1. MSBSD Educator Evaluation
Annual Training

2. WELCOME Please have one person log your school into the chat room
Example: Wasilla High School

3. Any item that is in bold, blue font is linked directly to the form.
Presentation Outline
Purpose of Evaluation
Evaluation Groups
Danielson Framework
Break for Question & Answer
Evaluation Process & Timeline
Plan for Professional Growth & Improvement
Community Feedback Surveys
The Fifth Domain: Student Learning Data
Any item that is in bold, blue font is linked directly to the form.

4. Purpose of Evaluation Improvement, improvement, improvement!
allows and encourages principals, administrators, and teachers to work together to promote professional excellence
improves the quality of instructional practices
facilitates student learning and growth
brings structured assistance to teachers who need improvement
provides a basis for making a decision about the retention and transfer of staff
and facilitates the alignment of professional development with educator needs

5. Evaluation Groups Therapeutic Specialists
Evaluation Category Group
MSBSD Positions
General
Teacher, Special Education, Music, Art, Physical Education
Instructional Specialists
Instructional Coach, ELL, TOSA, Resource Specialist, Athletic Directors, Correspondence Teacher
Library Media Specialists
School Library/Media Specialists
School Counselors
School Nurse
School Psychologists
School Psychologist
Therapeutic Specialists
Occupational and Physical Therapist, Speech/Language Pathologist
Each staff member within the Mat-Su Education Association bargaining group will be placed into one of seven categories. This is critical as each category has subtle differences to the verbiage within the various domains, components, and elements with the Danielson “Framework for Teaching.”
PLEASE REMEMBER, THE OASYS ELECTRONIC TEACHER EVALUATION WILL ONLY BE AVAILABLE FOR THE GENERAL TEACHING CATEGORY THIS YEAR.

6. Danielson’s “Framework for Teachers”
Defines what good teaching looks like and consists of
Provides a common language among professionals
Structure that recognizes and respects the complexities of teaching but provides a simple layout for conversations about teaching
Versatility for all levels of expertise and experience
Able to modify components for evaluation groups
Aligned with the Alaska State content, performance, and cultural standards

7. A Framework for Teaching: Domains of Professional Practice
Professional Responsibilities
Domain 3:
Delivery of Instruction
Domain 1:
Planning & Preparation
Domain 2:
The Classroom Environment

8. Domain 1: Planning and Preparation
Components of Domain 1:
Demonstrating knowledge of content and pedagogy
Demonstrating knowledge of students
Selecting instructional outcomes
Demonstrating knowledge of resources
Designing coherent instruction
Designing student assessment

9. Domain 2: The Classroom Environment
Components of Domain 2:
Creating an environment of respect & rapport
Establishing a culture for learning
Managing classroom procedures
Managing student behavior
Organizing physical space

10. Domain 3: Delivery of Instruction
Components of Domain 3:
Communicating with students
Using questioning and discussion techniques
Engaging students in learning
Using Assessment in Instruction
Demonstrating flexibility and responsiveness

11. Domain 4: Professional Responsibilities
Components of Domain 4:
Reflecting on teaching
Maintaining accurate records
Communicating with families
Participating in a professional community
Growing and developing professionally
Demonstrating professionalism

12. Rating Ratings are completed for each of the required components
Unsatisfactory
Basic
Proficient
Exemplary
Ratings are completed for each of the required components

13. Rating Structure Components are rated by the Supervisor
Domain Ratings are determined by the component ratings
Overall Rating is determined by the domain ratings
Components
Domains
Overall

14. Domain/Overall Ratings
Exemplary
50% of components/domains rated as Exemplary
No components/domains rated below Proficient
Proficient
No components/domains rated as Unsatisfactory
No more than one component/domain rated as Basic
Remaining components/domains rated as Proficient or Exemplary
Basic
Two or more components/domains rated as Basic
Unsatisfactory
One or more components/domains rated as Unsatisfactory

15. Component Ratings Continued
Component Ratings also Determine
Level of Support
Plan for Professional Growth (PPG)
Plan of Improvement (POI)
Evaluation Waiver Eligibility (SKIP)
PPG
2 or more Basic
No Unsatisfactory
POI
1 Unsatisfactory
SKIP
1 Exemplary
No Basic

16. Common Descriptors for Levels
Unsatisfactory
Basic
Proficient
Exemplary No
Not
Not clear
Unaware
Does not respond
Poor
Not congruent
Little
Low
Inadequate
Some
Attempts to
Limited
Moderate
Uneven
Inconsistent
Rudimentary
Consistent
High quality
Timely
Accurate
Appropriate
Clear
Effective
High expectations
Aligned
Solid
Smoothly
Productive
All students
Highly effective
Entirely appropriate
Adapted for
individual students
Fully aligned
Extensive
Highly developed

17. Frequently Asked Questions
Where can I learn more about the Danielson Framework?
Professional Development Opportunities
Site-Based FLTs & Annual Training
District Office Resources
Charlotte Danielson’s Framework For Teaching Book & DVD Series
Who chooses to evaluate additional components?
There are 12 required components in the evaluation
Per principal discretion, he/she may require an individual employee to be evaluated on any of the remaining 10 components.
These must be identified at the Beginning of the Year Conference

18. Question & Answer
Please take two minutes to ask your principal questions or have the scribe type them into the chat room

19. OASYS: Electronic Evaluations
ALL educators will use the OASYS Electronic Evaluation system for FY16
OASYS Webinar Training Dates will be posted in the upcoming Teacher and Principal Posts
Power Point Tutorials are available on the MSBSD HR Website
Educator Evaluation
OASYS Electronic Evaluation

20. Evaluation Process Overview
Educator Self Reflection
Beginning of the Year Conference
Informal Observation(s)
Formal Observation
Summative Evaluation Conference

21. Educator Self-Reflection
Designed to support the educator’s self-assessment and reflection on professional practices
Used as a foundation during the beginning of the year conference
To be completed by September 30th

22. Beginning of the Year Conference
Evaluation planning meeting
Review the Educator Self-Assessment
Identify expectations for targeted growth
Establish if any additional components will be evaluated beyond the required 12
Identify the teacher submitted artifacts for components
To be completed by October 15th

23. Frequently Asked Questions
What is an artifact?
Artifacts provide evidence of performance on various components
Examples: Lesson plans, social contracts, i-cue grade reports
How many do I have to submit?
Each required component must have at least one artifact or observation evidence identified
Artifacts may count for more than one component

24. Classroom Observations
Informal
Recommended for 5 to 15 minutes
Dates & times are documented and share with the teacher during the summative conference
Do not need to be pre-arranged
Most common form: Classroom Walkthrough
Required #:
Non-Tenured: Four per year
Tenured: One per year

25. Classroom Observations
Formal
Teacher completes Pre-Observation Form prior to observation
Observation is scheduled
Must be for a duration of at least 30 minutes
Feedback is provided within two working days
Required #:
Non-Tenured: Two per year
Tenured: One per year

26. Summative Evaluation & Conference
Principal reviews a variety of evidence sources including:
Informal and Formal Observations
Teacher submitted artifacts
Principal gathered artifacts
Community Feedback Surveys
Teacher is provided a copy of the summative evaluation
Includes ratings for components, domains, and overall

27. Summative Evaluation & Conference
Teacher has two working days to ‘electronically’ sign the evaluation
Five working days to submit written comments
CHANGE:
Copy of the evaluation will be stored electronically in OASYS
Non-Tenured Teachers will receive one summative evaluation by May 1st

28. Non-Tenured Evaluation Timeline
Evaluation Steps
September 30
Teacher Self-Assessment Rubric
October 15
Beginning of the Year Conference
October 15 & February 30 (recommended)
Informal Observation 1
November 15 & march 30 (recommended)
Informal Observation 2
December 1 & April 15 (recommended)
Formal Observation
December 10
First Semester Review
May 1
Summative Evaluation Conference

29. Tenured Evaluation Timeline
Evaluation Steps
September 30
Teacher Self-Assessment Rubric
October 15
Beginning of the Year Conference
October 30
(If eligible)
Evaluation Waiver Request
December 15
(recommended)
Informal Observation 1
January 30
Formal Observation
February 15
Summative Evaluation Conference

30. Evaluation Waiver (Skip Year)
CHANGE: Per principal approval, an educator is eligible for an evaluation waiver starting their sixth year
Eligibility Requirement: To exceed the district standard, an educator must have at least one exemplary rating and have received no basic or unsatisfactory ratings

31. Plan for Professional Growth
Plan of Professional Growth:
A teacher may be placed on a Plan for Professional Growth if no required component is rated Unsatisfactory and two or more required components are rated Basic.
Duration of Plan
Non-Tenured: Minimum of 30 Work Days
Tenured: 60 – 120 Work Days

32. Plan of Improvement Plan of Improvement:
A teacher will be placed on a Plan of Improvement if any required components is rated Unsatisfactory.
A teacher may be placed on a Plan of Improvement if they unsuccessfully complete a Plan for Professional Growth
Duration of Time
Non-Tenured: Minimum of 30 Work Days
Tenured: 90 – 180 Work Days

33. Plan for Professional Growth or Plan of Improvement
The purpose of a plan of professional growth or improvement is to document a concern and to clearly state what the teacher must accomplish in order for his/her performance to meet the teaching components
Neither party is present to negotiate whether or not the teacher is meeting the teaching components
The principal/supervisor determines whether or not the teaching components are being met
Each plan of professional growth or improvement will be tailored to the specific teacher
Cooperation and recognition that improvement is needed will be the key to success

34. Community Feedback Surveys
Provide an opportunity for students, parents, community members, teachers, and administrators to provide information on the performance of the teacher or administrator who is the subject of the evaluation to the evaluating administrator
Surveys are available on the district website, at school sites, and the district office.
Schools should advertise surveys in their newsletters and on the website at least four times per year.

35. Community Feedback Surveys
Forms are returned/forwarded to the administrative secretary
Unsigned forms are given directly to the employee
Signed forms
A copy is given to the employee and immediate supervisor
The original is maintained at the school site for two years.
If the feedback is used for a plan of improvement, a non- retention, or dismissal it will be kept longer
May be considered as input into the teacher’s current evaluation if received prior to February 1, otherwise the information will be used in the next year’s evaluation

36. Frequently Asked Questions
Is a Non-Tenured teacher required to complete a Self-Reflection and Beginning of the Year Conference each semester?
No, a non-tenured teacher only needs to one of each at the beginning of the year.
What if my principal or I miss one of the timeline dates?
Any date can be extended if mutually agreed upon by the principal and the educator.

37. Question & Answer
Please take two minutes to ask your principal questions or have the scribe type them into the chat room

38. The Fifth Domain - DATA Domain 1: Planning & Preparation
Domain 2: The Classroom Environment
Domain 3: Delivery of Instruction
Domain 4: Professional Responsibilities
Domain 5: Student Growth Data

39. Student Learning Objectives (SLOs)
7/28/2014
Student Learning Objectives (SLOs)
An SLO is a measurable, long-term, academic goal informed by data that a teacher or teacher team sets at the beginning of the year for all students.
SLOs are long term, so they generally don’t focus on just a small unit of a course, but rather the main learnings or ‘big ideas’ that a teacher would want his or her students to learn over the course. SLOs are also informed by available data, and they can be developed by a single teacher or a team of teachers.
In Denver, SLOs are called Student Growth Objectives. In DC Public Schools, they are called Educator-Assessed Student Achievement Data. In Louisiana, they are called Student Learning Targets. Although the names may be different, the concept is generally the same.
AASA/EED Summer Meeting

40. Examples of Existing Assessments
AIMSweb
Oral Reading Fluency Assessment
Alaska Measures of Progress (AMP)
State Mandated Assessment
Curriculum Embedded Assessments
Text Books Pre- & Post-
Industry Based Assessments
CNA Certification

41. FY16 – Pilot the SLO model FY17 – Growth data will be incorporated into teacher evaluation

42. Frequently Asked Questions
What if a student is chronically absent from school?
You cannot exclude a student from your data based on qualifications (ex: ELL) or attendance.
The SLO is evaluated on the rating schedule below:

43. Frequently Asked Questions
Who will see my SLO and Student Learning Data?
Only your principal or direct supervisor and yourself
The district is required to submit numbers and percentages for overall rating and student growth data to the state
The data is strictly anonymous

44. Question & Answer
Please take two minutes to ask your principal questions or have the scribe type them into the chat room

45. For More Information
Certificated Employees Evaluation and Procedures Instrument (BP/AR )
Your Principal or Supervisor
Department of Human Resources
Professional Development Opportunities
Site-Based FLTs & Annual Training
District Office Resources
Charlotte Danielson’s Framework For Teaching Book & DVD Series
MSBSD Human Resources Website