Performance Appraisal Systems. By the end of this session we will have an understanding of the...
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![Page 1: Performance Appraisal Systems. By the end of this session we will have an understanding of the following: A model for teacher evaluation based on current.](https://reader036.fdocuments.us/reader036/viewer/2022070306/55166d075503461c658b4694/html5/thumbnails/1.jpg)
Performance Appraisal Systems
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By the end of this session we will have an understanding of the following:
A model for teacher evaluation based on current research
The correlation of BEST in the observation and feedback
The structure of the instructional appraisal system
The FEAPs as a framework for the observation process
Desired Outcomes
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Evaluation process requires a two-way dialogue between observer and observee
A teacher’s impact as a leader on the school should extend beyond the classroom
The primary purpose of an evaluation is to improve instruction, evidenced by student achievement
Rationale
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The development of the evaluation process for any one teacher is designed with the input of both teacher and administration
Evaluation for the teacher is an ongoing reflective process
It takes more than one observation to evaluate the effectiveness of a teacher
Rationale
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Teacher effectiveness is correlated to the level of student engagement and student performance
Fundamental to all we do is the underlying purpose: Improving student achievement through growth in reflection, collaboration, and professional practice.
Rationale
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All teachers can increase their
expertise and skill level from
year to year which allows gains
in student achievement from
year to year.
Goal
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Professional Appraisal Model
PROFESSIONAL PRACTICESPROFESSIONAL PRACTICES21 Points21 Points: : Professional Practices
10 Points10 Points: : Professional Growth Plan Development
8 Points8 Points: : Plan Implementation
8 Points8 Points: : Collaboration & Mutual Accountability
50%Multi-Metric (47 pts)
INDIVIDUAL ACCOUNTABILITY INDIVIDUAL ACCOUNTABILITY BASED ON IDENTIFIED BASED ON IDENTIFIED
ASSESSMENTSASSESSMENTS
35 Points35 Points:: Individual ResultsResults
3 Points3 Points:: Regression
5 Points5 Points: : Collaborative team student achievement results related to closing the closing the achievement gap achievement gap of the Lowest 25% in Reading and/or Math
40% Student
Achievement
(40 pts)
DISTRICT OPTION: TEAM & DISTRICT OPTION: TEAM & SCHOOL ACCOUNTABILITYSCHOOL ACCOUNTABILITY
5 Points5 Points:: Achievement of School School Improvement Plan Improvement Plan goals assigned for whole school results or team results
2 Points2 Points: : Individual accountability for meeting individual Professional Professional Growth Plan (PGP) target(sGrowth Plan (PGP) target(s))
10% Student
Achievement
(7 pts)
3 points3 points: AlignmentAlignment
of Professional Practices with
Student Growth Measures
3 points
3 points
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Formal Evaluation of Professional Practices 21 Pts (includes formal and informal observations)
Professional Growth Plan Development 10 Pts
PGP Implementation 8 Pts
Collaboration and Mutual Accountability 8 Pts
Professional Practices
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Formal Evaluation of Professional Practices (21
Pts)BPS Instructional BPS Instructional Performance Appraisal System DimensionsDimensions
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Development of PGP Goal
Work Plan Strategies
Outcome Measures and Reflection
Professional Growth Plan Development (10 Pts)
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individual pre-conference meetings with administratorteachers may collaborate with others in development but no plan should be identicalPGP goal may continue into second year if student data indicates a need for continued professional growth in a particular areaStrategies and outcome indicators would be differentiated in year two
PGP Development
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Working the PlanPeer observations are required for a “Distinguished” rating
In-Process Monitoring
Professional Growth Plan Implementation (8 Pts)
Professional Growth Plan Ientation (8 Pts)
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Working together as a team to improve the achievement of a specific group of at-risk students.
Groups may be by grade level, department, cohorts, etc.
Teacher and Student groups must be identified by September 30
All groups must have at least 8 students and specify learning targets and measures
Collaboration and Mutual Accountability (8 Pts)
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OrientationEach year - all instructional personnel
During pre-planning or 30 days within first workday
All instruments provided Assessment formsData collection formsSupporting procedures
Procedures
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Observations Reflective practice Facilitator support: Singularly, or
in combinationSchool administrator(s)District level certificated personnelPeer teachersResource teachersTeacher leadersOther qualified persons
Procedures
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Formative Time frame provided to teacher Pre-conference required Full lesson segment observable elements in
Dimensions 2, 3, 4, and 6 Use classroom observation instrument (COI)
Use language of rubric Post-conference with scored feedback within 10 days Upload COI to sharepoint site
Formal Observations
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Formative Minimum of two for all teachers Use COI instrument Written or scored feedback observed from
dimensions 2,3, 4, or 6 provided within 5 days electronically or face to face
Upload COI to sharepoint site
Informal Observations
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Teachers with 3+ years experience with Brevard Public Schools Meet or exceed standards of FEAPs as
defined in the 7 IPPAS Dimensions Three conferences annually (minimum)
PGP planning/Pre-observation conference
Mid-year conferencePGP Implementation/final
evaluation conference
Procedures
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Annual Contract Teachers Meet standards of FEAPs as defined
in the 7 IPPAS Dimensions Three conferences annually
PGP planning/Pre-observation conference
Mid-year conference/Interim evaluation conference
PGP Implementation/Final Evaluation Conference
Procedures
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Teachers new to Brevard
Probationary for one year
Two formal observations from administrator
Two observations by other administrator orqualified persons
New Hires
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Teachers not meeting standards of FEAPs Interim evaluation/notice of deficiency
Written PDAP
Specific strategies, suggestions, improvements
Specific teaching behaviorsSpecific & reasonable timeline to correct deficient areas
Procedures (cont.)
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PSC Teacher who receives “unsatisfactory” rating shall be placed on probation for 90 calendar days
Four observations and conferences14 days after 90 days for administrator to assess performance and submit recommendations to Superintendent
Procedures
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Summative evaluation, Part I 47 points Includes: formal evaluation of professional
practices (21 points), PGP Development (10 points), PGP Implementation (8 points), and Collaborative/Mutual Accountability Score (8 points)
Signed in the spring by teacher and administrator Uploaded into SharePoint Signed copy provided to teacher Signed original sent to Labor Relations
Procedures
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Summative Part II Totals 100 points Includes Summative Part I and Student
Achievement Scores Signed by Teacher and Administrator in the fall Upload into SharePoint Signed copy provided to teacher Signed original sent to Labor Relations
Procedures
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Scores added together from
Summative Part I and summative
Part II for determining Highly
Effective, Effective, Needs to
Improve or Unsatisfactory
Performance
What does it look like?
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Summative --Multi-metric 100 point scale 0-50 – Student Growth
35 points --Value added student scores 5 points—collaborative team effort 5 points –School Improvement Plan 3 points—school regression data 2 points—target met PGP student growth
Overall Points and Rating Scale
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Summative Part I
47-40– Highly Effective
39-32– Effective
31-28– Needs Improvement
27 and less – Unsatisfactory
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Summative Part II
86-100 – Highly Effective
73-85 – Effective
64-72 – Needs Improvement
63 and less – Unsatisfactory
Annual Performance Scale