Performance Appraisal Systems

Desired Outcomes By the end of this session we will have an understanding of the following: A new model for teacher evaluation based on current research (Marzano, Danielson, others) A new model for teacher evaluation based on current research (Marzano, Danielson, others) The correlation of B.E.S.T. in the observation and feedback The correlation of B.E.S.T. in the observation and feedback The structure of the new instructional appraisal system The structure of the new instructional appraisal system The FEAPs as a framework for the observation process The FEAPs as a framework for the observation process 2

Evaluation process requires a two-way dialogue between observer and observee 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 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 The primary purpose of an evaluation is to improve instruction, evidenced by student achievement Rationale: Our lens 3

The development of the evaluation process for any one teacher is designed with the input of both teacher and administration 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 and reflective process Evaluation for the teacher is an ongoing and reflective process It takes more than one observation to evaluate the effectiveness of a teacher It takes more than one observation to evaluate the effectiveness of a teacher Teacher effectiveness is correlated to the level of student engagement and student performance Teacher effectiveness is correlated to the level of student engagement and student performance Rationale 4

Goal All teachers will increase their expertise and skill level from year to year, which will produce gains in student achievement from year to year. 5

Professional Appraisal Model (p. 65) 6

Professional Appraisal Model: Professional Practices 7

Dimensions (21 Pts) BPS Instructional Dimensions BPS Instructional Performance Appraisal System Dimensions 8

I. Observation of the Dimensions (21 pts) For Teachers with 0 – 3 years of experience and any new hire to the District: Two formal observations Two formal observations At least two informal observations At least two informal observations 9

Observation of the Dimensions For Teachers with 4+ years of experience with BPS, in year one: One formal observation One formal observation 10

Observation of the Dimension In future years, the “years of experience” benchmarks will be replaced by the ratings to determine required number of formal observations. In future years, the “years of experience” benchmarks will be replaced by the ratings to determine required number of formal observations. Teachers who earn “Highly Effective” ratings will have the option of participating in the formal observation process every other year. Teachers who earn “Highly Effective” ratings will have the option of participating in the formal observation process every other year. 11

Observation of the Dimensions Informal Observations have no time requirement and are requested by the teacher; the primary goal is to gain feedback connected to a particular instructional practice. Teachers receive the informal observation feedback forms and decide which two to submit to the supervising administrator as evidence for the final evaluation. Teachers receive the informal observation feedback forms and decide which two to submit to the supervising administrator as evidence for the final evaluation. 12

Observation of the Dimensions The goal of informal observations: Personal Professional Growth! 13

Observation of the Dimensions The observation form will be functional for both formal and informal observations. It is a data- gathering tool which aligns with both the FEAP’s (Florida Accomplished Educator Practices) and B.E.S.T. (Brevard’s Effective Strategies for Teaching). See sample form provided (pages 44 – 47) See sample form provided (pages 44 – 47) 14

Observation of the Dimensions Rubrics have been created to evaluate each of the 7 dimensions of the appraisal system. Rubrics have been created to evaluate each of the 7 dimensions of the appraisal system. A forum will be available on the District website to answer questions about the rubric elements. Responses will be posted within 24 hours through September 30. A forum will be available on the District website to answer questions about the rubric elements. Responses will be posted within 24 hours through September

Observation of the Dimensions Evidence for the summative evaluation will be gathered through classroom observations, as well as other aspects of teaching, including staff meetings, site-based professional development activities, and student/parent conferences. Evidence for the summative evaluation will be gathered through classroom observations, as well as other aspects of teaching, including staff meetings, site-based professional development activities, and student/parent conferences. The goal of the summative evaluation is to capture the art and science of effective instruction! The goal of the summative evaluation is to capture the art and science of effective instruction! 16

Observation of the Dimensions Teachers will submit their self-assessments on the 7 dimensions of professional practices between January 6 and February 1. Teachers will submit their self-assessments on the 7 dimensions of professional practices between January 6 and February 1. Supervising administrators will review evidence, including observations and the teacher’s self- assessment, to complete the summative evaluation. Supervising administrators will review evidence, including observations and the teacher’s self- assessment, to complete the summative evaluation. See sample self-assessment form (pages 56 – 59) See sample self-assessment form (pages 56 – 59) See sample self-assessment + admin form (pages 61-64) See sample self-assessment + admin form (pages 61-64) 17

Observation of the Dimensions Scores of each element will be averaged to arrive at the score for each accomplished practice. Scores of each element will be averaged to arrive at the score for each accomplished practice. Seven (7) accomplished practices Seven (7) accomplished practices Three (3) points possible for each = 21 total points possible for Professional Practices Element of Appraisal 18

Observation of the Dimensions Note: While the Administrator will consider a teacher’s self-assessment in the summative evaluation process, along with all other evidence, the Principal or Supervising Administrator holds the final professional responsibility for the evaluation. Note: While the Administrator will consider a teacher’s self-assessment in the summative evaluation process, along with all other evidence, the Principal or Supervising Administrator holds the final professional responsibility for the evaluation. 19

II. Professional Growth Plan Development (10 Pts) Development of PGP Goal Development of PGP Goal Work Plan Strategies Work Plan Strategies Outcome Measures and Reflection Outcome Measures and Reflection 20

Professional Growth Plan Development Rubrics created to evaluate plan development and implementation. Rubrics created to evaluate plan development and implementation. Review development rubric pages Review development rubric pages Three-member Leadership Team established and trained from each school to evaluate plans, along with the Administrator. (August training) Three-member Leadership Team established and trained from each school to evaluate plans, along with the Administrator. (August training) ET will provide each teacher with an identifying number so that plans can be evaluated anonymously. ET will provide each teacher with an identifying number so that plans can be evaluated anonymously. 21

How to evaluate a “stretch goal” and maintain anonymity? How to evaluate a “stretch goal” and maintain anonymity? Peer Review Team will examine the instructional challenges, weaknesses, and non-utilized practices identified in the goal rationale. Peer Review Team will examine the instructional challenges, weaknesses, and non-utilized practices identified in the goal rationale. 22 Professional Growth Plan Development

Pre-conference meetings will be held with supervising administrators by September 15 to assist with plan development. Pre-conference meetings will be held with supervising administrators by September 15 to assist with plan development. At pre-conference meetings administrators and teachers may: At pre-conference meetings administrators and teachers may: Review student data Review student data Identify support and assistance, and other teachers working on similar goals Identify support and assistance, and other teachers working on similar goals Brainstorm possible strategies for goal attainment Brainstorm possible strategies for goal attainment Review observation form and appraisal processes Review observation form and appraisal processes 23 Professional Growth Plan Development

Plans will be submitted to administrators by September 19 for evaluation. Plans will be submitted to administrators by September 19 for evaluation. Prior to September 19, teachers may ask clarifying questions on the forum, of the administrator, or of members of the teacher- review team but “draft plans” will not be accepted. Prior to September 19, teachers may ask clarifying questions on the forum, of the administrator, or of members of the teacher- review team but “draft plans” will not be accepted. 24 Professional Growth Plan Development

Let’s review a Sample Distinguished Plan: Let’s review a Sample Distinguished Plan: Rationale Rationale See sample PGP goal form pages See sample PGP goal form pages Professional Growth Plan Development

Each member of the review team will score the PGP’s independently. Each member of the review team will score the PGP’s independently. A team score will be calculated by averaging the three teacher-leader scores; this score will be averaged with the score from the supervising administrator. A team score will be calculated by averaging the three teacher-leader scores; this score will be averaged with the score from the supervising administrator. Example: Teacher A = 9; Teacher B = 8; Teacher C = 8 -- Team Score = 8.33 Example: Teacher A = 9; Teacher B = 8; Teacher C = 8 -- Team Score = 8.33 Supervising Administrator Score = 7 Supervising Administrator Score = 7 Final PGP Score = or 7.7 (rounded to the nearest tenth) Final PGP Score = or 7.7 (rounded to the nearest tenth) 26 Professional Growth Plan Development

Teachers will receive a feedback form along with the Professional Growth Plan Score. Teachers will receive a feedback form along with the Professional Growth Plan Score. Feedback will be provided for any element rated “support needed” or “unsatisfactory.” Feedback will be provided for any element rated “support needed” or “unsatisfactory.” Teachers will not resubmit the plan for a second evaluation, but will be expected to take the feedback provided into consideration for plan implementation. Teachers will not resubmit the plan for a second evaluation, but will be expected to take the feedback provided into consideration for plan implementation. See sample feedback form page 52 See sample feedback form page Professional Growth Plan Development

III. Professional Growth Plan Implementation (8 Pts) Working the Plan In-Process Monitoring Review rubric for evaluation: the goal is fidelity to the professional growth process; not perfection! “Stretch!” Review implementation rubric page 41 28

Professional Growth Plan Implementation PGP implementation is a formative process and should include a continuous cycle of practice, feedback, and reflection to inform the ongoing effort to improve instructional practice. PGP implementation is a formative process and should include a continuous cycle of practice, feedback, and reflection to inform the ongoing effort to improve instructional practice. 29

“Colleague observations” mean being observed or observing others. “Colleague observations” mean being observed or observing others. These observations should also be formative— answering questions and providing constructive areas for growth. These observations should also be formative— answering questions and providing constructive areas for growth. 30 Professional Growth Plan Implementation

Supervising Administrators will hold mid-year conferences (Nov – Jan) with all teachers to monitor and support plan implementation. The length and formality of these meetings will depend on the needs of the individual teacher. Supervising Administrators will hold mid-year conferences (Nov – Jan) with all teachers to monitor and support plan implementation. The length and formality of these meetings will depend on the needs of the individual teacher. See sample form page 66 See sample form page Professional Growth Plan Implementation

Teachers will gather evidence of implementation process. Teachers will gather evidence of implementation process. Plan documentation will be a combination of personal reflection and feedback from colleagues— observed, documented, and anecdotal evidence of accomplishment. Plan documentation will be a combination of personal reflection and feedback from colleagues— observed, documented, and anecdotal evidence of accomplishment. Sample pieces of evidence may include a professional journal, comments and revisions on a lesson plan, follow-up observation forms, student feedback, video, etc. Sample pieces of evidence may include a professional journal, comments and revisions on a lesson plan, follow-up observation forms, student feedback, video, etc. 32 Professional Growth Plan Implementation

Teachers will complete self-assessment for plan implementation (Nov-Jan) and share the self- assessment along with collected evidence of accomplishment at the final conference in the spring. Teachers will complete self-assessment for plan implementation (Nov-Jan) and share the self- assessment along with collected evidence of accomplishment at the final conference in the spring. Supervising administrators will consider professional observations, self-assessment results, and conference discussion elements to evaluate the teacher’s PGP implementation. Supervising administrators will consider professional observations, self-assessment results, and conference discussion elements to evaluate the teacher’s PGP implementation. Final score is an average of the teacher and administrator ratings. Final score is an average of the teacher and administrator ratings. 33 Professional Growth Plan Implementation

IV. Collaboration and Mutual Accountability (8 Pts) Working together as a team to support each other’s professional growth and instructional effectiveness. Working together as a team to support each other’s professional growth and instructional effectiveness. Team members will target a particular group of students in need of additional academic support in order to close the achievement gap. Team members will target a particular group of students in need of additional academic support in order to close the achievement gap. (more explanation under Student Achievement) 34

Collaboration and Mutual Accountability The 8 point rubric is designed to accurately describe how a team of distinguished educators works together collaboratively to improve practice and achievement. The 8 point rubric is designed to accurately describe how a team of distinguished educators works together collaboratively to improve practice and achievement. Review rubric page 42 Review rubric page 42 35

Team members will demonstrate professionalism by providing meaningful feedback to one another about effective teaching and by supporting each other’s efforts to support and motivate the targeted group of students. Team members will demonstrate professionalism by providing meaningful feedback to one another about effective teaching and by supporting each other’s efforts to support and motivate the targeted group of students. 36 Collaboration and Mutual Accountability

Team members will complete an evaluation form, using the rubric, for each teammate. Team members will complete an evaluation form, using the rubric, for each teammate. An electronic form will be created to provide for anonymity and efficient score tabulation. An electronic form will be created to provide for anonymity and efficient score tabulation. It will be the professional responsibility of each team member to fully participate in the team, support the team’s goals, and provide honest, objective feedback on fellow team member’s collaboration and performance. It will be the professional responsibility of each team member to fully participate in the team, support the team’s goals, and provide honest, objective feedback on fellow team member’s collaboration and performance. 37 Collaboration and Mutual Accountability

Timeline Training for 3-member Peer Review Team: Last two weeks of August Training for 3-member Peer Review Team: Last two weeks of August Blackboard site for clarifying questions: August 3 – September 30 Blackboard site for clarifying questions: August 3 – September 30 Establish collaborative teams: by Friday, September 2 Establish collaborative teams: by Friday, September 2 Pre-conferences by Thursday, September 15 Pre-conferences by Thursday, September 15 Submit PGP’s for Peer Review: by Monday, September 19 Submit PGP’s for Peer Review: by Monday, September 19 38

Timeline, continued Peer Review Teams evaluate PGP’s: 2-3 weeks Peer Review Teams evaluate PGP’s: 2-3 weeks Mid-year conferences: November 14 – January 13 Mid-year conferences: November 14 – January 13 Teachers will submit self-reflections and teams will submit collaboration/mutual accountability scores by February 1 Teachers will submit self-reflections and teams will submit collaboration/mutual accountability scores by February 1 Final Conferences/Evaluation Summaries: March 2012 Final Conferences/Evaluation Summaries: March

Professional Practices 40 I. Observation of the Dimensions (21 Pts) I. Observation of the Dimensions (21 Pts) II. Professional Growth Plan Development (10 Pts) II. Professional Growth Plan Development (10 Pts) III. Professional Growth Plan Implementation (8 Pts) III. Professional Growth Plan Implementation (8 Pts) IV. Collaboration and Mutual Accountability (8 Pts) IV. Collaboration and Mutual Accountability (8 Pts) Total for this element: 47 points Total for this element: 47 points

Professional Appraisal Model: Student Achievement 41

Student Achievement Student Achievement results required to be weighted at least 50% of instructional and administrative evaluation. Student Achievement results required to be weighted at least 50% of instructional and administrative evaluation. Brevard’s appraisal system incorporates multiple data components—including some elements we believe we have more control over and for which we have current data to use as a guide in establishing targets. Brevard’s appraisal system incorporates multiple data components—including some elements we believe we have more control over and for which we have current data to use as a guide in establishing targets. 42

Student Performance Growth Measures Ia. Individual accountability for student achievement/value-added growth measures = 30 points. Ia. Individual accountability for student achievement/value-added growth measures = 30 points. We’ll come back to this. We’ll come back to this. 43

Regression Example: Marvelous Middle School 44 PART 1: One point each for current year Reading, Math, Science, Total Points regression results based on School Grade components PART 1: One point each for current year Reading, Math, Science, Total Points regression results based on School Grade components Target: At or above line of predicted performance (>=0) Target: At or above line of predicted performance (>=0) OR Current year above average of previous 3 years PART Target met? Average Current yr above 3 yr average? 2010 School Grade Component Previous 3 Years Current year Point Earned Reading YES.9No1 Math No-1.04YES1 Science No.76No0 Total Pts YES.09YES1 PART 1 Points Earned3

Regression Example: Marvelous Middle School 45 PART School Grade Component Previous Year Current Year At least 0.4 above line of prediction? Difference0.4 above previous year? Point Earned Total Pts.16.54YES.38No1 PART 2 Points Earned 1 PART 1 Points Earned 3 TOTAL Points Earned for Regression Component 4 of 5 PART 1: One point for current year Total Points results PART 1: One point for current year Total Points results Target: Current year 0.4 above previous year ‘s performance Target: Current year 0.4 above previous year ‘s performance OR At least 0.4 above line of prediction OR At least 0.4 above line of prediction

Student Performance Growth Measures On average, at every level, our schools scored between 3 and 4 On average, at every level, our schools scored between 3 and 4 29% of our schools would have received a 5 29% of our schools would have received a 5 17% would have scored 0, 1, or 2 17% would have scored 0, 1, or 2 46

Ic. Accountability for collaborative team student achievement results related to closing the achievement gap: 5 pts. Ic. Accountability for collaborative team student achievement results related to closing the achievement gap: 5 pts. Benchmarks to be determined based on analysis of 3 years of data related to appropriate gap measures. Benchmarks to be determined based on analysis of 3 years of data related to appropriate gap measures. 47 Student Performance Growth Measures

IIa. Accountability for achievement of School Improvement Plan goals: 5 pts. IIa. Accountability for achievement of School Improvement Plan goals: 5 pts. Area Superintendents will continue to meet with School Advisory Councils and Administrators to review School Improvement Plans. Area offices will work with administrators to analyze and evaluate goals, implementation of strategies, and achievement of outcome indicators. Area Superintendents will continue to meet with School Advisory Councils and Administrators to review School Improvement Plans. Area offices will work with administrators to analyze and evaluate goals, implementation of strategies, and achievement of outcome indicators. 48 Student Performance Growth Measures: District Option

Part I: Implementation, Whole School—2 points Part I: Implementation, Whole School—2 points Have you done what you said you were going to do? Area Offices will review evidence of implementation of SIP strategies. Have you done what you said you were going to do? Area Offices will review evidence of implementation of SIP strategies. Part II: Outcome Indicators: Whole School or Team--3 points Part II: Outcome Indicators: Whole School or Team--3 points 3 points – All Outcome Indicators met or significant growth 3 points – All Outcome Indicators met or significant growth 2 points – Most Outcome Indicators met 2 points – Most Outcome Indicators met 1 point – Some Outcome Indicators met 1 point – Some Outcome Indicators met 0 points - Few or no Outcome Indicators met 0 points - Few or no Outcome Indicators met Does data support attainment of SIP goals? Does data support attainment of SIP goals? 49 Student Performance Growth Measures: District Option

IIb: Individual accountability for meeting Professional Growth Plan targets: 2 points +2 Target met or exceeded +1 Growth toward target evident +0 Target not met and no evidence of growth Consider: Evaluation of PGP development includes criteria for “stretch” goal worth 2 points in that rubric. You will earn equivalent overall scores for “stretching” and showing growth as for submitting an “average” goal and exceeding your outcome targets! = 3 is equivalent to = 3 50 Student Performance Growth Measures: District Option

IIc. Alignment of points awarded for Professional Practices “side” and Student Achievement “side” of the final evaluation: 6 points, 3 from each “side.” 51 Student Performance Growth Measures: District Option

IIc. What is alignment? Professional PracticesStudent Performance Teacher A. 4139Aligned Teacher B Not Aligned Teacher C. 3430Aligned Teacher D. 4340Aligned Teacher E Not Aligned 52 Student Performance Growth Measures: District Option

Alignment demonstrates the professional responsibility we all share to provide honest feedback to others in order to improve instructional effectiveness, thus improving student performance. Alignment demonstrates the professional responsibility we all share to provide honest feedback to others in order to improve instructional effectiveness, thus improving student performance. Points values on the handout are preliminary. Once we have had an opportunity to analyze value-added data, if targets for alignment are determined to be too challenging, values will be adjusted prior to the final calculation of evaluation results. If targets are determined to be too low, point calculations will remain for the school year but will be adjusted for Consider this the Monopoly card, “Bank Error In Your Favor.” Points values on the handout are preliminary. Once we have had an opportunity to analyze value-added data, if targets for alignment are determined to be too challenging, values will be adjusted prior to the final calculation of evaluation results. If targets are determined to be too low, point calculations will remain for the school year but will be adjusted for Consider this the Monopoly card, “Bank Error In Your Favor.” 53 Student Performance Growth Measures: District Option

Analogy: Oak Tree Video 54 Student Performance Growth Measures: Value-Added

Ia. Value-added: 30 pts. A statistical formula that controls for variables outside of a teacher’s control that affect student achievement. These variables include attendance, ELL, ESE, overage, etc. A statistical formula that controls for variables outside of a teacher’s control that affect student achievement. These variables include attendance, ELL, ESE, overage, etc. Value-added calculates expected growth from a student’s previous FCAT level and includes a weight given to school culture characteristics. Value-added calculates expected growth from a student’s previous FCAT level and includes a weight given to school culture characteristics. 55 Student Performance Growth Measures: Value-Added

Value-added calculations for teachers whose students took Reading and Math FCAT during the past 3 years were provided to the District on August 2. Value-added calculations for teachers whose students took Reading and Math FCAT during the past 3 years were provided to the District on August 2. Teachers who had scores will be provided this information as soon as the District processes the data file. Teachers who had scores will be provided this information as soon as the District processes the data file. 56 Student Performance Growth Measures: Value-Added

All teachers will receive their school’s value- added score, as well as the ranges for schools in our District. All teachers will receive their school’s value- added score, as well as the ranges for schools in our District. In addition, Dr. Schafer and her staff will be analyzing ranges of scores, in order to provide information related to ranking of both schools and individual teachers. In addition, Dr. Schafer and her staff will be analyzing ranges of scores, in order to provide information related to ranking of both schools and individual teachers. 57 Student Performance Growth Measures: Value-Added

Evaluation point values for the value-added component will not be established until we have analyzed these data thoroughly. Evaluation point values for the value-added component will not be established until we have analyzed these data thoroughly. Priority Goal: Establish fair, reasonable, and equitable targets. Priority Goal: Establish fair, reasonable, and equitable targets. 58 Student Performance Growth Measures: Value-Added

The value-added formula can only be applied to FCAT Reading and Math, not to any other state, national, or district test or benchmark. The value-added formula can only be applied to FCAT Reading and Math, not to any other state, national, or district test or benchmark. DOE is currently working with local consortia to develop item-banks for non-FCAT tested courses and grade levels, with the goal of developing methods to apply a similar value-added calculation to calculate student growth for teachers in these areas. DOE is currently working with local consortia to develop item-banks for non-FCAT tested courses and grade levels, with the goal of developing methods to apply a similar value-added calculation to calculate student growth for teachers in these areas. 59 Student Performance Growth Measures: Value-Added

Because these tests and value-added calculations will not be in place for , the only alternative is to apply the FCAT Reading and/or Math value-added mean averages to teachers in non-FCAT tested grade levels and subject areas. Because these tests and value-added calculations will not be in place for , the only alternative is to apply the FCAT Reading and/or Math value-added mean averages to teachers in non-FCAT tested grade levels and subject areas. Teachers and Administrators will work with Area Superintendents to determine targets based on whole-school or collaborative team value-added scores. Teachers and Administrators will work with Area Superintendents to determine targets based on whole-school or collaborative team value-added scores. 60 Student Performance Growth Measures: Value-Added

Brevard Performance Appraisal Model 61

Professional Practices Ratings Distinguished Distinguished Proficient Proficient Professional Support Needed Professional Support Needed Unsatisfactory Unsatisfactory 62

Final Evaluation Ratings Highly Effective Highly Effective Effective Effective Needs Improvement Needs Improvement Unsatisfactory Unsatisfactory Final Scores to be determined Final Scores to be determined 63