Welcome to the 2013-2014Kick-Off Department Meeting!

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Meeting AgendaNew Evaluation Process

o Cycle & Forms • Standards & Indicators• Gathering Artifacts

Policy Updates & Changes

o Academy Policy Changes• Not Averaging Resets • EOS Exams Unlocked by Support

o Teacher Expectations• Personalized Welcome Letters• Welcome Phone Calls• Synchronous Contact• Substitute Request Form

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New Teacher Evaluation Process

What, when, why, where, and how?

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Teacher Evaluation Cycle 2013-2014

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All teachers with ten or more students enrolled will be evaluated according to the following cycle. Walk-through evaluations and formal evaluations for other teachers may be deemed appropriate by the department chair.

 Aug. 26, 2013 – Dec. 31, 2013 > Two walk-through evaluations (Formative)

> One phone call following each (2 total)*

Send checklist and comments to teacher (2 total)

 Jan. 1, 2014 – Jun. 1, 2014 > One walk-through evaluation (Formative)

> One phone call to follow up*

> Send checklist and comments to teacher (1 total)

> Final Formal Evaluation (Summative)

> One phone call to follow up*

> Send Formal Evaluation to the teacher

*Department Chair may opt for an online meeting or BbIM contact to utilize screen sharing instead of a phone call.

Walk-through FormObjectives

Gives a quick snapshot view of a quick walk-through in your virtual classroom. Every sections may not be filled out.

Focus is generally on “Student Experience Indicators:” Communications, Feedback/Monitoring, Interactions with Students. (Indicators 3 and 4)

Other indicators are checked through year as needed and at least once (ex: check for correct certification, or attendance at recent meetings, etc.)

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Walk-through in PracticeNumber of Walk-Throughs per semester:• More than 10 students: You will have a minimum of 2 walk-throughs in the fall and

one in the spring, on average.• Less than 10 students: You may not have 2 walk-throughs depending on your class

load. But, you will have at least one.• Zero students: You will not have a walk through until you have enrollments.

What happens when a walk-through is complete:• You will receive an email to schedule a time for a phone conference with me.• You and I will discuss any questions, concerns, strengths, trainings needed, etc.

Goal of walk-through:• Continue to strengthen our teachers in their craft.• Assist teachers with adopting and executing iNacol best practices for online learning.• Support teacher development and continuous improvement.

Walk-through form

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Summative Evaluation• Teachers that generally have ten or more students will receive one Formal

Yearly Evaluation (summative evaluation) each school year. Department chairs may opt to evaluate additional teachers.

• The department chair will send the teacher a request for screenshots of grading comments, chat logs, and other evidences of quality communications with students prior to the formal evaluation.

• Following the summative evaluation, the department chair will meet with the teacher to review the evaluation and to discuss strengths and recommendations.

• An electronic copy of the evaluation form will be sent to the teacher & one will be retained by the department chair.

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• The standards and the indicators used in the evaluation form are based on the SREB Online Teaching Evaluation for State Virtual Schools and the iNACOL National Standards for Quality Online Teaching.

• The indicators are aligned with the walk-through evaluation form.

Link to Summative Form

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Summative Evaluation Standards

Standard 1: The teacher meets the professional teaching standards established by a state‐licensing agency or the teacher has academic credentials in the field in which he or she is teaching.

Standard 2: The teacher has the prerequisite technology skills to teach online.

Standard 3: The teacher utilizes strategies to encourage active learning, interaction, participation, and collaboration in the online environment.

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Standard 4: The teacher provides online leadership in a manner that promotes student success through regular feedback, prompt response, and clear expectations.

Standard 5: The teacher models, guides, and encourages legal, ethical, safe, and healthy behavior related to technology use.

Standard 6: The teacher is appropriately responsive to students with diverse abilities and special needs in the online classroom.

Standard 7: The teacher collaborates with colleagues & department chair.

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Performance Ratings

Distinguished: The teacher exceeds the expectations 90%-100% of the time regarding all performance indicators of the course/professional requirements in order to reach students, ensure student success, and to grow professionally. The teacher is on target in course maintenance and delivery and should continue pursuing professional growth activities that address his/her personal areas of interest.

Proficient: The teacher meets the expectations 80%-89% of the time regarding all performance indicators of the course/professional requirements. Instruction is on target in the course(s). The teacher is proficient and should continue pursuing professional growth areas that address his/her personal areas of interest as well as any other targeted area determined by teacher and supervisor.

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Performance Ratings

Below Expectations: The teacher meets expectations 50%-79% of the time. The teacher and department chair will target areas of growth in any domain where the teacher does not meet proficient or higher ratings. Professional development and significant growth will be expected in areas of weakness. Teacher will be on probation pending growth outcomes for ______________.

Unsatisfactory: The teacher meets the expectations 0-49% of the time. Based on this data, the academy will no longer engage the teacher as an adjunct online teacher.

 

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Gathering Artifacts

What we use to conduct walk-throughs and reviews

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• Review of Professional License: current• Training Attendance: department meetings, training and follow-up trainings, and tutorials• Hosting office hours during designated times• PLE and Genius communication records:

• Document all external communications in Genius (personal emails, phone calls, texts, chats, etc.).

• Encourage students who have not started working.• Discuss pacing and progress.• Address specific policies relevant to course completion and student success (using handwritten

notes, completing the final at the end of the course, etc.).• Summarize student issues and include the resolution.• Document academic integrity issues.• Sets goals for students (Let’s wrap up Unit 1 this week. Let’s complete 6 lessons this week). • Demonstrates use of intervention strategies or indicates specific supplemental resources.• Encouraging student participation during office hours. • Sends weekly update email to all students.• Sends weekly personal email to each student.• Sends students end date reminders.• Feedback on tests: Celebrate areas of strength and propose areas for further study.

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• Document all external communications in Genius (personal emails, phone calls, texts, chats, etc.).

• Evaluating the frequency, content, and quality of communications.

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Feedback• Feedback is comprehensive and constructive• Discussions and drop box activities

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Feedback: Unit Post-tests

• Generate a report using the Curriculum Item Response Report

• Suggest topics for further review and resources

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Customer Feedback and Requested Documents

• Emails or phone calls that we get from customers (students, parents, and affiliates)

• Teacher captured artifacts: Grading comments, intervention strategies, and resources (BBIM, Email, Screen Capture)

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Sample Letter Sent to Teacher Prior to Final Evaluation

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Any Questions About the Evaluation Tools or Processes?

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Changes to Academy Policy

Just a couple of changes…

PLE Policy Changes

Reset scores will not be averaged with first attempts:

• If a student resubmits a test or other assignment in attempt to improve the score, he or she will get the higher of the two scores.

EOS exams (finals) will only be activated when the site coordinator calls support:

• Affiliates will no longer be able to turn on EOS exams from their end.

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Changes to Teacher Expectations

New Year, New Expectations...

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Changes to Teacher Requirements

• Why???• Improving student performance and customer satisfaction• Accreditation• NCAA approval• INACOL standards

• Getting Started—Recorded Sessions—Coming Soon• Personalized Welcome Letters• Welcome Call (within first 14 days)• Call to students who have not started within 14 days• Synchronous contact to students who have not logged in for 7

days or more• One synchronous contact per month (call, IM, text)• Document all interactions with students.

Personalized Welcome Letter Topics

• Introduce yourself.• Provide your EdOptions Academy email address.• Explain how to contact you in the PLE email system.• Provide your BbIM address.• Communicate special tips for the class, terms or terminology that

students should watch out for, and expectations you have for the student.

• Note any resources you have posted or made available for the class.

• Remind the student to take handwritten notes as they work through the lessons because they will be able to use them on tests.

• Schedule a Welcome Call (14 days). • Confirm the phone number where the student can best be reached.

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Welcome Call—Topics to Discuss

• Let students know you are here to help

• Contact information (office hours, BbIM, email, phone #)

• Contact info for Department Chair

• The philosophy of Mastery Tests• How they work• How to unlock• When to get help

• End Dates• Using Handwritten Notes• Two attempts at posttests• Pacing Guide• Tips for asking great questions

If you will be out of town and unable to work with your students, please complete this form and submit it to your department chair at least 7 days prior to our absence. This form is located on the Resources page of the Department Blog.

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Here’s to a great school year!

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