Tea eacher er a and a administrator ev evaluations are e gover erned ed by Florida S Statute 1 1012.34 a and State e Bo Board Ru Rule 6A 6A 5. 5.06 065 The e Florida D Dep epartmen ent o of Education a and the e Brev evard School B Board m must approve ed e educator evalua luation sy n syst stems annua nnuall lly The e IPPA IPPAS Pr Projec ect Tea eam, c comprised ed o of tea eacher ers, Unio Union n le leaders rs, d dist istric ict a and nd sc scho hool-base sed adminis inistrators rs, annua nnually ly re revie iews a and nd rec ecommen ends r rev evisions t to the s e system em
Tea eacher ev evaluation s systems m must Be design gned t d to suppor port e t effecti tive instr tructi tion on a and studen ent l lear arning g growt wth Prov ovide f e for c continuous q s qual ality improvem emen ent of educat ators’ s’ p professi essional al s skills Include p e performan ance d data a from m multiple s sources Differ eren entiat ate a among f four l level els o s of perfor orman ance e (high ghly effecti tive, e effecti tive, n needs ds impr provement, t, unsati tisfacto tory) Include de d data a and i indi dicato tors o of stude dent l t learning g growt wth (F (FL St L St 101 1012.34)
Te Teach cher evalu aluati tion crite criteria ia mu must in inclu clude ind ndicators b based upo upon ea each ch of of th the F Flor lorida Educator Acc Accomplished P Practice ces (FEAPs) Quality ty o of I Instr tructi tion on: Instruc ructio iona nal D Design a n and L Lesson P Plann anning ing The L Learnin ning Enviro nvironm nment nt Instruc ructio iona nal D Delive very ry a and F Facilit cilitat atio ion Assessment (Stat ate Bo Boar ard Rul Rule 6A 6A 5. 5.065)
Continuous P s Prof ofessi essional al Improvem emen ent De Designs pu purposeful pr professional go goals to s to str tren engthen effec effecti tivenes ess of of instr tructi tion Uses data ta-in inform rmed r research rch to improve ve i instru ruct ctio ion n and s student nt a achie hieve vement nt Uses a a vari variety o of dat ata us a used in independently and and in in collab laborat ratio ion w n with c h colle leag ague ues to evalua luate l learning rning outco comes, adjus ust p plannin anning, a and cont ntin inuous usly ly i improve ve effec effecti tivenes ess of l of les essons (Stat ate Bo Boar ard Rul Rule 6A 6A 5. 5.065)
Professio ional R l Responsib ibili ility a and Ethical C l Conduct Coll llaborates w wit ith ho home, s scho chool, an and larg larger co community to support rt s student nt l learnin rning a and c cont ntin inuous us improve vement nt Engag ages i in targeted p professio ional g nal growth o h opport rtunit unitie ies and and re refle lective p prac ractices Imple lements k knowledge an and s skill ills le lear arned in in professio ional d nal development nt i in teaching ching Adheres es to to th the e Cod ode of e of Eth thics a and th the e Principles of of Professio ional al Cond nduc uct o of the Educat ucatio ion P n Professio ion o of Florid rida (Stat ate Bo Boar ard Rul Rule 6A 6A 5. 5.065)
Strong evaluation systems are aligned to the district’s instructional vision Collaboration Communication Observations Feedback Planning Goal-setting Coaching Peer Review Professional Growth Student Learning
Commitment Professional teaching culture Revere data Build relationships Relentless pursuit of teaching methodologies that foster student engagement, critical thinking, self-efficacy, and content mastery
Aligned Systems: The Florida Standards, teacher evaluations and professional development share a common goal--better instructional practice and increased student learning. FLORIDA PROFESSIONAL TEACHER STANDARDS DEVELOPMENT EVALUATIONS Timely, relevant, job-embedded Provide much-needed clarity for Our best lever to change teacher and aligned to the standards in academic standards. Define rigor practice at scale. Gives teachers content and pedagogy. and content kids should be clear expectations, feedback and working to master. supports. BETTER INSTRUCTION FOR STUDENTS …
Al All tea teacher ers will i increa ease th e thei eir expert rtis ise and d skill ill level l from year r to to yea ear resu esulting i g in con onti tinuous imp mproveme ment in stu studen ent achiev evem emen ent.
You ou don on’t have ve to to be e bad to to get et better etter!
BPS I Instr truct ction onal Performance Ap Appraisal S Syst ystem Dimens nsions Instructional Design & Lesson Planning Learning Environment Instructional Delivery & Facilitation Assessment Professional Responsibilities & Ethical Conduct
Both are formative in nature, providing evidence for midterm, interim, and annual evaluations Observers score only what they see and hear Observers may add or change data in the observation based on evidence collected from pre- and post-conferences with the teacher, review of student work samples and/or lesson plans, teacher attendance at parent conferences or professional development activities, as examples
Observation ≠ Evaluation
The fixed mindset makes you concerned with how you’ll be judged; the growth mindset makes you concerned with improving. Carol Dweck, author of Mindset
Observations represent a snapshot, a moment in time. The annual evaluation is the movie, the whole picture of a year’s worth of professional growth and accomplishment.
The annual evaluation of professional practices will be worth a total of 45 points, 9 points per dimension. Teachers will continue to self-assess prior to the final evaluation conference. Administrators will review all evidence related to high quality teaching in assigning the final ratings (formal and informal observations, student work samples, parent communication, lesson plan, Edline, etc.)
Also derived from the requirements in State Board Rule 6A 5.065, Florida Educator Accomplished Practices Additional required elements include ◦ Demonstrating continuous professional growth ◦ Establishing purposeful professional goals ◦ Using data-informed research to guide and improve practice ◦ Collaborating with professional colleagues to improve teaching and learning
A. Traditional PGP—action research, based on a teacher’s identification of a new skill, a new strategy, or a new method for improving instruction that the teacher wishes to try B. Evaluation-based PGP—teacher uses 2015- 2016 evaluation results to identify an element in the IPPAS rubrics to improve in order to reach a distinguished level of practice in that area
Development: 8 points possible Peer review team will continue to score, using revised rubrics, and scores will be averaged with administrator score Implementation: 10 points possible Administrator and Teacher will score, using revised rubrics, and scores will be averaged See the revised forms and rubrics on the IPPAS website under Human Resources/Evaluations Non-compliance: Failure to submit or implement a PGP may result in 0 points for non-compliance
Collaborative teams of teachers will continue to meet regularly to plan together, examine student work, share effective strategies and feedback, to improve teaching and learning Collaborative teams of teachers will also share efforts to support and mentor struggling students No student achievement scores will be tied to collaborative teams
Team members will continue to self-assess and score each other, using the CMA rubrics Team scores will be averaged for a total of 4 points possible Team members who believe a score has been unfairly entered will appeal to their principal for review
Annual Evaluation of Professional Practices ◦ 45 points Professional Growth Plan Development ◦ 8 points Professional Growth Plan Implementation ◦ 10 points Collaboration and Mutual Accountability ◦ 4 points ◦ Total possible: 67 points (2/3 of the final evaluation rating) ◦ Part One Results used to determine performance pay for 2016-2017
55.5 – 67 Highly Effective 39.5 – 55.4 Effective 18.5 – 39.4 Needs Improvement 0 – 18.4 Unsatisfactory
Scores will be determined by the achievement results of the teacher’s students on state or district standardized measures Teachers of students who do not take the FSA (Florida Standards Assessment) will use the alternative measures identified in the updated IPPAS handbook VAM scores/Student Achievement Results will be assigned a categorical value, based on Highly Effective, Effective, Needs Improvement, Unsatisfactory
Categorical values for student achievement will be assigned a scaled number worth a total of 33 possible points (1/3 of the final evaluation) Student achievement results will be added to Summative Part One results for a final summative rating of HE, E, NI, or U
Recommend
More recommend
