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Implementing the Revised TPA Process for Experienced Teachers

Implementing the Revised TPA Process for Experienced Teachers. Core Module One: A Growth-Oriented Approach to Implementing the Revised Appraisal Process for Experienced Teachers. Core Module One: A Growth-Oriented Approach to Implementing the Revised Appraisal Process for Experienced Teachers.

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Implementing the Revised TPA Process for Experienced Teachers

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  1. Implementing the Revised TPA Process for Experienced Teachers Core Module One: A Growth-Oriented Approach to Implementing the Revised Appraisal Process for Experienced Teachers

  2. Core Module One: A Growth-Oriented Approach to Implementing the Revised Appraisal Process for Experienced Teachers Part One: Opening

  3. Core Module One: A Growth-Oriented Approach to Implementing the Revised Appraisal Process for Experienced Teachers In this module participants will: • Learn about the revised performance appraisal process for experienced teachers • Consider school and system contexts within which the appraisal fosters growth and development of experienced teachers • Identify and reflect on effective appraisal practices including opportunities provided in the appraisal process to support principal and experienced teacher collaboration

  4. Implementing the Revised TPA Process for Experienced Teachers Participant Experience with TPA • On your own, reflect on your past experience with teacher performance appraisal • Recall a TPA experience that stands out for you as positive and supportive of teacher growth and development (yours or someone else’s)

  5. Implementing the Revised TPA Process for Experienced Teachers Participant Experience with TPA (Continued) • Make contact with someone in the room you do not know • Talk about what happened, who was involved, what made it positive and supportive and how it was an effective appraisal practice • Join a second pair and together, identify one effective appraisal practice to report to the large group

  6. Implementing the Revised TPA Process for Experienced Teachers Part Two: Background

  7. Background: Development of the Revised TPA Process for Experienced Teachers • The revised TPA process for experienced teachers was developed in consultation with the Working Table on Teacher Development during fall 2006 7

  8. Background: Development of the Revised TPA Process for Experienced Teachers • Deliberations and recommendations of the Working Table were guided by: • relevant research • inter-jurisdictional scan • information collected from implementation • position papers from various stakeholder groups including the Joint Task Force on Teacher Performance Appraisal, comprised of the teacher, principal and supervisory officer organizations 8

  9. Background: Development of the Revised TPA Process for Experienced Teachers • In March 2007, Minister Wynne announced the revised TPA process for experienced teachers • School boards were given the option of implementing the revised process in April 2007 or no later than September 2007 • The Performance Appraisal of Experienced Teachers Technical Requirements Manual 2007and the SummativeReport Form for Experienced Teachers (approved form) have been posted on the ministry website

  10. Background: Development of the Revised TPA Process for Experienced Teachers • The revised TPA process for experienced teachers builds on the New Teacher Induction Program (NTIP) performance appraisal of new teachers that was introduced in June 2006 • The performance appraisal process for experienced teachers is intended to provide a continuum of support as a new teacher successfully completes the NTIP and becomes an experienced teacher 10

  11. Background: Development of the Revised TPA Process for Experienced Teachers The development of the revised TPA process for experienced teachers was guided by the following principles: • Support for teacher professional growth and development • Improved student outcomes • Strengthened collaboration between experienced teachers and their principals through ongoing professional dialogue

  12. Background: Development of the Revised TPA Process for Experienced Teachers The development of the revised TPA process for experienced teachers was guided by the following principles: (Continued) • Appraisal situated in the context of school and system learning communities • Enhanced public confidence in public education • Increased capacity for principals in their role as instructional leaders • Transparency and accountability

  13. Background: Development of the Revised TPA Process for Experienced Teachers Overarching Goal of Teacher Performance Appraisal Consistent with the TPA process for new teachers the revised TPA for experienced teachers is designed to: • foster teacher development • provide meaningful appraisals that encourage continuous professional learning and growth and • identify opportunities for additional support where required 13

  14. Implementing the Revised TPA Process for Experienced Teachers Overview of Components of the TPA Process for Experienced Teachers • Five-year evaluation cycle • One appraisal in an evaluation year • Two-point rating scale • Pre-observation meeting, classroom observation, post-observation meeting • One Summative Report Form • 16 competencies based on five domains • Streamlined look-fors provided as a resource • Strengthened Annual Learning Plan (ALP) requirements • Due process for unsatisfactory performance maintained

  15. Figure 1. Performance Appraisal Framework for Experienced Teachers Appraisal Meetings Standards of Practice for the Teaching Profession Competency Statements Annual Learning Plan Summative Report Rating Scale Professional Dialogue and Reflection on Practice Collective Vision of Professionalism That Guides Daily Practices Skills, Knowledge and Attitudes Vehicle for Teachers’ Continuous Professional Learning Demonstrations of Performance in Relation to 16 Competencies Rating Decision and Identification of Strengths and Next Steps for Improvement Experienced Teacher Continuous Growth and Development Implementing the Revised TPA Process for Experienced Teachers

  16. Implementing the Revised TPA Process for Experienced Teachers Part Three: The Context for Appraisal

  17. The Context for Appraisal Who is the “Experienced Teacher”? • There is no definition of an “experienced teacher” in the Education Act or in the regulations • A teacher ceases to be a new teacher and is considered “experienced” for the purposes of performance appraisal once he or she successfully completes the New Teacher Induction Program or, subject to any extension provided for in the regulations, his or her 24-month new teaching period has elapsed

  18. The Context for Appraisal Activity One: Appraisal with the “Experienced Teacher” In Mind Introducing… • Marg Dalhousie who teaches grade 8 in a JK- grade 8 elementary school located in a suburb of Toronto • Denise Beaulieu who teaches a blended grade two and three class in an inner city school • Peter Stockard who teaches grade six core subjects including visual arts, drama and physical education • Seema Mohammed who teaches in a secondary school and has a timetable that includes Grades 11 and 12 university-destination biology and chemistry courses and one grade 9 applied science course

  19. The Context for Appraisal Roles and Responsibilities • Teachers, vice-principals, principals and supervisory officers all play key roles in the performance appraisal process for experienced teachers • In fulfilling these roles collaboration, mutual respect and shared responsibility are essential

  20. The Context for Appraisal Roles and Responsibilities (Continued) • This sets a climate within which experienced teachers learn, plan, prepare, teach, pursue individual and shared goals, and strive to be successful in bringing about high levels of student achievement

  21. The Context for Appraisal Parent/Student Input • Seeking parental and student input is an important vehicle for fostering positive relationships. A sense of openness and fairness, and an atmosphere of trust and respect are features of a school that is a learning community inclusive of parents and students

  22. The Context for Appraisal Parent/Student Input (Continued) • Parental and student input support and enhance the quality of teaching and learning in schools • Teachers gather this information through a wide range of learning activities on a daily basis throughout the year • Teachers communicate with parents formally and informally and depending on the level of support required by the student

  23. The Context for Appraisal Activity Three: Quote Exchange • Select a partner you do not know and share a personal connection to your quote… what does it mean to you? Focus on beliefs and values related to school and/or system culture • Trade quotes • Repeat with at least two partners • Individually identify one or two insights/connections you made to share with your table group • At your table group appoint a recorder/reporter • As a table group identify two or three common themes and insights to report to the large group

  24. The Context for Appraisal Activity Three: Sample Quote for Quote Exchange Coming together is a beginning Keeping together is progress Working together is success -- Henry Ford

  25. The Context for Appraisal Activity Four: “Synectics” A growth-oriented school context is like ___________ because…. A growth-oriented school context is NOT like _______ because…. AND/OR A growth-oriented school system is like ___________ because…. A growth-oriented school system is NOT like _______because….

  26. The Context for Appraisal Activity Five: Jigsaw The following activity asks participants to consider several articles commenting on the roles of principals, supervisory officers, school and system culture, and change. * Note: Facilitator will need to provide materials/articles appropriate for the activity. (See page 39 for suggestions of titles that were used in past training sessions.)

  27. The Context for Appraisal Activity Five: Jigsaw Debrief • What do growth-oriented school and system contexts look, feel and sound like? • What roles do teachers, vice-principals, principals, and supervisory officers play in growth-oriented school and system contexts? • How are growth-oriented school and system contexts relevant to the experienced teacher performance appraisal process? • What are the implications for the role of teachers, vice-principals, principals, and supervisory officers in the experienced teacher performance appraisal process?

  28. The Context for Appraisal Activity Six: School Culture Introducing… • Marg Donaldson’s JK to grade 8 elementary school • Denise Bealieu’s inner city school • Peter Stockard’s JK to grade 6 elementary school • Seema Mohammed’s secondary school

  29. Implementing the Revised TPA Process for Experienced Teachers Part Four: Components of the TPA Process for Experienced Teachers

  30. Implementing the Revised TPA Process for Experienced Teachers Scheduling and Frequency For experienced teachers: • Experienced Teachers are required to have one appraisal in an evaluation year every five years • Experienced teachers new to a board must have one appraisal during their first year of employment with the board

  31. Implementing the Revised TPA Process for Experienced Teachers Scheduling and Frequency For new teachers who have successfully completed the NTIP: • New teachers who have moved to experienced teacher status are placed in the five-year experienced teacher performance appraisal cycle • Once their evaluation year is established, a cycle is established so that there are four non-evaluation years before their next scheduled evaluation

  32. Implementing the Revised TPA Process for Experienced Teachers Scheduling and Frequency • Additional appraisals and an Improvement Plan are required if an appraisal rating is Unsatisfactory • The principal has the authority to conduct additional appraisals if the principal considers it advisable to do so in light of circumstances relating to the teacher’s performance • In a non-evaluation year, teachers may request performance appraisals in addition to those required

  33. Implementing the Revised TPA Process for Experienced Teachers Supervision and Appraisal The appraisal process and schedule is not intended to interfere with the principal’s supervisory responsibilities including: • observing teachers’ practice • meeting with teachers to discuss performance • requesting samples of teachers’ work • providing feedback to teachers and • supporting teacher growth and development at any time

  34. Implementing the Revised TPA Process for Experienced Teachers Competency Statements and Examples of Good Teaching Practice (Look-fors) • In assessing the teacher’s performance, the principal must consider all 16 competencies set out in Schedule 1 of Ontario Regulation 99/02, as amended • The 16 competency statements are based on the standards set out in the Ontario College of Teachers’ Standards of Practice for the Teaching Profession • Boards will continue to be able to provide for additional competencies to be used in the performance appraisal of teachers

  35. Implementing the Revised TPA Process for Experienced Teachers Competency Statements and Examples of Good Teaching Practice (Look-fors) • In preparing the summative report, the principal provides comments identified in discussions with the teacher as the focus of the teacher’s performance appraisal (the principal may also comment on other competencies that were assessed through the performance appraisal) • A streamlined list of 90 examples of good teaching practices (look-fors) is available as a resource for principals and teachers in identifying possible ways the competencies may be shown in practice

  36. Implementing the Revised TPA Process for Experienced Teachers The Annual Learning Plan (ALP) • Each experienced teacher must have an ALP each year that includes the teacher’s professional growth objectives, as well as his or her proposed action plan and timelines for achieving those objectives • In conducting this annual review and update, teachers, in consultation with their principal must take into account their learning and growth over the year and the summative report of their most recent performance appraisal

  37. Implementing the Revised TPA Process for Experienced Teachers The Annual Learning Plan (ALP) • In the first year that a teacher is no longer considered a new teacher, he or she must develop an ALP • The ALP is teacher authored and directed and is developed in a consultative and collaborative manner with the principal

  38. Implementing the Revised TPA Process for Experienced Teachers The Annual Learning Plan (ALP) • Teachers are encouraged to take parent and student input into account in developing, reviewing and updating their ALP each year • In an evaluation year, the teacher and principal must review and update the teacher’s current ALP in a meeting as part of the performance appraisal process • In a non-evaluation year, a meeting is not required but is recommended. A meeting is required to take place at the request of either the teacher or the principal

  39. Implementing the Revised TPA Process for Experienced Teachers Appraisal Meetings Three appraisal meetings: • Pre-observation meeting • Classroom observation • Post-observation meeting to discuss observation and growth opportunities. Principals use this information to complete the Summative Report Form These meetings are repeated in each appraisal

  40. Implementing the Revised TPA Process for Experienced Teachers Appraisal Meetings “Neighbours” opportunity for dialogue The broadest function of the appraisal meetings is to “improve or enhance job performance by engaging in a reflective conversation on the complexities of teaching and learning.” ~ Stronge and Tucker, 2003

  41. Implementing the Revised TPA Process for Experienced Teachers Summative Report Form The Summative Report Form has been revised to provide principals with the opportunity to: • comment on competencies identified in discussions with the teacher as the focus of the teacher’s performance appraisal (the principal may also comment on other competencies that were assessed through the performance appraisal) • provide an overall rating of the teacher’s performance • recommend professional growth goals and strategies for the teacher to take into account in developing, reviewing and updating his or her ALP

  42. Implementing the Revised TPA Process for Experienced Teachers Summative Report Form This form must be used for each appraisal. The duties of the principal may be delegated to a vice-principal in the same school or to an appropriate supervisory officer

  43. Implementing the Revised TPA Process for Experienced Teachers Rating Scale Two-point Rating Scale: • Satisfactory • Unsatisfactory If the teacher receives a Satisfactory rating, the principal is encouraged to provide further feedback on strengths and possible areas of growth for the teacher

  44. Implementing the Revised TPA Process for Experienced Teachers Process Following a Performance Rating that is Unsatisfactory • Development of an Improvement Plan after first Unsatisfactory rating • On Review status after two consecutive Unsatisfactory ratings • Recommendation for employment termination after three consecutive Unsatisfactory appraisals • The Ontario College of Teachers is notified after termination

  45. Implementing the Revised TPA Process for Experienced Teachers Process Following a Performance Rating that is Unsatisfactory While the teacher is On Review status, the principal and supervisory officer can jointly decide to omit the third appraisal and recommend the termination of the teacher’s employment to protect the best interests of students

  46. Implementing the Revised TPA Process for Experienced Teachers Role of Supervisory Officers and Directors of Education • Mandated responsibilities in relation to teachers that receive an Unsatisfactory performance rating, including being updated about teachers who receive Unsatisfactory ratings on their appraisals and consultation with the principal regarding teachers on Review status

  47. Implementing the Revised TPA Process for Experienced Teachers Part Five: Closing

  48. Write a personal statement about the TPA process for experienced teachers and growth-oriented school or system contexts. Consider these questions for your free-write. What does revised performance appraisal process for experienced teachers look like in a growth-oriented school or system context? In my role as teacher/principal/ supervisory officer, what are some ways that I encourage a growth-oriented appraisal process? What indispensable message do I want to communicate about the TPA process for experienced teachers to the educators I work with? Free-Write

  49. Implementing the Revised TPA Process for Experienced Teachers Guided Reflection Reflection is what allows us to learn from our experience: it is an assessment of where we have been and where we want to go next. ~ Kenneth Wolf

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