Pilot Alternative Teacher Evaluation

Division of Human Resources

1085 Peoria St., Aurora, CO80011

Phone: 303-344-8060, Fax: 303 326-1940,

Pilot Alternative Teacher Evaluation – Details

2006-07

Development of the Pilot

The evaluation was developed in cooperation with the Aurora Education Association

Members of the workgroup – Sue Clark, Facilitator

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Dianne Dugan – Principal

Tony Van Gytenbeek – Asst Supt, HR

Dennis Hamann – Consultant, Instruction

Curtis Holmes – Teacher

Brenna Isaacs – AEA President

Cathy Wildman – Teacher

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Concept

The alternative teacher evaluation is:

A flexible interactive process in which the teacher

Selects an evaluation team

Determines the criteria for evaluation in collaboration with that team

An online process

Who is eligible?

Non-probationary licensed staff who met or exceeded standards on their most recent performance evaluation and who currently work at one of the following schools:

Elementary schools (8)

Century

Dalton

Fulton

Kenton

Laredo

Park Lane

Quest

Vassar

Middle Schools (4)

Columbia

Mrachek

South

West

High Schools (4)

Aurora Central

Gateway

Rangeview

William Smith

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What is the process?

Request & Evaluation Team

Teachers may request alternative evaluation within three weeks of beginning of school year

Upon supervisor agreement:

Teacher selects an evaluation team

Evaluator of record must be a current APS licensed administrator

How is the evaluation plan developed?

Within the first quarter the teacher, in collaboration with the evaluation team, will determine

Evaluation criteria

What evidence will demonstrate meeting standards

How evidence will be collected

A timeline for collection of evidence and feedback

Evaluation Criteria

The person being evaluated and the evaluator(s) review the four performance standards and proficiency indicators and select those that will become the focus of the evaluation

At least one indicator for each standard will be selected. These selections may be changed during the review process by mutual agreement between the person being evaluated and the chosen evaluator(s).

Standard A - Teaching and Student Learning

The teacher is committed to students and their learning. The teacher knows the subjects he/she teaches and how to teach those subjects to students.

Indicators:

A1.Demonstrates a thorough knowledge of students as individual learners and evaluates assessment data for each student by identifying what the student can do, needs to learn next, and what the teacher will do about it.

A2.Plans high, worthwhile and attainable goals and objectives, selecting rich, thought-provoking and appropriate resources, and identifying what the learning looks and sounds like.

A3.Implements learning experiences that are connected to content learning goals and sequences and structures instruction so students attain the goals.

A4.Generates varied formal and informal evidence to regularly evaluate and improve student learning

Standard B - Learning Environment

The teacher manages and monitors student learning. The teacher develops an environment where individuals are encouraged, respected, and challenged intellectually, academically, and socially.

Indicators:

B1.Develops a classroom where students demonstrate self-confidence and responsibility for high standards of learning

B2.Ensures that tasks and resources support student growth and proficiency

B3.Creates a safe, secure learning environment where on-going feedback, praise and positive reinforcement result in high levels of student engagement and learning

B4.Recognizes individual differences in his/her students and models and teaches accordingly

Standard C - Professional Development

The teacher thinks systematically about his/her practice and learns from experience. The teacher commits to improving his/her professional practice in order to improve student learning.

Indicators:

C1.Demonstrates growth in instructional knowledge and skills

C2.Engages in active, collaborative reflection to improve professional competence

C3.Takes an active role in school-based professional development

C4.Stays current with research and, when appropriate, incorporates new findings into his/her practice

C5.Regularly analyzes, evaluates, reflects on, and strengthens the effectiveness and quality of his/her practice

Standard D – Professionalism

The teacher is a contributing member of the learning community.

Indicators:

D1.Clearly and consistently reaches out to parents and other interested adults as valued partners in the child’s education

D2.Seeks leadership opportunities and shares responsibility to promote school improvement

D3.Contributes to the effectiveness of the school by working collaboratively with other professionals

Evidence, Format & Timeline

The person being evaluated and the chosen evaluator(s) will:

Mutually define evidence appropriate to each proficiency indicator selected

Determine methods for collection of evidence to support proficiency indicator(s)

oHow collected

oWhat format and where stored

• Agree on the format and time line for collection of evidence and feedback

Evaluators

The person being evaluated and the chosen evaluator(s) will:

Mutually identify evaluator(s) for each indicator selected

Identify a licensed APS administrator as at least one of the evaluator(s)

Planning Sheet

A planning sheet will be printed containing:

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Indicators

Evidence

Format

Timeline

Evaluator(s)

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The person being evaluated will acquire signature of his/her immediate supervisor approving the use of the pilot evaluation

Copies of the signed planning sheet will be distributed to the person being evaluated, selected evaluator of record, all other evaluators and immediate supervisor.

Evidence

Teacher collects evidence:

In specified format

According to timeline

Examples:

Teacher reflection on how evidence collected indicates proficiency on standard

oWhat teaching strategies worked well

oNext steps

Test scores

Observation notes

Student products

Etc.

Evaluation

Evaluator(s):

Develop written analysis of evidence collected for each indicator

Score each standard according to analysis of evidence collected for indicators in that area

oMeets Standard

oGrowth Needed

Goals

The employee and the evaluator of record mutually develop written goals

Comments

Employee develops written reflection on the evaluation

Content

Process

Selected evaluator of record develops written summary of the review

Content

Process

Signatures

Interested parties sign off on evaluation

Staff member

Selected evaluator of record

Immediate supervisor

Filing

One copy of the signed review is retained at the site

Another is given to the staff member

The original signed copy is sent to Human Resources

Next Steps – 4 out of 4

An employee who earns 4 out of 4 scores of Meets Standard resulting in an overall score of Meets Standard. Will be evaluated again in the regular cycle

Next Steps – 3 out of 4

An employee who earns 3 out of 4 scores of Meets Standard resulting in an overall score of Meets Standard

May continue with the review the following year, focusing on the standard that was scored Growth Needed if desired; however, this is not required

Will be evaluated again in the regular cycle

Next Steps – 2, 1 or 0 out of 4

An employee who earns 2, 1 or 0 out of 4 scores of Meets Standard resulting in an overall score of Growth Needed

Continues with this review next year, focusing on the standards that were scored Growth Needed

Or chooses to return to the traditional teacher evaluation process for next year

Professional Development for Use of the Pilot

Directors and principals meeting, June 2006

Cohort groups form, Fall 2006

Salary advancement credit for attendance

Dennis Hamann - Facilitator

Evaluation plans developed during first quarter

Evaluations start during second quarter or semester

Cohort works together through all stages

Available online

This overview

Sample evaluation plan

Examples of evidence

Review of Pilot

The pilot:

Will run in the 2006-07 and 2007-08 school years

May be adjusted for second year

Will be reviewed by the Performance Evaluation Council each year

Will return to bargaining teams at the end of two years to determine next steps

Questions

Direct questions to:

The Division of Instruction

oDennis Hamann

oLinda Damon

The Division of Human Resources

oKari Allen

oSheri Charles

oKathleen Hostetler

Thank you!

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