2. THREE HANDBOOKS TEACHER PROFESSIONAL EVALUATION SYSTEM EDUCATIONAL SPECIALISTS PROFESSIONAL EVALUATION SYSTEM SCHOOL ADMINISTRATOR PROFESSIONAL EVALUATION SYSTEM

3. PRE-SET COMPONENTS OF THE EFFECTIVENESS PROJECT PROFESSIONAL EVALUATION SYSTEM

4. Common Components Teacher, School Administrator and Educational Specialist systems include: –Performance Standards, Indicators & Rubrics –Observation –Documentation Logs –Goal setting –Surveys

5. Teacher Performance Standards 1 1. Professional Knowledge The teacher demonstrates an understanding of the curriculum, subject content, and diverse needs of students by providing meaningful learning experiences. 2. 2. Instructional Planning The teacher effectively plans using the approved curriculum, instructional strategies, resources, and data to meet the needs of all students. 3. 3. Instructional Delivery The teacher effectively engages students in learning by using a variety of instructional strategies in order to meet individual learning needs. 4. 4. Assessment of/for Learning The teacher systematically gathers, analyzes, and uses relevant data to measure student progress, guide instructional content and delivery methods, and provide timely feedback to both students, parents, and stakeholders. 5. 5. Learning Environment The teacher uses resources, routines, and procedures to provide a respectful, safe, positive, student- centered environment that is conducive to student engagement and learning. 6. 6. Professionalism The teacher demonstrates behavior consistent with legal, ethical, and professional standards, contributes to the profession, and engages in professional growth that results in improved student learning.

6. Educational Specialist Performance Standards 4. 4.Program Planning and Management The educational specialist effectively plans, coordinates, and manages programs and services consistent with established guidelines, policies, and procedures. 1. 1.Professional Knowledge The educational specialist uses professional knowledge to address the needs of the target learning community while demonstrating respect for individual differences, cultures, and learning needs. 3. 3.Assessment The educational specialist gathers, analyzes, and uses data to determine learner/program needs, measure learner/program progress, guide instruction and intervention, and provide timely feedback to learners, families, staff, and community. 5. 5.Program Delivery The educational specialist uses professional knowledge to implement a variety of services for the targeted learning community. 2. 2.Communication and Collaboration The educational specialist communicates and collaborates effectively with learners, families, staff, and the community to promote student learning and well-being. 6. 6.Professionalism The educational specialist demonstrates behavior consistent with legal, ethical, and professional standards, contributes to the profession, and engages in professional growth.

7. School Administrator Performance Standards 1. 1.Leadership for Student Learning The school administrator drives the success of each learner through collaborative implementation of a shared vision of teaching and learning that leads to student academic progress and school improvement. 2. 2.School Climate The school administrator fosters the success of all students by advocating, developing, nurturing, and sustaining a safe, positive, and academically engaging school climate. 3. 3. Human Resources Leadership The school administrator provides effective leadership in the area of human resources by assisting with selection and induction, and by supporting, developing, evaluating, and retaining quality instructional and support personnel. 4. Organizational Management The school administrator fosters the success of all students by supporting, managing, and overseeing the school’s organization, operation, and use of resources. 5.Communication and Community Relations The school administrator fosters the success of all students by effectively communicating, collaborating, and engaging stakeholders to promote understanding, support, and continuous improvement of the school’s programs and services aligned with the school’s vision. 6.Professionalism The school administrator fosters the success of all students by demonstrating behavior consistent with legal, ethical, and professional standards, engaging in continuous professional development, and contributing to the profession.

8. CESA 6 Structure Sample Performance Indicators Examples may include, but are not limited to: The teacher: 2.1 Align lesson objectives to approved curriculum using student learning data to guide planning. 2.2 Plans accordingly for pacing, sequencing content coverage, transitions, and application of knowledge. 2.3 Plans for differentiated instruction. 2.4 Develops appropriate long- and short-range plans, and adapts plans when needed. 2.5 Uses resources, including technology, to effectively communicate with stakeholders regarding curriculum shared in their classrooms. Distinguished In addition to meeting the Requirements for Effective … Effective Effective is the expected level of performance.  Developing  Needs Improvement Unacceptable The teacher actively seeks and uses alternative data and resources, and regularly differentiates plans and modifies instruction to meet the needs of all students. The teacher plans using the approved curriculum, instructional strategies, resources, and data to meet the needs of all students. The teacher inconsistently uses the curriculum, effective strategies, resources, or data in planning to meet the needs of all students. The teacher does not plan, or plans without adequately using the curriculum, or without using effective strategies, resources, or data to meet the needs of all students. Performance Appraisal Rubric Standard 2: Standard 2: Instructional Planning The teacher effectively plans using the approved curriculum, instructional strategies, resources, and data to meet the needs of all students. Performance Standard Performance Indicators

9. CESA 6 Structure -ES Sample Performance Indicators Examples may include, but are not limited to: The educational specialist: 1.1 Demonstrates knowledge and skills relevant to the profession. 1.2 Demonstrates an understanding of the intellectual, social, emotional, and physical development of the learner. 1.3 Promotes and models respect for individual and cultural differences. 1.4 Uses district, school, family, and community resources to help meet student and/or program needs. 1.5 Identifies various students’ learning styles and individual needs to assist in the implementation of intervention plans. 1.6 Understands one’ss responsibility to the system and collaborates in order to meet student needs.. Distinguished In addition to meeting the Requirements for Effective … Effective Effective is the expected level of performance.  Developing  Needs Improvement Unacceptable The educational specialist addresses the needs of the target learning community, demonstrating respect for individual differences of cultures, backgrounds, and learning needs in an exemplary manner. The educational specialist uses professional expertise to address the needs of the target learning community while demonstrating respect for individual differences, cultures, and learning needs. The educational specialist attempts to identify and address the target learning community, but efforts are inconsistent in demonstrating respect for individual differences and understanding of cultures, backgrounds, and learning needs. The educational specialist consistently demonstrates a lack of awareness of the needs of the target learning community or rarely demonstrates respect for individual differences and understanding of cultures, backgrounds, and learning needs. Performance Appraisal Rubric Standard 1: Professional Knowledge The educational specialist uses professional knowledge to address the needs of the target learning community while demonstrating respect for individual differences, cultures, and learning needs. Performance Standard Performance Indicators

10. CESA 6 Structure Sample Performance Indicators Examples may include, but are not limited to: The school administrator: 1.1Leads the collaborative development and sustainment of a shared vision for educational improvement and works collaboratively with staff, students, parents, and other stakeholders to develop a mission and programs consistent with the district’s plan. 1.2Collaboratively plans, implements, supports, monitors, and evaluates instructional programs that enhance rigorous and relevant teaching and student academic progress, that lead to school improvement. 1.3Analyzes current academic achievement data and instructional strategies to make appropriate educational decisions that improve classroom instruction, increase student achievement, and improve overall school effectiveness. 1.4Connects initiatives and innovative strategies to maximize the achievement of each learner. 1.5Acquires and shares knowledge of evidence-based instructional best practices in the classroom. 1.6Works collaboratively with staff to identify student needs and to design, revise, and monitor instruction to ensure effective delivery of the guaranteed and viable standards- based curriculum. 1.7Generates, aligns, and leverages resources for the successful implementation of effective instructional strategies. 1.8Monitors and evaluates the use of diagnostic, formative, and summative assessment to provide timely and accurate feedback to students and parents, and to inform instructional practices. 1.9Provides collaborative leadership for the design and implementation of effective and efficient schedules that protect and maximize instructional time. 1.10Promotes professional development and instructional practices that incorporate the use of achievement data, and results in increased student progress. 1.11Demonstrates the importance of sustained professional development by participating in and resources for teachers and staff for professional learning (i.e., peer observation, mentoring, coaching, study groups, learning team, action research). 1.12 Evaluates the impact professional development has on the staff, school improvement and student Distinguished In addition to meeting the Requirements for Effective … Effective Effective is the expected level of performance.  Developing  Needs Improvement Unacceptable The school administrator strategically drives the success of each learner through collaborative implementation of a shared vision of teaching and learning that leads to student academic progress and school improvement that reflects excellence. The school administrator drives the success of each learner through collaborative implementation of a shared vision of teaching and learning that leads to student academic progress and school improvement. The school administrator ineffectively or inconsistently supports the success of each learner through collaborative implementation of a shared vision of teaching and learning that leads to student academic progress and school improvement. The school administrator does not support the success of each learner through collaborative implementation of a shared vision of teaching and learning that leads to student academic progress and school improvement. Performance Appraisal Rubric Performance Standard 1: Performance Standard 1: Leadership for Learning The school administrator drives the success of each learner through collaborative implementation of a shared vision of teaching and learning that leads to student academic progress and school improvement.. Performance Standard Performance Indicators

11. straight-forward easy-to-use flexible for local needs loaded into district system accessed through multiple technology devices using the web-based MyLearningPlan OASYS data management system

12. Observation forms Documentation logs Student surveys Communication logs Professional development logs Optional forms Summative evaluation forms Option to add local forms

13. Sample Observation Form (abbreviated) Standard 2: Instructional Planning The teacher effectively plans using the approved curriculum, instructional strategies, resources, and data to meet the needs of all students. Align lesson objectives to approved curriculum using student learning data to guide planning. Plans accordingly for pacing, sequencing content coverage, transitions, and application of knowledge. Plans for differentiated instruction. Develops appropriate long- and short- range plans, and adapts plans when needed. Uses resources, including technology, to effectively communicate with stakeholders Comments:

14. Sample Documentation Log Covers (abbreviated) StandardsExamples of DocumentationDocumentation Included 1. Professional Knowledge  Summary of a plan for integrating instruction  Class profile  Annotated list of instructional activities for a unit  Annotated samples of teacher-made instructional materials  Lesson/intervention plan (including goals and objectives, activities, resources, and assessment measures) 2. Instructional Planning  Course Syllabus  Lesson Plan  Intervention Plan  Team/Department Meeting Minutes  Substitute Lesson Plan 3. Instructional Delivery Annotated photographs of class activities Handouts or sample work Video/audio samples of instructional units

15. Goal Setting Form (abbreviated) I. Setting (Describe the population and special learning circumstances) II. Content/Subject/Field Area (The area/topic addressed based on learner achievement, data analysis, or observational data) III. Baseline Data (What is shown by the current data?) Data Attached: IV. Goal Statement (Describe what you want learners/program to accomplish; use SMART Goal format) V. Means for Attaining Goal (Strategies used to accomplish the goal) StrategyEvidenceTarget Date

16. Sample Student Surveys (abbreviated) Yes Some- times No My teacher knows a lot about what she is teaching.  My teacher explains things so I can understand.  Strongly Agree NeutralDisagree Strongly Disagree My teacher has deep knowledge about the subject he/she teaches. 54321 My teacher uses a variety of teaching strategies during class. 54321

17. Sample Adult Client Surveys (abbreviated)

18. School Administrator Surveys School Administrators directed to WINNS site for Climate Surveys for staff and students. dpi.wi.gov/sig/improvement/process.htmldpi.wi.gov/sig/improvement/process.html Survey Summary Form is included as form – Sample Questions: 1.How many surveys did you distribute? 2.How many completed surveys were returned? 3.What is the percentage of completed questionnaires you received? ____________% Teacher/Staff Satisfaction Analysis 4. Describe your survey population(s). 5.List factors that might have influenced the results. 6.Analyze survey responses and answer the following questions: A) What did teachers/staff perceive as your major strengths? B) What did teachers/staff perceive as your major weaknesses? C) How can you use this information for continuous professional growth?

19. Sample Summative Evaluation Form (abbreviated) Distinguished In addition to meeting the requirements for Effective … Effective Effective is the expected level of performance. Developing/ Needs Improvement Unacceptable The teacher consistently demonstrates extensive content and pedagogical knowledge, regularly enriches the curriculum, and guides others in enriching the curriculum. The teacher demonstrates an understanding of the curriculum, subject content, and diverse needs of students by providing meaningful learning experiences. The teacher inconsistently demonstrates understanding of curriculum, subject content, and student needs, or lacks fluidity in using the knowledge in practice. The teacher inadequately demonstrates understanding of curriculum subject content, and student needs, or does not use the knowledge in practice. Comments: (Attachments can be uploaded ) Performance Standard 1: Professional Knowledge