Special Education Teacher: Evaluation Process Guide
Special EducationTeacher:EvaluationProcess GuideSusanne Carrescia, DirectorEmily ButlerPam CarpentierLan EberleBecky HowardLinda LaunerBrooke MairJessica NemethAugust 6, 2013 Edition
EVALUATION PROCESS GUIDEThe SEAPCO Evaluation Process Guide is your manual to our evaluation system for certified employees. The Guideprovides you with SEAPCO’s expectations for your instructional delivery based on the Danielson evaluation rubric,with changes to meet our special populations. As you review these documents and align your practices with ourexpectations, you will find yourself becoming a stronger more confident educator.SEAPCO MISSIONThe mission of SEAPCO is to partner with member districts and families to prepare students with diverseeducational needs to be productive citizens of society.1. TEACHER EVALUATION SYSTEM“Teacher” means full-time or part-time professional employee of the co-op who is required to hold a teachingcertificate issued in accordance with Article 21 of the School Code or a professional educator’s license endorsedfor a teaching field issued in accordance with Article 21B of the School Code.A.THE PURPOSE OF THE TEACHER EVALUATION SYSTEM IN SEAPCO IS TO:1.2.3.4.5.B.Ensure quality instruction and student learning.Foster a standards-based approach based on the Danielson, Framework for Teaching.Encourage self-reflection for professional growth and accountability.Support consistent implementation of the plan across the cooperative.Meet the requirements of the Illinois School Code.AREAS OF REQUIRED CONSIDERATION:In accordance with the Illinois School Code, a teacher’s summative evaluation will take into considerationteacher attendance, instructional methods, classroom management and competency in subject mattertaught.2
2. RATING SYSTEMNo later than the 2016-17 school year, student growth components will be added in to the teacher evaluationrating system. Additional language will be added to reflect this change.A.EXCELLENT: The classroom teacher rated EXCELLENT performs above expectations in both studentachievement and professional contribution to the district or cooperative. This is a teacher whoconsistently demonstrates excellence in the domains of: Knowledge and Preparation, ClassroomEnvironment, Instruction, and Professional Responsibilities by engaging in activities believed to be stronglyrelated to positive student learning outcomes.B.PROFICIENT: The classroom teacher rated PROFICIENT meet expectations by working with students toachieve a high level of success. This is a teacher who consistently demonstrates proficiency in the domainsof: Knowledge and Preparation, Classroom Environment, Instruction, and Professional Responsibilities byengaging in activities believed to be strongly related to positive student learning outcomes.C.NEEDS IMPROVEMENT: The classroom teacher rated as NEEDS IMPROVEMENT does not consistentlypromote student success through professional practice. This is a teacher who regularly demonstrates aneed for improvement in one or more of the domains of: Knowledge and Preparation, ClassroomEnvironment, Instruction, and Professional Responsibilities. This teacher may recognize or intermittentlyengage in activities believed to be highly correlated with positive student learning outcomes, but stillshows significant room for professional growth.Note: If a tenured teacher’s performance is rated as NEEDS IMPROVEMENT, the evaluator in consultationwith the evaluated teacher must develop a Professional Development Plan, a template for this plan isattached (see Appendix E, page 13). The Plan must be developed within thirty (30) school days followingthe evaluation meeting that resulted in a Needs Improvement rating. The Plan does not have a minimum ormaximum time frame. Any teacher receiving a Needs Improvement rating will be evaluated in thefollowing school year. If the performance areas are corrected and the teacher receives a Proficient orExcellent rating, he/she returns to the regular evaluation cycle.D.UNSATISFACTORY:The classroom teacher rated UNSATISFACTORY fails to meet professionalexpectations. This is a teacher who consistently demonstrates unsatisfactory performance in one or moreof the domains of: Knowledge and Preparation, Classroom Environment, Instruction, and ProfessionalResponsibilities.Note: Within thirty (30) calendar days after completion of an evaluation of a teacher receiving anUnsatisfactory rating, the development and commencement of a Remediation Plan (see Appendix F, page14-15) designed to correct the deficiencies cited will be enacted, provided the deficiencies are remediable.Additionally a consulting teacher will be selected by the evaluator who has at least five (5) yearsexperience, familiarity with the assignment, and an Excellent on the last evaluation. The Remediation Planshall provide for ninety (90) school days of remediation within the classroom. A mid-point and finalevaluation will be provided by the evaluator during and at the end of the remediation period. Any teacherreceiving an UNSATISFACTORY rating will be evaluated in the following school year. If the performanceareas are remediated and the teacher receives a Proficient or Excellent rating, he/she will return to theregular evaluation cycle. If, at the conclusion of the remediation period, the teacher has not corrected theirperformance deficiencies the teacher is subject to dismissal.3
3. FORMAL AND INFORMAL OBSERVATIONA.FORMAL OBSERVATION: A formal observation means a specific window of time (at least 30 minutes orone class period) that is scheduled with the teacher for the qualified evaluator to directly observeprofessional practices in the classroom, in the school, or in a pre-arranged educational setting. At thepost-observation conference, the evaluator will provide evidence and feedback to the teacher in writing.The teacher may provide additional information or explanation about the lesson presented. The followingsteps outline the formal observation process:1.2.3.4.5.6.B.Teacher completes self-reflection (see Teacher Performance Rubric, pages 17-34)Professional Growth Plan Meeting (see Appendix A, page 7)Completion of Pre-Observation Conference form by teacher (see Appendix B, pages 8-9)Pre-Observation ConferenceClassroom Observation by evaluator (see Appendix C, page 10)Post-Observation Conference (see Appendix D, page 11-12)INFORMAL OBSERVATION: An informal observation is an observation of a teacher by a qualified evaluatorthat is not announced in advance and is not subject to a minimum time requirement. A pre-conference isnot required. The evidence and feedback is provided either orally or in writing. The informal observationevidence can only be used in determining the summative rating if the documentation is provided inwriting. The evaluator must provide an opportunity for the teacher to have an in person discussionfollowing an informal observation. The informal Classroom Observation form is attached (see Appendix C,page 10).4. EVALUATION TIME LINEA.NON-TENURED TEACHERS will be evaluated annually. Each non-tenured first year teacher will participatein at least two formal and one informal evaluation prior to March 1st. In years two, three, and four, theteacher will participate in at least one formal and one informal evaluation prior to March 1st. Theseevaluations will follow the time line detailed below:1.2.3.4.B.September 15 – Growth Plan meetingNovember 15 - First post-observation meetingFebruary 15 - Second post-observation meetingMarch 1 - Final Evaluation completedTENURED TEACHERS will be evaluated at least every other school year consisting of a minimum of oneformal and one informal observation. Tenured teacher evaluations will follow the time line detailedbelow:1.2.3.September 15 – Growth Plan MeetingFebruary 15 – Post-observation meetingMarch 1 - Final Evaluation completedNote: See additional time line information in Section 2 regarding ratings of Unsatisfactory and NeedsImprovement.4
5. JOB DESCRIPTIONIn accordance with Illinois School Code, evaluation plans must include a description of each teacher’s dutiesand responsibilities. These may be found on the SEAPCO website (see Appendix G, page 16).6. PERFORMANCE RUBRICSEAPCO Evaluation Rubric encompasses all 4 domains relative to teacher professional growth and skillsattainment. The following domains are addressed: Knowledge and Preparation, The Classroom Environment,Instruction, and Professional Responsibilities (see Appendix H, page 17-34).7. FINAL EVALUATION SCORESHEETFinal Evaluation Scoresheet has been developed to evaluate teacher performance against the above rubricwhich is based on Danielson Framework for Teaching (see Appendix I, page 35-38).8. PROFESSIONAL GROWTH PLANStaff will develop a plan toward the achievement of two professional growth goals aligned with the EvaluationRubric based on their evaluation cycle. Pursuit of these goals will reinforce effective teaching practices,promote instructional improvement, enhance student learning, increase student achievement, and/or developsound professional habits (see Appendix A, page 7).9. EVALUATION PROCESS NOTIFICATIONAt the start of the school term, or before, (i.e., the first day students are required to be in attendance) theschool district will provide staff with notification (either electronic or paper) of their evaluation to be completedwithin the school year. This notice will include references to the SEAPCO Evaluation Process Guide includingbut not limited to:1.2.3.A copy of the rubric to be used to rate the teacher;A summary of the rating system to be used in their evaluation: “excellent”, “proficient”, “needsimprovement” and “unsatisfactory”;A summary of the district’s procedures related to the provision of professional development orremediation in the event a teacher receives a “needs improvement” or “unsatisfactory” rating,respectively, to include evaluation tools to be used during their remediation period.If a teacher is hired after the start of the school term, then within thirty (30) calendar days from their hire date,a teacher will be given a hard copy of the SEAPCO Evaluation Process Guide and the location of the electroniccopy.5
APPENDIXTABLE OF CONTENTSAppendixTitlePage #AProfessional Growth Plan7BPre-Observation Conference Form8-9CClassroom Observation Documentation10DPost-Observation Conference FormEProfessional Development Plan for Needs ImprovementFRemediation Plan for UnsatisfactoryGSpecial Education Teacher Job DescriptionHTeacher Performance Rubric17-34ITeacher & Consultant Final Evaluation Scoresheet35-3811-121314-15166
Appendix ASPECIAL EDUCATION ASSOCIATION OF PEORIA COUNTY6000 S. ADAMS STREET BARTONVILLE, IL 61607PH: (309) 697-0880 FAX: (309) 697-0884PROFESSIONAL GROWTH PLANCertified Staff Member:Position:Class/Level:School:Date:List your professional goals below. Goals should be related to the job standards rubric for your professional position. At the end of the evaluation period,you must provide a written summary of goal completion and an outline of portfolio contents to your area administrator. The column entitled “Goal completion”will be completed by the area administrator at the end of the evaluation period.Goals/Objectives (Identify Domain/Element)Means for measuring and/or EvidenceINITIAL: Certified Staff Member:Evaluator:Date:Date:FINAL: Certified Staff on Date7
Appendix BSpecial Education Association of Peoria County6000 S. Adams Street, Bartonville, IL 61607Phone (309) 697-0880 Fax (309) 697-0884PRE-OBSERVATION CONFERENCE FORMEmployee’s Name:Date of Pre-Conference:Grade Level te/Time of Observation:Lesson Topic:st1 Year2ndYearrd3 Yearth4 YearTenured1. Student Characteristics: Briefly describe the students in this class.2. Objectives: What are the goals for the lesson? What do you want the students to learn?3. Evaluative Objectives: Why are these goals suitable for this group of students?4. Instructional Strategies: What methods of instruction do you plan to utilize to ensure the objectives are met?5. Student Involvement: How do you plan to engage students in the content? What will you do during this timestudents are engaged?6. Lesson Plan – Unit Plan - Materials: What instructional materials or other resources, if any, will you use?7. Technology: Will you incorporate the use of technology in this particular lesson?8. Assessment: How do you plan to assess student achievement of the goal? What procedure will you use?9. Special Interest: Are there any special circumstances that may affect this lesson?8
10. Supervisory Focus: Are there any particular items that you want me to look for and give you feedback while I amconducting the observation?11. Professional Growth Activities & Contribution to District/School CommunityOther comments or concerns?Employee’s SignatureDateAdministrator’s SignatureDateSEAPCO Form #7179
Special Education Association of Peoria CountyAppendix C6000 S. Adams Street, Bartonville, IL 61607Phone (309) 697-0880 Fax (309) 697-0884CLASSROOM OBSERVATION DOCUMENTATIONTeacher/Consultant:Date / Time:Evaluator:Subject Area:Domain 2: Classroom EnvironmentDomain 3: InstructionComponents:Components:2a – Creating an Environment of Respect and Rapport2b – Establishing a Culture for Learning2c – Managing Classroom Procedures2d – Managing Student BehaviorTypes of Observation:3a – Communicating Clearly and Accurately3b – Engaging Students in Learning3c – Element 1 - Using Assessment in Instruction3c – Element 2 – Monitoring of Student Learning3d – Demonstrating Flexibility and ResponsivenessFormal ObservationInformal ObservationAnnouncedUnannouncedACTIONS & STATEMENTS/QUESTIONS BY TEACHER/CONSULTANT & STUDENTS(Please list time and component for each action listed below)Additional Notes:Employee’s SignatureDateEvaluator’s SignatureDateSEAPCO Form #718T/C10
Appendix DSpecial Education Association of Peoria County6000 S. Adams Street, Bartonville, IL 61607Phone (309) 697-0880 Fax (309) 697-0884POST-OBSERVATION CONFERENCE FORMClassroom Teacher/Consultant:Observation Date:Date of Post-Conference:Grade Level & Subject:Time:Period: DOMAIN #2: THE CLASSROOM ENVIRONMENT2a. Creating an Environment of Respect and Rapport (Unsatisfactory - Needs Improvement – Proficient - Excellent)2b. Establishing a Culture for Learning (Unsatisfactory - Needs Improvement – Proficient - Excellent)2c. Managing Classroom Procedures (Unsatisfactory - Needs Improvement – Proficient - Excellent)2d. Managing Student Behavior (Unsatisfactory - Needs Improvement – Proficient - Excellent)11
DOMAIN #3: INSTRUCTION3a. Communicating Clearly and Accurately (Unsatisfactory - Needs Improvement – Proficient - Excellent)3b. Engaging Students in Learning (Unsatisfactory - Needs Improvement – Proficient - Excellent)3c. - Element #1 - Using Assessment in Instruction (Unsatisfactory - Needs Improvement – Proficient - Excellent)3c. - Element #2 - Monitoring of Student Learning (Unsatisfactory - Needs Improvement – Proficient - Excellent)3d. Demonstrating Flexibility and Responsiveness (Unsatisfactory - Needs Improvement – Proficient - Excellent)Additional Notes:Teacher/Consultant Signature:Date:Evaluator Signature:Date:SEAPCO Form #719T/C12
Special Education Association of Peoria CountyAppendix E6000 S. Adams Street, Bartonville, IL 61607Phone (309) 697-0880 Fax (309) 697-0884PROFESSIONAL DEVELOPMENT PLAN FOR NEEDS IMPROVEMENT(A written copy of evaluation will be attached)Domain –Component/ElementProfessional DevelopmentRecommendations for ImprovementDistrict lement:Domain:Component/Element:Employee’s Signature:Date:Administrator’s Signature:Date:SEAPCO Form #72013
Appendix FSpecial Education Association of Peoria County6000 S. Adams Street, Bartonville, IL 61607Phone (309) 697-0880 Fax (309) 697-0884REMEDIATION PLAN FOR UNSATISFACTORY(A written copy of evaluation will be attached)Domain –Component/Elementto be RemediatedTarget IndicatingProficiencyRecommendations for nt/Element:Domain:Component/Element:Review Dates of Plan Implementation:Beginning Evaluation Date:Mid-Point Evaluation Date:Final Evaluation Date:Identified Consulting Peer: (Mentor Program)Name14
Beginning Evaluation Date:Employee’s Signature:Consulting Peer’s Signature:Administrator’s Signature:Mid-Point Evaluation Date:Progress Summary:Employee’s Signature:Consulting Peer’s Signature:Administrator’s Signature:Final Evaluation Date:Employee’s Signature:Consulting Peer’s Signature:Administrator’s Signature:SEAPCO Form #72115
SPECIAL EDUCATION TEACHERJOB DESCRIPTIONReports to:Special Education AdministratorCredentials:Type 10 Certification or endorsement in area of responsibilityAppendix GI. INSTRUCTIONAL PLANNINGA. Plan an age appropriate program of study that meets the individual needs and abilities of students inaccordance with district curriculum goals where applicable.B. Develop and implement an appropriate IEP to assess each student’s progress.C. Plan and supervise purposeful assignments for teacher assistants and/or volunteers and evaluate theirjob performance.D. Develop and coordinate appropriate instructional materials, units and supplemental resources fordelivery of instruction.E. Develop, modify, or adapt materials and assignments of the classroom curriculum to meet individualneeds within an inclusionary setting.II. INSTRUCTIONAL DELIVERYA.B.C.D.E.F.Present lessons and activities incorporating an introduction, statement of objectives, and summation.Provide opportunity for student feedback, guided practice, and independent practice.Lesson presentation incorporates different modalities of instruction.Evaluate student’s performance and implement remedial strategies as needed.Provide instruction, implementing the IEP, assisting students as indicated by circumstances.In an inclusionary setting, implement the IEP, provide instruction, team teach, and assist students asindicated by circumstances.III. COMMUNICATIONA. Establish and maintain communication with faculty members, administration, supervisory personnel,parents, and students.B. Complete and submit required forms and reports on time.C. Attend and participate in conferences regarding students.IV. CLASSROOM AND BEHAVIOR MANAGEMENTA. Develop and implement reasonable rules of classroom behavior and procedures to maintain a positivelearning environment.B. Assure responsibility for the safety and well being of students under his or her direct supervision.C. Assume responsibility for the care and protection of school property, equipment, and materials.D. Implement all applicable policies and/or rules established by housing district.V. PROFESSIONALISMA. Improve competence by utilizing inservice opportunities, course work, professional literature, and otherreliable means of professional growth.B. Maintain professional ethics.C. Wear appropriate attire as determined by district dress code and instructional setting.D. Follow arrival and departure times of school as established by district guidelines.E. Meet attendance guidelines as established by the SEAPCO handbook.16
Appendix HSEAPCOTEACHER PERFORMANCE RUBRICDOMAIN 1: KNOWLEDGE AND PREPARATIONCOMPONENT 1a - Illinois Professional Teaching Standards: 1, 2, 4LEVEL OF PERFORMANCEELEMENTSUNSATISFACTORY – 1 PointNEEDS IMPROVEMENT – 2 PointsPROFICIENT – 3 PointsEXCELLENT – 4 PointsDoes Not Meet State StandardsProgressing Toward State StandardsMeets State StandardsExceeds State StandardsDemonstratingKnowledge ofContent andPedagogyThe teacher’s plans and practice displaylittle knowledge of the content,standards, curriculum, as well asprerequisite relationships betweendifferent aspects of the content, or theinstruc
post-observation conference, the evaluator will provide evidence and feedback to the teacher in writing. The teacher may provide additional information or explanation about the lesson presented. The following steps outline the formal observation process: 1. Teacher completes self-reflection (see Teacher Performance Rubric, pages 17-34) 2.
Standards One, Four, and Six of the Teacher Evaluation Process. (See Teacher Evaluation Process.) 2. Artifact – A product resulting from a teacher’s work. Artifacts are natural by-products of a teacher’s work and are not created for the purpose of satisfying evaluation requirements. Artifacts can be presented by the teacher to the
evaluation model and the updated 2017 marzano focused teacher evaluation model 8 the research base of the marzano focused teacher evaluation model 8 marzano observation correlations with florida vam 10 2013-14 pinellas pilot findings 11 overview of the 2017 marzano focused teacher evaluation model 13 marzano focused teacher evaluation model 17
Teacher Evaluation Process . McREL Rubric . and . Evidence Document . The Gloucester City School District teacher evaluation process is based on the McREL Teacher Evaluation Rubric. The rubric consists of five standards, or framework statements, that identify areas of teacher performance which are observable and documentable. Each standard is .
The potential for teacher evaluation to enable more effec-tive teacher retention policies rests on several assumptions. First, evaluation systems implemented at scale must be Teacher Evaluation and Teacher Turnover in Equilibrium: Evidence From DC Public Schools Jessalynn James Annenberg Institute, Brown University James H. Wyckoff
Regional need for information on teacher evaluation 2 Defining performance-based teacher evaluation 3 Research questions 3 Study findings 4 Key characteristics of state-level performance-based teacher evaluation systems 4 Teacher evaluation measures, teaching standards, and rating categories 7 Study limitations 13
TEACHER EDUCATION HANDBOOK COLLEGE of EDUCATION OFFICE OF TEACHER EDUCATION AND STUDENT SERVICES . A Teacher’s Model For Co–teaching 39 . Teacher Education Unit Theme and Learning Outcomes The teacher education “unit’ at Tennessee State University is bigger than theFile Size: 2MB
Six of the Teacher Evaluation Process. (See Teacher Evaluation Process.) 2. Action Plan – A plan developed by a principal/supervisor with input from the teacher for the purpose of articulating specific actions and outcomes needed in order to improve the teacher’s performance. Action
o The teacher's performance in relation to the district's teacher job descriptions and evaluation rubric, which includes the evaluation of observations and practice based on the teacher practice instrument, SGOs, and mSGP, when applicable o Progress toward meeting goals set in the teacher's PDP, or when applicable, CAP o The teacher's .
