Core Module Three

The Role of Professional Dialogue and

Collaboration in the Summative Report

Core Module Three – The Role of Professional Dialogue and Collaboration in the Summative Report

Table of Contents

3.0The Summative Report

3.1Intent

3.2Approach

3.3Requirements

3.4Participant Expectations

3.5Sample At-A-Glance Agenda

3.6Slides, Facilitator Notes and Activities

3.6.1Opening – Introduction to Core Module Three (Slides 1 - 5)

3.6.2Participant Experience withClassroom Observation Feedback and the Summative Report (Slide 6)

3.6.3Features and Requirements of the Summative Report (Slides 7 - 12)

3.6.4Effective Practice (Slides 13 - 18)

3.6.5Working towards the Summative Report: Activity One - The Importance of Relational Trust (Slides 19 - 21 )

3.6.6Working towards the Summative Report: Activity Two – Preparing for the Pre-observation Meeting (Slides 22 - 23)

3.6.7Working towards the Summative Report: Activity Three - The Classroom Observation – Bringing the Competencies to Life (Slide 24)

3.6.8Working towards the Summative Report: Activity Four - Marg’s Classroom Observation (Slides 25 - 27)

3.6.9Working towards the Summative Report: Activity Five - The Post-observation Meeting – An Opportunity to Focus on Effective Practice (Slide 28)

3.6.10Working towards the Summative Report: Activity Six – Writing Comments that Motivate the Teacher (Slide 29)

3.6.11Working towards the Summative Report: Activity Seven – Suggestions for Professional Growth and Development (Slide 30)

3.6.12Working towards the Summative Report: Activity Eight – Putting it all Together (Slide 31)

3.6.13Closing – Guided Reflection (Slides 32 - 34)

3.7Using Sample Completed Summative Report Forms

3.7.1Sample Completed Summative Report Form for Elementary Teacher

3.7.2Sample Completed Summative Report Form for Secondary Teacher (TBA)

3.8Using Sample Log of Teaching Practice

3.8.1Sample Log of Teaching Practice for Elementary Teacher

3.8.2Sample Log of Teaching Practice for Secondary Teacher (TBA)

3.9Sample Tips, Strategies and Effective Practice

Implementing the Revised Performance Appraisal Process for Experienced Teachers – Spring 2008 (Web Version) i

Core Module Three – The Role of Professional Dialogue and Collaboration in the Summative Report

3.0The Role of Professional Dialogue and Collaboration in the Summative Report

3.1Intent

In the revised performance appraisal process for experienced teachers the summative report form has been strengthened so that all aspects of the appraisal process are recorded within a single document. The revised summative report form includes information previously recorded in the pre-observation and post-observation forms of the former performance appraisal process.

  • The Summative Report Form for Experienced Teachers is a ministry-approved form that must be used to document the performance appraisal.
  • In preparing the ministry-approved Summative Report Form for Experienced Teachers the principal is required to:

oconsider all 16 competencies in assessing the teacher’s performance

oprovide comments regarding the competencies identified in discussions with the teacher as the focus of the performance appraisal. Notwithstanding the discussions held between the teacher and the principal the principal is required to assess teacher performance in relation to all 16 competencies and may comment on competencies other than those discussed.

oprovide an overall rating of the teacher’s performance and

orecommend professional growth goals and strategies for the teacher to take into account in developing, reviewing and updating the teacher’s ALP.

  • Principals collect evidence to support their appraisal of experienced teacher performance. This evidence may be described in the summative report or attached as supporting documentation.
  • Teachers may also collect evidence to support their performance appraisal. This evidence may be noted in the summative report or attached as supporting documentation.
  • The summative report form is a central component in the performance appraisal process for experienced teachers. It incorporates and makes connections between and among all the key components of the appraisal including the 16 competencies, the ALP, the pre-observation and post-observation meetings, and the classroom observation.

3.2Approach

  • At the same time that principals carry out their legal responsibilities in preparing the summative report,they fulfil their role as instructional leaders by working collaboratively with teachers to focus the appraisal on teacher growth and development that brings about high levels of student achievement.
  • The process of developing the summative report provides principals and teachers with opportunities to engage in meaningful professional dialogue focussed on teacher strengths and areas for growth related to the 16 competencies that form the basis of the performance appraisal process.
  • The development of the summative report form is an ongoing process that builds positive and mutually respectful relationships through frequent, open, ongoing communication between the principal and teacher about the teacher’s performance and professional growth goals and strategies.
  • The performance appraisal process for experienced teachers is a dynamic one in which interaction and professional dialogue between teacher and principal are ongoing and the development of the summative reporta central focus.

3.3Requirements

The requirements for school boards, supervisory officers, principals, vice-principals, and teachersin the implementation of the Summative Report Form for Experienced Teachers are set out in Part X.2 “Teacher Performance Appraisal” of the Education Act, and in Ontario Regulation (O.Reg.) 99/02 and O. Reg. 98/02, as amended.

The requirements and ministry guidelines for the Summative Report Form for Experienced Teachers including the processes, steps, timelines, and forms to be completed to ensure effective and consistent implementation are further outlined in the PerformanceAppraisal of Experienced Teachers: Technical Requirements Manual, 2007.

3.4Participant Expectations

The overall goal of this module is to build understandings about the Summative Report Form for Experienced Teachers,its requirements, how to complete it and effective practice that transforms the summative report and its related procedures and processes into a meaningful vehicle for teacher growth and development focussed on high levels of student achievement.

In this module, participants* will:

  • learn about the revised Summative Report Form for Experienced Teachers and its requirements
  • participate in cooperative activities that highlight the important role that trust, professional dialogue and collaboration play in the development of the summative report
  • examine the relationship between the summative report and the components of the performance appraisal process for experienced teachers
  • identify and reflect on effective appraisal practices related to classroom observation
  • practice writing meaningful comments that reinforce effective practice, provide direction for goal-setting and foster professional growth.

*Please note that “participants” is used here to refer to teachers, vice-principals, principals and supervisory officers.

3.5Sample At-A-Glance Agenda

Timing / Program / Responsibility / Notes, Materials & Resources
Full-Day, Five-hour Workshop (includes two 15 minute breaks and lunch)*
30 Minutes / Opening (Slides 1-5)
Participant Experience with the Summative Report Form for Experienced Teachers (Slide 6)
20 Minutes / Features and Requirements of the Summative Report (Slides 7-12)
Effective Practices (Slides 13-18)
40 Minutes / Working towards the Summative Report: Activity One - The Importance of Relational Trust (Slides 19-21)
100 Minutes / Select two activities from the following six cooperative learning activities:
Working towards the Summative Report: Activity Two - Preparing for the Pre-observation Meeting (Slides 22-23)
Working towards the Summative Report: Activity Three - The Classroom Observation – Bringing the Competencies to Life (Slide24)
Working towards the Summative Report: Activity Four - Marg's Classroom Observation – An Opportunity to Focus on Effective Practice (Slide 25-27)
Working towards the Summative Report: Activity Five - The Post-observation Meeting (Slide 28)
Working towards the Summative Report: Activity Six–Writing Comments that Motivate the Teacher (Slide 29)
Working towards the Summative Report: Activity Seven – Suggestions for Professional Growth and Development (Slide 30)
50
Minutes / Working towards the Summative Report: Activity Eight - Putting It All Together(Slides 31)
30 Minutes / Questions and Answers
Closing: Guided Reflection (Slides 32-34)

*Please note: This sample agenda is designed for groups of 25 participants or less. Timing would require adjustment for groups that exceed this number.

3.6Slides, Facilitator Notes and Activities

3.6.1 Opening -- Introduction to Core Module Three (Slides 1 - 5)


FACILITATOR NOTES: Opening – Introduction to Core Module One (Slides 1 - 5)

Timing Considerations: Allow 10 minutes for this part.

Purpose: To introduce participants to the module and clarify what they can expect to learn by participating in the cooperative activities

Suggested Approach:

  • Begin the conversation about how the module is designed to foster a learning community environment.
  • Acknowledge participant backgrounds and experience with teacher performance appraisal.
  • Show slides 3 - 5 to review the overall goal and expectations for the module.
  • Draw on Key Messages throughout the review of expectations.
  • Provide participants with an opportunity to reflect on and provide input into module expectations.
  • Acknowledge participant experience with teacher performance appraisal and with the summative report from the former appraisal process.
  • Take a moment to ask whether the participants have any other expectations or outcomes.
  • Encourage and allow opportunities to check for understanding and clarity.

Key Messages:

  • Begin the conversation about how the module is designed to engage participants in building a shared understanding of the opportunities provided through the revised summative report form, its features, requirements and fundamental philosophy.
  • Core Module Three builds on the context provided through Core Module One and has strong linkages with Core Module Two which focuses on the ALP. The principal’s recommendations in the summative report play a critical role in supporting experienced teacher identification of professional growth goals, strategies and timelines in their ALP.
  • The module is designed to promote collaboration and interaction in the appraisal process focussed on building and strengthening positive, mutually respectful and trusting working relationships among teachers, principals, vice-principals, and supervisory officers.
  • The cooperative activities in this module provide participants with opportunities not only to learn about the revised summative report but also to keep in mind the growth focus needed to foster the ongoing professional learning of experienced teachers.
  • The module embeds the technical and operational aspects of the summative report in a growth-oriented context that demonstrates respect for teachers as professionals, enables principals to focus on their role as instructional leaders and has a positive impact on student achievement.

Instructional Repertoire: Mini-Lecture, Questions and Answers as needed

3.6.2Participant Experience with Classroom Observation Feedback and the Summative Report (Slide 6)


FACILITATOR NOTES: Participant Experience with Classroom Observation and the Summative Report (Slide 6)

Timing Considerations: Allow 30 minutes for this activity.

Purpose: To establish common starting points and learn about participant experience with classroom observation

Suggested Approach:

  • Briefly describe the purposes for this opening activity. Provide instructions with reference to slide 6.
  • Point out that participant experience identified in this activity will be taken into account throughout the cooperative activities planned in this module.
  • Let participants know that they will be working with a partner for this activity. Tell them to begin by working independently for three minutes and then together with their partners for five minutes.
  • Explain that Partner One will list kinds of feedback a teacher might want from a principal observing a lesson in the classroom. Partner Two will list what a principal might be looking for when observing a classroom lesson.
  • Then working together, partners will discuss their responses to the following:

oCompare and discuss your lists.

oWere there differences? Why might there be differences?

oWhy would a teacher want feedback on certain things?

oWhy would a principal want to see certain things?

oIf there are differences, how could the teacher and principal work together to find common ground in what they each want?

oSome teachers find the classroom observation worrying. How could the pre-observation meeting make the experience less intimidating and more approachable and effective?

  • Ask partners to join their table groups to discuss and compare findings and as a group to identify two effective observation practices to report to the larger group – one from a teacher’s perspective and one from a principal’s perspective.
  • Allow ten minutes to debrief the activity by asking for group reports of effective practices identified. Record responses on charts to post for reference throughout the activities to follow.
  • Encourage and allow opportunities to check for understanding and clarity.

Key Messages:

  • Keep in mind that this is an activity that is designed to encourage participants to articulate their beliefs and values about effective classroom observation.
  • Participant insights will be referenced throughout the upcoming activities.

Instructional Repertoire: Active Listening, Think-Ink-Pair-Share, Professional Dialogue

3.6.3Features and Requirements of the Summative Report(Slides7 - 12)


FACILITATOR NOTES: Features and Requirements of the Summative Report (Slides 7 - 12)

Timing Considerations: Allow 8 minutes for this part.

Purpose: To provide an overview of the basic requirements of the revised Summative Report Form for Experienced Teachers and related procedures and processes

Suggested Approach:

  • Acknowledge participant background and experience with the summative report used in the former appraisal process.
  • Show slides 7-12 drawing on Key Messages below to outline the features and requirements related to the summative report.
  • Clarify the distinction between the requirements of the summative report and other aspects suggested as effective practice for teachers and principals.
  • Suggested effective practices support an enhanced approach to implementation of the summative report.
  • Note the use of words such as “must/shall/will” to reflect requirements and “may/could/might” to signal suggested effective appraisal practice.
  • Encourage and allow opportunities to check for understanding and clarity.

Key Messages:

  • The research is not prescriptive about the number and types of forms that should be used in teacher performance appraisal. However, there is strong consensus that there should be a final summative report that documents the appraisal process, reflects teacher input and is filed for future reference.
  • The former performance appraisal process for experienced teachers required a pre-observation meeting form (four pages), a post-observation meeting form (three pages) and a summative report form (six pages).
  • There was widespread support for streamlining the paperwork associated with the former TPA process. The forms were considered redundant and time-consuming to complete. See for example the Report to the Partnership Table on a Revised Teacher Performance Appraisal System for Experienced Teachers.
  • The new single summative report incorporates the positive features of the pre- and post- observation forms of the current process.
  • It is designed to place greater emphasis on teacher growth and to capture the conversations between the principal and the teacher throughout the appraisal process.

Instructional Repertoire: Mini-lecture and Guided Discussion

3.6.4Effective Practice (Slides 13 - 18)


FACILITATOR NOTES: Effective Practice (Slides 13 - 18)

Timing Considerations: Allow 7 minutes for this part.

Purpose: To build understandings about the opportunities provided through the Summative Report component of the performance appraisal process

Suggested Approach:

  • Confirm that this section of the module focuses on suggested effective practice for teachers and principals that can enhance the development of the summative report and related procedures and processes.
  • Show slides 13 - 18 drawing on Key Messages below to outline effective practices.
  • Encourage and allow opportunities to check for understanding and clarity.

Key Messages:

  • The cooperative activities in this module have been designed to show how principals and teachers can collaborate and benefit from of the opportunities provided through the procedures and processes related to the development of the summative report.
  • Opportunities for principals to promote continuous and supportive communication specific to individual teachers are embedded in every aspect of the procedures of the performance appraisal process including the pre-observation and post-observation meetings and the classroom observation and culminating in the completion of the summative report.
  • In particular:

oTeachers develop, review and update their ALP each year taking into account the comments from the summative report of their most recent performance appraisal

oThe professional growth goals and strategies that teachers develop for their ALPs are linked to the professional learning opportunities they will be looking for in order to meet their goals

oThe Log of Teaching Practice provided as an optional resource can be used by both the teacher and the principal to track teacher performance, record information about noteworthy examples of teacher performance as they occur and cite evidence to support their entries

oThe pre-observation meeting as one opportunity to engage in professional dialogue that will set a tone and provide the context and focus for the classroom observation and other aspects of the appraisal process

oThe post-observation meeting as another opportunity to engage in professional dialogue. As the principal and teacher discuss the classroom observation, review the 16 competencies and how they were demonstrated. To revisit the ALP they focus their attention on effective practice and teacher growth and development.

Instructional Repertoire: Mini-lecture and Guided Discussion

3.6.5Working towards the Summative Report: Activity One - The Importance of Relational Trust (Slides19 - 21)