1 core module three – the summative report core module three: the role of professional dialogue...

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Core Module Three – The Summative Report

Core Module Three:The Role of Professional Dialogue

and Collaboration in the Summative Report

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Core Module Three – The Role of Professional Dialogue and Collaboration in the Summative Report

Part One: Opening

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The Role of Professional Dialogue and Collaboration in the Summative Report

Overall Goal of Module Three

The overall goal of this module is to build understandings about the Summative Report Form for Experienced Teachers, its requirements, how to complete it and effective practice thattransforms the summative report and its related procedures and processes into a meaningful vehicle for teacher growth and development focussed on high levels of student achievement.

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In this module participants will:• Learn about the revised Summative Report Form for

Experienced Teachers and its requirements • Participate in cooperative activities that highlight the

important role that trust, professional dialogue and collaboration play in the development of the summative report

• Examine the relationship between the summative report and the components of the performance appraisal process for experienced teachers

Continued…


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In this module participants will:

• Identify and reflect on effective appraisal practices related to classroom observation

• Practice writing meaningful comments that reinforce effective practice, provide direction for goal-setting and foster professional growth

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Participant Experience with Classroom Observation

Work with a partner and on the index card you have been given:

• Partner One lists kinds of feedback a teacher might want from a principal observing a lesson in the classroom

• Partner Two lists what a principal might be looking for in a classroom observation

• Partners discuss responses to questions provided• Partners work with their table group to identify effective

classroom observation practices

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Part Two: Features and Requirements of the Summative Report

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Features and Requirements of the Summative Report

• In the revised performance appraisal process for experienced teachers the summative report form has been strengthened to provide principals with a single document to record all aspects of the appraisal process

• The revised summative report form includes information previously recorded in the pre-observation and post-observation forms of the former performance appraisal process

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• The Summative Report Form for Experienced Teachers is a ministry-approved form that must be used to document the performance appraisal

• The Summative Report Form for Experienced Teachers must be used for each appraisal

• The duties of the principal may be delegated to a vice-principal in the same school or to an appropriate supervisory officer

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In preparing the summative report, the principal must:

• consider all 16 competencies in assessing the teacher’s performance

• provide comments regarding the competencies identified in discussions* with the teacher as the focus of the performance appraisal

*Notwithstanding the discussions held between the teacher and the principal the principal is required to assess teacher performance in relation to all 16 competencies and may comment on competencies other than those discussed

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Using the ministry-approved Summative Report Form for Experienced Teachers the principal is required to:

• comment on the competencies identified in discussions with the teacher as the focus of the teacher’s performance appraisal (the principal may also comment on other competencies that were assessed through the performance appraisal)

• provide an overall rating of the teacher’s performance and• recommend professional growth goals and strategies for the

teacher to take into account in developing, reviewing and updating the teacher’s Annual Learning Plan

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• Principals collect evidence to support their appraisal of experienced teacher performance

• This evidence may be described in the summative report or attached as supporting documentation

• Teachers may also collect evidence to support their performance appraisal. This evidence may be noted in the summative report or attached as supporting documentation

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The Summative Report

Part Three: Effective Practice

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Effective Practice

• The summative report documents the appraisal process and captures the professional dialogue between the teacher and principal and allows them to reflect on progress in the teacher’s development

• It becomes a vehicle for teacher reflection on their development and in the identification of growth goals in their ALP

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Effective Practice

• The summative report form is a central component in the performance appraisal process for experienced teachers

• It incorporates and makes connections between and among all the key components of the appraisal including the 16 competencies, the Annual Learning Plan, the pre-observation and post-observation meetings, and the classroom observation

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Performance Appraisal Framework for Experienced Teachers

Professional Dialogue and Reflection on

Practice

Appraisal Meetings

Standards of Practice for the

Teaching Profession

Collective Vision of

Professionalism That Guides

Daily Practices

Competency Statements

Summative Report

Annual Learning Plan

Rating Scale

Skills, Knowledge, and

Attitudes

Rating Decision and Identification of Strengths and Next Steps for Improvement

Vehicle for Teachers’

Continuous Professional

Learning

Demonstrations of Performance in Relation to 16 Competencies

Experienced Teacher Continuous Growth and Development

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Effective Practice

• The performance appraisal process for experienced teachers is a dynamic one in which interaction and professional dialogue between teacher and principal are ongoing and the development of the summative report a central focus

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Effective Practice

• At the same time that principals carry out their legal responsibilities in preparing the summative report they fulfil their role as instructional leaders by working collaboratively with teachers to focus the appraisal on teacher growth and development that brings about high levels of student achievement

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The Summative Report

Part Three: Working with the Summative Report

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Working with the Summative Report

Activity One: The Importance of Relational Trust

Trust is a human virtue, cultivated through speech, conversation, commitments and action

~ Solomon and Flores

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Activity One: The Importance of Relational Trust

• According to Bryk and Schneider the following are the four vital signs for identifying and assessing trust in schools: respect, competence, personal regard and integrity

• Throughout the appraisal process, respect and trust are integral elements of a successful appraisal

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Activity Two: Preparing for the Pre-Observation Meeting

• The rapport between the principal and teacher will contribute to the success of the pre-observation meeting as they discuss the 16 competencies that form the basis of the performance appraisal and which of these competencies could be the focus of the classroom observation

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Activity Two: Preparing for the Pre-Observation Meeting

• In a climate of trust and mutual respect, a teacher feels comfortable sharing both features of the classroom program that are working well and those the teacher is concerned about, confident that the concerns would be heard in the spirit of collaboration and that support would be offered

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Activity Three: The Classroom Observation – Bringing the Competencies to Life

Classroom observations are conducted on the premise that seeing a teacher in action provides the best data source for

judging teaching effectiveness. ~ Stronge and Tucker

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Activity Four: Marg’s Classroom Observation

• A formal classroom observation is only one part of a comprehensive teacher performance appraisal. For some competencies evidence for assessment purposes may be obtained in other ways

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• Case-based professional development involves using carefully chosen, real-world examples of teaching to serve as springboards for discussions among educators

• A good case is carefully designed and poses fundamental issues that reach beyond the particulars in the case and motivates ongoing reflection and inquiry

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Marg Dalhousie:• Has been teaching in the intermediate division for 18 years• Recently moved from northern Ontario to a new suburban

school in southern Ontario • Has a grade 8 homeroom class in her new school • Must have at least one performance appraisal in her first

year of employment with her new board

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Activity Five: The Post-observation Meeting – An Opportunity to Focus on Effective Practice

• Because the post-observation meeting component of the TPA process appraisal happens only once in a five-year evaluation cycle, it is important that it is a constructive and valuable experience for both teacher and principal

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Activity Six: Writing Comments that Motivate the Teacher

• The summative report is an important tool for providing feedback and direction for the teacher in a manner that motivates the teacher to a higher level of performance

• Teachers refer to the information in the summative report for guidance as they move towards their learning and improvement goals

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Activity Seven: Suggestions for Professional Growth

and Development

• To be practical and constructive, professional goals and strategies should align with the competencies, build on the previous goals and strategies in the teacher’s ALP and support school improvement goals when possible

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Activity Eight: Putting It All Together

• The revised performance appraisal process for experienced teachers supports teacher professional growth and development on a continuous basis throughout an experienced teacher’s career

• It is a process rather than an event supported year by year by the development and ongoing maintenance of the ALP

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Part Five: Closing

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Guided Reflection

Reflection is what allows us to learn from our experience: it is an assessment of where we have

been and where we want to go next.~ Kenneth Wolf

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Food for Thought

1 core module three – the summative report core module three: the role of professional dialogue...

Documents

revised summative report

summative report core

role of professional

professional growth

experienced teachers

opening slide

module participants

classroom observation