1. Implementing the Revised TPA Process for Experienced Teachers
Core Module One:
A Growth-Oriented Approach to Implementing the Revised Appraisal Process for Experienced Teachers

2. Core Module One: A Growth-Oriented Approach to Implementing the Revised Appraisal Process for Experienced Teachers
Part One: Opening

3. In this module participants will:
Core Module One: A Growth-Oriented Approach to Implementing the Revised Appraisal Process for Experienced Teachers
In this module participants will:
Learn about the revised performance appraisal process for experienced teachers
Consider school and system contexts within which the appraisal fosters growth and development of experienced teachers
Identify and reflect on effective appraisal practices including opportunities provided in the appraisal process to support principal and experienced teacher collaboration

4. Implementing the Revised TPA Process for Experienced Teachers
Participant Experience with TPA
On your own, reflect on your past experience with teacher performance appraisal
Recall a TPA experience that stands out for you as positive and supportive of teacher growth and development (yours or someone else’s)

5. Implementing the Revised TPA Process for Experienced Teachers
Participant Experience with TPA (Continued)
Make contact with someone in the room you do not know
Talk about what happened, who was involved, what made it positive and supportive and how it was an effective appraisal practice
Join a second pair and together, identify one effective appraisal practice to report to the large group

6. Implementing the Revised TPA Process for Experienced Teachers
Part Two: Background

7. Background: Development of the Revised TPA Process for Experienced Teachers
The revised TPA process for experienced teachers was developed in consultation with the Working Table on Teacher Development during fall 2006
Report to the Partnership Table on a Revised Teacher Performance Appraisal System for Experienced Teachers
(2006)
In October 2006, the Working Table on Teacher Development made its recommendations, which were accepted by the Education Partnership Table and posted on the ministry website.
Recommendations were guided by:
1. Relevant research on performance appraisal and teacher growth
2. Inter-jurisdictional scan
3. Information collected from implementation of the previous performance
appraisal system and the New Teacher Induction Program teacher
performance appraisal system.
4. Position papers from various stakeholder group including the
consensus document from the Joint Task Force on Teacher
Performance Appraisal, comprised of teacher, principal and
supervisory officer organizations. 7

8. Deliberations and recommendations of the Working Table were guided by:
Background: Development of the Revised TPA Process for Experienced Teachers
Deliberations and recommendations of the Working Table were guided by:
relevant research
inter-jurisdictional scan
information collected from implementation
position papers from various stakeholder groups including the Joint Task Force on Teacher Performance Appraisal, comprised of the teacher, principal and supervisory officer organizations
Report to the Partnership Table on a Revised Teacher Performance Appraisal System for Experienced Teachers
(2006)
In October 2006, the Working Table on Teacher Development made its recommendations, which were accepted by the Education Partnership Table and posted on the ministry website.
Recommendations were guided by:
1. Relevant research on performance appraisal and teacher growth
2. Inter-jurisdictional scan
3. Information collected from implementation of the previous performance
appraisal system and the New Teacher Induction Program teacher
performance appraisal system.
4. Position papers from various stakeholder group including the
consensus document from the Joint Task Force on Teacher
Performance Appraisal, comprised of teacher, principal and
supervisory officer organizations. 8 8

9. Background: Development of the Revised TPA Process for Experienced Teachers
In March 2007, Minister Wynne announced the revised TPA process for experienced teachers
School boards were given the option of implementing the revised process in April 2007 or no later than September 2007
The Performance Appraisal of Experienced Teachers Technical Requirements Manual 2007 and the Summative Report Form for Experienced Teachers (approved form) have been posted on the ministry website

10. Revised Performance Appraisal Process
Background: Development of the Revised TPA Process for Experienced Teachers
The revised TPA process for experienced teachers builds on the New Teacher Induction Program (NTIP) performance appraisal of new teachers that was introduced in June 2006
The performance appraisal process for experienced teachers is intended to provide a continuum of support as a new teacher successfully completes the NTIP and becomes an experienced teacher
Announcement of the
Revised Performance Appraisal Process
(2007)
In March 2007, the revised performance appraisal process for experienced teachers was announced
The Performance Appraisal of Experienced Teachers Technical Requirements Manual, 2007 was posted on the Ministry of Education website.
School boards were given the option of implementing the revised process as early as April 2007 with all boards required to implement the revised process by September 2007. 10

11. The development of the revised TPA process for
Background: Development of the Revised TPA Process for Experienced Teachers
The development of the revised TPA process for
experienced teachers was guided by the following
principles:
Support for teacher professional growth and development
Improved student outcomes
Strengthened collaboration between experienced teachers and their principals through ongoing professional dialogue

12. The development of the revised TPA process for
Background: Development of the Revised TPA Process for Experienced Teachers
The development of the revised TPA process for
experienced teachers was guided by the following
principles: (Continued)
Appraisal situated in the context of school and system learning communities
Enhanced public confidence in public education
Increased capacity for principals in their role as instructional leaders
Transparency and accountability

13. Overarching Goal of Teacher Performance Appraisal
Background: Development of the Revised TPA Process for Experienced Teachers
Overarching Goal of Teacher Performance Appraisal
Consistent with the TPA process for new teachers the
revised TPA for experienced teachers is designed to:
foster teacher development
provide meaningful appraisals that encourage continuous professional learning and growth and
identify opportunities for additional support where required
Design Principles of the Performance Appraisal Process
for Experienced Teachers
The revised performance appraisal process is designed to support:
Ongoing teacher growth and development
Collaboration between principals and teachers
The role of principals as instructional leaders
Meaningful appraisals that encourage continuous professional growth and identify opportunities for additional support where required 13

14. Implementing the Revised TPA Process for Experienced Teachers
Overview of Components of the TPA Process
for Experienced Teachers
Five-year evaluation cycle
One appraisal in an evaluation year
Two-point rating scale
Pre-observation meeting, classroom observation, post-observation meeting
One Summative Report Form
16 competencies based on five domains
Streamlined look-fors provided as a resource
Strengthened Annual Learning Plan (ALP) requirements
Due process for unsatisfactory performance maintained

15. Implementing the Revised TPA Process for Experienced Teachers
Professional Dialogue and Reflection on Practice
Appraisal Meetings
Standards of Practice for the Teaching Profession
Collective Vision of Professionalism That Guides Daily Practices
Competency Statements
Summative Report
Annual Learning Plan
Rating Scale
Skills, Knowledge and Attitudes
Rating Decision and Identification of Strengths and Next Steps for Improvement
Vehicle for Teachers’ Continuous Professional Learning
Demonstrations of Performance in Relation to 16 Competencies
Experienced Teacher Continuous Growth and Development
Figure 1. Performance Appraisal Framework for Experienced Teachers

16. Implementing the Revised TPA Process for Experienced Teachers
Part Three: The Context for Appraisal

17. The Context for Appraisal
Who is the “Experienced Teacher”?
There is no definition of an “experienced teacher” in the Education Act or in the regulations
A teacher ceases to be a new teacher and is considered “experienced” for the purposes of performance appraisal once he or she successfully completes the New Teacher Induction Program or, subject to any extension provided for in the regulations, his or her 24-month new teaching period has elapsed

18. The Context for Appraisal
Activity One: Appraisal with the “Experienced Teacher” In Mind
Introducing…
Marg Dalhousie who teaches grade 8 in a JK- grade 8 elementary school located in a suburb of Toronto
Denise Beaulieu who teaches a blended grade two and three class in an inner city school
Peter Stockard who teaches grade six core subjects including visual arts, drama and physical education
Seema Mohammed who teaches in a secondary school and has a timetable that includes Grades 11 and 12 university-destination biology and chemistry courses and one grade 9 applied science course

19. The Context for Appraisal
Roles and Responsibilities
Teachers, vice-principals, principals and supervisory officers all play key roles in the performance appraisal process for experienced teachers
In fulfilling these roles collaboration, mutual respect and shared responsibility are essential

20. The Context for Appraisal
Roles and Responsibilities
(Continued)
This sets a climate within which experienced teachers learn, plan, prepare, teach, pursue individual and shared goals, and strive to be successful in bringing about high levels of student achievement

21. The Context for Appraisal
Parent/Student Input
Seeking parental and student input is an important vehicle for fostering positive relationships. A sense of openness and fairness, and an atmosphere of trust and respect are features of a school that is a learning community inclusive of parents and students

22. The Context for Appraisal
Parent/Student Input
(Continued)
Parental and student input support and enhance the quality of teaching and learning in schools
Teachers gather this information through a wide range of learning activities on a daily basis throughout the year
Teachers communicate with parents formally and informally and depending on the level of support required by the student

23. The Context for Appraisal
Activity Three: Quote Exchange
Select a partner you do not know and share a personal connection to your quote… what does it mean to you? Focus on beliefs and values related to school and/or system culture
Trade quotes
Repeat with at least two partners
Individually identify one or two insights/connections you made to share with your table group
At your table group appoint a recorder/reporter
As a table group identify two or three common themes and insights to report to the large group

24. The Context for Appraisal
Activity Three: Sample Quote for Quote Exchange
Coming together is a beginning
Keeping together is progress
Working together is success
-- Henry Ford

25. The Context for Appraisal
Activity Four: “Synectics”
A growth-oriented school context is like ___________ because….
A growth-oriented school context is NOT like _______ because….
AND/OR
A growth-oriented school system is like ___________ because….
A growth-oriented school system is NOT like _______because….

26. The Context for Appraisal
Activity Five: Jigsaw
The following activity asks participants to consider several
articles commenting on the roles of principals, supervisory
officers, school and system culture, and change.
* Note: Facilitator will need to provide materials/articles
appropriate for the activity. (See page 39 for suggestions of
titles that were used in past training sessions.)

27. The Context for Appraisal
Activity Five: Jigsaw Debrief
What do growth-oriented school and system contexts look, feel and sound like?
What roles do teachers, vice-principals, principals, and supervisory officers play in growth-oriented school and system contexts?
How are growth-oriented school and system contexts relevant to the experienced teacher performance appraisal process?
What are the implications for the role of teachers, vice-principals, principals, and supervisory officers in the experienced teacher performance appraisal process?

28. The Context for Appraisal
Activity Six: School Culture
Introducing…
Marg Donaldson’s JK to grade 8 elementary school
Denise Bealieu’s inner city school
Peter Stockard’s JK to grade 6 elementary school
Seema Mohammed’s secondary school

29. Implementing the Revised TPA Process for Experienced Teachers
Part Four: Components of the TPA
Process for Experienced Teachers

30. Implementing the Revised TPA Process for Experienced Teachers
Scheduling and Frequency
For experienced teachers:
Experienced Teachers are required to have one appraisal in an evaluation year every five years
Experienced teachers new to a board must have one appraisal during their first year of employment with the board

31. Implementing the Revised TPA Process for Experienced Teachers
Scheduling and Frequency
For new teachers who have successfully completed the NTIP:
New teachers who have moved to experienced teacher status are placed in the five-year experienced teacher performance appraisal cycle
Once their evaluation year is established, a cycle is established so that there are four non-evaluation years before their next scheduled evaluation

32. Implementing the Revised TPA Process for Experienced Teachers
Scheduling and Frequency
Additional appraisals and an Improvement Plan are required if an appraisal rating is Unsatisfactory
The principal has the authority to conduct additional appraisals if the principal considers it advisable to do so in light of circumstances relating to the teacher’s performance
In a non-evaluation year, teachers may request performance appraisals in addition to those required

33. Implementing the Revised TPA Process for Experienced Teachers
Supervision and Appraisal
The appraisal process and schedule is not intended to interfere with the
principal’s supervisory responsibilities including:
observing teachers’ practice
meeting with teachers to discuss performance
requesting samples of teachers’ work
providing feedback to teachers and
supporting teacher growth and development at any time

34. Implementing the Revised TPA Process for Experienced Teachers
Competency Statements and Examples of
Good Teaching Practice (Look-fors)
In assessing the teacher’s performance, the principal must consider all 16 competencies set out in Schedule 1 of Ontario Regulation 99/02, as amended
The 16 competency statements are based on the standards set out in the Ontario College of Teachers’ Standards of Practice for the Teaching Profession
Boards will continue to be able to provide for additional competencies to be used in the performance appraisal of teachers

35. Implementing the Revised TPA Process for Experienced Teachers
Competency Statements and Examples of
Good Teaching Practice (Look-fors)
In preparing the summative report, the principal provides comments identified in discussions with the teacher as the focus of the teacher’s performance appraisal (the principal may also comment on other competencies that were assessed through the performance appraisal)
A streamlined list of 90 examples of good teaching practices (look-fors) is available as a resource for principals and teachers in identifying possible ways the competencies may be shown in practice

36. Implementing the Revised TPA Process for Experienced Teachers
The Annual Learning Plan (ALP)
Each experienced teacher must have an ALP each year that includes the teacher’s professional growth objectives, as well as his or her proposed action plan and timelines for achieving those objectives
In conducting this annual review and update, teachers, in consultation with their principal must take into account their learning and growth over the year and the summative report of their most recent performance appraisal

37. Implementing the Revised TPA Process for Experienced Teachers
The Annual Learning Plan (ALP)
In the first year that a teacher is no longer considered a new teacher, he or she must develop an ALP
The ALP is teacher authored and directed and is developed in a consultative and collaborative manner with the principal

38. Implementing the Revised TPA Process for Experienced Teachers
The Annual Learning Plan (ALP)
Teachers are encouraged to take parent and student input into account in developing, reviewing and updating their ALP each year
In an evaluation year, the teacher and principal must review and update the teacher’s current ALP in a meeting as part of the performance appraisal process
In a non-evaluation year, a meeting is not required but is recommended. A meeting is required to take place at the request of either the teacher or the principal

39. Implementing the Revised TPA Process for Experienced Teachers
Appraisal Meetings
Three appraisal meetings:
Pre-observation meeting
Classroom observation
Post-observation meeting to discuss observation and growth opportunities. Principals use this information to complete the Summative Report Form
These meetings are repeated in each appraisal

40. Implementing the Revised TPA Process for Experienced Teachers
Appraisal Meetings
“Neighbours” opportunity for dialogue
The broadest function of the appraisal meetings is to
“improve or enhance job performance by engaging in
a reflective conversation on the complexities of
teaching and learning.”
~ Stronge and Tucker, 2003

41. Implementing the Revised TPA Process for Experienced Teachers
Summative Report Form
The Summative Report Form has been revised to provide principals with
the opportunity to:
comment on competencies identified in discussions with the teacher as the focus of the teacher’s performance appraisal (the principal may also comment on other competencies that were assessed through the performance appraisal)
provide an overall rating of the teacher’s performance
recommend professional growth goals and strategies for the teacher to take into account in developing, reviewing and updating his or her ALP

42. Implementing the Revised TPA Process for Experienced Teachers
Summative Report Form
This form must be used for each appraisal. The duties of the principal may be delegated to a vice-principal in the same school or to an appropriate supervisory officer

43. Implementing the Revised TPA Process for Experienced Teachers
Rating Scale
Two-point Rating Scale:
Satisfactory
Unsatisfactory
If the teacher receives a Satisfactory rating, the principal is
encouraged to provide further feedback on strengths and
possible areas of growth for the teacher

44. Implementing the Revised TPA Process for Experienced Teachers
Process Following a Performance Rating that is
Unsatisfactory
Development of an Improvement Plan after first Unsatisfactory rating
On Review status after two consecutive Unsatisfactory ratings
Recommendation for employment termination after three consecutive Unsatisfactory appraisals
The Ontario College of Teachers is notified after termination

45. Implementing the Revised TPA Process for Experienced Teachers
Process Following a Performance Rating that is
Unsatisfactory
While the teacher is On Review status, the principal and
supervisory officer can jointly decide to omit the third appraisal and recommend the termination of the teacher’s employment to protect the best interests of students

46. Implementing the Revised TPA Process for Experienced Teachers
Role of Supervisory Officers and Directors of Education
Mandated responsibilities in relation to teachers that receive an Unsatisfactory performance rating, including being updated about teachers who receive Unsatisfactory ratings on their appraisals and consultation with the principal regarding teachers on Review status

47. Implementing the Revised TPA Process for Experienced Teachers
Part Five: Closing

48. Consider these questions for your free-write.
Write a personal
statement about the
TPA process for experienced teachers and growth-oriented school or system contexts.
Consider these questions for your free-write.
What does revised performance appraisal process for experienced teachers look like in a growth-oriented school or system context?
In my role as teacher/principal/ supervisory officer, what are some ways that I encourage a growth-oriented appraisal process?
What indispensable message do I want to communicate about the TPA process for experienced teachers to the educators I work with?

49. Implementing the Revised TPA Process for Experienced Teachers
Guided Reflection
Reflection is what allows us to learn from our experience: it is an assessment of where we have been and where we want to go next.
~ Kenneth Wolf