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ANDERSON SCHOOL DISTRICT THREE GOALS-BASED EVALUATION (GBE) of the CONTINUING CONTRACT TEACHER

Goals-Based Evaluation (GBE) is an informal, formative teacher evaluation system designed to foster and support ongoing professional growth and development in order to assure the continuous improvement of quality education in Anderson School District Three. The formative evaluation processes hold high expectations for the continuous professional development of certified staff employed under a Continuing Contract. Anderson School District Three has clearly established criteria for the successful completion of a GBE process. District criteria and requirements are based on regulations and guidelines for the evaluation of continuing contract teachers issued by the South Carolina Department of Education/Office of Teacher Quality (SDE/OTQ), and state guidelines for renewing the Professional Teaching Certificate. Goals-Based Processes include annual: · self-reflection, collaboration with peers and building administration; · goal setting, planning, record-keeping/documentation and reporting; · long-range plan reviews; and · formal or informal classroom observations, self-monitoring, coaching, and feedback. A Short-Range Plan interview (SRP) is conducted once every three years. The Goals of GBE The goals-based evaluation system is designed to: · set an expectation for continuous growth and development for certified staff; · empower teachers to directly affect their own professional growth, development, and direction; · cause self-evaluation and reflection; · support the application of new instructional approaches; · encourage teacher growth in areas of both interest to the teacher and benefit to the students and school community; · foster collegial discussion and planning for personal and school improvement; and · ensure the successful renewal of an educator's professional teaching certificate every five years.

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Annual Expectations for all Continuing Contract Teacher The continuing contract teacher is expected to annually: 1. Develop and submit a long-range plan by the 20th instructional day. 2. Maintain unit plans (short-range plans) for each instructional unit throughout the academic year. 3. Apply the State Standards for Professional Teaching (10 Performance Dimensions) to the planning, preparation, delivery, and assessment of instruction and learning, and all teacher actions designed to promote student learning. 4. Develop a Professional Growth and Development Plan at the beginning of the Certificate Renewal Cycle. · · · · · Secure approval from the building administrator in the fall. Work on and complete at least one goal annually. Maintain records of actions taken and supporting evidence. Provide supporting evidence to the building administrator in the spring of each year. Record approved recertification points (not all actions will earn recertification points). Expectations Defined Long-range Plans Every teacher will submit long-range plans to the building principal by the designated date (20th instructional day). A copy of the long-range plan must be maintained in the classroom with the teacher's planning materials. Long-range plans must contain: · · · · · · · · Descriptive Student Data Learning and Developmental Goals Instructional Units and Timelines congruent with Academic Standards Instructional Materials and Resources Student Assessment Procedures and Practices including grading procedures Rules/Consequences and Procedures Parent Communication Policies and Procedures (How, When, Why). LRP Evaluation Procedures

See Appendix GBE/CRP-1 in this manual for a detailed description of the components of the long-range plan.

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Unit (Short-range) Plans Every teacher must develop a unit plan for each area of content instruction. Unit plans should be available for review in the classroom at all times. Unit plans must include: · · · · · · · Topic/Title Learning and Developmental Objectives Instructional Strategies ­ procedures (teacher actions) and learning experiences (student actions) Resources Assessment Time Frame Adjustments

See Appendix GBE/CRP 2 in this manual for a detailed description of the components of the unit plan Professional Growth and Development Plan/Certificate Renewal Plan Every teacher will identify five measurable professional growth and development goals by October 1 of the first year of their certificate renewal cycle. A goal may be individually or collaboratively (with peers) formed, developed and pursued. Each goal must be supported by clearly defined strategies and evidence of success. The goals must be approved by the building principal and presented in writing no later than October 1 of each academic year. Professional growth and development goals must be pursued in the following areas over a five-year period of time. A goal may impact more than one area. · · · · · Content in which the teacher is currently certified or planning to become certified; Instruction, Assessment or Technology and; Professional Service (non-compensated); Student Achievement District or School Goals

A professional growth and development goal must meet State and District Criteria as follows: · · · · · be identified with at least one State Standard for Professional Teaching (Performance Dimensions); support the district's strategic plan or the school's renewal plan; lead to the continuous improvement of instruction and/or support services; support "best practice" for the improvement of student learning; enhance existing skills of the teacher or contribute to the development of a new skill;

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· · · · ·

have the potential for positively affecting the climate for student learning in the teacher's classroom; provide opportunities for collegiality and mutual support among peers, staff, and supervisors; be developed in collaboration with the building principal; be put in writing; and be submitted on time.

The extent to which an annual professional growth and development goal has been achieved will be collaboratively assessed by the principal and teacher in the spring of each academic year. A teacher who does not satisfactorily provide evidence of actions taken to achieve a goal will be issued a continuing contract but will be evaluated using the formal TEAM process the following year. As an alternative to developing a professional growth and development goal each year for three years, teachers may elect to complete the process for pursuing National Board Certification(NBC) as on overall goal to be achieved within three years. Interested teachers should contact the Staff Development Coordinator for information on National Board Certification. An NBC teacher is expected to comply annually with the district's GBE requirements and National Board for Professional Teaching Standards (NBPTS) for certificate renewal. If an NBC teacher is intending to retire prior to renewing NBC, then they should be adhering annually to district requirements for GBE and CRP. State Standards for Professional Teaching South Carolina Standards for Professional Teaching are well defined in 10 Performance Dimensions that address teacher responsibilities relative to planning for instruction and assessment, classroom delivery of instruction, and professional responsibilities beyond the classroom. The 10 Performance Dimensions are: PD1: Long-Range Planning PD2: Short-Range Planning of Instruction PD3: Short-Range Planning, Development, and Use of Assessments PD4: PD5: PD6: PD7: PD8: PD9: Establishing and Maintaining High Expectations for Learners Using Instructional Strategies to Facilitate Learning Providing Content to Learners Monitoring and Enhancing Learning Maintaining an Environment that Promotes Learning Managing the Classroom

PD10: Fulfilling Professional Responsibilities Beyond the Classroom See the Appendix GBE/CPR-3 of this Manual for a detailed description of each performance Dimension.

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Introducing ADEPT All certified staff were oriented to ADEPT Performance Dimensions 1 ­ 3 in the spring of 1998. They were oriented to Dimension 4 ­ 10 in August 1998. ADEPT processes are reinforced annually through the Induction Program, ADEPT Evaluator Training, and Mentor Training. At the request of the building principal, the Staff Development Coordinator will provide an update on the GBE processes and components. When a continuing contract is offered to an annual contract teacher they will be provided a comprehensive orientation to the informal, formative evaluation system (GBE) for continuing contract teachers. This orientation will be provided in August of each academic year. The orientation will include a review of the ADEPT Performance Dimensions and a written and oral explanation of the: · GBE evaluation process and procedures; · The intended use of evaluation results; and · The Certificate Renewal Process. Annual Procedures for Goals-Based Evaluation of Continuing Contract Teachers Relative to Professional Growth and Development Goals 1. The building administrator/advisor will review the GBE/CRP and annual expectations in August of each academic year. 2. The building administrator/advisor and teacher(s) may meet informally in September of the first year of the teacher's renewal cycle to collaboratively define five annual goals. 3. These five annual goals must be submitted in writing to the building administrator/advisor during the fall conference held prior to October 1 of the first year of the renewal cycle. (Form GBE/CRP-1) 4. A teacher will annually select a focus goal and have strategies to accomplish this goal. (Form GBE/CRP-2) The teacher will submit Form GBE/CRP-2 to the administrator/advisor for approval no later than October 1 of each year. 5. The teacher should also complete the Annual Goal Planning Form for CRP (Form GBE/CRP-3) and submit it along with Form GBE/CRP-2 during the fall conference. 6. During the fall conference, the administrator/advisor will complete Part 1 of Form GBE/CRP-4. 7. The teacher should submit a copy of the Annual Goals (Form GBE/CRP-1) to the Staff Development Coordinator following the administrator/advisor's approval at the fall conference. (No later than October 15) 8. Evidence of the completion of the annual goal should be submitted to the building administrator (Forms GBE/CRP-2 and GBE/CRP 3) at the spring formative assessment conference. The conference should occur between February 1 and March 31 of years 1-4 of the renewal cycle and by February 28 of year 5. The teacher and administrator/advisor will assess progress relative to GBE and CRP. 9. During the spring conference, the administrator/advisor will complete Part 2 of Form GBE/CRP-4.

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10. Continuing Contract teachers must be advised in writing of evaluation decisions resulting from annual formative assessments by April 15 of each academic year. Relative to Classroom Performance · Building principals will carefully review long-range plans during the first semester of each year and make suggestions for improvement in writing as needed. (Appendix GBE/CRP-1) (Form GBE/CRP-7) · Building principals will conduct a minimum of two informal classroom observations annually (one per semester) and provide the teacher with written feedback. Oral feedback may be provided at the discretion of the principal. (Form GBE/CRP-8) · Building principals will conduct a short-range plan interview once every three years. (Form GBE/CRP 9) (Appendix GBE/CRP 2 and 2a) Classroom Observations during GBE Classroom observations are a vital component of the GBE program. Observations are informal and unannounced. Informal observations must last at least 15 minutes. They generally do not last longer than 35 minutes. However, the building principal, at his/her discretion, may choose to observe for longer periods of time. Feedback on classroom observations must be provided in writing within 5 working days of the observation. (Form GBE/CRP 8) An independent review of the Long-Range Plan (LRP) and a Short-Range Plan (SRP) Interview are additional methods of informally assessing classroom performance. Through discussion and sharing, the teacher provides the principal with an insight into planning, instruction and assessment strategies. Written feedback must be provided within five working days of the independent review and short-range plan interview. It is the building principal's prerogative to initiate formal classroom observations of GBE teachers based on perceived or identified teacher needs. Walk-through observations (5 minutes) are strongly advised throughout the year. Brief, oral feedback is appropriate following a walk-through. Performance Assessments Formative Assessments Formative assessments are provided to ensure the ongoing growth and development of professional staff members. Building principals will make 3 formative assessments annually based on: · · · LRP review; Classroom Observations (2) and; Goal Attainment

Once every three years a SRP Interview will be conducted. (Appendix GBE/CRP-2a)

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Forms GBE/CRP-7, 8, and 9 will be used to provide assessment feedback. Any teacher who receives an "unsatisfactory" assessment on Goal Attainment (Form GBE/CPR-4) at the conclusion of a GBE year will remain on continuing contract but will be placed on TEAM Evaluation the following year. A teacher who has two consecutive years of "needs improvement" in the area of Goal Attainment will remain on continuing contract but will be placed on TEAM Evaluation the following year. The teacher will receive notification in writing of this change. Principals will provide immediate feedback to teachers following the LRP review (Form GBE/CRP-7), the SRP Interview (Form GBE/CRP-9) and all classroom observations (GBE/CRP-8). This feedback should include constructive criticism that sets high expectations for a teacher's daily performance. As a result of positive assessments principals may continue using the GBE processes to assess teacher performance, increase the number of classroom observations, make classroom observations formal, require a teacher to get direct assistance in a specific area(s), and/or place a teacher on TEAM evaluation, etc. GBE Program Monitoring The Staff Development Coordinator will work closely with building principals twice annually (October and April) to ensure all school sites are in compliance with the district's state approved GBE/CRP Program.

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