III.† Human Resources††††††††††††††††††††††††††††††††††††† (formerly #2463)
††††††††††† E.† Evaluation
††††††††††† 3.†††††††† Teacherís Evaluation
1.†††††††† MISSION / PHILOSOPHY
The purpose of teacher evaluation in the Narragansett School System is to provide a structured, supportive, and collaborative environment that will promote professional growth, enhance student learning, and further the districtís mission.
Evaluation and assessment are necessary aspects of teaching and learning.† They must provide opportunities to develop teaching practice and assure that instruction and interaction helps students achieve their full potential.† The Narragansett School System teacher evaluation will provide for a continuous cycle of assessment to ensure that all teachers meet the districtís standards for optimum teaching.
2.†††††††† ROLES AND RESPONSIBILITES
To meet the stated philosophy of the NSS Evaluation Model the roles and responsibilities for all professionals involved, directly or indirectly, must be understood.† Further, it is important to articulate when the roles and responsibilities for specific individuals change in relationship to the yearly cycle or status of the professional staff member.
A.††††††† Teaching / Professional Staff Roles and Responsibilities
A presumption of competence exists in the NSS Supervision / Evaluation Model.† Educators in the NSS are recognized for their professionalism, and as professionals it is understood that continued learning and growth is a necessary component of the practice of teaching.† Therefore, professional staff are expected to assume responsibility for their own goal setting, self assessment of practice, and development and implementation of professional development plans that help meet their goals and continue improvement professionally and in the school.
In the NSS Supervision / Evaluation Model teachers will:
∑ participate in an ongoing process of formative assessment
∑ complete annual self-assessments based on the Danielsonís criteria, Frameworks for Teaching.
∑ develop 1 to 2 annual goals for professional growth in collaboration with the supervising administrator
∑ develop a professional growth plan to achieve the stated goals
∑ assess the attainment of the planís goals through supporting assessments, reflection, and review of student outcomes on an ongoing basis
∑ report progress annually to the supervising administrator
B.†††††††† Administration Responsibilities
Administrators carry the responsibility of facilitating this model; to provide assistance to professional staff members in implementing professional growth plans, and to provide resources for professional staff engaged at all levels of the process.† In addition, the administrative staff must participate in this model fully, assuming their collective responsibility to make the supervision and evaluation of professional staff a priority which will improve teaching and student learning.
In the NSS Supervision / Evaluation Model administrators will:
∑ provide assistance to professionals as requested at all levels of the model.
∑ provide access to resources as appropriate to meet the needs of the program.
∑ complete yearly written responses to professional staff membersí reports related to their attainment of goals.
∑ complete summative evaluations as scheduled in the NSS evaluation cycle.
∑ follow all contractual, legal and statutory requirements related to the supervision/ evaluation of professional staff.
C.††††††† District Responsibilities
The district accepts the responsibility to ensure that the NSS Supervision / Evaluation Model receives the support necessary for successful implementation and ongoing facilitation.†
In the NSS Supervision / Evaluation Model the district will:
∑ accept that the supervision and evaluation of professional staff is an ongoing priority that provides accountability to the public and professional growth for NSS professionals.
∑ provide adequate training at all levels to ensure success of the model (training for implementation and ongoing).
The NSS Supervision / Evaluation Model differentiates placement in the model recognizing that professional growth needs vary at differing stages of a professionalís career.† Three tiers are used in the model; the non-tenured tier, the tenured tier, and the assistance tier.†
A.††††††† Non-Tenured Tier Timeframe
The goal of the non-tenured tier is to prepare novice professionals, or professionals new to the NSS, for continuous employment and professional growth.†
A professional in the non-tenured tier will have two formal summative evaluations each year completed by the supervising administrator.† The two summative evaluations will be completed by February 1.† This summative evaluation schedule will continue until a decision is made to place the individual on the tenured tier, or to non-renew the individualís employment in the district.
The evaluation of non-tenured professional staff will meet all statutory requirements.† Non-tenured professional staff will remain in this tier through three years of continuous service.† On the first day of the fourth year they will be placed in the tenured tier unless a break in service occurs, or they are non-renewed for employment.†
Teachers new to the Narragansett School System, who have achieved tenure in another RI school district, shall enter on year 2 of the non-tenured track providing there has been no break in service.† On the first day of the third year in the NSS they will be placed in the tenured tier unless a break in service occurs, or they are non-renewed for employment.†
In addition to this process, non-tenured professional staff members will participate in the NSS mentor program as resources allow.
B.†††††††† Tenured Tier Timeframe
The goal of the tenured tier is to support and assist the professional in processes which enhance professional growth, build personal and system capacity, and improve the overall teaching and learning for students.
Tenured professional staff will participate in a five-year cycle consisting of both formative and summative evaluations.† Staff members will be placed on the five-year cycle using a process related to their license renewal dates, or selected randomly as the model is implemented.
Years 1, 2, 3, 4 will be formative assessment years during which the tenured professional will participate in goal setting, self and supportive assessments as explained in this model.† Year 5 will be a summative assessment year.† The supervising administrator will complete the summative assessment.
C.††††††† Assistance Tier Timeframe
Although the purpose of teacher evaluation is to promote professional growth, it may be necessary to place a teacher on a Teacher Assistance Plan when an administrator determines that the teacher has deficiencies that seriously affect performance relating to the Rhode Island Teaching Standards.† The length of time on the Teacher Assistance Plan will vary with each individual.
††††††††††† 1.†††††††† Purposes
∑ To demonstrate the commitment of the Narragansett School System to the ongoing growth and development of all teachers
∑ †To improve the performance of the staff members who have been identified by their administrators as needing assistance in meeting the expectations of the Rhode Island Teaching Standards
∑ To implement a process which is positive and should assist in professional growth
∑ To fairly assess performance that may result in recommendations related to contract non-renewal
††††††††††† 2.†††††††† Responsibilities -- The responsibility of the administrator and the teacher will be to establish performance criteria for areas in which improvement is needed, state the assistance or resources which will be provided, and appraise performance through regular observation and/or data/evidence collection.† Although both parties are still working in a cooperative manner in this situation, when agreement cannot be reached, the administrator maintains the responsibility for the statement and selection of goals.† The responsibility for meeting these goals and similar expectations will belong to the teacher.
††††††††††† 3.†††††††† Teacher Assistance Plan Procedure --When an administratorís observations and/or evaluation (utilizing the Rhode Island Teaching Standards) of any teacher indicates a performance problem, the evaluator will hold a conference to discuss specific concerns and to inform the teacher of the need to be placed on a Teacher Assistance Plan (TA1.A).
††††††††††††††††††††††† The teacher and evaluator will develop a personalized assistance plan that states areas of concern and is linked to the specific performance standard(s) needing improvement.† The plan will state areas of concern and will include specific actions, forms of assistance, and a timeline for completion of the plan.† Actions may include course work, readings, workshops or conferences, school or classroom visitations, or other types of activities (TA1.B).† The teacher will write a narrative linked to each activity indicating growth and reflection connected to the focus improvement areas (TA2).† The teacher and evaluator may identify a support team or mentor to provide specific assistance or support.† Other forms of assistance will also be specified as part of the assistance plan.† Dates during which announced and unannounced observations will occur will be part of the plan.† Announced observations will include a pre-conference, observation, and post-conference (S2).† The teacher will receive a draft of the observation write-up at least one day prior to the post-conference.† The evaluator will use formal and informal methods of gathering data to evaluate growth.† The teacher will be required to complete a self-evaluation/reflection (TA3).† The evaluator will complete a summative/narrative report at the end of the Teacher Assistance Plan timeline (TA4).
††††††††††††††††††††††† The Teacher Assistance Plan will continue until either (a) the standards are satisfactory, or (b) a recommendation for dismissal is made.
Two types of assessments, formative and summative, are incorporated in the NSS Model.
A.††††††† Summative Evaluation Process
A professional in the non-tenured tier will have two formal summative evaluations each year, until placed on the tenured tier, completed by the supervising administrator.† The two summative evaluations will be completed by February 1.† For tenured professionals this process will occur during the fifth year and every fifth year thereafter of the individualís evaluation cycle.† For professionals placed on the assistance tier this process will be initiated and a timeline followed as specified by the supervising administrator.
The summative process for the professional staff member and administrator will consist of:
††††††††††† 1.†††††††† Teacher completes Self-Evaluation Form (FS-1)† Teacher Self-Evaluation Form (FS-1) need not be submitted to the supervising administrator but should serve as the basis for discussion concerning professional growth.† (Non-tenured teachers will receive support/assistance in completing FS-1)
2. A meeting to review the process and clarify procedures and expectations early in the school year (S2-A section).
3. A pre-observation conference meeting to review plans, artifacts, and work related to the observation.† During this conference a collaborative decision will be made to determine the specific components from the Domains that will be the focus of the observation (S2-B Section).† The non-tenured professional and the administrator may select components from Domains 1 and/or 2 and/or 3 and/or 4 that will be the focus of the observation.† The tenured professional and administrator will review formative assessments completed by the professional during the previous four years, and supporting artifacts related to Domain 1 and/or 2 and/or 3 with Domain 4 solely selected by the tenured professional.†
4. Observation of professional practice (S2-C Section), (S3).
5. A post-observation conference will be held to review:
††††††††††† a.†††††††† The administratorís observations related to domains 1, 2 and 3 of the Framework for Teaching criteria (S-3).
††††††††††† b.†††††††† The written summative evaluation (S-4) (S2-D Section).
B.†††††††† Formative Assessment / Evaluation Process
The formative assessment process is one that emphasizes professional reflection on practice, self-assessment using established criteria for effective teaching, and planning to accomplish professional development goals identified as a result of this process.
Tenured professional staff employed by NSS will participate in this process during years 1,2,3, & 4 of the cycle.† It will be the responsibility of the professional staff member to maintain accurate records, to document professional growth activities, and to provide the supervising administrator with yearly reports on the completion of goals.
††††††††††† 1.†††††††† Self Assessment and Goal Setting -- Professional staff members will select 1-2 primary goals collaboratively with their supervising administrator for professional growth.† If the professional staff member and the supervising administrator cannot reach agreement, then each will select a goal.† The selected goal(s) will indicate areas for professional growth related to Domains 1, 2, and/or 3 of the Framework for Teaching identified by completing a self assessment of individual practice related to identified domains.† With approval from the supervising administrator, the professional may also select a secondary goal related to domain 4 of the Framework for Teaching.† For the tenured professional, Domain 4 may be selected solely by the tenured professional.† The selection of a goal in this area may relate to a district initiative or a specific personal area of improvement or professional contribution to out of district initiatives (FS1).
††††††††††† 2.†††††††† *Developing a Plan for Professional Growth -- The professional staff member will develop a plan and submit form (F2) for professional growth based upon his/her conclusions as part of the self assessment and goal setting process as soon as possible, but no later than October 15*.† The professional staff member will submit a typewritten copy.† The administrator will respond within 5 school days (F2).
††††††††††† 3.†††††††† Continued Assessment and Reflection -- Following the selection of goals for professional development, the staff member will participate in a process of ongoing self-assessments.† This process could include the use of peer and student feedback, as well as other artifacts.† The staff member will reflect upon the finding of this work as professional development plans and improvements are realized.
††††††††††† 4.†††††††† **Yearly Report -- No later than May 1, the professional staff member will provide the supervising administrator with a yearly report on the progress he/she has made toward completing the goals, which may include mutually agreed upon revisions or changes to the original plan (F3).† The administrator will respond in writing and submit form (F3) to the yearly report prior to the close of school.† The staff member and administrator have the flexibility to mutually decide to continue goals for a two-year period.
5.†††††††† COMPONENTS OF THE NSS SUPERVISION / EVALUATION MODEL
1. Criteria -- The Framework for Teaching, by Charlotte Danielson, has been selected as the criteria against which professional practice will be assessed, and will be used to guide professional development.
††††††††††† 2.†††††††† Comprehensive Summative Evaluation -- A process to be completed by the supervising administrator in which artifacts collected by the teacher during the four years of formative / goal setting process are reviewed, and a classroom observation and evaluation is completed.
††††††††††† 3.†††††††† Ongoing Formative Assessments -- A process of self-assessment using established criteria, goal setting, ongoing assessment on the completion of goals using a plan for professional growth and development.
††††††††††† 4.†††††††† Assistance Plan -- A descriptive, specific process used to correct areas of deficiencies or unsatisfactory performance related to professional practice.
††††††††††† 5.†††††††† Artifacts -- The records of professional growth, documents, plans, units of instruction, student work, and other material collected by a professional to demonstrate growth and completion of professional development plans.† Artifacts may include (but are not limited to) the following:
∑ student work
∑ peer observations
∑ student assessment of practice
∑ lesson plans
∑ curriculum units
∑ assessment results (internal and external)
∑ self assessments / reflections
∑ classroom videos
∑ parent student responses
∑ action research documentation