SUPERVISION/EVALUATION PROCESS

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Teacher Evaluation Rubric

KIMBERLY SCHOOL DISTRICT #414

FEBRUARY 2010

 

PURPOSE

 

The primary purpose of the evaluation process for certificated employees is to provide the highest quality instruction for the students of our community by encouraging professional learning and ensuring quality teaching. The Kimberly School District utilizes a differentiated evaluation process for teachers in different stages in their career that is designed to serve teachers according to their professional needs. Evaluations will be used as one source of information in determining the professional development plan for the district.

 

Evaluation Policy

The Kimberly School District evaluates all certificated employees identified in Section 33-1001, Idaho Code, Subsection 13, and each school nurse and librarian (Section 33-515, Idaho Code.) Training in Charlotte Danielson’s Framework will be made available to all teachers and administrators who do evaluations of certified personnel on an ongoing basis as part of the professional development activities of the district. Funding for this training will be included in the professional development budget. The Supervision/Evaluation Process was developed by a committee of teachers and administrators. It is reviewed annually by school board members, parents, teachers and administrators.

 

 

Staff Evaluation

 

The Kimberly School District’s Supervision Evaluation Process is based on the four domains of teaching, their components and rubrics as presented in Charlotte Danielson’s “Enhancing Professional Practice: A Framework for Teaching 2^nd Edition 2007” .

 

1. Notification - Assigned Employees

 

• Within four (4) weeks of the first day of the beginning of each school term, the building-level administrator shall meet with each certificated employee under his/her supervision, individually or in a group, to review the evaluation procedures and inform the employee as to whom will be observing and/or evaluating his/her performance.

• No evaluation shall take place until the certificated employee has been so informed.

• A new employee, or an employee reassigned after the beginning of the school term shall be informed by the building-level administrator of the evaluation procedures in effect within four (4) weeks of the first day in the new assignment.

 

2. Contract Employees Observation and Purposes

 

• Any observations of an employee shall be conducted with the full knowledge of the employee.

• Closed circuit television, video recorders, audio systems, or similar devices shall not be used without the employee's knowledge.

• Any video or audio material electronically recorded will be placed in the immediate and continuous possession of the staff member being observed. The staff member will erase or replace the tape.

• An administrator may use a laptop computer during observation/evaluation.

 

3. The Formal Observation Process

 

• Tier 1, non-continuing contract teachers

  • Category 1, hired after August 1^st , or Alternate Authorization/Provisional Authorization

  • Category 2, hired before August 1^st or in second year of employment with district or 2^nd year Alternate Authorization in district

  • Category 3, third year of employment with district

• Tier 2, Continuing Contract teachers

• Tier 3, Probation, Continuing Contract teachers and Category 3 contract teachers

 

 

 

 

 

 

 

 

 

1. Conferencing Guidelines for Tiers 1 and 2

a. Pre-Observation Conference

 

A pre-observation conference will be held between the appropriate administrator and the Tier I employee prior to the formal observation so that the evaluator may be apprised of the components the teacher would like the evaluator to focus on during the evaluation. A pre-observation form is completed by the teacher and discussed with the evaluator. The evaluator may comment on other components as well as those chosen by the teacher.

 

 

b. Post-Observation Conference

 

A post-observation conference shall be held as soon as possible, but no later than ten (10) contract days after the formal observation.

 

c. Conference Summary

 

A copy of the Charlotte Danielson checklist shall be given to the certificated employee by the evaluator within ten (10) contract days following the evaluation. A formative evaluation shall be reviewed and signed by both parties. A copy shall be given to the certificated employee. The certificated employee’s signature does not necessarily indicate agreement with the assessment but, rather, awareness of the content.

 

d. Summative Evaluation

The evaluator will complete a summative evaluation during the second semester. This evaluation shall be discussed with the teacher and signed by the teacher and evaluator. A copy shall be given to the teacher and the original shall be placed in the district personnel file.

 

 

e. Responses

 

The certificated employee may put objections in writing and have them attached to the formative or summative evaluation to be placed in his/ her personnel file. The file copy of such objections shall be signed by both parties to indicate awareness of the content.

 

 

 

1. Letter of Concern When an evaluator has specific concerns about a teacher’s performance in any of the 4 domains of Charlotte Danielson’s Enhancing Professional Practice, A Framework for Teaching, a letter of stating the concerns shall be given to the certificated employee. This letter shall contain the following:

 

1. • Date

   • Documentation of prior meetings and/or discussions illustrating the specifics of the concern

   • List of components in the Framework needing improvement

   • Outline of available support

   • Timeline for the improvement process

   • Possible outcome

     1. Placement on probation, Tier 3

     2. Return to original Tier

     3. Additional 30 contract days to improve in the areas of concern

     4. Available support

 

7. Probation Tier 1, Category 3 and Tier 2 Certificated employees may be placed on probation.

 

Placement on probation is viewed as one part of the evaluation process intended to improve individual performance of a single certificated employee and the overall excellence of the education program. A pattern of unsatisfactory performance and/or a material violation of District Policy, rules or regulation or those of the State Board of Education shall be the reason(s) for placing a certificated employee on probation.

 

1. Recommendation to place a certificated employee on probation shall be made in writing to the Superintendent and/or his/her designee who may determine to submit the recommendation to the Board.

 

1. The potential probationer may request a meeting with the Superintendent and/or his/her designee prior to the submission of the recommendation of probation to the Board. The meeting will deal with the necessity for probation and its terms and conditions as determined by the building level administrator.

 

 

1. Upon reviewing and proceeding with the recommendation for probation, the Board shall do the following in compliance with Idaho Code 33-514, 515:

 

1. Send a written notice to the certificated employee that he/she is being placed on probation pursuant to the recommendation of the Superintendent and/or his/her designee.

2. Include in the letter both the reasons for probation, the conditions of the probation and provisions for adequate supervision and evaluation of the employee's performance during the probationary period.

3. State the duration of the probation period which shall be a reasonable amount of time as required by Idaho Code, and the possible end result: continued probation, removal from probation, or non-renewal of contract.

4. Identify the supervisor/evaluator(s) selected for the probationary cycle.

 

1. The supervisor/evaluator(s) selected for the probationary cycle and the employee shall work together to clarify the improvement objectives, available resources for assistance, and observation timelines. An association representative may be involved. Attainable and reasonable objectives to be performed by a certificated employee will describe the specific criteria for completing the behavior or task. Successful completion of probation which will be defined as acceptable performance, will depend upon carefully articulated goals established by the supervisor/evaluator(s) and an earnest effort in assuming responsibility for meeting those goals by the certificated employee.

 

1. Each formal observation and evaluation conducted during probation shall require a pre-observation conference, an observation of at least forty (40) consecutive minutes, post-observation conference, and a conference summary. A supervisor/evaluator(s) may make a reasonable number of informal observations during probation. All informal observations shall follow the informal observation process. The employee may put objections in writing and have them attached to all observation report(s) to be placed in his/her personnel file. The file copy of such objections shall be signed by both parties to indicate awareness of the content.

 

1. At the end of the probation, the supervisor/evaluator(s) shall recommend to the Board of Trustees one of the following actions:

 

1. Discontinue probation

1. Continue probation

2. Non-renewal of contract

 

8. Appeal

 

Procedures for probation and termination and appeals shall be in conformance to Idaho Code 513, Section 5 and Idaho Code 33-514 and 33-515.

 

1. Observer

A certificated employee shall have the right to an observer of his/her choice during all levels of the

Supervision/Evaluation Process, and shall be responsible to schedule the observer to be present at the

appropriate times (and pay costs, if necessary).

 

 

Responsibilities Within The Formal Observation Process

 

Observation	Administration Responsibilities	Employee Responsibilities
Tier 1   Applies to Non-continuing contract teachers   Categories 1,2, and 3 as per Idaho Code 33-514	Within four (4) weeks after the first day of the beginning of each school term the building level administrator will meet with all Tier 1 teachers to review the evaluation process. At this time the administrator will provide each teacher with copies of all evaluation forms, and identify the evaluator(s).	Teachers new to the profession will be evaluated on components of Domains II and III.   2nd year teachers will be evaluated on components of Domains I, II and III.   3rd year teachers are responsible for components in all 4 domains.   All teachers will complete an individual Professional Development Form.
Tier 2   Applies to Continuing Contract Teachers	The administrator and teacher will determine which domains will be evaluated. The administrator will provide copies of all evaluation forms and identify the evaluator(s). If two domains are chosen, one of the domains may be evaluated with a self-evaluation which will include classroom artifacts. The self-evaluation shall be followed by a conference with the administrator.	Continuing teachers will be evaluated on all four domains every three years. All teachers will complete an individual Professional Development Form.
Tier 3 (Probation)   Applies to Continuing Contract and Tier 1 Category 3 Teachers needing support and/or assistance	Within 10 contract days of a teacher entering Tier 3 the building level administrator will meet with the teacher, to review: Probation plan The staff development expectations Evaluation timelines of the probation. At this time the administrator will provide the teacher with copies of all evaluation forms, and identify the evaluator(s).	Teachers are responsible for all components in the 4 domains.   Teachers are responsible for fulfilling the outlined goals in the probation plan and completing the Professional Development Plan.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Forms Used Within the Process

 

Form	Purpose	Can Be Found In	When Created	By Whom
Artifact Collection	Examples of classroom activities or work, unit plans with student assessment, communication with families, instructional and non-instructional records, participation in a professional community, professional development, evidence of student learning.	These artifacts do not go in file.	During lessons taught by the teacher or in the performance of professional duties.	Teacher
Informal Observations	To give teacher feedback on his/her teaching as it relates to the 4 domains of professional practice	Copies to teacher for his/her file and admin working file and may be used to complete summative appraisals	As determined by the evaluator	Evaluator
Charlotte Danielson Framework	To give teacher feedback on his/her teaching as it relates to the 4 domains of professional practice	Copies to teacher for his/her file and admin working file and may be used to complete summative appraisals. It is not part of the formative or summative evaluation placed in the teacher’s file.	During evaluation	Evaluator and/or teacher
Pre-Observation Form	To be completed by the teacher and shared with the evaluator prior to the evaluation	This form is returned to the teacher.	Prior to the evaluation	Teacher
Formative Evaluations	To enhance professional practice and improve student achievement through ongoing dialogue and observation.	Copies to teacher and signed original to district personnel file twice a year for tier I teachers and once a year for tier II teachers	Category I, II and III teachers - at least one prior to the end of 1st semester and the 2nd prior to April 30 Continuing teachers may have one or two formative observations – to be determined in consultation with the administrator.	Evaluator
Self-Assessments	To provide teacher opportunity to reflect on practice personally and with the evaluator and for use in developing formative and summative evaluations for tier II teachers	Returned to the teacher	To be determined by teacher and evaluator	Teacher and reviewed by evaluator
Summative Evaluation	To provide feedback to the teacher and to recommend renewal or non-renewal of a contract	Copy to the teacher and original placed in District Personnel file once a year	April 30	Evaluator and signed by teacher
Professional Growth Plan	Define growth plan for the year (individual)	Copy to the teacher and original placed in District Personnel file	By the end of 1st six weeks of school; reviewed at the end of the school year	Teacher and reviewed by Evaluator

 

 

 

Kimberly School District 414

Evaluation Process for Tier I

Overview

 

In the first 4 weeks of school, the building administration will meet with all teachers to review the initial staff development expectations, evaluation process, and timelines. At this time, the administrator will provide teachers with copies of all evaluation forms, and identify their evaluator.

 

Two formal observations will be conducted in the first 8 months of school. Each of these observations will have a pre-observation conference. The teacher must complete and be ready to discuss the pre-observation form with the administrator at these conferences). At least one of the formal observations will be conducted before December 31.

 

The formal observations will be a minimum of thirty minutes or a complete lesson whichever is greater. Longer observations may be needed to evaluate transitions, routines and classroom management. The Charlotte Danielson Framework will be used by the evaluator during these observations.

 

Teachers new to the profession will be evaluated on components of Domains II and III. 2^nd year teachers will be evaluated on components of Domains I, II and III. 3^rd year teachers are responsible for components in all 4 domains.

 

All teachers will complete an individual Professional Development Form.

 

A post-observation conference must be conducted within ten working days of each of the observations. The purpose for the post-conference is to:

 

1. Review the lesson(s) with a focus on student learning.

2. Reinforce the strengths of the teaching performance.

3. Identify areas for improvement.

4. Offer specific feedback on components of the domains.

5. Review the professional development plan.

6. Direct the new teacher toward relevant professional development opportunities.

7. Provide opportunities for self-reflection.

 

A formative evaluation form will be completed by the administrator following the conference with the teacher.

 

The administrator may make informal observations during the year. These observations along with the formative evaluation are sources of information for the summative evaluation. The summative evaluation will be discussed with the teacher and one of the following options will be indicated: contract for the following school year, renewable contract (available after three full years), probation or non-renewal on contract.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Kimberly School District 414

Evaluation Process for Tier II

Overview

 

In the first 4 weeks of school, the building administration will meet with all teachers to review the initial staff development expectations, evaluation process, and timelines. At this time, the administrator will provide teachers with copies of all evaluation forms and identify their evaluator.

 

The teacher and administrator will confer on which domains will be evaluated on how they will be evaluated. All four domains must be evaluated every three years. If it is decided that two domains will be evaluated, one of the evaluation may be a self-evaluation.

 

The formal observations will be a minimum of thirty minutes or a complete lesson whichever is greater. Longer observations may be needed to evaluate transitions, routines and classroom management. The Charlotte Danielson Framework will be used by the evaluator during these observations.

 

A post-observation conference must be conducted within ten working days of each of the observations. The purpose for the post-conference is to:

 

1. Review the lesson(s) with a focus on student learning.

2. Reinforce the strengths of the teaching performance.

3. Identify areas for improvement.

4. Offer specific feedback on components of the domains.

5. Review the professional development plan.

6. Direct the new teacher toward relevant professional development opportunities.

7. Provide opportunities for self-reflection.

 

A formative evaluation form will be completed by the administrator following the conference with the teacher.

 

The administrator may make informal observations during the year. These observations along with the formative evaluation are sources of information for the summative evaluation. The summative evaluation will be discussed with the teacher, signed by both teacher and evaluator. A copy shall be placed in the employee’s personnel file. The summative evaluation will indicate the offering of a contract for the following school year, probation or nonrenewal of contract (only after completing probation).

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Kimberly School District Personal Professional Growth Plan

 

Name______________________________________ School year:

 

Please complete the following professional growth plan and return it to the office by ________________________. Please indicate which components and which domains from the Charlotte Danielson Framework will be addressed with this plan.

 

List three professional goals you are going to be working on this year.

 

1.

 

 

2.

 

 

3.

 

List three specific things you are going to do this year to meet these goals.

 

1.

 

 

2.

 

 

3.

 

List Domain and Components relevant to these professional goals.

 

 

 

 

(End of the Year) Reflect on your professional growth this past year.

 

 

 

 

Administrator Comments:

 

 

Signature of the Administrator:

Signature of the Teacher:

 

Attach to the Summative Evaluation and place in the employee’s file.

 

 

 

 

 

 

 

Kimberly School District 141

Informal Observation Form

May be used in Tiers 1, 2 and 3 Form B

 

 

Staff Member __________________________________ Tier________ Date _______________

 

Building __________________________ Building Level/Subject Area _____________________

 

Evaluator ________________________ Date ________Time of Observation _______________

 

Components observed during this observation:

 

1.

 

 

 

 

 

2.

 

 

 

 

 

3.

 

 

 

 

 

4.

 

 

 

 

 

5.

 

 

 

 

 

6. Other / Comments:

 

 

 

 

 

 

 

 

 

 

 

 

Kimberly School District 414

Self-Assessment For Tier 2

 

 

Carefully reflect on your teaching performance in all components. Complete the self-assessment by using the tables showing levels of performance. From this self-assessment choose focus components for the remainder of the year. Prepare to discuss your performance in these component areas during the pre-observation conference with your administrator. Teachers new to the profession are primarily responsible for domains II and III Second year teachers are responsible domains II, III, and IV and third year are responsible for all components in the four domains. Key: U = Unsatisfactory B = Basic P = Proficient D = Distinguished
Domain 1: Planning and Preparation	U	B	P	D
1a Demonstrating Knowledge of Content and Pedagogy
1b Demonstrating Knowledge of Students
1c Selecting Instructional Goals
1d Demonstrating Knowledge of Resources
1e Designing Coherent Instruction
1f Designing Student Assessments
Evidence:
Domain 2: The Classroom Environment
2a Creating an Environment of Respect and Rapport
2b Establishing a culture for Learning by supporting of beliefs, vision, and Mission of Kimberly Schools
2c Managing classroom procedures
2d Managing Student Behavior
2e Managing Physical Space
Evidence:
Domain 3: Instruction
3a Communicating Clearly and Accurately
3b Using Questioning and Discussion Techniques
3c Engaging Students in the Work
3d Affirming the Performance of Students
3e Demonstrating Flexibility and Responsiveness Through Monitoring and Modifying the Work
Evidence:
Domain 4: Professional and Leadership Responsibilities
4a Reflecting on Teaching
4b Maintaining Accurate Records
4c Communicating with Families
4d Participating in a Professional Community
4e Growing and Developing Professionally
4f Demonstrating Professionalism
Evidence:

 

 

 

 

 

1. As I reflect on the lesson, to what extent were the students productively engaged?

 

 

 

 

 

1. Did the student(s) learn what I intended? Were my instructional goals met? How do I know?

 

 

 

 

 

1. Did I alter my goals or instructional plan as I taught the lesson? If so, why?

 

 

 

 

 

1. If I had the opportunity to teach this lesson again to this same group of students what would I do differently? Why?

 

 

 

 

 

1. Provide several samples of student work on this assignment. This work should reflect the full

range of student ability in your class and include feedback you provide to students on their

papers.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

PRE-OBSERVATION FORM

 

 

Name:

 

 

Date:

 

 

Domain(s) and elements:

 

 

 

 

 

Goals of the lessons:

 

 

 

 

 

 

I would like my evaluator to observe the following (strategies, management techniques, etc.):

 

 

 

 

 

 

 

 

I am currently working on:

 

 

 

 

 

Comments:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

KIMBERLY PUBLIC SCHOOLS

TEACHER'S PERFORMANCE EVALUATION (FORMATIVE)

 

School Year

 

Teacher __________________________

 

Building ______

 

Date _____________________________

 

 

This Evaluation is based in-whole or in-part upon observations for the purpose of evaluation that occurred on the dates as follows:

 

 

Pre-Conference Observation Post-Conference

Date Date Date

 

/ / / / ___/ /

 

/ / / / / /

 

/ / / / / /

 

/ / / / / /

 

PERFORMANCE DEGREES

 

Satisfactory: Results show attainment of goals in a manner reasonably expected.

 

*Unsatisfactory: Progress toward goals below what could be reasonably expected.

 

 

	Unsatisfactory	Basic	Proficient	Distinguished
1. Planning and Preparation
A. Demonstrating Knowledge of Content & Pedagogy
B. Demonstrating Knowledge of Students
C. Setting Instructional Goals
D. Demonstrating Knowledge of Resources
E. Designing Coherent Instruction
F. Assessing Student Learning

 

COMMENTS:

 

 

 

 

 

 

_______________________________________________________

Principal's Signature Date

 

 

 

_______________________________________________________

Teacher's Signature Date

 

 

(Both signatures are required. Signing of this instrument acknowledges participation in, but not necessarily concurrence with the evaluation). If employee disagrees with this evaluation, 10 days to attach rebuttal (Idaho Code 33-518)

 

Distribute one copy to each of the following: Evaluatee, Evaluator, and Superintendent.

 

8/2010 Revised

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

KIMBERLY PUBLIC SCHOOLS

TEACHER'S PERFORMANCE EVALUATION (SUMMATIVE)

 

School Year

 

Teacher __________________________

 

Building ______

 

Date _____________________________

 

 

This Evaluation is based in-whole or in-part upon observations for the purpose of evaluation that occurred on the dates as follows:

 

 

Pre-Conference Observation Post-Conference

Date Date Date

 

/ / / / ___/ /

 

/ / / / / /

 

/ / / / / /

 

/ / / / / /

 

PERFORMANCE DEGREES

 

Satisfactory: Results show attainment of goals in a manner reasonably expected.

 

*Unsatisfactory: Progress toward goals below what could be reasonably expected.

 

 

	Unsatisfactory	Basic	Proficient	Distinguished
1. Planning and Preparation
A. Demonstrating Knowledge of Content & Pedagogy
B. Demonstrating Knowledge of Students
C. Setting Instructional Goals
D. Demonstrating Knowledge of Resources
E. Designing Coherent Instruction
F. Assessing Student Learning

 

COMMENTS:

 

 

 

 

_______________________________________________________

Principal's Signature Date

 

 

 

_______________________________________________________

Teacher's Signature Date

 

 

(Both signatures are required. Signing of this instrument acknowledges participation in, but not necessarily concurrence with the evaluation). If employee disagrees with this evaluation, 10 days to attach rebuttal (Idaho Code 33-518)

 

Distribute one copy to each of the following: Evaluatee, Evaluator, and Superintendent.

 

8/2010 Revised