teacher performance assessment system the processes
TRANSCRIPT
Teacher Performance Assessment System
The Processes
The Summative process for new and second year teachers is described in
detail in
Chapter 3N Teacher Performance Assessment Handbook
The handbook is found at http://www.nnschools.org/tpa
The summative process includes
Evidence : samples of student and teacher work gathered by teacher and administrator
Natural Harvest : samples of work routinely produced by teacher
Reflection : value and meaning of the work and its results as seen through the teacher’s eyes
Agendas : expected discussion topics outlined for each conference between teacher and administratorSupport Team: new teachers work together with a mentor to explain, assist, and challenge
Summative Cycle
aka Teacher Evaluation
New teachers are on the Summative cycle for the length of probation,
usually 3 years.
The Summative Cycle
Review expectations
Initial conference to discuss evidence
Formal classroom observations (2) completed
Conference on remaining evidence
Final report written and distributed
Additional evidence gathered
Performance Assessment Cycle
U B P D U B P D
Rubric(Performance Scale)
Evidence ofPerformance
Assessment of Performance
the standard
the data
the judgment
While the cycle can be entered at any point, we recommend the following so the standards are clear from the beginning.
1. Rubric
2. Evidence
3. Assessment of
Performance
1. Review the Rubrics
Allow for more objective judgmentsDescribe the range of performance
Encourage continuous improvement
Reduce ambiguity
Levels of PerformanceUnsatisfactory
Doing harm to students
Basic Doing no harm but adding no value
Proficient Adding value that results in most
learningDistinguished
All learning as self-directed learners
Evidence
Factual data that can be examined, discussed, and used to determine performance level
Opinion
The perception of one or more individuals in the absence of factual data
2. Choose items for evidence
Evidence can be Sample lesson plans Student work samples Pictures or video clips from the class Copies of newsletters, parent letters, emails,
notes, and other communication Quotes (things said and/or heard) Reflections Statistical data (eg. test scores)
3. Make a judgment
Compare the evidence collected to the rubric, looking for the presence of, absence of and quality of the specifics stated in the rubric
Performance Assessment Cycle
U B P D U B P D
Rubric(Performance Scale)
Evidence ofPerformance
Assessment of Performance
the standard
the data
the judgment
Who Does What? When?
Refer to the Summative Timeline
Sept. 15:
Review expectations;
Nov. 1:
Initial conference
Winter Break: Formal Observation 1
Feb. 1:
Formal Observation 2
June 1:
Evidence for Record Keeping & Communicating with Families
Last Contract Day
Final Conference
Summative Timeline for New Teachers
Forms and Portfolios
Log forms are optional; evidence is not
Evidence of communicating with families (component 4c) can be kept in a spreadsheet, a notebook, a file box, or any other way you choose.
Portfolios are not required; evidence is
You are required to provide samples of your work and student work but this evidence does not have to be collected in a specific place or bound into a scrapbook, notebook, or gathered into an efolio.
Collegial Support
WHAT? Your mentor who can and will discuss, encourage, affirm, and challenge your thinking
When? Often
HOW? In person, in writing, and/or electronicallyWHY? NNPS belief in implementing best practices
Need more information? Ask
Your mentor Your administrator Kathleen Pietrasanta, Innovation & Development
([email protected]) or 591-4584
Deborah Richardson, Innovation & Development ([email protected]) or 591-4590