Template to Guide Scaling Up Process
for Implementing the North Dakota Teacher Evaluation Guidelines
Schools are expected to follow the North Dakota Teacher Evaluation Guidelines, with the implementation process started in August of 2015. This template is designed to provide leaders a form to track the scaling up process to full implementation of the North Dakota Teacher Evaluation Guidelines. In addition to the expectation of selection of a teacher evaluation model aligned to InTASC, (example: Danielson, Marshall, Marzano, McREL, ND) each teacher evaluation model should include the Student Achievement Growth Standards. (Attached Appendix A)
Best practice with evaluation/supervision, includes the full supervision process with individual goal setting, formative feedback, and summative feedback, (Appendix D). Additional sources of feedback to teachers include self assessments and student surveys. The individual goal setting, self-assessment, and student survey categories are provided in the template as examples of best practice.
The template is designed to be used by school leaders by checking off components in place at the present time, and putting in dates for components that will be implemented in the future. This template can serve as a useful document of evidence for the AdvancED Assurance 9 (Appendix B) and AdvancED Indicators 2.6 and 3.4 (Appendix C)
A template for each of the three main teacher evaluation models being used in the state, (Danielson, Marshall, Marzano) has been created. The models that don’t apply to your school district can be deleted. The template is in a word version, so it can be written on.
Finally, the template might be used in a variety of ways for planning with dates inserted, check marks indicating emphasis in the model or implementation, colors representing stages of implementation. Examples of different approaches are provided. This is a tool that can be used and modified as the school leadership team desires.
This template is being provided simply as a tool that school districts may want to use to create a visual plan with the scaling up process that is being used to implement the new teacher evaluation model. Additional resources referred to in this introduction have been attached for reference purposes.
Example 1
Full implementation
*Individual Goal Setting / 1. School-wide Goal / 1. School-wide Goal
2. Personal professional development goal, based on teacher evaluation model. / 1. School-wide Goal
2. Personal professional development goal, based on teacher
3. Student Performance goal
evaluation model. / 1. School-wide Goal
2. Student Performance goal
3. Personal professional development goal, based on teacher evaluation model.
*Self Assessment / Completed by 10-1-2015 / Completed by 10-1-2016 / Completed by 10-1-2017 / Completed by 10-1-2018
*Student Surveys (Part of self assessment and goal setting) / Survey one section of students by 5-1-2017 / Survey two sections of students by 5-1-2018 / Survey every section of students by 5-1-2018
Student Performance Standards
A Data Literacy / Indicator A / Indicator A / Indicator A
B Data Usage / Indicator B / Indicator B
C Student Results / Discuss Indicator C / Providing Data for Indicator C
1 Clear Learning Goals and scales (rubrics) / Introduce / Implement / Implement
2 Tracking Student Progress / Introduce
3 Celebrating Success / Introduce
DQ 6
4 Establishing Classroom Routines / Introduce
5 Organizing the Physical Layout of the Classroom / Introduce
DQ 2
6 Identify Critical Information / Introduce
Example 2
Full implementation
*Individual Goal Setting / ü
*Self Assessment / ü
*Student Surveys (Part of self assessment and goal setting) / ü
Student Performance Standards
A Data Literacy / ü
B Data Usage / ü
C Student Results / ü
DQ1
1 Clear Learning Goals and scales (rubrics) / ü
2 Tracking Student Progress / ü
3 Celebrating Success / ü
DQ 6
4 Establishing Classroom Routines / ü
5 Organizing the Physical Layout of the Classroom / ü
DQ 2
6 Identify Critical Information / ü
Example 3
Full implementation
*Individual Goal Setting
*Self Assessment
*Student Surveys (Part of self assessment and goal setting)
Student Performance Standards
A Data Literacy
B Data Usage
C Student Results
Marzano Model Domains and Elements
Domain 1 Classroom Strategies and Behaviors
DQ1
1 Clear Learning Goals and scales (rubrics)
2 Tracking Student Progress
3 Celebrating Success
DQ 6
4 Establishing Classroom Routines
5 Organizing the Physical Layout of the Classroom
DQ 2
6 Identify Critical Information
7 Organizing Students to Interact with New Knowledge
Introducing 2nd year 3rd year
Template to Guide Scaling Up Process on Implementing the North Dakota Evaluation Guidelines
Marzano
Components of Best Practice / 2015-16 / 2016-17 / 2017-18 / 2018-19Full implementation
*Individual Goal Setting
*Self Assessment
*Student Surveys (Part of self assessment and goal setting)
Student Performance Standards
A Data Literacy
B Data Usage
C Student Results
Marzano Model Domains and Elements
Domain 1 Classroom Strategies and Behaviors
DQ1
1 Clear Learning Goals and scales (rubrics)
2 Tracking Student Progress
3 Celebrating Success
DQ 6
4 Establishing Classroom Routines
5 Organizing the Physical Layout of the Classroom
DQ 2
6 Identify Critical Information
7 Organizing Students to Interact with New Knowledge
8 Previewing New Content
9 Chunking Content into “Digestible Bites”
10 Processing of New Information
11 Elaborating on New Information
12 Recording and Representing Knowledge
13 Reflecting on Learning
DQ3
14 Reviewing Content
15 Organizing Students to Practice and Deepen Knowledge
16 Using Homework
17 Examining Similarities and Differences
18 Examining Errors in Reasoning
19 Practicing Skills, Strategies, and Processes
20 Revising Knowledge
DQ4
21 Organizing Students for Cognitively Complex Tasks
22 Engaging Students in Cognitively Complex Tasks
23 Providing Resources and Guidance
DQ5
24 Noticing When Students are Not Engaged
25 Using Academic Games
26 Managing Response Rates
27 Using Physical Movement
28 Maintaining a Lively Pace
29 Demonstrating Intensity and Enthusiasm
30 Using Friendly Controversy
31 Providing Opportunities for Students to Talk about Themselves
32 Presenting Unusual or Intriguing Information
DQ 7
33 Demonstrating “Withitness”
34 Applying Consequences for Lack of Adherence to Rules and Procedures
35 Acknowledging Adherence to Rules and Procedures
DQ 8
36 Understanding Students’ Interests and Backgrounds
37 Using Verbal and Nonverbal Behaviors
38 Displaying Objectivity and Control
DQ 9
39 Demonstrating Value and Respect for Low Expectancy Students
40 Asking Questions of Low Expectancy Students
41 Probing Incorrect Answers with Low Expectancy Students
Domain 2 Planning and Preparing
42 Effective Scaffolding
43 Lessons within Units
44 Established Content Standards
45 Use of Available Resources
46 Use of Available Technology
47 Needs of English Language Learners
48 Needs of Students Receiving Special Ed
49 Needs of Students Who Lack Support for Schooling
Domain 3 Reflecting on Teaching
50 Indentifying Areas of Pedagogical Strength and Weakness
51 Evaluation the Effectiveness of Individual Lessons and Units
52 Evaluating the Effectiveness of Specific Pedagogical Strategies and Behaviors
53 Developing a Written Growth and Development Plan
54 Monitoring Progress Relative to the Professional Growth and Development Plan
Domain 4 Collegiality and Professionalism
55 Promoting Positive Interactions with Colleagues
56 Promoting Positive Interactions about Students and Parents
57 Seeking Mentorship for Areas of Need or Interest
58 Mentoring Other Teachers and Sharing Ideas and Strategies
59 Adhering to District and School Rules and Procedures
60 Participating in District and School Initiatives
Appendix A
Standard 11: Student Achievement GrowthIndicator / Exemplary / Proficient / Developing Proficiency / Non-Proficient
a. Student achievement data literacy: evidences foundational knowledge and use of district-, school-, and classroom-level student achievement and growth data. / The teacher demonstrates an advanced knowledge of the interpretation and use of student achievement data.
A variety of student achievement data and a variety of techniques are used to interpret student data. Additional data collection methods are used beyond those provided. Data is used to make instructional and other classroom decisions. / The teacher demonstrates a solid knowledge of the interpretation and use of student achievement data.
The teacher uses a variety of student achievement data to make instructional and other classroom decisions. / The teacher demonstrates a growing understanding of the interpretation and use of student achievement data. Limited or simple data is used to make instructional and other classroom decisions. / The teacher demonstrates little to no knowledge of the interpretation or use of student achievement data. Data is not used to make instructional and other classroom decisions.
b. Instructional improvement: Teachers apply student achievement data to frame and measure standards-based curricular claims/student learning objectives. / The teacher uses student achievement data as a normal and regular professional practice to measure standards-based curricular claims/student learning objectives. The use of student data results in significant impacts on student learning. / The teacher uses student achievement data to develop and measure curriculum and student learning goals. The use of data to measure student learning goals results in impacts on student learning. / The teacher uses student achievement data to make a few, if any, instructional decisions.
Data use results in little or no improvement to student achievement. / The teacher does not apply student achievement data to frame and measure standards-based curricular claims/student learning objectives.
c. Student Growth: Students in the class demonstrate measureable growth and achievement. / Multiple sources of growth or achievement data show evidence of high growth for all or nearly all students. / Multiple sources of growth or achievement data show clear evidence of growth for most students. / Multiple sources of growth or achievement data show some evidence of growth for some students. / Growth or achievement
data show no evidence of growth for most students.
Appendix B
North Dakota Annual Accreditation Assurances
Assurances Related to PTESS
8. The institution certifies that it is evaluating all principals a minimum of once each year using a comprehensive and state approved principal evaluation system as defined in the North Dakota principal evaluation guidelines. State approved principal evaluation system requirement is effective February 2015.
For each assurance the institution must respond accordingly: Yes, we certify the above assurance; No, we do not certify the above assurance at this time (an explanation must be provided). If Yes is selected, no additional information or uploads are required. Guidelines for principal evaluation can be found at the following link: Principal and Teacher Evaluation System Support (PTESS).
9. The institution certifies that it is evaluating all teachers a minimum of once each year using a comprehensive and state approved teacher evaluation system as defined in the North Dakota teacher evaluation guidelines. State approved teacher evaluation system requirement is effective beginning with the 2015-16 school year.
For each assurance the institution must respond accordingly: Yes, we certify the above assurance; No, we do not certify the above assurance at this time (an explanation must be provided). If Yes is selected, no additional information or uploads are required. Guidelines for teacher evaluation can be found at the following link:Principal and Teacher Evaluation System Support (PTESS).
Appendix C AdvancED Self Assessment Workbook for Schools CONCEPT MAPS for Indicators 2.6 and 3.4 (2016)
2.6 / Leadership and staff supervision and evaluation processes result in improved professional practice and student success. / ScorePerformance Levels [Choose the statement in each category that best matches your school.]
4 / The primary focus of the criteria and processes of supervision and evaluation is improving professional practice and ensuring student success.
3 / The focus of the criteria and processes of supervision and evaluation is improving professional practice and improving student success.
2 / The criteria and processes of supervision and evaluation include references to professional practice and student success.
1 / The criteria and processes of supervision and evaluation have little or no focus on improving professional practice or student success.
4 / Supervision and evaluation processes are consistently and regularly implemented.
3 / Supervision and evaluation processes are regularly implemented.
2 / Supervision and evaluation processes are implemented at minimal levels.
1 / Supervision and evaluation processes are randomly implemented, if at all.
4 / The results of the supervision and evaluation processes are analyzed carefully and used to monitor and effectively adjust professional practice and ensure student learning.
3 / The results of the supervision and evaluation processes are used to monitor and effectively adjust professional practice and improve student learning.
2 / The results of the supervision and evaluation processes are used sometimes to monitor and effectively adjust professional practice and improve student learning.
1 / Results of the supervision and evaluation processes, if any, are used rarely or never.
Possible Evidence
Job specific criteria
Supervision and evaluation documents with criteria for improving professional practice and student success noted
Representative supervision and evaluation reports
Governing body policy on supervision and evaluation
Examples of professional development offerings and plans tied specifically to the results from supervision and evaluation
3.4 / School leaders monitor and support the improvement of instructional practices of teachers to ensure student success. / Score
Performance Levels [Choose the statement in each category that best matches your school.]
4 / School leaders formally and consistently monitor instructional practices through supervision and evaluation procedures beyond classroom observation to ensure that they 1) are aligned with the school’s values and beliefs about teaching and learning, 2) are teaching the approved curriculum, 3) are directly engaged with all students in the oversight of their learning and 4) use content-specific Standards of professional practice.
3 / School leaders formally and consistently monitor instructional practices through supervision and evaluation procedures to ensure that they 1) are aligned with the school’s values and beliefs about teaching and learning, 2) are teaching the approved curriculum, 3) are directly engaged with all students in the oversight of their learning and 4) use content-specific Standards of professional practice.
2 / School leaders monitor instructional practices through supervision and evaluation procedures to ensure that they 1) are aligned with the school’s values and beliefs about teaching and learning, 2) are teaching the approved curriculum, 3) are directly engaged with all students in the oversight of their learning and 4) use content-specific Standards of professional practice.
1 / School leaders occasionally or randomly monitor instructional practices through supervision and evaluation procedures to ensure that they 1) are aligned with the school’s values and beliefs about teaching and learning, 2) are teaching the approved curriculum, 3) are directly engaged with all students in the oversight of their learning and 4) use content-specific Standards of professional practice.
Possible Evidence
Supervision and evaluation procedures
Curriculum maps
Peer or mentoring opportunities and interactions
Recognition of teachers with regard to these practices
Administrative classroom observation protocols and logs
Examples of improvements to instructional practices resulting from the evaluation process
Documentation of collection of lesson plans and grade books
Surveys results
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