PROFESSIONAL STAFF EVALUATION PLAN
Approved by the School Board and Winnisquam Teachers' Association on 5/05
PROCESS:
Teacher evaluation in the Winnisquam Regional School District is a process of on-going classroom visitations and observations of teachers.Teachers new to the district will have a volunteer mentor, recommended by the building administrator, made available to them prior to the beginning of the school year. The role of mentor will be to facilitate the teachers’ acclimation to the classroom, school, and district through a confidential teacher/mentor relationship. First, second, and third-year (non-vested) teachers in the district will have a minimum of two (2) observations: one during the first six weeks of school, and a second between November and the end of January.Vested teachers must have a minimum of one observation within each observation cycle. Teachers on a GOAL PLAN will be observed at least once during their 3-year recertification cycle using the Observation Report Form. Annual GOAL PLAN evaluations will be done using the SHORT Form. (See RSA 189:14-a for a definition of “vested teacher”.)
Observations will be completed by the Principal and/or another designated administrator who has been previously identified as responsible for the evaluation of that individual staff member. Observations may be announced or unannounced. All announced observations will be preceded by a brief pre-observation conference to discuss the domains, e.g., class makeup, lesson plans, objectives, strategies, materials, assessments and evaluations, and any targeted areas for special focus.There is no maximum number of observations for any teacher. All observations within an evaluation cycle will be completed by March 1st. Observations completed after that date will be part of the next cycle. (An evaluation cycle runs March to March. It may include observations completed any time after the teacher’s annual re-nomination through the end of that school year, and continue to include observations conducted until the following March re-nomination.) Both the observer and the teacher will complete a draft Observation Report Form after each formal observation. The teacher will take responsibility for contacting the observer and scheduling a mutually agreed upon time for a post-observation conference to be held within 5-7 school days after the observation. The teacher and observer will meet to discuss their drafts. After meeting and discussing both drafts, a final observation report will be developed by the administrator and returned to the teacher for a signature within 5 school days. The teacher will sign and return the final observation report within 4 school days of receipt.
Performance Standards/Ratings/Improvement Plans
Teacher Performance Standards
Teacher Performance Standards are detailed in the Observation Report Form. In-service training in the application and interpretation of these standards will be provided for all teachers and administrators in the school district prior to full implementation of this evaluation system or upon their hiring by the Winnisquam Regional School District.
Ratings : The observer will rate the teacher in all evaluative criteria in each formal full-length classroom observation completed. A teacher will be rated in each performance area.
4 – Distinguished (consistently exceeds the standard)
3 – Proficient (consistently meets the standard)
2 – Basic (meets the minimal standard)
1 – Requires Assistance (does not meet the minimal standard)
In case of a rating of “1 – Requires Assistance”, indicating that significant improvement is needed, specific description of the reason for concern must be included in the comment box. (In case a category is not applicable to a classroom/instructional situation, it should be noted “Not Applicable”.) The objective of the Winnisquam Regional School District in pursuing excellence in education is to have ALL teachers demonstrate a predominance of ratings of “3” or higher on their annual evaluations. This should be accomplished through improvement plans when needed, and through correlating the goals of their 3-year Professional Development plan with areas of performance they need or desire to improve. All teachers will demonstrate professional commitment to excellence and professional growth by working to improve their skills.
Specialty Personnel
It is recognized that the evaluative criteria developed for this teacher evaluation system is intended for use only in evaluating teachers involved in the instruction of one or more than one student. There are professional staff members within the Winnisquam Regional School District whose duties and responsibilities require that they work with students in a setting other than that found in a conventional classroom. Among these staff members are guidance counselors, librarians, and certain special education and instructional personnel. (Nurses will be evaluated with the School Nurses Evaluation Form in appendix).
Therefore, the following system of professional staff evaluation will apply to such personnel: these staff members will follow the same procedures outlined for classroom teachers: however, in place of Domains I, II, III and IV of the Observation Report Form the criteria used for evaluation will be the specific duties and responsibilities as stated in the individual job description. Domains V and VI will be used to evaluate all staff. Written observations by supervisors will be in narrative form. Individuals will complete a narrative self-evaluation and use the same conference procedures as instructional staff.
Informal Observations/Classroom Visitations/Evaluation Short Form
Classroom visitations/observations lasting less than a full class period may occur in the course of a school day. Information gathered from such observations/visitations may or may not be used as part of the evaluation process. If such data is to be used in the formal evaluation process, it must be noted on the EVALUATION SHORT FORM and presented to the teacher within 2 school days of the observation/visit or longer by mutual consent in extreme conditions. The Evaluation Short Form may be used by the observer to monitor and record progress on a single area of performance in need of improvement as cited in the Observation Report Form, as outlined in an assistance plan, or as noted on a previous Evaluation Short Form. It is also used to evaluate progress for those staff members electing to opt for the GOAL PLAN. The Evaluation Short Form will be signed by the teacher, and if determined necessary by the observer or teacher, an appointment will be scheduled to discuss the content of the Short Form. A copy of the Short Form will be placed in the staff member’s file and become part of the formal evaluation process. The observer may use an Evaluation Short Form to modify the rating on the Observation Report Form; for example, upon successful completion of an assistance plan, the observer will attach a Short Form to the original observation and assistance plan indicating that the focus area has been improved and the rating in that area may be upgraded to an acceptable level.
Improvement Plans
Any teacher receiving a rating of “1-Requires Assistance” in any category must have an assistance plan for each category with that rating.Comments may be added for a rating of “2” or higher and may be either commendations or recommendations for improvements. A teacher who receives a “2” or higher rating in any category that also includes recommendations for improvement is responsible for implementing recommendations expediently; however, a written improvement plan is not required.
Re-nomination
Every staff member will, by the first Friday in March after Winter Break of each year, receive and be required to sign the Annual Recommendation Form. This notifies the staff member that he/she has been 1) recommended for re-nomination, 2) recommended with reservation, or 3) not recommended for re-nomination. A copy of this form is sent to the Superintendent of Schools.
In accordance with RSA 189:14-a: “Any teacher who has a professional standards certificate from the state board of education and who has taught for one or more years in the same school district shall be notified in writing on or before April 15……….. if that teacher is not to be renominated or re-elected……….. “the Board reserves the right to non-renew first, second and third-year teachers in accordance with Section 12.6 of the negotiated agreement. In accordance with RSA 189:14-a.II: “Any teacher who has a professional standards certificate from the state board of education and who has taught for 3 consecutive years in any other school district in the state………. shall be entitled to all of the rights for notification and hearing in paragraph 1 (b).”
NOTE: Incidents of gross incompetence, immorality, or insubordination will be dealt with according to School Board Policy and will not be subject to the policies and procedures of this document.
District Professional Evaluation Committee
Process Review: The District Professional Evaluation Committee will conduct a review of this teacher evaluation system after its initial year, forwarding pertinent recommendations to the Winnisquam Regional School Board and the Winnisquam Regional Teachers Association. Subsequent review will be conducted as needed.
ANNUAL GOAL PLAN OPTION
After the third year in the district, and with all Domains rated at least 3 or higher on the most recent evaluation, a teacher may opt to utilize the GOAL PLAN option with the principal’s approval. The GOAL PLAN must complement a teacher’s staff development/recertification plan, and the continuing employment processes already in place. The process of the GOAL PLAN is built upon a sense of trust and mutual respect.
Rational for the GOAL PLAN
The GOAL PLAN is designed with the following concepts in mind. The teacher will:
∙ take responsibility for his/her professional growth and administrators will provide support.
∙ be reflective and self-evaluative as s/he considers how s/he might improve instruction.
∙ Thave the freedom to pursue new directions, try new approaches,and to adjust based on new discoveries.
∙ be encouraged to seek peer support and cooperation.
GOAL PLAN Development Process
The GOAL PLAN starts with a conference between the teacher and building administrator who will discuss the GOAL PLAN designed by the teacher. Goals in this plan will span a period of one year in conjunction with the teacher’s professional development plan.A system of monitoring, including performance indicators and timelines, will be built into the goal setting process.
Time Frame
The GOAL PLAN will be set in place by September 30th each year. It is understood that a new plan can be developed cooperatively or the original plan modified throughout the year, upon agreement of both parties. The timeline for review of the plan will be developed by the teacher and administrator and incorporated in the plan when it is originally written.
Standard Observation
The teacher using the GOAL PLAN will be evaluated using the district’s SHORT FORM once during that year. The Classroom Observation Form will be used at least once during the three-year recertification cycle.
Teacher’s Responsibility
The teacher needs to systematically plan to implement his/her GOAL PLAN and conscientiously carry out the plan over the course of the evaluation cycle. The teacher must maintain all appropriate documentation as s/he carries out the GOAL PLAN.
Principal’s Responsibility
The principal will meet and consult with the teacher requesting to utilize the GOAL PLAN option. The principal and teacher will decide whether to proceed with the option. Once that determination is made, the principal [and/or other assigned evaluator(s)] serves mainly as a resource person to assist the teacher in developing a plan for growth, to assist the teacher in finding resources needed, and to assess the progress. If by mutual agreement before February 1st, the principal and teacher determine satisfactory progress on a GOAL PLAN cannot be made, the teacher will return to the Classroom Observation Report form for this evaluation cycle.
Optional Peer Support
The collegial sharing of peer support is encouraged as an integral part of the GOAL PLAN, but is not absolutely necessary or required in order to participate in the GOAL PLAN model. The peer teacher at all times should follow the confidentiality of the peer-coaching model and may not extend his/her role into an evaluative capacity. Any misapplication of the procedures outlines in this evaluation process may be addressed through the established grievance procedure.
IMPROVEMENT ASSISTANCE PLANS
There are 3 progressive levels of assistance plans: Informal, Directed, and Formal. To the extent that an individual requires all 3 levels of assistance, the teacher must demonstrate proficiency in all areas within two years of initiation of an improvement plan.
Informal Assistance
This process may include strategies including implementing recommendations from a supervisor, observing other staff members, interacting with a mentor, participating in professional development activities within and/or outside the district, or utilizing identified resources and materials to improve professional performance. Assignment of Informal Assistance is not meant to conclude that the teacher will be determined deficient in that category at the conclusion of the evaluation cycle, but it does designate a particular evaluative component “requiring assistance”, if a teacher is determined as requiring assistance in any category, the observer develops a realistic plan for assistance, which is agreed upon and signed by both parties. The teacher is responsible for completing the recommendations in the Informal Assistance Plan within the timelines specified, and for documenting their completion.
Directed Assistance
This is the process employed if a teacher has not met minimal standards at the conclusion of an Informal Assistance Plan. The teacher will be required to complete a process of Directed Assistance for that/those domain(s). Directed Assistance occurs within the building setting and is directed toward the improvement of instruction and the remediation of identified teacher needs. It requires a team, including the evaluator and at least one other team member as a mentor/resource to assist the teacher. Notification: If a teacher fails to make adequate improvement under an Informal Assistance Plan and must participate in a Directed Assistance Plan, the teacher must be provided written notification of this status at the conclusion of the Informal Assistance Plan. Notification will originate from the building principal and will specify those standards (evaluative criteria) needing improvement. A copy of this notification will be placed in the teacher’s file.
Directed Assistance Procedures involve the following:
1. Development of a Directed Assistance Plan by the teacher and the Principal and/or designated evaluator in a timely manner, that will:
a) designate strategies and practices designed to improve those areas in need of improvement;
b) identify sources necessary for accomplishment of this improvement:
c) establish procedures for measuring improvement;
d) determine a schedule for further observation and evaluation, not to exceed one school year.
2. Implementation of the Assistance Plan.
3. Classroom observation and/or evaluation.
Formal Assistance:
If a teacher fails to make adequate progress at the conclusion of a Directed Assistance Plan, the teacher will be required to complete a period of Formal Assistance. Initiation of Formal Assistance serves as notification to a teacher that remediation of identified needs must occur within a specific period of time or job termination proceedings will begin. Notification: Teachers assigned to Formal Assistance will be notified of this status in writing at the conclusion of an unsuccessful Directed Assistance Plan. Notifications will originate from the building principal with a copy to the Office of the Superintendent of Schools and will specify those standards needing improvement. A copy of this notification will be placed in the teacher’s file.
Formal Assistance Team: A formal Assistance Team shall be formed, consisting of the teacher’s original evaluator, a designated evaluator of the teacher’s choosing from within the district, and a mentor of the teacher’s choosing. This team will meet with the teacher at his/her convenience, but no later than ten (10) school days after the assignment of Formal Assistance, to develop a Formal Assistance Plan.
Formal Assistance Procedures involve the following:
1. Development of the written plan that includes:
a) a list of all the standards in need of improvement
b) a realistic assistance plan that details the help or assistance that the team will provide to the teacher in meeting
minimum performance standard(s).
c) a monitoring plan that details:
i. what data will be gathered from observations,
ii. how it will be gathered, and
iii. a timeline for completion of the observations and evaluations.
2. The teacher may choose to initiate a confidential coaching program with another teacher to assist them in meeting their Formal Assistance Plan. Evaluators may suggest peer coaches.
3. Formal Assistance Plan will be developed within ten (10) days of the formation of the Formal Assistance Team. Copies of the plan shall be forwarded to the teacher, all members of the Formal Assistance Team, Principal, and Superintendent.
4. A minimum of three (3) regular classroom observations will be conducted by the Formal Assistance Team, the first announced, the second and third unannounced, focusing on those evaluative criteria in need of improvement. Other observations may be scheduled, if deemed appropriate by the unanimous agreement of the team.
5. Upon completion of each required observation, the Formal Assistance Team will meet, review the data from the observation, and within ten (10) school days, complete a narrative report about the fulfillment of the evaluative criteria in question, making any further suggestions for improvement that are appropriate.
6. A Summary Report of this assistance process should be completed by the Formal Assistance Team at the conclusion of the Formal Assistance Plan and forwarded within 7 days to the teacher, principal, and Superintendent.
Formal Assistance Recommendation: Upon review of the Summary Report, the evaluators of the Formal Assistance Team must recommend within 2 days, one of the following conclusions to the Superintendent of Schools;
1. That those deficiencies necessitating formal assistance have been successfully addressed and re-mediated. In such cases, it will be recommended that the teacher return to the regular evaluation cycle.
2. That those deficiencies necessitating formal assistance remain and that employment termination proceedings should begin. The teacher must be notified in a timely manner, as defined by state law, that employment termination proceedings will be started.
Re-nomination of Staff on Directed and Formal Assistance Plans
It will remain the prerogative of the administration to determine whether non-vested staff has made sufficient progress in a reasonable period of time to be re-nominated. If non-renewed, no further assistance plans will be pursued.