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Alternative Teacher Evaluation

2009-10

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Development of the Pilot The evaluation was developed in cooperation with

the Aurora Education Association Members of the workgroup

Sue Clark – Facilitator Dianne Dugan – Principal Tony Van Gytenbeek – Deputy Superintendent Dennis Hamann – Consultant, Instruction Curtis Holmes – Teacher Brenna Isaacs – AEA President Cathy Wildman – Teacher

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Concept The alternative teacher evaluation is:

A flexible interactive process in which the teacher Selects an evaluation team Determines the criteria for evaluation in

collaboration with that team An online process

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Who is eligible? Non-probationary teachers on evaluation cycle

who’s previous evaluation meets or exceeds standards

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What is the process?

The following slides explain the steps in this flow chart

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Request & Evaluation Team Teachers may request alternative evaluation within

three weeks of beginning of school year If the supervisor agrees:

Teacher selects an evaluation team Including an evaluator of record who must be an

APS licensed administrator

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How is the evaluation plan developed? Within the first quarter the teacher in collaboration

with the evaluation team will determine Evaluation criteria What evidence will demonstrate meeting

standards How evidence will be collected A timeline for collection of evidence and

feedback

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Evaluation Criteria The person being evaluated and the chosen

evaluator(s) review the four standards and proficiency indicators

At least one indicator for each standard will be selected These selections may be changed during the

review process by mutual agreement between the person being evaluated and the chosen evaluator(s).

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Standard A - Teaching and Student LearningThe teacher is committed to students and their learningThe teacher knows the subjects he/she teaches and how to teach those subjects to students.

Indicators:1. Demonstrates a thorough knowledge of students as

individual learners and evaluates assessment data for each student by identifying what the student can do, needs to learn next, and what the teacher will do about it.

2. Plans high, worthwhile and attainable goals and objectives, selecting rich, thought-provoking and appropriate resources, and identifying what the learning looks and sounds like.

3. Implements learning experiences that are connected to content learning goals and sequences and structures instruction so students attain the goals.

4. Generates varied formal and informal evidence to regularly evaluate and improve student learning

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Standard B - Learning EnvironmentThe teacher manages and monitors student learning. The teacher develops an environment where individuals are encouraged, respected, and challenged intellectually, academically, and socially.

Indicators:1. Develops a classroom where students demonstrate

self-confidence and responsibility for high standards of learning.

2. Ensures that tasks and resources support student growth and proficiency.

3. Creates a safe, secure learning environment where on-going feedback, praise and positive reinforcement result in high levels of student engagement and learning.

4. Recognizes individual differences in his/her students and models and teaches accordingly.

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Standard C - Professional DevelopmentThe teacher thinks systematically about his/her practice and learns from experience. The teacher commits to improving his/her professional practice in order to improve student learning.

Indicators:1. Demonstrates growth in instructional knowledge

and skills.2. Engages in active, collaborative reflection to

improve professional competence.3. Takes an active role in school-based professional

development.4. Stays current with research and, when appropriate,

incorporates new findings into his/her practice.5. Regularly analyzes, evaluates, reflects on, and

strengthens the effectiveness and quality of his/her practice.

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Standard D – ProfessionalismThe teacher is a contributing member of the learning community.

Indicators:1. Clearly and consistently reaches out to parents and

other interested adults as valued partners in the child’s education.

2. Seeks leadership opportunities and shares responsibility to promote school improvement.

3. Contributes to the effectiveness of the school by working collaboratively with other professionals.

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Evidence, Format & Timeline The person being evaluated and the chosen

evaluator(s) will: Mutually define evidence appropriate to each

proficiency indicator selected Determine methods for collection of evidence to

support proficiency indicator(s) How collected What format Where stored

Agree on the format and time line for collection of evidence and feedback

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Evaluators The person being evaluated and the chosen

evaluator(s) will: mutually identify evaluator(s) for each indicator

selected including at least one person employed as a

licensed administrator within the Aurora Public Schools

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Planning Sheet A planning sheet will be printed containing:

Indicators Evidence Format Timeline Evaluator(s).

The person being evaluated will acquire signature of immediate supervisor approving the use of the pilot evaluation

Copies of the signed planning sheet will be distributed to the person being evaluated, selected evaluator of record, all other evaluators and immediate supervisor.

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Evidence Teacher and evaluators collect evidence:

In specified format According to timeline

Examples: Teacher reflection on how evidence collected

indicates proficiency on standard What teaching strategies worked well Next steps

Test scores Observation notes Student products Etc.

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Evaluation Evaluator(s):

Develop written analysis of evidence collected for each indicator

Score each standard according to analysis of evidence collected for indicators in that area Meets Standard Growth Needed

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Goals

The employee and the evaluator of record mutually develop written goals

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Comments Employee develops written reflection on the

evaluation Content Process

Selected evaluator of record develops written summary of the review Content Process

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Signatures Interested parties sign off on evaluation

Staff member Selected evaluator of record Immediate supervisor

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Filing One copy of the signed review is retained at the site Another is given to the staff member The original signed copy is sent to Human

Resources

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Next Steps – 4 out of 4 An employee who earns 4 out of 4 scores of

Meets Standard resulting in an overall score of: Meets Standard

Will be evaluated again in the regular cycle

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Next Steps – 3 out of 4 An employee who earns 3 out of 4 scores of

Meets Standard resulting in an overall score of: Meets Standard

May continue with the review the following year, focusing on the standard that was scored Growth Needed if desired However, this is not required

Will be evaluated again in the regular cycle

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Next Steps – 2, 1 or 0 out of 4 An employee who earns 2, 1 or 0 out of 4 scores of

Meets Standard resulting in an overall score of: Growth Needed

Continues with this review next year, focusing on the standards that were scored Growth Needed

Or chooses to return to the traditional teacher evaluation process for next year

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Professional Development

Cohort groups form, Fall 2009 Salary advancement credit for attendance Linda Damon - Facilitator Evaluation plans developed during first quarter Evaluations start during second quarter or semester Cohort works together through all stages

Available online www.aps.k12.co.us/hr/pilot This overview Links to start a new evaluation and to search for an

existing evaluation Sample evaluation plan Examples of evidence

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Questions Direct questions to:

The Division of Instruction Linda Damon

The Division of Human Resources Chris Gramstorff Jack Kronser Damon Smith

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THANK YOU!