COLLABORATIVE ASSESSMENT SYSTEM FOR TEACHERS … · Measurable goals for the counseling program are appropriate ... Integrates a standards-based research process model into ... 5d:

COLLABORATIVE ASSESSMENT SYSTEM

FOR TEACHERS

CAST

2016-2017

Purpose

The purpose of the Collaborative Assessment System for Teachers is to improve district-wide professional competence, classroom performance, professional growth, and to serve as a basis for management decisions. The process of evaluation utilizes valid, research-based procedures and instruments to identify effective teaching and provide feedback for on-going professional development.

The process of evaluation utilizes the work of Charlotte Danielson, which is based on empirical studies and contemporary research. CAST includes:

– A Rubric with Levels of Proficiency: Highly Effective, Effective, Developing (Category I)/Needs Improvement, and Unsatisfactory)

– Implementation of domains with components which address the Florida Educator Accomplished Practices (FEAPs)

– A process for new and struggling teachers

– A framework for guiding professional practice

The Observation ProcessFirst Metric

TEACHER CATEGORIES AND OBSERVATION SCHEDULE

Category

&

Authorized Evaluator

Criteria for Category

Formal Observations

(Announced)

30 minutes plus

Informal

Observations

(Unannounced)

15-25 minutes

minimum

Summative

Evaluation

Category I

Principal / Asst.

Principal

1-3 year overall

teaching experience

or new to district

2

1 first semester & 1

second semester by

April 30th

2 yearly by April 30th

1st Semester by

January 13th

&

2nd Semester by April

30th

Category II

Principal / Asst.

Principal

In 4th year of teaching

or have more than 3

years of teaching

experience and are

not new to district

1 either semester but

by April 30th1 yearly by April 30th Annually by April 30th

Category III

Principal / Asst.

Principal

Received a D/NI or U

in a domain, but not

overall unsatisfactory

2

1 first semester & 1

second semester by

April 30th . If multiple

D/Nis, then a formal

can be done.

1 per domain that

receives D/NI or if

multiple domains, 1

formal by April 30th

Annually by April

30th

Category IV

Principal

Struggling teacher

(overall

unsatisfactory)

3

2 first semester

1 second semester by

April 30th

1 yearly for each

domain that receives

U by April 30th

Annually by April 30th

Observations are based on assigned teacher categories.

Observations

Pre Observation Conference

Scheduled

Lesson Observation

Post Observation Conference

Next Steps

The Formal Observation Process

A formal observation is a scheduled visit by the administrator

which will last a minimum of 30 minutes and includes a pre-

observation and post-observation conference.

Forms Completed

In the

Portal

The Informal Observation Process

• The informal observation process is the same as the formal

observation process with the following exception:

• The teacher does not complete a pre-observation conference form

or participate in a pre-observation conference

• The observation last 15-25 minutes

Lesson Observation


Forms Completed

In the

Portal

Pre and Post Conferences Formal observations include a pre and post conference

Informal observations include a post-conference

Conferences are conversations about instruction and practice

Teachers must respond to pre and post observation questions in the

portal for formal observations

Teachers must respond to post observations questions in the portal for

informal observations

Teachers may need to supply artifacts if necessary

Principals and Assistant Principals must use the approved pre and post

observation conference forms for each formal and informal

observations

The administrator will conduct a post conference providing next steps

to the teacher. Written feedback will be provided in the portal and at

the post conference for each formal and informal observation The

teacher may respond back in written form in the portal to the

administrator.

ELEMENTS OF THE SYSTEM

Weights and Points

Teacher Points and WeightingAdministrator Observation Score Components Rating Points

U D/NI E HE

1a. Demonstrating Knowledge of Content and Pedagogy 0 0.60 1.80 3

Domain I

Maximum Points

Possible

18

1b. Demonstrating Knowledge of Students 0 0.60 1.80 3

1c. Setting Instructional Outcomes 0 0.60 1.80 3

1d. Demonstrating Knowledge of Resources and Technology 0 0.60 1.80 3

1e. Designing Coherent Instruction 0 0.60 1.80 3

1f. Designing Student Assessments 0 0.60 1.80 3

2a. Creating an Environment of Respect and Rapport 0 0.72 2.16 3.6

Domain II

Maximum Points

Possible

18

2b. Establishing a Culture for Learning 0 0.72 2.16 3.6

2c. Managing Classroom Procedures 0 0.72 2.16 3.6

2d. Managing Student Behavior 0 0.72 2.16 3.6

2e. Organizing Physical Space 0 0.72 2.16 3.6

3a. Communicating with Students 0 1.44 4.32 7.2 Domain III

Maximum Points

Possible

36

3b. Using Questioning and Discussion Techniques 0 1.44 4.32 7.2

3c. Engaging Students in Learning 0 1.44 4.32 7.2

3d. Using Assessment in Instruction 0 1.44 4.32 7.2

3e. Demonstrating Flexibility and Responsiveness 0 1.44 4.32 7.2

4a. Reflecting on Teaching 0 0.60 1.80 3

Domain IV

Maximum Points

Possible

18

4b. Maintaining Accurate Records 0 0.60 1.80 3

4c. Communicating with Families 0 0.60 1.80 3

4d. Participating in a Professional Community 0 0.60 1.80 3

4e. Growing and Developing Professionally 0 0.60 1.80 3

4f. Showing Professionalism 0 0.60 1.80 3

ADMINISTRATOR OBSERVATION SCORE TOTAL (Scale 0-90 points) 90

Domain I: Student Achievement Data 0 0.40 1.20 2

IPDP

Maximum Points

Possible

10

Domain II: Student Achievement Data SMART Goal 0 0.40 1.20 2

Domain III: Professional Learning Goals (a) 0 0.20 0.60 1

Professional Learning Goals (b) 0 0.20 0.60 1

Domain IV: Professional Learning Strategies –Implementation

of Learned Professional Practices

0 0.40 1.20 2

Domain V: Results/Changes in Educator Practices 0 .40 1.20 2

INDIVIDUAL PROFESSIONAL DEVELOPMENT PLAN (Scale 0-10 points) 10

STUDENT GROWTH SCORE (Scale 0-100 points)

FINAL EVALUATION SCORE (Scale 0-200 points)

FINAL OVERALL RATING

Indicators

Ratings

U (0) D/NI ( ) E ( ) HE ( )

Domain

I

30%

1a. Demonstrates knowledge of child and adolescent

development.0 1.8

5.4 9

1b. Measurable goals for the counseling program are appropriate to the setting and the students served, and are aligned with the Duval County District School Counseling Plan and the Florida’s School Counseling Framework.

0 1.8

5.4 9

1c. Implements school counseling program activities that align with measurable program goals.

0 1.85.4 9

Maximum Points 0 5.4 16.20 27

2a. Creates an environment of respect and support. 0 .90 2.7 4.5

Domain

II

20%

2b. Establishes a culture for productive verbal, non-verbal, and written communication.

0 .90 2.7 4.5

2c. Manages routines and procedures. 0 .90 2.7 4.5

2d. Demonstrates knowledge of information and resources within the school, district, and community.

0 .902.7 4.5


3a. Assesses student needs. 0 1.35 4.05 6.75

Domain

III

30%

3b. Assists students in the formulation of academic, personal/social, and college/career goals and plans, based on knowledge of student needs.

0 1.35

4.05 6.75

3c. Utilizes data in monitoring and evaluating counseling interventions and student progress.

0 1.35 4.05 6.75

3d. Evaluates the school’s comprehensive counseling program in alignment with the Duval County District School Counseling Planand the Florida’s School Counseling Framework, and reflects on practice.

0 1.35 4.05 6.75

Maximum Points 0 5.40 16.20 27.00

4a. Maintains accurate records and when applicable submits in a timely manner.

0 .90 2.7 4.5

Domain

IV

20%

4b. Participates in a professional community. 0 .90 2.7 4.5

4c. Pursues professional growth and development. .90 2.7 4.5

4d. Shows professionalism. 0 .90 2.7 4.5


Administrator Observation Score (0-90 Points) 90

Individual Professional Development Plan (0-10 Points) 10

Student Growth Score (0-100 Points)

Counselor Points and Weighting

MediaPoints and Weighting

Domain1: DEMONSTRATES ABILITY TO IMPACT STUDENT ACHIEVEMENT: The SLMS systematically

and collaboratively plans library media and information literacy instruction. (Weight 25%) AP 1

U

0 points

D/NI

.90

E

2.7

HE

4.50

1a: Provides instruction to students on research methods and the use

of reference tools.

.90 2.7 4.50

1b: Provides instruction to students in the appropriate use of

technology and software.

.90 2.7 4.50

1c: Promotes appreciation of reading by embedding literature

appreciation instruction and activities into instructional program.

.90 2.7 4.50

1d: Helps students locate and use various library media material. .90 2.7 4.50

1e: Offers staff development lessons coordinated through the Library

Media program.

.90 2.7 4.50

Maximum Points Possible

Domain 2: MANAGES INSTRUCTION COOPERATIVELY WITH FACULTY: The SLMS demonstrates a deep

knowledge of and effective delivery of school library media skills, resources and tools, and their application to content

areas. (Weight: 25%) AP 1, 2

U

0 points

D/NI

1.125

E

3.375

HE

5.63

2a: Integrates research & study skills with classroom instruction by

using Standards for the 21st Century Learner with current state

content standards.

1.125 3.375 5.63

2b: Integrates a standards-based research process model into

instruction.

1.125 3.375 5.63

2c: Plans and delivers cooperative instruction. 1.125 3.375 5.63

2d: Establishes and communicates clear standards of student conduct

and behavior.

1.125 3.375 5.63


Domain 3: DEVELOPS AND MANAGES COLLECTION: The SLMS provides appropriate, accurate and current

resources in all formats to meet the needs of the learning community. (Weight: 15%) AP 2, 3

U

0 points

D/NI

.54

E

1.62

HE

2.7

3a: Uses approved selection and weeding policies and procedures

based on systematic analysis tools.

.54 1..62 2.7

3b: Processes and arranges resources in accordance with District and

AASL library standards.

.54 1..62 2.7

3c: Circulates materials, including the use of Interlibrary loans. .54 1.62 2.7

3d: Weeds and repairs collection. .54 1.62 2.7

3e: Inventories collection. .54 1.62 2.7


Domain 4: MANAGES MEDIA PROGRAM The SLMS promotes technological processes and resources that

enhance learning, promote access and serve as an infrastructure for a properly staffed and well-funded library media

program. (Weight: 15%) AP 4

U

0 points

D/NI

.45

E

1.35

HE

2.25

4a: Promotes cooperative program planning. .45 1.35 2.25

4b: Provides for use of media resources and facilities. .45 1.35 2.25

4c: Develops written goals. .45 1.35 2.25

4d: Prepares and submits reports. .45 1.35 2.25

4e: Evaluates the program. .45 1.35 2.25

4f: Communicates the resources of the library media center to the

students, teachers, and parents through multiple formats such as

newsletters, handbook, share drive, web page or other electronic

venues.

.45 1.35 2.25


Domain 5: MAINTAINS POSITIVE MEDIA CENTER ENVIRONMENT: The SLMS provides an inviting,

accessible and stimulating environment for individual and group use that shares resources across the learning

community. (Weight: 10%) AP 2, 3

U

0 points

D/NI

.45

E

1.35

HE

2.25

5a: Establishes and maintains climate of courtesy and respect. .45 1.35 2.25

5b: Provides for a variety of multiple student learning areas. .45 1.35 2.25

5c: Holds reasonable expectations for students’ social and

academic behavior.

.45 1.35 2.25

5d: Establishes/maintains rapport with students. .45 1.35 2.25


Domain 6: DEMONSTRATES COMMITMENT TO PROFESSIONAL GROWTH: The SLMS seeks

opportunities for professional growth and development based on self-assessment and advancements in the profession

of library science. (Weight: 5%) AP 5

U

0 points

D/NI

.30

E

.90

HE

1.5

6a: Continues to pursue professional growth and development

through workshops, seminars, college course work and/or other

professional activities

.30 .90 1.5

6b: Participates in school and/or district committees. .30 .90 1.5

6c. Accepts evaluation and redirection and makes necessary

changes or adjustments.

.30 .90 1.5


Domain 7: DEMONSTRATES EVIDENCE OF PROFESSIONAL CHARACTERISTICS: The SLMS

demonstrates behaviors that reflect positively on the school district and abides by the District's Code of Conduct.

(Weight: 5%) AP 5, 6

U

0 points

D/NI

.225

E

.675

HE

1.125

7a: Interacts and communicates appropriately and effectively with

colleagues, parents, students.

.225 .675 1.125

7b: Maintains professional appearance. .225 .675 1.125

7c: Maintains punctuality. .225 .675 1.125

7d: Exercises emotional self-control. .225 .675 1.125


Specialists-Coach Points and WeightingAdministrator Observation Score Components Rating Points

U D/NI E HE

1a. Demonstrating Knowledge of Current Trends in specialty Area and Professional Development 0 0.60 1.80 3

Domain I


18

1b. Demonstrating Knowledge of the School’s Program and Levels of Teacher Skill in Delivering

that Program.

0 0.60 1.80 3

1c. Establishing Goals for the Instructional Support Program Appropriate to the Setting and the

Teachers served.

0 0.60 1.80 3

1d. Demonstrating Knowledge of Resources both within and beyond the School and District 0 0.60 1.80 3

1e. Planning the Instructional Support Program Integrated with Overall School Program 0 0.60 1.80 3

1f. Developing a Plan to Evaluate the Instructional Support Program 0 0.60 1.80 3

2a. Creating an Environment of Trust and Respect 0 0.72 2.16 3.6 Domain II


18

2b. Establishing a Culture for ongoing Instructional Improvement 0 0.72 2.16 3.6

2c. Establishing Clear Procedures for teachers to Gain Access to Instructional Support 0 0.72 2.16 3.6

2d. Establishing and Maintaining Norms of Behavior for Professional Interactions 0 0.72 2.16 3.6

2e. Organizing Physical Space for Workshops or Training 0 0.72 2.16 3.6

3a. Collaborating with Teachers in the Design of Instructional Units and Lessons 0 1.44 4.32 7.2 Domain III


363b. Engaging Teachers in Learning New Instructional Skills 0 1.44 4.32 7.2

3c. Sharing Expertise with Staff 0 1.44 4.32 7.2

3d. Locating Resources for Teachers to Support Instructional Improvement 0 1.44 4.32 7.2

3e. Demonstrating Flexibility and Responsiveness 0 1.44 4.32 7.2

4a. Reflecting on Practice 0 0.60 1.80 3

Domain IV


18

4b. Preparing and Submitting Reports 0 0.60 1.80 3

4c. Coordinating Work with Other Instructional Specialists 0 0.60 1.80 3

4d. Participating in a Professional Community 0 0.60 1.80 3

4e. Engaging in Professional Development 0 0.60 1.80 3

4f. Showing Professionalism through Integrity and Confidentiality 0 0.60 1.80 3

ADMINISTRATOR OBSERVATION SCORE TOTAL (Scale 0-90 points)

Individual Professional Development Plan Score Components

Domain I: Student Achievement Data 0 0.40 1.20 2 IPDP

Maximum Points Domains

I – V

Possible

10

Domain II: Student Achievement Data SMART Goal 0 0.40 1.20 2

Domain III: Professional Learning Goals (a) 0 0.20 0.60 1

Professional Learning Goals (b) 0 0.20 0.60 1

Domain IV: Professional Learning Strategies –Implementation of Learned Professional Practices 0 0.40 1.20 2

Domain V: Results/Changes in Educator Practices 0 0.40 1.20 2

INDIVIDUAL PROFESSIONAL DEVELOPMENT PLAN (Scale 0-10 points)

STUDENT GROWTH SCORE (Scale 0-100 points)

FINAL EVALUATION SCORE (Scale 0-200 points)

FINAL OVERALL RATING

The Teacher CAST Domains and

Components Remain the Same as 2015-2016

Framework for TeachingDomains (4)/Components (22)

Domain I: Planning and Preparation

• Demonstrating Knowledge of Content and

Pedagogy

• Demonstrating a Knowledge of Students

• Setting Instructional Outcomes

• Demonstrating Knowledge of Resources

• Designing Coherent Instruction

• Designing Student Assessments

Domain 2: The Classroom Environment

• Creating an Environment of Respect and Rapport

• Establishing a Culture for Learning

• Managing Classroom Procedures

• Managing Student Behavior

• Organizing Physical Space

Domain 3: Instruction

• Communicating with Students

• Using Questioning and Discussion Techniques

• Engaging Students in Learning

• Using Assessment in Instruction

• Demonstrating Flexibility and Responsiveness

Domain 4: Professional Responsibilities

• Reflecting on Teaching

• Maintaining Accurate Records

• Communicating with Families

• Participating in a Professional Community

• Growing and Developing Professionally

• Showing Professionalism

ELEMENTS OF THE CURRENT SYSTEM: Ratings, Metrics, Observations

Multiple ratings (Levels of Proficiency):

Highly Effective, Effective, Developing (Category I), Needs

Improvement, and Unsatisfactory

Descriptive research-based indicators for each rating

Multi-metric:

45% based on instructional practice Administrator Observation Score

50% based on performance of students (student growth score)

5% based on development and implementation of the IPDP

Multiple observations for all teachers

New teachers, experienced teachers and struggling teachers

ELEMENTS OF THE CURRENT SYSTEM:SCORING

First Metric:

PERFORMANCE EVALUATION: 0-90 Points

Second Metric

STUDENT GROWTH: 0-100 Points

Third Metric

IPDP 0- 10 Points

FINAL EVALUATION POINTS: 0-200

TEACHERS WILL KNOW THEIR PERFORMANCE

EVALUATION AND IPDP SCORES IN APRIL.

TEACHERS WILL KNOW STUDENT THEIR GROWTH

SCORES AND TOTAL EVALUATION SCORES IN THE LATE

OCTOBER OR UPON RELEASE OF SCORES BY FLDOE.

Overall Score and Ratings The teacher will receive an overall score and rating based on a 200-point scale. CAST cut scores will determine the overall rating for the teacher.

A teacher must have at least 25 points on the Student Growth portion

to be eligible for a ranking of Effective or Highly Effective.

Highly Effective 160 – 200

Effective 80 – 159

Developing/Needs Improvement 45 – 79

Unsatisfactory 44 and Below

Student GrowthSecond Metric

• What is it?– Value added is the difference between the actual

performance of a student after a specified period of time and the expected (predicted) performance of the student based on the student’s prior performance. For example, if a 4th grade student scored 250 on the State Assessment last year, it may be predicted that the student will score 300 on this year’s State Assessment. If the student’s score is above the predicted score, the difference is the “value added” and is attributed to the teacher's effectiveness in working with that student.

Value-Added

Value-Added Example

250

320300

0

100

200

300

400

500

Student E

Teacher X

Prior Performance Current Performance Predicted Performance

The predicted performance

represents the level of

performance the student is

expected to demonstrate

after statistically accounting

for factors through the

value added model.

The difference between the

predicted performance and the

actual performance represents

the value-added by the

teachers’ instruction.

Uses a value added model to determine actual growth compared to expected growth

Considers student characteristics and a school effect in determining expected growth

Measures the teacher effect by counting the number of students that meet or exceed the expected growth

State provides tables with the percent of students meeting or exceeding expectations for each teacher; this value is used to determine the Student Growth portion of the teacher’s evaluation

How Value Added Is Used withDOE Tests

Student Characteristics:

Up to two prior years of achievement scores (the strongest predictor of student growth)

The number of subject-relevant courses in which the student is enrolled

Students with Disabilities (SWD) status

English Language Learner (ELL) status

Gifted status

Attendance

Mobility (number of transitions)

Difference from modal age in grade (as an indicator of retention)

Classroom characteristics:

Class size

Homogeneity of students’ entering test scores in the class

State Factors Identified to “Level the Playing Field”

Uses pre- and post-test measures, considers some student

characteristics.

Determines an expected growth based on the District

average growth between tests

Measures the teacher effect by counting the number of

students that meet or exceed the expected growth

A percentage of students meeting or exceeding

expectations is calculated for each teacher

How Student Growth is Measured:Duval Tests

Student growth will continue to be averaged over the prior three years.

Teachers that receive student growth scores based on the state student growth model will now get a three-year aggregate VAM score for those courses in the form of a 1-4. That score will be converted to a categorical rating and converted to a 100 point scale. (see conversion chart)

Tentative CAST Changes – Student Growth for Teachers

VAM Score Conversion Categorical Rating = Points

4 Highly Effective 100

3 Effective 79

2Needs

Improvement/Developing39

1 Unsatisfactory 22

Point allocation pending approval through negotiations

Teachers that receive student growth scores based on the state

student growth model and district assessments or receive growth

scores based only on district assessments will receive a three

year score based on a weighted average using the VAM score

points and the percent of students that met expectations on

district assessments. They will receive a categorical rating

based on the conversion chart that follows.


VAM Combination and District Only Ranges Categorical Rating

80 - 100 Highly Effective

40 – 79.999 Effective

22.001 – 39.999 Developing/Needs Improvement

0 - 22 Unsatisfactory

Category 1 teachers will now be required to have a complete mid-year evaluation including a student performance component. The growth points will be determined from the chart that follows.


Non-VAM Score Conversion for the Newly Hired(this will be used for assessments that don’t have a

conversion chart listed within the document)

Categorical Rating = Points

80 – 100% proficiency on any non-VAM assessment Highly Effective 100

40 – 79.999% proficiency on any non-VAM assessment Effective 79

22.001 – 39.999% proficiency on any non-VAM

assessmentNeeds Improvement/Developing 39

0 – 22% proficiency on any non-VAM assessment Unsatisfactory 22

Individual Professional Development Plan

0 – 10 Points : Individual Professional Development Plan (IPDP)

determined by the teacher’s development and implement of his/her

professional learning plan (5%).

Third Metric

Recent Legislative Changes - SB 1664

School Community Professional Development Act (FSS 1012.98)

The individual professional development plan must:

a. Be related to specific performance data for the students to whom the teacher is currently assigned.

b. Define the learning objectives and specific measurable improvements expected in student performance as a result of the learning activities.

c. Include an evaluation component that determines the effectiveness of the professional development plan (i.e., changes in educator practice and results)

IPDP Implementation

• The IPDP is about professional learning.

• Individual teachers are responsible for:

• The development and implementation of their IPDP.

• Familiarizing themselves with the IPDP Rubric

• Disaggregating data to inform selection of student groups

• Selecting assessments that will inform implementation and impact of

professional learning

• Participation in and selection of professional learning

• Evidence of participation, implementation, and impact on

student achievement goals.

• Individuals working at multiple sites are only required to develop one

IPDP.

Navigating the CAST Portal

The Teacher Dashboard

The Formal Observation

The Informal Observation

IPDP (implementation information is forthcoming)

To access the evaluation portal

Log into the DCPS network

Type (Myprofile)

PRINCE DEMO

PRINCE DEMO

PRINCIPAL ONE

PRINCE DEMO

ASST. PRINCE DEMO

ASST. PRINCE DEMO

ASST. PRINCE DEMO

Teacher Dashboard

Observation status symbol (In Progress) or (Complete)

1- ID = Unique system created number

1

2- Date = Date of observation

2

3- Type = Type of observation performed

3

4- Pre Obs = Pre Observation Status

4

5- Informal= Informal Observation Status

5

6- Formal – Formal Observation Status

6

7- Post Obs= Post Observation Conference Status

7

8- Next Steps= Provides next step information

8

9- Observer = Person observing the lesson

9

10- View/Edit = Ability to edit pre-observation before completion

10

11- Print = Prints the completed pre-observation

11

Pre Observation Conference

Scheduled Lesson

Observation


Next Steps

The Formal Observation Process

Starting a Formal Observation

Step 1 - Select “Add Formal Observation”

1

Step 2- Select “Yes” if you are a teacher

2

TEACHER 12

PRINCE DEMO

PRINCE DEMO

PRINCIPAL ONE

TEACHER 12

Step 4. Answer the eight (8) pre-observation questions.

Note: the administrator has the ability to view your input and can ask clarifying questions (chat function).

4

Step 5. Select “Update” until you are satisfied you have answered the eight questions adequately

5

5

Step 6. Select “Complete” once you determine you have answered the eight questions adequately.

Selecting “Complete” freezes the form and does not allow for additional input/editing.

6

6

3

Step 3. Complete the pre-observation data section

PRIINCE DEMO

TEACHER 12

Prince Demo

PRINCIPAL ONE

7

Step 7. After the observation select the “Post Obs Conference” tab

10

10

Step 10. Select “Complete” once you determine you have answered the four questions adequately.

Selecting “Complete” freezes the form and does allow for additional input/editing.

9

9

Step 9. Select “Update” until you are satisfied you have answered the four questions adequately

8

Step 8. Answer the four(4) pre-observation questions. Note: the administrator has the ability to view your input and can ask clarifying questions (chat function)

To view your observation

TEACHER 12

11

Step 11. Select the “Formal or Informal Observation” tab

12

Step 12. Select “Expand All”

Printing: The “Print” button prints a completed observation

The “Form” button prints a blank observation form

TEACHER 12

Note: The Next Step form can only be completed by the administrator

Step 13: Select the “Next Step” tab

13

15

Step 15: Review the next steps provided by the administrator

Step 14: Select “Expand All”

14

Printing: The “Print” button prints a completed observation

The “Form” button prints a blank observation form

Note: The observation data was completed in preparation for your pre-observation conference

The Informal Observation Process

• The informal observation process is the same as the formal

observation process with the following exception:

• The informal observation is not scheduled

• The teacher does not complete a pre-observation conference form

or participate in a pre-observation conference

Lesson Observation


CAST Documents and Information

For an in-depth look at the rubric, evaluation documents, and

professional growth ‘Next Steps,’ please visit the Human

Resource website

– CAST Documents http://www.duvalschools.org/Page/5743

– Next Steps Resources http://www.duvalschools.org/Page/5685

If you have a question or concern, please email

[email protected]. Your question will be

answered typically within 24 hours.

http://www.duvalschools.org/Page/5743

http://www.duvalschools.org/Page/5685