Mason County Schools Policy 5310 August 11, 2016

The Opportunity Reflection on self learning and student learning is articulated and organized. Collaboration is encouraged and rewarded. Professionals are accountable for themselves, yet supported by colleagues. Conferencing builds relationships and spurs standards-driven instruction. Collaboration and conferencing improve school climate and family and community involvement in students’ learning.

Student Learning Goals Each Student Learning Goal will: Have two data points Be rigorous Be comparable across classrooms

New Emphasis Policy 5310, Section 13.7 The determination of goals shall be based on the identified needs of the students, which shall include a consideration of gaps in performance. All teachers in grades Kindergarten through 3rd grade shall include a goal to address increasing students’ reading proficiency.

Student Learning Goal Requirements S.M.A.R.T What is being taught? How will it be measured? Is it attainable? What is the relevance of the goal? Is it time bound? Rigorous Considering the context of the classroom are the targets rigorous? Are the measures used rigorous? Comparable Are the strategies used able to be successfully replicated in another WV Across Classroom school? Are the measures used able to be successfully replicated in another WV school? Two Points in Time What is the baseline? What two measures will be used and when will they be taken to determine growth?

SMART Process for Student Learning Goals SPECIFIC The outcome is clear; intensity of focus is on students Measurable Measurable with assessment process or tool; can be counted or can be seen Achievable Teachers and school have necessary training and necessary resources to achieve Results-Oriented Results center on increased student learning Timed Specific date set to achieve goal

Student Learning Goals and Teacher Practice Foster more effective use of baseline data in planning instruction. Shift the concept of achievement to individual student growth. Increase early awareness of individual students, promoting personalized learning. Stimulates searches for the best instructional strategies to meet individual needs. Provide evidence-based collaboration; teacher to teacher and teacher to principal.

Observation Cycle Evaluators record data on Observation form. Educators complete Evidence form. Evaluators conduct conference within 10 days of observation.

Evidence-When it Matters Most There is a trust issue between teacher and evaluator. There is a disagreement between teacher and evaluator on performance issues. A principal perceives a teacher has demonstrated an element, but wants evidence. A teacher self-reflects as “distinguished.”

Types of Observation Evidence Verbatim scripting of teacher or student comments: “Could one person from each table collect materials?” Non-evaluative statements of observed teacher or student behavior: The teacher stands by the door, greeting students as they enter. Numeric information about time, student participation, resource use, etc.: Three students of the eighteen offer nearly all the comments during discussion. An observed aspect of the environment: The assignment is on the board for students to do while roll is being taken.

Mediational Questions Mediational questions help the colleague… Hypothesize what might happen Analyze what worked or didn’t Imagine possibilities Compare and Contrast what was planned with what ensued Extrapolate from one situation to another Evaluate the impact

Positive Feedback Catch them doing it right! Be specific. Be immediate. Share the source. Create a positive influence. Create winners.

Corrective Feedback Specific Avoid anger Immediate information Understanding Negative influences Follow-ups Catch them doing it right!

Counselor Evaluation Summary Self-Reflection-by Oct. 1. Initial Goal Setting Meeting-by Nov. 1. Midyear Process Monitoring-by Jan. 1. Year-End evaluation-by June 15.

Counselor Goals Two goals targeted at performance: 1. Resulting from the Self-Reflection 2. Student Impact Goal Due in system Nov. 1

Principal’s Evaluation Self-Reflection Meeting with Supervisor Goal Setting Standards Rubrics Levels of Performance Evidence Collecting Focused Support Plan and Corrective Action Plan Summative Rating

Goal Setting One must address student learning and 1. Have two data points 2. Be rigorous 3. Be comparable across schools The second must be derived from the self-reflection based on the WV Leadership Standards

Goals Mutually established with supervisor Aligned with the school’s strategic plan Written no later than November 1

Summative Rating Principals receive a rating on each of the 11 standards There is no reference to the survey in the summative rating Standard 10 is a measurement of school growth(5%) and also a measurement of the goals set by the principal (15%) Standard 11 must meet standard

Professional Support and Central Office Personnel Process Mutually established goals by November 1 Establish responsibilities and performance characteristics Receive a written evaluation a minimum of one time per year

Coaches Make an objective assessment of the performance of each coach Ensure that quality coaching is provided to student Professional and interpersonal relations coaching and related observations

Coaches 2 observations (minimum) per evaluation Minimum of one evaluation per contract period is required each year.

Who can evaluate coaches? Principals, assistant principals or athletic directors who hold administrative certificates according to WV code 18A-2-12 The evaluation conference is held within the four week period at the end of each sport’s season as defined by the WVSSAC.