructional records are rudimentary and only partially effective. The teacher tracks and monitors student progress. The teacher s systems for maintaining both instructional and non instructional records are accurate, efficient, and effective. The teacher tracks, monitors, and analyzes student progress data to drive instructional planning. The teacher s systems for maintaining both instructional and non instructional records are accurate, efficient, and effective. Students contribute to the maintenance of these systems. The teacher tracks, monitors, and analyzes student progress data to drive instructional planning and uses results to differentiate instructional and curriculum design. Teacher Comments: List any evidence for Domain 4 that relates to the lesson being taught; evidence is not required for all Domain 4 components. School District of Lee County Teacher Evaluation System page 43

4c. Communicating with Families Teacher Pre Observation Tool: Lesson Planning and Professionalism (Form 1) The School District of Lee County Performance Rating Requires Action Developing Accomplished Exemplary The teacher s communication with families about instructional programs or about individual students is sporadic and/or insensitive. The teacher's communication with families meets minimum requirements for frequency, however; communication is not always appropriate. The teacher makes modest attempts to engage families in the instructional program. The teacher's communication with families is frequent and conveyed in an appropriate manner. The teacher successfully engages families in the instructional program, as appropriate. Teacher Comments: List any evidence for Domain 4 that relates to the lesson being taught; evidence is not required for all Domain 4 components. The teacher frequently communicates with all families using a variety of methods. Communication is sensitive to cultural traditions. Students participate in the communication. The teacher successfully engages families in the instructional programs, as appropriate. 4d. Participating in a Professional Community The teacher avoids participating in a professional community or in school and district events and projects, rarely collaborates with colleagues, and has negative or self serving relationships with colleagues. The teacher becomes involved in the professional community and in school and/or district events and projects when specifically asked, makes some effort to collaborate with colleagues, and has cordial relationships with colleagues. The teacher participates actively in the professional community and in school and/or district events and projects, actively seeks out opportunities to collaborate with others, and maintains positive and productive relationships with colleagues. The teacher makes a substantial contribution to the professional community and to school and district events and projects, collaborates with/coaches others through difficult situations, and assumes a leadership role among the faculty. Teacher Comments: List any evidence for Domain 4 that relates to the lesson being taught; evidence is not required for all Domain 4 components. 4e. Growing and Developing Professionally The teacher does not participate in professional development activities, and makes no effort to share knowledge with colleagues. The teacher is resistant to feedback from supervisors or colleagues. The teacher participates in professional development activities that are convenient or are required, and makes limited contribution to the profession. The teacher accepts feedback from supervisors and colleagues with some reluctance. The teacher seeks out opportunities for professional development based on an individual assessment of needs, and actively shares expertise with others. The teacher welcomes feedback from supervisors and colleagues. The teacher actively pursues professional development opportunities and initiates activities to contribute to the profession. In addition, the teacher seeks feedback from supervisors and colleagues. Teacher Comments: List any evidence for Domain 4 that relates to the lesson being taught; evidence is not required for all Domain 4 components. School District of Lee County Teacher Evaluation System page 44

Observer Classroom Walk through Tool (Form 2A) The School District of Lee County Teacher: Observer: Date of Observation: Instructions: 1. Prior to the completion of a walk through the observer selects a domain or domain category for focus. 2. Walk through observation is conducted using the appropriate domain category observation form. 3. Observer will complete observation forms within two days of the walk through. 4. Observation form will be available for review by the teacher within two days of the walk through. 5. It is the intent of the walk through observation to provide frequent and ongoing feedback to the teacher regarding performance. Post observation conferences will be scheduled when appropriate. DOMAIN 1: Planning and Preparation DOMAIN 4: Professional Responsibilities 1a. Demonstrating Knowledge of Content and Pedagogy 4a. Showing Professionalism 1b. Designing Student Assessment 4b. Maintaining Accurate Records 1c. Setting Instructional Outcomes 4c. Communicating with Families 1d. Demonstrating Knowledge of Resources and Technology 1e. Designing Coherent Instruction that Demonstrates Knowledge of Students 4d. Participating in a Professional Community 4e. Growing and Developing Professionally DOMAIN 2: The Classroom Environment 2a. Creating an Environment of Respect 2b. Establishes a Culture for Learning 2c. Establishes and Manages Classroom Procedures 2d. Stops Misconduct 2e. Organizes Physical Space DOMAIN 3: Instruction 3a. Communicating with Students 3b. Using Questioning and Discussion Techniques 3c. Engaging Students in Learning 3d. Using Assessment in Instruction 3e. Demonstrating Flexibility and Responsiveness Strategies and Behaviors Rating Scale: The generic rating scale described below may be used to determine the appropriate rating for each of the elements observed during the walk through. Requires Action (RA) Developing (D) Accomplished (A) Exemplary (E) Not Observed (NO) Strategy was called for but not observed or strategy was used incorrectly or with parts missing Engages students in strategy with no significant errors or omissions Engages students in strategy and monitors extent to which it produces desired outcomes Adapts and creates new strategies for unique needs and situations The strategy or behavior was not observed School District of Lee County Teacher Evaluation System page 45

Observer Classroom Walk through Tool (Form 2A) The School District of Lee County Domain 1: Planning and Preparation RA D A E Comments NO FEAP 1a. Demonstrating Knowledge of Pedagogy Lesson plans include applicable state standards, content, and instructional practices. a.1.a Lesson plans include higher level thinking skills activities and applications. a.3.f The teacher participates in school, district, community, and curriculum committees. b.1.c The teacher participates in the School Improvement Team. b.1.b The teacher incorporates research or innovative methods into lesson plans. b.1.e 1b. Designing Student Assessment Assessments measure higher level thinking skills. a.4.a Assessment is ongoing, skills based or interest based. a.4.c Assessments provide multiple ways to demonstrate mastery. a.4.c Assessments are differentiated based on students needs. a.4.d The teacher uses a variety of formal and informal assessments. a.4.b 1c. Setting Instructional Outcomes Instructional outcomes are aligned with state standards. a.1.a Learning objectives are clearly posted. a.2.a The teacher uses individual student portfolios, class data folders, and/or a a.1.e data wall to set goals and monitor progress. a.3.j 1d. Demonstrating Knowledge of Resources and Technology Lesson plans show consistent use of resources and technology integration. a.2.g The teacher pursues technology coursework beyond the basics required. The teacher uses advanced technology applications for content extension. The teacher creates podcasts, blogs, websites, or Blackboard courses related to state standards for class, grade level or district wide use. The teacher uses technology and resources to differentiate instruction and enhance learning. 1e. Designing Coherent Instruction The teacher uses a variety of standards based activities based on learning styles and student needs. a.3.g The teacher designs and executes interdisciplinary projects. a.3.e Learning centers are designed to support areas of focus based on class assessment results. a.3.h Lesson plans provide opportunities for enrichment or accelerated study. a.3.h Lessons are well developed. a.1 The teacher seeks and applies knowledge of emotional needs, cultures, abilities and backgrounds to support students success. a.2.h School District of Lee County Teacher Evaluation System page 46

Observer Classroom Walk through Tool (Form 2A) The School District of Lee County Domain 2: The Classroom Environment RA D A E Comments NO FEAP 2a. Creating an Environment of Respect The teacher demonstrates positive interactions with students. a.2.f The students demonstrate positive interactions with the teacher. a.2.f The students demonstrate positive interactions with each other. a.2.f The teacher ensures that students needs are accommodated. a.2.d a.2.h 2b. Establishes a Culture for Learning The lesson focus is clear and can be articulated by students. a.1.b All students are actively engaged. a.3.a The teacher conveys high expectations to all students. a.2.c Students demonstrate pride in their effort and performance. a.3.j 2c. Establishes and Manages Classroom Procedures Instructional and schedule transitions result in minimal loss of time. a.2.a Simultaneous activities are managed without affecting momentum. a.2.a The teacher handles interruptions while maintaining momentum. a.2.a Procedures are utilized for handling supplies. a.2.a A classroom management system has been developed and implemented. a.2.b 2d. Stops Misconduct by Using Effective, Appropriate Techniques Classroom rules are visibly posted and consistently enforced. a.2.b Positive behavior is reinforced by the teacher and/or students. Infractions of rules are handled without slowing the pace of instruction. Misconduct is stopped efficiently and effectively. Nonverbal signals are used to redirect off task or inappropriate behaviors. 2e. Organizes Physical Space The classroom is safe. a.2.a The physical environment ensures the learning of students. Students contribute to the use of the physical environment to advance learning. School District of Lee County Teacher Evaluation System page 47

Domain 3: Instruction Observer Classroom Walk through Tool (Form 2A) The School District of Lee County RA D A E Comments NO FEAP 3a. Communicating with Students Lesson objectives are posted in student friendly language. a.2.e Students understand the objectives. a.2.e 3b. Using Questioning and Discussion Techniques The teacher uses teacher directed question and answer. a.3.f The teacher uses low complexity questions. a.3.h The teacher uses high complexity questions. a.3.f The teacher probes for understanding. a.3.c The teacher provides opportunities for guided practice. a.3.b 3c. Engaging Students in Learning Students are participating in the lesson. a.3.a The academic focus is maintained throughout the lesson. a.3.b The teacher uses appropriate technology. a.2.g 3d. Using Assessment in Instruction Uses formative assessments. a.4.b Students understand the evaluation criteria. a.4.b 3e. Demonstrating Flexibility and Responsiveness The teacher uses differentiated instruction. a.3.h Instruction is aligned to state standards and/or the Academic Plan. a.1.a School District of Lee County Teacher Evaluation System page 48

Observer Classroom Walk through Tool (Form 2A) The School District of Lee County Domain 4: Professional Responsibilities RA D A E Comments NO FEAP 4a Showing Professionalism The teacher adheres to state and district standards for professional conduct. b.2 The teacher complies with school and district regulations. b.2 The teacher works cooperatively with school staff. a.1.e 4b Maintaining Accurate Records The teacher s lesson plans are complete and timely. a.1.f The teacher effectively uses data folders to track student progress. a.3.j The teacher s electronic gradebook is up to date. a.4.f 4c Communicating with Families The teacher communicates regularly with families. b.1.c The teacher s communication with families is appropriate. The students participate in communication with their families. 4d Participating in a Professional Community The teacher participates in a culture of professional inquiry. b.1.d The teacher participates in school and district projects and committees. b.1.d The teacher collaborates with colleagues to improve instruction. b.1.a 4e Growing and Developing Professionally The teacher participates in professional development activities. b.1.d The teacher implements and applies knowledge acquired from professional development. b.1.e The teacher is receptive to and acts upon feedback. b.1.e School District of Lee County Teacher Evaluation System page 49

Teacher: Observer: Observer Formal Observation Tool (Form 2B) The School District of Lee County Date of Observation: Instructions: 1. During the pre observation conference, teacher and observer discuss the upcoming lesson and identify the focus of the observation by reviewing and discussing Form 1. Together, the teacher and the observer identify the lesson elements that will be of most importance for this observation. 2. Additionally, both teacher and observer review the specific descriptors regarding teacher and student evidence in determining the focus of the observation. Observer will seek evidence to assess proficiency on the targeted lesson elements. Observer may also observe other issues and address them in the postobservation conference. Observations are recorded using Form 2B. 3. Teacher conducts a post observation self assessment of the elements that were targeted using Form 3 and shares it with the observer electronically prior to the post observation conference. 4. During the post observation conference, teacher and observer meet to discuss the lesson. Observer also shares the ratings based on the evidence observed during the observation. Observer and teacher share insights into the events that occurred during the observation and work toward agreement regarding teacher s rating for the elements observed. Specific sections of the observation instrument may be discussed. DOMAIN 1: Planning and Preparation 1a. Demonstrating Knowledge of Content and Pedagogy 4a. Showing Professionalism 1b. Designing Student Assessment 4b. Maintaining Accurate Records 1c. Setting Instructional Outcomes 4c. Communicating with Families 1d. Demonstrating Knowledge of Resources and Technology 1e. Designing Coherent Instruction that Demonstrates Knowledge of Students DOMAIN 4: Professional Responsibilities 4d. Participating in a Professional Community 4e. Growing and Developing Professionally DOMAIN 2: The Classroom Environment 2a. Creating an Environment of Respect 2b. Establishes a Culture for Learning 2c. Establishes and Manages Classroom Procedures 2d. Stops Misconduct 2e. Organizes Physical Space DOMAIN 3: Instruction 3a. Communicating with Students 3b. Using Questioning and Discussion Techniques 3c. Engaging Students in Learning 3d. Using Assessment in Instruction 3e. Demonstrating Flexibility and Responsiveness Strategies and Behaviors Rating Scale: The generic rating scale described below may be used to determine the appropriate rating for each of the elements observed during the formal observation. Requires Action (RA) Developing (D) Accomplished (A) Exemplary (E) Not Observed (NO) Strategy was called for but not observed or strategy was used incorrectly or with parts missing Engages students in strategy with no significant errors or omissions Engages students in strategy and monitors extent to which it produces desired outcomes Adapts and creates new strategies for unique needs and situations The strategy or behavior was not observed School District of Lee County Teacher Evaluation System page 50

Observer Formal Observation Tool (Form 2B) The School District of Lee County Domain 1: Planning and Preparation RA D A E Comments NO FEAP 1a. Demonstrating Knowledge of Pedagogy Lesson plans include applicable state standards, content, and instructional practices. a.1.a Lesson plans include higher level thinking skills activities and applications. a.3.f The teacher participates in school, district, community, and curriculum committees. b.1.c The teacher participates in the School Improvement Team. b.1.b The teacher incorporates research or innovative methods into lesson plans. b.1.e 1b. Designing Student Assessment Assessments measure higher level thinking skills. a.4.a Assessment is ongoing, skills based or interest based. a.4.c Assessments provide multiple ways to demonstrate mastery. a.4.c Assessments are differentiated based on students needs. a.4.d The teacher uses a variety of formal and informal assessments. a.4.b 1.c Setting Instructional Outcomes Instructional outcomes are aligned with state standards. a.1.a Learning objectives are clearly posted. a.2.a The teacher uses individual student portfolios, class data folders, and/or a a.1.e data wall to set goals and monitor progress. a.3.j 1.d Demonstrating Knowledge of Resources and Technology Lesson plans show consistent use of resources and technology integration. a.2.g The teacher pursues technology coursework beyond the basics required. The teacher uses advanced technology applications for content extension. The teacher creates podcasts, blogs, websites, or Blackboard courses related to state standards for class, grade level or district wide use. The teacher uses technology and resources to differentiate instruction and enhance learning. 1e. Designing Coherent Instruction The teacher uses a variety of standards based activities based on learning styles and student needs. a.3.g The teacher designs and executes interdisciplinary projects. a.3.e Learning centers are designed to support areas of focus based on class assessment results. a.3.h Lesson plans provide opportunities for enrichment or accelerated study. a.3.h Lessons are well developed. a.1 The teacher seeks and applies knowledge of emotional needs, cultures, abilities and backgrounds to support students success. a.2.h School District of Lee County Teacher Evaluation System page 51

Domain 2: The Classroom Environment 2a. Creating an Environment of Respect Observer Formal Observation Tool (Form 2B) The School District of Lee County RA D A E Comments NO FEAP The teacher demonstrates positive interactions with students. a.2.f The students demonstrate positive interactions with the teacher. a.2.f The students demonstrate positive interactions with each other. a.2.f The teacher ensures that students needs are accommodated. a.2.d a.2.h 2b. Establishes a Culture for Learning The lesson focus is clear and can be articulated by students. a.1.b Students are actively engaged. a.3.a The teacher conveys high expectations to all students. a.2.c Students demonstrate pride in their effort and performance. a.3.j 2c. Establishes and Manages Classroom Procedures Instructional and schedule transitions result in minimal loss of time. a.2.a Simultaneous activities are managed without affecting momentum. a.2.a The teacher handles interruptions while maintaining momentum. a.2.a Procedures are utilized for handling supplies. a.2.a A classroom management system has been developed and implemented. a.2.b 2d. Stops Misconduct by Using Effective, Appropriate Techniques Classroom rules are visibly posted and are enforced. a.2.b Positive behavior is reinforced by the teacher and/or students. Infractions of rules are handled without slowing the pace of instruction. Misconduct is stopped efficiently and effectively. Nonverbal signals are used to redirect off task or inappropriate behaviors. 2e. Organizes Physical Space The classroom is safe. a.2.a The physical environment ensures the learning of students. Students contribute to the use of the physical environment to advance learning. School District of Lee County Teacher Evaluation System page 52

Domain 3: Instruction Observer Formal Observation Tool (Form 2B) The School District of Lee County RA D A E Comments NO FEAP 3a. Communicating with Students Lesson objectives are posted in student friendly language. a.2.e Students understand the objectives. a.2.e 3b. Using Questioning and Discussion Techniques The teacher uses teacher directed question and answer. a.3.f The teacher uses low complexity questions. a.3.h The teacher uses high complexity questions. a.3.f The teacher probes for understanding. a.3.c The teacher provides opportunities for guided practice. a.3.b 3c. Engaging Students in Learning Students are participating in the lesson. a.3.a The academic focus is maintained throughout the lesson. a.3.b The teacher uses appropriate technology. a.2.g 3d. Using Assessment in Instruction Uses formative assessments. a.4.b Students understand the evaluation criteria. a.4.b 3e. Demonstrating Flexibility and Responsiveness The teacher uses differentiated instruction. a.3.h Instruction is aligned to state standards and/or the Academic Plan. a.1.a School District of Lee County Teacher Evaluation System page 53

Observer Formal Observation Tool (Form 2B) The School District of Lee County Domain 4: Professional Responsibilities RA D A E Comments NO FEAP 4a Showing Professionalism The teacher adheres to state and district standards for professional conduct. b.2 The teacher complies with school and district regulations. b.2 The teacher works cooperatively with school staff. a.1.e 4b Maintaining Accurate Records The teacher s lesson plans are complete and timely. a.1.f The teacher effectively uses data folders to track student progress. a.3.j The teacher s electronic gradebook is up to date. a.4.f 4c Communicating with Families The teacher communicates regularly with families. b.1.c The teacher s communication with families is appropriate. The students participate in communication with their families. 4d Participating in a Professional Community The teacher participates in a culture of professional inquiry. b.1.d The teacher participates in school and district projects and committees. b.1.d The teacher collaborates with colleagues to improve instruction. b.1.a 4e Growing and Developing Professionally The teacher participates in professional development activities. b.1.d The teacher implements and applies knowledge acquired from professional development. b.1.e The teacher is receptive to and acts upon feedback. b.1.e School District of Lee County Teacher Evaluation System page 54

Teacher Post Observation Self Assessment Tool (Form 3) The School District of Lee County Teacher: Observer: School: Pre Observation Conference Date: Date of Observation: Post Observation Conference Date: Instructions: 1. After a formal classroom observation, the teacher conducts a self assessment (Form 3) of the lesson by highlighting the appropriate components/levels of performance. Comments may also be entered. 2. The teacher sends the self assessment to the evaluator within two days of the observation. 3. The evaluator studies the teacher self assessment, and marks on the evaluator rubric the components of agreement, that is, those components where the teacher s self assessment of the lesson matches with the evaluator s assessment of that component. The evaluator does not mark the components where the teacher s thinking and the evaluator s thinking do not match. These will be discussed in step 4. 4. During the post observation conference, teacher and observer meet to discuss the lesson. Observer also shares the ratings based on the evidence observed during the observation. Observer and teacher share insights into the events that occurred during the observation and work toward agreement regarding teacher s rating for the elements observed. Specific sections of the observation instrument may be discussed. DOMAIN 2: The Classroom Environment DOMAIN 3: Instruction 2a. Creating an Environment of Respect 3a. Communicating with Students 2b. Establishes a Culture for Learning 3b. Using Questioning and Discussion Techniques 2c. Establishes and Manages Classroom Procedures 3c. Engaging Students in Learning 2d. Stops Misconduct by Using Effective, Appropriate Techniques 2e. Organizes Physical Space 3d. Using Assessment in Instruction 3e. Demonstrating Flexibility and Responsiveness Classroom Strategies and Behaviors Rating Scale: The generic rating scale described below may be used to determine the appropriate rating for each of the elements during the observed lesson. Requires Action (RA) Developing (D) Accomplished (A) Exemplary (E) Does not use strategy or uses strategy Engages students in strategy with no incorrectly or with parts missing. significant errors or omissions Engages students in strategy and monitors extent to which it produces desired outcomes Adapts and creates new strategies for unique student needs and situations School District of Lee County Teacher Evaluation System page 55

Teacher Post Observation Self Assessment Tool (Form 3) The School District of Lee County Performance Rating Domain 2: The Classroom Environment 2a. Creating an Environment of Respect Requires Action Developing Accomplished Exemplary Classroom interactions, both between the teacher and students and among students, are negative, inappropriate, or insensitive to students' cultural backgrounds or developmental differences, and are characterized by sarcasm, put downs, or conflict. Classroom interactions, both between the teacher and students and among students, are generally appropriate and free from conflict but may be characterized by occasional displays of insensitivity or lack of responsiveness to cultural or developmental differences. Classroom interactions, both between teacher and students and among students, are polite and respectful, reflect general warmth and caring, and are appropriate to the cultural and developmental differences among groups of students. Classroom interactions, both between teacher and students and among students, are respectful and reflect genuine warmth, caring, and sensitivity to the cultural and developmental differences among groups of students. Students themselves ensure high levels of civility among members of the class. Teacher Reflection: 2b. Establishes a Culture for Learning The teacher has not created a positive culture for learning. Teacher commitment to the subject matter and expectations for student achievement are low. Student pride in work is not evident. The teacher has partially established a positive culture for learning. Commitment to the subject matter is developing, and there are modest expectations for student achievement. Students show modest pride in their work. The teacher has created a positive classroom culture for learning, characterized by high expectations for most students, the belief that students can succeed if they work hard, and genuine commitment to the subject matter by both the teacher and students. Students demonstrate pride in their work. The teacher has created a culture for learning characterized by high levels of student energy and the teacher's passion for the subject area. Everyone shares a belief in the importance of the subject and the belief that all students can succeed if they work hard. All students hold themselves to high standards of performance; for example, by initiating improvement to their work. Teacher Reflection: 2c. Establishes and Manages Classroom Procedures Much instructional time is lost because of inefficient classroom routines and procedures for transitions, handling of supplies, and performance of noninstructional duties. Some instructional time is lost because of inefficient classroom routines and procedures for transitions, handling of supplies, and performance of noninstructional duties, which are only partially effective. Little instructional time is lost because of inefficient classroom routines and procedures for transitions, handling of supplies, and performance of noninstructional duties, which occur smoothly. Students contribute to the seamless operation of classroom routines and procedures for transitions, handling of supplies, and performance of noninstructional duties. Teacher Reflection: School District of Lee County Teacher Evaluation System page 56

2d. Stops Misconduct by Using Effective, Appropriate Techniques Teacher Post Observation Self Assessment Tool (Form 3) The School District of Lee County Performance Rating Requires Action Developing Accomplished Exemplary There is no evidence that standards of conduct have been established and little or no teacher monitoring of student behavior. Response to student misbehavior is repressive or disrespectful of student dignity. The teacher does not address off task, inappropriate, or challenging behavior efficiently, thereby creating significant negative impact on the learning of students in the class. The teacher does not reinforce positive behavior. It appears that the teacher has made an effort to establish standards of conduct for students and tries to monitor student behavior, but these efforts are not always successful. The teacher addresses some off task, inappropriate, or challenging behavior efficiently, thereby creating some negative impact on the learning of students in the class. The teacher reinforces positive behavior. Standards of conduct appear to be clear to students, and the teacher monitors student behavior against those standards. The teacher's response to student misbehavior is appropriate and respectful to students. The teacher addresses most off task, inappropriate, or challenging behavior efficiently, thereby creating little negative impact on the learning of students in the class. The teacher strategically reinforces positive behavior. Standards of conduct are clear, with evidence of student participation in setting them. Expectations are developed and taught. The teacher's monitoring of student behavior is subtle and preventative, and the teacher's response to student misbehavior is sensitive to individual student needs. The teacher addresses almost all off task, inappropriate, or challenging behavior efficiently, thereby creating no negative impact on the learning of students in the class. Students take an active role in monitoring the standards of behavior and there is significant evidence that students support the positive classroom culture. Teacher Reflection: 2e. Organizing Physical Space The physical environment is unsafe, or some students don't have access to learning. There is poor alignment between the physical arrangement and the lesson activities. Teacher Reflection: The classroom is safe, essential learning is accessible to most students, and the teacher's use of physical resources is moderately effective. Teacher may attempt to modify the physical arrangement to suit learning activities, with partial success. The classroom is safe, and learning is accessible to all students. Teacher ensures that the physical arrangement is appropriate to the learning activities. Teacher makes effective use of physical resources. The classroom is safe, and the physical environment ensures the learning of all students, including those with special needs. Students contribute to the use or adaptation of the physical environment to advance learning. School District of Lee County Teacher Evaluation System page 57

Domain 3: Instruction 3a. Communicating with Students Teacher Post Observation Self Assessment Tool (Form 3) The School District of Lee County Performance Rating Requires Action Developing Accomplished Exemplary The teacher has an inadequate presence in the classroom. The teacher has a positive presence in the classroom. The teacher has a positive presence in the classroom. The teacher has a positive presence in the classroom. The teacher ineffectively develops students understanding of the objective by not communicating it, the teacher does not have a clear objective, or the lesson does not connect to the objective. The teacher effectively develops students understanding of the objective by communicating what students will know or be able to do by the end of the lesson and connecting the objective to prior knowledge. The teacher effectively develops students understanding of the objective by communicating what students will know or be able to do by the end of the lesson, connecting the objective to prior knowledge, and explaining the importance of the objective. The teacher effectively develops students understanding of the objective by communicating what students will know or be able to do by the end of the lesson, connecting the objective to prior knowledge, explaining the importance of the objective, and referring to the objective at key points during the lesson. Teacher Reflection: 3b. Using Questioning and Discussion Techniques Teacher Reflection: The teacher checks for understanding of content, but misses nearly all key moments. Checks do not provide an accurate pulse of the class' understanding. The teacher asks questions that are lowlevel or inappropriate, elicits limited student participation and recitation rather than discussion, and does not respond to students' correct answers by probing for higher level understanding in an effective manner. The teacher does not use guided discussion techniques. The teacher checks for understanding of content, but misses several key moments. Checks sometimes provide an accurate pulse of the class' understanding, such that the teacher has enough information to adjust subsequent instruction, if necessary. The teacher asks few questions that elicit a thoughtful response, attempts to engage all students in the discussion but is only partially successful, and rarely responds to students' correct answers by probing for higher level understanding in an effective manner. The teacher attempts to use guided discussion techniques with limited success. The teacher checks for understanding of content, but misses one or two key moments. Checks often provide an accurate pulse of the class' understanding, such that the teacher has enough information to adjust subsequent instruction, if necessary. The teacher asks many questions that elicit a thoughtful response and allows sufficient time for students to answer, engages all students in the discussion, steps aside when appropriate, and sometimes responds to students' correct answers by probing for higher level understanding in an effective manner. The teacher uses guided discussion techniques with success. The teacher checks for understanding of content at all key moments. Checks almost always provide an accurate pulse of the class' understanding, such that the teacher has enough information to adjust subsequent instruction if necessary. The teacher regularly asks questions that reflect high expectations and are culturally and developmentally appropriate, allows sufficient time for students to answer, promotes critical and creative thinking, ensures that all voices are heard, and frequently responds to students' correct answers by probing for higher level understanding in an effective manner. The teacher frequently uses guided discussion techniques with success. School District of Lee County Teacher Evaluation System page 58

3c. Engaging Students in Learning Teacher Reflection: Teacher Post Observation Self Assessment Tool (Form 3) The School District of Lee County Performance Rating Requires Action Developing Accomplished Exemplary Activities and assignments, materials, and groupings of students are not appropriate for the instructional outcome or not sensitive to the students' culture or level of understanding, resulting in little intellectual engagement. Lessons have no structure, are poorly paced, and have no academic focus. The teacher does not use technology (as available) in the teaching and learning processes. Teacher s knowledge of subject is very limited. Activities and assignments, materials, and groupings of students are partially appropriate for the instructional outcomes or are rarely sensitive to the students' culture or level of understanding, resulting in moderate intellectual engagement. Lessons have recognizable structure, but are not fully maintained, are poorly paced, and have limited academic focus. The teacher rarely uses technology (as available) in the teaching and learning processes. Teacher demonstrates partial knowledge of subject matter. Activities and assignments, materials, and groupings of students are fully appropriate for the instructional outcomes and are sometimes sensitive to the students' culture and level of understanding, resulting in intellectual engagement with most students engaged in work of a high level of rigor. Lessons have coherent structure, are appropriately paced, and have consistently apparent academic focus. The teacher sometimes uses appropriate technology (as available) in the teaching and learning processes. Teacher demonstrates knowledge of subject matter. Activities and assignments, materials, and groupings of students promote significant learning for the instructional outcomes and are frequently sensitive to the students' culture and level of understanding, resulting in high intellectual engagement with all students engaged in work of a high level of rigor. Lessons have coherent structure that is adapted as necessary to the needs of individuals, are appropriately paced to allow for student reflection and closure, and continuously maintain academic focus. The teacher frequently uses appropriate technology (as available) in the teaching and learning processes, and teaches students how to use technology to create projects. Teacher demonstrates a depth and breadth of subject matter. 3d. Using Assessment in Instruction Formative assessment is not used in instruction, either through monitoring of progress by the teacher or students, or through feedback to students. Students are unaware of the assessment criteria used to evaluate their work. Formative assessment is rarely used in instruction, through some monitoring of progress of learning by teacher and/or students. Feedback to students is uneven. Students are aware of only some of the assessment criteria used to evaluate their work. Formative assessment is sometimes used in instruction, through self assessment by students and monitoring of progress of learning by the teacher and/or students. Feedback to students is of high quality. Students are fully aware of the assessment criteria used to evaluate their work. Formative assessment is frequently used in a sophisticated manner in instruction, through student involvement in establishing criteria, self assessment by students, and monitoring of progress by both the teacher and students. Feedback to students is of high quality and from a variety of sources. Students are fully aware of the assessment criteria used to evaluate their work. Teacher Reflection: School District of Lee County Teacher Evaluation System page 59

3e. Demonstrating Flexibility and Responsiveness Teacher Post Observation Self Assessment Tool (Form 3) The School District of Lee County Performance Rating Requires Action Developing Accomplished Exemplary The delivery of instruction deviates from the instructional standards and/or Academic Plan. The delivery of instruction is typically aligned to the instructional standards and/or Academic Plan. The delivery of instruction is almost always aligned to the instructional standards and/or Academic Plan. The delivery of instruction is always aligned to the instructional standards and/or Academic Plan. The teacher does not adjust the lesson plan or instructional momentum to address student needs. The teacher does not re teach or attempt to differentiate instruction to ensure or reinforce student learning. The teacher attempts to respond to student needs through modification of the lesson plan or instructional momentum, with moderate success. The teacher rarely attempts to differentiate instruction to ensure student learning. The teacher successfully promotes the learning of most students through modification of the lesson plan and instructional momentum. The teacher uses a multitude of differentiated strategies to ensure student learning. The teacher successfully promotes the learning of all students through modification of the lesson plan and instructional momentum. The teacher uses a multitude of differentiated strategies to ensure student learning. The teacher considers student questions, needs, and interest when instructing. The teacher holds students accountable for personal learning through the use of data folders, goal statements, and/or reflection of individual learning. The teacher adjusts long term plans when needed. Teacher Reflection: School District of Lee County Teacher Evaluation System page 60

APPENDIX F: TIMELINE FOR LINKING EVALUATION TO PROFESSIONAL DEVELOPMENT Timeline for using evaluation results to inform individual professional development (III.10.b & c) School District of Lee County Teacher Evaluation System page 61

Timeline for Using Evaluation to Inform Individual Professional Development (PD) The LEA will revise its professional development system to include the elements described in the Race to the Top grant, will utilize data from teachers and principals evaluations to plan and evaluate professional development, and will evaluate the effectiveness of professional development based on changes in practice and student outcomes. A timetable for implementing the new elements into the professional development system for teachers and principals in the district. Deliverable Timeline Meet with Academic Services Division Team to identify elements needed for tracking and evaluating professional development Quarter 3 Review existing Enterprise Learning Management (ELM) system for existing fields and functionality as they relate to professional development Quarter 3 Create Customer Care Ticket detailing additional fields, screens, and functionality modifications needed for tracking and evaluating professional development Quarter 4 Enterprise Resource Planning (ERP) Team develops screen and fields for ELM Quarter 4 Academic Services Team and Curriculum Master Teachers identify initial trainings to target for evaluating professional development impact Quarter 4 Identify instruments/rubrics (multiple measures) for determining the level of implementation of professional development Year 2 Enter level of implementation into ELM system for targeted trainings Year 2 Align and connect teachers fully implementing selected trainings with class schedules and specific students in database system Year 2 Extract and compile district and state assessment data for targeted teachers and students as specified above Year 2 Identify key training activities that correlate to increased student learning gains Year 3 Review and update above processes each year A timetable for implementing the evaluation of professional development in the district. Deliverable Timeline Establish tentative timeline Quarter 4 Research methods and approaches to evaluation of professional development Quarter 4 Discuss and evaluate research Quarter 4 Identify possible levels of implementation Quarter 4 Identify possible measurement tools Quarter 4 Seek input from other parties involved: teachers, administrators, and district staff as to methods of PD evaluation, measurement tools, etc. Year 2 Decide on best methods for evaluation Year 2 Collaborate with other departments in developing measurement instruments Year 2 Circulate proposed evaluation tools for review Year 2 Make necessary revisions Year 2 Pilot the PD evaluation system Year 3 Obtain feedback on evaluation system from all participants teachers, administrators and district staff Year 3 Review pilot results for correlation between PD levels of implementation, teacher feedback on PD and improved levels of student performance on learnings targeted by the PD Year 3 Make necessary adjustments to evaluation system as necessary to achieve desired result of measuring the effectiveness of specific PD Year 3 Implement PD evaluation system district wide Year 3 Review and update above processes each year School District of Lee County Teacher Evaluation System page 62

APPENDIX G: SCHOOL BASED ADMINISTRATOR EVALUATION RUBRIC The evaluation rubric and scoring system used to define and assign an employee s final evaluation rating. School District of Lee County Teacher Evaluation System page 63

SS# (no dashes) THE SCHOOL DISTRICT OF LEE COUNTY ADMINISTRATIVE PERFORMANCE ASSESSMENT INSTRUMENT FORM A: (for Principals) APPRAISAL INFORMATION Name: School: Position: Select... Months in This Position: 0 Date of Appraisal: Apply to Fiscal Year: 12 Appraisal Period Start: July 1, 2011 Appraisal Period End: June 30, 2012 Evaluating Supervisor: SCHOOL DEMOGRAPHIC INFORMATION (IF APPLICABLE) Total Student Enrollment: ESE Percentage (excluding gifted): Percentage Eligible for Free or Reduced Price Lunch: Minority Percentage: ESOL Percentage: % % % ESE Percentage ESE Percentage Student (part-time gifted only): (full-time gifted only): Mobility: % % % % Student Stability: ESEA Title I School or Program: Current School Grade: AYP Status: % Select... Select... Special Notes or Considerations Regarding School Demographics (if any): PERFORMANCE APPRAISAL GUIDELINES This performance appraisal is an important tool in the School District of Lee County s overall performance management process and employee development. The supervisor should appraise the employee s overall performance primarily on whether the employee s performance produced the desired results in each of the key functions of the job during this appraisal period. Descriptive terms, such as improving, consistent, and declining, are key in recording accurate performance records. This appraisal instrument is used to document assessment in several different dimensions of administration and leadership: Professional Responsibilities: Generalized competencies in modern management, leadership, and quality assurance that employees must demonstrate to perform successfully in large and growing public organization. Assessment for professional responsibilities includes Part 1: Professional Measures. Personal Responsibilities: Specific competencies, goals, or commitments that employees have identified in collaboration with the evaluating supervisor. These responsibilities are unique to each employee and are likely to vary from year to year. Assessment of personal responsibilities includes Part 2: Performance Measures. General Responsibilities: Competencies and/or commitments that employees must demonstrate to perform their jobs. The responsibilities may be weighted. Some areas will have a greater impact than others and should be considered accordingly. These areas are assessed based on standards developed by the Department responsible for monitoring performance. Assessments for general responsibilities include Part 3: Accountability and Compliance Measures for Instructional Leadership Practices, Part 4: Accountability and Compliance Measures for Personnel Practices, Part 5: Accountability and Compliance Measures for Financial Practices, and Part 6: Accountability and Compliances Measures for Business Practices. School District of Lee County Teacher Evaluation System page 64

PROFESSIONAL RESPONSIBILITIES Part 1: Professional Measures Assessment ratings for professional measures are based on the following scale: Indicators Consistently Exceeds Expectations: The employee consistently exceeds all the expectations for responsibilities and objectives, skills, abilities, and commitment required for the job. The employee possesses superior knowledge of major aspects of the total job and has had experience in each of these areas. This rating is used as special recognition for extraordinary accomplishments that have significant impact on the organization. Frequently Exceeds Expectations: The employee achieves and frequently exceeds expectations for responsibilities and objectives. Demonstrates necessary skills, abilities, and commitment required for the job. The employee possesses a working knowledge of the major aspects of the total job and has had experience in each of these areas. This rating is for unusually effective employees who perform above what is normally expected. Meets Expectations: The employee generally meets established expectations for responsibilities and objectives. Demonstrates required skills, abilities, and commitment for the job. The employee possesses some knowledge of the major aspects of the job and has had experience in many of these areas. This rating describes the employee whose overall performance is satisfactory, and any minor areas where performance should have been better were counterbalanced by performance beyond expectations. Partially Meets Expectations: The employee does not always meet all expectations for responsibilities and objectives identified for the job. The employee possesses most necessary knowledge, skills, abilities required for the job, but additional training or commitment is required. This rating describes the employee who meets only the very minimum position requirements and whose performance could be improved. Below Expectations: The employee does not meet expectations for responsibilities and objectives. Does not demonstrate necessary knowledge, skills, abilities, and commitment required for the total job. This rating describes the employee who has not kept pace with changing requirements, whose successes have been only occasional, or whose performance has been deteriorating. Immediate and substantial improvement is needed in order to have continued employment. A performance improvement plan needs to be developed. Rating 4 3 2 1 0 EXPECTATION DESCRIPTION RATING Leadership 1. Develops, implements, and/or supports a unit vision and mission. Focus Area 2. Models collaborative leadership and effectively involves stakeholders. Focus Area 3. Directs thoughtful, appropriate, and effective change efforts. Focus Area 4. Establishes methods to recruit qualified staff. Focus Area Professional Orientation 5. Demonstrates commitment to improvement and collaboration. Focus Area 6. Models and maintains a level of respect by and for colleagues. Focus Area 7. Maintains currency in related areas of professional knowledge and skills. Focus Area Communication 8. Communicates appropriately and effectively to colleagues and coworkers. Focus Area 9. Communicates appropriately and effectively to customers. Focus Area 10. Communicates effectively in varied means, methods, and media. Focus Area Information and Analysis 11. Identifies and collects data for high-quality decision-making. Focus Area 12. Analyzes and interprets data to improve plans, processes, and systems. Focus Area 13. Disseminates timely and accurate data to stakeholders appropriately. Focus Area Strategic Planning and Management 14. Implements and/or supports an effective strategic planning processes. Focus Area 15. Works toward achieving unit goals to support and align with district goals. Focus Area 16. Allocates and leverages resources effectively. Focus Area 17. Develops and implements effective strategies used in the retention of staff members. Focus Area Customer Focus 18. Strives to develop positive relationships with all customers. Focus Area 19. Establishes processes and methods to respond to customer requirements. Focus Area 20. Establishes processes to measure customer needs and levels of satisfaction. Focus Area Professional Measures Subtotal 0 Comments: School District of Lee County Teacher Evaluation System page 65

PERFORMANCE OBJECTIVES Part 2: Unit and Individual Goals Expectations selected to be accomplished by a particular date. They are based on goals and objectives identified by a principal or department manager. They have been identified as being necessary to enhance the functional operations of the individual s area of responsibility for the upcoming performance cycle. Objectives must be measurable and must be agreed to by the administrator s evaluator. It is recommended that the evaluating supervisor and the employee choose two goals aligned with the Individual School Improvement Plan or Department Deployment Plan. The third goal should be an individual goal aligned with the Strategic Plan. Assessment ratings for unit and individual goals are based on the following scale: Indicators Fully Achieved: The goal was fully realized in every meaningful way and by all objective measures. This rating is used to identify highly-effective use of goal-setting and goal attainment processes. Substantially Achieved: The goal was largely realized. The objective measures may have technically fallen short of what was intended, but there is ample evidence of substantial improvement. This rating is used to identify effective use of goal-setting and goal attainment processes. Partially Achieved: There is evidence of improvement, but objective measures are short of what was intended. Goalsetting and goal attainment processes were used, but with limited success. Not Achieved: There is no evidence of improvement, and objective measures are unchanged or worsened. This rating is used to identify ineffective or incomplete goal-setting and goal attainment processes. Rating 3 2 1 0 GOAL MEASURABLE OBJECTIVE MEASURED RESULTS 1 2 3 Comments: GENERAL RESPONSIBILITIES APPRAISAL RATING Unit and Individual Goals Subtotal 0 Part 3: Accountability and Compliance Measures for Instructional Leadership Practice INSTRUCTIONAL LEADERSHIP PRACTICES Literacy Leadership Literacy Leadership Literacy Leadership Coaching for Instructional Improvement Professional Development Comments: PERFORMANCE STANDARD Typical Indicators (documentation) APPRAISAL RATING Meets requirement = 1 Below expectation = 0 Evidence of Reading Leadership Team (membership, agenda, minutes) Reading in the content area instruction occurring (lesson plans) Timely submission of state-required monitoring forms Four walk-throughs per classroom teacher (Documentation such as CWT Web Report or cards) Evidence of training for instructional staff in research-based instructional practices (Inservice records) Instructional Leadership Practices Subtotal 0 School District of Lee County Teacher Evaluation System page 66

Part 4: Accountability and Compliance Measures for Personnel Practices PERSONNEL PRACTICES Human Resource Management Responds to Poor Performance Contract Compliance Employee skill development Comments: PERFORMANCE STANDARD Typical Indicators Evaluations/Personnel Action Forms are properly conducted and documented in accordance within established timelines and procedure. Effectively targets and provides coaching, intensive assistance when necessary. Effectively documents performance concerns. Adheres to provisions of the collective bargaining agreements. Responds to employee contractual concerns in an appropriate and timely manner. APPRAISAL RATING Yes = 1 No = 0 Effective staff training is provided. 0 Personnel Practices Subtotal 0 0 0 0 Part 5: Accountability and Compliance Measures for Financial Practices FINANCIAL PRACTICES Property management Loss Report $0.00 Internal audit Findings 0 Comments: PERFORMANCE STANDARD Typical Indicators Items Missing 2 Years Repeat Findings 0 0 Items Missing 1 Year Audit Rating APPRAISAL RATING Meet Expectations = 1 Below Expectations = 0 0 0 Financial Practices Subtotal 0 Part 6: Accountability and Compliance Measures for Business Practices BUSINESS PRACTICES PERFORMANCE STANDARD Typical Indicators 0 APPRAISAL RATING Meet Expectations = 1 Below Expectations = 0 District budget audit Budgets will balance with a positive reserve. 0 Budget operations Follows proper budgetary procedures and guidelines. 0 Program compliance Planning is in compliance and on time (e.g. SIP, IEP, SAI, PDP). 0 Program planning Planning is linked to identified needs (e.g., SBIP, quality improvement). 0 Stewardship Building, grounds, and equipment are well-maintained. 0 Workplace safety, security, and health quality assurance Comments: Maintains clean, safe, secure, and healthy environment. Complies with SREF and IAQ requirements, if applicable. Business Practices Subtotal 0 0 School District of Lee County Teacher Evaluation System page 67

School District of Lee County Part 1: Professional Measures Part 2: Unit and Individual Goals Accountability &Compliance Measures Part 3: Instructional Leadership Practices Part 4: Personnel Practices Part 5: Financial Practices Part 6: Business Practices Below Expectations (Level 0) Administrative Performance Assessment Summary (Principals) Administrative Practice Rating Summary Partially Meets Expectations (Level 1) Meets Expectations (Level 2) Frequently Exceeds Expectations (Level 3) Consistently Exceeds Expectations (Level 4) Count Count Count Count Count Not Achieved (Level 0) Partially Achieved (Level 1) Substantially Achieved (Level 2) Achieved (Level 3) Count Count Count Count Below Expectations (Level 0) Meets Expectations (Level 1) Count Count Final Performance Rating Determinants Rating Administrative Practice Score(X) Student Growth Score (Y) Final Performance Score Range (X+Y) Highly effective (3) Effective (2) Needs Improvement (1) Unsatisfactory (0) Only Level 3 and Level 4 Ratings in Part 1 AND No ratings at Level 0 in Parts 2 6 No rating below Level 2 in Part 1 AND No more than 1 rating at Level 0 in Part 2 AND No ratings at Level 0 in Parts 3 6 1 rating below Level 2 in Part 1 OR 2 ratings at Level 0 in Part 2 OR 1 rating at Level 0 in Parts 3 6 2 or more ratings below Level 2 in Part 1 OR 3 ratings at Level 0 in Part 2 OR 2 or more ratings at Level 0 in Parts 3 6 2.5 3.0 5 6 1.5 2.49 3 4 0.51 1.49 2 0 0.50 Unsatisfactory in Student Growth OR Administrative Practice ASSESSOR S SIGNATURE DATE ASSESSEE S SIGNATURE DATE My signature does not necessarily imply agreement with the assessment, but acknowledges that I have discussed it with the assessor. School District of Lee County Teacher Evaluation System page 68

SS# (no dashes) THE SCHOOL DISTRICT OF LEE COUNTY ADMINISTRATIVE PERFORMANCE ASSESSMENT INSTRUMENT FORM B: (for Assistant Principals) APPRAISAL INFORMATION Name: School: Position: Assistant Principal Months in This Position: 0 Date of Appraisal: Apply to Fiscal Year: 12 Appraisal Period Start: July 1, 2011 Appraisal Period End: June 30, 2012 Evaluating Supervisor: SCHOOL DEMOGRAPHIC INFORMATION (IF APPLICABLE) Total Student Enrollment: ESE Percentage (excluding gifted): Percentage Eligible for Free or Reduced Price Lunch: Minority Percentage: ESOL Percentage: % % % ESE Percentage ESE Percentage Student (part-time gifted only): (full-time gifted only): Mobility: % % % % Student Stability: ESEA Title I School or Program: Current School Grade: AYP Status: % Select... Select... Special Notes or Considerations Regarding School Demographics (if any): PERFORMANCE APPRAISAL GUIDELINES This performance appraisal is an important tool in the School District of Lee County s overall performance management process and employee development. The supervisor should appraise the employee s overall performance primarily on whether the employee s performance produced the desired results in each of the key functions of the job during this appraisal period. Descriptive terms, such as improving, consistent, and declining, are key in recording accurate performance records. This appraisal instrument is used to document assessment in several different dimensions of administration and leadership: Professional Responsibilities: Generalized competencies in modern management, leadership, and quality assurance that employees must demonstrate to perform successfully in large and growing public organization. Assessment for professional responsibilities includes Part 1: Professional Measures. Personal Responsibilities: Specific competencies, goals, or commitments that employees have identified in collaboration with the evaluating supervisor. These responsibilities are unique to each employee and are likely to vary from year to year. Assessment of personal responsibilities includes Part 2: Performance Measures. School District of Lee County Teacher Evaluation System page 69

PROFESSIONAL RESPONSIBILITIES Part 1: Professional Measures Assessment ratings for professional measures are based on the following scale: Indicators Consistently Exceeds Expectations: The employee consistently exceeds all the expectations for responsibilities and objectives, skills, abilities, and commitment required for the job. The employee possesses superior knowledge of major aspects of the total job and has had experience in each of these areas. This rating is used as special recognition for extraordinary accomplishments that have significant impact on the organization. Frequently Exceeds Expectations: The employee achieves and frequently exceeds expectations for responsibilities and objectives. Demonstrates necessary skills, abilities, and commitment required for the job. The employee possesses a working knowledge of the major aspects of the total job and has had experience in each of these areas. This rating is for unusually effective employees who perform above what is normally expected. Meets Expectations: The employee generally meets established expectations for responsibilities and objectives. Demonstrates required skills, abilities, and commitment for the job. The employee possesses some knowledge of the major aspects of the job and has had experience in many of these areas. This rating describes the employee whose overall performance is satisfactory, and any minor areas where performance should have been better were counterbalanced by performance beyond expectations. Partially Meets Expectations: The employee does not always meet all expectations for responsibilities and objectives identified for the job. The employee possesses most necessary knowledge, skills, abilities required for the job, but additional training or commitment is required. This rating describes the employee who meets only the very minimum position requirements and whose performance could be improved. Below Expectations: The employee does not meet expectations for responsibilities and objectives. Does not demonstrate necessary knowledge, skills, abilities, and commitment required for the total job. This rating describes the employee who has not kept pace with changing requirements, whose successes have been only occasional, or whose performance has been deteriorating. Immediate and substantial improvement is needed in order to have continued employment. A performance improvement plan needs to be developed. Rating 4 3 2 1 0 EXPECTATION DESCRIPTION RATING Leadership 21. Develops, implements, and/or supports a unit vision and mission. Focus Area 22. Models collaborative leadership and effectively involves stakeholders. Focus Area 23. Directs thoughtful, appropriate, and effective change efforts. Focus Area Professional Orientation 24. Demonstrates commitment to improvement and collaboration. Focus Area 25. Models and maintains a level of respect by and for colleagues. Focus Area 26. Maintains currency in related areas of professional knowledge and skills. Focus Area Communication 27. Communicates appropriately and effectively to colleagues and coworkers. Focus Area 28. Communicates appropriately and effectively to customers. Focus Area 29. Communicates effectively in varied means, methods, and media. Focus Area Information an Analysis 30. Identifies and collects data for high-quality decision-making. Focus Area 31. Analyzes and interprets data to improve plans, processes, and systems. Focus Area 32. Disseminates timly and accurate data to stakeholders appropriately. Focus Area Strategic Planning and Management 33. Implements and/or supports an effective strategic planning processes. Focus Area 34. Work toward achieving unit goals to support and align with district goals. Focus Area 35. Allocates and leverages resources effectively. Focus Area Customer Focus 36. Strives to develop positiverelationships with all customers. Focus Area 37. Establishes processes and methods to respond to customer requirements. Focus Area 38. Establishes processes to measure customer needs and levelsof satisfaction. Focus Area Professional Measures Subtotal 0 Comments: School District of Lee County Teacher Evaluation System page 70

PERFORMANCE OBJECTIVES Part 2: Unit and Individual Goals Expectations selected to be accomplished by a particular date. They are based on goals and objectives identified by a principal or department manager. They have been identified as being necessary to enhance the functional operations of the individual s area of responsibility for the upcoming performance cycle. Objectives must be measurable and must be agreed to by the administrator s evaluator. It is recommended that the evaluating supervisor and the employee choose two goals aligned with the Individual School Improvement Plan or Department Deployment Plan. The third goal should be an individual goal aligned with the Strategic Plan. Assessment ratings for unit and individual goals are based on the following scale: Indicators Fully Achieved: The goal was fully realized in every meaningful way and by all objective measures. This rating is used to identify highly-effective use of goal-setting and goal attainment processes. Substantially Achieved: The goal was largely realized. The objective measures may have technically fallen short of what was intended, but there is ample evidence of substantial improvement. This rating is used to identify effective use of goal-setting and goal attainment processes. Partially Achieved: There is evidence of improvement, but objective measures are short of what was intended. Goalsetting and goal attainment processes were used, but with limited success. Not Achieved: There is no evidence of improvement, and objective measures are unchanged or worsened. This rating is used to identify ineffective or incomplete goal-setting and goal attainment processes. Rating 3 2 1 0 GOAL MEASURABLE OBJECTIVE MEASURED RESULTS 1 2 3 Comments: APPRAISAL RATING Unit and Individual Goals Subtotal 0 School District of Lee County Teacher Evaluation System page 71

Administrative Performance Assessment Summary School District of Lee County (Assistant Principals) Administrative Practice Rating Summary Partially Frequently Consistently Below Expectations Meets Expectations Meets Expectations Exceeds Expectations Exceeds Expectations (Level 0) (Level 2) (Level 1) (Level 3) (Level 4) Part 1: Professional Measures Count Count Count Count Count Not Achieved (Level 0) Partially Achieved (Level 1) Substantially Achieved (Level 2) Achieved (Level 3) Part 2: Unit and Individual Goals Count Count Count Count Final Performance Rating Determinants Rating Administrative Practice Score (X) Student Growth Score (Y) Final Performance Score Range (X+Y) Highly effective (3) Effective (2) Only Level 3 and Level 4 Ratings in Part 1 AND No ratings at Level 0 in Part 2 No rating below Level 2 in Part 1 AND No more than 1 rating at Level 0 in Part 2 2.5 3.0 5 6 1.5 2.49 3 4 Needs Improvement (1) 1 rating below Level 2 in Part 1 OR 2 ratings at Level 0 in Part 2 0.51 1.49 2 Unsatisfactory (0) 2 or more ratings below Level 2 in Part 1 OR 3 ratings at Level 0 in Part 2 0 0.50 Unsatisfactory in Student Growth OR Administrative Practice ASSESSOR S SIGNATURE DATE ASSESSEE S SIGNATURE DATE My signature does not necessarily imply agreement with the assessment, but acknowledges that I have discussed it with the assessor. School District of Lee County Teacher Evaluation System page 72

APPENDIX H: NON CLASSROOM INSTRUCTIONAL PERSONNEL EVALUATION RUBRIC AND OBSERVATION FORM The evaluation rubric used to evaluate non classroom instructional personnel. School District of Lee County Teacher Evaluation System page 73

Non Classroom Instructional Personnel Evaluation Rubric The School District of Lee County Performance Rating Requires Action Developing Accomplished Exemplary Domain 1: Planning and Preparation 1a. Demonstrating Knowledge of Content and Pedagogy Demonstrates little knowledge of the subject matter pertaining to specific assigned job duties, responsibilities and functions. Demonstrates some knowledge of the subject matter pertaining to specific assigned job duties, responsibilities and functions. Demonstrates solid knowledge of the subject matter pertaining to specific assigned job duties, responsibilities and functions. Promotes the use of research based activities and alignment/compliance with district, state and federal rules and regulations. Demonstrates detailed knowledge of the subject matter pertaining to specific assigned job duties, responsibilities and functions. Promotes the use of research based activities and alignment/compliance with district, state and federal rules and regulations resulting in improved student achievement. Demonstrates and communicates a superior breadth of subject matter that supports collaboration with other colleagues. 1b. Designing Assessment The plan for assessing instructional or program outcomes contains no clear criteria or standards, is poorly aligned with the outcomes, or is ineffective in measuring outcomes. The results of assessment have minimal impact on future planning. The plan for assessing instructional or program outcomes is partially aligned with the outcomes, lacks clear criteria, and is somewhat effective in measuring outcomes. The results of the assessment have some impact on future planning. The plan for assessing instructional or program outcomes is aligned with the outcomes, uses clear criteria, and is effective in measuring outcomes. The results of the assessment have a significant impact on future planning. The plan for assessing instructional or program outcomes is fully aligned with the outcomes, uses clear criteria, and is highly effective in measuring outcomes. Assessment methodologies may have been adapted for unique or unusual circumstances, and results of the assessment are a driving force in future planning. 1c. Setting Outcomes Develops general achievement goals or does not develop goals at all. Use of scheduling is ineffective. Instructional and/or program outcomes are of moderate rigor and are suitable for some participants, but consist of a combination of activities and goals, some of which permit viable methods of assessment. Outcomes reflect more than one activity, but there is no evidence of or attempt at coordination or integration. Identifies relevant information to share with stakeholders and develops measurable goals. Utilizes scheduling to provide assistance to school/department personnel. Instructional and/or program outcomes are stated as goals reflecting high level learning and relevant standards, are suitable for participants, represent different types of learning, and can be assessed. Outcomes reflect opportunities for extension and interdisciplinary application. Identifies relevant information to share with stakeholders and develops measurable goals that are aligned to relevant standards and are differentiated based on the needs of stakeholders. Utilizes effective scheduling to provide timely assistance to school/department personnel. Collaboratively develops and monitors ambitious and measurable achievement goals with individual participants, as well as instructional and/or program outcomes for the participant group that are aligned to the relevant standards. Utilizes effective scheduling to provide timely assistance and consistent follow up to school/department personnel. School District of Lee County Teacher Evaluation System page 74

1d. Demonstrating Knowledge of Resources and Technology Non Classroom Instructional Personnel Evaluation Rubric The School District of Lee County Performance Rating Requires Action Developing Accomplished Exemplary Demonstrates little or no familiarity with resources and technology available to enhance own knowledge, use in teaching, or to provide for others who need them. Does not seek knowledge of resources and technology. Demonstrates, at times, some familiarity with resources and basic technology available through the school or district to enhance own knowledge, to use in teaching, or to provide for others who need them. Does not seek to extend knowledge of resources and technology. Demonstrates full awareness of and utilizes the basic or required resources and technology available through the school or district to enhance own knowledge, use in teaching, or to provide for others who need them. Utilizes available support for required knowledge of resources and technology. Demonstrates full and consistent integration of resources (including time) and technology (as available) in and beyond the school, the district and the community to enhance own knowledge, to use in teaching, or to provide for others who need them. Provides support to others for required knowledge of resources and technology. 1e. Designing Coherent Activities that Demonstrate Knowledge of Stakeholders Plans for learning experiences/meetings are poorly aligned with instructional and/or program outcomes and do not represent a coherent structure. Plans for learning experiences/meetings are not differentiated. Demonstrates little or no knowledge of participants backgrounds, cultures, skills, language proficiency, interests, and special needs, and does not seek such understanding. Plans for learning experiences/meetings are partially aligned with instructional and/or program outcomes. Plans for learning experiences/meetings have a recognizable structure and reflect partial knowledge of grade level, school, or district strategies and resources. Plans for learning experiences/meetings are infrequently differentiated. Demonstrates some knowledge of the importance of understanding participants backgrounds, cultures, skills, language proficiency, interests, and special needs. Plans for learning experiences/meetings are aligned with instructional and/or program outcomes and are demonstrative of knowledge of job related responsibilities, content, students, and resources. Plans for learning experiences/meetings have a clear structure and reflect effective knowledge of grade level, school, or district strategies and resources. Plans for learning experiences/meetings are often differentiated and suitable for groups of participants, and are likely to engage participants in significant learning. Clearly demonstrates the importance of understanding participants backgrounds, cultures, skills, language proficiency, interests, and special needs is demonstrated and this knowledge is attained for the group as a whole. Plans for learning experiences/meetings are aligned with instructional and/or program outcomes and are demonstrative of detailed knowledge of job related responsibilities, content, students, and resources. Plans for learning experiences/meetings have a clear structure, are reflective of detailed knowledge of grade level, school, or district strategies and resources and allow for different pathways according to participant needs. Plans for learning experiences/meetings are consistently differentiated where appropriate, suitable for individual participants, and likely to engage participants in significant learning. Knowledge of participants backgrounds, cultures, skills, language proficiency, interests, and special needs is actively sought from a variety of sources, and this knowledge is attained for individual participants. School District of Lee County Teacher Evaluation System page 75

Non Classroom Instructional Personnel Evaluation Rubric The School District of Lee County Performance Rating Requires Action Developing Accomplished Exemplary Domain 2: The Classroom Environment 2a. Creating an Environment of Respect Interactions are negative, inappropriate, or insensitive to cultural backgrounds or developmental differences, and are characterized by sarcasm, put downs, or conflict. Does not use praise or positive feedback. Interactions are generally appropriate and free from conflict but may be characterized by occasional displays of insensitivity or lack of responsiveness to cultural or developmental differences. Uses some praise and positive feedback when interacting with school and department personnel, students, parents and community members. Interactions are polite and respectful, reflect general warmth and caring, and are appropriate to the cultural and developmental differences among stakeholders. Consistently uses praise and positive feedback when interacting with school and department personnel, students, parents and community members. Interactions are respectful and reflect genuine warmth, caring, and sensitivity to the cultural and developmental differences among stakeholders. Stakeholders themselves ensure high levels of civility among members of the group. Consistently uses specific praise and positive feedback when interacting with school and department personnel, students, parents and community members. 2b. Establishes a Culture for Learning Does not work with school/district personnel to create a positive culture for learning, improve instruction, or create positive learning outcomes for most stakeholders. Attempts to work with school/district personnel to create a positive culture for learning, improve instruction, and create positive learning outcomes for stakeholders, but efforts are not always successful. Works with school/district personnel to create a positive culture for learning, improve instruction, and create positive learning outcomes for most stakeholders. Works with school/district personnel to create a positive culture for learning, improve instruction, and create positive learning outcomes for all stakeholders. All stakeholders hold themselves to high standards of performance; for example, by initiating improvement to their work. 2c. Establishes and Manages Procedures Much instructional/work time is lost because of because of inefficient routines or procedures for performance of duties. Some instructional/work time is lost because of inefficient routines or procedures for performance of duties. Little instructional/work time is lost because of inefficient routines or procedures for performance of duties. Uses the principles of quality improvement to ensure that instructional/work time is not lost because of inefficient routines or procedures for performance of duties. 2d. Stops Misconduct by Using Effective, Appropriate Techniques There is no evidence that standards of conduct/professionalism have been established and little or no monitoring of workgroups. Does not provide constructive feedback to teachers, support staff, administrators, parents, and students or provides feedback in an unprofessional manner. An effort has been made to establish standards of conduct/professionalism and to monitor workgroups, but these efforts are not always successful. Provides some constructive feedback to teachers, support staff, administrators, parents, and students. Standards of conduct/professionalism appear to be clear to stakeholders. Monitors workgroups to remain on task, focused, and effectively engaged. Provides constructive feedback to teachers, support staff, administrators, parents, and students in a professional manner. Standards of conduct/professionalism are clear to stakeholders, with evidence of stakeholder participation in setting them. Monitors workgroups to remain on task, focused, and effectively engaged. Maintains focus of an individual or group, even during adversity. Provides constructive feedback to teachers, support staff, administrators, parents, and students in a professional manner and there is significant evidence that stakeholders act on the feedback. School District of Lee County Teacher Evaluation System page 76

2e. Organizing Physical Space Non Classroom Instructional Personnel Evaluation Rubric The School District of Lee County Performance Rating Requires Action Developing Accomplished Exemplary The physical environment is unsafe, or some stakeholders don't have access to learning. There is poor alignment between the physical arrangement and activities. The environment is safe, essential learning is accessible to most stakeholders, and use of physical resources is moderately effective. May attempt to modify the physical arrangement to suit learning activities, with partial success. The environment is safe, and learning is accessible to all stakeholders. Physical arrangement is appropriate to the learning activities. Makes effective use of physical resources. Uses and maintains equipment and property/inventory related to accomplishing job specific responsibilities and functions. The environment is safe, and the physical arrangement ensures the learning of all stakeholders, including those with special needs. Stakeholders contribute to the use or adaptation of the physical environment to advance learning. Uses and maintains equipment and property/inventory related to accomplishing job specific responsibilities and functions and develops systems/procedures for improvement for the department/school or other stakeholders. School District of Lee County Teacher Evaluation System page 77

Non Classroom Instructional Personnel Evaluation Rubric The School District of Lee County Domain 3: Instruction 3a. Communicating with Students / Stakeholders Performance Rating Requires Action Developing Accomplished Exemplary Has an inadequate presence. Ineffectively develops stakeholders understanding of the objective by not communicating it, does not have a clear objective, or the activity does not connect to the objective. Has a positive presence. Effectively develops stakeholders understanding of the objective by communicating what stakeholders will know or be able to do by the end of the activity and connecting the objective to prior knowledge. Has a positive presence. Effectively develops stakeholders understanding of objectives by communicating what stakeholders will know or be able to do by the end of the activity, connecting the objective to prior knowledge, and explaining the importance of the objective. Has a positive presence. Effectively develops stakeholders understanding of objectives by communicating what stakeholders will know or be able to do by the end of the activity, connecting the objective to prior knowledge, explaining the importance of the objective, and referring to the objective at key points during the activity. 3b. Using Questioning and Discussion Techniques Checks for understanding of content and solicits feedback during formal/informal discussions, conferences, presentations, and meetings, but misses nearly all key moments. Does not ask questions or questions are not appropriate for clarifying and obtaining information needed to reach sound conclusions. Questions elicit limited participation and recitation rather than discussion. Does not address stakeholders responses in an effective manner. Checks for understanding of content and solicits feedback during formal/informal discussions, conferences, presentations, and meetings, but misses several key moments. Sometimes asks appropriate questions to clarify and obtain information needed to reach sound conclusions, such that adjustments to subsequent instruction can be made, if necessary. Few questions elicit a thoughtful response. Attempts to engage all stakeholders in discussion are only partially successful. Rarely addresses stakeholders responses in an effective manner. Checks for understanding of content and solicits feedback during formal/informal discussions, conferences, presentations, and meetings, but misses one or two key moments. Often asks appropriate questions to clarify and obtain information needed to reach sound conclusions, such that adjustments to subsequent instruction can be made, if necessary. Many questions elicit a thoughtful response. Allows sufficient time for stakeholders to answer, engages all stakeholders in the discussion, and steps aside when appropriate. Sometimes addresses stakeholders responses in an effective manner. Checks for understanding of content and solicits feedback during formal/informal discussions, conferences, presentations, and meetings at all key moments. Almost always asks appropriate questions to clarify and obtain information needed to reach sound conclusions, such that adjustments to subsequent instruction can be made, if necessary. Regularly asks questions that reflect high expectations and are culturally and developmentally appropriate. Allows sufficient time for stakeholders to answer, promotes critical and creative thinking, and ensures that all voices are heard. Frequently addresses stakeholders responses in an effective manner. School District of Lee County Teacher Evaluation System page 78

3c. Engaging Students / Stakeholders in Learning Non Classroom Instructional Personnel Evaluation Rubric The School District of Lee County Performance Rating Requires Action Developing Accomplished Exemplary Presentation of information to school/district personnel and use of skills and strategies that promote participant learning is ineffective. Activities and assignments, materials, and/or groupings are not sensitive to the participants' culture or level of understanding, resulting in little intellectual engagement. Activities have no structure, are poorly paced, and have no job related focus. Does not use technology (as available) in the presentation of information or learning processes. Knowledge of subject is very limited. Presentation of information to school/district personnel and use of skills and strategies that promote participant learning is sometimes effective. Activities and assignments, materials, and/or groupings are rarely sensitive to the participants' culture or level of understanding, resulting in moderate intellectual engagement. Activities have recognizable structure, but are not fully maintained, are poorly paced, and have limited job related focus. Rarely uses technology (as available) in the presentation of information or learning processes. Demonstrates partial knowledge of subject matter. Presents information effectively to school/district personnel while using skills and strategies that promote participant learning. Activities and assignments, materials, and/or groupings are sometimes sensitive to the participants' culture and level of understanding, resulting in intellectual engagement with most participants engaged in work of a high level of rigor. Activities have coherent structure, are appropriately paced, and have consistently apparent job related focus. Sometimes uses appropriate technology (as available) in the presentation of information or learning processes. Demonstrates knowledge of subject matter. Presents information effectively to school/district personnel while using skills and strategies that promote participant learning. Activities and assignments, materials, and/or groupings are frequently sensitive to the participants' culture and level of understanding, resulting in intellectual engagement with all participants engaged in work of a high level of rigor. Activities have coherent structure that is adapted as necessary to the needs of individuals, are appropriately paced to allow for reflection and closure, and continuously maintain job related focus. Frequently uses appropriate technology (as available) in the presentation of information or learning processes, and teaches stakeholders how to use technology to present information. Demonstrates a depth and breadth of subject matter. 3d. Using Assessment Monitoring of progress and the provision of suggestions and criticisms are not evident. Does not use supportive data to problemsolve, reach conclusions, and develop action plans. Some monitoring of progress of learning is evident. Suggestions and criticisms are uneven. Uses supportive data to problem solve, reach conclusions, and develop action plans, with moderate success. Self assessment by participants and monitoring of progress of learning is evident. Suggestions are of high quality and criticism is offered with discretion. Uses supportive data to problem solve, reach conclusions, and develop action plans while using technology to obtain, manage and apply this data where appropriate and available, with minimal assistance. Participant involvement in establishing criteria, self assessment by participants, and monitoring of progress is evident. Suggestions are of high quality and from a variety of sources. Criticism is offered with discretion. Uses supportive data to problem solve, reach conclusions, and develop action plans while using technology to obtain, manage and apply this data where appropriate and available. 3e. Demonstrating Flexibility and Responsiveness Activities deviate from an academic and/or compliance focus regarding district/state/federal goals, initiatives, rules, and regulations. Activities typically maintain an academic and/or compliance focus regarding district/state/federal goals, initiatives, rules, and regulations. Activities almost always maintain an academic and/or compliance focus regarding district/state/federal goals, initiatives, rules, and regulations. Activities always maintain an academic and/or compliance focus regarding district/state/federal goals, initiatives, rules, and regulations. Does not establish an efficient work pace and maintains momentum when performing job duties. Does not attempt to use differentiated strategies. Attempts to establish an efficient work pace and maintain momentum when performing job duties, with moderate success. Rarely uses differentiated strategies. Establishes an efficient work pace and maintains momentum when performing job duties. Uses a multitude of differentiated strategies. Establishes an efficient work pace and maintains momentum when performing job duties. Adapts and modifies activities in response to the needs of stakeholders. Uses a multitude of differentiated strategies. Considers stakeholders questions, needs, and interests during activities. School District of Lee County Teacher Evaluation System page 79

Non Classroom Instructional Personnel Evaluation Rubric The School District of Lee County Performance Rating Requires Action Developing Accomplished Exemplary Domain 4: Professional Responsibilities 4a. Showing Professionalism Inconsistently adheres to standards for professional conduct and overall performance requirements, including attendance and punctuality, and the observance of confidentiality relating to students, teachers, parents, community agencies, and school/department. Adheres to standards for professional conduct and overall performance requirements, including attendance and punctuality, and the observance of confidentiality relating to students, teachers, parents, community agencies, and school/department, with some support supervision. Consistently adheres to and models standards for professional conduct and overall performance requirements, including attendance and punctuality, and the observance of confidentiality relating to students, teachers, parents, community agencies, and school/department. Consistently adheres to and models standards for professional conduct and overall performance requirements, including attendance and punctuality, and the observance of confidentiality relating to students, teachers, parents, community agencies, and school/department. Fails to comply with school, district, state, and federal regulations and timelines. Has difficulty demonstrating respect, responsibility, honesty and integrity, requires frequent support supervision, and resists feedback from colleagues and administration. Complies only minimally with school, district, state, and federal regulations. Strives to develop behaviors that model the values of respect, responsibility, honesty and integrity, and requires some support supervision. Responds appropriately to and acts upon feedback. Complies fully and voluntarily with school, district, state, and federal regulations. Performs with minimum supervision. Models the values of respect, responsibility, honesty, and integrity, and performs with minimum supervision. Responds appropriately to and acts upon feedback. Complies fully and voluntarily with school, district, state, and federal regulations. Positively influences members of the organization to understand and adhere to these professional obligations. Responds appropriately to and acts upon feedback. 4b. Maintaining Accurate Records Instructional and/or non instructional records are either nonexistent or in disarray, resulting in errors and confusion. Does not monitor or analyze student progress data. Is not punctual in reporting to school/department and in carrying out school/department assignments. Maintenance of instructional and/or noninstructional records is rudimentary and only partially effective. Tracks and monitors student progress data. Is inconsistently punctual in reporting to school/department and in carrying out school/department assignments. Maintenance of instructional and/or noninstructional records is accurate, efficient, and effective. Tracks, monitors, and analyzes student progress data to improve individual student performance. Is punctual in reporting to school/department and in carrying out school/department assignments. Instructional and/or non instructional records are maintained accurately, efficiently, and effectively, resulting in complete documentation that can be used to demonstrate compliance with state and federal regulations in audit situations. Tracks, monitors, and analyzes student progress data to improve individual student performance and uses results to positively impact district wide performance measures. Is punctual in reporting to school/department and in carrying out school/department assignments. 4c. Communicating with Families / Stakeholders Communication with families and/or other stakeholders is sporadic and/or insensitive. Communication with families and/or other stakeholders meets minimum requirements for frequency, however; communication is not always appropriate. Makes modest attempts to engage families and/or other stakeholders in programs and/or services. Communication with families and/or other stakeholders is frequent and conveyed in an appropriate manner. Successfully engages families and/or other stakeholders in programs and/or services, as appropriate. Frequently communicates with all families and/or other stakeholders using a variety of methods to achieve program/department related compliance and/or to increase student achievement. Successfully engages families and/or other stakeholders in programs and/or services, as appropriate. Collaborates with others to build capacity. School District of Lee County Teacher Evaluation System page 80

4d. Participating in a Professional Community Non Classroom Instructional Personnel Evaluation Rubric The School District of Lee County Performance Rating Requires Action Developing Accomplished Exemplary Avoids participating in a professional community or in school and district events and projects, rarely collaborates with colleagues, and has negative or self serving relationships with colleagues. Becomes involved in the professional community and in school and/or district events and projects when specifically asked, makes some effort to collaborate with colleagues, and has cordial relationships with colleagues. Participates actively in the professional community and in school and/or district events and projects, actively seeks out opportunities to collaborate with others, and maintains positive and productive relationships with colleagues. Makes a substantial contribution to the professional community and to school and district events and projects, collaborates with/coaches others through difficult situations, and assumes a leadership role among the faculty. 4e. Growing and Developing Professionally Does not participate in professional development activities, and makes no effort to share knowledge with colleagues. Resistant to feedback from supervisors or colleagues. Participates in professional development activities that are convenient or are required, and makes limited contribution to the profession. Accepts feedback from supervisors and colleagues with some reluctance. Seeks out opportunities for professional development based on an individual assessment of needs, and actively shares expertise with others. Welcomes feedback from supervisors and colleagues. Actively pursues professional development opportunities and initiates activities to contribute to the profession. Supports the professional development of others. Seeks feedback from supervisors and colleagues. School District of Lee County Teacher Evaluation System page 81

Non Classroom Instructional Personnel Observation Form The School District of Lee County Date: Teacher Name: DID: Observer Name: Context of Observation: DOMAIN 1: PLANNING AND PREPARATION RA D A E NO Comments FEAP 1a Demonstrating Knowledge of Pedagogy Documentation/plans include applicable state standards, content, and instructional practices a.1.a Documentation/plans include higher level thinking skills activities and applications a.3.f Participates in school, district, community, and curriculum committees b.1.c Schedule/documentation reflects accurate knowledge of the position a.2.a Incorporates research or innovative methods into documents/plans b.1.e Communicates updates, changes, trends in designated area (guidance, ESE, etc.) to appropriate stakeholders b.1.d 1b Designing Assessment Uses formal and informal assessment tools to measure program/training effectiveness a.4.b Monitoring of instructional or program outcomes is differentiated based on stakeholder needs a.3.h Modifications to program/training plans are based on assessment results a.4.a 1c Setting Outcomes Instructional and/or program outcomes are aligned with state standards, board goals, and federal, state, and local policies a.1.a Utilizes effective scheduling a.2.a Uses individual student portfolios, data folders, and/or reports to set goals and monitor progress a.3.j 1d Demonstrating Knowledge of Resources and Technology Documentation/plans show consistent use of resources and technology integration a.2.g Pursues technology coursework beyond the basics required Uses technology applications beyond the basics required Creates podcasts, blogs, websites, SMART lessons or Blackboard courses related to state standards for class, grade level or district wide use Uses technology and resources to differentiate dissemination of information and to enhance stakeholder's knowledge 1e Designing Coherent Activities that Demonstrate Knowledge of Stakeholders Executes duties in alignment with instructional and/or program outcomes and demonstrates detailed knowledge of job related responsibilities, contact, students, and resources a.2.a Agenda/plans are designed to support areas of focus based on assessment results/stakeholder needs a.4.a Agenda/plans provide opportunities for enrichment or expanded knowledge a.3.h Seeks and applies knowledge of emotional needs, cultures, abilities and backgrounds to support stakeholder success a.2.h Requires Action (RA) Developing (D) Accomplished (A) Exemplary (E) Not Observed (NO) Engages students in strategy with no Adapts and creates new strategies for The strategy or behavior was not significant errors or omissions unique needs and situations observed Strategy was called for but not observed or strategy was used incorrectly or with parts missing Engages students in strategy and monitors extent to which it produces desired outcomes School District of Lee County Teacher Evaluation System page 82

Non Classroom Instructional Personnel Observation Form The School District of Lee County Date: Teacher Name: DID: Observer Name: Context of Observation: DOMAIN 2: THE CLASSROOM ENVIRONMENT RA D A E NO Comments FEAP 2a Creating an Environment of Respect Demonstrates positive interactions with stakeholders a.2.f The stakeholders demonstrate positive interactions with the individual being assessed. The stakeholders demonstrate positive interactions with each other. Demonstrates consistent use of specific praise and positive feedback when interacting with all stakeholders. a.3.i 2b Establishes a Culture for Learning The purpose of the activity is clear and can be articulated by stakeholders a.1.b All stakeholders are actively engaged a.3.a High expectations are conveyed to all stakeholders a.2.c Stakeholders demonstrate pride in their effort and performance. a.2.c Works with other personnel to encourage and promote a positive culture a.2.f Works to create positive outcomes for all stakeholders. b.1.d 2c Establishes and Manages Procedures Routines and procedures result in minimal loss of time a.2.a Simultaneous activities are managed without losing momentum. a.2.a Handles interruptions effectively while maintaining momentum. a.2.a Efficient procedures are utilized for handling materials, supplies, and resources. a.2.a An effective management system has been developed and implemented. a.2.b 2d Stops Misconduct by Using Effective, Appropriate Techniques Expectations/procedures are discussed, consistently applied, and modeled. a.2.b Positive behavior is strategically reinforced. Redirection is handled without slowing the pace of the activity. Noncompliance is addressed efficiently and effectively. Nonverbal signals are used to redirect off task or inappropriate behaviors. Provides opportunities for support and collaboration when stakeholders act upon constructive feedback. a.3.i 2e Organizes Physical Space The environment is safe. a.2.a The physical environment ensures effective participation/learning for all stakeholders. a.2.a The physical environment is accessible to all stakeholders. a.2.h Utilizes tools to track and maintain equipment. a.2.a Requires Action (RA) Developing (D) Accomplished (A) Exemplary (E) Not Observed (NO) Engages students in strategy with no Adapts and creates new strategies for The strategy or behavior was not significant errors or omissions unique needs and situations observed Strategy was called for but not observed or strategy was used incorrectly or with parts missing Engages students in strategy and monitors extent to which it produces desired outcomes School District of Lee County Teacher Evaluation System page 83

Non Classroom Instructional Personnel Observation Form The School District of Lee County Date: Teacher Name: DID: Observer Name: Context of Observation: DOMAIN 3: INSTRUCTION RA D A E NO Comments FEAP 3a Communicating with Students/Stakeholders Objectives are clearly and concisely conveyed a.2.e Stakeholders understand the objectives a.2.e 3b Using Questioning and Discussion Techniques Uses directed question and answer technique in an ongoing and appropriate manner. a.3.f Uses clarifying questions a.3.c Uses appropriate questions to obtain relevant information a.3.j Consistently probes for understanding. a.3.c Provides opportunities for stakeholder discussion a.3.b 3c Engaging Students/Stakeholders in Learning Presentation of information reflects knowledge of subject matter a.1.b Presentation of information reflects application of subject matter a.1.f Focus is maintained throughout the activity. a.3.b Uses appropriate technology. a.2.g 3d Using Assessment Monitoring of activities and/or outcomes is ongoing. a.4.a Analyzes data to formulate plans and or actions b.1.c Monitors participant responses and responds with modifications as appropriate. a.3.j 3e Demonstrating Flexibility and Responsiveness Considers stakeholders questions, needs, and interests during activities. a.3.h Prioritizes and carries out work responsibilities in a timely manner a.2.a Activities are aligned to district, state, and federal rules and regulations. a.1.a Requires Action (RA) Developing (D) Accomplished (A) Exemplary (E) Not Observed (NO) Engages students in strategy with no Adapts and creates new strategies for The strategy or behavior was not significant errors or omissions unique needs and situations observed Strategy was called for but not observed or strategy was used incorrectly or with parts missing Engages students in strategy and monitors extent to which it produces desired outcomes School District of Lee County Teacher Evaluation System page 84

Non Classroom Instructional Personnel Observation Form The School District of Lee County Date: Teacher Name: DID: Observer Name: Context of Observation: DOMAIN 4: PROFESSIONAL RESPONSIBILITIES RA D A E NO Comments FEAP 4a Showing Professionalism Adheres to state and district standards for professional conduct. b.2 Complies with school and district regulations. b.2 Works cooperatively with school/district staff. b.1.d 4b Maintaining Accurate Records Maintenance of records is complete and timely. a.2.a Effectively uses data to monitor progress. a.4.c Is punctual and consistently attends required meetings/activities b.2 4c Communicating with Families/Stakeholders Communicates regularly with families and/or other stakeholders b.1.d Communication with families and/or other stakeholders is appropriate. Encourages families and/or other stakeholders to participate in community programs and/or services 4d Participating in a Professional Community Participates in a culture of professional inquiry. b.1.c Participates in school and district projects and committees. b.1.e Collaborates with colleagues to improve stakeholder outcomes. b.1.c 4e Growing and Developing Professionally Participates in professional development activities. b.1.e Implements and applies knowledge acquired from professional development. b.1.f Is receptive to and acts upon feedback. b.1.e SUPERVISOR COMMENTS AND/OR SUGGESTIONS: Signature of Supervisor: Date: Date: Signature of Teacher: (My signature does not necessarily imply agreement with the assessment, but acknowledges that I have discussed it with the assessor.) Requires Action (RA) Developing (D) Accomplished (A) Exemplary (E) Not Observed (NO) Engages students in strategy with no Adapts and creates new strategies for The strategy or behavior was not significant errors or omissions unique needs and situations observed Strategy was called for but not observed or strategy was used incorrectly or with parts missing Engages students in strategy and monitors extent to which it produces desired outcomes School District of Lee County Teacher Evaluation System page 85