CARVER TEACHER APPRAISAL PROCESS

G. W. CARVER

MARSHALL ISD

TEACHER APPRAISAL PROCESS

DEVELOPMENT

2012-2013 Pilot Year

Kathleen Abraham, Principal

Peggy Dickerson, PSP
PURPOSE AND STRUCTURE

The intended purpose of the Marshall ISD, Carver Elementary Teacher Evaluation Process is to assess the teacher’s performance in relation to the Texas Education Agency and local district standards, campus teacher profile elements, and student achievement. The appraisal is on-going and includes multiple sources of data and a Personal Professional Learning Plan (PPLP). The principal (or designee) will complete the final evaluation rubricstogether with the teacher based uponstudent achievement, effective instruction, and professional responsibilities.Multiple artifactscontributing to the school mission and vision will be analyzed and support increased student achievement in the following areas:

Effective Instruction
  • Self-Assessment and Reflection
  • Formal Observation and Walk Throughs
  • Peer Observations
  • Lesson Plans
  • Parent and Student Surveys
  • Student Achievement and Progress
  • Formative/Summative Assessments
  • STAAR Results
  • Grades
  • Implementation of Professional Development
/ Ongoing Data Analysis (PLC participation)
  • Active Participation in Effective PLC (logs, observations, team self-assessments)
  • Data Disaggregation (student, class, subgroup)
  • PLC Learning Plans (instruction adjusted based upon data)
  • Student Self-Tracking Success Charts
  • Student Interventions (extended learning time, grouping, Interventionists)

Shared Leadership
  • Extracurricular Activities (planning, organization)
  • Team/Committee Membership and Leadership
  • Professional Development
  • Leadership within PLC
/ PBIS (Positive Behavior Interventions and Supports)
  • Classroom Observations
  • Lesson Plans
  • Committee Participation
  • Participation in School-wide Culture, Initiative
  • Discipline Referrals

DEVELOPMENT

The cumulative work of Carver Elementary teachers and administrators, The Carver Teacher Appraisal Process was developed following the standards of three (3) prescriptive resources:1) Texas Title 1 Priority School (TTIPS) grant Critical Success Factors,2) Development of a Teacher Evaluation Plan Rubric, and 3) the Teacher Evaluation Critical Elements. Initially, the staff identified characteristics, The Carver Teacher Profile, necessary to ensure high levels of student success by providing an effective and enriching learning experience. Extensive research was conducted of nationally effective appraisal systems. As a result, four (4) major resources were identified asaligned with campus needs and vision:

  1. Charlotte Danielson’s Framework for Teaching (
  2. Framing Questions for Evaluating Teacher Performance (Platt, A, et al., The Skillful Leader: Confronting Mediocre Teaching, Ready About Press: Acton, MA, 2000)
  3. The Marzano Teacher Evaluation Model (
  4. McREL’s Teacher Evaluation System (

Danielson’s Framework for Teaching was then determined to best serveas support for transformation through effective teaching.Aligned with the Carver Teacher Profile and modified slightly to include campus initiatives, the Danielson Framework serves as the basis for improving overall teacher effectiveness by:

  • Efficiently and effectively documenting and rating teacher performance,
  • Establishing trust through open, honest, and meaningful communication,
  • Providing a shared vocabulary to communicate excellence,
  • Encouraging self-reflection through self-assessment and reflective dialogue,
  • Providing a pathway for exemplary teaching practices through rubrics of evidence,
  • Sharpening the focus of professional development while providing adequate resources for teacher growth and performance.

The Framework details through rubrics four (4) domains and key elements leading to effective teaching and student achievement.

Domain 1: Planning and Preparation
  1. Demonstrating Knowledge of Content and Pedagogy
  2. Demonstrating Knowledge of Students
  3. Setting Instructional Outcomes
  4. Demonstrating Knowledge of Resources
  5. Designing Coherent Instruction
  6. Designing Student Assessments
/ Domain 2: Classroom Environment
  1. Creating an Environment of Respect and Rapport
  2. Establishing a Culture for Learning
  3. Managing Classroom Procedures
  4. Managing Student Behavior
  5. Organizing Physical Space

Domain 3: Instruction
  1. Communicating with Students
  2. Using Questioning and Discussion Techniques
  3. Engaging Students in Learning
  4. Using Assessment in Instruction
  5. Demonstrating Flexibility and Responsiveness
/ Domain 4: Professional Responsibilities
  1. Reflecting on Teaching
  2. Maintaining Accurate Records
  3. Communicating with Families
  4. Participating in a Professional Community
  5. Growing and Developing Professionally
  6. Showing Professionalism

The research supporting and validatingthe Framework is respectful of the novice or master level teacher, teacher diversity, and the complexity of the teaching-learning process. Standards for teaching described through rubrics remain compatible with various styles of instruction.

The common themes necessary to encourage and provide support for The Carver Teacher Profile are found within this framework:

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CARVER TEACHER APPRAISAL PROCESS

Equity

Cultural Sensitivity

High Expectations

Developmental Appropriateness

Accommodating Individual Needs

Appropriate Use of Technology

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CARVER TEACHER APPRAISAL PROCESS

The appraisal process honors campus input by including all staff in the development and revision while also utilizing campus-developed observational tools. During the pilot year, quarterly reviews will be conducted by all staff to evaluate effectiveness and to determine if adjustments are required.

The Carver Teacher Appraisal Process has received approval by the Texas Education Agency and the Marshall ISD Board of Trustees.

PROCESS

The Carver Elementary Teacher Appraisal Process shall include the following components:

Component 1: Professional Development/Training

Before participating in the appraisal process, all teachers will be provided professional developmentdescribing the Carver Teacher Profile Elements, performance expectations, evidence/data compilation, and campus supports for professional growth and success.

Component 2: Orientation

Within two weeks of a teacher’s first day of work in any school year, the principal will provide and review with the teacher the G.W. Carver Elementary Teacher Appraisal Manual including the following:

A.G.W. Carver Elementary Framework for Teaching (performance rubric)

B.Specialist/Interventionist Addendum

C.Teacher Appraisal – Carver Profile Alignment

D.Schedule for Completion of Appraisal Requirements

E.Required Forms and Resources

Component 3: Teaching Performance Standards – Danielson’s Framework for Teaching Rubric

The G.W. Carver Framework for Teaching Rubric, modified slightly from the Danielson’s Framework for Teaching Rubric will be used to measure effective teaching and provide a roadmap for improving instruction in all areas. The rubric will incorporate multiple sources of evidence beyond classroom observations and will provide an end-of-year teacher performance “rating.” The Teacher Summary Rating form summarizes the teacher’s ratings accompanies the rubric. Together, these materials form the core of the Carver Teacher Evaluation process.Teacher performance will be noted as follows:

Distinguished

Evidence of high levels of knowledge, implementation and integration of performance standards along with evidence of leadership initiative and willingness to model and serve as a mentor for colleagues.Consistent high performance; exceeds expectations.

Proficient

Evidence of increased knowledge, implementation and integration of performance standards. Evidence of a clear proficiency and skill in the performance area.Displays thorough understanding of components.

Basic

Evidence of basic knowledge and implementation of performance standards. Integration of performance standards is not evident. Teacher is making progress towards proficiency. Inconsistent performance; minimal competence.

Unsatisfactory

Little or no knowledge and minimal implementation of performance standards. Does not meet minimal performance standards and needs substantial improvement. Deficient; immediate growth must occur.

A Proficient teacher must exhibit the skills and knowledge described under the Developing header as well as those under Proficient. Likewise, a Distinguishedteacher exhibits all of the skills and knowledge described for that element across the row.

Component 4: Teacher Self-Assessment

Using the performance rubric in the Framework for Teaching, the teacher shall rate his or her own performance at the beginning of the school year,reflect on his or her performance throughout the year, and an end-of-year self-appraisal prior to the summative conference.

Component 5: Administrative Observation(s)

The principal will:

  1. Conduct at least one (1) forty-five (45) minute formal observation during the first semester, using the Classroom Observation Reviewand noting levels of performance particularly in Domain 2: Classroom Environment and Domain 3: Instruction. Additional observations (to be determined by principal) will be conducted for all teachers rated as “unsatisfactory” or “basic.”
  2. Conduct and provide feedback on at least three (3) SMART Walk-Through observations.
  3. Conduct pre-conference with teacher prior to the formal observation.

D.Conduct post-conference within 10 days of observation to provide feedback to teacher and to elicit meaningful professional dialogue about effective teaching practices. During the post-observation conference, the principal and teacher shall discuss and document on the Rubric the strengths and weaknesses of the teacher’s performance during the observed lesson.

Specialists/Interventionists

Any specific subject area teacher will use the Framework for Teaching to assess their instruction (music, computer, PE, etc.) complete the same responsibilities with the same expectations as grade teachers (set goals, design coherent instruction, establish a safe classroom environment with clear routines and procedures, etc.). Therefore, a unique Framework is not needed.

However, Chapter 5 of Enhancing Professional Practice: A Framework for Teaching (2007) describes the jobs of specialist positions and provides rubrics for: Instructional Specialists, Library/Media Specialists, School Nurses, School Counselors, and Therapeutic Specialists. They follow the architecture, language, and levels of performance of the Framework for Teaching, but differ in the description of Domain 3: Instruction. Instead of describing instruction, these rubrics elaborate on delivery of services.

Component 6: Personal Professional Learning Plan (PPLP)

Individual Growth Plans

Teachers who are rated at least “Proficient” on each of the Framework for Teaching Domains shall develop an individual PPLP designed to improve performance on specifically identified Domains and Elements. The individual plans allow teachers to look at their own methods and compare them with the four domains used in the Framework.Teachers and observers compare their findings from self-assessments and classroom observations to establish baselines and goals. The PPLP identifies strengths, areas for improvement, and becomes both a guide and a history for each teacher’s professional practice.In addition, the PPLP may address goals designed to support school-wide efforts to improve student achievement (i.e. Critical Success Factors, action research, shared leadership, data disaggregation, etc.).

Monitored Growth Plans

A teacher shall be placed on a Monitored PPLP whenever he or she is rated “Unsatisfactory” on two or more of the Framework for Teaching Elements. The teacher works with the principal to analyze their findings (self-assessments and classroom observations) and together establish baselines and goals.A Monitored Growth Plan shall, at a minimum:

  • Identify the Element(s) to be improved,
  • Determine goals to be accomplished
  • Detail the activities the teacher should undertake to achieve Proficiency,
  • Prescribe a timeline which allows the teacher to achieve Proficiency (usually within one school).

Component 7: On-going Professional Growth and Responsibilities

Throughout the school year, each teacher will also complete elements in Domain 1: Planning and Preparation and Domain 4: Professional Responsibilities. The Teacher Appraisal Process includes a broad range of teacher competencies and therefore, will require on-going evidence of performance. Based upon an annual calendar developed by the leadership team, teachers will provide evidence of performance through multiple sources of data to include:

(See Teacher Summary Rating form and Teacher Appraisal – Carver Profile Alignment tools)

  • Professional Learning Community Documents
  • Peer Observations
  • Student Achievement
  • Family Communication and Involvement
  • Leadership Accomplishments

Component 8: Summary Evaluation Conference and Scoring theTeacher Summary Rating Form

Prior to the end of the school year and in accordance with Marshall ISD timelines, the principal shall conduct a summary evaluation conference with the teacher. During the summary evaluation conference, the principal and teacher shall discuss the teacher’s self-assessment, the teacher’s most recent Professional Learning Plan, classroom observations, artifacts submitted or collected during the evaluation process, and other evidence of the teacher’s performance on the Framework for Teaching Rubric.

At the conclusion of the Carver Teacher Evaluation Process, the principal shall determine the teacher’s Composite Appraisal utilizing the above percentages to rate overall effectiveness.

  1. Give a rating for each Element in the Rubric, each Domain, and Overall Summary.

NOTE: Domain 1: Planning and Preparation, Domain 2: The Classroom Environment, and Domain 3: Instruction will be combined to rate Effective Instruction (50% of composite).

Domain 4: Professional Responsibilities will be utilized to rate Professional Responsibilities (25% of composite).

  1. Make a written comment on any Element marked “unsatisfactory” or “basic.”
  2. Provide the teacher with the opportunity to add comments to the Teacher Summary Rating Form.
  3. Review the completed Teacher Summary Rating Form with the teacher and secure signature.
  4. Review student achievement data, determine level of progress, and assign performance rating. (25% of composite)
  5. Apply percentages to domain ratings and student achievement; determine overall performance in the Teacher Composite Rating.

Component 9: Results of Performance

Non-Renewal

Teachers who do not earn at least an overall “Proficient” after participating in the Monitored Personal Professional Learning Plan (PPLP) will be recommended for non-renewal.

Incentives

Upon substantial student achievement improvement as measured by AYP and the Texas State Accountability rating, all teachers who obtain an overall “Distinguished” on the composite rating will be included in the grant financial incentive. This rating indicates substantial contributions to the overall success of the school as measured by multiple indicators.

Upon substantial student achievement improvement as measured by AYP and the State rating, all teachers receiving an overall “Proficient”on the composite rating will be included in the grant financial incentive. This rating indicates substantial contributions in specific areas related predominately to instruction only.

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