independence community school district fileeach of these observations will have a pre-observation...

Independence Community School District

2011-2012 Teacher Performance Evaluation Information

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Independence Community School District Beginning Teacher Evaluation – Tier I

The Beginning Teacher Evaluation is designed for newly hired teachers. All new staff, including those with previous experience, will demonstrate competence. All newly hired teachers with previous experience will be involved in Tier I for two years. The purpose of the Beginning Teacher Evaluation is to:

1. Ensure that the Iowa Teaching Standards, criteria for the standards, and the expectations of the local school district are understood, accepted and demonstrated.

2. Gathering data from multiple sources into a professional portfolio demonstrating competence

of the Iowa Teaching Standards and Criteria. 3. Provide support in the implementation of the standards. 4. Provide evidence to support continuing employment and movement to the career teacher

level. 5. Facilitate the beginning teacher’s engagement in profession development through the

Mentoring and Induction Plan and the district career development plan.

REQUIRED ACTIVITIES:

1. Initial Meeting

The initial meeting shall occur by September 15. The building administrator will meet with all beginning teachers to review the Beginning Teacher Plan expectations and evaluation timelines. The expectations must include the Iowa Teaching Standards and Criteria. At this time, the administrator will provide staff with copies of all evaluation guidelines and forms.

2. Formal Observations (Year 1 and Year 2 Teachers)

Three formal observations will be conducted for each teacher in year one and two. Two formal observations must be conducted by March 1st. The third observation must be held prior to April 1st. Extended Duration: One of the formal observations will be of an extended duration. Each of these observations will have a pre-observation and post-observation conference. Additional formal observations may be conducted at the discretion of the administrator. The teacher must complete and be ready to discuss the required pre-observation and post-observation forms with the administrator at these conferences. Conversations regarding the status of the portfolio development are ongoing.

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3. Summative Conference

Portfolios are to be completed and turned into the building principal by April 1st. A comprehensive evaluation will be held with the second year teacher on or before April 30th. Final presentation of the professional portfolio must include reflections over each standard/criteria. The written evaluation must include the administrators’ licensure recommendation for the teacher or a recommendation for continued participation in the district’s mentoring and induction program. Administrator recommends approval or denial of licensure. For newly hired teachers with previous experience, the administrator will recommend the teacher has been successful and will be off the evaluation cycle; or the teacher needs to demonstrate more evidence for successful completion of the standards/criteria and will be on evaluation cycle again.

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Independence Community School District Performance Review of Career Teachers

Tier II

The purpose of the Performance Review for Career Teachers:

To determine whether the teacher’s instructional practices and performance meet the Independence Community School District’s expectations and the Iowa Teaching Standards.

Assist teachers in making continuous improvement. Document continued competence in the Iowa Teaching Standards. Identify teachers in need of improvement.

Career teachers will be “on cycle” for performance review once every three years of employment. However, nothing in this document restricts the District from placing a teacher “on cycle” for performance review at any time during their employment. Teachers who are placed on performance review who are not “on cycle” shall be notified in writing by the designated building principal. A teacher placed back “on cycle” for performance review will meet with his/her building principal and develop an Individual Career Development Plan. The goal of the Individual Career Development Plan is to determine whether the teacher is satisfactorily meeting the Iowa Teaching Standards. For those teachers completing Performance Reviews, orientation to the procedure shall be conducted by September 15th by a competent, State of Iowa evaluator certified administrator of the Independence Community School District. Teachers who are placed “on cycle” for performance review at any other time during employment shall be provided with a copy of the performance review instrument when they receive written notice of this placement. A designated building principal shall be responsible for notification and evaluation of all such employees. A conference between the teacher(s) participating in the performance review and the evaluator will be held by September 15th. The administrator shall contact the teacher to establish a mutually agreed upon time to discuss the Performance Review. At a minimum, the following determinations will be made during the conference.

The evaluator reviews the process with the teacher including the expectations. A generalized timeline is created which includes any deadlines and suggestions for the first observation time and pre-meeting time. Discussion of the teacher’s Individual Career Development Plan. Provides the teacher the opportunity to ask questions.

This Performance Review may include but is not limited to classroom observations, walk-throughs, and a summative conference. During the year, the teacher may be asked to collect and organize pertinent artifacts and information that demonstrate the Iowa Teaching Standards and Criteria. It is understood by the teacher, that this collection of artifacts is a natural on-going process of collection,

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selection and reflection. This will include supporting documentations from evaluators, teachers, parents and students. This collection will be discussed throughout the performance review process. The principal shall contact the teacher to establish a mutually agreed upon time to discuss the Performance Review. No formal observations will occur in the first three (3) weeks or the last (10) student days of the year. No formal observations shall be conducted the day before or the day after a day of vacation. Formal observations shall be for a continuous length of time no shorter than thirty (30) minutes or longer than ninety (90) minutes. Other formal and informal observations will be held at the discretion of the evaluator. These observations may be used as artifacts for demonstrating competence in the Iowa Teaching Standards and Criteria. During the school year of the teacher’s performance review, the principal and the teacher shall mutually agree upon the dates for a pre-conference, observation and post-conference. The post-conference must be no longer than ten (10) days following the observation. The principal’s written observation comments shall be reviewed at the post-conference. The principal shall sign and date the comments. The teachers shall sign as having been given the opportunity to review the comments and date the comment sheet. The teacher’s signature does not necessarily mean agreement with the comments. The teacher shall be provided a copy of the observation comments. The evaluator and the teacher shall participate in a formal performance review/summative conference that include:

A review and discussion of the teacher’s performance relative to the Iowa Teaching Standards/Criteria.

The review will include at a minimum the evaluator’s observations and any artifact collection illustrating and documenting competency of the Iowa Teaching Standards/Criteria.

Results from the Individual Career Development Plan. The principal shall complete the Performance Review and arrange a mutually agreed upon date with the teacher to discuss the review. The principal shall provide the teacher with a copy of the completed Performance Review. A teacher and principal may begin discussion of future goals that might be included in the next career development plan. This conference can be included as part of the post-observation conference in situations when the principal has no major concerns regarding the teacher’s performance. Both the principal and the teacher shall sign and date the review. If a principal indicates that the teacher is not meeting the expectations of the Iowa Teaching Standards, then those standards not being met must be identified in writing and be provided to the teacher. Both the principal and the teacher shall sign and date the review. The teacher’s signature does not necessarily indicate agreement. The teacher shall have the right to provide a

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written response to this review including a designation as to where the evaluation is unfair, unjust or inaccurate. A Support Plan shall then be created that focuses on the Iowa Teaching Standards not being met and a new Performance Review shall be held at a mutually agreed upon time within the next six (6) to twelve (12) months, following the Teacher Support procedures. At any time a teacher can be placed on a teacher support plan if it is determined that he/she is not meeting one or more of the Iowa Teaching Standards.

Each teacher shall draft an Individual Career Development Plan based upon the teacher’s needs aligned to the Iowa Teaching Standards as determined by the teacher and administrator as well as the district/building student achievement goals by October 15th of the school year following the conclusion of his/her previous plan. The plan may be 1, 2, or 3 years in length and must contain measurable outcomes. The principal will meet with the teacher to review the plan, jointly modify the plan as needed, and approve the plan within twenty (20) school days of its submission. Both the teacher and the principal will have a copy of the plan. Modification of the plan can be made at any time by mutual agreement. The teacher and the principal shall sign and date the modification. The principal and the teacher shall establish a mutually agreed upon time for an annual conference to review progress in meeting the goal(s) in the plan. At the conclusion of the meeting, a copy of the Annual Update shall be signed and dated prior to being placed in the teacher’s personnel file.

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TIER I AND II PRE-OBSERVATION FORM

Name _______________________________ School Administrator _________________________ Date of Pre-Conference ________________ Date/Time of Observation _____________________

1. Briefly describe the students in this class, including those with special needs.

5. What difficulties do students typically experience in this area, and how do you plan to anticipate these difficulties?

2. What are the goals for the lesson? What do you want the students to learn?

6. What instructional materials or other resources, if any, will you use? (Attach sample materials you will be using in the lesson.)

3. How do these goals support the District’s curriculum?

7. How do you plan to assess student achievement of the goals? What procedures will you use? (Attach any tests or performance tasks, with rubrics or scoring guides.)

4. How do you plan to engage students in the content? What will you do? What will the students do?

8. What Iowa Teaching Standards/Criteria will be demonstrated in this observation?

Teacher comments pertaining to the observation setting: List any items you might want to call to the attention of the administrator.

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TIER I AND II OBSERVATION REFLECTION FORM

Name __________________________________ School __________________________________ Grade/Subject ____________________________________________________________________ Observation Date _________________________ Time ___________________________________ Post-Conference Date ______________________ Time __________________________________ 1. As I reflect on the lesson, to what extent were students productively engaged?

2. Did the students learn what I intended? Were my instructional goals met? How do I know?

3. Did I alter my goals or instructional plan as I taught the lesson? If so, why?

4. If I had the opportunity to teach this lesson again to this same group of students, what would I do differently? Why?

5. Provide several samples of student work related to this lesson. The samples should reflect the full range of student ability in your class and include the feedback you provide to students on their papers.

6. List the Iowa Teaching Standards/Criteria that were related to this lesson. _________________________________ ______________________________ Teacher’s Signature/Date Administrator’s Signature/Date

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INDEPENDENCE COMMUNITY SCHOOL DISTRICT FINAL PERFORMANCE REVIEW

TIER I AND II TEACHERS Teacher ______________________________________________ Folder # ___________________ Evaluator _____________________________________________ Folder # __________________ School Name _____________________________________________________________________ Grade Level _____________ Subjects _________________________________ Year: 1 2 3 Directions: In the narrative under each standard, the evaluator should incorporate and address each criterion.

1. DEMONSTRATES ABILITY TO ENHANCE ACADEMIC PERFORMANCE AND SUPPORT FOR AND IMPLEMENTATION OF THE SCHOOL DISTRICT’S STUDENT ACHIEVEMENT GOALS.

The teacher: a) provides multiple forms of evidence of student learning and growth to students, families, and staff. b) implements strategies supporting student, building, and district goals. c) uses student performance data as a guide for decision-making. d) accepts and demonstrates responsibility for creating a classroom culture that supports the learning of every student. e) creates an environment of mutual respect, rapport, and fairness. f) participates in and contributes to a school culture that focuses on improved student learning. g) communicates with students, families, colleagues, and communities effectively and accurately. Comments and Reflections on Observations and Walk-Throughs: Specific Recommendations:

Circle One

Meets Standard

Does Not Meet Standard

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2. DEMONSTRATES COMPETENCE IN CONTENT KNOWLEDGE APPROPRIATE TO THE TEACHING POSITION.

The teacher: a) understands and uses key concepts, underlying themes, relationships, and different perspectives related to the content area. b) uses knowledge of student development to make learning experiences in the content area meaningful and accessible for every student. c) relates ideas and information within and across the content areas. d) understands and uses instructional strategies that are appropriate to the content area.

Comments and Reflections on Observations and Walk-Throughs: Specific Recommendations:

Circle One

Meets Standard


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3. DEMONSTRATES COMPETENCE IN PLANNING AND PREPARING FOR INSTRUCTION.

The teacher: a) uses student achievement data, local standards and the district curriculum in planning for instruction. b) sets and communicates high expectations for social, behavioral and academic success for all students. c) uses student developmental needs, background and interests in planning for instruction. d) selects strategies to engage all students in learning. e) uses available resources, including technologies, in development and sequencing of instruction.


Circle One

Meets Standard


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4. USES STRATEGIES TO DELIVER INSTRUCTION THAT MEETS THE MULTIPLE LEARNING NEEDS OF STUDENTS.

The teacher: a) aligns classroom instruction with local standards and district curriculum. b) uses research-based instructional strategies that address the full range of cognitive levels. c) demonstrates flexibility and responsiveness in adjusting instruction to meet student needs d) engages students in varied experiences that meet diverse needs and promote social, emotional and academic growth. e) connects students’ prior knowledge, life experiences and interests in the instructional process. f) uses available resources, including technologies, in the delivery of instruction.


Circle One

Meets Standard


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5. USES A VARIETY OF METHODS TO MONITOR STUDENT LEARNING. The teacher: a) provides an analysis of student learning and growth based on teacher created tests and authentic measures as well as any standardized and district-wide tests. b) aligns classroom assessment with instructions. c) communicates assessment criteria and standards to all students and parents. d) understands and uses the results of multiple assessments to guide planning and instruction. e) guides students in goal setting and assessing their own learning. f) provides substantive, timely and constructive feedback to students and parents. g) works with other staff and building and district leadership in analysis of student progress.


Circle One

Meets Standard


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6. DEMONSTRATES COMPETENCE IN CLASSROOM MANAGEMENT. The teacher: a) creates a learning community that encourages positive social interaction, active engagement and self-regulation for every student. b) establishes, communicates, models and maintains standards of responsible student behavior. c) develops and implements classroom procedures and routines that support high expectations for learning. d) uses instructional time effectively to maximize student achievement. e) creates a safe and purposeful learning environment.


Circle One

Meets Standard


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7. ENGAGES IN PROFESSIONAL GROWTH. The teacher: a) demonstrates habits and skills of continuous inquiry and learning. b) works collaboratively to improve professional practice and student learning. c) applies research, knowledge and skills from professional development opportunities to improve practice. d) establishes and implements professional development plans based upon the teacher needs aligned to the Iowa Teaching Standards and district/building student achievement goals.


Circle One

Meets Standard


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8. FULFILLS PROFESSIONAL RESPONSIBILITIES ESTABLISHED BY THE SCHOOL DISTRICT.

The teacher: a) adheres to board policies, district procedures and contractual obligations. b) demonstrates professional and ethical conduct as defined by state law and individual district policy. c) contributes to efforts to achieve district and building goals. d) demonstrates an understanding of and respect for all learners and staff. e) collaborates with students, families, colleagues and communities to enhance student learning.


Circle One

Meets Standard


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Independence Community School District Career Teacher Observation and Performance Review Recommendation and Signature Page: Tier I: _____ This teacher is a first year Beginning Teacher (no final evaluation) _____ This teacher is a second year teacher and meets all Iowa Teaching Standards. License is recommended. _____ This teacher is being recommended for a third year before a license decision is made.** _____ This teacher is not recommended for licensure. Tier II: _____ Teacher performance is satisfactory and continued employment is recommended. _____ Teacher performance is in need of improvement. Teacher will be placed on a support plan or intensive assistance. _____ Teacher performance is not satisfactory. Continued employment is not recommended. Evaluator’s Signature _____________________________________ Date ________________ Evaluation Period _______________________, 20_____ to ____________________, 20_____ Teacher’s Signature ______________________________________ Date _________________ **The District must contact the Board of Educational Examiners to extend the provisional license for a third year. There will be a form provided by the Board of Educational Examiners for the evaluator to use to communicate the decision made on each 2nd year teacher.

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ICSD INDIVIDUAL CAREER DEVELOPMENT PLAN

Teacher Name Building Date

Length of Plan: _____ One Year _____ Two Years _____ Three Years Rationale for the Plan: 1. State your individual goal and what data this is based on (bring this with you): 2. What instructional strategies will you use to attain this goal? 3. How will you know how successful you are? How will you use assessment for learning (formative assessments)? 4. What aspects of your teaching in relation to your goal will help you to meet these characteristics of effective instruction? Teaching for Understanding – Student Centered Classroom- Rigor and Relevance (higher order Bloom’s Taxonomy) – 5. What modifications will you make as to accommodate for student differences? Identify the Iowa Teaching Standards/Criteria that are addressed in this plan: _____1. Enhance Student Achievement _____5. Monitoring Student Learning _____2. Content Knowledge _____6. Classroom Management

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_____3. Planning & Preparation _____7. Professional Growth _____4. Instructional Strategies _____8. Professional Responsibilities Training/resources needed to implement the plan: Documentation of student achievement (strategies, activities and periodic assessment) Implementation Report/Log: Dates: Teacher Signature and Date Administrator Signature and Date

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ICSD INDIVIDUAL CAREER DEVELOPMENT PLAN

REFLECTION AND UPDATE _____Year One _____Year Two _____Year Three


What progress have you made toward the completion of this plan? What are you learning? What impact is this learning having on students? Specifically, what needs to be done to complete the plan? Are there any revisions?

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ICSD INDIVIDUAL CAREER DEVELOPMENT PLAN END OF YEAR REPORT

(To be provided for the Performance Review)


Length of Plan: _____ One Year _____ Two Years _____ Three Years

What are the results, outcomes and/or products of this plan? What does the data indicate relating to student learning concerns? What has been learned as a result of this plan? As a result of this experience, what might be the focus of the next career development plan? Teacher comments and reflections: Administrator comments and reflections: _________________________________ ______________________________ Teacher Signature Date Administrator Signature Date

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TIER III INTENSIVE ASSISTANCE PLAN PROCESS AND FORMS

The purpose of Tier III is to provide organizational support and assistance to career level teachers who are not meeting the Iowa Teaching Standards. The existence of this plan makes it possible for Tier II to focus on professional development rather than remediation. In designing Tier III, local districts should continue to focus on the spirit of quality assurance, with support, that is expected to characterize the beginning teacher plan and the career professional development plan. This plan demonstrates the district’s commitment to quality teaching by providing a supported, structured, serious system of assistance to ensure that every career teacher is meeting the Iowa Teaching Standards.

INTENSIVE ASSISTANCE PLAN PROCESS – TIER III

Purpose of the Intensive Assistance Plan:

1. This plan should provide clear intervention for experienced teachers whose job performance has been determined by the evaluator to not meet one or more of the Iowa Teaching Standards.

2. This plan should provide a structured process for teachers who have been identified as needing additional assistance and support in order to attain an acceptable level of

performance. 3. This plan could be decided upon collaboratively, but may be directive. 4. This plan can be implemented at any time that it is determined that a teacher is not meeting one or more of the Iowa Teaching Standards. Throughout a teacher’s career, evaluators monitor the performance of teachers and will address concerns with teachers as they arise. 5. This plan will be at least six (6) months in length, but no more than twelve (12) months.

Procedures of the Intensive Assistance Phase:

1. The Support Procedures will begin with a formal meeting between the teacher and the principal. During this meeting, the principal will present a plan of support which will convey to the teacher, in writing the specific behaviors that do not meet the Iowa Teaching Standards, actions the teacher should complete for the purpose of improving performance identified as unsatisfactory, a timeline for completion of those actions, and any additional supports the principal or district may provide. 2. At the request of the teacher, a mentor(s) shall be provided. Participation as a mentor shall be voluntary. The principal and the teacher shall mutually select the mentor(s). 3. The role of the mentor(s) is to use data and information provided by the principal and the teacher to assist in developing a planned approach to help the teacher meet the Iowa Teaching Standards. Strict confidentiality will be maintained by the mentor(s). Observations and comments made by the mentor(s) are not reported to the principal, and do not become part of the teacher’s evaluation. The support provided is targeted solely at helping the teacher improve his or her performance in relation to the Iowa Teaching Standards.

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4. After the Support Plan has been completed, or upon receipt of a written request from a teacher to discontinue the process, the principal shall make one of the following recommendations: a) Concern Resolved b) Concern Not Resolved, the teacher will be placed on an Intensive Assistance Plan for a period no less than 2 months and no longer than 6 months. 5. The teacher may have a representative present at any meeting involving the Performance Review or other evaluation.

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TIER III ASSISTANCE PHASE-PLAN OF ASSISTANCE FORM

Teacher: Date: Specific concerns related to the following Iowa Teaching Standards: Plans (Methods/Strategies) for remediation: Proposed Timeline: Indicators of Progress: Resources/Support Needed: _________________________________ ______________________________ Teacher Signature Date Administrator Signature Date

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TIER III ASSISTANCE PHASE-PLAN OF ASSISTANCE

PROGRESS FORM Teacher: Date: Meeting Dates: Plans (Methods/Strategies) Used to Date: Indicators of Progress for identified Iowa Teaching Standards: Resources/Support Utilized to Date: Concerns: Next Meeting Date: _________________________________ ______________________________ Teacher Signature Date Administrator Signature Date

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TIER III ASSISTANCE PHASE-FINAL SUMMARY FORM

Teacher: Date: Meeting Dates: Plan Outcomes: Iowa Teaching Standards Not Met: Future Considerations: Teacher’s Comments: Evaluator’s Comments: _________________________________ ______________________________ Teacher Signature Date Administrator Signature Date

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TIER III EVALUATOR’S RECOMMENDATION

Check one: _____ Concern resolved, return to Tier II _____ Progress noted, extend assistance timeline (see revised plan) _____ Concerns not resolved, no progress noted, recommend non-renewal of contract _________________________________ ______________________________ Teacher Signature Date Administrator Signature Date

independence community school district fileeach of these observations will have a pre-observation...

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