Teacher Evaluations
Teacher Evaluation PILOT YEAR
This serves as the transition year between past practice and the new evaluation process of the 2012 – 2013 school year. Note that language in this evaluation handbook is subject to revision.
FRAMEWORK FOR PROFESSIONAL PRACTICE
The domains, components, and levels of performance adopted by the Astoria School District define the expectations for performance for all educators. These standards of professional practice and levels of performance are the key components of the Educator’s Summative Evaluation.
PROFESSIONAL GROWTH PLAN (PGP)
Each educator develops a professional growth plan by October 15 of the beginning of each cycle with the educator's administrator. The PGP includes two goals, activities developed to meet the goals, a statement of how achievement of the goal will be assessed, and a self-reflection. Goals are reviewed annually to assess progress towards accomplishing goals and to make revisions if needed. The goals will be written in the SMART goal format on the PGP. Progress towards meeting these goals will be summarized on the PGP and are part of the summative evaluation. (If for some reason, an educator is unable to accomplish the goals outlined within the time frame identified; these goals may be revised as part of the review process with the administrator.)
The PGP may also be used to fulfill the Continuing Professional Development requirements for licensure renewal.
INITIAL SUPERVISION CYCLE
The Initial Supervision Cycle is a one year cycle used for probationary and temporary educators. This cycle includes: self-assessment, a written PGP to include two SMART goals based on the assessed levels of performance on the components, mini-observations with feedback throughout the year, self-reflection, and a summative evaluation. The formal summative statement is the Educator’s Summative Evaluation.
SUPPORTED SUPERVISION CYCLE
The Supported Supervision Cycle is a one year cycle is for educators who have contract status but are not Proficient in all components and all domains. This cycle includes: a self assessment, a written PGP with one required SMART goal based on assessed level of performance on the components and one SMART goal of choice, which may be either another area needing improvement or a building/district/PLC/grade level/department goal. Mini observations with feedback throughout the year, annual self-reflection, and a summative evaluation are also included. The formal summative statement is the Educator’s Summative Evaluation.
LEVELS OF PERFORMANCE
Distinguished
- Educators at this level demonstrate mastery and make contributions to the profession both in and outside their school. They operate at a qualitatively different level, where educator and student become a community of learners, with students highly motivated, engaged in learning, and assuming considerable responsibility for their own learning and a positive environment. “Consistently,” and “continually,” are words commonly used when describing the educator’s performance.
Proficient
- The educator clearly understands the concepts underlying the components of the standards and implements them well. Most experienced, capable educators will regard themselves, and be regarded by others, as performing at this level. “Usually,” “regularly” and “the majority of the time” are words used to describe the educator’s performance at this level. The goal of the Differentiated Supervision for Professional Growth and Evaluation is to have all educators performing at the Proficient or Exemplary level.
Basic
- The educator appears to understand the concepts underlying the standards and attempts to implement the elements. Implementation is sporadic, intermittent, or otherwise not entirely successful. The educator’s performance is inconsistent and improvement is likely to come with experience, and little or no actual harm is done to students. “Inconsistently,” “sometime,” “at times,” and “unevenly” are commonly used to describe an educator’s performance at this level. Additional professional reading, discussion, educator observations, and support by a mentor will assist the educator to become Proficient.
Unsatisfactory
- The educator does not demonstrate an understanding of the concepts underlying the standards. Working on fundamental practices associated with the elements of the standards will enable the educator to grow and develop in this area. “Seldom” or “rarely” are often used to describe an educator’s performance at this level.
PERFORMANCE THAT ARE UNSATISFACTORY
Educators who are not making progress towards demonstrating Proficiency will be placed on a Program of Assistance for Improvement. The administration will write a plan, with educator input, outlining steps to improve the educator's performance toward demonstrating Proficiency.
Astoria School District Supervision/Evaluation Plan
Probationary Teachers - 0-3 Years
Goal Setting: Two goals written and approved by a building administrator before October 15th.
Before Winter Break each teacher will have: two formal observations and two mini observations
Before Spring Break each teacher will have: two formal observations and two mini observations
At the end of the year there will be a summative evaluation
Contract Teachers Four years and Beyond
Goal Setting: Two goals written and approved by a building administrator before October 15th.
Teachers "on year" will have seven mini observations and one formal observation before spring break as well as one end of year summative evaluation
Teacher "off year" will have seven mini observations and one end of year summative evaluation
Astoria_School_District_Growth_Plan.pdf
Program for Plan to Assist.pdf
Tenure_Teacher_Final_Written_Report.pdf
Sample_of_Artifacts_for_Teacher.pdf
Sample_Sources_for_each_Domain.pdf
If you would like to type your lesson plan, download this form and save a copy to your computer.
Astoria_School_District_Growth_Plan1.doc
PLC
ASD professional learning communities or PLC is the opportunity for our teachers within specific fields to participate in collaborative learning.
Learning: The acquisition of new knowledge or skills through ongoing action and perpetual curiosity. Members of a PLC engage in the ongoing study and constant reflective practice that characterize an organization committed to continuous improvement.
Community: A group linked by common interests. Whereas the term“organization” tends to emphasize structure and efficiency, “community”suggests shared purpose, mutual cooperation, and supportive relationships.