The document provides guidance for support specialists on the teacher evaluation and goal setting process in the North Haven Public Schools district. It outlines that specialists will have one Student Learning Objective (SLO) with two measures of student growth, which counts for 45% of the evaluation. Observations of performance and practice by an administrator counts for 40%, with the remaining 15% comprised of parent/peer feedback (10%) and a whole-school indicator (5%). It provides details on the evaluation timeline, categories for tenured vs. pre-tenured teachers, the observation process, and resources for goal setting.

1. Dana Corriveau
Director of Student Services
North Haven Public Schools

4. The role of the support specialist is to be a connecting force
that simultaneously instructs, supports, and collaborates –
all in the services of positive learner growth and
development.
CSDE. A guidebook for student and educator support specialists. (2015)

5. SLO with 2 IAGDs (45%)
Observation Performance & Practice (40%)
CSDE. A guidebook for student and educator support specialists. (2015)

6. Parent or peer feedback
10%
Whole school indicator
5%
CSDE. A guidebook for student and educator support specialists. (2015)

7. Literally
A focus on your
performance &
practice

8. Tenured teachers
These indicators will be determined at
the beginning of the year.
proficient or better at the end of last year
focus on 3 indicators when conducting formal
and informal observations.

9. You select an indicator from that domain.
This becomes your practice and
performance focus area.

10. You then select an
indicator from that domain
as a second performance
and practice goal.

12. Superintendent’s Domain
2: Planning for Active Learning
Teachers plan instruction in order to engage students in rigorous and
relevant learning and promote their curiosity about the world at large
by:
2a. Planning instructional content that is aligned with standards, builds
on students’ prior knowledge and provides for appropriate level of
challenge for all students;
2b. Planning instruction to cognitively engage students in the content;
2c. Selecting appropriate assessment strategies to monitor student
progress

13. Planning is an essential
component of good
instruction.

14. Dir’s Domain
2: Planning for Active Learning
Teachers plan instruction in order to engage students in rigorous and
relevant learning and promote their curiosity about the world at large
by:
2a. Planning instructional content that is aligned with standards, builds
on students’ prior knowledge and provides for appropriate level of
challenge for all students;
2b. Planning instruction to cognitively engage students in the content;
2c. Selecting appropriate assessment strategies to monitor student
progress

15. Is there an area that
you want to grow?
Is there an area that
you and your
evaluator discussed
at the end of last
year?
Is there an something
you feel you’re weak
at and want to
improve?

16. Observation of
Performance &
Practice

17. • Small group instruction
• Whole class instruction
• Small group/individual service delivery
• Data team meetings
• Case conferences
• Collaborative work w/ staff
• Providing training & technical assistance
• Planning & Placement Team meetings (PPTs)

18. Teacher Categories NHPS SEED Model
Pre-Tenured 3 Formal Observations
3 Informal Observations
1 Review of Practice
Formal Evaluation Cycle
(Once every 3 years)
1 Formal Observation
3 Informal Observations
1 Review of Practice
Informal Evaluation Cycle
(Twice every 3 years)
3 Informal Observations
1 Review of Practice
* These are minimum requirements. Additional
observations and Reviews of Practice may be
conducted.

19. Pre
Observation
Conference
30 mins
Observation
30 minutes
Post
Observation
Conference
30 – 45 mins

20. • Yes, there is a form to fill out ahead of time.
• It’s on Bloomboard.
• It’s on Bloomboard.
• Fill it out BEFORE our meeting.
• Have your CCT Rubric next to you as you fill it out.
• USE DOMAIN 2!

21. • Tenured & Proficient – focus on the
indicators selected in September
• Still gather evidence for all the other
indicators

23. CCT Rubric

24. Evidence
Guides!!!
• Developed by SDE
• Awesome Resource
• Examples of real evidence
• Compares to CCT Rubric

25. Then what is exceptional?

26. Post Observation
feedback
Scheduled on Bloomboard
REFLECTION FORM to fill out

27. Which indicators were strong?
which ones need work?
What do YOU see as your next steps?
REFLECTION

28. Not scheduled
Unannounced
10 minutes

29. Informal Observations
Lesson Plans
should be readily available
Different types – instruction, Meeting, PPT, Technical Assistance/PD
Still have a feedback meeting

30. Timeline
 Goal Setting Conference on BloomBoard by September 6. Conferences will be
scheduled for 45 minutes.
 Teachers will have until October 7, 2016 to input their 1 required SLO along with
accompanying IAGDs, their Parent/Peer Feedback Goal and their Performance and
Practice Area Focus. By this date, all teachers must submit and share this information
via BloomBoard with their evaluator.
 Goal Setting Conferences between October 11, 2016- October 28, 2016.
 All Goal Setting Conferences must be closed by October 31, 2016.

31. Now what?
 Look at the CCT Rubric
 Look at the Evidence Guide
 Determine which indicators you will focus on under the
Superintendent’s Domain & the Director’s Domain
 Determine which indicator you will focus on, on your own
 Prepare your rationale for your own indicator
 Start filling out the screens in Bloomboard

32. Put all information on this screen

34. Resources
colleagues–knockonthedoor,maketime
administrator
coordinator
director
internet–youcanfindanythingoutthere!
•CSDESEEDWebsite:http://www.connecticutseed.org/