1. Performance Appraisal Systems

2. Desired Outcomes
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

3. Rationale
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
These slides present the Rationale behind the process the committee followed in developing the new system.

4. Rationale
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

5. Rationale
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.

6. Goal
All teachers can increase their expertise and skill level from year to year which allows gains in student achievement from year to year.
This is the goal of the appraisal system.

7. Professional Appraisal Model
PROFESSIONAL PRACTICES
21 Points: Professional Practices
10 Points: Professional Growth Plan Development
8 Points: Plan Implementation
8 Points: Collaboration & Mutual Accountability
50%
Multi-Metric
(47 pts)
INDIVIDUAL ACCOUNTABILITY BASED ON IDENTIFIED ASSESSMENTS
35 Points: Individual Results
3 Points: Regression
5 Points: Collaborative team student achievement
results related to closing the achievement gap of
the Lowest 25% in Reading and/or Math
40%
Student Achievement
(40 pts)
DISTRICT OPTION: TEAM & SCHOOL ACCOUNTABILITY
5 Points: Achievement of School Improvement Plan goals assigned for whole school results or team results
2 Points: Individual accountability for meeting individual Professional Growth Plan (PGP) target(s)
10%
(7 pts)
3 points: Alignment
of Professional Practices with Student Growth Measures
3 points

8. Professional Practices
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

9. Formal Evaluation of Professional Practices (21 Pts)
BPS Instructional Performance Appraisal System Dimensions
Relationships with Parents & Community
Relationship with Students
Professional Responsibilities & Ethical Conduct
Assessment
Instructional Delivery & Facilitation
Learning Environment
Instructional Design & Lesson Planning
Reference Page 15 for rubrics of each dimension

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

11. PGP Development individual pre-conference meetings with administrator
teachers may collaborate with others in development but no plan should be identical
PGP goal may continue into second year if student data indicates a need for continued professional growth in a particular area
Strategies and outcome indicators would be differentiated in year two

12. Professional Growth Plan Implementation (8 Pts) Professional Growth Plan Ientation (8 Pts)
Working the Plan
Peer observations are required for a “Distinguished” rating
In-Process Monitoring

13. Collaboration and Mutual Accountability (8 Pts)
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
Points will be determined by each member of the group rating from 0-8 pts, each individual member of the team. The results will be averaged for a single score.

14. Procedures Orientation All instruments provided
Each year - all instructional personnel
During pre-planning or 30 days within first workday
All instruments provided
Assessment forms
Data collection forms
Supporting procedures

15. Procedures Observations Reflective practice
Facilitator support: Singularly, or in combination
School administrator(s)
District level certificated personnel
Peer teachers
Resource teachers
Teacher leaders
Other qualified persons
This is no longer the principal singularly reviewing a teacher’s performance, this is designed to include teachers in the process.

16. Formal Observations 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

17. Informal Observations
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

18. Procedures PGP planning/Pre-observation conference Mid-year conference
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 conference
PGP Implementation/final evaluation conference

19. Procedures 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
Annual contract teachers for the purpose of this clarification does not include new hires

20. New Hires Teachers new to Brevard Probationary for one year
Two formal observations from administrator
Two observations by other administrator orqualified persons

21. Procedures (cont.) Teachers not meeting standards of FEAPs
Interim evaluation/notice of deficiency
Written PDAP
Specific strategies, suggestions, improvements
Specific teaching behaviors
Specific & reasonable timeline to correct deficient areas

22. Procedures Four observations and conferences
PSC Teacher who receives “unsatisfactory” rating shall be placed on probation for 90 calendar days
Four observations and conferences
14 days after 90 days for administrator to assess performance and submit recommendations to Superintendent

23. Procedures 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

24. Procedures 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

25. What does it look like?
Scores added together from Summative Part I and summative Part II for determining Highly Effective, Effective, Needs to Improve or Unsatisfactory Performance

26. Overall Points and Rating Scale
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

27. Summative Part I
47-40– Highly Effective
39-32– Effective
31-28– Needs Improvement
27 and less – Unsatisfactory

28. Annual Performance Scale
Summative Part II
– Highly Effective
73-85 – Effective
64-72 – Needs Improvement
63 and less – Unsatisfactory