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Document Sample
March
2003
Teacher Performance Appraisal
Online Presentation
Offered in partnership with the Ministry of Education
1
Outcomes:
March
2003
• know the legal context of the new Teacher
Performance Appraisal System
• understand that Teacher Performance Appraisal is
one piece of an overall school growth plan
• understand how Teacher Performance Appraisal fits
in with the Standards of Practice for the Teaching
Profession
• increase awareness of the continuum of the Teacher
Performance Appraisal process
2
Outcomes (cont’d):
March
2003
• understand how to manage the Teacher
Performance Appraisal process effectively
• understand how to use the approved forms and
guides
• understand how to prepare for and conduct teacher
conferences
• learn ways to avoid evaluation errors and ensure
fairness in appraising teachers
3
The purposes of the performance
March
2003 appraisal system are:
• to ensure that students receive the benefit of an
education system staffed by teachers who are
performing their duties satisfactorily
• to provide for fair, effective, and consistent teacher
evaluation in every school
• to promote professional growth
(From: Supporting Teacher Excellence: Teacher Performance Appraisal Manual, 2002, p. 3) 4
March
2003
“...moral and spiritual
revitalization of schools means
empowering,
improving performance,
and encouraging administrators
and teachers to invest even more
energy in what they do”.
(Avis Glaze)
5
The following Legislation and
March
resources relate to "The Quality in
the Classroom Act", 2001
2003
• Regulation 98/02 - Teacher Learning Plans
• Regulation 99/02 - Teacher Performance Appraisal
• Supporting Teaching Excellence: Teacher Performance
Appraisal Manual - Roles and Responsibilities
• Education Act s. 265 - Duties of Principals
• Regulation 298 - Duties of Principals
• Ontario College of Teachers Act, 1996 –
Regulation 437/97 6
Timelines
March
2003 • A Principal Must
– Within twenty school days after a teacher begins
teaching in a year that is scheduled as an evaluation
year for that teacher, notify him or her that the year
is an evaluation year.
– Within twenty school days of the classroom
observation, give the teacher written notice of his
or her performance appraisal rating by providing a
copy of the summative report, signed by the
principal.
Note: where the performance appraisal rating is unsatisfactory, the
time line above is changed to fifteen days. 7
The Performance Appraisal
March
2003 Framework
Standards
for the
Competencies ‘Look Fors’
Teaching
Profession
Levels of Rating Scale
(Exemplary, Good,
Performance Satisfactory,
(Rubrics) Unsatisfactory)
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Elements of the Teacher
March
2003
Performance Appraisal System
What broad areas are Domains
addressed in the teacher
evaluation system?
What is good teaching? Competencies
How will you recognize it? Performance
What will guide your Indicators
observations?
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Elements of the Teacher
March
2003
Performance Appraisal System
Where will you find Classroom Observation
data (evidence)? Lesson Plans
Teaching Resources
Assessment
Notes/Handouts
Student Work
Teacher Self-Assessment
Parent and Community
Communications
Teacher Portfolios/Logs
Professional Development
Activities
Student/Parent surveys
10
Elements of the Teacher
March
2003
Performance Appraisal System
How will you record the Verbatim Recording
data (evidence)? Selective Verbatim
Recording
Open Narrative
Teacher Questions
Teacher Feedback to
Students
Teacher Directions and
Structuring Statements
Focused Open-ended
Observation Recording
Anecdotal records
Videotaping
11
Elements of the Teacher
March
2003
Performance Appraisal System
What data (evidence) did you Your Record of
gather in the process? Observations
How will you interpret the Rubrics
data?
How will you rate the teaching Summative
performance? Report
12
The Standards answer the Question:
March
2003
“What does it mean to be a teacher?”
13
The Paper Work
March
2003
• The following forms must be completed:
1. Annual Learning Plan (Board developed)
2. Pre-Observation Meeting Form
(Ministry developed)
3. Post-Observation Meeting Form
(Ministry developed)
4. Parent and Student Surveys (Board developed)
5. Summative Report (Ministry developed)
14
As Catholics, we are challenged:
March
• to promote co-operative and collaborative models of
2003
administration,
• to engage each other as Christians who share a
common baptism,
• to create a school environment that reflects the value
and dignity of each individual
• and to be concerned about what is best in Catholic
Education for all young people in Ontario.
15
This is an awesome privilege and
March
2003 responsibility.
In taking on this task, we have also been
given the gift of being able to speak of faith,
hope, love, prayer, and respect for the
uniqueness of all persons, as the foundations
of a collegial approach to teacher appraisal
and professional growth.
(Excerpted from This Moment of Promise and Seize the Moment)
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“Collaboration is a key component in the
March
2003
learning, thriving organization.
Collaboration implies seeking the
highest outcome. This outcome is based
on listening, dialogue, and commitment
to the larger picture. It is an outcome
where group members buy into the
implementation, rather than merely
cooperating.”
(Ellen Castro, Spirited Leadership) 17
“What is essential is that both parties
March
2003
understand the purpose of the observation,
how this purpose fits into a larger
yearlong or multiyear plan for continuous
individual improvement for all faculty,
how the observation will be conducted,
and what data will be collected at each
particular phase.”
(Carl Glickman) 18
Observation Techniques
March
2003
1. Verbatim Recording 6. Teacher Directions and
Structuring Statements
2. Selective Verbatim
Recording 7. Focused Open-ended
Observation Record
3. Open Narrative
8. Anecdotal Records
4. Teacher Questions
9. Videotaping
5. Teacher Feedback
19
March
2003
“Remember that the
observation is not the
evaluation.”
(Danielson & McGreal)
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Observe first… Interpret later!
March
2003
1. The students were confused about the directions
given for completing the worksheet.
2. Seventy per cent of the students did not complete
the assignment.
3. The class was noisy and out of control.
4. The teacher made effective use of audio-visual
resources.
5. Four students carried on a conversation with each
other while the teacher was lecturing.
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Observe first… Interpret later!
March
2003
6. The teacher corrected papers while the students
completed the group assignment.
7. The teacher praised the students for being
attentive while instructions were given.
8. The teacher treated the children fairly and with
respect.
9. One student sharpened his pencil four times
during a fifteen-minute lesson.
10. The teacher was not observant of student
misbehaviour.
22
Purposes of Pre-observation Meeting
March
• The principal and teacher should use this meeting
2003
to ensure that expectations are clearly understood.
• The principal should identify exactly what is
expected during the lesson.
• The teacher should describe his or her teaching
plan for the classroom observation.
• The principal should also ensure that he or she is
familiar with the teacher’s background,
qualifications and teaching experience.
23
Other purposes of the
March
pre-observation meeting:
2003
• to develop a collegial atmosphere in advance of the
classroom observation
• to learn about the unique qualities of the teacher’s class
of students
• to identify the student outcomes that are expected
• for the principal to explain that the teacher’s
performance will be assessed against the “look fors”
(performance indicators)
• establish procedures in advance
• set the date and time for the classroom observation. 24
The post-observation conference is held to discuss the
March
analysis of the observation and, if needed, to suggest
2003
areas for improved classroom performance.
The following must occur during the post-observation
meeting:
• a review of the classroom observation
• a discussion about the other types of relevant
information that will be taken into account
including parental and student input
• completion of the Post-observation Meeting Form
• finalizing the teacher’s learning plan for the current
year 25
The Seven Golden Rules of
March
2003
Constructive Criticism
1. Do it: quickly (but think first), face-to-face, & in
private
2. Agree on the facts - think first, then check
3. Ask and listen
4. Criticize the action and not the person
5. Explain why it matters
6. Agree on a remedy
7. End on a compliment
(from Performance Matters, Video Arts, 2001) 26
March
2003
“When someone does something well,
applaud. You’ll make two people
happy.”
(Samuel Goldwyn)
“Trust me, celebrate me, and we can fly.”
(Ellen Castro, Spirited Leadership)
27
Important
March • Where a teacher's rating is unsatisfactory, it is
2003
imperative to:
– explain to the teacher what is expected of the
teacher in areas in which his or her performance is
lacking
– consult with the appropriate supervisory officer
– prepare a written Improvement Plan for the
teacher, setting out steps and actions that the
teacher should take to improve his or her
performance, taking into account the teacher’s
input
See “Supporting Teaching Excellence”, page 22 and 23, for Review Status and Provisions for Termination.
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The Summative Report
March
2003
Adapted from Danielson. C. & McGreal, T. Teacher Evaluation to Enhance Professional Practice. Alexandria: ASCD, 2000
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March
Make the structure of the Teacher
2003
Performance Appraisal work for
you, your teachers and your school,
in the ultimate goal of improving
student achievement.
30
March
2003
“We believe that teacher participation in
goal setting helps teachers become self-
reflective practitioners who can adjust
their practices when necessary.”
(Revamping a Teacher Evaluation System)
31
“We know that good teachers are
March
2003 good for a variety of reasons, and we
want the evaluation data to reflect each
teacher’s individual strengths.”
(Using More Data Sources to Evaluate Teachers)
“Evaluation that leads to professional
growth requires teachers to look honestly
at their weaknesses and strengths.”
(Evaluating Experienced Teachers)
32
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