1. Mason County Schools
Policy 5310
August 11, 2016

2. 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.

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

4. 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.

5. 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?

6. 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

7. 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.

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

9. 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.”

10. 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.

11. 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

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

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

14. 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.

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

16. 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

17. 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

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

19. 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

20. 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

21. 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

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

23. 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.