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Copyright, 1996 © Dale Carnegie & Associates, Inc. Cincinnati Public Schools Teacher Evaluation System
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Agenda Introduction Historical Perspective Overview of the System Original Compensation Plan Training and Certification Process Appeals Reflections after Implementation Link to Student Achievement Next Steps Questions
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History of the CPS Teacher Evaluation System In March 1985, a Peer Evaluation System was established Contract of 1997 called for the development of a new system In December 1998, three committees were formed to develop a new system and explore a skills and knowledge compensation system The three committees formed the Committee of the Whole The system was field tested in ten schools in 1999 - 2000 The system was refined and implemented District- wide in 2000 -01; revisions also occurred in 2005
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Revisions after Implementation Four -Year Phase In Annual Assessment and Annual Study Groups Hold Harmless Agreement
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Overview of the System Four Domains Domain One- Planning for Instruction Domain Two - Creating an Environment for Learning Domain Three - Teaching for Learning Domain Four - Professionalism
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The Evaluation Process Comprehensive Evaluation Teachers placed on Comprehensive Evaluation – “volunteers” and “non-volunteers” Consulting Teacher and Teacher Evaluator roles Evaluation Orientation Meeting Classroom Observations Collection of Evidence Final Summary
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Teaching Categories Apprentice Novice Career Advanced Accomplished
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Career Levels Apprentice New Teachers May have provisional teaching license Non-renewed at the end of year 2 if Novice status is not attained Novice Must have 2s or better in all domains Must pass Ohio’s teacher licensing test (Praxis 3) Non- renewed/terminated at end of year 5 as a Novice if Career status is not attained
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Career Levels Career Must have 3s or better in all domains May remain in category throughout career Advanced Must have a 4 in Teaching for Learning Domain and a least one other domain; must have at least 3s in the other domains May remain in category throughout career
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Career Levels Accomplished Must have 4s in all Domains May remain in category throughout career
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Annual Evaluation Formative Process – conducted by a building administrator Professional Development/ Annual Study Groups used initially as system was rolled out One classroom observation with the exception of teachers on steps 16 and 21 - salary increment years – receive 2 annuals Intervention Process
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Training of Evaluators Recognizing and controlling Personal Bias The Nature of Evidence Evaluative Criteria Evaluation of teaching performances using videotapes and “live”episodes Evaluator Certification Process Statistics Reflections and Revisions
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Appeals Process Domains One, Two and Three Domains Four
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Teacher Evaluation System Link to Student Achievement Hypothesis Study Results
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Current Reality and Next Steps Implementation and Revisions A Compensation link will be negotiated
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Questions? Contact Information: Julia Indalecio Cincinnati Public Schools – Teacher Programs Manager indalej@cps-k12.org
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