Goals of Contract

							                     ANDERSON SCHOOL DISTRICT THREE
                      GOALS-BASED EVALUATION (GBE)
                                  of the
                      CONTINUING CONTRACT TEACHER



Goals-Based Evaluation (GBE) is an informal, formative teacher evaluation system
designed to foster and support ongoing professional growth and development in order to
assure the continuous improvement of quality education in Anderson School District
Three. The formative evaluation processes hold high expectations for the continuous
professional development of certified staff employed under a Continuing Contract.

Anderson School District Three has clearly established criteria for the successful
completion of a GBE process. District criteria and requirements are based on regulations
and guidelines for the evaluation of continuing contract teachers issued by the South
Carolina Department of Education/Office of Teacher Quality (SDE/OTQ), and state
guidelines for renewing the Professional Teaching Certificate.

Goals-Based Processes include annual:
   • self-reflection, collaboration with peers and building administration;
   • goal setting, planning, record-keeping/documentation and reporting;
   • long-range plan reviews; and
   • formal or informal classroom observations, self-monitoring, coaching, and
       feedback.

A Short-Range Plan interview (SRP) is conducted once every three years.

The Goals of GBE
The goals-based evaluation system is designed to:
• set an expectation for continuous growth and development for certified staff;
• empower teachers to directly affect their own professional growth, development, and
   direction;
• cause self-evaluation and reflection;
• support the application of new instructional approaches;
• encourage teacher growth in areas of both interest to the teacher and benefit to the
   students and school community;
• foster collegial discussion and planning for personal and school improvement; and
• ensure the successful renewal of an educator’s professional teaching certificate every
   five years.




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Annual Expectations for all Continuing Contract Teacher
The continuing contract teacher is expected to annually:

       1. Develop and submit a long-range plan by the 20th instructional day.

       2. Maintain unit plans (short-range plans) for each instructional unit
          throughout the academic year.

       3. Apply the State Standards for Professional Teaching (10 Performance
          Dimensions) to the planning, preparation, delivery, and assessment of
          instruction and learning, and all teacher actions designed to promote
          student learning.

       4. Develop a Professional Growth and Development Plan at the beginning of
          the Certificate Renewal Cycle.

               •   Secure approval from the building administrator in the fall.
               •   Work on and complete at least one goal annually.
               •   Maintain records of actions taken and supporting evidence.
               •   Provide supporting evidence to the building administrator in the
                   spring of each year.
               •   Record approved recertification points (not all actions will earn
                   recertification points).

                                 Expectations Defined

Long-range Plans
Every teacher will submit long-range plans to the building principal by the designated
date (20th instructional day). A copy of the long-range plan must be maintained in the
classroom with the teacher’s planning materials. Long-range plans must contain:

•   Descriptive Student Data
•   Learning and Developmental Goals
•   Instructional Units and Timelines congruent with Academic Standards
•   Instructional Materials and Resources
•   Student Assessment Procedures and Practices including grading procedures
•   Rules/Consequences and Procedures
•   Parent Communication Policies and Procedures (How, When, Why).
•   LRP Evaluation Procedures

See Appendix GBE/CRP-1 in this manual for a detailed description of the components
of the long-range plan.




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Unit (Short-range) Plans
Every teacher must develop a unit plan for each area of content instruction. Unit plans
should be available for review in the classroom at all times. Unit plans must include:

•   Topic/Title
•   Learning and Developmental Objectives
•   Instructional Strategies – procedures (teacher actions) and learning experiences
    (student actions)
•   Resources
•   Assessment
•   Time Frame
•   Adjustments

See Appendix GBE/CRP 2 in this manual for a detailed description of the components
of the unit plan

Professional Growth and Development Plan/Certificate Renewal Plan
Every teacher will identify five measurable professional growth and development goals
by October 1 of the first year of their certificate renewal cycle. A goal may be
individually or collaboratively (with peers) formed, developed and pursued. Each goal
must be supported by clearly defined strategies and evidence of success. The goals must
be approved by the building principal and presented in writing no later than October 1 of
each academic year.

Professional growth and development goals must be pursued in the following areas over a
five-year period of time. A goal may impact more than one area.

•   Content in which the teacher is currently certified or planning to become certified;
•   Instruction, Assessment or Technology and;
•   Professional Service (non-compensated);
•   Student Achievement
•   District or School Goals

A professional growth and development goal must meet State and District Criteria as
follows:

•   be identified with at least one State Standard for Professional Teaching (Performance
    Dimensions);
•   support the district’s strategic plan or the school’s renewal plan;
•   lead to the continuous improvement of instruction and/or support services;
•   support “best practice” for the improvement of student learning;
•   enhance existing skills of the teacher or contribute to the development of a new skill;




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•   have the potential for positively affecting the climate for student learning in the
    teacher’s classroom;
•   provide opportunities for collegiality and mutual support among peers, staff, and
    supervisors;
•   be developed in collaboration with the building principal;
•   be put in writing; and
•   be submitted on time.

The extent to which an annual professional growth and development goal has been
achieved will be collaboratively assessed by the principal and teacher in the spring of
each academic year. A teacher who does not satisfactorily provide evidence of actions
taken to achieve a goal will be issued a continuing contract but will be evaluated
using the formal TEAM process the following year.

As an alternative to developing a professional growth and development goal each year
for three years, teachers may elect to complete the process for pursuing National Board
Certification(NBC) as on overall goal to be achieved within three years. Interested
teachers should contact the Staff Development Coordinator for information on National
Board Certification. An NBC teacher is expected to comply annually with the district’s
GBE requirements and National Board for Professional Teaching Standards (NBPTS) for
certificate renewal. If an NBC teacher is intending to retire prior to renewing NBC, then
they should be adhering annually to district requirements for GBE and CRP.

State Standards for Professional Teaching
South Carolina Standards for Professional Teaching are well defined in 10 Performance
Dimensions that address teacher responsibilities relative to planning for instruction and
assessment, classroom delivery of instruction, and professional responsibilities beyond
the classroom.

The 10 Performance Dimensions are:

PD1: Long-Range Planning
PD2: Short-Range Planning of Instruction
PD3: Short-Range Planning, Development, and Use of Assessments

PD4:   Establishing and Maintaining High Expectations for Learners
PD5:   Using Instructional Strategies to Facilitate Learning
PD6:   Providing Content to Learners
PD7:   Monitoring and Enhancing Learning
PD8:   Maintaining an Environment that Promotes Learning
PD9:   Managing the Classroom

PD10: Fulfilling Professional Responsibilities Beyond the Classroom

See the Appendix GBE/CPR-3 of this Manual for a detailed description of each
performance Dimension.


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Introducing ADEPT
All certified staff were oriented to ADEPT Performance Dimensions 1 – 3 in the spring
of 1998. They were oriented to Dimension 4 – 10 in August 1998. ADEPT processes are
reinforced annually through the Induction Program, ADEPT Evaluator Training, and
Mentor Training. At the request of the building principal, the Staff Development
Coordinator will provide an update on the GBE processes and components.

When a continuing contract is offered to an annual contract teacher they will be
provided a comprehensive orientation to the informal, formative evaluation system
(GBE) for continuing contract teachers. This orientation will be provided in August of
each academic year. The orientation will include a review of the ADEPT Performance
Dimensions and a written and oral explanation of the:
• GBE evaluation process and procedures;
• The intended use of evaluation results; and
• The Certificate Renewal Process.

Annual Procedures for Goals-Based Evaluation of Continuing Contract Teachers
Relative to Professional Growth and Development Goals
   1. The building administrator/advisor will review the GBE/CRP and annual
       expectations in August of each academic year.
   2. The building administrator/advisor and teacher(s) may meet informally in
       September of the first year of the teacher’s renewal cycle to collaboratively define
       five annual goals.
   3. These five annual goals must be submitted in writing to the building
       administrator/advisor during the fall conference held prior to October 1 of the first
       year of the renewal cycle. (Form GBE/CRP-1)
   4. A teacher will annually select a focus goal and have strategies to accomplish this
       goal. (Form GBE/CRP-2) The teacher will submit Form GBE/CRP-2 to the
       administrator/advisor for approval no later than October 1 of each year.
   5. The teacher should also complete the Annual Goal Planning Form for CRP (Form
       GBE/CRP-3) and submit it along with Form GBE/CRP-2 during the fall
       conference.
   6. During the fall conference, the administrator/advisor will complete Part 1 of
       Form GBE/CRP-4.
   7. The teacher should submit a copy of the Annual Goals (Form GBE/CRP-1) to
       the Staff Development Coordinator following the administrator/advisor’s
       approval at the fall conference. (No later than October 15)
   8. Evidence of the completion of the annual goal should be submitted to the building
       administrator (Forms GBE/CRP-2 and GBE/CRP 3) at the spring formative
       assessment conference. The conference should occur between February 1 and
       March 31 of years 1-4 of the renewal cycle and by February 28 of year 5. The
       teacher and administrator/advisor will assess progress relative to GBE and CRP.
   9. During the spring conference, the administrator/advisor will complete Part 2 of
       Form GBE/CRP-4.




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    10. Continuing Contract teachers must be advised in writing of evaluation decisions
        resulting from annual formative assessments by April 15 of each academic year.

Relative to Classroom Performance
• Building principals will carefully review long-range plans during the first semester of
   each year and make suggestions for improvement in writing as needed. (Appendix
   GBE/CRP-1) (Form GBE/CRP-7)
• Building principals will conduct a minimum of two informal classroom observations
   annually (one per semester) and provide the teacher with written feedback. Oral
   feedback may be provided at the discretion of the principal. (Form GBE/CRP-8)
• Building principals will conduct a short-range plan interview once every three years.
   (Form GBE/CRP 9) (Appendix GBE/CRP 2 and 2a)

Classroom Observations during GBE
Classroom observations are a vital component of the GBE program. Observations are
informal and unannounced. Informal observations must last at least 15 minutes. They
generally do not last longer than 35 minutes. However, the building principal, at his/her
discretion, may choose to observe for longer periods of time. Feedback on classroom
observations must be provided in writing within 5 working days of the observation.
(Form GBE/CRP 8)

An independent review of the Long-Range Plan (LRP) and a Short-Range Plan (SRP)
Interview are additional methods of informally assessing classroom performance.
Through discussion and sharing, the teacher provides the principal with an insight into
planning, instruction and assessment strategies. Written feedback must be provided
within five working days of the independent review and short-range plan interview.

It is the building principal’s prerogative to initiate formal classroom observations of
GBE teachers based on perceived or identified teacher needs.

Walk-through observations (5 minutes) are strongly advised throughout the year. Brief,
oral feedback is appropriate following a walk-through.

Performance Assessments
Formative Assessments
Formative assessments are provided to ensure the ongoing growth and development of
professional staff members. Building principals will make 3 formative assessments
annually based on:

•   LRP review;
•   Classroom Observations (2) and;
•   Goal Attainment

Once every three years a SRP Interview will be conducted. (Appendix GBE/CRP-2a)




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Forms GBE/CRP-7, 8, and 9 will be used to provide assessment feedback. Any teacher
who receives an “unsatisfactory” assessment on Goal Attainment (Form GBE/CPR-4)
at the conclusion of a GBE year will remain on continuing contract but will be placed on
TEAM Evaluation the following year. A teacher who has two consecutive years of
“needs improvement” in the area of Goal Attainment will remain on continuing contract
but will be placed on TEAM Evaluation the following year. The teacher will receive
notification in writing of this change.

Principals will provide immediate feedback to teachers following the LRP review (Form
GBE/CRP-7), the SRP Interview (Form GBE/CRP-9) and all classroom observations
(GBE/CRP-8). This feedback should include constructive criticism that sets high
expectations for a teacher’s daily performance. As a result of positive assessments
principals may continue using the GBE processes to assess teacher performance, increase
the number of classroom observations, make classroom observations formal, require a
teacher to get direct assistance in a specific area(s), and/or place a teacher on TEAM
evaluation, etc.

GBE Program Monitoring

The Staff Development Coordinator will work closely with building principals twice
annually (October and April) to ensure all school sites are in compliance with the
district’s state approved GBE/CRP Program.


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