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New Teacher Evaluation Process. Improving student performance and customer satisfaction Accreditation NCAA approval INACOL standards Teacher feedback and recognition. Teacher Evaluation Cycle 2013-2014.
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New Teacher Evaluation Process • Improving student performance and customer satisfaction • Accreditation • NCAA approval • INACOL standards • Teacher feedback and recognition
Teacher Evaluation Cycle 2013-2014 • All teachers with ten or more students enrolled will be evaluated according to the following cycle. Walk-through evaluations and formal evaluations for other teachers may be deemed appropriate by the department chair. • Aug. 26, 2013 – Dec. 31, 2013 > Two walk-through evaluations (Formative) • > One phone call following each (2 total)* • Send checklist and comments to teacher (2 total) • Jan. 1, 2014 – Jun. 1, 2014 > One walk-through evaluation (Formative) • > One phone call to follow up* • > Send checklist and comments to teacher (1 total) • > Final Formal Evaluation (Summative) • > One phone call to follow up* • > Send Formal Evaluation to the teacher • *Department Chair may opt for an online meeting or BbIM contact to utilize screen sharing instead of a phone call.
Walk-through Form • Objectives • Gives a quick snapshot view of a quick walk-through in your virtual classroom. Every sections may not be filled out. • Focus is generally on “Student Experience Indicators:” Communications, Feedback/Monitoring, Interactions with Students. (Indicators 3 and 4) • Other indicators are checked through year as needed and at least once (ex: check for correct certification, or attendance at recent meetings, etc.)
Walk-through in Practice • Number of Walk-Throughs per semester: • More than 10 students: You will have a minimum of 2 walk-throughs in the fall and one in the spring, on average. • Less than 10 students: You may not have 2 walk-throughs depending on your class load. But, you will have at least one. • Zero students: You will not have a walk through until you have enrollments. • What happens when a walk-through is complete: • You will receive an email to schedule a time for a phone conference with me. • You and I will discuss any questions, concerns, strengths, trainings needed, etc. • Goal of walk-through: • Continue to strengthen our teachers in their craft. • Assist teachers with adopting and executing iNacol best practices for online learning. • Support teacher development and continuous improvement. • Walk-through form
Summative Evaluation • Teachers that generally have ten or more students will receive one Formal Yearly Evaluation (summative evaluation) each school year. Department chairs may opt to evaluate additional teachers. • The department chair will send the teacher a request for screenshots of grading comments, chat logs, and other evidences of quality communications with students prior to the formal evaluation. • Following the summative evaluation, the department chair will meet with the teacher to review the evaluation and to discuss strengths and recommendations. • An electronic copy of the evaluation form will be sent to the teacher & one will be retained by the department chair.
Summative Evaluation: Standards & Indicators • The standards and the indicators used in the evaluation form are based on the SREB Online Teaching Evaluation for State Virtual Schools and the iNACOLNational Standards for Quality Online Teaching. • The indicators are aligned with the walk-through evaluation form. • Link to Summative Form
Summative Evaluation Standards • Standard 1: The teacher meets the professional teaching standards established by a state‐licensing agency or the teacher has academic credentials in the field in which he or she is teaching. • Standard 2: The teacher has the prerequisite technology skills to teach online. • Standard 3: The teacher utilizes strategies to encourage active learning, interaction, participation, and collaboration in the online environment.
Standard 4: The teacher provides online leadership in a manner that promotes student success through regular feedback, prompt response, and clear expectations. • Standard 5: The teacher models, guides, and encourages legal, ethical, safe, and healthy behavior related to technology use. • Standard 6: The teacher is appropriately responsive to students with diverse abilities and special needs in the online classroom. • Standard 7: The teacher collaborates with colleagues & department chair.
Performance Ratings • Distinguished:The teacher exceeds the expectations 90%-100% of the time regarding all performance indicators of the course/professional requirements in order to reach students, ensure student success, and to grow professionally. The teacher is on target in course maintenance and delivery and should continue pursuing professional growth activities that address his/her personal areas of interest. • Proficient:The teacher meets the expectations 80%-89% of the time regarding all performance indicators of the course/professional requirements. Instruction is on target in the course(s). The teacher is proficient and should continue pursuing professional growth areas that address his/her personal areas of interest as well as any other targeted area determined by teacher and supervisor.
Performance Ratings • Below Expectations: The teacher meets expectations 50%-79% of the time. The teacher and department chair will target areas of growth in any domain where the teacher does not meet proficient or higher ratings. Professional development and significant growth will be expected in areas of weakness. Teacher will be on probation pending growth outcomes for ______________. • Unsatisfactory: The teacher meets the expectations 0-49% of the time. Based on this data, the academy will no longer engage the teacher as an adjunct online teacher.
Gathering Artifacts What we use to conduct walk-throughs and reviews
Evaluation Artifacts • Review of Professional License: current • Training Attendance: department meetings, training and follow-up trainings, and tutorials • Hosting office hours during designated times • PLE and Genius communication records: • Document all external communications in Genius (personal emails, phone calls, texts, chats, etc.). • Encourage students who have not started working. • Discuss pacing and progress. • Address specific policies relevant to course completion and student success (using handwritten notes, completing the final at the end of the course, etc.). • Summarize student issues and include the resolution. • Document academic integrity issues. • Sets goals with students (Let’s wrap up Unit 1 this week. Let’s complete 6 lessons this week). • Demonstrates use of intervention strategies or indicates specific supplemental resources. • Encouraging student participation during office hours. • Sends weekly update email to all students. • Sends weekly personal email to each student. • Sends students end date reminders. • Feedback on tests: Celebrate areas of strength and propose areas for further study.
PLE and Genius Communication Records • Document all external communications in Genius (personal emails, phone calls, texts, chats, etc.). • Evaluating the frequency, content, and quality of communications.
Feedback • Feedback is comprehensive and constructive • Discussions and drop box activities
Feedback: Unit Post-tests • Generate a report using the Curriculum Item Response Report • Suggest topics for further review and resources
Customer Feedback and Requested Documents • Emails or phone calls that we get from customers (students, parents, and affiliates) • Teacher captured artifacts: Grading comments, intervention strategies, and resources (BBIM, Email, Screen Capture)
