BrIDGES For DOE New - Browardschools

3y ago
118 Views
5 Downloads
5.17 MB
233 Pages
Last View : 3d ago
Last Download : 4m ago
Upload by : Lilly Kaiser
Transcription

2017-2018Broward Instructional Development and GrowthEvaluation System(BrIDGES)Broward County Public SchoolsRule 6A-5.030Form IEST-2015Effective Date: August 2017M. Robert Runcie, SuperintendentHeather Parente, Director of Employee Evaluations1 of 232

Table of Contents1. Performance of Students2. Instructional Practice3. Other Indicators of Performance4. Summative Evaluation Score5. Additional Requirements6. District Evaluation Procedures7. District Self-Monitoring8. Appendix A – Checklist for ApprovalDirections:This document has been provided in Microsoft Word format for the convenience of thedistrict. The order of the template shall not be rearranged. Each section offers specificdirections, but does not limit the amount of space or information that can be added to fitthe needs of the district. All submitted documents shall be titled and paginated. Wheredocumentation or evidence is required, copies of the source document(s) (for example,rubrics, policies and procedures, observation instruments) shall be provided. Uponcompletion, the district shall email the template and required supporting documentationfor submission to the address DistrictEvalSysEQ@fldoe.org.**Modifications to an approved evaluation system may be made by the district at anytime. A revised evaluation system shall be submitted for approval, in accordance withRule 6A-5.030(3), F.A.C. The entire template shall be sent for the approval process.Broward County Public SchoolsInstructional Evaluation System Template (IEST – 2017)2 of 232

1. Performance of StudentsDirections:The district shall provide: For all instructional personnel, the percentage of the evaluation that is based on theperformance of students criterion as outlined in s. 1012.34(3)(a)1., F.S., along with anexplanation of the scoring method, including how it is calculated and combined [Rule 6A5.030(2)(a)1., F.A.C.]. For classroom teachers newly hired by the district, the student performance measureand scoring method for each evaluation, including how it is calculated and combined[Rule 6A-5.030(2)(a)2., F.A.C.]. For all instructional personnel, confirmation of including student performance data for atleast three years, including the current year and the two years immediately preceding thecurrent year, when available. If less than the three most recent years of data are available,those years for which data are available must be used. If more than three years of studentperformance data are used, specify the years that will be used [Rule 6A-5.030(2)(a)3.,F.A.C.]. For classroom teachers of students for courses assessed by statewide, standardizedassessments under s. 1008.22, F.S., documentation that VAM results comprise at leastone-third of the evaluation [Rule 6A-5.030(2)(a)4., F.A.C.]. For classroom teachers of students for courses not assessed by statewide, standardizedassessments, the district-determined student performance measure(s) [Rule 6A5.030(2)(a)5., F.A.C.]. For instructional personnel who are not classroom teachers, the district-determinedstudent performance measure(s) [Rule 6A-5.030(2)(a)6., F.A.C.].Student Performance MeasuresFor the Student Performance measure for teachers (which will be worth 35% of the evaluation forinstructional personnel), the charts below display the assessments to be used in 2017-18. Growth Modelswill be used to classify teachers as Highly Effective, Effective, Needs Improvement or Unsatisfactory.Proficiency models may be used for those assessments where growth cannot be measured. StudentPerformance data will include data for at least three years, including the current year and the two yearspreceding the current year, when available and agreed upon. If less than the three most recent years of dataare available and agreed upon, those years for which data are available will be used. Classroom teachersnewly hired by the district will utilize the same methodologies described above for the final evaluation. Forthe newly hired teachers' first evaluation, the district will allow the site-based administrator to determine theappropriate Student Performance measure weighted at 35%, as state-issued student performance data is notavailable at the time of the first evaluation.Broward County Public SchoolsInstructional Evaluation System Template (IEST – 2017)3 of 232

Elementary SchoolTeacher TypeAssessment4th-5th Grade FSAELA/Math TeachersFSAGrowth Model4th-5th Grade Non-FSATeachersFSAGrowth Model3rd Grade TeachersFSAGrowth Model2nd Grade TeachersEend-of-year Primary ReadingTest (PRT)Growth Model1st Grade TeachersEnd-of-year Primary ReadingTest (PRT)Growth ModelKindergarten TeachersLetter Names, Sounds andConcepts of PrintGrowth ModelFSAAGrowth ModelNon-Classroom Teachers(with assigned students)Appropriate assessment(s) fromthose aboveGrowth ModelNon-Classroom Teachers(whole school or district-wideresponsibility)FSAGrowth ModelFlorida Standards AlternateAssessment (FSAA) TeachersBroward County Public SchoolsInstructional Evaluation System Template (IEST – 2017)Methodology4 of 232

Middle SchoolTeacher TypeAssessment6th-8th Grade FSAELA/Math TeachersFSAGrowth Model6th-8th Grade Non-FSATeachersFSAGrowth Model8th Grade Algebra I TeachersAlgebra I EOC8th Grade FCAT Science TeachersFCAT ScienceGrowth Model7th Grade Algebra I TeachersAlgebra I EOCGrowth ModelCivics TeachersCivics EOCGrowth ModelBiology TeachersBiology EOCGrowth ModelGeometry TeachersGeometry EOCGrowth ModelFlorida Standards AlternateAssessment (FSAA) TeachersFSAAGrowth ModelNon-Classroom Teachers(with assigned students)Appropriate assessment(s) fromthose aboveNon-Classroom Teachers(whole school or district-wideresponsibility)FSABroward County Public SchoolsInstructional Evaluation System Template (IEST – 2017)MethodologyGrowth ModelGrowth ModelGrowth Model5 of 232

High SchoolTeacher TypeAssessmentMethodology9th-10th Grade FSA ELATeachersFSAGrowth Model9th-10th Grade Non-FSA TeachersFSA9th Grade Algebra I TeachersAlgebra I EOCBiology TeachersBiology EOCGrowth ModelGeometry TeachersGeometry EOCGrowth ModelU.S. History TeachersUS History EOCGrowth ModelAdvanced Placement TeachersAP TestGrowth ModelIB TeachersIB testFlorida Standards AlternateAssessment (FSAA) TeachersFSAARemaining Classroom TeachersSAT, ACT, or Local AssessmentNon-Classroom Teachers(with assigned students)Appropriate assessment(s) fromthose aboveGrowth ModelNon-Classroom Teachers(whole school or district-wideresponsibility)FSAGrowth ModelGrowth ModelGrowth ModelGrowth ModelGrowth ModelGrowth ModelThe Student Performance Rating will then be determined utilizing the appropriate methodology. Oncethese are identified, the Student Performance Rating will be converted to the following scale:3.450 - 4.000Highly Effective2.500 - 3.449Effective2.000- 2.499Needs ImprovementUnsatisfactory1.000 - 1.999This Student Performance Rating (worth 35%) will then be combined with the InstructionalPractice (60%) and Deliberate Practice Rating (5%) to determine a teacher’s Overall EvaluationRating.Broward County Public SchoolsInstructional Evaluation System Template (IEST – 2017)6 of 232

2. Instructional PracticeDirections:The district shall provide: For all instructional personnel, the percentage of the evaluation that is based on theinstructional practice criterion as outlined in s. 1012.34(3)(a)2., F.S., along with anexplanation of the scoring method, including how it is calculated and combined [Rule 6A5.030(2)(b)1., F.A.C.].Description of the district evaluation framework for instructional personnel and thecontemporary research basis in effective educational practices [Rule 6A-5.030(2)(b)2.,F.A.C.].For all instructional personnel, a crosswalk from the district's evaluation framework tothe Educator Accomplished Practices demonstrating that the district’s evaluation systemcontains indicators based upon each of the Educator Accomplished Practices [Rule 6A5.030(2)(b)3., F.A.C.].For classroom teachers, observation instrument(s) that include indicators based on each ofthe Educator Accomplished Practices [Rule 6A-5.030(2)(b)4., F.A.C.].For non-classroom instructional personnel, evaluation instrument(s) that include indicatorsbased on each of the Educator Accomplished Practices [Rule 6A-5.030(2)(b)5., F.A.C.].For all instructional personnel, procedures for conducting observations and collectingdata and other evidence of instructional practice [Rule 6A-5.030(2)(b)6., F.A.C.].The Broward Instructional Development and Growth Evaluation System (BrIDGES) for BrowardCounty Public Schools will foster high quality instruction and increase student achievement. This willbe monitored through the use of Instructional Practice and Student Performance Scores.EVALUATION RATINGSDetermining Employee BrIDGES RatingsA multiple step process in the specific order listed below determines employee ratings. TheInstructional Practice Rating is comprised of this score.The Instructional Practice Score addresses overall proficiency as it relates to the BrIDGESinstrument. It reflects the continued use of key strategies implemented by the employee. TheInstructional practice score will count for 60% of the teachers’ overall evaluation.Rating Key StrategiesEach observed key strategy is individually rated as a part of the conference/observation/ summativeevaluation process. In accordance with Florida Statute, the key strategies are rated as:Highly Effective - Collected evidence supports this rating when the employee exceeds the standard(as defined on the Domain Long Form) for effective professional practice in the observed area. Thisrating is valued at four (4) points and noted within BrIDGES as Innovating.Broward County Public SchoolsInstructional Evaluation System Template (IEST – 2017)7 of 232

Effective – Collected evidence supports this rating when the employee meets the standard (as definedon the Domain Long Form) for effective professional practice in the observed area. This rating isvalued at three (3) points and noted as Applying or (2.75) points, noted as Developing.Needs Improvement – Collected evidence supports this rating when the employee partiallyimplements strategies in the observed area on an inconsistent basis. This rating is valued at two (2)points, noted as Beginning.Unsatisfactory – Collected evidence supports this rating when the employee fails to implement thestrategy or uses it incorrectly in the observed area. This rating is valued at one (1.25) points, notedas Not Using.Classroom teachers and other instructional personnel evaluation ratings are based upon the following:Employee instructional practices as observed and evaluated in the assigned work environment andbased on the Florida Educator Accomplished Practices. These include evaluation criteria included inBrIDGES conferences, observation and summative evaluation instruments. The final InstructionalPractice Rating is determined in the manner described below in compliance with Florida Statutes.Observed instructional practices are based on the Robert Marzano model and are divided into fourdomains. Each domain is further divided into key strategies on the summative evaluation form. Beloware the domains with the number of key strategies in parentheses:1. Classroom Strategies and Behaviors (41)2. Planning and Preparation (8)3. Reflecting on Teaching (5)4. Collegiality and Professionalism (6)Determining Instructional Practice Score for Classroom and Non-Classroom Teachers:The following four-step process is used to determine an employee instructional practice score.Step 1: The evaluator rates each of the observed Elements within BrIDGES. There are fourdomains with a total of sixty elements. Domain 1: Classroom Strategies and Behaviors (41),Domain 2: Plannng and Preparing (8), Domain 3: Reflecting on Teaching (5), and Domain 4:Collegiality and Professionalism (6). The ratings for each element are valued as follows: Innovating– 4, Applying – 3, Developing 2.75, Beginning – 2, and Not Using – 1.25.Step 2: The applicable evidence is compiled for each observed Element at each level (HighlyEffective, Effective, etc.) for each of the four domains.Step 3: For each domain, the percentage of the total amount of datamarks is determined as follows:Broward County Public SchoolsInstructional Evaluation System Template (IEST – 2017)8 of 232

Domain 1: 68 percentDomains 2-4: 32 percentStep 4: Domain 1 will be observed and will receive one rating and Domains 2-4 together will bescored and receive one rating. After weights from Step 3 are applied, the Instructional Practice isscored per the scale below.Status ScoreHighly EffectiveEffectiveNeeds ImprovementUnsatisfactoryRating Scale:3.450 – 4.0002.500 – 3.4492.000 – 2.4991.000 – 1.999All classroom observations and data discussions must be conducted at the end of the evaluation periodfor all teachers. In an end-of-year interim evaluation conference, the Principal/Designee will meetwith each teacher to discuss areas of professional practice for growth and areas to maintaineffectiveness. The final Instructional Practice Score is discussed in detail with a full explanation ofthe rating.DISTRICT EVALUATION FRAMEWORKBroward County Public Schools utilizes the Marzano Teacher Evaluation Framework, which has beenadopted by the Florida Department of Education (DOE) as its state model. The Marzano TeacherEvaluation Model is based on a number of previous, related works, including What Works in Schools(Marzano, 2003), Classroom Instruction That Works (Marzano, Pickering, & Pollock, 2001)Classroom Management That Works (Marzano, Pickering, & Marzano, 2003), ClassroomAssessment and Grading That Work (Marzano, 2006), The Art and Science of Teaching (Marzano,2007), and Effective Supervision: Supporting the Art and Science of Teaching (Marzano, Frontier, &Livingston, 2011). Each of these works was generated from a synthesis of the research and theory.Thus, the model can be considered an aggregation of the research on those elements that havetraditionally been shown to correlate with studen

9th-10th Grade FSA ELA Teachers FSA Growth Model 9th-10th Grade Non-FSA Teachers FSA Growth Model 9th Grade Algebra I Teachers Algebra I EOC Growth Model Biology Teachers Biology EOC Growth Model Geometry Teachers Geometry EOC Growth Model U.S. History Teachers US History EOC Growth Model Advanced Placement Teachers AP Test Growth Model

Related Documents:

Bruksanvisning för bilstereo . Bruksanvisning for bilstereo . Instrukcja obsługi samochodowego odtwarzacza stereo . Operating Instructions for Car Stereo . 610-104 . SV . Bruksanvisning i original

10 tips och tricks för att lyckas med ert sap-projekt 20 SAPSANYTT 2/2015 De flesta projektledare känner säkert till Cobb’s paradox. Martin Cobb verkade som CIO för sekretariatet för Treasury Board of Canada 1995 då han ställde frågan

service i Norge och Finland drivs inom ramen för ett enskilt företag (NRK. 1 och Yleisradio), fin ns det i Sverige tre: Ett för tv (Sveriges Television , SVT ), ett för radio (Sveriges Radio , SR ) och ett för utbildnings program (Sveriges Utbildningsradio, UR, vilket till följd av sin begränsade storlek inte återfinns bland de 25 största

Hotell För hotell anges de tre klasserna A/B, C och D. Det betyder att den "normala" standarden C är acceptabel men att motiven för en högre standard är starka. Ljudklass C motsvarar de tidigare normkraven för hotell, ljudklass A/B motsvarar kraven för moderna hotell med hög standard och ljudklass D kan användas vid

LÄS NOGGRANT FÖLJANDE VILLKOR FÖR APPLE DEVELOPER PROGRAM LICENCE . Apple Developer Program License Agreement Syfte Du vill använda Apple-mjukvara (enligt definitionen nedan) för att utveckla en eller flera Applikationer (enligt definitionen nedan) för Apple-märkta produkter. . Applikationer som utvecklas för iOS-produkter, Apple .

DOE-HDBK-1216-2015, DOE Handbook: Environmental Radiological Effluent Monitoring and Environmental Surveillance, which replaced DOE/EH-0173T in 2015, and reference DOE Order 5400.1, DOE Order 458.1, and is a key document in meeting the requirements of DOE Order 436.1, to implement conformation to ISO 14001, Environmental Management System.

Seminar ‘Bridge Design with Eurocodes’ – JRC Ispra, 1-2 October 2012 13 Materials Concrete : Between C20 and C60 for composite bridges (C 90 for concrete bridges) Steel : up to S460 for steel and composite bridges (S 500 to S 700 in a separate part 1-12 for steel bridges)

require less cable and can be built much faster than suspension bridges. Cable-stayed bridges are becoming the most popular bridges for medium-length spans (between 500 and 3,000 feet). Lower Mainland Bridges 1) Arthur Lang 2) Oak St 3) Knight St. 4) Queensborough 5) Alex Fraser 6) Pattullo 7) Port Mann 8) Second Narrows 9) Lions Gate