Special Education Teacher: Evaluation Process Guide

Special Education Teacher: Evaluation Process Guide

Susanne Carrescia, Director Emily Butler Pam Carpentier Lan Eberle Becky Howard Linda Launer Brooke Mair Jessica Nemeth

August 6, 2013 Edition

EVALUATION PROCESS GUIDE

The SEAPCO Evaluation Process Guide is your manual to our evaluation system for certified employees. The Guide provides you with SEAPCO's expectations for your instructional delivery based on the Danielson evaluation rubric, with changes to meet our special populations. As you review these documents and align your practices with our expectations, you will find yourself becoming a stronger more confident educator.

SEAPCO MISSION The mission of SEAPCO is to partner with member districts and families to prepare students with diverse educational needs to be productive citizens of society.

1. TEACHER EVALUATION SYSTEM "Teacher" means full-time or part-time professional employee of the co-op who is required to hold a teaching certificate issued in accordance with Article 21 of the School Code or a professional educator's license endorsed for a teaching field issued in accordance with Article 21B of the School Code. A. THE PURPOSE OF THE TEACHER EVALUATION SYSTEM IN SEAPCO IS TO: 1. Ensure quality instruction and student learning. 2. Foster a standards-based approach based on the Danielson, Framework for Teaching. 3. Encourage self-reflection for professional growth and accountability. 4. Support consistent implementation of the plan across the cooperative. 5. Meet the requirements of the Illinois School Code. B. AREAS OF REQUIRED CONSIDERATION: In accordance with the Illinois School Code, a teacher's summative evaluation will take into consideration teacher attendance, instructional methods, classroom management and competency in subject matter taught.

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2. RATING SYSTEM

No later than the 2016-17 school year, student growth components will be added in to the teacher evaluation rating system. Additional language will be added to reflect this change.

A. EXCELLENT: The classroom teacher rated EXCELLENT performs above expectations in both student achievement and professional contribution to the district or cooperative. This is a teacher who consistently demonstrates excellence in the domains of: Knowledge and Preparation, Classroom Environment, Instruction, and Professional Responsibilities by engaging in activities believed to be strongly related to positive student learning outcomes.

B. PROFICIENT: The classroom teacher rated PROFICIENT meet expectations by working with students to achieve a high level of success. This is a teacher who consistently demonstrates proficiency in the domains of: Knowledge and Preparation, Classroom Environment, Instruction, and Professional Responsibilities by engaging in activities believed to be strongly related to positive student learning outcomes.

C. NEEDS IMPROVEMENT: The classroom teacher rated as NEEDS IMPROVEMENT does not consistently promote student success through professional practice. This is a teacher who regularly demonstrates a need for improvement in one or more of the domains of: Knowledge and Preparation, Classroom Environment, Instruction, and Professional Responsibilities. This teacher may recognize or intermittently engage in activities believed to be highly correlated with positive student learning outcomes, but still shows significant room for professional growth.

Note: If a tenured teacher's performance is rated as NEEDS IMPROVEMENT, the evaluator in consultation with the evaluated teacher must develop a Professional Development Plan, a template for this plan is attached (see Appendix E, page 13). The Plan must be developed within thirty (30) school days following the evaluation meeting that resulted in a Needs Improvement rating. The Plan does not have a minimum or maximum time frame. Any teacher receiving a Needs Improvement rating will be evaluated in the following school year. If the performance areas are corrected and the teacher receives a Proficient or Excellent rating, he/she returns to the regular evaluation cycle.

D. UNSATISFACTORY: The classroom teacher rated UNSATISFACTORY fails to meet professional expectations. This is a teacher who consistently demonstrates unsatisfactory performance in one or more of the domains of: Knowledge and Preparation, Classroom Environment, Instruction, and Professional Responsibilities.

Note: Within thirty (30) calendar days after completion of an evaluation of a teacher receiving an Unsatisfactory rating, the development and commencement of a Remediation Plan (see Appendix F, page 14-15) designed to correct the deficiencies cited will be enacted, provided the deficiencies are remediable. Additionally a consulting teacher will be selected by the evaluator who has at least five (5) years experience, familiarity with the assignment, and an Excellent on the last evaluation. The Remediation Plan shall provide for ninety (90) school days of remediation within the classroom. A mid-point and final evaluation will be provided by the evaluator during and at the end of the remediation period. Any teacher receiving an UNSATISFACTORY rating will be evaluated in the following school year. If the performance areas are remediated and the teacher receives a Proficient or Excellent rating, he/she will return to the regular evaluation cycle. If, at the conclusion of the remediation period, the teacher has not corrected their performance deficiencies the teacher is subject to dismissal.

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3. FORMAL AND INFORMAL OBSERVATION

A. FORMAL OBSERVATION: A formal observation means a specific window of time (at least 30 minutes or one class period) that is scheduled with the teacher for the qualified evaluator to directly observe professional practices in the classroom, in the school, or in a pre-arranged educational setting. At the post-observation conference, the evaluator will provide evidence and feedback to the teacher in writing. The teacher may provide additional information or explanation about the lesson presented. The following steps outline the formal observation process:

1. Teacher completes self-reflection (see Teacher Performance Rubric, pages 17-34) 2. Professional Growth Plan Meeting (see Appendix A, page 7) 3. Completion of Pre-Observation Conference form by teacher (see Appendix B, pages 8-9) 4. Pre-Observation Conference 5. Classroom Observation by evaluator (see Appendix C, page 10) 6. Post-Observation Conference (see Appendix D, page 11-12)

B. INFORMAL OBSERVATION: An informal observation is an observation of a teacher by a qualified evaluator that is not announced in advance and is not subject to a minimum time requirement. A pre-conference is not required. The evidence and feedback is provided either orally or in writing. The informal observation evidence can only be used in determining the summative rating if the documentation is provided in writing. The evaluator must provide an opportunity for the teacher to have an in person discussion following an informal observation. The informal Classroom Observation form is attached (see Appendix C, page 10).

4. EVALUATION TIME LINE

A. NON-TENURED TEACHERS will be evaluated annually. Each non-tenured first year teacher will participate in at least two formal and one informal evaluation prior to March 1st. In years two, three, and four, the teacher will participate in at least one formal and one informal evaluation prior to March 1st. These evaluations will follow the time line detailed below:

1. September 15 ? Growth Plan meeting 2. November 15 - First post-observation meeting 3. February 15 - Second post-observation meeting 4. March 1 - Final Evaluation completed

B. TENURED TEACHERS will be evaluated at least every other school year consisting of a minimum of one formal and one informal observation. Tenured teacher evaluations will follow the time line detailed below:

1. September 15 ? Growth Plan Meeting 2. February 15 ? Post-observation meeting 3. March 1 - Final Evaluation completed Note: See additional time line information in Section 2 regarding ratings of Unsatisfactory and Needs Improvement.

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5. JOB DESCRIPTION In accordance with Illinois School Code, evaluation plans must include a description of each teacher's duties and responsibilities. These may be found on the SEAPCO website (see Appendix G, page 16).

6. PERFORMANCE RUBRIC SEAPCO Evaluation Rubric encompasses all 4 domains relative to teacher professional growth and skills attainment. The following domains are addressed: Knowledge and Preparation, The Classroom Environment, Instruction, and Professional Responsibilities (see Appendix H, page 17-34).

7. FINAL EVALUATION SCORESHEET Final Evaluation Scoresheet has been developed to evaluate teacher performance against the above rubric which is based on Danielson Framework for Teaching (see Appendix I, page 35-38).

8. PROFESSIONAL GROWTH PLAN Staff will develop a plan toward the achievement of two professional growth goals aligned with the Evaluation Rubric based on their evaluation cycle. Pursuit of these goals will reinforce effective teaching practices, promote instructional improvement, enhance student learning, increase student achievement, and/or develop sound professional habits (see Appendix A, page 7).

9. EVALUATION PROCESS NOTIFICATION At the start of the school term, or before, (i.e., the first day students are required to be in attendance) the school district will provide staff with notification (either electronic or paper) of their evaluation to be completed within the school year. This notice will include references to the SEAPCO Evaluation Process Guide including but not limited to: 1. A copy of the rubric to be used to rate the teacher; 2. A summary of the rating system to be used in their evaluation: "excellent", "proficient", "needs improvement" and "unsatisfactory"; 3. A summary of the district's procedures related to the provision of professional development or remediation in the event a teacher receives a "needs improvement" or "unsatisfactory" rating, respectively, to include evaluation tools to be used during their remediation period. If a teacher is hired after the start of the school term, then within thirty (30) calendar days from their hire date, a teacher will be given a hard copy of the SEAPCO Evaluation Process Guide and the location of the electronic copy.

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