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Instructional Accountability

Instructional Accountability. August 15, 2012 Fontana Unified School District Superintendent, Cali Olsen-Binks Associate Superintendent, Oscar Dueñas Director, Human Resources, Mark McLaughlin. Overview. Local Educational Agency Plan / Single Plan for Student Achievement Monitoring

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Instructional Accountability

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  1. Instructional Accountability August 15, 2012 Fontana Unified School District Superintendent, Cali Olsen-Binks Associate Superintendent, Oscar Dueñas Director, Human Resources, Mark McLaughlin

  2. Overview • Local Educational Agency Plan / Single Plan for Student Achievement • Monitoring • Professional Development/Accountability • Observations & Evaluations • Coaching/Remediation Plan • Peer Assistance Review (PAR)

  3. Local Education Agency (LEA) Plan Educational Master Plan for the District addresses the academic and language needs of all students as defined in the State Standards Data analysis identifies improvement needs Plan of action to address academic and language needs developed by LEA Plan Task Force (certificated, classified, management, parents, community, students) Board Approves

  4. From LEA to Single Plan for Student Achievement (SPSA) LEA serves as the Basic model to develop Single Plan for Student Achievement addressing student academic and language needs as defined in the State Standards Data Analysis (district data as well as site specific data to provide supplemental services and trainings) Site team develops the SPSA and approved by the School Site Council composed of site staff and parents. SPSA then sent to School Board for approval

  5. Monitoring Administrators monitor instruction, implementation and fidelity of the core curriculum as well as the supplemental programs and services Administrators analyze data to monitor the academic and language progress of students in State Standards Administrators provide feedback to Teachers through coaching and evaluation process

  6. Professional Development/Accountability Provide necessary training for Administrators and Teachers Site Administrators and District Support serve as coaches for teachers to provide quality classroom instruction Site Administrators hold teachers accountable to the California Standards for the Teaching Profession (CSTPs) and use it as their evaluation tool to monitor increase in student achievement and the professional development of teachers

  7. Evaluation Process The Evaluation Process is found in Article 9 of the Collective Bargaining Agreement (CBA) The Evaluations Process is a negotiated process and is an agreement between the Fontana Unified School District (FUSD) and the Fontana Teachers Association (FTA)

  8. Evaluation Process • The basic purpose of the Evaluation Process is to • Establish the premise of continuous improvement to promote personal accountability • To encourage professional development • Provide for due process • Within this context, evaluation is: • A cooperative and continuous process aimed at improving and maintaining qualityeducational programs, while serving as an essential component in the professional development of certificated personnel. (CBA, 9.1)

  9. Evaluation Process What has a positive effect instruction and performance is the conversation between Administrators and Teachers on an ongoing basis throughout the school year. This provides for proper accountability and conversations when needed and appropriate

  10. Evaluation Process In order to be in compliance with Education Code 44662(b) the governing board of each school district shall evaluate certificated employee performance as it reasonably relates to each of these standards: California Standards for the Teaching Profession (CSTPs) Engaging and supporting all students in learning Creating and maintaining effective environments for student learning Understanding and organizing subject matter for student learning Planning instruction and designing learning experiences for all students Assessing student learning Developing as a professional educator

  11. Non Permanent Non Permanent Teachers are to be observed no less than three (3) times per year and have two (2) evaluations.

  12. Permanent • Permanent Teachers shall be formally observed and evaluated at least one (1) time every two (2) years. • Teachers have the ability to fall into a five (5) year cycle during the evaluation process • Administration always has the ability to evaluate Teachers as long as the timelines are meet to notify and the Standards and Key Elements meeting take place within the first four(4) weeks of school

  13. Notification Notification for a Certificated Bargaining Unit member must be made in writing/email within the first two weeks of the school year or within the first two weeks of being hired.

  14. Standards and Key Elements • California Standards for the Teaching Profession Objectives: • Prior to the end of the fourth (4th) week of school • Teachers meet with their evaluating administrator to complete their Standards and Key Elements. • The member is to indicate the resources and/or support needed and timeline for accomplishing each objective. • The evaluator shall acquaint Teachers with District philosophy, the CSTPs, goals, job descriptions, and additional District performance expectations.

  15. Observation Process • The Classroom Observation will be used for the purpose of recording classroom observations as well as providing recommendations and commendations to the teachers. • Minimum of one formal classroom observation is required for permanent teachers • Minimum of three formal classroom observations is required for non-permanent teachers.

  16. Teacher Evaluation • Summarize the effectiveness of the Teacher’s performance in reference to stated Standards and Key Elements within the CSTPs • The first evaluation is to be completed for non-permanent Teachers by December 14, 2012. • The second evaluation for non-permanent Teachers by April 4, 2013 • Evaluation for permanent Teachers is to be completed by April 4, 2013

  17. Remediation Plan Specific evidence for remediation from formal observation Recommendations District Assistance Materials Time Schedule Communication Process

  18. Unsatisfactory PAR Referral • A Referred Participating Teacher is a teacher with permanent status who is referred for assistance to the PAR Program in order • To improve his/her instructional skills, classroom management, knowledge of subject, and/or related aspects of his/her teaching performance as a result of an overall unsatisfactory evaluation (CBA, 20.6.1)

  19. Volunteer PAR Referral A teacher with permanent status Volunteers to participate in the PAR program to improve their educational practices Peer assistance only

  20. Update Information for 2012-2013 FUSD and FTA negotiated using 2009 CSTPs and updated and revised the evaluation document/rubric New Evaluation Handbook was created by Human Resources All Administrators who supervise Teachers participated in an Evaluation Training and had the opportunity to ask questions during the first six days of the school year Administrators were provide all of the correct forms and documents that should be used during the Evaluation Process Timeline memo was sent to ensure administrators meet all timelines listed within the CBA

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