file includes the following documents: alsde teacher...
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File includes the following documents:
Special Programs Site Visit ReportALSDE Teacher Mentor LetterChalkable PD June 2016Classified Employee Summative Evaluation FormClassified Evaluation Annual Evaluation FormFederal and Special Programs Site Visit ReportLead Alabama Evaluator ProfileRubric for Teacher EvaluationOverview of Teaching Effectiveness Process
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2016
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09:20 AM8664-Summer16 Portfolio
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11:10 AM8664-Summer16
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8664-Summer16 BYOD ELAOnlinePD
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MOBILE COUNTY PUBLIC SCHOOL SYSTEM
CLASSIFIED EMPLOYEE ANNUAL EVALUATION FORM
DIV/DEPT/SCHOOL: _______________________________ JOB ASSIGNMENT: _______________________
EMPLOYEE: ______________________________________ EMPLOYEE #: ___________________________
RATING FACTORS 1: UNSATISFACTORY 2: NEEDS IMPROVEMENT 3: SATISFACTORY 4: ABOVE STANDARDS 5: EXCELLENT
PLEASE WRITE HARD ENOUGH SO ALL COPIES CAN BE READ 1 2 3 4 5 I. WORK HABITS a. Performs work accurately, thoroughly, and neatly b. Demonstrates imagination, shows initiative, and responsibility c. Uses time effectively, wisely, and productively d. Completes job requirements according to established timelines e. Works independently/Knowledge of profession f. Follows the directives of administrators and other supervisors g. Uses/cares for tools, equipment, materials and facilities h. Practices safety standards
II. RELATIONSHIPS a. Conducts public relations with tact and discretion b. Maintains good relations with co-workers c. Maintains good relations with supervisory personnel d. Maintains good relations with students, parents, and other personnel e. Treats others with respect
III. Attendance a. Is regular in attendance (# of days absent may be written here ________) b. Reports to work on time (# of days late may be written here ________)
IV. ATTITUDE a. Personal appearance - dresses appropriately for the job. b. Promotes system, and school or department goals c. Understands team goals and employs good teamwork techniques PLEASE WRITE HARD ENOUGH SO ALL COPIES CAN BE READ
Comments and Recommendations: Continued Employment:
Recommended Not Recommended If continued employment is not recommended, has sufficient documentation been furnished to Human Resources? Y or N
Date:
Signature of Employee
Signature of Principal/Supervisor
Employee Comments:
White Copy-Employee Yellow Copy-Evaluator/Supervisor Pink Copy-Human Resources Evaluations are due in Human Resources by May 25
TEACHER SUMMATIVE EVALUATION ITEM EXPLANATIONS Mobile County Public Schools
For teachers not meeting standards, a Professional Learning Plan will be required for
the subsequent school term related to those areas of lowest scores.
Attendance The teacher is in attendance on a regular basis. The teacher uses SubFinder when absent. Punctual The teacher is on time and regularly signs in with the Kronos System at the beginning of the day. Follows MCPSS Dress Code The teacher follows the MCPSS Dress Code as published in the MCPSS Employee Handbook. Promotes System Goals and Objectives The teacher is aware of and seeks to promote the MCPSS’ Mission, Vision and Core Values. Maintains a Positive Learning Climate The teacher displays a positive attitude toward the school staff, parents, and students. The teacher expresses Positive Affect and Minimizes Negative Affect. The teacher involves students in interaction and communicates high expectations. Maintains a Physical Environment Conducive to Learning The teacher’s classroom is neat, organized, attractive and motivating to the students and visitors to the classroom. Manages Student Behavior The teacher follows the MCPSS Discipline Policy as published in the annual MCPSS Student Handbook and Code of Conduct. The teacher follows procedures as established in the local school. Student behavior is managed well when observed by administrators and supervisors. Effective Delivery of Instruction The teacher follows the Cycle of Instruction and is effective in the instructional strategies of delivery. Assesses and Monitors Student Performance Measures Student Progress Systematically. Provides appropriate feedback about Student Performance to parents by using Assessment Results to drive instruction. Speaks Clearly, Correctly, and Coherently In the delivery of instruction the teacher uses proper language appropriate to the grade level. The students can understand and follow the teacher’s oral instruction. Writes Clearly, Correctly, and Coherently In the written delivery of instruction the teacher uses proper language appropriate to the grade level whether on visual media or on paper media. The students can understand and follow the teacher’s written directions and/or feedback. Completes job requirements according to established timelines The teacher submits grades, and other paperwork within the established deadlines. Adheres to written local and state board policies and federal laws and regulations The teacher abides by all proper policies, laws and regulation in his/her practice of the profession. Exhibits professionalism with students, peers, administrators, and parents/guardians The teacher uses oral and written communication in a professional manner towards all stakeholders. Follows directives of administrators and other supervisors in a professional and timely manner The teacher follows all directives, assignments, and assigned tasks in a professional manner within established deadlines. Uses School Time Effectively The teacher uses classroom time appropriately and efficiently. Non-classroom time is used resourcefully and in keeping with its designated purposes. Promotes Professional Ethics and Integrity The teacher is honest and ethical in all of his/her dealings.
1
EDUCATOR EFFECTIVENESS
Overview of Teaching Effectiveness Process
Process Frequency
The process will focus on three key areas: Professional Commitment, Professional Practice, and Impact on Student Engagement and Growth; all of these areas comprise the full educator effectiveness process. At least 1/3 of tenured teachers in a school and all non-tenured teachers should be completing the requirements of these three sections in a given school year. If a tenured teacher’s performance is determined as ineffective, the full educator effectiveness process must be implemented the following year. All teachers, regardless of cycle, will create the Professional Commitment Section on a yearly basis, ensuring that all teachers have yearly growth plans.
2
Section I: Professional Commitment (30%):
Self-Assessment: The EDUCATEAlabama Self-Assessment is completed and used to focus
a conversation with the instructional leader about professional practice and areas needing
improvement. When data are available, the self-assessment should reflect concerns over
student growth data (online and interactive).
Collaborative Dialogue: A conversation with the instructional leader is completed to inform
the Professional Learning Plan. The teacher and instructional leader determine the content of
the Professional Learning Plan. When data are available, the Collaborative Dialogue should
reflect concerns over student growth data (online and interactive).
Professional Learning Plan (PLP): This collaboratively developed plan must be completed
to include professional learning goals tied to Alabama Quality Teaching Standard Indicators
needing improvement. When data are available, the PLP should reflect concerns over
student growth data. All PLPs should focus on goals and activities that will improve
educator practice. Numerous online professional development opportunities are attached to
every indicator to support teacher professional growth. These online opportunities include
modules from the IRIS Center at Vanderbilt University (online and interactive).
Evidence: A Professional Learning Plan completely enacted with evidence of active work
towards improvement for each selected Standard Indicator that is expected to lead to
improved student growth is the evidence (online and interactive).
Section II: Professional Practice (35%)
All non-tenured teachers and at least 1/3 of tenured teachers will collaborate with administrators
and colleagues to identify strengths and weaknesses in practice aligned to the Alabama Quality
Teaching Standards. Teachers and administrators will analyze multiple components of practice
utilizing LEA developed rubrics that not only differentiate for quality but also clearly describe
pathways for teacher growth. Conversations will be centered on data collected from two
observations, analysis of instructional design, and a teacher’s professional showcase.
Classroom Observations of LEA or Teacher Choice
o Announced observation with pre and post conference
o Analysis of walk-through data
o Videotape with reflection and analysis
o Unannounced observation
3
Analysis of Instructional Design (Collaboration) of LEA or Teacher Choice
o Lesson development through vertical teaming
o Lesson development through professional learning communities
o Lesson development through action research
o Lesson development through response to data team meetings
o Lesson development through response to progress monitoring
Professional Showcase
o Demonstration of ongoing teacher leadership
o Demonstration of ongoing learning
o Demonstration of professional accomplishment
o Demonstration of student honors resulting from teacher’s practice
Two
Observations
Instructional Design and
Impact
Professional
Showcase
Total
20% 10% 5% 35%
Section III: Impact on Engagement and Learning (35%)
Quantitative data for all non-tenured teachers and at least 1/3 of tenured teachers will be
combined with data from Professional Practice and Professional Commitment to create a multi-
dimensional picture of teaching effectiveness. This will include data on student engagement from
observations, survey data from parents and/or students, and student growth data from various
assessments.
Districts should use the design phase to discuss what student data is meaningful in determining
student growth. What measures do teachers and leaders want to use to help inform not only
practice but also evaluate the impact of teaching on student growth.
Surveys Student Growth Data Total
10% 25% 35%
Self Assessment
Professional Learning Plan
Evidence
2 Observations
Collaboartive Design
Professional Showcase
Surveys
Student Growth Data