Be sure your sound isturned on andthe volume up prior to starting the Diocese of Columbus presentation. Teacher Evaluation System Overview Presentation—summer 2012
1: Teachers in the Catholic Schools of the Diocese of Columbus know, understand and contribute to the integration of Catholic teachings and virtues throughout the curriculum and school culture as it supports faith formation and student learning.2: Teachers understand student learning, development, and faith formation while respecting the diversity of students.3: Teachers know and understand the content for which they have instructional responsibility.4: Teachers understand and use varied assessments to inform instruction, evaluate and ensure student learning.
5: Teachers plan and deliver effective instruction that advances the learning of each individual student.6: Teachers create Christ-centered learning environments that promote high levels of learning and achievement for all students.7: Teachers collaborate and communicate with students, parents, other educators, administrators and the faith community to support student development, learning and faith.8: Teachers assume responsibility for their professional academic/spiritual growth, performance, and involvement as an individual and as a member of a Catholic learning community.
Individual teacher growth is supported through: Clarification of Expectations Feedback Process Facilitating Collaboration Directed Professional Development
I. Self Assessment through the Diocesan Standards for TeachersII. Goal Setting and Professional Growth PlanIII. The Formal Observation ProcessIV. Coaching and Formative AssessmentV. Collection of Artifacts and Evidence IndicatorsVI. Written Summative Evaluation
The Formative Year allows a teacher to work on their mutually agreed upon professional development plan.The Summative Year will include the full summative evaluation process of Pre/post observation, reflections and meetings, the formal classroom observation visit, the summation of the formative years work and the summative standards based rubric evaluation.If there is a determination that a more directed remediation program needs to be designed, the Remediation Plan Form is to be completed, signed and implemented with regular check-in
A form similar to the Diocesan Teacher Working Goals form was established for St. Mary School teachers and is included with contracts that are offered. This form lists the teachers individual stated goal, school accreditation goals, and principal directed goals. The only “goal” missing from the form is the teachers IPDP goal, however, that most likely relates to the Accreditation goals of the school.
½ of the staff will start in the formative process½ of the staff will complete the full summative process this school year*Those in the summative process will not have as extensive of a portfolio given the timeline.
Year 1 of the process for those not starting as a Resident Educator
The formative year could best be described as a year of self-study and individual teacher directed learning toward their goals Teachersresponsible for managing their own professional and personal growth
Teacher self assessment Identify Priority Goal area Self-study/improvement related to goals Begin citing/gathering evidence related to Diocesan Teacher standards and your study Gather data that supports student learning Create individual portfolio
Examples of possible evidence for each standard are available in thecomplete Diocesan packet. It should be noted that these are possibleideas for evidence and that many more examples would also be suitable.
Year 2 of the process for those not starting as a Resident Educator
The summative year could best be described as a year formal review related to a teacher’s professional and personal growth. Itis an opportunity for teachers to showcase their portfolio of work, improvement, and data related to student learning The completion of the summative process will take a teacher back to the start of the formative process
Prior to the Following observation, observation, the teacher will complete teacher will complete the 10 Post-Observation 10 Pre-Observation Reflection questions questions and turn into and submit to the the Principal 3 days Principal within 3 days prior to meeting of the observation. Teacher will complete Teacher will complete the pre-observation the Post Observation conference form which form that will be will be discussed with discussed with the Principal Principal
This example of the summative rubric in standard 7 shows theimportance of teachers providing some evidence and documentation tohelp the Principal. Some teacher accomplishments may not be known bythe Principal.
This is a sample of the Formal Summative Evaluation Form that thePrincipal will complete for all 8 diocesan teacher standards. An indicatorlevel will be selected along with evidence to support the indicator. Theevidence could be both principal and teacher identified evidence.
The key difference in the Resident Educator indicator levels is theremoval of the ‘Distinguished’ Level. The philosophy is thatteachers new to the profession are unable to demonstrateconsistent performance the distinguished level.
Used as needed following a summative observation
Here is part of the Remediation Goal Setting form that would be used tohelp teachers further develop their professional skills to meet theDiocesan expectations. This form is much more specific with teachersidentifying action steps and documenting progress toward improvement.
Formative, Summative, and RE timeline for this academic year
FORMATIVE SUMMATIVE Self-assessment and goals Self-assessment and goals are are already established already established Begin self-study and Begin gathering some gathering of evidence, evidence, documentation, data documentation, data Summative evaluations December-February (teachers Create portfolio for your will sign-up) summative evaluation in 2013-2014 Teachers will complete self- assessment in early April**Portfolio for 2013-14 summative should be well **Portfolio this year will be established smaller in size given timing
RE teachers will participate in all RE teachers will be Diocesan RE programs observed by the mentor and/or mentor meetings teacher using the RE rubric prior to the RE teachers will have a administrator led summative evaluation summative evaluation. completed by the Principal. A basic portfolio should begin to be established. RESIDENT EDUCATOR (RE)
Detailedinformation and all forms are available on the document share at www.cdeducation.org/dshare under personnel and teacher evaluation Wewill dedicate 5-10 minutes for questions/answers at the opening teacher meetings.Ihope you find this presentation (flipped meeting) a helpful resource you can refer to as you navigate the process.
Some content from this presentation was taken directly from the Diocese of Columbus Teacher Evaluation System packet. PowerPoint presentation and narration created by Ryan Schwieterman.