To: Dr. Mike Riggle From: Brad Swanson Rosanne Williamson Re: - PDF document

To: Dr. Mike Riggle From: Brad Swanson Rosanne Williamson Re: PERA Presentation – Glenbrook Teacher Appraisal Process This memo outlines the Glenbrook Teacher Appraisal Process for tenured teachers. Philosophy “The [Glenbrook Teacher Appraisal] program encourages an atmosphere of mutual trust and respect which will stimulate self-improvement and support our focus on quality instruction.” Process for Tenured Teacher Appraisal How do we evaluate teachers with tenure? What is the process for evaluating teacher performance? • Two-year cycle • Each teacher sets professional goals by Oct. 1 of year-one • At least one formal and one informal classroom observation by I.S. or other administrator • Required pre-observation conference and post-observation conference for formal observations • Progress in achieving professional goals are considered in evaluation • By March 1 of year-two rating of Excellent, Proficient, Needs Improvement or Unsatisfactory is issued Consistency in Implementation • I.S.’s and administrators participated in a workshop in the winter of 2014 to review and compare consistency of classroom observation write-ups • The district conducted an Administrator Academy in August 2014 where I.S.’s again compared observation write-ups and final summative evaluations with ratings and jointly rated teaching videos • In the fall of 2014 I.S.’s from both schools conducted some informal observations together Outcomes What do we do with the information? • Under the Performance Evaluation Reform Act (PERA) summative appraisal ratings are used as a sorting mechanism in determining order of release if the district is in a Reduction in Force (RIF) situation due to declining enrollment. For example, in a RIF situation, a teacher with a summative rating of Excellent would be retained over a teacher with a Proficient or lower rating in a particular subject area regardless of years in the district. • A teacher rated Needs Improvement must develop a Professional Growth Plan (PGP) in conjunction with their Instructional Supervisor. The teacher must meet expectations outlined in the PGP. If the teacher does not meet the expectations of the plan, they may be assigned a rating of Unsatisfactory. • A teacher rated Unsatisfactory must complete a formal remediation plan approved by the Board. At the conclusion of the plan, if the teacher has not met the expectations of the plan, release may occur. How do tenured teachers learn from the process? How good is this process at moving sub-performing teachers to a higher level? • Regardless of rating, every teacher is provided constructive feedback regarding their teaching performance and their progress towards professional goals. • Feedback includes describing strengths and specific recommendations for continued growth. • I.S.’s and administrators monitor recommendations for continued growth and provide support in helping teachers meet those recommendations • The district has very few sub-performing teachers as defined by a Needs Improvement or Unsatisfactory rating.

Glenbrook District #225 Summative Appraisal Form Name School Year (s) Department Date of summative conference Domain 1: PLANNING & PREPARATION PLANNING & PREPARATION: #1a. Knowledge of Content and Pedagogy Unsatisfactory Needs Improvement Proficient Excellent In planning and practice, teacher Teacher is familiar with the Teacher displays solid knowledge Teacher displays extensive knowledge of the makes content errors or does not important concepts in the discipline of the important concepts in the important concepts in the discipline and the correct errors made by students. but displays lack of awareness of discipline and the ways they ways they relate both to one another and to how these concepts relate to one relate to one another. the disciplines. Teacher’s plans and practice display another. little understanding of prerequisite Teacher’s plans and practice Teacher’s plans and practice reflect relationships important to student’s Teacher’s plans and practice reflect accurate understanding of understanding of prerequisite relationships learning of content. indicate some awareness of prerequisite relationships among among topics and concepts and provide a prerequisite relationships, although topics and concepts. link to necessary cognitive structures needed Teacher displays little or no such knowledge may be inaccurate by students to ensure understanding. understanding of the range of or incomplete. Teacher’s plans and practice pedagogical approaches suitable to reflect familiarity with a wide Teacher’s plans and practice reflect student’s learning of the content. Teacher’s plans and practice reflect range of effective pedagogical familiarity with a wide range of effective a limited range of pedagogical approaches in the discipline. pedagogical approaches in the discipline, approaches to the discipline or to anticipating student misconceptions. the students. PLANNING & PREPARATION: #1b. Demonstrating Knowledge of Students Unsatisfactory Needs Improvement Proficient Excellent Teacher demonstrates little or no Teacher indicates the importance of Teacher understands the active Teacher actively seeks knowledge of understanding of how students learn understanding how students learn nature of student learning and students’ levels of development and their and little knowledge of students’ and the students’ backgrounds, attains information about levels backgrounds, cultures, skills, language backgrounds, cultures, skills, cultures, skills, language of development for groups of proficiency, interests, and special needs language proficiency, interests, and proficiency, interests, and special students. from a variety of sources. This information special needs and does not seek such needs, and attains this knowledge is acquired for individual students. understanding. about the class as a whole. The teacher also purposefully seeks knowledge from several sources of students’ backgrounds, cultures, skills, language proficiency, interests, and special needs and attains this knowledge about groups of students. PLANNING & PREPARATION: #1c. Setting Instructional Outcomes Unsatisfactory Needs Improvement Proficient Excellent Outcomes represent low expectations Outcomes represent moderately Most outcomes represent rigorous All outcomes represent rigorous and/or for students and lack of rigor, and high expectations and/or rigor. and/or important learning in the important learning in the discipline. not all of them reflect important discipline. learning in the discipline. Some reflect important learning in The outcomes are clear, address student the discipline and consist of a All instructional outcomes are learning, and permit viable methods of Outcomes are stated as activities combination of outcomes and clear, address student learning, assessment. rather than as student learning. activities. and suggest viable methods of assessment. Outcomes reflect several different types of Outcomes reflect only one type of Outcomes reflect several types of learning and, where appropriate, represent learning and only one discipline or learning, but teacher has made no Outcomes reflect several different opportunities for both coordination and strand and are suitable for only some attempt at coordination or types of learning and integration. students. integration. opportunities for coordination. Outcomes take into account the varying Most of the outcomes are suitable Outcomes take into account the needs of individual students. for most of the students in the class varying needs of groups of in accordance with global students. assessments of student learning. PLANNING & PREPARATION: #1d. Demonstrating Knowledge of Resources Unsatisfactory Needs Improvement Proficient Excellent Teacher is unaware of school or Teacher displays basic awareness Teacher displays awareness of Teacher displays extensive knowledge of district resources for classroom use, of school or district resources resources – not only through the resources – not only through the school and for the expansion of his or her own available for classroom use, for the school and district but also district but also in the community, through knowledge, or for students. expansion of his or her own through sources external to the professional organizations and universities knowledge, and for students, but no school and on the Internet – and on the Internet – for classroom use, for knowledge of resources available available for classroom use, for the expansion of his or her own knowledge, more broadly. the expansion of his or her own and for students. knowledge, and for the students.