PowerPoint Presentation

Professional Growth and Evaluation PlanLittleton School District

June 4, 2012ProfessionalGrowthAndEvaluation1Contributors to the Plan DesignTommy StephensSuperintendentAlan SmithAssistant Superintendent/CTC DirectorKelly NolandDirector of Student ServicesRick BidgoodPrincipalSikander RashidPrincipalLinda LeavittAssistant PrincipalClaire LewisData CoordinatorJennifer CarbonneauInstructional Coach, Union RepresentativeTraci Howard Instructional Coach, Union RepresentativeTanya PattersonTeacher, Union RepresentativeEmily PlattTeacher, Union Representative

LHS PD Team and Planning Block Meetings allowed teachers to share their insights and suggestions during this process.Over the course of this school year, members of our k-12 school community have participated in many DOE trainings in both the Charlotte Danielson Teaching Framework training and Scott Marion from the Center of Assessment Growth Model training. These trainings helped guide the development of a Professional Development and Evaluation Plan. Although their work continues, I would like to recognize the team for their work. (Name the Members.)2How Our Plan Has Been Developed3All Day Trainings in Manchester or Concord: October 26 & 27, 2011 Danielson OverviewDecember 2, 2011 Danielson OverviewDecember 12, 2011 Turnkey Training December 13 & 14, 2011 System Design #1January 9, 2012 Design a System of Teacher Evaluation #2January 19, 2012 Design a System of Teacher Evaluation #3January 24, 2012 Intro to the Growth Model #2February 3, 2012 Growth Model #2February 6, 2012 Design a System of Teacher Evaluation #4February 17, 2012 Growth Model Session #3March 12, 2012 Design a System of Teacher Evaluation #5March 22, 2012 Growth Model #4

4The Danielson Groupseeks to advance the understanding and application of Charlotte Danielson's concepts in the educational community, connect them to other areas of knowledge and enhance professional practices of educators so as to positively impact student learning.Internationally recognized leaderElaine Phillips-consultant

5The National Center for the Improvement of Educational Assessment, Inc. (NCIEA)Founded to address the changes currently underway in assessment and accountability in the United States. The Centers mission is to contribute to improved student achievement through enhanced practices in educational assessment and accountability.12 states including: NH, VT, MA, OH, CAScott Marion=consultant

6Work Sessions in Littleton:January 31February 22March 26April 3April 8April 27May 30

7Cycle and Timeline8

PROFESSIONAL GROWTH & TEACHER EVALUATION TIMELINEMAYBy May 15 of the year a teacher needs to be recertified, he/she will develop an Individualized Professional Development Plan (IPDP) for his/her next three-year cycle, which needs to be reviewed by building principal for professional staff on an annual basis. Future professional development plans will only be approved if the IPDP has been approved.

AUGUSTFor opening in-service day, provide supervision/evaluation materials and review to all professional staff.By August 31, administration notifies teachers of timeline for supervision and evaluation.

SEPTEMBERBy September 30, all teachers new to the district will submit their IPDP.By September 30, all teachers will identify two SLOsBy September 30, administrators will meet with all teachers to review their IPDP and approval of their SLOs.

10PROFESSIONAL GROWTH & TEACHER EVALUATION TIMELINEOCTOBERBy October 15, completion of first observations of non-continuing contract teachers.

DECEMBERBy December 19, completion of second evaluations of non-continuing contract teachers.By December 19, the first documented walk-through for continuing contract teachers will be completed.

FEBRUARYBy February 28, completion of third evaluations of non-continuing contract teachers.By February 28, the second documented walk-through for continuing contract teachers will be completed.

11PROFESSIONAL GROWTH & TEACHER EVALUATION TIMELINEMARCHBy March 31, principals hand-in nominations for all professional and support staff to the superintendent.By March 31 of a recertification year, professional staff is responsible for providing evidence of fulfilling his/her three-year IPDP through the submission of the professional portfolio.By March 31, continuing contract teachers in a non-recertification year will have their end of the year professional growth conference.

APRILBy April 15, any staff who will not receive a contract of renewal will receive a letter stating that.By April 30, school and district goals for the following year are developed and published.

MAYBy May 15 of the year a teacher needs to be recertified, he/she will develop an Individualized Professional Development Plan (IPDP) for his/her next three-year cycle, which needs to be reviewed by building principal for professional staff on an annual basis. Future professional development plans will only be approved if the IPDP has been approved.PORTFOLIO DOCUMENTATION CHECKLIST and GUIDELINES

Based upon: Enhancing Professional Practice: A Framework for Teaching-Charlotte Danielson

Purpose of the PortfolioSubmitted in March of your recertification year for continuing contract teachersSubmitted annually in March for non-continuing contract teachersProvides teachers the opportunity to demonstrate their professional growth and focus for annual professional growth conferenceContains the evidence of Domains 1 and 4 of the Danielson Framework to be used as part of your summative evaluation

See Page 50, 51, and 52 of the Professional Growth and Evaluation PlanQualities of an Effective TeacherNew Hampshire Task Force on Effective Teaching:Elements of the Blueprint Crosswalk:The Definition of Effective Teaching and Danielson Framework for TeachingAppendix E includes Summative Evaluation Rubrics for Teachers, Library/Media Specialists, School Counselors, and School Nurses adopted from The Danielson Framework for Teaching.The Learner and Learning. Effective teachers:Framework for TeachingSet and maintain high expectations for learning and achievement for all students1b: Knowledge of Students1c: Setting Instructional Outcomes1f: Designing Student Assessments2b: Establishing a Culture for Learning3a: Communicating with StudentsEngage all students as active learners3b: Questioning and Discussion Techniques3c: Engaging Students in Learning3d: Using Assessment in InstructionCreate an environment of mutual respect and caring2a: Creating an Environment of Respect and Rapport2c: Managing Classroom Procedures2d: Managing Student BehaviorEngage students in collaborative learning3b: Questioning and Discussion Techniques3c: Engaging Students in Learning3d: Using Assessment in InstructionContent Knowledge. Effective teachers:Framework for TeachingDemonstrate extensive knowledge of content, standards, competencies, and connect them to relevant local and global issues1a: Demonstrating Knowledge of Content and Pedagogy1c: Setting Instructional Outcomes1d: Demonstrating Knowledge of Resources1e: Designing Coherent Instruction3a: Communicating with Students4d: Growing and Developing ProfessionallyModel and encourage innovation, creativity, critical thinking and inquiry processes2b: Establishing a Culture for Learning3a: Communicating with Students3c: Engaging Students in Learning4d: Participating in a Professional CommunityCommunicate their expertise and skills through authentic, accessible, and meaningful learning opportunities aligned to content, standards and competencies1c: Setting Instructional Outcomes1e: Designing Coherent Instruction4e: Growing and Developing ProfessionallyInstructional Practices. Effective teachers:Framework for TeachingFacilitate personalized learning through intentional, flexible and research-based strategies3a: Communicating with Students 3b: Questioning and Discussion Techniques3c: Engaging Students in Learning3d: Using Assessment in Instruction2e: Organizing Physical SpaceIncorporate multiple forms of assessment to evaluate student learning and adapt instruction accordingly3d: Using Assessment in Instruction3e: Demonstrating Flexibility and ResponsivenessIntegrate technology as a tool for education and assessment1d: Demonstrating Knowledge of Resources3d: Using Assessment in Instruction4b: Maintaining Accurate RecordsProfessional Responsibility. Effective teachers:Framework for TeachingContribute collaboratively to their schools academic progress and culture of growth4d: Participating in a Professional Community4e: Growing and Developing ProfessionallyEngage in learning communities and their own professional growth4a: Reflecting on Teaching4d: Participating in a Professional Community4e: Growing and Developing ProfessionallyUphold professional and ethical standards of practice4f: Showing ProfessionalismEngage parents and the community as partners to support learner success4b: Maintaining Accurate Records4c: Communicating with Families18Qualities of an Effective PrincipalNew Hampshire Principals Task Force on Principal EvaluationEducational Leadership

Effective Principals:

Promote the success of all students by facilitating the development, articulation, implementation and stewardship of a vision of learning that is shared and supported by the school community.School Culture and Instructional Programs

Effective Principals:

Promote the success of all students by advocating, nurturing and sustaining a school culture and instructional program conducive to student learning and staff professional growth.School Management

Effective Principals:

Promote the success of all students by ensuring management of the organization,operations, and resources to support a safe, efficient, effective and positive learningenvironment.School and Community

Effective Principals:

Promote the success of all students by collaborating with families and communitymembers, responding to diverse community interests and needs, and mobilizingcommunity resources.Integrity and Ethics

Effective Principals:

Promote the success of all students by acting with integrity and fairness, and in an ethical manner.Social and Cultural Contexts

Effective Principals:

Promote the success of all students by understanding, responding to, and influencing the larger social, economic, legal and cultural context.Local District Goals

Effective Principals:

Promote and implement the district goals, collaboratively develops and implements building level goals, and develops professional goals which are in concert with and support district and school level goals.Student Growth

Effective Principals:

Promote student growth using multiple sources of evidence.Five Components of Teacher EvaluationPilot for Next Year24Littletons Current Components of Teacher EvaluationAn adoption of Charlotte Danielsons Framework for Teaching.25Danielsons Framework for TeachingDomain OnePlanning and PreparationPage 1Domain TwoThe Classroom EnvironmentPage 27Domain ThreeInstruction

Page 49Domain FourProfessional ResponsibilityPage 7126Littletons Future Components of Teacher Evaluation27Shared AttributeDistrict-wide all teachers receive the same ratingNECAP District Proficiency Level ReadingNECAP District Proficiency Level MathBaseline measure established with Fall of 2013 scores28Student Learning ObjectivesBased on essential learnings, academic expectations, course competenciesMay be related to school or district goalsCreated by a teacher or team(s) of teachersMeasured with appropriate tool to demonstrate student growth over timeApproved by administratorsTraining and development opportunities will be provided during PD days during the 2012-2013 school year29Evaluation Cycle DifferentiationTeachers with Continuing ContractsTeachers without Continuing Contracts

Teacher LeadersTeachers on an Improvement PlanTeachers with Continuing ContractsProfessional Growth Years (Year 1 & 2 of Recertification Cycle)Teacher willfocus on professional development based on IPDP & Three-Year Summative Evaluationdevelop and maintain a professional portfolio reflecting Domains 1 and 4 of Danielsons Framework for Teachingcompile evidence of professional growth throughout the three-year cycle in their professional portfolio

Evaluators willcomplete at least two documented walk-through observations each year (to be defined at the end of our district-wide book study) provide an end of year conference for teachers to summarize and reflect on professional growth activities and progress report toward meeting his/her SLOs

Evaluation Year (Recertification Year)

Teacher willsubmit three-year portfolio reflecting Domains 1 and 4 of Danielsons Framework for Teaching

Evaluators willcomplete at least one formal observation (45 minutes or more)complete at least two documented walk-through observations (to be defined at the end of our district-wide book study)write a summative evaluation at the end of the year documenting the level of performance in all four domains of Danielsons Framework for Teaching (inclusive of all indicators) and the aggregate of their SLO ratings

Teachers without Continuing ContractsTeacher willdevelop, maintain, and submit a professional portfolio reflecting Domains 1 and 4 of Danielsons Framework for Teaching submitted annuallyEvaluators willcomplete three formal observations (45 minutes or more) per year, every yearcomplete two documented walk-through observations (to be defined at the end of our district-wide book study)write a summative evaluation at the end of each year documenting the level of performance in all four domains of Danielsons Framework for Teaching inclusive of the following indicators:

Domain 1: c. Selecting Instructional Outcomese. Designing Coherent Instructionf. Designing Student Assessment (years 4-5)Domain 4:a. Reflecting on Teachingd. Participating in a Professional Communityc. Communicating with Families (year 4-5)Domain 2:a. Creating an environment of respect and rapportb. Establishing a Culture for Learningc. Managing Class Proceduresd. Managing Student Behaviore. Organizing Physical SpaceDomain 3:b. Using Questioning and Discussion Techniquesc. Engaging Students in Learningd. Using Assessment in Instruction (years 4-5)Professional Development & Danielson Evaluation Documentation

Appendix

District and School GoalsIndividual Professional Development Plan (IPDP)Recertification Verification FormsFamily Contact LogSchool and District Contribution LogStudent Feedback Sample FormPortfolio Documentation Checklist and GuidelinesStudent Learning Objective TemplatePre-Observation Conference Guiding QuestionPost-Observation Conference Guiding QuestionsClassroom Walk Through AnalysisMeasures of the Components of the Teacher Evaluation:Used to Determine a Teachers Level of EffectivenessUnsatisfactoryBasicProficientDistinguishedDomain IPlanning andPreparationTeachers plans reflect little understanding of the content, the students, and available resources. Instructional outcomes are either lacking or inappropriate; assessment methodologies are inadequate.Teachers plans reflect moderate understanding of the content, the students, and available resources. Some instructional outcomes are suitable to the students as a group, and the approaches to assessment are partially aligned to the goals.Teachers plans reflect solid understanding of the content, the students, and available resources. Instructional outcomes represent important learning suitable to most students. Most elements of the instructional design, including the assessments, are aligned to the goals.Teachers plans, based on extensive content knowledge and understanding of students, are designed to engage students in significant learning. All aspects of the teachers plans instructional outcomes, learning activities, materials, resources, and assessments are in complete alignment and are adapted as needed for individual students.Domain 1: Planning and Preparation (20%)Domain 2: Classroom Environment (20%)UnsatisfactoryBasicProficientDistinguishedDomain 2The Classroom EnvironmentClassroom environment is characterized by chaos and conflict, with low expectations for learning, no clear standards of student conduct, poor use of physical space, and negative interactions between individuals.Classroom environment functions somewhat effectively, with modest expectations for student learning and conduct, and classroom routines and use of space that partially supports student learning. Students and the teacher rarely treat one another with disrespect.Classroom environment functions smoothly, with little or no loss of instructional time. Expectations for student learning are high, and interactions among individuals are respectful. Standards for student conduct are clear, and the physical environment supports learning.Students themselves make a substantive contribution to the smooth functioning of the classroom, with highly positive personal interactions, high expectations, and student pride in work, seamless routines, clear standards of conduct, and a physical environment conducive to high-level learning.Domain 3: Instruction (20%)UnsatisfactoryBasicProficientDistinguishedDomain 3InstructionInstruction is characterized by poor communication, low-level questions, little student engagement or participation in discussion, little or no use of assessment in learning, and rigid adherence to an instructional plan despite evidence that it should be revised or modified.Only some students are engaged in learning because of only partially clear communication, uneven use of discussion strategies, and only some suitable instructional activities and materials. The teacher displays some use of assessment in instruction and i``s moderately flexible in adjusting the instructional plan and in response to students interests and their success in learning.All students are engaged in learning as a result of clear communication and successful use of questioning and discussion techniques. Activities and assignments are of high quality, and teacher and students make productive use of assessment. The teacher demonstrates flexibility in contributing to the success of the lesson and of each student.The students are highly engaged in learning and make material contributions to the success of the class through their participation in discussions, active involvement in learning activities, and use of assessment information in their learning. The teacher persists in the search for approaches to meet the needs of every student.Domain 4: Professional Responsibility (20%)UnsatisfactoryBasicProficientDistinguishedDomain 4Professional ResponsibilitiesThe teacher demonstrates low ethical standards and levels of professionalism, with poor record keeping systems and skills in reflection, little or no communication with families or colleagues, and avoidance of school and district responsibilities and participation in activities for professional growth.The teacher demonstrates moderate ethical standards and levels of professionalism, with rudimentary record-keeping systems and skills in reflection, modest communication with families or colleagues, and compliance with expectations regarding participation in school and district projects and activities for professional growth.The teacher demonstrates high ethical standards and a genuine sense of professionalism by engaging in accurate reflection on instruction, maintaining accurate records, communicating frequently with families, actively participating in school and district events, and engaging in activities for professional development.The teachers ethical standards and sense of professionalism are highly developed, showing perceptive use of reflection, effective systems for recordkeeping and communication with families, leadership roles in both school and district projects, and extensive professional development activities. Where appropriate, students contribute to the systems for record keeping and family communication.42Overall Danielson Rating (80%) Highly Effective= Rated Distinguished in three Domains of Danielson and Proficient in the other. (Score of 4)

Effective= Rated Proficient or better in all Domains of Danielson. (Score of 3)

Approaching Effective= Rated Proficient in three Domains of Danielson and Basic in the other. (Score of 2)

Ineffective= Rated Unsatisfactory in one or more Domains of Danielson or rated Basic in two or more. (Score 1)Shared Attribute Component (10%)District Teacher Rating Scale Math UnsatisfactoryBasicProficientDistinguishedDecrease in percent of students proficientNo change in percent of students proficientIncrease in percent of student proficient 5% increase in percent of student proficientDistrict Teacher Rating Scale Reading UnsatisfactoryBasicProficientDistinguishedDecrease in percent of students proficientNo change in percent of students proficientIncrease in percent of student proficient

5% increase in percent of student proficientShared Attribute Rating (10%)Shared Attribute RatingDistrict Reading RatingDistinguishedNo ScoreProficientDistinguishedDistinguishedProficientBasicProficientProficientDistinguishedBasicUnsatisfactoryBasicProficientProficientUnsatisfactoryUnsatisfactoryUnsatisfactoryBasicNo ScoreUnsatisfactoryBasicProficientDistinguishedDistrict Math RatingStudent Learning Objective Component (10%)Student Learning Objective RatingStudent Learning Objective 180% ExceededNo ScoreProficientDistinguishedDistinguished70% MeetBasicProficientProficientDistinguished

60% ApproachingUnsatisfactoryBasicProficientProficientDid not meetUnsatisfactoryUnsatisfactoryBasicNo ScoreDid not meet60% Approaching70% Meet80% ExceededStudent Learning Objective 2Student Learning Objective Component (10%)Student Learning Objective RatingStudent Learning Objective 1Additional (3+) SLO MetNo ScoreNo ScoreDistinguishedDistinguishedMetBasicProficientProficientDistinguishedDid not MeetUnsatisfactoryBasicProficientNo ScoreDid not createUnsatisfactoryUnsatisfactoryBasicNo ScoreDid not createDid not MeetMetAdditional (3+) SLO MetStudent Learning Objective 2Overall Growth Component Rating (20%)Overall Growth Component RatingShared AttributeDistinguishedNo ScoreProficientScore 3DistinguishedScore 4

DistinguishedScore 4ProficientBasicScore 2ProficientScore 3

ProficientScore 3

DistinguishedScore 4BasicUnsatisfactoryScore 1BasicScore 2ProficientScore 3

ProficientScore 3

UnsatisfactoryUnsatisfactoryScore 1UnsatisfactoryScore 1BasicScore 2

No ScoreUnsatisfactoryBasicProficientDistinguishedStudent Learning ObjectivePilot Year 2012-2013Highly Effective= Rated Distinguished in three Domains of Danielson and Proficient in the other. (Score of 4)

Effective= Rated Proficient or better in all Domains of Danielson. (Score of 3)

Approaching Effective= Rated Proficient in three Domains of Danielson and Basic in the other. (Score of 2)

Ineffective= Rated Unsatisfactory in one or more Domains of Danielson or rated Basic in two or more. (Score 1)2013-2016*Danielson Component Score (Weighted 90%)43.73.83.9432.82.933.121.922.12.2111.11.21.31234Student Growth Component Score (Weighted 10% Student Learning Objective)*Until the CCSS assessment replaces the NECAP and is calibrated, Student Growth will be measured by the Student Learning Objective Rating only. The Shared Attribute will be calculated but not applied to teachers final rating during the assessment transition. 2017 (Full Implementation)Danielson Component Score (Weighted 80%)43.43.63.8432.62.833.321.822.22.4111.21.41.61234Student Growth Component Score (Weighted 20%)Teacher Effectiveness RatingTeacher RatingScore RangeHighly Effective3.70 4.00Effective3.00 3.69Approaching Effective2.00 2.99Ineffective0.00 1.99Next StepsShare with district teachers and LTAShare with School Board and School AttorneyJune 30th DOE Revised Submission Due53Summer Steps to ImplementationEvaluator Training in Littleton for all evaluatorsEducational Impact On-Line Lessons offered to all district teachers as Professional Development hoursSLO Training arrangement for the six professional development days through the school year and embedded in PLC workWorking Draft MeetingsProposed Open Meeting Dates:

October 5thJanuary 22ndMarch 18thJune 14th 55