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360680161925Teacher Professional Practice HandbookTable of Contents TOC \o "1-3" \h \z \u SECTION 1 PAGEREF _Toc461714646 \h 3Sun West Vision, Mission and Principles PAGEREF _Toc461714647 \h 3Rationale PAGEREF _Toc461714648 \h 3Guiding Principles PAGEREF _Toc461714649 \h 4Professional Growth Model PAGEREF _Toc461714650 \h 4Terminology and Definitions PAGEREF _Toc461714651 \h 5Roles and Responsibilities PAGEREF _Toc461714652 \h 6Teacher Profiles PAGEREF _Toc461714653 \h 7Profile A – The Beginning Teacher PAGEREF _Toc461714654 \h 7Profile B – The Experienced Teacher On a Continuing Contract PAGEREF _Toc461714655 \h 8Profile C – The Teacher on Temporary or Replacement Contract PAGEREF _Toc461714656 \h 9Profile D – The Teacher Experiencing Difficulty PAGEREF _Toc461714657 \h 10Teacher Professional Growth PAGEREF _Toc461714658 \h 11Teacher Professional Practice Components PAGEREF _Toc461714659 \h 12References PAGEREF _Toc461714660 \h 13SECTION 2 PAGEREF _Toc461714661 \h 14Teacher Professional Practice Learning Together Package PAGEREF _Toc461714662 \h 14Learning Together Timeline PAGEREF _Toc461714663 \h 14Learning Together Narrative PAGEREF _Toc461714664 \h 15Narrative Examples PAGEREF _Toc461714665 \h 15Developing a Professional Growth Plan PAGEREF _Toc461714666 \h 17Guiding Questions to Develop Your Professional Growth Plan PAGEREF _Toc461714667 \h 18Professional Growth Plan Samples PAGEREF _Toc461714668 \h 19Teacher Professional Growth Plan (Chart) PAGEREF _Toc461714669 \h 19Teacher Professional Growth Plan (Concept Map) PAGEREF _Toc461714670 \h 20Teacher Professional Growth Plan (Framework) PAGEREF _Toc461714671 \h 21Teacher Professional Growth Plan (Smart Tree Diagram) PAGEREF _Toc461714672 \h 22Teacher Professional Portfolios PAGEREF _Toc461714673 \h 24Professional Development Year End Reflection PAGEREF _Toc461714674 \h 24Professional Portfolio Review PAGEREF _Toc461714675 \h 24SECTION 3 PAGEREF _Toc461714676 \h 25School-Based Administrator’s/Supervisor’s Toolkit PAGEREF _Toc461714677 \h 25School-based Administrator’s/Supervisor’s Timeline PAGEREF _Toc461714678 \h 25School Based Administrators’ Professional Practice Checklist PAGEREF _Toc461714679 \h 26Supervision PAGEREF _Toc461714680 \h 27Walk Through Supervision PAGEREF _Toc461714681 \h 27Walk Through Supervision Structure PAGEREF _Toc461714682 \h 28Walk Through Supervision Example 1 PAGEREF _Toc461714683 \h 29Walk Through Supervision Example 2 PAGEREF _Toc461714684 \h 30Walk-Through Supervision Record Keeping Example PAGEREF _Toc461714685 \h 31SECTION 4 PAGEREF _Toc461714686 \h 32Teacher Professional Practice Data Collection PAGEREF _Toc461714687 \h 32Teacher/Supervisor Feedback and Dialogue PAGEREF _Toc461714688 \h 32Data Collection Tools PAGEREF _Toc461714689 \h 32SECTION 5 PAGEREF _Toc461714690 \h 33Teacher Professional Practice Performance Appraisal PAGEREF _Toc461714691 \h 33Purpose of Performance Appraisal PAGEREF _Toc461714692 \h 33Performance Appraisal Categories PAGEREF _Toc461714693 \h 33Process of Performance Appraisal PAGEREF _Toc461714694 \h 34Expectations of the Performance Appraisal Process PAGEREF _Toc461714695 \h 34Teacher Performance Appraisal Documents PAGEREF _Toc461714696 \h 35SECTION 1Sun West Vision, Mission and PrinciplesRationaleVisionSuccess for allMissionLearning togetherPrinciplesAccountabilityWe value individual and organizational accountability.We champion responsibility toward each other as individuals, as governing bodies, schools and communities.RespectWe value a culture of mutual respect, trust and understanding.We champion the creation of safe, positive, caring environments.CooperationWe value cooperative and collaborative relationships which promote responsible citizenship and the appreciation of rural culture.We strive to be approachable, active listeners who openly share information, express our ideas and attempt to understand the ideas of others.Lifelong LearningWe value teaching the whole child in learning environments that develop the student’s potential.We strive to provide meaningful, creative, and innovative learning opportunities.LeadershipWe value responsible leadership which is committed to creating and maintaining a positive, productive and unified school division.We strive for excellence in teamwork and shared effective leadership in our school division.Teacher Professional PracticeSun West School Division is committed to the development of its professional staff on an ongoing basis. It authorizes the Director of Education to develop and administer such programs as deemed necessary.RationaleWe know that the most important factor affecting student learning is the teacher. Improvement in teacher practice results in increased student learning. The framework for teacher professional practice outlined in this document provides a structure for teachers to plan their individual professional growth. The supervisory process will allow teachers to focus on strengths, and address areas for improvement in a supportive and trusting environment. This document will provide the structure for discussion about exemplary teaching, and the opportunity for genuine professionalism. Therefore, we will be able to achieve our goal: Success for all!Reference:Sun West School Division Administrative Procedure 417 Professional Growth and DevelopmentGuiding PrinciplesThe Sun West Board of Education recognizes several guiding principles of professional growth, supervision and performance appraisal, which reflect the Sun West School Division’s mission of “Learning Together”.recognize teachers as life-long learnersemphasize the importance of improved student learning as the key goal of the processpromote and monitor continuous professional growth of staffmaintain high standards of teaching and learningvalidate and celebrate the excellence and achievements of staffencourage collaborative, collegial networkingpromote and sustain professional learning teamsprovide teachers with feedbackencourage self-directed professional growth and developmentestablish the importance of mentorship for beginning level teachersemphasize the development of 21st Century Competencies and SkillsProfessional Growth ModelThe professional growth model (see below) displays the processes that will be used to enhance teacher professional practice. Support for teacher growth is provided through professional development opportunities, effective supervision practices and performance appraisals according to a teacher’s profile. PROFESSIONAL GROWTHPROFESSIONAL PRACTICELearning Together package:- Professional Growth Plan- Self Reflection- Narrative- Professional Portfolio – 1st and 2nd Year TeachersSUPERVISION- Walk Through- Formal Observation- Coaching- MentoringPERFORMANCEAPPRAISALPROFESSIONAL DEVELOPMENTPROFESSIONAL GROWTHPROFESSIONAL PRACTICELearning Together package:- Professional Growth Plan- Self Reflection- Narrative- Professional Portfolio – 1st and 2nd Year TeachersSUPERVISION- Walk Through- Formal Observation- Coaching- MentoringPERFORMANCEAPPRAISALPROFESSIONAL DEVELOPMENTTerminology and Definitions Appraisal: a planned evaluation process that is intended to make a judgment concerning an individual’s professional competence and effectiveness related to the established professional practice indicators. Its function is to produce a formal, written report designed to provide a professional growth benchmark for the future. Beginning Teacher: an individual in his/her first years of employment as a teacher with Sun West School Division.Experienced Teacher: a teacher on a continuing contract with two or more years of experience.Intensive Assistance: formal supervisory process designed to improve the instructional performance of a teacher experiencing difficulty. This structured process is long term in duration and is directed by a Superintendent. A formal, written appraisal report will be issued at the end of the supervisory period.Mentorship: a helping or coaching professional learning process undertaken by a mentor and a mentee with the intent of advancing professional growth.Professional Development: participation in learning opportunities. These opportunities may be in the form of workshops, in-services, conferences, seminars, division initiatives, PLT work and self-directed reading and classes.Professional Learning Team (PLT): a team focused on improving student learning.Professional Growth: the acquisition of knowledge and experience in many variations throughout an individual’s career. This could involve things such as: reflection of professional practice, peer interaction and collaboration such as PLTs, goal-setting following the SMART format and remaining current in educational trends and literature, including 21st Century Competencies.Professional Portfolio: a body of information and documentation that is the direct result of an ongoing process of collecting a variety of personal artifacts. These artifacts include: educational credentials, teaching experience, professional growth SMART goal, reflections, professional development summaries, planning examples and performance appraisal(s), etc.Reflective Journal: time-progressive, personal commentary regarding feedback obtained through the supervisory process.Supervision: a developmental process that is part of professional growth and is intended to support instructional practices and validate the successes and achievements of teachers. Its function is to promote continuous professional growth. Teacher Experiencing Difficulty: a teacher who is identified as and documented to be consistently performing at unsatisfactory levels. Walk Through Supervision: ongoing observation performed by school-based administrators within classrooms and the general school environment. Authentic feedback and opportunity for conversation between administration and the teacher should be provided for professional growth. Roles and ResponsibilitiesThe Director or designated Superintendent is responsible for carrying out and monitoring supervision. The Director or designate will provide support to teachers and school-based administrators by interacting with staff, visiting classrooms, providing feedback and modeling good supervisory practice. The formal written performance appraisal will be prepared by the Superintendent in consultation with the school-based administrator. Consultants and Supervisors are responsible for assisting teachers in program development, organizing learning and teaching strategies and enhancing their professional growth. Consultants and supervisors will provide supervision similar to that of a school-based administrator for individuals on a teacher contract, but not assigned to a regular classroom. They will not complete performance appraisals. School-Based Administrators are responsible for discussing the Learning Together package, which includes the professional growth plan, with each teacher. Supervisory practices will be used to support professional practice.Teachers are responsible for completing the Learning Together Package and developing their own professional growth plans using one of the designated templates and sharing them with their school-based administrators. As well, teachers are responsible for carrying out their plans and reflecting on identified strengths and challenges. Teacher ProfilesProfile A – The Beginning TeacherEvery beginning teacher is placed on a two-year cycle of continuous supervision.Supervisory ExpectationsComplete the Learning Together package and submit to the school-based administrator by the end of September. The teacher should be prepared to discuss this information during a scheduled consultation meeting.Maintain the ongoing collection of artifacts as part of one’s reflective practice and professional portfolio. Teachers should be able to produce the following artifacts: daily lesson plans, unit and year plans, class schedules, records of student achievement, copies of quizzes, tests and assignments, examples of student work, a record of professional development, a log of parental contacts, a log of consultation sessions with school-based administrators, and examples of the use of 21st Century Competencies in the classroom.Maintain a professional portfolio.Maintain an ongoing reflective journal.Direct Supervisory Responsibility: School-based administration.Formal dialogue sessions with school-based administration occur at least three times each year (October, February, and May).Walk Through Supervision.Performance Appraisal Expectations:During the first and second year of a continuing contract, there will be direct involvement of both a Superintendent and the Principal in supervising and evaluating the teacher’s performance. Items such as the professional portfolio and the reflective journal will be reviewed and discussed.A formal written Performance Appraisal report will be prepared and signed by the Superintendent and the Principal at or near the end of each of the first and second year of a continuing contract.Profile B – The Experienced Teacher On a Continuing ContractA teacher on a continuing contract of more than two years is recognized as an “experienced teacher”. Supervisory ExpectationsComplete the Learning Together package and submit to the school-based administrator by the end of September. The teacher should be prepared to discuss this information during a scheduled consultation meeting.Maintain the ongoing collection of artifacts as part of one’s reflective practice. Teachers should be able to produce the following artifacts: daily lesson plans, unit and year plans, class schedules, records of student achievement, copies of quizzes, tests and assignments, examples of student work, a record of professional development, a log of parental contacts, a log of consultation sessions with school-based administrators, and examples of the use of 21st Century Competencies in the classroom. Ongoing collegial discussion and networking is expected to ensure validation of contribution.Reflective journaling is recommended and ongoing, professional portfolios are optional. Direct Supervisory Responsibility: School-based administration.Validating conversations/dialogue with administration must occur frequently on an informal basis and at least three times each year in a formal setting (October, February and May).Walk Through Supervision.Performance Appraisal ExpectationsThe Superintendent and principal will initiate a process of appraisal with each teacher until at least one performance appraisal is part of the permanent file for each teacher.If a teacher in his/her career desires to assume a position with added responsibility (school-based administrator, consultants, etc.) a performance appraisal would be recommended.Until the need surfaces, or at the initiation of the teacher either for personal or professional reasons, no additional formal performance appraisal is required.Profile C – The Teacher on Temporary or Replacement ContractA teacher on a temporary (less than one school year) or replacement (one complete school year) contract is supervised by the school-based administration.Supervisory ExpectationsComplete the Learning Together package and submit to the school-based administrator within three weeks of beginning temporary/replacement contract. The teacher should be prepared to discuss this information during a scheduled consultation meeting.Reflective journaling is recommended and ongoing, professional portfolios are optional.Direct Supervisory Responsibility: School-based administration.Formal dialogue sessions with school-based administration occur at least three times each year (October, February, and May) or as applicable to the length of the temporary contract.Walk Through Supervision.Performance Appraisal Expectations:The school administration will dialogue with the teacher and provide a completed copy of the Teacher Professional Practice Data Collection document prior to the end of the temporary or replacement contract time period.Profile D – The Teacher Experiencing DifficultyWhen a teacher’s performance is judged to consistently not meet the expected level of performance he/she will be placed on review.Intensive, corrective supervision is undertaken resulting in a performance appraisal which determines the retention or dismissal of the teacher. The supervisory process shall provide “due process” without compromising the teaching and learning processes.A designated Superintendent, along with assistance from the school principal, will conduct the supervisory process and will collect, maintain and file all pertinent data. It is expected that the primary responsibility for improvement rests with the teacher, but opportunities for assistance will be made available.The action plan for intensive assistance will be as follows:Step 1:The nature of the difficulty will be identified and documented clearly. The problem(s) will be discussed with the teacher in an effort to clarify and identify what changes are expected.Step 2:A Superintendent will notify the teacher by letter that a process of intensive supervision will be initiated based on the clarifications outlined in Step 1.Step 3:The teacher will submit a written plan of targeted professional growth to the Superintendent and the Principal. A time frame for effecting the improvement will be determined. The plan will be discussed with the Superintendent and the Principal to identify the level and expectations of school-based support. The plan will be signed by all parties and each will retain a copy.Step 4:As the plan is implemented, ongoing monitoring, observation and documentation will occur. Support and assistance will be evident and documented.Step 5:If progress is deemed satisfactory by the Superintendent and the Principal the formal process of intensive supervision will be ended. A formal written performance appraisal will be completed and discussed with the teacher and placed in the teacher’s personnel file.Step 6:If progress is judged unsatisfactory at the conclusion of the specified period of time, further action, up to and including termination will occur in accordance with the provisions of The Education Act, 1995. Teacher Professional Growth The first step in the professional growth process is the completion of the Learning Together package. Following self-reflection and self-assessment, teachers then develop a professional growth plan using one of the designated templates. This approach recognizes that the teacher is a self-motivated professional who assumes primary responsibility for his or her own professional growth. Teaching is a complex process which requires commitment and action to life-long learning.Please refer to the Refer to the Teacher Professional Practice Learning Together Package. found in this handbookTeacher Professional Practice ComponentsProfessional GrowthPerformance AppraisalIntensive AssistanceDESCRIPTORSelf-directed Professional DevelopmentFormal Supervision for the purposes of Appraisal ReportIntensive AssistanceTYPESelf-ReflectionSupervisionPerformance AppraisalTEACHERSAll TeachersBeginning teachersfirst & second yearNew to the division teachers Teachers by requestTeachers identified by Director or SuperintendentTeachers experiencing difficultyPURPOSEImprove teacher performance and student learning Recognize teacher competencies including 21st Century learningProvide framework for professional dialogue annuallyAssist teacher in reflection and professional growthContribute to realization of program, school and division goalsProvide a basis for professional development opportunitiesProvide written documentation of competencies Professional portfolio artifactImprove teacher performance and student learningReferenceImprove teacher performance and student learningRecommendation regarding retention or terminationCRITERIATeacher Professional Practice:Learning Together PackageWalk Through ToolsData Collection Teacher Professional Practice: Data CollectionObservation TemplatesProfessional PortfolioWalk Through ToolsPerformance Appraisal ReportReferencesAlberta Teachers’ Association Danielson, C. (1996). Enhancing professional practice: A framework for teaching. Alexandria, VA: ASCD PublicationDanielson, C., & McGreal, T.L. (2000). Teacher evaluation to enhance professional practice, Alexandria, VA: ASCD Publication Downey, C., Steffy, B., English, F., Frase, L., & Poston, Jr., W. (2004). The three-minute classroom walk-through. Thousand Oaks, CA: Corwin PressRegina Catholic School Division (2007). Committed to professional learning.SECTION 2Teacher Professional Practice Learning Together PackagePersonal reflection, self-assessment and planning for professional growth are necessary and important components of every effective teacher’s work life. Your reflections in completing the Learning Together Package, which consists of the Self-Reflection, Action Plan, Growth Plan and Year End Reflection, will help to make your personal, professional journey successful. Links to the Learning Together Package documents are provided below.Learning Together TimelineByTaskDocuments to CompleteSept. 15Teacher Professional Practice Self-ReflectionMust be completed by the teacher. May be requested by School-based Administration.HYPERLINK "\\\\Svr-div-staff\\swsd-data$\\5 Handbooks\\Teacher Professional Practice Handbook\\2.1 TPPH Self-Reflection (Classroom Teacher) 170821.docx"Self-Reflection (Classroom Teacher)Self-Reflection (Student Support Teacher)Self-Reflection (IndEP Teacher) Self-Reflection (Career Dev-CWEX Itinerant Teacher)Self-Reflection (Technology Coach Itinerant Teacher)Action PlanFor teachers’ personal use.TPPH Action PlanNarrativeFormat to be determined at school level. HYPERLINK \l "_Narrative_Examples_1" Narrative ExamplesProfessional Growth PlanSubmitted to Administration.HYPERLINK "\\\\Svr-div-staff\\swsd-data$\\5 Handbooks\\Teacher Professional Practice Handbook\\2.10 Teacher Professional Growth Plan (Chart) 160912.docx"Teacher Professional Growth Plan (Chart)HYPERLINK "\\\\Svr-div-staff\\swsd-data$\\5 Handbooks\\Teacher Professional Practice Handbook\\2.11 Teacher Professional Growth Plan (Concept Map) 160912.docx"Teacher Professional Growth Plan (Concept Map)HYPERLINK "\\\\Svr-div-staff\\swsd-data$\\5 Handbooks\\Teacher Professional Practice Handbook\\2.12 Teacher Professional Growth Plan (Framework) 160912.docx"Teacher Professional Growth Plan (Framework)Teacher Professional Growth Plan (SMART Tree Diagram)Oct. 15Conference with School-based Administration.Scheduled at school level.Beginning teachers and teachers new to Sun West that are engaged in the formal supervision process begin portfolio artifact collection. Refer to artifact suggestions under each domain in the teacher specific Professional Practice Self-Reflection document.HYPERLINK "\\\\Svr-div-staff\\swsd-data$\\5 Handbooks\\Teacher Professional Practice Handbook\\2.1 TPPH Self-Reflection (Classroom Teacher) 170821.docx"Self-Reflection (Classroom Teacher)Self-Reflection (Student Support Teacher)Self-Reflection (IndEP Teacher)Self-Reflection (Prekindergarten Teacher)Self-Reflection (Career Dev-CWEX Itinerant Teacher)Self-Reflection (Technology Coach Itinerant Teacher)Collection of data by teacher (i.e. journal, blog, notes).Begin ongoing self-reflection.Oct. 31Profile A and C teachers will participate in a formal observation completed by Administrator.Feb. 1Mid-Year ConferenceScheduled at school-level (may be completed by email).Mid-year Conference with School-based Administration.June 15Teacher Professional Practice Self-ReflectionReview and update document. May be requested by Administration for fall goal setting.Year End ReflectionBring to year-end conference.Year End ReflectionYear End Conferencescheduled at the school level.Year-End Conference.Learning Together NarrativeSubmit a narrative outlining your personal comments, concerns and future plans for this school year. (see examples which follow)To assist you in completing the task, a list of thought-provoking prompts and suggestions may help you: In the past, my personal involvement and contribution to my school has been…This year, I plan to be involved in the following ways…Due to circumstances beyond my control…I am looking forward to this year because…As I view the new challenges that I face this year, I…A “wow” in my teaching career is…Please submit your narrative to your school-based administrator prior to the beginning of the year conference.Your message will be viewed only by school-based administration and will be part of your beginning of the year conference and may be discussed at the year-end review.Possible topics for discussion for your beginning of the year conference:I’d like to change this year from last year….I’d like to see this continue from last year….I’d like some help with….My personal/professional goal….Your information will be treated in a confidential and ethical manner. Its sole purpose is to assist the school-based administration in support of you reaching your full potential.Narrative ExamplesExample 1This being my second year teaching kindergarten I feel more confidence and have a better understanding of what to expect from the kids. I am excited to be at the same school and am feeling at home here.One of my major goals this year is to implement the new Math Makes Sense program for kindergarten. I am excited about the program and think that there are many valuable resources for me to use. One problem that I feel may come up is that kindergarten is so integrated with themes that it is hard to follow a program that isn’t related. I think I will be able to manage this by teaching the major concepts and picking manipulatives to fit in with the themes. I am excited to try out the math program and give my feedback on how it is going to work.My other goal is to encourage more oral language activities in my classroom. I hope to have news-telling time where my students can share their stories with the class. I want them to start thinking about the 5 W questions when sharing news. I am going to put into effect some of the techniques I have learned about at the First Steps Oral Language workshop.Personally I am expecting my first child so I want to relax and enjoy this special time. I need to get prepared at home and not become too stressed with my school life. I am so excited to bring this little miracle into the world. I am looking forward to this year. I had many successes last year that I plan to continue and I also know the points I need to work on. It is exciting to be able to stay in the same grade and become a better teacher of kindergarten.Elizabeth AndersonExample 2I am looking forward to beginning my twenty-sixth year of teaching at Woodland Senior High School. I am prepared to continue my work in the Senior Sciences, and I am looking at the new Grade 9 Science assignment as something I know I can do. Our Science PLT SMART goal is set, and I have prepared my common assessments for my Biology and Physics classes for the fall. I will also be working on an assessment team at the Division level, so will likely be out of the school at meetings approximately one day per month. Personally, I am going to be coaching my son’s AAA hockey team this winter. It will be a huge commitment for me as I will be involved with practices three nights a week, and will be attending several weekend tournaments. I would like to continue coaching the school football team, but would like to have another staff member take over the Senior Boys’ Basketball team for this year. I am also a member of the local Roadrunner Senior Men’s hockey team, and hope to be involved in the community on the Elks executive again this year.Thanks for meeting with me this Wednesday. I am ready to go for another year.James LindenExample 3I am looking forward to my third year at Ellerson Elementary School. Throughout the last two years, positive relationships have been established between the staff and community. Together I hope to continue working together using the Seven Characteristics of Effective Schools to make Ellerson even better.I plan to enhance my teaching skills as I collaborate with Angelina, Yvonne, Michelle, Kim and Grace in our PLT. Our first focus will be to create our common assessments for our Reading Initiative. We plan to focus on comprehension in each of our classrooms. We have chosen three different reading strategies to implement and I look forward to watching the changes as the children become proficient at using the various tools. We also plan to incorporate guided reading into each of the classrooms. I will continue to make contributions to our school as intramural team leader, choir leader, homework club and hot lunch coordinator. I look forward to meeting to discuss my goals.Janice SmithDeveloping a Professional Growth PlanProfessional development growth plans can take many forms. They can be textual or graphical. They can include mind maps or web formats. Whatever the format, the plan must demonstrate a relationship to the Four Domains of Teacher Professional Practice.The following basic elements must be included in your plan:Teacher nameDateGoal & Domain (as taken from self-reflection document)TimelinesStrategiesResourcesTracking of dataEvidence of results/successThe format is optional. See sample templates in this handbook.Evidence collected may be qualitative or quantitative.Quantitative-measured by using a number (%, levels, frequency counts, etc.)Qualitative-measured in a descriptive mannerJournal reflection-noting specific changes in the goal/relevant to the goal over a period of timeProfessional growth goals shall be written in SMART goal format and should reflect these criteria:SpecificWhat exactly do you want to accomplish?MeasurableHow will you measure or evaluate the extent to which you have accomplished the goal?Action Oriented/AttainableWhat exactly needs to be done to accomplish the goal?ResultsWhat is the desired outcome? This can be demonstrated by qualitative or quantitative evidence.Time boundWhen will you complete the goal?Guiding Questions to Develop Your Professional Growth PlanGoal(s) & DomainDo these goals reflect my own professional learning needs?After assessing my own professional learning needs, what areas have I chosen to focus on for this school year?Do these goals reflect at least one of the four domains?TimelinesWhat are my time targets and how do they fit the cycle of the school year?When will I work toward completing this goal?Is this timeline appropriate for the goal?StrategiesWhat activities will I undertake to reach my goal?How will I work toward achieving my desired outcomes?ResourcesWhat assistance and supports are available to me?What expertise is available from my colleagues?What resources are available?What resources will help me work toward my goals?Tracking DataHow will I collect evidence of my professional growth?Evidence of ResultsHow will I know when I have successfully met my goal?How will I know to what extent I have achieved my outcomes?What will success look like when I reach my goal?What do I want to achieve as a result of this goal, and what difference will it make?Growth Plan Template OptionsThe following are template options for growth plans. (Samples are provided on the next pages of this handbook.)Teacher Professional Growth Plan (Chart)Teacher Professional Growth Plan (Concept Map)Teacher Professional Growth Plan (Framework)Teacher Professional Growth Plan (SMART Tree Diagram)*Alternate format as discussed with your administrator.Professional Growth Plan SamplesTeacher Professional Growth Plan (Chart)Teacher Professional Growth Plan (Concept Map)Teacher Professional Growth Plan (Framework)Teacher Professional Growth Plan (Smart Tree Diagram)Teacher Professional PortfoliosPurposeThe purpose of a professional portfolio is to provide a collection of items called artifacts, which highlight the teacher’s knowledge, skills and abilities. Artifacts are samples and materials which reflect the teacher’s accomplishments.Portfolio FormatThe portfolio format may be categorized according to the Professional Practice four domains in a:Binder,File Folder possibly with dividers,Container with compartments orDigital FormatYour Own IdeaArtifactsSuggested artifacts are detailed in each Domain of the Professional Practice Reflection document.The portfolio is an integral part of the Teacher Professional Practice process, and will be reviewed with the school-based administrator and/or Superintendent. Professional Development Year End ReflectionThe following document accompanies this handbook.Teacher Professional Practice Year End ReflectionProfessional Portfolio ReviewThe following document accompanies this handbook.Portfolio ReviewSECTION 3School-Based Administrator’s/Supervisor’s ToolkitSchool-based Administrator’s/Supervisor’s TimelineThe following timeline outlines the process to be completed by the school-based administrator:September-OctoberTeacher Professional Growth Plan and narrative completed and submitted to supervisor/school-based administrator.October-NovemberDialogue with all teachers regarding goal setting (discuss self-reflection and narrative).Complete formal observation of Profile A and Profile C beginning teachers. FebruaryDialogue with teachers to discuss goal attainment progress (email format).March – April Complete second formal observation of Profile A teacher.Dialogue with beginning teachers regarding performance appraisal process.MayContribute to, co-author, and sign the performance appraisal reports of beginning teachers and any others as identified.JuneConduct professional growth review process with teachers (year-end reflection form; review self-reflective document; portfolio update).Throughout the YearDialogue and conduct data collection supervision on temporary (more than 20 days) or replacement contracts. Walk Through supervision for classroom visitations will be employed by the supervisor/school-based administrator.Teacher professional portfolios will be updated in an ongoing process throughout the school year by the beginning teacher.School Based Administrators’ Professional Practice ChecklistSign-up sheetsFor first staff meetingEstablish record keeping (calendar)NarrativesEmail or drop offMeetings with teachersDiscuss narrativeCome prepared with self-reflection completed - discussProfessional growth plan- discuss plans for the yearBeginning Teacher portfolio expectations – give examplesComplete formal supervision of Profile A and Profile C teachersWalk Through SupervisionFocus on particular areasMarzano suggests: routines, content specific, something specialEstablish record keepingEmail Update in JanuarySpecific questions – see exampleYear End ReflectionSet times at April staff meetingDiscuss what following year will look likeSupervisionSupervision is linked with the teacher’s professional growth plan. A teacher may initiate supervision with a school-based administrator to gather information, improve a skill or technique, or to deal with an identified need.The school-based administrator(s) is responsible for being knowledgeable about the teaching and learning environments within the school. In order to inform this knowledge base classroom visits and dialogues with teachers are necessary. These visits may be initiated through a teacher request, part of regular Walk Throughs or more detailed data collection on the part of the school-based administrator.All supervision is characterized by:a supportive, helpful processlack of formalitylittle or no formal documentationdiversity of approachesWalk Through SupervisionThe goal of the Walk Through supervisory approach is to gather focused data in a very short period of time. What we wish to see - students engaged in learning! Characteristics of the Walk Through:The entire visit is 3-5 minutes in length. Comments are brief (point form). Feedback is provided soon after the visit, at least that same day. Feedback may be provided on recipe cards, through verbal discussion or as a note left in a mailbox, sent by email, rmal conversation may be held that day, or after several visits have occurred. No formal paperwork is kept by the administrator, but documentation on who has been seen, and when, should be recorded.All documentation in this process is returned to the teacher.A template has been provided for you.Walk Through Supervision StructureSome characteristics/observations to consider:Students on task: Note time on taskCurricular Objectives: Note curricular content from the activity, worksheets, tests and resources usedNote cognitive level-refer to Bloom’s TaxonomyInstructional Practices: Note instructional strategies being usedNote integration of technology into teaching and learningNote cross-curricular planning and instructionNote use of resource-based learningNote adaptations used to address diversityLearning Environment: Note artifacts on walls, charts, boards and centers for evidence of curricular alignmentFlexible seating arrangementSafety/Health Issues: Note any safety/health issues to be addressedComments:Note: Any artifacts/activities that are unique and should be celebrated with the teacherOffer one suggestion for improvement if noted Walk Through Supervision Example 1Recipe Card304800123190April 17, 20__.Grade 4 ELA-24 studentsGood Morning Angela,Students on Task: Just to let you know the students were actively engaged in their group work this class. You may want to check on Johnny because he might need some additional assistance.Instructional Practice: It’s great to see how all your students know how to apply the K-W-L process.Lots of learning going on here! Lucinda Jones 00April 17, 20__.Grade 4 ELA-24 studentsGood Morning Angela,Students on Task: Just to let you know the students were actively engaged in their group work this class. You may want to check on Johnny because he might need some additional assistance.Instructional Practice: It’s great to see how all your students know how to apply the K-W-L process.Lots of learning going on here! Lucinda Jones Walk Through Supervision Example 23238550165Example 2 is a comprehensive look at all categories completedSchool-based administrators may only record in some of the categories.00Example 2 is a comprehensive look at all categories completedSchool-based administrators may only record in some of the categories.Teacher: Miss Jane ThompsonDate: March 24, 20__.Class Observed: Grade 4 Mathematics (24 students)Observations:Students on task: (Are students engaged in the work?)Students engaged in group work using manipulativesCalm, focused group discussionCollaborative sharing of materialsCurricular Objectives: (What are the objectives of the lesson?)Students were aware of the learning outcomeStudents were aware of teacher expectations when askedStudents could explain directions listed on boardInstructional practices: (What instructional strategies are in place?)Direct instruction was completedTeacher facilitating group workLearning Environment: (What do you see?)Math center activities available for students Student work on display (student made multiplication charts)Daily routines posted (lunch room, library books)Student groupingsSafety/Health Issues: (Any issues to be addressed?)None observedStudents appeared comfortable in learning environmentOther comments:Lots of learning going on, Jane. The children were engaged and comfortable. I really liked your soft, supportive voice as you worked with the small groups. Nice job recognizing Joseph’s contribution and redirecting Jeffrey to another task. Please invite me back when the project is complete.Continue the good work!______________________________________School-based Administrator’s SignatureWalk-Through Supervision Record Keeping ExampleThe observation information belongs to the teacher in the Walk Through supervision process.It is the school-based administration’s responsibility to record the date/teacher and subject they observed.DateTeacherSubjectMarch 14, 20__Mrs. Jenna JonesGrade 4 MathMarch 14, 20__Mrs. Cara McLeodGrade 6 ELAApril 4, 20__Mr. Jonathan EvansGrade 11 ChemistryApril 8, 20__Miss Annie StephensonGrade 2 ScienceThe following document accompanies this handbook.HYPERLINK "\\\\Svr-div-staff\\swsd-data$\\5 Handbooks\\Teacher Professional Practice Handbook\\3.2 Walk Through Supervision Record Keeping Template 160915.docx"Walk Through Supervision Record Keeping TemplateSECTION 4Teacher Professional Practice Data CollectionTeacher/Supervisor Feedback and DialogueThe school-based administrator/supervisor will use the data collection tools for:Teachers on temporary or replacement contractsBeginning teachers in the first two years or teachers new to the school divisionEnhancing the dialogue with all teachersResponding to requests from teacher for a supervisory visit and dialogueSince teachers are striving to fulfill their professional goals, it is important for the supervisor to provide feedback in relation to these goals.Formal dialogue occurs throughout the period of the contract. At designated times a comprehensive discussion must occur regarding the teacher’s professional growth goal(s) and the observations from Walk Through supervisions.Documentation using the data collection tools, either Document 1 or Document 2, is signed by both the teacher and the supervisor. The teacher receives the original document and the supervisor retains a copy.Reflective QuestionsThe use of reflective questions by the supervisor promotes professional growth. The purpose is to seek out more knowledge and use the professional conversation between the supervisor and the teacher to practice reflection.Reflective questions may be as follows:When you are planning ……The activities that align with curriculum outcomes are ……I use this instructional strategy because ……I enhance student’s learning/achievement by ……Data Collection ToolsThe following documents accompany this handbook.Data Collection Doc 1 (Classroom Teacher)Data Collection Doc 1 (Student Support Teacher)Data Collection Doc 1 (IndEP Teacher)Data Collection Doc 1 (Prekindergarten Teacher)Data Collection Doc 1 (Career Dev-CWEX Itinerant Teacher)Data Collection Doc 1 (Technology Coach Itinerant Teacher)HYPERLINK "\\\\Svr-div-staff\\swsd-data$\\5 Handbooks\\Teacher Professional Practice Handbook\\4.7 TPPH Data Collection Doc 2 (Teacher) 160831.docx"Data Collection Doc 2 (Teacher)SECTION 5Teacher Professional Practice Performance AppraisalThe Principal and the Superintendent of Education will complete the Performance Appraisal report for first and second year teachers, teachers new to the division and upon request by teachers. The Performance Appraisal report will be used as part of the process with a teacher who is placed on intensive assistance. Purpose of Performance AppraisalAppraisal is the process where an assessment of an individual’s performance is completed. The purpose of a performance appraisal is to provide feedback regarding strengths and areas for future growth. The process of a performance appraisal is more formal and directive, and provides specific documentation for review and consideration by the teacher and supervisor. For experienced teachers this process is guided by self-reflection and planned reflection with the supervisor.A performance appraisal results in judgments being made of an individual’s overall professional practice and competence. The performance appraisal is completed by the Principal and the Superintendent of Education. The process is based on fair and equitable treatment. Due process in this sense ensures knowledge of: expectationssupport and assistancetrainingoutcomesconfidentialityPerformance Appraisal CategoriesBeginning Teacher/Teacher New to the Division on Continuing ContractNew teachers to the profession and new teachers to the division will be supervised closely during the first two years.The school-based administrator and Superintendent of Education will conduct the supervision.A performance appraisal report will be provided by the Principal and the Superintendent of Education by end of June.The teacher will receive a minimum of two visits each from the school-based administrator and the Superintendent of Education.Experienced Teachers (teachers with more than two years’ experience)Teachers will receive a performance appraisal report from the Principal and the Superintendent of Education for their personnel file. Subsequent performance appraisals will be upon request by the teacher or as identified by the school-based administrator.This report will be based on formal visits by the Superintendent of Education and the school-based administrator(s) during the supervisory year.Performance Appraisal reports will be provided to the teacher by the end of the school year.The Performance Appraisal report will be completed by the Principal and the Superintendent of Education.Temporary/Replacement TeachersTeachers on temporary or replacement contracts will be supervised by the school-based administrator and possibly by the Superintendent of Education.Temporary or replacement teachers will have a data collection report completed by the school-based administrator.Teachers Experiencing DifficultySchool-based administrator initiates this process in consultation with the Superintendent of Education.Director/designate manages and directs the process according to the Intensive Assistance process.Process of Performance AppraisalThe Superintendent of Education will initiate a process of appraisal with each staff member until at least one performance appraisal is part of the permanent file for each teacher.By October 1st, the Superintendent of Education will notify the principal of the teachers to receive a Performance Appraisal. The Teacher Professional Practice Indicators will be the criteria on which the appraisal is based.During the period of performance appraisal, a number of strategies such as classroom formal observations, reflection discussions, professional portfolio sharing and general observations will be used as part of the formal “supervisory cycle”.The supervisor will arrange at least two formal visits which will include a pre-conference, a period of observation and data gathering and a post conference.Formal observations will be documented and discussed. The teacher and supervisor will sign the written observation/discussion notes and the teacher will receive a photocopy of the notes.The Principal and the Superintendent of Education will be responsible for completing the performance appraisal report for a teacher.The formal observations will form the basis of the performance appraisal with additional information provided by the school-based administrator.The Superintendent of Education and the Principal will discuss the final performance appraisal report with the teacher. The teacher will be given an opportunity to add comments. The performance appraisal will be signed by all parties.The original will be provided to the teacher and a second copy will be placed in the teacher’s personnel file.A teacher who is on intensive assistance and progress is judged unsatisfactory at the conclusion of the specified time period, the Director/designate will notify the teacher that a recommendation will be made to the Board of Education to terminate the teacher’s contract. The termination will occur in accordance with the provisions of Section 210 of The Education Act, 1995.Expectations of the Performance Appraisal ProcessThe teacher will make available to the supervisor the following documents and others as requested during the supervisory process:Professional growth planLesson, day, unit and year plansAssessment examples and evaluation recordsExamples of supports for meeting the diverse learning needs of studentsProfessional PortfolioOther documents as discussed and requested.Teacher Performance Appraisal DocumentsThe following documents accompany this handbook.HYPERLINK "\\\\Svr-div-staff\\swsd-data$\\5 Handbooks\\Teacher Professional Practice Handbook\\5.1 TPPH Professional Performance Appraisal (Classroom Teacher) 170821.docx"Professional Performance Appraisal (Classroom Teacher)Professional Performance Appraisal (Student Support Teacher)Professional Performance Appraisal (IndEP Teacher) Professional Performance Appraisal (Prekindergarten Teacher)Professional Performance Appraisal (Career Dev-CWEX Itinerant Teacher)Professional Performance Appraisal (Technology Coach Itinerant Teacher) ................
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