Transcription

2017‐2018Teacher Evaluation SystemSeminole County School DistrictDr. Walt Griffin, SuperintendentMark Russi (407) 320‐0317

Table of Contents1. Performance of Students2. Instructional Practice3. Other Indicators of Performance4. Summative Evaluation Score5. Additional Requirements6. District Evaluation Procedures7. District Self-MonitoringAppendicesAppendix A: Marzano Model ResearchAppendix B: Teacher Evaluation FormAppendix C: Joint Letter from Seminole County Public Schools & Seminole EducationAssociationAppendix D: Instructional Non-Classroom Personnel Evaluation FormsAppendix E: Deliberate Practice PlanSeminole County Public School DistrictInstructional Evaluation System Template (IEST – 2017)Page 1

1 Performance of StudentsCalculation—2017-2018The final evaluation rating for 2017-2018 will combine three components for both teachers and newlyhired teachers:--Instructional practice score from annual evaluation56%--Deliberate practice score (additional metric)10%--Performance of students34%As authorized by FS 1012.34(3)(a)1, the final calculation for classroom teachers, newly hired teachers andother instructional personnel with less than three (3) years of available student learning growth data will beadjusted to:--Instructional practice score from annual evaluation56%--Deliberate practice score (additional metric)10%--Performance of Students34%Since all components are scored on a four-point scale, the score from each component will be weighted inaccordance with the above percentages and then added together to create the Final Evaluation score.Performance of Students MetricUniversal ImplementationFor the 2017-2018 school year, in compliance with the provisions of FS 1012.34(7), all instructionalpersonnel will be evaluated using a measurement of student performance. Regardless of the assessmentsand methods used, all instructional personnel will receive an overall Performance of Students metric ratingand score as follows:Highly Effective:3.50-4.00Effective:2.50-3.49Developing (Cat. 1 & 1p):1.50-2.49Needs Improvement (Cat. 2 & 2p):1.50-2.49Unsatisfactory:1.00-1.49Seminole County Public School DistrictInstructional Evaluation System Template (IEST – 2017)Page 2

Assessments and MethodsEvery instructional employee will be assigned to one or more of the groups below based on teachingassignment and/or assigned responsibilities. In cases where teaching assignment and/or assignedresponsibilities place an employee in more than one group, the employee’s rating for each group will bedetermined and then the ratings will be aggregated together to determine the overall performance ofstudents rating and score.GroupTeacher, Grades K-2Teacher, grade 3Teacher, Grades 4-5Teacher, Grade 5Teacher, Grades K-5,Art, PE, and MusicTeacher, Grades 6-8,ELA, Reading or MathTeacher, Grades 6-8, nonFSA/EOC/FSAA subjectareasTeacher, Grade 8,ScienceTeacher, Grade 7, CivicsTeacher, Grades 9 -10,Reading/EnglishLanguage ArtsTeacher, Grades 9-12,Access PointsCurriculumTeacher, Grades 6-12,Algebra IAssessment NameI-Ready AssessmentI-Ready Assessment and FSA ELAI-Ready Assessment and FSA MathFSAAFSA ELAFSA MathFSAAStatewide Science AssessmentScores of assigned students on FSA ELAand/or MathI-Ready Assessment (Gr. K-2)FSA ELA/I-Ready Assessment (Gr. 3)FSA ELA (Gr. 4-5)FSA ELAFSA MathFSAAScores of assigned students on FSA ELAand/or MathStatewide Science AssessmentScores of assigned students on FSA ELAand/or MathCivics EOCFSA ELAFSAA (Grades 9 & 10)FSAAAlgebra I EOCSeminole County Public School DistrictInstructional Evaluation System Template (IEST – 2017)Measurement nt (Grades 9 &10)AchievementGrades 8 & 9 GrowthGrades 6, 7, 10, 11, & 12AchievementPage 3

Assessment NameGroupTeacher, Grades 6-12,GeometryTeacher, Grades 6-12,BiologyTeacher, Grades 9-12, USHistoryTeacher, Grades 9-10,non-FSA/EOC/FSAATeacher, Grade 11Teacher, Grade 12Dean/Behavior SpecialistGeometry I EOCMeasurementMethodGrowthBiology I EOCGrowthUS History EOCGrowthScores of assigned students on FSA erapistSAT PSATSAT ACT PERT PSATFSA Scores of Assigned Students atAssigned School(s)FSA Scores of Assigned Students atAssigned School(s)FSA Scores of Assigned Students atAssigned School(s)FSA Scores of Assigned Students atAssigned School(s)FSA Scores of Assigned Students atAssigned SchoolFSA Scores of Assigned Students atAssigned School(s)FSA Scores of Assigned Students atAssigned School(s)FSA Scores of Assigned Students atAssigned School(s)FSA Scores of Assigned Students atAssigned School(s)FSA Scores of Assigned Students atAssigned School(s)FSA Scores of Assigned Students atAssigned School(s)Speech-LanguagePathologistFSA Scores of Assigned Students atAssigned School(s)GrowthSchool CounselorEducational TechnologyFacilitatorMedia SpecialistInstructional CoachTeacher on AssignmentStaffing ResourceSpecialistSchool Social WorkerSchool PsychologistSchool NurseSeminole County Public School DistrictInstructional Evaluation System Template (IEST – wthGrowthGrowthPage 4

In the process of applying student assessment results to instructional employees, SCPS affirms thefollowing statements:1. Each instructional employee’s performance of students rating will be calculated using only thestudents assigned to that employee based on either class enrollments for classroom teachers or,for non-classroom instructional personnel, students assigned based on job responsibilities.2. In cases above where growth is identified as the measurement method, a district developedgrowth model will be used to evaluate teachers.3. In cases above where achievement is identified as the measurement method, the district hasdetermined that achievement is a more appropriate method than learning growth due to eitherlack of availability of valid, reliable learning growth statistical methods or lack of appropriateprior year/prior course data from which to design an appropriate learning growth model.4. In cases where a statewide standardized assessment is identified as the measurement methodfor a course not associated with a statewide standardized assessment, the district has determinedthat all teachers in designated grade levels make a contribution to the mastery of student literacyskills. It has been established that a teacher can improve his or her student’s performance on astatewide assessment even though the teacher is assigned to teach a different subject.Determining Ratings from District-Selected Assessments/Achievement MethodsWhen converting a teacher's district-selected assessment value-added score to an evaluation rating, SCPSwill use the standard error to construct confidence intervals. These confidence intervals assure thatteachers are placed in an appropriate evaluation category by balancing the need for both precision andaccuracy.Teachers who are evaluated using the following: i-Ready Assessment FSA EOC SAT/ACT/PERTFor teachers who are evaluated using the assessments listed above, the school district will include covariatesin the model similar to the state value-added model, such as but not limited to SWD status, Gifted status,and ELL status. The goal of this adjustment is to control for some of the same variables included in theState’s learning growth model.For teachers who are evaluated using FSAA an achievement model will be used. Teachers will be classifiedmirroring the district-selected assessment value-added distribution of evaluation ratings. For example, if50% of the teachers who received a district-selected assessment value-added evaluation rating of Effective,then 50% of the teachers who receive an evaluation rating based FSAA will receive Effective.Aggregating Results to Determine Overall Performance of Students RatingData from up to three school years when available and all available data (either one or two years) will beused if three years of data are not available in each instructional employee’s 2017-2018 evaluation. ASeminole County Public School DistrictInstructional Evaluation System Template (IEST – 2017)Page 5

score and rating for each year’s data will be calculated separately and then the scores will be aggregatedtogether to determine the overall performance of students rating.MethodTo facilitate calculation of evaluation scores, SCPS is using an electronic evaluation tool that will allowevaluating administrators to complete the assessment form electronically. The tool will automaticallycalculate the instructional practice and deliberate practice scores. SCPS will use other electronic tools tocalculate the performance of students and final evaluation ratings.Domain 1 counts for 70% of the summative evaluation score and Domain 2 counts for 30% of thesummative evaluation score.Domain 1:Highly Effective:75% of indicators rated as highly effectiveEffective:75% of indicators rated as highly effective or effectiveNeeds Improvement:less than 75% of indicators rated as highly effective or effectiveUnsatisfactory:30% of indicators rated as unsatisfactoryDomain 2:Highly Effective:75% of indicators rated as highly effectiveEffective:75% of indicators rated as highly effective or effectiveNeeds Improvement:less than 75% of indicators rated as highly effective or effectiveUnsatisfactory:30% of indicators rated as unsatisfactoryThe scores for both Domain 1 and Domain 2 are transferred to a 4 point scale.Score:Rating:4HE3E2NI1USeminole County Public School DistrictInstructional Evaluation System Template (IEST – 2017)Page 6

Once the score are transferred to a 4 point scale, the two scores are added together and divided by two toget the overall final summative .00-1.49Seminole County Public School DistrictInstructional Evaluation System Template (IEST – 2017)Page 7

2 Instructional PracticeObservation TimelinesPre‐Conference Must give at least three (3) days’ notice prior.Must decide on a date for the formal observation.Observation will not occur sooner than 3 days after the pre‐observationconference unless mutually agreed upon.Post‐Conference Must be Completed within Five (5) Days and by the Evaluation DeadlinePlease remember that neither the administrator nor the teacher can extend the fiveday deadline even by mutual consentAll formal observations, general assessments, informal and formal observations with general assessmentthat are marked as counting toward evaluation will contribute to the employee’s instructional practicescore. The instructional practice score, which ranges from 1.0 (lowest) to 4.0 (highest), is generated by theelectronic evaluation tool by multiplying the score in each domain by the domain’s weight and then addingthe products, as follows:Classroom Teachers:Domain 1 (Instructional Strategies):70%Domains 2-4 (Professional Responsibilities):30%Domain 1:Highly Effective:75% of indicators rated as highly effectiveEffective:75% of indicators rated as highly effective or effectiveNeeds Improvement:less than 75% of indicators rated as highly effective or effectiveUnsatisfactory:30% of indicators rated as unsatisfactorySeminole County Public School DistrictInstructional Evaluation System Template (IEST – 2017)Page 8

Domain 2:Highly Effective:75% of indicators rated as highly effectiveEffective:75% of indicators rated as highly effective or effectiveNeeds Improvement:less than 75% of indicators rated as highly effective or effectiveUnsatisfactory:30% of indicators rated as unsatisfactoryThe scores for both Domain 1 and Domain 2 are transferred to a 4 point scale.Score:Rating:4HE3E2NI1UOnce the score are transferred to a 4 point scale, the two scores are added together and divided by two toget the overall final summative .00-1.49Non-classroom instructional personnel:Domain 1 (Responsibilities Specific to Position):70%Domain 2 (Professional Responsibilities):30%Seminole County Public School DistrictInstructional Evaluation System Template (IEST – 2017)Page 9

Domain 1:Highly Effective:75% of indicators rated as highly effectiveEffective:75% of indicators rated as highly effective or effectiveNeeds Improvement:less than 75% of indicators rated as highly effective or effectiveUnsatisfactory:30% of indicators rated as unsatisfactoryDomain 2:Highly Effective:75% of indicators rated as highly effectiveEffective:75% of indicators rated as highly effective or effectiveNeeds Improvement:less than 75% of indicators rated as highly effective or effectiveUnsatisfactory:30% of indicators rated as unsatisfactoryThe scores for both Domain 1 and Domain 2 are transferred to a 4 point scale.Score:Rating:4HE3E2NI1UOnce the score are transferred to a 4 point scale, the two scores are added together and divided by two toget the overall final summative .00-1.49Seminole County Public School DistrictInstructional Evaluation System Template (IEST – 2017)Page 10

The deliberate practice score is separately calculated for each employee as described in the AdditionalMetric section, with scores ranging from 1.0 (lowest) to 4.0 (highest).A rating for both instructional practice and deliberate practice can be derived from the scores as follows:Highly Effective:3.50-4.00Effective:2.50-3.49Developing (Cat. 1 & 1p):1.50-2.49Needs Improvement (Cat. 2 & 2p):1.50-2.49Unsatisfactory:1.00-1.49Category 1Category 1pCategory 2Category 2pTeacher Evaluation CategoriesLess than 3 years teaching experienceLess than three years teaching experience and first year in the school districtThree or more years of teaching experienceThree or more years of teaching experience and first year in the school districtDescription of the district evaluation framework for instructional personnel and the contemporary researchbasis in effective educational practices can be located in Appendix B.Description of the specific observation instrument (form) can be located in Appendix B.For all instructional personnel, a crosswalk from the district's evaluation framework to the EducatorAccomplished Practices demonstrating that the district’s evaluation system contains indicators based uponeach of the Educator Accomplished Practices can be located in Appendix A.For non-classroom instructional personnel, evaluation instrument(s) that include indicators based on eachof the Educator Accomplished Practices can be located in Appendix D.Seminole County Public School DistrictInstructional Evaluation System Template (IEST – 2017)Page 11

3 Other Indicators of PerformanceAdditional MetricBeginning with the 2012-2013 school year, all instructional personnel will participate in an additionalevaluation metric called Deliberate Practice. The intent of deliberate practice is to empower instructionalpersonnel to identify specific indicators for improvement each year and then focus both professionallearning and classroom practice on those indicators.A digitized version of the Deliberate Practice Plan from the electronic evaluation tool is included inAppendix E. For the 2017-2018 school year and beyond, the following guidelines will governadministration of deliberate practice:--The Deliberate Practice Plan also serves as the employee’s individualized professionaldevelopment plan. Each employee’s plan is subject to approval by the school principal/costcenter director or designee.--Employees may choose 1, 2, or 3 indicators for deliberate practice each year.--Each deliberate practice indicator is scored by comparing the baseline score (selected byemployee) to the self-assessment rating or to the last supervisor’s rating of the indicator thatcounts toward the annual evaluation. The employee will receive the finished level score. Thescore on each indicator is then averaged if the employee selected more than 1 indicator fordeliberate practice. Scores on deliberate practice range from 1.0 (lowest) to 4.0 (highest), andcalculation is completed automatically by the district’s electronic evaluation tool.Seminole County Public School DistrictInstructional Evaluation System Template (IEST – 2017)Page 12

4. Summative Evaluation ScoreAnnual Evaluation Score & RatingThe annual evaluation rating will combine three components for both teachers and newly hired teachers:--Instructional practice rating56%--Deliberate practice rating (additional metric)10%--Performance of students34%All formal observations, general assessments, and formal observations with general assessment that aremarked as counting toward evaluation will contribute to the employee’s instructional practice score. Theinstructional practice score, which ranges from 1.0 (lowest) to 4.0 (highest), is generated by the electronicevaluation tool by multiplying the score in each domain by the domain’s weight and then adding theproducts, as follows:Classroom Teachers:Domain 1 (Instructional Strategies):70%Domains 2-4 (Professional Responsibilities):30%Non-classroom instructional personnel:Domain 1 (Responsibilities Specific to Position):70%Domain 2 (Professional Responsibilities):30%The deliberate practice score is separately calculated for each employee as described in the AdditionalMetric section, with scores ranging from 1.0 (lowest) to 4.0 (highest).A rating for both instructional practice and deliberate practice can be derived from the scores as follows:Highly Effective:3.50-4.00Effective:2.50-3.49Seminole County Public School DistrictInstructional Evaluation System Template (IEST – 2017)Page 13

Developing (Cat. 1 & 1p):1.50-2.49Needs Improvement (Cat. 2 & 2p):1.50-2.49Unsatisfactory:1.00-1.49Category 1Category 1pCategory 2Category 2pTeacher Evaluation CategoriesLess than 3 years teaching experienceLess than three years teaching experience and first year in the school districtThree or more years of teaching experienceThree or more years of teaching experience and first year in the school districtSeminole County Public School DistrictInstructional Evaluation System Template (IEST – 2017)Page 14

5 Additional RequirementsSupervision and EvaluationEach instructional employee will be supervised and evaluated by the school principal/cost center directoror his/her designee.Classroom TeachersInstructional personnel who are classroom teachers will be evaluated by their designated supervisingadministrator using the evaluation form for classroom teachers as digitized in the electronic evaluation tool(Appendix B).Roster VerificationTeacher verification of rosters takes place during the survey 2 and survey 3 processes. Teachershave the opportunity to verify rosters for accuracy and correct mistakes.Initial Teacher TrainingWith support from the administrator on assignment and teacher on assignment, school-based administrators,and instructional personnel who completed training on the evaluation instrument conducted trainingsessions at their home schools for all instructional personnel. The purpose of these trainings was to informinstructional personnel about the revised evaluation procedures and criteria. Additionally, each instructionalemployee met with his/her supervising administrator prior to each formal observation to review theevaluation process and form. SCPS also created a variety of professional development opportunities forinstructional personnel to increase their level of understanding and comfort with the Marzano teachingmodel. Finally, all SCPS instructional personnel were given access to an online professional developmentlibrary of resources directly aligned with the Marzano model indicators.Ongoing Training & NotificationTraining of administrators and instructional personnel will continue as needed for the following purposes: New administrators who need evaluator trainingNew instructional leaders who need Marzano model trainingRegular updates for previously trained personnelSupplemental sessions for administrators who need additional supportSeminole County Public School DistrictInstructional Evaluation System Template (IEST – 2017)Page 15

Ongoing support at the district, cluster, school, and professional learning community level forinstructional personnelThe administrator on assignment, teacher on assignment, and other district administrators are alsoavailable to provide additional information and support services to school-based administrators andfaculties.Additional Professional Development for 2012-2013All administrators who evaluate classroom personnel received three days of additional training facilitatedby an outside provider to improve inter-rater reliability across evaluating administrators in the schooldistrict.The school district also implemented a new cluster professional development model to improve classroomteacher access to workshops on the Marzano indicators. The administrator on assignment and teacher onassignment facilitated a group of twenty-one teacher leaders who delivered professional development oneffective instructional strategies aligned with the evaluation system to teachers throughout the schooldistrict.Additional Professional Development for 2013-2014 and BeyondThe school district is working with an outside professional development provider who is an expert ininstructional leadership, effective teaching strategies, and classroom walkthroughs to conduct a series ofsessions with several cohorts of principals and assistant principals. The purpose of these workshops—whichincludes direct instruction and instructional rounds—is to deepen administrator knowledge and improveinter-rater reliability. Each cohort is meeting monthly throughout the school year. All new assistantprincipals have also received an additional three days of training from the same outside professionaldevelopment provider. All teachers including new teachers to the school district are provided ongoingprofessional development opportunities on the instructional model throughout the school year.The cluster professional development model for teachers, as described above, has expanded to thirtyfour teachers for the 2013-2014 school year and beyond. The purpose of the expansion is to increasethe number and type of professional development opportunities for classroom teachers.Post-Observation ConferenceWithin five (5) school days after any formal observation, the evaluator will hold a post-observationconference to discuss the completed evaluation form. The post-observation conference should includeidentification of professional development opportunities that will support the teacher’s continuousimprovement efforts. Only the evaluator, the teacher, and one (1) observer chosen by each may be presentSeminole County Public School DistrictInstructional Evaluation System Template (IEST – 2017)Page 16

during the post-observation conference to discuss the formal observation. All completed evaluation formsshall be maintained at the work location or the district office in a manner that will ensure the confidentialityof assessment data as prescribed by Florida Statutes.SCPS is using an electronic acknowledgment feature in the electronic evaluation tool in place of paperforms and written signatures. Acknowledgment/signature by the employee does not constitute agreementwith the assessment, but acknowledges that the assessment has been discussed between employee andassessor. Upon completion of any post-observation conference, the employee has the opportunity to initiatea written/electronic response regarding the assessment and request that such a response be attached to theassessment form (either in writing or electronically), thus becoming a permanent part of his/her personnelfile.Use of Evaluation Results for Professional DevelopmentWithin SCPS, outputs from the teacher evaluation process that impact the school district’s professionaldevelopment system are used in a variety of ways. For example:--Teachers are guided to professional development opportunities based on evaluation results. TheSCPS evaluation form and procedures specify that administrator written comments must includesuggested professional development opportunities for teachers earning ratings less than effective.--Individual teachers use results from the written evaluation and student learning growth score assupporting evidence for creation of their Deliberate Practice plan (DP) at the beginning of eachschool year. The DP plan includes an “Action Steps” section that allows teachers to plan forprofessional development.--Analysis of evaluation results grouped by grade level/school and aggregated for the entire districtinforms decisions about future professional development, especially the creation of newworkshops and modules that can be delivered by members of the teacher cluster cadre discussedabove.--Evaluation results are also analyzed to determine areas of need for administrator training.--Aggregated teacher evaluation data informs the development of school improvement plans in theareas of improving student achievement and identifying professional development priorities.District-level school improvement plan review teams have access to teacher evaluation data tofacilitate their work.--Teachers who are evaluated are rated as less than effective will go on a 90 day performanceassistance plan and will be assigned to work with a coach to work on areas that are in need ofimprovement.Evaluation FrequencyInstructional personnel who are on a probationary contract (new to the district or first year teacher), will beevaluated at least once in the first semester and at least once in the second semester. The evaluatingadministrator and first year instructional employee will review student performance data, including FSAscores, end of course exam scores, and/or other course-specific assessments, as available. The secondSeminole County Public School DistrictInstructional Evaluation System Template (IEST – 2017)Page 17

semester evaluation will be considered the annual evaluation; results from the first semester evaluation willnot count toward the annual evaluation. The annual evaluation must be finalized by the last day of postplanning.All other instructional personnel and classroom teachers will be evaluated at least once each year prior toApril 15 (annual contract) or May 1 (professional services/continuing contract). The annual evaluationmust be finalized by the last day of post-planning.Role of Parent InputParents may share compliments and concerns about instructional personnel with a supervising administratorat any time. A teacher and administrator may jointly review parent communications as part of the evaluationprocess.Teaching Fields Requiring Special ProceduresSome instructional personnel who are not classroom teachers, will require special evaluation proceduresand criteria because they have specific job expectations related to student support. Special evaluationprocedures refers to the unique evaluation documents developed for each of the positions listed below.Human Resources personnel periodically review instructional job descriptions to determine which job titleswill require special evaluation procedures and criteria. For the 2013-2014 school year and beyond, thirteenposition types have been deemed to require a unique evaluation form that combines indicators aligned tothe Florida Educator Accomplished Practices with additional indicators that reflect specific jobexpectations. An evaluation form comprised of two parts—Domain 1 (position-specific indicators) andDomain 2 (professional responsibilities)—has been developed for each position type with input from acommittee of personnel working in each area. The indicators, scales, and rubrics for each form are locatedin Appendix D. This information has been digitized into the district’s electronic evaluation tool. Thefollowing table includes the thirteen position types and linked evaluation forms:Position TypeDomain 1Dean, Behavior Specialist, etc.Student Academic & Behavior Support NCIPEducational Technology FacilitatorEducational Technology FacilitatorNCIPInstructional CoachInstructional CoachNCIPMedia SpecialistMedia SpecialistNCIPOccupational/Physical TherapistOccupational/Physical TherapistESSSSchool CounselorSchool CounselorNCIPSchool NurseSchool NurseESSSSeminole County Public School DistrictInstructional Evaluation System Template (IEST – 2017)Domain 2*Page 18

School PsychologistSchool PsychologistESSSSchool Social WorkerSchool Social WorkerESSSSpeech/Language PathologistSpeech/Language PathologistESSSStaffing Resource SpecialistStaffing Resource SpecialistESSSTeacher on AssignmentTeacher on AssignmentNCIPVirtual & Computer Lab TeacherVirtual & Computer Lab TeacherTeacher*NCIP Non-Classroom Instructional Personnel; ESSS Exceptional Student Support Services;Teacher Classroom Teacher Domains 2-4 (Marzano Model)Peer ReviewSCPS does not use a peer review/assistance process as part of the evaluation system. Current peer assistanceprograms, including SCPS Induction and Alternative Certification, will continue outside of the formalevaluation process.Seminole County Public School DistrictInstructional Evaluation System Template (IEST – 2017)Page 19

6 District Evaluation ProceduresPost-Observation ConferenceWithin five (5) school days after any formal observation, the evaluator will hold a post-observationconference to discuss the completed evaluation form. The post-observation conference should includeidentification of professional development opportunities that will support the teacher’s continuousimprovement efforts. Only the evaluator, the teacher, and one (1) observer chosen by each may be presentduring the post-observation conference to discuss the formal observation. All completed evaluation formsshall be maintained at the work location or the district office in a manner that will ensure the confidentialityof assessment data as prescribed by Florida Statutes.SCPS is using

4. Summative Evaluation Score 5. Additional Requirements 6. District Evaluation Procedures 7. District Self-Monitoring Appendices Appendix A: Marzano Model Research Appendix B: Teacher Evaluation Form Appendix C: Joint Letter from Seminole County Pub