SETTING THE CONTEXT AND EXPECTATIONS FOR THE TEACHER

SETTING THE CONTEXT AND EXPECTATIONS FOR THE TEACHER

SETTING THE CONTEXT AND EXPECTATIONS FOR THE TEACHER PERFORMANCE APPRAISAL PROCESS NEW AND EXPERIENCED TEACHERS September Meeting 2016 All Teachers Being Appraised This Year Growth Oriented Appraisal Process Growth Oriented Appraisal Process provides principals and teachers an opportunity to help bring about improvements in teaching and student learning. The appraisal process can also promote the collaboration and relationship building essential to create and sustain an effective professional culture. It is especially important to see the appraisal system as a supportive and effective way to foster teacher growth and develop confident, proficient teachers. A growth-focused appraisal process that emphasizes the importance of professional dialogue and collaboration can help foster an effective and supportive learning community in the school. (Ontario TPA - Technical Requirements Manual, 2010 - MOE) In the York Region District School Board, Growth Oriented Appraisals are: collaborative supportive asset based reflective rooted in a Growth Mindset open to professional learning opportunities to provide support The requirements of the TPA/NTIP process are as outlined in the Ministry of Educations Technical Requirements Manual. These forgoing attributes help inform the conditions and practices that are supportive of a Growth Oriented Appraisal Process. Purpose The TPA/NTIP process is in place to: provide an opportunity for teachers and administrators to engage in professional dialogue about the teachers practice, celebrate successes and collaboratively determine opportunities for growth foster teacher development and provide meaningful feedback, encouraging professional learning and

growth help teachers achieve their full potential in order to achieve high levels of student learning, performance, achievement and well-being Appraisal Cycle: Item New Teachers Experienced Teachers Number of Appraisals Must be appraised twice in the first 10 months of teaching. Must be appraised once every 5 years. Competencies Appraisals focus on 8 of the 16 competency statements. Appraisals consider all 16 competencies. Rating Rated as follows: Satisfactory or Development Needed in the first appraisal Satisfactory, Development Needed, or Unsatisfactory in the second appraisal Satisfactory or Unsatisfactory in

a third appraisal (if needed) Teachers who receive two Satisfactory ratings during their new teaching period receive a notation on their Certificate of Qualification and Registration from the OCT. Rated either Satisfactory or Unsatisfactory in all appraisals. Annual Learning Plan Not applicable to new teachers ALP revised and updated annually in consultation with the Principal. Context and School Goals Along with the requirements of the TPA process from the ministry, there must also be a relationship between the appraisal process and the work/priorities in the school. The evidence provided by the teacher should: relate to network goals and supports; relate to the School Improvement Plan; relate to identified areas for teacher growth from the past. Collective Learning and Shared Sense of Purpose What do you

want me to see and learn about your practice/program this year? Keep this question in mind for the PreObservation meeting/discussion . It focuses the appraisal allowing teachers to determine which competencies will be a focus. However, the summative report will include appraisal of all required competencies. Evidence of learning Teacher input into this process is key; this is a teacherdriven process where the teacher provides the evidence for the appraisal. Optional Logs of Teaching Practice are available to new and experienced teachers to record samples of

evidence if desired (MET web site) Opportunity to highlight your best practices and identify areas for continued growth Setting goals that can then relate to the Annual Learning Plan for experienced teachers is an integral part of this growth-oriented appraisal process. Types of questions that could be asked during the PreObservation Examples of types of questions that could be asked under each area are provided in the YRDSB Document. Always consider: What do we want each student to learn? How will we know if each student has learned it? How will we respond when a student experiences difficulty? How will we deepen the learning of students who have already mastered essential

knowledge and skills? Within 20 school days following the classroom/non classroom visit. There is no differentiation in timing for different ratings. Teacher must sign within 5 school days along with submitting his/her ALP, if experienced teacher. (p. 15) After two successful NTIP appraisals, signed copy of the Individual NTIP Strategy Form must be sent to Curriculum and Instructional Services. Summative Report Classroom/NonClassroom Observation Must include at least one classroom observation (i.e. teachers classroom, in specialized teaching environment, small group setting, office) where the teacher is interacting with students (p.12) Post-Observation Meeting As soon as possible but not later than 10 school days after the classroom observation (p.6.) Within 3 school days following post-observation meeting, teacher submits all outstanding information/artefacts to the principal. (p.14) Occurs within 2 school days prior to the classroom observation. (p. 10) In an evaluation year for experienced teachers only, finalized during the postobservation meeting (p. 6) In non-evaluation year, for all other teachers, within 60 school days from the first day of school. Throughout the TPA year, logs of evidence can be used at the teachers discretion. (MET site and p. 52-71) Teacher can identify focus competencies but ALL 16 must be reported on in the summative report for experienced teachers and 8 of the 16 for new teachers. Focus competencies can support the teacher in developing his/her ALP. For experienced teachers, within the first 20 days of school (p. 81-82.) Also, as soon as possible alert every teacher as to which administrator is assigned and when the appraisal will occur. Pre-Observation meeting

Annual Learning Plan Ongoing evidence Teachers on HRS list to be informed via notification letter of evaluation year All competencies will be commented on in the appraisal Process and Timelines Process and Timelines Materials to have ready: Planning Based on Boards planning memo: Long Range Plans Unit Plans Overview of the Course (e.g. course of study) Lesson Plan for the lesson/class(es) to be observed and those that have preceded the observed lesson Expectations for student learning Communication Communication Log/Contact Information Provides ongoing feedback, such as newsletters/bulletins website moodle conferencing Assessment Evidence Student assessment/evaluation

records for the class to be observed Balance of assessment for, of and as learning based on achievement chart categories Samples of student assessment activities Learning Skills and Work Habits Assessment Emergency Information Medical information shared with teacher about students (e.g. anaphylaxis, seizure, etc.) Fire Plan/Lockdown Procedures, Student Safety Plans This information is on p. 10 of the YRDSB Document. Differentiation for students with IEPs/ELL students Identification of levels of students in class Accommodations/modifications, strategies used Reflective in unit and lesson planning Evidence of support and/or intervention strategies/contacts Occasional Teacher Handbook (Desired) Lesson Plan Seating Plan Reference to IEPs including accommodations; ELL supports

Fire Plan/Lockdown Procedure/Student Safety Plans Gathering Evidence for Competencies Assessment Data Student Work Teaching Resources Dialogue in TPA Meetings Products Observations Conversations with Students Planning Documentation Resources Competencies Classroom Observation The classroom observation is ONE way to observe. Consider multiple sources of evidence. Classroom Observation Elementary: Observation to include literacy block and where

possible an additional subject class. Secondary: Observation of at least one subject class. Upon request by the teacher or administrator, an additional classroom observation can occur to gather additional evidence. Typical day that includes instruction the lesson must be a typical lesson within the unit; based on various types of assessment to meet the precise needs of the student(s) and group(s). Student Interaction questions that could be asked by the administrator during the class: What are you learning today? What do you need to do to succeed? Where could you go/what could you do to improve your work/get feedback? Review of student work Seating plan uses: Consider: Looking at the evidence of student achievement, collected over time, from multiple sources: observations, conversations

and student products. Groupings (intentionality and rationale behind seating plan) Tracking student participation within the domains, what can we see within that time period and what wont we see thus requiring additional supporting evidence? This information is on p. 10 of the YRDSB Document. Non Classroom Teacher/Support Role in Classroom: All teachers, regardless of role, must demonstrate the same 16 competencies if considered experienced; for NTIP, 8 competencies are assessed as outlined by the ministry A number of observation guides have been created to assist with citing the evidence for the look fors relevant to each of the competencies in the process; these are available on the BWW ( https://bww.yrdsb.ca/boarddocs/Pages/PA-Teacher.aspx, under Supporting Documents) Teachers assignments should not be changed for the sake of an appraisal. TPAs should occur when a teacher is teaching in his/her area(s) of qualification.

Additional sources of evidence that a teacher in a non classroom/classroom support role can cite when engaged in the preobservation meeting, workplace observation visit, post-observation meeting and the principals/supervisors completion of the summative report have been expanded or adapted for each role The suggested sources of evidence that have been offered for each competency are for a teachers use to support the development of his/her ALP, discussion during the meetings, the focus for the observation and preparation for the summative report Guides are not to stand in the place of the Summative Report; they are Post-Observation Meeting Review the results of the classroom observation; Further discuss those competencies that had been identified as the focus of the performance appraisal; Discuss any other materials, factors and/or experiences that will have a bearing on the performance appraisal; fill in any gaps where possible.

Discuss the comments regarding competencies that are intended for the summative report. Review and discuss the required competencies that form the basis for the performance appraisal; Review the teachers ALP (if experienced), and discuss the professional growth goals and strategies for the teacher to take into account in finalizing his/her Annual Learning Plan for the current year. The post-observation meeting should occur as soon as possible after the classroom observation, but not later than 10 school days after the classroom observation. In order to finalize the Summative Report in a timely manner, teachers should ensure that within 3 school days following the post-observation meeting, the principal has all of the relevant information and documentation This information is on page 14 in the YRDSB Document. needed. Annual Learning Plan Purpose:

Provide a meaningful vehicle to support experienced teachers professional learning and growth in the evaluation year and for the intervening years between appraisals Teacher-authored and directed, developed in consultation with the administrator Consider school and board improvement plans and priorities when identifying goals, strategies, and learning opportunities Requirements: Outlined on p. 3 of YRDSB Document Part of TPA process reviewed in the pre-observation meeting and finalized in the post-observation meeting Copy of the ALP, signed by the

teacher and principal, must be included in the TPA documentation (personnel file); teacher keeps a copy Form available on BWW; alternate formats may be used provided they meet ministry requirements Summative Report Completion of Other Appraisal Input Lesson, unit and long range plans Log of Teaching Practice (optional) Student assessment/evaluation records Samples of student assessment /evaluation activities Review of student work Report cards Commenting on all Competencies All competencies must be commented upon using the look fors as a guide . Evidence of practice should be used to support comments about each competency. Professional Growth Goals Performance Rating Experienced = Satisfactory or Unsatisfactory

New = Satisfactory or Development Needed If Unsatisfactory notify teacher before summative report meeting to request union representation at the summative meeting. Professional growth goals must articulate the areas of growth keeping the number manageable. The teacher may take these areas of growth into account in developing his/her ALP. For an unsatisfactory/development needed rating, an improvement plan/enrichment plan articulating goals and supports is needed. Signing the Summative Report The summative report must be completed within 20 school days of the classroom observation. Meeting is not mandatory but recommended and can be requested by either the principal/viceprincipal or the teacher. The Teacher is expected to sign the Summative Report within 5 school days of receiving it to show receipt. This information is on pages 15 to17 in the YRDSB Document. Effect of Certain Absences on the Teaching Period: The following periods must not be counted as part of either the new teaching period or the experienced teacher appraisal cycle: A period during which the teacher does not teach at any time in a school governed by the board; A period when the teacher is on secondment to a non-teaching position;

A period when the teacher is on secondment to a teaching position outside Ontarios publicly funded education system; A period during which a teacher is on an extended leave (1 year or more) approved by the Board. For the above, the actual cycle date changes to one year later. When a teacher returns from an extended leave approved by the Board, any appraisal that would otherwise have been carried out during that period of the leave must be conducted within 60 school days of the teachers return from the leave. Please refer to the document regarding Deferrals & Exemptions on the bww. Important Resources/Links Item Link Ministry Resources TPA and NTIP The ministry combines information about NTIP and the TPA processes into one technical requirements document (2010). The board does not get many hard copies of this document; teachers and administrators must rely on the electronic version at: http://www.edu.gov.on.ca/eng/teacher/appraise.html YRDSB Document The Revised Teacher Performance Appraisal Process for Experienced Teachers, Revised: February 2011. https://bww.yrdsb.ca/boarddocs/Documents/SD-TPAYRDSBManua l.pdf

YRDSB NTIP Resources https://bww.yrdsb.ca/boarddocs/Documents/SDNTIPResourceHandbook-Principal.pdf https://bww.yrdsb.ca/boarddocs/Documents/SDNTIPResourceHandbook-Teacher.pdf https://bww.yrdsb.ca/boarddocs/Documents/SDNTIPResourceHandbook-mentors.pdf This document is a critical resource for teachers and administrators for the process. Supporting Documents Planning: https://bww.yrdsb.ca/services/cis/Pages/Secondary.aspx and https://bww.yrdsb.ca/services/cis/Pages/ElementaryPlanningRequi rements.aspx The following BWW pages: Curriculum and Instructional Services New Teacher Induction Program (NTIP) Growing Success Assessment and Evaluation and Communication The following Ministry Resources: EduGains Capacity Building Series Monographs Questions ?

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