CCSD Performance Evaluation Systems

1. CCSD Performance Evaluation Systems Evaluator Training SY12-13

2. Performance Evaluations • The Role of an Evaluator • Principals • All Evaluators • Evaluating Certified Staff • Cobb Keys Systems • Other Certified Staff • Evaluating Classified Staff Agenda

3. OCGA 20-2-210 – In compliance with Georgia law and District Rule, all employees must have an evaluation. If a certified or classified employee leaves during the year due to termination, resignation, medical leave - and isn’t returning prior to his/her evaluation deadline - that employee must still have a written evaluation. ONLY EXCEPTIONS – • Employees who do not have an annual evaluation • Employees who leave with less than 30 calendar days on the job • Temporary employees, such as substitute /supply teachers, lunch-room monitors, ASP workers, etc. Everybody Gets Evaluated! Performance Evaluations

4. Performance Evaluations Providing staff with valid and meaningful evaluations of their performance is NOT easy work. It requires a high level of knowledge, much serious practice, the ability to develop meaningful relationships and focused work. The difficulties considered, this may be the most valuable work you do.

5. A process, NOT an event! Performance Evaluations

6. The teaching act is complex. There is no single pedagogy that can meet the needs of every learner. • Different skills and knowledge are a reflection of different training and experience. • Our PROCESS must reflect an understanding of these complexities, be broad enough to allow for objective decisions and encourage, even demand, growth and improvement in skills and knowledge. • A COMMON LANGUAGE must be employed, developed, expected, cultivated, and improved continuously. • COMMON LANGUAGE will help remove division and accommodate agreement. COMMON LANGUAGE

7. The Role of an Evaluator Principal/Supervisor’s Responsibilities • Identifies evaluators & ensures required training for all evaluators • Ensures that ALL faculty and staff receive • Copies of their job descriptions (Admin Rule GBB-R) • Orientations to their evaluation systems • PASS and EMWeb • Facilitates and monitors the understanding and implementation of the Cobb Keys Evaluation System, et al • Principal, as instructional leader, evaluates a representative portion of the faculty

8. Principal/Supervisor’s Responsibilities • Develops a shared understanding of the significance of the evaluation model and what the annual ratings represent at his/her school • Understands and supports the fact that very good teachers may be “Emerging” on any Cobb Keys Standard and/or Overall • Not everybody is always “Proficient” • The concept of Growth and Development must be inherent in the culture  The Role of an Evaluator

9. The Role of an Evaluator The Cobb Keys Evaluation System is a growth and accountability model that responds to 3 major questions ~ • How does the teacher plan? • How does the teacher teach? • Are the teacher’s students learning?

10. The Role of an Evaluator All evaluators must… • Understand the importance of all evaluation processes • Practice toward personal mastery of and compliance with the standards, guidelines and procedures of the Cobb Keys Evaluation System, et al • Demonstrate a commitment to impartiality and consistency • Be open to feedback – encourage DIALOGUE

11. The Role of an Evaluator Get Ready to Evaluate • Prepare a folder for each person you’re evaluating • Create observation & feedback schedule for certified staff • Utilize Checklist & Timeline (PASS) • Use current forms (PASS, EMWeb) • Need Help? Contact the Evaluation Systems Office • (770) 426-3393

12. Cobb Keys Classroom Teacher System Cobb Keys Forms Observation Form Annual Performance Report Cobb Keys Support Documents Performance Rubric with Examples of Evidence Glossary of Terminology Guidelines/Instructions

13. Classroom Teacher System Observation Form Four Performance Standards with a total of 18 corresponding Elements Curriculum & Planning (4 Elements) Standards-Based Instruction (6 Elements) Assessmentof Student Learning (4 Elements) Instructional Environment (4 Elements) Annual Performance Report 18 Elements ( Four Performance Standards) 12 Professional Duties and Responsibilities

14. Classroom Teacher System Standard 1: Curriculum & Planning (CP) The teacher makes decisions about planning that demonstrate a deep understanding of grade level content knowledge, pedagogy, and GPS or State-approved curriculum implementation by appropriately planning for what students are expected to know, understand, and be able to do.

15. Classroom Teacher System Elements: Curriculum & Planning (CP) CP 1The teacher uses an organizing framework for instructional planning to support standards-based instruction. CP 2The teacher plans instruction that reflects strong knowledge of both content and effective instructional delivery. CP 3The teacher plans assessments to measure student progress toward and mastery of the GPS. CP 4The teacher plans for appropriate use of differentiation.

16. Classroom Teacher System Oh, my gosh! Yes, the review and assessment of classroom teachers’ lesson plans are an integral part of the overall observation process. You should assess Lesson Plans before, during, and/or after a classroom observation to enable you to respond to this Standard. When and how this will be done will be up to the local school, maintaining internal consistency.

17. Classroom Teacher System Standard 2: Standards-Based Instruction (SBI) The teacher consistently uses research-based practices in the classroom, challenging all learners to achieve high levels of learning as defined by GPS or State-approved curriculum.

18. Classroom Teacher System Elements: Standards-Based Instruction (SBI) SBI 1The teacher effectively communicates learning expectations using both the language of the Standards and strategies that reflect a standards-based classroom. SBI 2The teacher demonstrates research-based practices that engage students in learning. SBI 3The teacher consistently demonstrates high expectations for all learners. SBI 4The teacher uses accessibletechnology effectively to enhance student learning. SBI 5The teacher differentiates instruction to meet students’ readiness levels, language proficiency, and interest. SBI 6The teacher delivers instruction which fosters the development of higher order thinking skills and reasoning.

19. Classroom Teacher System Standard 3: Assessment of Student Learning (AL) The teacher uses a balanced variety of assessment techniques that are systematically implemented, resulting in appropriate interventions that foster continuous improvement for all.

20. Classroom Teacher System Elements: Assessment of Student Learning (AL) AL 1The teacher uses formative assessment strategies to monitor student progress and to adjust instruction in order to maximize student achievement on the GPS or State-approved curriculum. AL 2The teacher uses diagnostic assessment strategies to identify individual and class strengths, misconceptions and areas of weakness and to adjust instruction in order to maximize student achievement on the GPS or State-approved curriculum. AL 3The teacher uses a variety of summative strategies to evaluate student status and to adjust instruction in order to maximize student achievement on the GPS or State-approved curriculum. AL 4The teacher provides effective and timely commentary/feedback regarding students’ written and oral performances.

21. Classroom Teacher System Standard 4: Instructional Environment (IE) The teacher creates a safe, productive, collaborative, and inviting learning environment that fosters a sense of community and personal responsibility to ensure that students maximize learning.

22. Classroom Teacher System Elements: Instructional Environment (IE) IE 1The teacher establishes classroom rules, practices, and procedures that support a positive, productive learning environment. IE 2The teacher maximizes instructional time. IE 3The teacher fosters a sense of community and belonging by acknowledging diversity, achievements, and accomplishments of all learners in the classroom. IE 4The teacher helps students take responsibility for their own behavior and learning.

23. Classroom Teacher System Observing Classroom Teachers • Conduct pre-observation conferences with assigned teachers to review the instrument, procedures, expectations, etc.; optional but highly recommended • May be done in a group setting • If a teacher requests a private conference, it is required • Encourage questions • Put teachers at ease and ensure them of your intent to work with them throughout this process (NOT an event) • Observe all certified staff who are evaluated on the Cobb Keys instruments at least once during the school year using the Cobb Keys Observation Form

24. Classroom Teacher System Scheduling Observations • Thirty minute classroom observation (minimum) • Two Observations are required if the teacher has 3 yrs or less total teaching experience • Conduct first announced observation by the end of October • Second observation may be unannounced • If only one observation, schedule announced observation early enough that teachers have time to benefit from feedback and demonstrate improvement • Each teacher must have his/her OWN separate observation • DO NOT observe multiple teachers at one time

25. Weak Links? • Observe teachers with perceived deficiencies early in first semester • Maximizes opportunities for monitoring, administrative support, and instructional improvement • Increases Evaluator’s depth of understanding of teacher’s performance and needs • Provides time for essential feedback, subsequent follow-up observations, and/or PDP implementation • Multiple observations [EVIDENCE] and frequent feedback Classroom Teacher System

26. Multiple Observations = Stronger Support • Multiple observations • Assigned Evaluator • Principal • Subject Area Specialists • Multiple Feedback Sessions • Allow time to for teacher to improve skills before next observation Classroom Teacher System

27. Classroom Teacher System Cobb Keys Observation 18 Standard Elements (Teacher) Marked Yes (Y); No (N); or Not Applicable (NA) Comments required to support “No” ratings Individualized comments encouraged, regardless of the ratings Observations & feedback conferences should be completed by the end of February Purposeful feedback Time in March to prepare annual reports and conduct annual conferences

28. Classroom Teacher System Scheduling Feedback Conferences Within 10 school days after an observation, a formal, private feedback conference is required Failure to provide a timely feedback conference could void an evaluation Hint: Schedule the feedback conference at the same time you schedule the observation Feedback Conferences MAY NOT be combined with the Annual Evaluation Conferences A Teacher’s Feedback Conference should be held a significant length of time before the annual conference; otherwise, it has no meaningful purpose

29. Conducting Feedback Conferences • Prepare your comments; organize your thoughts and papers • Poorly developed feedback provides little support to a struggling teacher • Anticipate the teacher’s anxiety – put him/her at ease early in the session • Comment, specifically, on areas of excellence and areas needing attention, suggesting improvement techniques • If needed, focus constructive criticism on behaviors • Here’s what I observed; here’s what I should have observed • How can I help you improve? • What will you commit to do to change? Classroom Teacher System

30. Classroom Teacher System Concluding the Feedback Conference • Write your signature and date on the form • DO NOT type in your name or the date • Have teacher sign and date the form • Teacher’s signature indicates receipt of form, not necessarily agreement with content • If the teacher doesn’t want to sign, write Teacher chose not to sign and record the date • Make copies for the teacher and local school file • Retain all observation originals to attach to the annual performance report in March • All observations will be sent to HR along with the performance report. Keep feedback opportunities professional, positive, and private.

31. Classroom Teacher System The Annual Evaluation Process Consider observations and year-long performance Review Performance Rubric Standards and Elements Complete the Annual Report Form Assign a rating to each Standard Element Not Evident Emerging Proficient

32. Classroom Teacher System The Annual Evaluation Process Record personalized commentary for each standard – no cut-n-paste! Relate comments to the Standard Elements Support the assigned ratings Reinforce the Growth Model concept with your language Honestly address performance Acknowledge growth and potential If the teacher isn’t Proficient, is he/she able to tell what to do differently to improve performance?

33. Professional Duties and Responsibilities(PDR) • A section for formal assessment of 12 essential performance qualities • Each is rated as Unsatisfactory,Needs Improvement, or Satisfactory • Overall PDR Summary Rating • See Key for determining overall Unsatisfactory, Needs Improvement, or Satisfactory rating Classroom Teacher System

34. Classroom Teacher System Professional Duties & Responsibilities (PDR) • Reports to work as assigned • Provides adequate information, plans, and materials for substitute teachers • Enforces school procedures concerning student discipline and conduct • Maintains accurate records (grades) to document student performance

35. Classroom Teacher System Professional Duties & Responsibilities(D&R) • Maintains confidentiality regarding student and records information • Assumes responsibility for professional growth • Maintains accurate and complete records and submits as required and on-time (NOT Lesson Plans) • Demonstrates ethical behavior as outlined in the PSC Code of Ethics

36. Classroom Teacher System 12 Professional Duties and Responsibilities (D&R) • Interacts in a respectful, civil, and professional manner with students, families, staff, and school leaders • Attends and participates in faculty meetings and other assigned meetings/activities • Models correct language, oral and written • Actively supports the School Strategic Plan

37. Classroom Teacher System Annual Performance Report Assign Overall Performance Rating, Section III Unsatisfactory Four or more Not Evident Standards Ratings or Unsatisfactory summary rating on PDR Emerging Fewer than thirteen Proficient Standards ratings & Satisfactory orNeeds Improvement summary rating on PDR Proficient 13 or more Proficient Standards ratings & a Satisfactory summary rating on PDR

38. Annual Performance Report • Section III, Continued • Record dates of observations and feedback conferences • DO NOT list other types of conferences, such as disciplinary conferences or the annual conference • Section IV Signatures • Evaluator, Principal, and Teacher sign & date • Each person records the date by his/her signature at the time of signing • Teacher’s signature indicates receipt of annual report, not agreement with the content • Write Teacher chose not to sign, if needed Classroom Teacher System

39. Classroom Teacher System Annual Performance Report Section V: Comments by Teacher Optional. Use additional sheet, if necessary If teacher’s comments specifically appeal a Standard rating, a PDR rating, the PDR summary rating, or the Overall Performance Rating, the teacher must submit the District appeal form See Appeal Form Instructions (PASS & EMWeb) If you’re unsure if comments are an “appeal”, contact Evaluation Systems office

40. Certified Evaluation Appeals An employee may base his/her appeal on either of two reasons • Failure to follow procedures • Failure to consider significant information • Principal determines what is “significant” An employee may not “grieve” the results of his evaluation

41. Certified Evaluation Appeals • To appeal an evaluation, the employee must complete an evaluation appeal form (PASS/EMWeb) and submit it, along with any evidence and/or documentation, to the Principal/Supervisor within 10 business days of the receipt of the evaluation report • The Principal/Supervisor must respond to the appeal within 20 business days • If the rating is upheld, the employee may submit an appeal to the CHRO within 10 days of receipt of the Principal’s response • The CHRO and Area Assistant Superintendent will review and provide a single response to the appeal within 20 days of receipt of the appeal • This exhausts the appeal process

42. Other Certified Staff How do I evaluate other Certified Staff? • Aligned Evaluations for: • Special Education Teachers • Library Media Specialists • School Counselors • School Social Workers • Speech Language Pathologists • Uses same rating system and terminology • Includes the Professional Duties and Responsibility Section • Each is unique; read carefully

43. Other Certified Staff How do I evaluate OTHER Certified Staff? Use the rated Job Description (on PASS in “School-based Job Descriptions”) & Alternate Annual Summary Form (on PASS in “Other Certified Positions”) ISS Teachers Academic Coaches A few other teaching/support positions Be sure to use the rating grid when determining the overall rating If unsure, contact the Evaluation Systems Office

44. In compliance with BOE Administrative Rule GARI-R, ALL certified evaluation activity must be completed prior to April 1, 2013! This includes: • Observations • Feedback conferences • Completion of annual reports • Annual evaluation conferences • Teachers and paraprofessionals IMPORTANT!!! All Certified Evaluations

45. ALL Staff Evaluations Impact of Overall Unsatisfactory Rating • Certified employee is placed on the PSC’s Unsatisfactory Database (UNSAT) • For all employees, certified and classified, it results in his/her salary being frozen at same salary step for next school year

46. All Certified Employees Professional Development Plans (PDP) • HR’s Professional Standards and Ethics Department oversees the implementation of Professional Development Plans (PDP) to support certified employees with performance deficiencies • Contact Mary Finlayson, Director 770-420-4958

47. No employee, certified or classified, should receive an overall Unsatisfactory rating unless he/she has been informed in writing of specific performance concerns during the year. From certified or classified staff, we should never hear… I thought I was doing fine all year, but I received a “Unsatisfactory” rating….or… By the time I got feedback from my observation, school was almost out. I didn’t have time to improve my performance or get help.  No Surprises!

48. Evaluating Classified Staff* • Administrative Planning • Classified Orientation • Evaluation Process * In this presentation, classified staff refers to paraprofessionals, clerical employees, custodians, school nurses, bus drivers, etc. – all of whom are evaluated using a similar form and process.

49. Evaluating Classified Staff Administrative Planning • Principal assigns trained administrative evaluators for all classified employee groups at the beginning of the year • Teachers may not evaluate paraprofessionals • Head Custodians may not evaluate custodians • Employees are informed, in writing, of their designated evaluators

50. Evaluating Classified Staff Classified Orientation Assigned administrator provides evaluation orientation to all classified staff Use Evaluation Systems PowerPoint (PASS) At Orientation, give all classified employees copies of the following Current Job Descriptions (PASS) Evaluation Instruments