New Certificated Teacher’s Evaluation Process

1. New Certificated Teacher’s Evaluation Process

2. Background 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: • 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

3. Pete Seiler Jim Weaver Sandie Morrison Kathy Thompson Jan Kearns Louise Haynie Jamie Patton Lynda Rego How we did it… The team was composed of teachers and administrators from all Student Services Programs

4. Why? • Ed Code 44662(b) • Must include CA Teaching Standards • Old form obsolete & NOT in compliance • PAR Goals are professional and attainable

5. Timeline for Evaluations • Oct 15 Employee submits perf objectives to Supervisor • Nov 15 Supervisor & Employee meet to discuss objectives • Jan14 Minimum of 1 formal observation/obs conference • Jan 15 Supervisor will complete interim written eval and conference with employee who rec’d below std eval last year • Feb1 Supervisor shall complete interim eval of probationary teachers • May 1 Evaluator shall complete final written evaluation/conference with employee • 10 Days Employee may attach statement to evaluation Later

6. Goals/Performance Objectives • Goal Setting Meeting with Supervisor prior to Oct 15 • New form similar to old Evaluation form • Used at beginning of the year to set goals in accordance with CA State Standards

8. Certificated Teacher Evaluation Form • All employees evaluated by May 1 • New form • Six Standards • Each Standard is graded M=Meets or Exceeds Criteria, NI=Needs Improvement, or U=Unsatisfactory • Each Standard has supporting elements

11. STANDARD I – Engaging and supporting all students in learning • Examples of supporting elements include: • Connecting students’ prior knowledge, life experience and interests with learning goals. • Using a variety of instructional strategies and resources to respond to students’ diverse needs. • Facilitating learning experiences that promote autonomy, interaction and choice. • Engaging students in problem solving, critical thinking and other activities that make subject matter meaningful. • Promoting self-directed, reflective learning for all students.

12. STANDARD II – Creating and maintaining effective environments for student learning • Examples of supporting elements include: • Creating a physical environment that engages all students, that is safe and provides adequate supervision. • Establishing a climate that promotes fairness and respect. • Promoting social development and group responsibility. • Establishing and maintaining standards for student behavior. • Planning and implementing instructional procedures and routines that support student learning. • Using instructional time effectively.

13. STANDARD III – Understanding and organizing subject matter for student learning • Examples of supporting elements include: • Demonstrating knowledge of subject matter content and student development. • Organizing curriculum to support student understanding of subject matter. • Interrelating ideas and information within and across subject matter areas. • Developing student understanding through instructional strategies that are appropriate to the subject matter. • Using materials, resources and technologies to make subject • matter accessible to students.

14. STANDARD IV – Planning instruction and designing learning experiences for all students • Examples of supporting elements include: • Drawing on and valuing students’ backgrounds, interests and developmental learning needs. • Establishing and articulating goals for student learning. • Developing and sequencing instructional activities and materials for student learning. • Designing short-term and long-term plans to foster student learning. • Modifying instructional plans to adjust for student needs.

15. STANDARD V – Assessing student learning • Examples of supporting elements include: • Establishing and communicating learning goals for students. • Collecting and using multiple sources of information to assess student learning. • Involving and guiding students in assessing their own learning. • Using the results of assessment to guide instruction. • Communicating with students, families and/or others about student progress.

16. STANDARD VI – Developing as a professional educator • Examples of supporting elements include: • Reflecting on teaching practice and planning professional development. • Establishing professional goals and pursuing opportunities to grow professionally. • Working and communicating with families, colleagues and/or others to improve professional practice. • Balancing professional responsibilities/maintaining motivation.

17. “The RUBRIC” • Used to flesh out Standards • Assists Teachers and Administrators in seeing what is expected under each of the 6 Standards • Not all elements will apply to every situation • We should focus on the Standards, NOT the supporting rubric!