2 nd Reader Presentation to the Baltimore City Board of School - - PowerPoint PPT Presentation
1 Employee Evaluation Board Policy (GCO) 2 nd Reader Presentation to the Baltimore City Board of School Commissioners August 27, 2019 Jessica Papia, Director Employee Effectiveness Dr. Sonja Brookins Santelises Chief Executive Officer,
Chief Executive Officer, Baltimore City Public Schools
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Jessica Papia, Director Employee Effectiveness Jeremy Grant-Skinner, Chief Human Capital Officer
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Employee Evaluation Board Policy (GCO) GCO-RA: Employee Annual Evaluations GCO-RB: Individual Development Plans & Initial Planning Conferences GCO-RC: Mid Year Performance Reviews GCO-RD: Formal Observation
Employees GCO-RE: Performance Improvement Plans GCO-RF: Evaluation Review and Update Requests
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Professional Pride, Validation of Effort Level of Support & Resources, Supportive Relationships Clarity of Role, Manageable Expectations Future Career Interests Connection with Personnel Decisions
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Leadership Framework aligns with core competencies of role Use planning forms for goal setting, identify data Align mid year with principal process: Data review, self reflection
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educational rigor and supports” first
disaggregated by demographic and geographic characteristics
trajectory
goal setting within evaluations
Certificated Employees, Formal Observations, Informal Observations; clarify content experts are included as potential Qualified Observers
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Criteria for on/off evaluation cycles may include strong performance Include guideline referring to employee right to appeal (BLA, COMAR)
Clarify IDP goals are specific performance and professional goals Clarify goals are informed by historical performance and reflection in order to increase impact
Data for mid year reviews should be discussed earlier in school year Growth in employee performance since beginning of year as potential area of feedback
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(BTRRWG, charters, employees who provided online or in person feedback)
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is not going to give a complete picture of a teacher as a professional. They should not be used for administrators to “catch” teachers doing something wrong.
held against teachers.
fair.
providing effective teaching practices daily anyways...If you are planning and doing right by our children daily, unannounced observations should be ok.
times a year, then principals may have more time to give additional feedback and provide support in other ways”
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Feedback Edit Location
Employee concern regarding unannounced formal
employee interest in
by pre-observation conferences. “The first formal observation in a school year for an employee will be announced. All
year will be unannounced, in accordance with formal observation guidance maintained and communicated by the Office of Human Capital.”
GCO-RD: Guidelines B.6
Removed “unannounced” from guideline language, in order to broaden and reflect expectation that Initial Planning Conferences occur before the first formal observation in a school year, and the Mid Year Performance Review should occur before the second formal observation in a school year.
GCO-RD: Guidelines B.7.b-c 13
Feedback Edit Location
Consistent feedback regarding the importance of and need for more informal
practice and formative feedback throughout the year Include new guideline to explicitly state “there should be ongoing informal observations of practice” and “employees should receive feedback based on informal observations of practice”
GCO-RD: Guidelines B.1
Include new guideline to explicitly state employees will receive formative feedback within a reasonable amount of time of being observed
GCO-RD: Guidelines B.2 14
Feedback Edit Location
Consistent feedback regarding the importance of informal
concern that the first time they are observed and given feedback is a high stakes formal observation Expanded guideline so that employees receive formative feedback based on an informal observation before any unannounced formal observation
GCO-RD: Guidelines B.7.d
Employee concern that qualified observers have not seen their practice or students prior to a high stakes formal
Clarify expectation that “observer shall not conduct an unannounced formal
conducted either an informal or formal
GCO-RD: Guidelines B.7.e 15
Feedback Edit Location
Employee concern that not all lessons will include opportunities for teachers to demonstrate all indicators from the
Expand guideline to include expectation that unannounced formal observations should be conducted when the qualified observer would “reasonably expect to see evidence of the expectations outlined in the observation rubric” and that “there should be a preponderance of evidence” to determine
GCO-RD: Guidelines B.8.b-c Employees sharing examples of unique circumstances not addressed by “significant disruption” to the work day Include guideline noting employees can request to waive an unannounced formal observation due to unforeseen circumstances
GCO-RD: Guidelines B.9 16
Feedback Edit Location
Review of regulation language and ensuring alignment with current practice Clarify guideline expectation that formal
employee receives an ineffective evaluation rating
GCO-RD: Guidelines B.12
Board discussion about Performance Improvement Plans (PIPs) and importance
feedback during PIP reviews Update guideline to note that “evaluator feedback and employee reflection on progress” should also be discussed when the employee and evaluator meet to review progress on the performance improvement plan
GCO-RE: Guidelines B.11 17
School Year
Formal Observation Process: GCO-RD
Introduce unannounced formal
formal observation is announced
Continue with first formal observation being announced
Rubric Updates Foundation Year; formal
current rubric Updated rubric for use in formal
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Starting the School Year
Conference & IDP
Observation – Pre and Post Conference
Middle of Year
Review
Observation – Post Conference
Ending the School Year
Evaluation 19
When considering Formal Observations of practice, whether announced or unannounced:
to the employee
conference to discuss feedback
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THERE IS A COMPREHENSIVE SYSTEM of employee support and evaluation, designed to support continuous improvement in professional practice and student success. A COLLABORATIVE CULTURE of open professional practice and commitment to continuous improvement is the norm. DISTRICT LEADERS PROVIDE tiered support to people managers based on student and staff needs. EMPLOYEES PROVIDE a structured environment for learning that is safe,
students’ self- expression and leadership.
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Linda Chinnia, Chair Johnette A. Richardson, Vice-Chair
Andrew “Andy” Frank
Ronald S. McFadden Vernon A. Reid Joshua Lynn, Student Commissioner Christian Gant, Esq., Board Executive Officer
Alison Perkins-Cohen, Chief of Staff Shashi Buddula, Interim Chief Technology Officer John L. Davis, Jr., Interim Chief Academic Officer John L. Davis, Jr., Chief of Schools Jeremy Grant-Skinner, Chief Human Capital Officer Tina Hike-Hubbard, Chief Communications and Community Engagement Officer Theresa Jones, Chief Achievement and Accountability Officer Tammy L. Turner, Esq., Chief Legal Officer John Walker, Interim Chief Financial Officer
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Representatives
Representatives
Leadership
Leadership
Schools News)
Group
group
Schools Advisory Board 24
*Shared via June 1 City Schools News
*Shared via June 1 City Schools News
*Shared via June 14 City Schools News
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What is the purpose of evaluating employees? 86 How would you define Highly Effective, Effective, Developing, and Ineffective performance? 59 COMAR allows for unannounced or announced formal observations in annual evaluations. What guidance might be included about unannounced formal observations in our evaluations? 89 COMAR currently allows for certificated employees to not be evaluated every year. What guidance might be included if employees were not evaluated each year? How would we identify eligible staff? 80 There are multiple deadlines, which often vary across employee groups. What are the benefits
Evaluations)? What are the potential challenges? 61 When considering the purpose of evaluating employees, how can performance information from employee evaluations be used to support this purpose? 58 When reviewing the drafts, what do you like most? What edits recommend? Why?
29 Draft Regulation on Employee Individual Development Plans (GCO-RA) 33 Draft Regulation on Mid Year Performance Reviews (GCO-RB) 25 Draft Regulation on Employee Annual Evaluations (GCO-RC) 23 Draft Regulation on Formal Observation of Certificated Teacher Level Staff (GCO-RD) 48 Draft Regulation on Employee Performance Improvement Plans (GCO-RE) 22 Draft Regulation on Employee Evaluation Review and Update (GCO-RF) 12
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LEA Observation Notes Code of MD Regulation Can be either “Observations, announced or unannounced, shall be conducted with full knowledge of the teacher.” COMAR 13A.07.09.04 Anne Arundel County Can be either Teacher evaluation is based on observations, which may be formal (including pre-observation conferences) or informal (unannounced). Baltimore County Announced Qualified observer conducts formal observation with pre and post
Calvert County Unannounced Do not have pre-observation conference. Carroll County Announced Formal observations are announced, where observer announces the week of, but does not specify day or time. Cecil County Can be either May be announced (teacher fills out pre-observation form) or unannounced (no prior communication). Garrett County Can be either May be announced or unannounced; up to principal; recommend at least one announced. Howard County Can be either Formal observations may be announced or unannounced. Montgomery County Include both At least one formal observation must be announced, and the others may be unannounced. Prince Georges County Include both At least one formal observation announced with at least two days in advance; 1st formal observation for new teacher announced; others may be unannounced. Wicomico County Can be either May be announced or unannounced
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Feedback Edit Location
having a window when formal observations
about formal
year when establishing routines and getting to know students
that establish annual formal observation windows
GCO – RD: Guidelines II.B.1, II.B.6.a
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Feedback Edit Location
from stakeholders
includes a pre-observation conference to discuss the lesson or activity to be
Note: We have also expanded our Policy definitions to support with clarification. GCO – RD: Guidelines II.B.3
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Feedback Edit Location
how formal observations are conducted are happening too quickly – impacting communication with employees and training for observers
Instructional Framework Rubric (SY2021) should align with shifts in implementation
negative experience for educators when shift to unannounced formal
period, with announced and unannounced formal
level staff (SY1920, SY2021)
staff must be announced for SY1920, SY2021
for announced 1st formal
level staff in and after SY2122 GCO – RD: Guidelines II.B.4, II.B.5
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conducted …may be unannounced” creates too much opportunity for inconsistent – and potentially targeted – use of unannounced formal observations
GCO – RD: Guidelines II.B.5
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Feedback Edit Location
informal observations and receiving formative feedback
authentically assess their performance without a pre-observation conference if they don’t know the students / content very well
informal observation and/or have provided formative feedback before being able to conduct the first unannounced formal
GCO – RD: Guidelines II.B.6.d
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Feedback Edit Location
formal observations – especially given the shift to unannounced formal
articulated
formal observations will be used in a more punitive manner
an unannounced formal observations would not reflect their typical practice
language
to observe the employee’s regular professional practice” GCO – RD: Guidelines II.B.7
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“An employee evaluation may not be required every year based on evaluation guidance criteria maintained and communicated by the Office of Human Capital, which may include consistent high levels of performance.” GCO-RA: Guidelines II.B.1.b
not required – should be encouraged and structured. These may include:
with employee
followed by feedback and debrief
employee, followed by reflection on lesson and debrief
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Feedback Edit Location
Align use of “each” when discuss employees and students Align use of “each” when discuss employees and students GCO: Purpose I.A The focus on excellence and equity for each student should be reinforced Reordered list so “equitable access to educational rigor and supports” statement comes first GCO: Purpose I.B Need to make clear that a purpose of employee evaluations is to inform development & career trajectory Add new statement about informing leadership development and career development within City Schools GCO: Purpose I.D Valuation of content experts as qualified observers Add clarification that content experts may also be observers GCO: Definitions II.D Questions from stakeholders & interchanging terms Create new definitions for Teacher-Level Certificated Employees, Formal Observations, and Informal Observations GCO: Definitions II.E-G
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Feedback Edit Location
Need to make clear that employee evaluations include opportunities for goal setting that are relevant to the employee and their role, content area, etc Create new standard to explicitly state this GCO: Policy Standards III.H Evaluation trend data should also be disaggregated by demographic and geographic characteristics Clarify this in compliance portion
GCO: Compliance V.A Need to ensure related Board policies are referenced Include Board Policies BBA, BLA, and GBM Note: Also included in other regulations where appropriate GCO: Legal and Policy References VI.B
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Feedback Edit Location
Need to re-order regulations so Employee Annual Evaluations comes first
GCO-RA
GCO-RB
now GCO-RC GCO-RA, GCO-RB, GCO-RC Strong performance was a common criteria for identifying employees who may not be required to have evaluation Clarify that criteria which OHC maintains and communicates “may include consistent high levels of performance” GCO-RA: Guidelines II.B.1.b Stakeholder questions indicated
enough Clarify an evaluation not completed means there was “insufficient performance data” GCO-RA: Guidelines II.B.5 Requests for reminder language about employee rights to appeal Include new guideline, aligned with and referring to COMAR and Board Policy BLA GCO-RA: Guidelines II.B.12
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Feedback Edit Location
Stakeholder questions about topics for Initial Planning Conference as part of preparation for observations Shift description of expectations for Initial Planning Conference from GCO- RD into new guideline in GCO-RB to better align information GCO-RB: Guidelines II.B.2 Stakeholder feedback about being more specific about the type of goals and data for IDPs Create two new guideline standards to add clarity, while broad enough to hold all employees GCO-RB: Guidelines II.B.3-4 Stakeholder feedback that data for Mid Year Performance Reviews is identified earlier in the school year Clarify that this data “should be discussed earlier in the school year…” GCO-RC: Guidelines II.B.2 Stakeholder questions about topics for Mid Year Performance Review as part of preparation for observations Shift description of expectations for Mid Year Performance Review from GCO- RD into new guideline in GCO-RC to better align information GCO-RC: Guidelines II.B.3
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Feedback Edit Location
Stakeholder feedback that data for Mid Year Performance Reviews is identified earlier in the school year Clarify that this data “should be discussed earlier in the school year…” GCO-RC: Guidelines II.B.2 Stakeholder questions about topics for Mid Year Performance Review as part of preparation for observations Shift description of expectations for Mid Year Performance Review from GCO- RD into new guideline in GCO-RC to better align information GCO-RC: Guidelines II.B.3 Stakeholder feedback that employee progress since the beginning of the year should be discussed during the Mid Year Performance Review Edit guideline to include “areas of growth in employee performance since the beginning of the school year” as another potential area for evaluator feedback GCO-RC: Guidelines II.B.6
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Feedback Edit Location
Stakeholder feedback about whether a new PIP is needed if something related to the PIP changes Create new guideline to clarify and acknowledge “the areas targeted for improvement in a PIP may evolve as improvement is noted, goals are reached, or additional areas requiring attention are revealed” GCO-RE: Guidelines II.B.5
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Union Job Title Type Final Evaluation Ratings
BTU Classroom Teacher Highly Effective, Effective, Developing, Ineffective Related Service Provider; Other Teacher Level Proficient, Satisfactory, Unsatisfactory PSASA Principal Highly Effective, Effective, Developing, Ineffective Assistant Principal, Dean, Non Schools Based Satisfactory, Satisfactory with a PIP, Unsatisfactory CUB All Highly Effective, Effective, Developing FOP All Satisfactory, Unsatisfactory Local 44 Food Services, All other Above Standards, Meets Standards, Below Standards PSRP All Highly Effective, Effective, Developing Unaffil. All Outstanding, Strong, Meets Expectations, Needs Improvement, Unsatisfactory 52