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How to use this document:Itinerants should receive Beginning-of-Year, Mid-Year and End-of-Year conversations throughout the year, in addition to ongoing meaningful feedback conversations based on observation and/or other review of their performance. In the absence of a central online system for tracking these conversations, we have created this conversation tracker to help you keep your notes organized throughout the year. After each conversation please ensure both Itinerant and evaluator have a copy of the file to refer back to, and to inform the ensuing conversations. At the end of the year, you will provide ratings and comments in Infor HR (formerly GHR) on the Itinerant’s performance. Beginning-of-Year ConversationsBeginning-of-Year Conversations are crucial to the support of Itinerants throughout the year. They set the stage for the support relationship between an Itinerant and their evaluator and define expectations for effective performance. The conversation should ensure focus on the Itinerant’s strengths and growth areas that will most impact student success. During this conversation you should discuss and agree on:the Itinerant role focuses and areas of greatest positive student impact in relation to the school building, caseload and/or time in building, and population servedgrowth areas to focus on for individual professional developmenteffective performance means and what it will look likehow observation/data collection will be done and documentedtiming and process for sharing feedback throughout the year in support of the employee’s ongoing professional growthStudent Learning Objectives (SLOs) for the year Mid-Year ConversationsMid-year conversations are an opportunity for employees to provide updates on the services being provided to students, and for evaluators to discuss preliminary ratings, feedback on effectiveness and concrete next steps on how to improve performance. During this conversation you should discuss and:review progress in relation to agreements made in the beginning of year conversationreview feedback on the employee’s performance using behaviors at the indicator levelidentify any change in focus in the employee’s role due to environmental factors (e.g., student populations, building, etc.)reflect on strengths, growth areas and next steps for the employee’s development, and discuss how the supervisor can support continued growth throughout the yearreview observations and data points collected to date, ensuring that they match the plan agreed to, and finalize plan for the remainder of the yearStudent Learning Objectives (SLOs)End-Of-Year ConversationsDuring the End-of-Year Conversation strengths, progress in growth areas and data points that validate performance should be discussed, along with the final overall rating. The conversation should also focus on clear and actionable next steps for professional learning opportunities and methods to improve performance in the coming year. During this conversation you should discuss and:share feedback on the employee’s performance using behaviors at the indicator level (documented and provided to Itinerant) using evidence collected throughout the yearshare ratings assigned at the expectation level based on evidence collected (documented in GHR)review Student Learning Objective outcomesshare overall rating for the year (documented in GHR)identify strengths and growth areas for the employee’s development and clear, actionable steps for future professional developmentRatings granted at end of year for the growth and performance system are done at an expectation and overall level, however, feedback for growth should be discussed at an indicator level as this is the most actionable for the Itinerant. Itinerant Name: _Evaluator Name: Instructions: This conversation tracker is a suggested tool to keep the notes of all of your beginning, mid and end of year conversations in one place. After each use be sure that both evaluator and employee have a copy of the tracker for future reference. At the end of the year you may upload to GHR and attach to the end of year evaluation, however this is not required.ExpectationIndicatorBeginning of Year NotesMiddle of Year NotesEnd of Year NotesDemonstrates Mastery of and Expertise in the Domain for Which They are Responsible1.ADesigns and incorporates developmentally appropriate evidence-based practices from research findings into services.1.BDemonstrates knowledge of effective services that reduce barriers to and support learning across the home, school and community settings.Overall strengthsOverall areas for growthWhat is critical for success?Evidence collectionSources of evidence may include:1.A - Communication of important interventions/strategies across environments using various resources (visual charts, emails to staff, hearing aid checklist, advocacy, and personal interaction)1.A - Accommodations provided in various environments within the school, rather than just the primary classroom1.A - Communicates regarding hearing loss, accommodations and strategies during Individualized Education Program (IEP) meetings1.A - Observations and evaluations of student access in educational environment1.A - Information and community resources provided to families1.A - Support provided to education team1.B - Accommodations and modifications for students with hearing loss1.B - Collaboration with teachers1.B - Strategies provided to teachers1.B - Presentations to, or In-Services for, School Faculty, Staff or DepartmentExpectationIndicatorBeginning of Year NotesMiddle of Year NotesEnd of Year NotesEstablishes a Safe, Inclusive and Respectful Learning Environment2.ADemonstrates knowledge of, interest in and respect for diverse student communities and cultures in a manner that increases equity.2.BImplements high, clear expectations for student behavior, including self-advocacy.Overall strengthsOverall areas for growthWhat is critical for success?Evidence collectionSources of evidence may include:2.A, 2.B - Student or Family Questionnaire/Survey2.A, 2.B - Correspondence/Consultation Records2.A - Student/Classroom Observations2.A - Family-Friendly and Language-Accessible Materials/Displays2.B - Self-Advocacy Records2.B - Pre- and Post-Intervention DataExpectationIndicatorBeginning of Year NotesMiddle of Year NotesEnd of Year NotesPlans, Delivers and Monitors Services that Facilitates Learning3.AProvides services and/or specially designed instruction aligned with state and federal laws, Denver Public Schools (DPS) regulations and procedures and the individual needs of students.3.BUtilizes multiple sources of data to identify the need for intervention, establish eligibility, and initially design services and/or specially designed instruction.3.CMonitors and adjusts services and/or specially designed instruction as needed to ensure continuous progress toward achieving academic standards and individualized student goals.Overall strengthsOverall areas for growthWhat is critical for success?Evidence collectionSources of evidence may include:3.A - Screening Records3.A, 3B - Educational Plans (ALPs, IEPs, 504 Plans, Communication)3.A - IEP Team Meeting Participation3.A - Consultation Records3.A - Student or Teacher Questionnaire/Survey3.B - Advanced Learning Plans (ALPs)3.B - Individualized Education Programs (IEPs); Assessment Data including multi-disciplinary summary reports3.B – 504 Plans3.B - Reports that may include standardized assessment data3.C - Student goal and objective progress reports3.C - Documentation of a system to consistently monitor student progress including looking at growth trajectories3.C - ezEdMed Service Documentation Notes which includes assessment of session and plan(s) for next session to improve outcomeExpectationIndicatorBeginning of Year NotesMiddle of Year NotesEnd of Year NotesReflects on Practice4.ADemonstrates self-awareness, reflects on practice with self and others, and acts on feedback.4.BPursues opportunities for professional growth and contributes to a culture of inquiry.Overall strengthsOverall areas for growthWhat is critical for success?Evidence collectionSources of evidence may include:4.A - Correspondence/Consultation Records4.A - Records of Service-Delivery4.A - Educational Plans (ALPs, IEPs, 504 Plans, Communication)4.A - Formal and Informal Student Assessments4.A - Progress-Monitoring Data4.B - Evidence of New Practices Implemented4.B - Participation on Committees4.B - In-Service/Training Records/Observation4.B - Professional Goals or Growth Plan4.B - Participation/Membership in Organizations4.B - Certificates of Participation in Professional Development (PD) courses and professional development activitiesExpectationIndicatorBeginning of Year NotesMiddle of Year NotesEnd of Year NotesDemonstrates Collaboration, Advocacy and Leadership5.AAdvocates for and engages students, families and the community in support of improved student achievement.5.BCollaborates with school teams to positively impact student outcomes. 5.CBuilds capacity among colleagues and demonstrates service to students, school, district and the profession.Overall strengthsOverall areas for growthWhat is critical for success?Evidence collectionSources of evidence may include:5.A, 5.B - In-Service/Training Records/Observation5.A, 5.B - Correspondence/Consultation Records5.A, 5.B - Collaboration Activities, Conference Presentations5.A - Records of Advocacy Activities5.B - Documentation of Presentation Given5.B - Task Force or Committee Participation Records5.B - Meeting Agendas5.C - Records of Expanded Responsibilities5.C - Leadership on Committee or Organization5.C - Mentoring/Support Records5.C - Contact LogsAnnual Development GoalsIndicatorGrowth Area within IndicatorHow would this improve outcomes will my students and stakeholders?Action Steps to achieve this professional growth. ................
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