THREE HANDBOOKSTEACHER PROFESSIONAL EVALUATION SYSTEM

EDUCATIONAL SPECIALISTS PROFESSIONAL EVALUATION SYSTEM

SCHOOL ADMINISTRATOR PROFESSIONAL EVALUATION SYSTEM

PRE-SET COMPONENTS OF THE EFFECTIVENESS PROJECT PROFESSIONAL EVALUATION SYSTEM

Common Components• Teacher, School Administrator and

Educational Specialist systems include:– Performance Standards, Indicators &

Rubrics– Observation – Documentation Logs– Goal setting– Surveys

Teacher Performance Standards1. Professional KnowledgeThe teacher demonstrates an understanding of the curriculum, subject content, and diverse needs of students by providing meaningful learning experiences.

2. Instructional PlanningThe teacher effectively plans using the approved curriculum, instructional strategies, resources, and data to meet the needs of all students.

3. Instructional DeliveryThe teacher effectively engages students in learning by using a variety of instructional strategies in order to meet individual learning needs.

4. Assessment of/for LearningThe teacher systematically gathers, analyzes, and uses relevant data to measure student progress, guide instructional content and delivery methods, and provide timely feedback to both students, parents, and stakeholders.

5. Learning EnvironmentThe teacher uses resources, routines, and procedures to provide a respectful, safe, positive, student-centered environment that is conducive to student engagement and learning.

6. Professionalism The teacher demonstrates behavior consistent with legal, ethical, and professional standards, contributes to the profession, and engages in professional growth that results in improved student learning.

Educational Specialist Performance Standards

4. Program Planning and ManagementThe educational specialist effectively plans, coordinates, and manages programs and services consistent with established guidelines, policies, and procedures.

1. Professional KnowledgeThe educational specialist uses professional knowledge to address the needs of the target learning

community while demonstrating respect for individual differences, cultures, and learning needs.

3. AssessmentThe educational specialist gathers, analyzes, and uses data to determine learner/program needs, measure learner/program progress, guide instruction and intervention, and provide timely feedback to learners, families, staff, and community.

5. Program DeliveryThe educational specialist uses professional knowledge to implement a variety of services for the targeted learning community.

2. Communication and CollaborationThe educational specialist communicates and collaborates effectively with learners, families, staff, and the community to promote student learning and well-being.

6. ProfessionalismThe educational specialist demonstrates behavior consistent with legal, ethical, and professional standards, contributes to the profession, and engages in professional growth.

School Administrator Performance Standards

1. Leadership for Student LearningThe school administrator drives the success of each learner through collaborative implementation of a shared vision of teaching and learning that leads to student academic progress and school improvement.

2. School ClimateThe school administrator fosters the success of all students by advocating, developing, nurturing, and sustaining a safe, positive, and academically engaging school climate.

3. Human Resources LeadershipThe school administrator provides effective leadership in the area of human resources by assisting with selection and induction, and by supporting, developing, evaluating, and retaining quality instructional and support personnel.

4. Organizational ManagementThe school administrator fosters the success of all students by supporting, managing, and

overseeing the school’s organization, operation, and use of resources.

5. Communication and Community RelationsThe school administrator fosters the success of all students by effectively communicating, collaborating, and engaging stakeholders to promote understanding, support, and continuous improvement of the school’s programs and services aligned with the school’s vision.

6. ProfessionalismThe school administrator fosters the success of all students by demonstrating behavior consistent with legal, ethical, and professional standards, engaging in continuous professional development, and contributing to the profession.

CESA 6 Structure

Sample Performance IndicatorsExamples may include, but are not limited to:

The teacher: 2.1 Align lesson objectives to approved curriculum using student learning data to guide planning.2.2 Plans accordingly for pacing, sequencing content coverage, transitions, and application of

knowledge.2.3 Plans for differentiated instruction.2.4 Develops appropriate long- and short-range plans, and adapts plans when needed.2.5 Uses resources, including technology, to effectively communicate with stakeholders regarding curriculum shared in their classrooms.

DistinguishedIn addition to meeting the

Requirements for Effective …

EffectiveEffective is the expected

level of performance.

Developing Needs Improvement Unacceptable

The teacher actively seeks and uses alternative data and resources, and regularly differentiates plans and modifies instruction to meet the needs of all students.

The teacher plans using the approved curriculum, instructional strategies, resources, and data to meet the needs of all students.

The teacher inconsistently uses the curriculum, effective strategies, resources, or data in planning to meet the needs of all students.

The teacher does not plan, or plans without adequately using the curriculum, or without using effective strategies, resources, or data to meet the needs of all students.

Performance Appraisal

Rubric

Standard 2: Instructional PlanningThe teacher effectively plans using the approved curriculum, instructional strategies, resources, and data to meet the needs of all students.

Performance Standard

Performance Indicators

CESA 6 Structure -ES

Sample Performance IndicatorsExamples may include, but are not limited to:

The educational specialist:1.1 Demonstrates knowledge and skills relevant to the profession.1.2 Demonstrates an understanding of the intellectual, social, emotional, and physical development of the learner.1.3 Promotes and models respect for individual and cultural differences.1.4 Uses district, school, family, and community resources to help meet student and/or program needs. 1.5 Identifies various students’ learning styles and individual needs to assist in the implementation of intervention plans.1.6 Understands one’ss responsibility to the system and collaborates in order to meet student needs..

DistinguishedIn addition to meeting the

Requirements for Effective …

EffectiveEffective is the expected

level of performance.

Developing Needs Improvement Unacceptable

The educational specialist addresses the needs of the target learning community, demonstrating respect for individual differences of cultures, backgrounds, and learning needs in an exemplary manner.

The educational specialist uses professional expertise to address the needs of the target learning community while demonstrating respect for individual differences, cultures, and learning needs.

The educational specialist attempts to identify and address the target learning community, but efforts are inconsistent in demonstrating respect for individual differences and understanding of cultures, backgrounds, and learning needs.

The educational specialist consistently demonstrates a lack of awareness of the needs of the target learning community or rarely demonstrates respect for individual differences and understanding of cultures, backgrounds, and learning needs.

Performance Appraisal

Rubric

Standard 1: Professional KnowledgeThe educational specialist uses professional knowledge to address the needs of the target learning community while demonstrating respect for individual differences, cultures, and learning needs.

Performance Standard

Performance Indicators

CESA 6 Structure

Sample Performance IndicatorsExamples may include, but are not limited to:

The school administrator:1.1 Leads the collaborative development and sustainment of a shared vision for educational improvement and works collaboratively with staff, students, parents, and other stakeholders to develop a mission and programs consistent with the district’s plan.1.2 Collaboratively plans, implements, supports, monitors, and evaluates instructional programs that enhance rigorous and relevant teaching and student academic progress, that lead to school improvement.1.3 Analyzes current academic achievement data and instructional strategies to make appropriate educational decisions that improve classroom instruction, increase student achievement, and improve overall school effectiveness.1.4 Connects initiatives and innovative strategies to maximize the achievement of each learner.1.5 Acquires and shares knowledge of evidence-based instructional best practices in the classroom.1.6 Works collaboratively with staff to identify student needs and to design, revise, and monitor instruction to ensure effective delivery of the guaranteed and viable standards-based curriculum.1.7 Generates, aligns, and leverages resources for the successful implementation of effective instructional strategies.1.8 Monitors and evaluates the use of diagnostic, formative, and summative assessment to provide timely and accurate feedback to students and parents, and to inform instructional practices.1.9 Provides collaborative leadership for the design and implementation of effective and efficient schedules that protect and maximize instructional time.1.10 Promotes professional development and instructional practices that incorporate the use of achievement data, and results in increased student progress.1.11 Demonstrates the importance of sustained professional development by participating in and resources for teachers and staff for professional learning (i.e., peer observation, mentoring, coaching, study groups, learning team, action research).

1.12 Evaluates the impact professional development has on the staff, school improvement and student

DistinguishedIn addition to meeting the

Requirements for Effective …

EffectiveEffective is the expected level of

performance.

Developing Needs Improvement Unacceptable

The school administrator strategically drives the success of each learner through collaborative implementation of a shared vision of teaching and learning that leads to student academic progress and school improvement that reflects excellence.

The school administrator drives the success of each learner through collaborative implementation of a shared vision of teaching and learning that leads to student academic progress and school improvement.

The school administrator ineffectively or  inconsistently supports the success of each learner through collaborative implementation of a shared vision of teaching and learning that leads to student academic progress and school improvement.

The school administrator does not support the success of each learner through collaborative implementation of a shared vision of teaching and learning that leads to student academic progress and school improvement.

Performance Appraisal

Rubric

Performance Standard 1: Leadership for LearningThe school administrator drives the success of each learner through collaborative implementation of a shared vision of teaching and learning that leads to student academic progress and school improvement. .

Performance Standard

Performance Indicators

Districts receive multiple forms to measure effectiveness that are…

• straight-forward • easy-to-use• flexible for local needs • loaded into district system• accessed through multiple technology devices

using the web-based MyLearningPlan OASYS data management system

Multiple Measurement Forms

Observation formsDocumentation logsStudent surveysCommunication logsProfessional development logsOptional formsSummative evaluation formsOption to add local forms

Sample Observation Form(abbreviated)

Standard 2: Instructional PlanningThe teacher effectively plans using the approved curriculum, instructional strategies, resources, and data to meet the needs of all students.

• Align lesson objectives to approved curriculum using student learning data to guide planning.

• Plans accordingly for pacing, sequencing content coverage, transitions, and application of knowledge.

• Plans for differentiated instruction.

• Develops appropriate long- and short-range plans, and adapts plans when needed.

• Uses resources, including technology, to effectively communicate with stakeholders

Comments:

Sample Documentation Log Covers (abbreviated)

Standards Examples of Documentation Documentation Included1. Professional

Knowledge Summary of a plan for integrating

instruction Class profile Annotated list of instructional activities for

a unit Annotated samples of teacher-made

instructional materials Lesson/intervention plan (including goals

and objectives, activities, resources, and assessment measures)

 

2. Instructional Planning

Course Syllabus Lesson Plan Intervention Plan Team/Department Meeting Minutes Substitute Lesson Plan

 

3. Instructional Delivery

• Annotated photographs of class activities• Handouts or sample work• Video/audio samples of instructional units

Goal Setting Form(abbreviated)

I. Setting (Describe the population and special learning circumstances)

 

II. Content/Subject/Field Area (The area/topic addressed based on learner achievement, data analysis, or observational data)

   

III. Baseline Data (What is shown by the current data?)

  Data Attached:

IV. Goal Statement (Describe what you want learners/program to accomplish; use SMART Goal format)

    

V. Means for Attaining Goal (Strategies used to accomplish the goal) 

Strategy Evidence Target Date   

   

Sample Student Surveys(abbreviated)

Yes Some-times No

My teacher knows a lot about what she is teaching. My teacher explains things so I can understand.

StronglyAgree Agree Neutral Disagree Strongly

Disagree

My teacher has deep knowledge about the subject he/she teaches. 5 4 3 2 1

My teacher uses a variety of teaching strategies during class. 5 4 3 2 1

Sample Adult Client Surveys(abbreviated)

School Administrator Surveys

School Administrators directed to WINNS site for Climate Surveysfor staff and students. dpi.wi.gov/sig/improvement/process.html

Survey Summary Form is included as form – Sample Questions:1. How many surveys did you distribute?2. How many completed surveys were returned?3. What is the percentage of completed questionnaires you received? ____________% Teacher/Staff Satisfaction Analysis4. Describe your survey population(s).5. List factors that might have influenced the results.6. Analyze survey responses and answer the following questions:

A) What did teachers/staff perceive as your major strengths? 

B) What did teachers/staff perceive as your major weaknesses? 

C) How can you use this information for continuous professional growth?

Sample Summative Evaluation Form (abbreviated)

DistinguishedIn addition to meeting the requirements for

Effective …

EffectiveEffective is the

expected level of performance.

Developing/Needs Improvement Unacceptable

The teacher consistently demonstrates extensive content and pedagogical knowledge, regularly enriches the curriculum, and guides others in enriching the curriculum.

The teacher demonstrates an understanding of the curriculum, subject content, and diverse needs of students by providing meaningful learning experiences.

The teacher inconsistently demonstrates understanding of curriculum, subject content, and student needs, or lacks fluidity in using the knowledge in practice.

The teacher inadequately demonstrates understanding of curriculum subject content, and student needs, or does not use the knowledge in practice.

Comments:(Attachments can be uploaded )

 

Performance Standard 1: Professional Knowledge