Plan for Continuous Teacher Improvement/ Professional Learning

CHILD LEFT BEHIND 3 HOUSSE PLANS** 4 -- HOUSSE PLANS FOR SPECIAL EDUCATION TEACHER** 5 -- HOUSSE CHECKLIST FOR A 3 B** ** Appendices 2 45 attached as separate documents. 1 TRUMBULL PUBLIC SCHOOLS DYNAMIC LEARNING COMMUNITIES MISSION The Trumbull Public Schools, in partnership with the community, strives to meet the educational needs of all students within a challenging and supportive academic environment that empowers each student to become a life-long learner and to live and participate in a democratic, diverse and global society. OUR VISION Our schools will be dynamic learning communities of responsible individuals who strive for excellence and contribute to society.<br><br> CORE BELIEFS \x3 We believe all individuals are capable of learning. \x3 We believe all individuals should have the necessary resources to achieve success within a challenging curriculum. \x3 We believe a family, school, and community partnership is essential to our success.<br><br> \x3 We believe a safe and orderly environment is critical to learning. \x3 We believe in treating each other with dignity and respect, and value the strength of diversity. \x3 We believe our school climate must be welcoming, caring, and supportive for all members of the learning community.<br><br> \x3 We believe a reflective evaluation of present practices and processes is necessary in order to plan for our future. 2 TRUMBULL PUBLIC SCHOOLS EFFECTIVE TEACHING STRUCTURE *State Department of Education Cycle of Effective Teaching Planning Teaching Student Learning Reflecting Assessing Student Learning 3 TRUMBULL PUBLIC SCHOOLS INTRODUCTION The Trumbull Evaluation Committee has met on a regular basis to review the district Teacher Evaluation Plan in conjunction with Public Acts 90-324 and 93-353, Section 10-151b. New guidelines provided by the Connecticut State for Teacher Evaluation and Professional Development were adopted by the State Board of Education in May of 1999 to replace guidelines previously adopted on December 7, 1993.<br><br> These guidelines are intended to provide for the district's ongoing and systematic assessment and improvement of Teacher Evaluation and Professional Learning programs. The Trumbull Evaluation Committee in 2006 introduced forms - Attachments E and E-1 for teachers on the Beginning Teacher Track (non-tenured teachers) and tenured teachers on the Teacher Assistance Track. The Committee will continue to discuss the use of the new Teacher Performance Rubric Summary (Attachment E and E-1) for teachers on the Professional Leadership Track.<br><br> During the 2006-07 school year, principals will invite tenured teachers to volunteer to use Attachment E and E-1 to become familiar with the purpose and use of the Teacher Performance Rubric Summary, for feedback to the committee . In an effort to ensure that the Trumbull plan is current, to enhance the plan's efficiency and delivery, and to align evaluation practices with state guidelines, the following modifications were made to the original plan: To focus on the enhancement of student learning by ensuring that staff possesses the skills and expertise to address classroom instructional needs and other key aspects of our profession. To review the current cycle system so as to: provide more support and assistance for non-tenured staff (beginning/new teacher track); offer a more meaningful alternative but less clinically supervised track for tenured staff (professional leadership track); and ensure professional growth with more intensive focus for those teachers having difficulty in meeting district expectations (teacher assistance track).<br><br> To ensure that all staff will apply the knowledge, skills, and competencies articulated in Connecticut 9s Common Core of Teaching (CCT), and that these competencies are integrated with the district's Professional Learning program. It is believed that incorporating these key changes will result in a viable and effective system that will ensure that Trumbull teachers possess the necessary skills to meet the needs of all learners and the emerging challenges of education. The intent of this revised plan is to provide an evaluation process that assists teachers in acquiring the knowledge, understanding, and skills to empower them to enact the standards set forth in the CCT for continuous professional improvement.<br><br> To this end, supervisory interactions, professional learning opportunities, curriculum development activities, and the creation of performance-oriented student learning assessments will be purposefully designed. These activities will serve as a catalyst for the improvement of teaching in service of helping students to meet the standards articulated in the Common Core of Learning on their journey to becoming fully educated citizens. The Teacher Evaluation Committee will continue to monitor and modify the Plan for Continuous Teacher Improvement/Professional Learning/Supervision/Evaluation throughout the 2006-07 school year.<br><br> 4 TRUMBULL PUBLIC SCHOOLS TEACHER EVALUATION PLAN OVERVIEW A. Evaluation - Supervision and the Improvement of Instruction 1. a.<br><br> The plan proposes a definite program to bring about the improvement of instruction. Under 10-151B of the General Statutes (separate from 10-151), the committee designed a directed program of supervision and evaluation for certified staff to fulfill the Basic Principles found in the Guidelines for Teacher Evaluation of the State Board of Education. Therefore, under the plan, supervision is diagnostic, systematic and ongoing.<br><br> b. Supervision in this plan is the essential component of the total evaluation and has as its primary purpose the improvement of the student learning experience. c.<br><br> The evaluatory process of this plan fulfills all the prescribed requirements of the Superintendent of Schools and the Board of Education. 2. Since both evaluation and supervision, as defined, are necessary in a complete program, the plan must include both at various stages, and it does.<br><br> Neither is exclusive of the other. 3. With the plan revision culminating in its final revision October, 2006, all staff members will be involved in the supervision mode, the degree and specificity of which is contingent upon an individual's respective Track.<br><br> Also, in compliance with state statutes, all certified staff will continue to be evaluated annually in the following manner: Beginning Teacher and Teacher Assistance Track staff will be involved in the complete evaluatory procedures, including annual goal setting, formal observations and conferencing, mid-year reviews and an annual performance summary/evaluation; Professional Leadership Track staff will focus on annual goal setting, reduced formal observations, conferencing and interim performance evaluations, with an emphasis on providing expanded opportunities for personal and professional growth, all of which will culminate in a cycle-ending composite evaluation. 4. The plan in no way intends to interfere with the determination by administrators of the status of the employee.<br><br> It is intended to reinforce continuous improvement for professional learning. Also, data from the plan may not be used for BEST purposes, nor shall BEST assessments be used in the Trumbull Evaluation process. The BEST Rubrics will be used as a guide with non- tenured teachers for formal observations and pre/post conferences.<br><br> 5. Supervision is ongoing and direct, and requires conferencing. Improvement comes about best when there is prompt feedback as well as a follow-up program.<br><br> Immediate feedback has been shown to be an effective way to improve instruction when combined with self-evaluation. 6. In order to ensure that improvement of instruction takes place under this plan, an effective and dynamic procedure has been designed.<br><br> This procedure requires that the teacher be an active participant, working directly with the principal or administrator and/or supervisor. a. In the Initial conference, the principal or administrator and/or supervisor, and teacher meet to develop professional learning goals and objectives for the year according to job descriptions and/or district or school objectives.<br><br> 5 b. For the Beginning Teacher and Teacher Assistance track, classroom visitations and conferences are the primary means by which the supervisory cycle is carried out. For the Professional Leadership Track, conferences centered on student learning will serve as the primary means of the supervisory process.<br><br> Progress toward goals and the degree to which the teacher meets the requirements of the Common Core of Teaching (CCT) will be regularly discussed at supervisory conferences c. An End of Year Teacher Performance Summary will be completed by the teacher (Attachment D 4non-tenured teacher and teacher assistance; Attachment F 4tenured teachers, Years 1, 2; Attachment G or G-1 4tenured teacher, Year 3 cycle) and the supervisor/evaluator completes Attachment E for non-tenured teachers or teachers on the assistance track. Tenured teachers may volunteer to use Attachment E.<br><br> 7. Improvement of instruction requires direct and constant supervision and that supervision must function in such a manner that the teacher is working cooperatively with the principal/supervisor toward a common end for continuous improvement. 8.<br><br> The teacher, as well as the supervisor and/or evaluator, may initiate class visitations or conferences. Any of the above may seek assistance from support personnel. 9.<br><br> a. A supervisor is any person who has the responsibility to carry out the Supervisory Cycle and who does not evaluate. This person may be a Department Chairperson, or anyone so designated.<br><br> b. An evaluator is any person who has the responsibility to carry out the evaluatory cycle of this plan. Both supervisor and evaluator duties are described in each respective job description.<br><br> B. The Common Core of Teaching One of the primary goals of this plan is to reinforce and strengthen the teacher 9s ability to positively influence student learning as outlined in the CCT. These teaching standards will be used as a primary tool in the supervision/evaluation of all staff.<br><br> Professional discipline-based teaching standards should also guide professional growth and related activities. The CCT is made available during the supervisory process, and is always available in each school 9s library, or on the Trumbull Public Schools website, www.trumbullps.org/teacheval/CCT.pdf. C.<br><br> Self-evaluation 1. Self-evaluation is perhaps the single most important factor in the entire plan. Improvement requires: 1) a perceived need for growth, 2) a desire to improve, 3) a plan developed to bring about the improvement, and 4) a follow-up assessment.<br><br> The job description, including the competencies articulated in the CCT, should serve as a guide. 2. Self-evaluation is intended as an aid to the teacher in his/her ongoing efforts toward self- improvement.<br><br> Evaluation involves critical thinking and data-based analysis. Collaboration and the inherent coaching involved in exemplary supervisory conferences should assist the teacher in self-evaluation practices. 3.<br><br> Multiple and varied sources of data including classroom observation, student work, teacher- constructed assessment tasks, rubrics , standardized test information, state examination student test 6 scores, and school records will be used for teacher and administrator analysis to assist in determining student progress and the progress of teachers in achieving CCT standards. These measures will also serve as a stimulus regarding decisions relative to grouping and re-grouping, remediation, and enrichment for students. 4.<br><br> Trumbull 9s Evaluation Plan (Attachment G or G1) places a high value on the self-evaluation process as a means of continuous improvement for teaching and learning. When implemented with integrity and professionalism, self-evaluation serves as a valid and reliable measure of teacher effectiveness. It is important, therefore, to include self-evaluations in all performance summaries.<br><br> D. Written Records 1. Mutually developed written records with signatures of both the supervisor and teacher are essential for continuity, clarity, and understanding, with a copy retained by each party.<br><br> 2. The End of Year Teacher Performance Rubric Summary for Beginning and Assistance Track Teachers (Attachment E) and those on the Professional Track who have volunteered requires signatures of the teacher and the administrator, and the supervisor as appropriate. In the event any party refuses to sign an evaluation, it shall be so noted on the document.<br><br> If any issues/concerns arise, the teacher may request an additional conference with the supervisor/evaluator. 3. A copy of all records related to a teacher's performance shall be retained in a file kept by the administrator (and supervisor as appropriate).<br><br> 4. When completed by a supervisor, a copy of the performance summary shall be sent to the administrator for his/her action. 5.<br><br> A copy of the evaluation and/or the performance summary shall be kept in the administrator's file, the supervisor's file as appropriate, and a copy given to the teacher. 6. It is recommended that each teacher maintain a file of all documents.<br><br> 7. It is essential that all forms and procedures used in this plan be standard and consistent throughout the system. E.<br><br> Confidentiality 1. All records of supervisors are confidential in that they are not available to anyone except the teacher, administrator, and supervisor. 2.<br><br> Written self-evaluations are confidential in that they are available only to the teacher, the principal, and the supervisor, as appropriate. F. Job Descriptions 1.<br><br> The CCT serves as a generic job description for all educators under the Superintendent of Schools employed as teachers. Along with the CCT, individual job descriptions serve as the basis of the 7 Teacher Evaluation Plan. The job descriptions can serve as guides for writing goals and objectives.<br><br> 2. The accountability relationship is clearly stated in job descriptions and is inherent in the competencies found in the CCT. 3.<br><br> Job descriptions are reviewed and updated as needed. G. Goals and objectives 1.<br><br> The Teacher Evaluation Plan considers annual goals and objectives to be foundational to its implementation for continuous professional learning and improvement. Annual goals should be established collaboratively between teachers and administrators (and supervisors as appropriate). They should be open to revision as the need arises and as deemed appropriate by teachers and their evaluator(s).<br><br> The development of goals includes review of the following: a. District goals, objectives, and initiatives (available through the supervisory process, and distributed in initial packets at the beginning of each school year). b.<br><br> School goals, objectives, and initiatives c. Department and/or grade level goals and objectives d. Standards within the CCT e.<br><br> Previously established goals and objectives 2. A natural flow and sequence is intended, from the establishment of goals and objectives (and their related action plans), to data collection, analysis, monitoring, and subsequent determination of the degree of progress made in achieving intended goals. H.<br><br> Educational Program - Curriculum 1. Because quality instruction is a primary goal of the evaluation program, a review of curriculum is an integral part of the process. 2.<br><br> The plan could, in effect, bring about necessary changes in curriculum, procedures, and/or methods that are the result of collaboration among staff members. To this end, peer collaboration and shared decision making activities are encouraged. 3.<br><br> An appraisal of the educational program and specific curriculum should be an integral part of the district 9s continuous improvement efforts. Development of goals and objectives may prompt program and curricular appraisal, at times giving rise to recommendations for curricular review and revision. I.<br><br> Support System 1. The plan includes a support system for effective implementation, which includes time, training materials, space resources, communication and personnel. A review of the plan and its support system should be conducted annually.<br><br> 2. A training program is necessary in order to acquire a comprehensive understanding and commitment to the teacher evaluation plan. Supervisors, evaluators and teachers all will be trained in key phases of the plan in order to ensure success of its implementation.<br><br> 8 3. To raise teacher awareness and understanding of the plan and its evaluation criteria (The CCT), building-based meetings took place with members of the Teacher Evaluation Committee as facilitators. These meetings shall be followed, as needed, by small group meetings (department, grade level, team) for purposes of clarifying the plan 9s concepts and procedures.<br><br> In addition, teacher/administrator supervisory conferences should serve to provide personalized opportunities for clarification of the plan, and a deeper understanding of its applications. In addition, to the degree that it is feasible to do so, teachers will be provided time to collaborate on common goals and their implementation. 4.<br><br> To assist administrators in providing reliable, consistent, and appropriate assessment of teaching, training will be provided in the following areas a. assisting teachers with self-evaluation b. the use of multiple sources of data c.<br><br> using goal setting for professional growth d. providing appropriate feedback e. the role of peer coaching and assistance f.<br><br> interpersonal relationships g. conferencing and supervisory techniques h. procedures of the plan i.<br><br> use and knowledge of the Common Core of Teaching 5. Trumbull 9s plan provides for peer support in the following ways: a. Beginning teachers should have regular contact with assigned mentors in their discipline area whenever possible during the first and second years of teaching.<br><br> b. New teacher orientation is provided for all teachers new to the district. c.<br><br> Ongoing collaboration between and among teachers is provided through curriculum development and professional development activities d. Content area and grade level specialists (department chairs, instructional chairs, team leaders, and lead teachers) provide collegial assistance for purposes of ongoing professional development and growth e. Opportunities are provided for teachers, as needed or requested, to discuss teaching and learning methods within and across grade levels and content areas.<br><br> f. Teachers experienced in portfolio development, performance assessment, interdisciplinary teaching, and various other research-based cbest practices d are encouraged to share their knowledge with colleagues. Provision of time for such sharing and peer coaching opportunities shall be made by the administrator.<br><br> g. The attendance at workshops/conferences on methods and strategies is encouraged . 6.<br><br> A comprehensive and relevant professional learning program will be designed to promote the improvement of instruction and to supply training in needed techniques, skills, methods, etc. Individual professional growth needs resulting from the performance summary may be integrated with the district's staff development plan. 7.<br><br> Continuous professional growth planning and/or improvement through the CEU programs shall comply with the guidelines for granting CEU's to holders of the professional educator certificate. CEU equivalents may be granted for personalized professional development activities when they 9 comply with Connecticut State Department of Education guidelines set forth for their issuance by the district. (CEU guidelines are available in each school building.) 8.<br><br> Professional Learning days are built into the school calendar to address teacher and student learning needs, and as a means of meeting district and school goals. CEUs are offered for this work as directly relating to district goals and objectives for improved student learning. Faculty, department, and grade level meetings, as well as workshops, seminars, and study groups are organized by the Director of Curriculum, Principals, Program Leaders, Instructional Chairs, Lead Teachers, Department Chairs, and Supervisors for purposes of learning opportunities of teachers.<br><br> In addition, to the extent that it is feasible, common planning time will be built into school schedules to allow time for teacher collaboration. J. Key elements of the plan 1.<br><br> There is concomitant, collaborative responsibility between the teacher, teacher colleagues , and administrator(s) (and supervisor as appropriate) for successful performance. 2. Professional growth requires a positive attitude based on mutual trust and respect that can be constructed only through the cooperative participation of all concerned.<br><br> Every effort must be made to develop the confidence of the entire staff for the promotion of the plan and its continued operation. Experimentation, research and the exploration of new, innovative ideas or projects are encouraged as avenues of professional growth. 3.<br><br> Honesty and forthrightness on the part of the parties are the necessary ingredients of an effective plan. "Hidden agendas, surprises, and outside comments" are detrimental and must not be used by the teacher, supervisor, evaluator, and/or supervisor. 4.<br><br> The plan, procedures, and supervisory methods, must be continually monitored, evaluated, and revised to promote the most effective results through the Teacher Evaluation/Professional Development Committee. Participation by the entire staff via committee representatives are an assumed expectation. 5.<br><br> As a result of this continuing responsibility for insuring a successful and dynamic evaluation plan, the Teacher Evaluation Committee revisited and modified the plan, and implementing the Teacher Performance Summary aligned it with a new rubric effective during the 2006-2007 school year (Attachments E, E1 ). The primary purpose in making this change evolved from the premise that all teachers need more specific feedback regarding areas for continuous improvement, as aligned to the CCT. a.<br><br> New and current modes of thinking stress that the traditional method of Teacher Evaluation should be modified to insure success for an individual's opportunity for intensive and sustained improvement. These areas of focus can emanate from one's own needs, interests, and/or areas of concern. b.<br><br> Offering staff professional learning components that provide for a differentiated model that is responsive to teachers with different needs and experience levels, is more likely to yield a more positive influence on student learning. c. In light of declining budgets and increasing administrative demands, time must be redeployed so as to focus efforts on priority staff needing additional support and assistance.<br><br> 10 d. Incorporated into the plan are new, but proven and successful teaching practices and strategies that have evolved since the plan 9s last revision in 2005. The substance of these revisions explore various ways to enhance the plan 9s effectiveness, efficiency, and delivery.<br><br> 6. Key elements of the plan -- goals/objectives, job descriptions, quality performance, and the Common Core of Learning standards -- are addressed in both the supervisory/evaluatory process. 7.<br><br> The district's supervision/evaluation program is integrated with procedures for teachers in the BEST program. Track I teachers engage in activities involving the analysis of student work, and reflection on the extent to which they are meeting the standards of the Common Core of Learning. Track II teachers are called upon to share their wisdom with a novice teacher through a formalized mentor role, or through informal collaborative activities with non-tenured teachers.<br><br> 8. Teachers are encouraged to take on leadership roles on a regular basis (peer coaching, workshop presentations, committee participation, curriculum development, etc). 9.<br><br> The district encourages teacher applications for National Board for Professional Teaching Standards (NBPTS) certification. Partial or full subsidy may be provided to encourage this growth opportunity for interested teachers. 10.<br><br> In order to acknowledge varying levels of experience, leadership, content knowledge, and professional interests, future activities of the Teacher Evaluation has included the development of more pronounced differentiation supervision and evaluation strategies for teachers. 11 SUPERVISORY PROCEDURE A. Goal Setting 1.<br><br> The teacher and administrator (or the supervisor as appropriate) collaborate to develop general written goal(s) for the coming year (Attachment A). Goal(s) that are not classroom oriented should be designed in accordance with the job description or district/school objectives. District, school, and individual performance goals (job description or CCT standards) will be related.<br><br> Goals for teachers must focus on the improvement of student learning and should be related to building and district goals. As appropriate, goals may be extended for more than one year to allow the teacher to pursue an initiative in greater depth. Collaboration between teacher and administrator is expected, and concurrence regarding the appropriateness of goals should be reached.<br><br> 2. Once a focus for annual goals has been established, specific plans for achieving each goal, and expected performance indicators will be developed. The action plan should include a set of objectives or activities, a timetable, materials needed, suggested techniques/methods to be used, restrictions or restricting conditions anticipated, identified student group or individual problems, if available.<br><br> Methods of assessment for goal attainment should be stated through performance indicators. This process, in effect, establishes the beginning of the self-evaluation program. 3.<br><br> These goals and objectives may be revised or modified at any time during the supervisory year by mutual agreement between the teacher and administrator. 4. Ideally, teachers new to the system will complete the above within one month of contract signing.<br><br> B. Class Visitation Sequence - September-June 1. A pre-observation conference or its proxy (Pre-Observation Information, Attachment B) should be conducted for all classroom observations.<br><br> Lesson objectives/learning expectations, differentiated instructional and assessment strategies for the upcoming observation should be articulated by the teacher to be observed, and documented on the e Lesson Plan (eLP) located on the teacher 9s computer (desktop). The teacher has the option to write the lesson plan on Attachments B or B1 (optional). The date and length of the observation, and a requested focus for data-collection should also be included.<br><br> 2. Classroom Visitation a. A classroom visitation is a data-collecting session, the substance of which has been determined previously as above.<br><br> b. Goals and objectives (to improve student learning) should guide data collection during classroom visitations. For non-tenured teachers, or those on the Assistance Track, the number of classroom visitations must be sufficient to ensure that support is available to meet district expectations, and to accomplish previously established goals and objectives.<br><br> 12 c. Classroom visitations may be scheduled or unscheduled. There should be clear understanding that every non-tenured and Assistance Track teacher should be observed formally each year and should be given a written assessment of his/her work each year.<br><br> All formal classroom observations should be followed by written feedback. d. Unannounced or informal observations do not require a pre-observation conference.<br><br> These informal classroom visitations should supplement but not replace formal supervisory procedures. 3. Post-observation conference a.<br><br> Each class visitation must be followed by a conference to discuss the observed lesson if possible within 72 hours so that the teacher and administrator can discuss data that is fresh in the teacher 9s memory. Collaborative data analysis and assessment of performance remain the goal of all observation-based conferences. Follow-up observations and/or conferences can be requested by the teacher or administrator.<br><br> b. The post-observation guide form (Attachment C3) can be used by the teacher. This form is based on the Connecticut Competency Instrument whose indicators are embedded in the CCT.<br><br> C. Preliminary Performance Summary In conformance with Connecticut General Statute 10-151, a Teacher Performance Summary (Attachment E) must be developed no later than January 15 th of each year for all non-tenured teachers. This preliminary performance summary should include a minimum of two (2) class visitations.<br><br> This procedure will be similar for teachers on the Assistance Track. The January summary does not preclude the continuation of the program which runs for the full year and does not replace the year-end performance summary, but is in addition to it. D.<br><br> Professional Leadership Track Teachers on the Professional Leadership Track have previously given evidence of accomplished teaching. For this reason, formal observations will not be the primary means of gathering data relative to teacher effectiveness. While many informal or drop in classroom visits may be expected, at least one formal observation should be conducted during a three year period.<br><br> Peer and collegial observation may be regular components of a teacher 9s activities on the Professional Leadership Track. For purposes of accountability, annual goal setting and a triennial summative performance review will replace regular classroom observations by an administrator, and a strong emphasis will be placed on the teacher 9s data-based self-evaluation (Attachment F). Self-evaluation should provide specific examples to support written commentary about how the teacher has enacted the competency.<br><br> No documentation is required for standards IB1, and IIIA1. E. Year-End Procedures 1.<br><br> Before the year-end meeting, Non-tenured and Assistance Track teachers will prepare a data- based self-assessment that reviews and evaluates daily performance, the achievement of annual goals and objectives, the job description, and the standards of the CCT. This self-assessment and 13 relevant data should be brought to the year-end meeting with the administrator so that, as appropriate, it can be incorporated into the annual performance summary that is written by the administrator. The annual performance summary should be recorded on the Self-Assessment Worksheet (Attachment D).<br><br> 2. At the end of every year of the three-year cycle, teachers on the Professional Leadership Track will complete a data-based self-assessment (Teacher Performance Summary/Self Assessment) that reviews progress toward annual goals (Attachment F). This written reflection should be developed prior to the year-end meeting.<br><br> The written self-assessment along with pertinent data that highlights specific aspects of goal attainment should be brought to the year-end meeting with the administrator (and/or supervisor as appropriate). For purposes of accountability, the teacher 9s self-assessment will serve as the primary basis for the annual performance review. If additional comments are warranted or desired by either the teacher or administrator, they may be added to the form before the signatures of both parties.<br><br> 3. Triennial summative review for teachers on the Professional Leadership Track should include the completion of the performance review form. (Attachment G or G-1, optional) This document provides an opportunity for a broad-based analysis and comprehensive self-evaluation substantiated by written commentary related to each of the major concepts of the CCT.<br><br> The teacher 9s goal during the triennial review year will be focused on the gathering and analysis of data relative to teaching effectiveness, and the preparation of relevant data to be used during an end-year conference with the administrator. Annual goals set in the previous two years and their related self-assessments should contribute to the triennial review and assist the teacher in the performance review process. The end year conference with the administrator should provide an opportunity for celebrating the accomplishments of the veteran, accomplished teacher, and establishing future directions for her/his continued growth and development.<br><br> 4. It should be noted that although a written performance summary (either annual for all teachers, or triennial for Professional Leadership Track teachers) should strive to be a collaboratively crafted document, absolute mutual agreement may not always be the result of said collaboration. If a teacher strongly disagrees with the year-end assessment that is written or supplemented by an administrator, the teacher should add a statement relative to the nature of the disagreement before signing the document.<br><br> 5. Participants in the year-end conference are encouraged to bring pertinent data such as personal notes, student work samples, and anecdotal notes. 6.<br><br> While all conferences are intended to promote the growth of the teacher and by their nature are important, the year-end conference is considered a critical element in the supervisory process. Under certain circumstances (i.e. numerous previous data-based or problem-solving conferences at intermittent points during the year), it may be determined that a formal and additional year-end conference is unnecessary.<br><br> As a result of the above-mentioned special circumstances, the administrator may sign a Professional Leadership Track teacher 9s performance summary, Interim Performance Summary/Self Assessment (Attachment F) or Performance Review form (Attachment G or G-1), without the desired year-end document, indicating his/her agreement. This practice should be exercised only in special circumstances, as it is in conflict with an inherent and foundational belief of the plan regarding the importance of collegial conversations between teacher and administrator. 14 7.<br><br> The evaluation requires two (2) signatures - the teacher and the administrator, with a copy to all parties. 8. When appropriate, the year-end conference should include the supervisor during evaluation procedures.<br><br> F. Resolution of Non-Transfer Cycle Disagreements To avoid misunderstanding or misinformation regarding the Teacher Evaluation Plan, all staff are encouraged to familiarize themselves with all aspects of this model and to seek clarification whenever necessary. In the event that a disagreement relating to non-transfer issues persists, a colleague, peer, or a member of the teacher evaluation core committee may be asked by either or both parties to aid in the resolution of the disagreement.<br><br> The intent of this procedure is that the resolution of differences occur at the earliest possible time. G. Evaluation Procedures 1.<br><br> Accountability criteria and performance standards by which all teachers are evaluated are provided in the CCT. The entire staff shall be evaluated annually, applying one of the three (3) track cycles (Appendices 1-A, 1-B and 1-C). a.<br><br> An administrator identifies staff members to be evaluated following the format and procedures of the Beginning Teacher and Teacher Assistance Tracks. The remainder of the staff will be placed in the Professional Leadership Track. b.<br><br> The administrator, or supervisor as appropriate, supervises selected staff members, arranges for and implements the above description of written annual summaries and reviews depending on teacher 9s assigned Track. 2. Procedures established in this plan shall not supercede contractual agreements.<br><br> H. Transfer Procedure It must be understood that the transfer procedure to the Teacher Assistance Track is not a normal part of the evaluation program. It comes into play only when collaboration between the supervisor and the teacher has not resulted in significant improvement in performance.<br><br> I. Teacher Assistance Track Placement on the Teacher Assistance Track is a determination made by the administrator (at the request of the supervisor as appropriate) with prior notification to the teacher. As a result of the transfer, the teacher is placed in a directed program of improvement, i.e., a prescription to solve the problem will usually be designed by the administrator for the teacher to follow.<br><br> In this case, success or failure may determine a change in contract status. A maximum time limit is a part of this procedure. This period should be long enough to bring a solution to the problem and not so long as to keep the procedure in effect for an extensive period of time.<br><br> The maximum period of time will be one year. 15 1. Where a supervisor is involved with the supervision and evaluation process, s/he should not be involved in the determination of contract status.<br><br> 2. The supervisor's responsibility is to aid the teacher in solving the identified teaching problem. Once a prescription has been developed, the supervisor and/or administrator assists the teacher in achieving the recommended improvements and the fulfillment of the prescription.<br><br> 3. The entire process should not be a surprise to the teacher if the administrator (or supervisor as appropriate) has fulfilled her/his responsibility by being honest and forthright in all conferences and dealings with the teacher. The process should be the result of prior conferences and meetings in which the administrator and teacher have addressed the concerns that resulted in placement of the teacher in the Teacher Assistance Track.<br><br> Classroom visitations, pre and post-observation conferences, and ample opportunity for teacher reflection and self-evaluation should be provided. 4. When deemed appropriate, counseling and support will be suggested and offered through human resources, peer coaching, and Trumbull Education Association representation.<br><br> 5. When the teacher has performed to the expected standards of the CCT and the administrator determines that the problem is resolved, the teacher is reassigned to one of the two other tracks. If the identified problem that initiated the transfer to the teacher assistance track is not resolved, termination will be recommended to the Superintendent.<br><br> J. Definition of Terms Goals are long-range statements of aims, directions, and patterns of improvement. Objectives are short range statements which are specific, time limited, and achievable over a period of one year or less.<br><br> Objectives facilitate the attainment of long range goals. K. Guidelines for Writing Goals, Objectives, and Lesson Objectives 1.<br><br> Goals and objectives must be written by those who are responsible for achieving them. 2. Goals and objectives should be developed collaboratively and be sufficiently challenging and appropriate for the teacher 9s experience and stage of development.<br><br> a. Goals and objectives should be specifically identified. b.<br><br> It is acceptable to seek suggestions or help in setting goals and objectives (peer assistance appropriate here). c. Discussion, deliberation, and negotiation are encouraged in order to avoid unrealistic and/or inappropriate goals.<br><br> d. Pressure or coercion, implied or otherwise, must not be used to obtain agreement. 3.<br><br> Goals, objectives, and lesson objectives should state in observable terms the specifics to be accomplished. It is best to use active verbs when writing goals, objectives, and lesson objectives. 16 4.<br><br> Goals, objectives and lesson objectives should specify a statement of acceptable performance. For example: Goal : cto improve fluency in the target language d (Broad statement) Objective : to communicate effectively in the target language in everyday situations Lesson Objective : students will use lesson vocabulary and grammar specific to daily life situations 5. Goals, objectives, and lesson objectives should relate to the individual's role.<br><br> An individual's goals must be compatible with content/grade, school, and district goals. 6. Goals and objectives should be discussed with administrator (or supervisor as appropriate).<br><br> They should then be stated in writing with signatures of all parties affixed to each copy and should be referred to in conferences throughout the year. 7. Goals and objectives should be realistic and attainable.<br><br> 8. Use form Attachments A and B or B-1. 17 CONFERENCES The Trumbull Teacher Evaluation Plan requires a number of conferences with varying purposes.<br><br> Each conference is designed to accomplish a certain objective. They are a series of meetings, usually between the administrator and teacher, structured to ensure communication, cooperation, collaboration, and continuity of the educational program. To this end, effective conferencing requires all participants to prepare for the meeting.<br><br> Certain conferences require more preparation by one party than the other. For instance, in the pre- observation conference, the teacher will prepare a plan for the observed lesson that includes a learning objective to which the teacher will teach, instructional and assessment strategies to be used, and activities/materials that will be included in the lesson. In the pre-observation conference, the observer will discuss the lesson plan with the teacher and a focus for data gathering will be determined.<br><br> Before the post- observation conference, the administrator reviews the notes taken during the class visitation and organizes them so that they can be helpful during the conference. S/he then develops a strategy for helping the teacher analyze the lesson during the conference, and plans what s/he intends to accomplish during the conference. If the discussion during the conference is to be purposeful, each participant must have a clear idea of what is to be accomplished during the discussion and focus on the analysis of a lesson in an atmosphere which is open, free of anxiety, and intellectually stimulating.<br><br> The emphasis is on problem solving, requiring the viewpoints of both people and, as a result, information and ideas will flow in both directions. The goal of the conferences is to articulate and develop instructional practices which give promise of more productive teaching and learning in future lessons. In this program of conferences, the administrator acts as a catalyst and energizer who helps the teacher evaluate his/her own performance and plan for improvement.<br><br> Verbal interaction is a characteristic of such a conference. The administrator encourages questions and assists the teacher in finding his/her own answers. The administrator is a coach whose job is to bring about the teacher 9s best thinking about his/her professional practice.<br><br> Conferences can lose their effect when omitted, unplanned by either or both participants, hurried, too brief to allow for complete interchange, and /or dominated by either participant. Conferences should be scheduled well in advance at a time and place that is helpful for both parties. The conference should be free of interruptions and distractions, of sufficient length for complete coverage, should allow analysis, and should permit for both parties to articulate and share thoughts and ideas.<br><br> 18 SELF-EVALUATION 1. Self-evaluation is the process of analysis of personal performance, goals and objectives, and the degree of attainment as perceived by the teacher. A self-evaluation represents an introspective examination of areas of strength and areas perceived as those targeted for future growth with respect to individual teaching and professional responsibilities.<br><br> (Attachments D and F) 2. Sharing of the self-evaluation with the supervisor at the performance summary meeting benefits the teacher because it provides the opportunity to review one's performance. During the review with the administrator the teacher can assess the goals, measure his/her progress on anticipated results, evaluate the method(s) utilized, and propose future directions.<br><br> Self-evaluation is vital to any program that attempts to bring about the improvement of instruction. 3. The following guidelines are offered to teachers and supervisors as criteria for analysis and self- evaluation: a.<br><br> Job description b. Annual goals 3 district, school, individual performance (CCT) c. Performance indicators established d.<br><br> Artifacts collected e. Feedback from administrator (or supervisors/peer coaches as appropriate) Self-assessment should take into consideration the availability of support, collected data, alternative approaches, and attempts made to overcome restraints. 4.<br><br> It is said that cWriting is thinking with a pencil d. Self-assessment may be more effective if the self- evaluation is written. Putting ideas and thoughts into writing helps the teacher become clear and articulate about her/his efficacy.<br><br> A more productive and teacher-led conference is often the result of a self-evaluation prepared prior to a formative or summative supervisory conference. 19 EVALUATION TIMELINE Goal Setting Observation Mid-year conference End-year Conference Performance Summary Beginning Teacher Track By October 15 (Attachment A) Sept. 3 May Minimum 2 observations by January 15 Pre and post observations conferences included for each formal observation (Attachments B or B-1, C1 or C2 and C3) Jan.<br><br> 3 Feb. (Attachment D, E) By May 30 (Attachment D) Interim: Jan. 15 3 Feb.<br><br> 1 (Attachments C3 and E) Year-end by June 15 (Attachments C3 and E) Professional Leadership Track By October 30 (Attachment A) Minimum one observation in triennial cycle (Attachment B or B-1, C1 or C2 and C3) Jan. 3 Feb. (Discuss E- Volunteer) By May 30 Interim by June 15 th (Attachment F and E-Volunteer) Triennial by June 15 th (Attachment G or G -1; and E- volunteer) Teacher Assistance Track By Oct.<br><br> 15 (Attachment A) Sept. 3 May Minimum of 1 each month observations by January 15 Pre and post observation included in each formal observation (Attachments B or B-1, C1 or C2 and C3) Jan. 3 Feb.<br><br> (Attachment D, E) By May 30 (Attachment D) Interim: Jan. 15 3 Feb. 1; (Attachments C3 and E) Year-end by June 15 (Attachments C3 and E) 20 Attachment A (Teacher) GOAL SETTING (for the improvement of instruction and professional growth) Teacher ______________________________ School/Grade ______________________ Date __________________________________ I.<br><br> Goal/Objective : (Specific, realistic, manageable and measurable objective stating what you hope to achieve. This should be an initiative which you consider to be worthy of focused attention.) II. Action Plan: ( Strategies, activities, or methods you believe will be helpful in accomplishing your goal.) III.<br><br> Specific Performance Indicators : (Evidence that the objective has been achieved. This section describes what you will expect as measures of your success and progress toward goal.) IV. How can the administrator help you in achieving your goal?<br><br> V. Goal is approved as proposed: Signature of Adm._____________________________ Date____________________ Signature of Supv. (as appropriate) __________________ Date____________________ Signature of Teacher ________________________ Date____________________ 21 Attachment B (Teacher) 22 Sample ELP 23 Attachment B-1 (Teacher) Pre-Observation Lesson Plan Form Teacher _____ ____________________________ Grade/Content Area _____________________________ Date of Visit ______________________________ Time _________________________________________ Content Standards: Identify one or two primary local, state, or national curricular standards this lesson is designed to help students attain.<br><br> How will the learning tasks lead students to attain the identified standards? Learner Background: Describe the students 9 prior knowledge or skill related to the learning objective(s) and the content of this lesson, using data from pre-assessment as appropriate. How did the students 9 previous performance in this content area or skill impact your planning for this lesson?<br><br> Student Learning Objective(s): Identify specific and measurable learning objectives for this lesson. Assessment: How will you ask students to demonstrate mastery of the student learning objective(s)? Attach a copy of any assessment materials you will use, along with assessment criteria.<br><br> Materials/Resources: List the materials you will use in each learning activity including any technological resources. Learning Activities: Identify the instructional grouping (whole class, small groups, pairs, individuals) you will use in each lesson segment and approximate time frames for each. Initiation: Briefly describe how you will initiate the lesson.<br><br> (Set expectations for learning; articulate to learners what they will be doing and learning in this lesson, how they will demonstrate learning, and why this is important) Lesson Development: Describe how you will develop the lesson, what you will do to model or guide practice, and the learning activities students will be engaged in order to gain the key knowledge and skills identified in the student learning objective(s). Closure: Briefly describe how you will close the lesson and help students understand the purpose of the lesson. (Interact with learners to elicit evidence of student understanding of purpose(s) for learning and mastery of objectives.) 24 Attachment B-1 (Teacher) Pre-Observation Lesson Plan Form continued Individuals Needing Differentiated Instruction: Describe 1 to 3 students with learning differences.<br><br> These students may be special or general education students and need not be the same students for each lesson. Students may represent a range of abi lity and/or achievement levels, including students with IEP 9s, gifted and talented students, struggling learners, and English langua ge learners. Note: Differentiated instruction may not be necessary in every lesson.<br><br> However, it is expected that each teacher will demonst rate the ability to differentiate instruction in order to meet the needs of students with learning differences. Which students do you anticipate may struggle with the content/learning objectives of this lesson? Student Name Evidence that the student needs differentiated instruction How will you differentiate instruction in this lesson to support student learning?<br><br> Which students will need opportunities for enrichment/higher level of challenge? Student Name Evidence that the student needs differentiated instruction How will you differentiate instruction in this lesson to support student learning? Notes from the pre-conference 25 Attachment C-1 (Administrator) OBSERVATION SUMMARY Teacher _______________ Grade/Content area __________________ Date of Visit _____________ Time __________________________ CCI INDICATOR & DEFINING ATTRIBUTES IA.<br><br> The teacher promotes a positive learning environment - Rapport -Communication of expectations for achievement -Physical environment IB. The teacher maintains appropriate standards of behavior -Rules and standards of behavior are maintained. IC.<br><br> The teacher engages the students in the activities of the lesson -Student engagement -Re-engagement ID. The teacher effectively maintains routines and transactions -Effectiveness Instruction IIA. The teacher presents appropriate lesson content -Choice of content -Level of difficulty -Accuracy IIB.<br><br> The teacher creates a structure for learning -Initiations -Closures IIC. The teacher develops the lesson to promote achievement of the lesson objectives - Lesson development -Use of instructional arrangements and materials IID. The teacher uses appropriate questioning techniques -Cognitive level -Responding to students -Opportunities for students involvement IIE.<br><br> The teacher communicates clearly using precise language and acceptable oral expressions -Precision of communication -Clarity of speech -Oral expressions Assessment IIIA. The teacher monitors student understanding of the lesson and adjusts when necessary Additional Comments/Recommendations: (Use back if needed) _____________________________ ___________________________________ Teacher 9s signature/date Administrator 9s signature/date ___________________________________ Supervisor 9s signature/date (as approp.) 26 Attachment C-2 (Administrator) OBSERVATION SUMMARY Teacher ___________________________ Grade/Content Area_________________________ Date ___________________________ Time______________________________________ I. MANAGEMENT II.<br><br> INSTRUCTION (Plan/Teach) III. ASSESSMENT ______________________ __________________________________ Teacher 9s signature Administrator 9s signature _______________________________ ____________________________________ Date Supervisor 9s signature (as appropriate) 27 Attachment C-3 (Teacher completes upon Administrator request) POST-OBSERVATION CONFERENCE SUMMARY Teacher _______________________________ Grade/Content ______ _________________ Date of Visit _______________________ Time __________________________________ Lesson Data Discussed During Post-Observation Conference: What did I want my students to learn? (As you reflect on the lesson, how did it actually unfold as compared to what you had anticipated happening as you did your planning?<br><br> ): Summary of Teacher Reflections: How did I know my students learned it? (Provide the data/information that you have used to determine your students 9 progress towards this lesson 9s goals. Include individual and group information.) : Implications for Future Planning/Teaching: If my students did not learn it, what do I do differently?<br><br> (How will you use your students 9 performance today as you envision the next step for these students in learning? If you were to teach this l esson again to these students, what changes would you make? As you reflect over this lesson, what ideas or insight are you discoveri ng about your teaching?): _______________________ ___________________________ Teacher 9s signature Administrator 9s signature _______________________________ ____________________________________ Date Supervisor 9s signature (as appropriate) 28 Attachment D (Teacher) SELF-ASSESSMENT WORKSHEET (To be completed by non-tenured and Assistance Track teachers in preparation for mid-year and year- end conference*) Teacher ________________________________________________ Date ________________________ Reflections on effectiveness of overall performance*: Reflections on progress toward annual goals (continuous improvement) : Reflections on growth in meeting standards of CCT: (areas of strength, and areas in which continued growth is sought) *Attach relevant artifacts and data 29 Teacher Performance Rubric Summary Description The Teacher Evaluation Committee created the new yearly Teacher Performance Rubric Summary to replace the End of Year Teacher Performance Narrative.<br><br> The new Rubric Summary provides the teacher and the supervisor/evaluator with clear indicators of accomplishments and for continuous teacher improvement. The descriptive statements in the rubric are linked to the foundational skills and competencies as well as the discipline-based professional teaching standards of Connecticut 9s Common Core of Teaching (CCT). The rubric is organized around the six CCT instructional standards (i.e.<br><br> planning, instructing, assessing, adjusting professional and ethical practice, reflection and continuous learning, leadership and collaboration). The rubric summary is used as an analytic tool to provide feedback for teachers to help them plan for further professional growth. As part of the dialog at the End of Year Performance Conference, the teacher and supervisor/evaluator will use the rubric to assess the yearly performance and mutually agree on areas of focus for the next school year.<br><br> The rubric being used is based on the Connecticut Common Core of Teaching (CSDE, 1999) and Enhancing Professional Practice: A Framework for Teaching by Charlotte Danielson (ASCD, 1996). These are cbest practices d for all teachers. As the rubric is modified by the State Department of Education, Trumbull Public Schools will use the new version(s).<br><br> The four performance continuum columns for each discipline rubric, reading from left to right, were given a rating of 1 through 4 by the Teacher Evaluation Committee, as outlined below: 1. Needs support to meet district expectations (column 1) 2. Demonstrates growth toward district expectations (column 2) 3.<br><br> Meets district expectations (column 3) 4. Exceeds district expectations** (column 4 -- In order for a teacher to receive a rating of 4, the competency must be consistently practiced by the teacher.) The ratings from the rubric will be recorded on Attachment E (Teacher Performance Rubric Summary). During the dialog between the teacher and supervisor/evaluator during conferences, the teacher will share artifacts (student data) from the classroom, and through formal and informal observation(s) by the supervisor/evaluator.<br><br> Attachment E will be completed later by the supervisor/evaluator and given to the teacher for signature and further discussion if necessary. If any issues/concerns arise, the teacher may request an additional conference with the supervisor/evaluator. New teachers (years 1, 2, 3, 4), and teachers receiving increased supervisory support on the Teacher Assistance Track will use Attachments E and E-1 at mid-year and end of year conferences.<br><br> 30 ATTACHMENT E Teacher Performance Rubric Summary (Administrator) Induction Cycle: year 1 year 2 year 3 year 4 Teacher Assistance Track Professional Growth Cycle: year 1 year 2 year 3 Period covered :___________ to __________ School(s): month/year month/year Teacher: Subject/Grade: Supervisor: Title: Evaluator: Title: 1 = Needs Support to Meet District Expectations 2 = Demonstrates Growth Towards District Expectations 3 = Meets District Expectations 4 = Exceeds District Expectations** 1 2 3 4 I. Content/Knowledge Demonstrates comprehensive and current knowledge of subject taught *9 Demonstrates knowledge of human growth and development as it relates to the teaching-learning process *15 Demonstrates an awareness and respect for diversity of cultural backgrounds and lifestyles *3 II. Planning Identifies and sequences goals, objectives, strategies, and assessments *1 Selects appropriate resources, materials, and media *2 Plans instructional activities which provide for individual differences *5 III.<br><br> Instruction Implements the elements of an effective lesson design *7, 8 Conducts logically sequenced activities appropriate to student needs *9 Provides models using a variety of instructional materials/technology *2 Uses a variety of teaching techniques that foster student involvement *2, 10, 11 Presents opportunities for critical and divergent thinking and problem solving *4 IV. Assessment Aligns assessment with instructional objectives *2, 11 Monitors student progress and adjusts instruction on the basis of student questions and performance *13 Communicates with students both individually and collectively about their needs and progress * 12, 14 V. Student Motivation Develops an atmosphere which fosters self-discipline *5 Maintains high expectations for student learning and behavior *7 VI.<br><br> Classroom Management Maintains a safe and orderly classroom environment by consistently implementing routines, transitions, and procedures *6 Develops and maintains systems for keeping group and individual records *14 Models enthusiasm for content and the spirit of lifelong learning *5, 20 Promotes students 9 ability to communicate effectively with others *10 Establishes rapport and fosters positive reinforcement *5, 20 Helps students develop posit

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