Teacher Performance Appraisal Online Presentation

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					March
2003




        Teacher Performance Appraisal
                     Online Presentation




            Offered in partnership with the Ministry of Education
                                                                    1
                          Outcomes:
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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):
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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

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            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
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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
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2003                    Framework

        Standards
          for the
                         Competencies           ‘Look Fors’
        Teaching
        Profession



                 Levels of          Rating Scale
                                   (Exemplary, Good,
                Performance           Satisfactory,
                 (Rubrics)           Unsatisfactory)




                                                              8
                   Elements of the Teacher
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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?


                                                    9
                  Elements of the Teacher
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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
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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
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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:
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2003




        “What does it mean to be a teacher?”




                                               13
                       The Paper Work
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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:
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        • 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.


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               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)
                                                                          16
        “Collaboration is a key component in the
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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
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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
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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


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2003




         “Remember that the
        observation is not the
            evaluation.”
           (Danielson & McGreal)




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             Observe first… Interpret later!
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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!
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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
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        • The principal and teacher should use this meeting
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          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
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                      pre-observation meeting:
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        • 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
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        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
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                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)



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                                             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.
                                                                                                              28
                            The Summative Report
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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
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         Performance Appraisal work for
        you, your teachers and your school,
        in the ultimate goal of improving
              student achievement.
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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)




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           “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)
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