Process+for+Non-Tenured+Folks

Go here for a summary of APPR practices used by other districts.

Here is a place for us to put together our thoughts on the process for non-tenured folks.

Some things to consider:

Existing Practices 1) Contractual issues - the schedule for observations -timelines/schedules/etc.

2) Mentoring - standards, guidelines, etc. The district provides a mentoring program for new teachers, as well as veteran teachers, to develop and reflect on best teaching strategies, methods and philosophies. The mentoring program is designed to encourage experienced, tenured teachers to share their knowledge, talents, and skills with new teachers. Mentors will be paid an agreed stipend (prob, not a nec. line for this document) The mentoring program will be periodically reviewed and revised as necessary by a committee of mentors and administrators, and the changes will be made in the mentoring handbook. //**Note to APPR committee**:// This is all too nebulous. There needs to be specifics; such as min. days to meet and some take away info. for the new teacher including remedies discussed, days met, etc... The date(s) the committee of mentors meet should be predetermined to make it meaningful to the process. This mentorship need not be 100% scripted, but there are things that should be covered such as building culture, certain protocols, expectations etc... this should be a meaningful mentorship in line with school culture, the needs of the specific teacher, and state expectations. The mentor must be a tenured teacher to protect both the mentor and the mentee. Also, the mentor should be in the same area as the mentee: classroom teacher, social worker, art teacher etc..
 * District Mentor Committees p. 5**

3) District support (e.g., Marilyn Pesetsky) -structure, qualifications,
 * I suppose MP falls under the aforementioned category in no. 2.**

To be worked out: 1) Schedule of observations.T**here should be a time-line for pre. obser, obser. and post obser. meetings** 2) Goal setting not for non-tenured folks 3) References to Danielson (the four domains) **Introduce to faculty** - Moving to proficiency over the first three years. 4) Different pathways Experience - new teachers seeking tenure - experienced teachers seeking tenure Discipline Classroom teacher versus special educator- **Note from Kim: I was evaluated for tenure based on my classroom pedagogy/lessons as well, same as a content area teacher.**
 * Tenure is not a guaranteed job for life. It simply guarantees due process.**

Roles Teachers of all disciplines include Sped. Admin Nurse- I don't anything specifically geared toward their evaluations in the contract- I believe they work off the yearly rec. of the principal. PPS (Guidance, School Psychologist) under professional staff evaluations p. 5 Coaches- Support Services (Speech, OT, PT, Special Educators)

5) Proposed Practices

Probationary staff must have three (3) formal observations per year by their prinicipal/supervisor per year, to be completed by March 1 First year staff will be observed at least once a month informally by their principal/supervisor. They will meet once a month to address mutual concerns. Probationary staff members should be able to request and receive a reasonable number of additional observations and conferences. After each formal observation, the admninstrator and the staff member will schedule a conference to discuss the observation. Previous to the conference, the Administrator will provide the staff member with written comments and suggestionss concerning the visit. The conference will be directed towards helping the staff member grow professionally. A copy of the evaluation and the results of the conference will be signed by the Administrator and the staff member and shall be placed in the staff member's personnel file in the district office.
 * From the Contract (I am working off the old copy under the assumption there were no changes in the MOA) pp. 7-8**

Observations and Evaluations for all staff
 * Professional Staff Evaluations pp. 5-7**
 * Criteria for evaluation will appear in each building handbook. Refer to "The Croton-Harmon School District and The Croton Teachers' Association Professional Development/Evaluation Standards and Procedures" in Appendix I of faculty handbook. All new faculty members will be given a copy of this booklet. (when?)
 * All observations and evaluations of the work performance of staff shall be conducted openly, with full knowledge of the staff member being evaluated.
 * In accordance with law, the administration reserves the right to visit classes unannounced without advanced notice for the purpose of evaluation. However, staff have the right to request and receive a re-evaluation.
 * The time allotted for each formal evaluation should be at least one-half hour.
 * Any staff member shall have the right to review the contents of his/her personnel file in the D.O. upon request.
 * Etc.. there is more, but it strays away from the actual observation process... more about character.
 * please forgive the typos!

MaryAnn Wilson In preparing to develop the APPR, staff members developed the following statement of purpose: The Planning Committee discussed the strengths and weaknesses of the present evaluation process, reviewed several documents from other BOCES and school districts, as well as publications focusing on staff evaluation. As a result, the Planning Committee identified several different approaches which would provide the opportunity for staff members involvement in choosing an evaluation approach to best meet their needs and the needs of the students they serve. The purpose of the Professional Performance Evaluation is to improve student learning through a collaborative effort which improves the staff member’s knowledge and instructional/therapeutic strategies. Page 3 of 19

Page 5 of 19 ORANGE-ULSTER BOCES ANNUAL PROFESSIONAL PERFORMANCE REVIEW Staff Member: Selection: 􀀁 Proposal 􀀁 Observation Position: Dept: __Administrator: Program:__ _ School Year: Date: _ Status: 􀀁 Tenured 􀀁Non-tenured Observation: 􀀁 1 􀀁 2 􀀁 3 Non-tenured Staff: Each Professional Observation must focus on the first six criteria (see below). Professional Collaboration, Practice and Responsibility will be assessed throughout the year and addressed in the End-Of-Year Summary or as needed. Tenured Staff: Staff members must choose one or more of the options listed below. Each project must address at least one of the six criteria areas and indicate its effect on student performance. Professional collaboration, practice and responsibility will be assessed as needed, or in the End of Year Summary. For group projects, each participant must complete a form. Place an "X" next to the option chosen: 􀀁 Professional Observation 􀀁 Portfolio Development 􀀁 Other (describe): 􀀁 Individual Project 􀀁 Peer Coaching 􀀁 Group Project 􀀁 Mentor/Intern or Student Teacher Pre-Observation A. Lesson/Session Plan - please attach a copy of the lesson/session plan to this form and submit it to the Administrator at least three school days prior to the observation. Please include: 1. What you expect students will know or be able to do as a result of this lesson/session 2. How will these expectations/outcomes be measured? B. Priorities - rubrics will be used in conducting professional observations and will focus on the following criteria areas for each observation: 􀀁 Content Knowledge 􀀁 Classroom/Session Management 􀀁 Professional Collaboration 􀀁 Planning and Preparation 􀀁 Student Development 􀀁 Professional Practice 􀀁 Instruction/Therapy 􀀁 Student Assessment 􀀁 Professional Responsibility Administrators are to address the criteria areas according to the APPR Observation Rubrics. For definitions and criteria area descriptors, refer to the APPR Professional Observation Rubrics. Staff member's signature: _ Date: Administrator's signature: _Date: COVER SHEET (To be completed by each tenured and non-tenured staff member) Page 6 of 19 ORANGE-ULSTER BOCES ANNUAL PROFESSIONAL PERFORMANCE REVIEW Key: (E) Exceeds District Standards (M) Meets District Standards (DN) Does Not Meet District Standards per APPR Rubric (E) Exceeds District Standards • Staff member demonstrates mastery of the dimension and implements it successfully (M) Meets District Standards • Staff member demonstrates an understanding of the dimension and implements it successfully (DN) Does Not Meet District Standards • Staff member does not demonstrate understanding of the dimension or does not implement it successfully. 1. CONTENT KNOWLEDGE E M DN Content Knowledge Interpretation of Related and Prior Knowledge Knowledge of Content Related Developments & Methodology COMMENTS: PROFESSIONAL OBSERVATION CRITERIA AREAS/EVALUATION Page 7 of 19 2. PLANNING AND PREPARATION E M DN Knowledge of Different Ways Students Learn Knowledge of Students’ Skills, Experiences & Information Base Knowledge in Selecting Goals Knowledge of Resources Managing Resources Integration COMMENTS: 3. INSTRUCTION/THERAPY E M DN Instruction/Therapy Delivery Learning Activities Quality of Questions Lesson/Session Adjustment(if applicable) Assessment of Student Mastery Page 8 of 19 COMMENTS: 4. CLASSROOM/SESSION MANAGEMENT E M DN Behavior Management Time Management COMMENTS: 5. STUDENT DEVELOPMENT E M DN Knowledge of Students’ Developmental Levels Knowledge of Students’ Interests and Backgrounds Page 9 of 19 COMMENTS: 6. STUDENT ASSESSMENT E M DN Alignment with Goals Alignment with Learning/Industry Standards Relation of Assessment to Instruction COMMENTS: Page 10 of 19 Staff Member’s Reflections/Comments on the lesson observed: 􀀁 Staff member meets district standards for this observation 􀀁 Staff member does not meet district standards for this observation. Performance Improvement Plan required. Administrator’s Comments: Administrator's signature: _ Date: Employee Acknowledgment have been advised of my performance status and does not necessarily imply that I agree with the evaluation. Page 11 of 19 ORANGE-ULSTER BOCES 1. Identify the topic your project is related to and provide a clear description of the specific project. 2. Which Learning Standard(s) does your project address? 3. What will students be able to demonstrate as a result of this project? 4. Describe your plan for data collection related to this project. 5. What will you learn or be able to demonstrate as a result of this project? 6. Describe the actions you will be taking to complete your proposal. 7. Identify resources (and the costs) needed to complete this project. 8. Please be prepared to submit supporting evidence for your project (i.e., student work samples, data collection). This information will be returned to you after your project is reviewed. Staff member’s signature: Date: _ Administrator’s signature: Date: _
 * Staff member's signature: _ Date:
 * I have reviewed this document and discussed the contents with my administrator. My signature means that I

ORANGE-ULSTER BOCES ANNUAL PROFESSIONAL PERFORMANCE REVIEW SUMMATIVE EVALUATION For Tenured and Non-Tenured Staff (To be completed by the staff member and submitted to his or her administrator no later than May 7, 2010 for Tenured staff and no later than February 19, 2010 for non-tenured staff) Staff Member: Status: 􀀁 Tenured 􀀁 Non-tenured Position: ___Dept:__ _ Administrator: Program: School Year: _ __Date:__ __FOCUSED LEARNING PROPOSAL__ __Place an “X” next to the option chosen:__ __􀀁 Individual Project 􀀁 Peer Coaching__ __􀀁 Group Project 􀀁 Mentor/Intern or Student Teacher__ __􀀁 Portfolio Development 􀀁 Other (describe):__ __Staff is encouraged to complete projects as early in the school year as possible in order to use the skills__ __and knowledge gained from their efforts.__ __PROFESSIONAL PERFORMANCE__ __CRITERIA AREAS__ __All apply:__ __􀀁 Content Knowledge 􀀁 Student Assessment__ __􀀁 Planning and Preparation 􀀁 Professional Collaboration__ __􀀁 Instruction/Therapy 􀀁 Professional Practice__ __􀀁 Classroom /Session Management 􀀁 Professional Responsibility__ __􀀁 Student Development__ __In addition to addressing other criteria areas, administrators must comment on the staff member’s__ __progress in the areas of Professional Collaboration, Professional Practice and Professional__ __Responsibility. Refer to the APPR Rubrics for definitions and criteria area descriptors.__ __Page 15 of 19__ __(End of Year Summary continued)__ __Staff Member:__ Reflections on Progress/Outcomes for the 2009-2010 school year: 􀀁 Staff member meets district standards for this school year. 􀀁 Staff member does not meet district standards for this school year. Performance Improvement Plan required. Administrator’s Comments: Administrator’s Signature: __Date:__ __Employee Acknowledgment__
 * Staff member’s Signature: _ Date:

means that I have been advised of my performance status and does not necessarily imply that I agree __with the evaluation.__ __Page 16 of 19__ __ORANGE-ULSTER BOCES__ __Professional Performance Review Plan__ __Training for Administrators in Professional Performance Evaluations__ __The Orange-Ulster BOCES recognizes its obligation to provide training in professional practice__ __to those conducting performance evaluations. Certified administrators will conduct all__ __performance evaluations. The goal of Training in Performance Evaluation will be to provide all__ __administrators the knowledge and skills needed to implement current performance evaluation__ __practices.__
 * I have reviewed this document and discussed the contents with my administrator. My signature

administrators in the implementation of the Annual Professional Performance Review. __Page 17 of 19__ __ORANGE-ULSTER BOCES__ __Professional Performance Review__ __Performance Improvement Plan__ __There may be occasions when the performance of a staff member, whether tenured or nontenured,__ __is evaluated as unsatisfactory. When this occurs, the BOCES administration, in__ __consultation with the staff member, is required to develop a Performance Improvement Plan.__ __The Performance Improvement Plan should contain the following elements:__ __􀀁 The reason for the unsatisfactory evaluation__ __􀀁 The objectives to be accomplished__ __􀀁 A definition of the frequency and type of assistance that will be offered by the__ __evaluator and other professionally certified persons__ __􀀁 The anticipated frequency of observations and conferences__ __􀀁 The projected time-line for evaluation of the objectives to be accomplished__ __The goal of any established Performance Improvement Plan will be to provide the staff member__ __with the assistance that is necessary to meet the established criteria of the position.__ __Page 18 of 19__ __Performance Improvement Plan__ __For__ __Tenured and Non-Tenured Staff__ __Staff Member:__ Plan Date: Program: __This form is a tool for communicating expectations and suggestions for improvement.__ __Recommendations must relate to criteria. This form is to be completed when the performance of__ __the staff member is evaluated as not meeting district standards. This form should be attached to__ __the APPR Professional Observation packet. A copy will be placed in the personnel file after it is__ __completed and signed.__ __Date of Staff Member’s Observation or Project:__ __Areas in need of improvement:__ __Suggested strategy(s):__ __Support to be provided:__ __Timelines for accomplishments(s):__ _ __Administrator’s Signature Date__
 * A meeting will be scheduled with program administrators to develop training for

Staff Member’s Signature Date Page 19 of 19 Performance Improvement Plan Review Administrator’s Evaluation of Outcome(s): 􀀁 Improvement Demonstrated 􀀁 Improvement Not Demonstrated Follow-up meeting scheduled for: _ _ Administrator’s Signature Date _ Employee Acknowledgment means that I have been advised of my performance status and does not necessarily imply that I agree with the evaluation.
 * Staff Member’s Signature Date
 * I have reviewed this document and discussed the contents with my administrator. My signature

From Clarkstown B. Probationary Teachers Probationary teachers will receive at least three formal observations each year of probation. The first observation is to be completed on or before November 15th and a second formal observation is required by December 15th. There will be at least one additional formal observation in the spring. Probationary teachers will receive two performance evaluations – one completed by December 15th and one completed by June 15th. Probationary teacher will need to demonstrate proficiency in the areas outlined in Component Evaluation Chart (page 37). As outlined in the chart, proficiency levels need to approached by December and reached by June. Teachers on a two year tenured track will need to reach proficiency of components in year one and two by June of their first CCSD teaching year. To summarize, administrators will evaluate probationary teachers (at least): 􀀹 Two formal observations in the fall (announced or unannounced) 􀀹 One formal observation in the spring (announced or unannounced) 􀀹 One mid year performance evaluation 􀀹 One end year performance evaluation