1. Union and District Relations: Positive Collaboration and Team Work Chris Sipperley, DFT President Glenn Maleyko, Executive Director, Ph.D Stout Middle School September 24, 2014

2. Strong Labor/Management Collaboration  Teacher Eval Committee  Assessment Committee  PD Committees  District Curriculum Committees  Meetings Between DFT & HR/Superintendent  Participation at Gen Admin and Eval Training

3. Communication is the Key  DPS Website is a Pot of Gold  http://dearbornschools.org/ http://dearbornschools.org/  HR Blog Site http://humanresources.dearbornschool s.org/ http://humanresources.dearbornschool s.org/  Follow me on twitter @DrMaleyko

4. Sign up for Blog Site  Policies and Guidelines listed  Proper Procedures for concerns and Chain of Command  Helpful Forms and Links  FMLA  Evaluation Templates

5. Other Advice  Ask Questions but try to go to the right source.  Information on Website  Mentor, Colleagues and your administrator

6. Electronic Media  District Email Usage-- Policy property of the district.  Everyone Can Set up a blog, you should for the benefit of your students/parents  Ilearn  Be careful with Social Media. It is not your friend if used inappropriately.

7. Teacher Evaluations  Plan I -- Why So Involved  Working Document  Evaluation is a process and not an event  Learning Focused Conversations  Be Proactive and Do not assume  Know the Plan

8. Multiple Measures for Teacher Effectiveness Dearborn Framework for Teacher Evaluation Professional Responsibilities Professional Practice Student Growth 5Standards5Standards

9. Legislative Changes - IDP goals developed for all 1st year probationary teachers or any teacher rated minimally effective or ineffective on most recent evaluation

10. Plan I:  --IDP-- page 11 -to be completed by September 30 th)  2. Pre-Conference form filled out but not required to be submitted to HR only to principal.  Post -Observation Conference Form -- page 14 and page 15 (multiple submissions, minimum of two to be competed by the end of the year. These should be spread-out during the year. )  3. Year End Evaluation Form -- page 16 and page 17 (to be completed by April 30 th )  Please note that all timelines are recommended

11. Plan II  1. Professional Growth Teacher Evaluation Goal Outline Form -- page 25 and page 26. (to be completed by October 25th).  2. Conference Observation Form -- page 27 -- (multiple submissions, minimum of two to be completed by April 30 th )  3. Professional Growth Year End Evaluation Form -- page 28 and page 29 -- (to be completed by May 7th)

12. Dearborn Teacher Evaluation Weights “Weighting is the process of assigning different values to portions of an evaluation to reflect their relative importance in determining overall performance” MCEE (Michigan Council for Educator Effectiveness )

13. Growth Data Formula Measures 5% District growth based on state accountability measures 10% Building Growth based on state or building or district common assessments 10% Classroom Growth based on State Assessments, District Common Assessments or Classroom Assessments

14. Building Measures Examples Elementary -SRI, DRA & DRA task analysis, Star Math, 6 plus 1 traits, Building/District Common Assessments, NWEA, MEAP, Art, Music and & PE common Assessments. Middle School -SRI, DRA, Star Math, 6 plus 1 traits, Building/District Common Assessments, NWEA, MEAP, Art, Music and & PE common Assessments, and Explore. High School- Explore, Plan, MME, MEAP, SRI, Star Math, Common Assessments, AP exams, and Departmental Assessments.

15. Classroom Measures Examples Performance or product measures or other formative assessments, pre and post tests are required

16. Developing Student Growth Goals Student growth” refers to the change in students’ knowledge and skills over time 1.Determine needs from District/building/classroom assessment 2.Create specific learning goals based on pre- assessment 3.Implement teaching and learning strategies (discuss with principal) 4.Monitor student progress through ongoing formative assessment 5.Determine whether students achieved the goals

17. Developing Student Growth Goals Monitor services and progress: How are your students progressing toward the goal you set? How do you know? Which students are struggling/exceeding expectations? What are you doing to support them? What additional resources do you need to support you as you work to achieve your goal for your students? Are there any student attendance issues substantial enough to affect your student growth objectives? Are ELL, Title I, SE, RTI students receiving the services they are entitled to?

18. Non Observable Domain…... A domain that we do not typically see from observation directly. They can be best demonstrated through: Record keeping (Such as data for RTI meetings, PTC, etc) Behavior/ Phone/communication log Letter to parents /Involvement in school programs and initiatives Documents from professional development Suggested to gather evidence through interview, artifacts, and teacher’s self reflection

19. Sample Goals Maples See Maples Samples: https://docs.google.com/a/dearbornschools.org/docu ment/d/1lbObp_PZu1E4Y2z2pb1SozK0MRKzS1NH4RM znW5iU_w/edit

20. Professional Growth Goals Using the Gap area(s) identified through self Assessment, write a professional growth goal that answers: 1.How has my self reflection and assessment informed this goal? 2.What professional development will help me accomplish my Professional Growth Goal? 3.What do I want to change about my instruction that will effectively impact student learning 4.What are the measures of success I can use? 5.How will achieving my professional growth goal improve student learning and engagement? 6.How might I team with colleagues and seek support staff assistance to achieve my goal?

21. Professional Growth Goal is based on Self Assessment; However it must directly correlate with: Classroom Environment & Instruction Relevance to the school’s specific area of focus Should involve relevant colleagues

22. Goal Sharing

23. Teachscape  We have over 70 Administrators that have passed the assessment. We are now starting the third cohort  In order to pass it requires between 20-40 hours of training.

24. Winston Churchill  True genius resides in the capacity for evaluation of uncertain, hazardous, and conflicting information.

25. A Quote from Maya Angelou “People will forget what you said. People will forget what you did. But they will never forget how you made them feel” Commencement Address, 2002

26. Maria Montessori  One test of the correctness of educational procedure is the happiness of the child.

27. Advice  Avoid Negativity- It just drains energy you can’t afford to Lose  Stephen Covey Philosophy Worry about what is within your control and Sphere of influence  You are not entitled you have to Prove Yourself

28. Advice Continued  Highly Effective is difficult to obtain and it should be  Fair isn’t always equal and equal isn’t always fair  Go to Source - Don’t listen to rumor or innuendo  Social Media as mentioned is not your friend  You are a role model at School and Outside of School