Core Module One Slides

7/31/2019 Core Module One Slides

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Implementing the Revised TPA Process for Experienced Teachers

Core Module One:

A Growth-Oriented Approach to Implementingthe Revised Appraisal Process for

Experienced Teachers


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Core Module One: A Growth-Oriented Approach to Implementing

the Revised Appraisal Process for Experienced Teachers

Part One: Opening


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In this module participants will:

Learn about the revised performance appraisal process

for experienced teachers

Consider school and system contexts within which the

appraisal fosters growth and development of

experienced teachers

Identify and reflect on effective appraisal practicesincluding opportunities provided in the appraisal

process to support principal and experienced teacher

collaboration

Core Module One: A Growth-Oriented Approach to Implementing

the Revised Appraisal Process for Experienced Teachers


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Participant Experience with TPA

On your own, reflect on your past experience with

teacher performance appraisal

Recall a TPA experience that stands out for you as

positive and supportive of teacher growth and

development (yours or someone elses)


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Participant Experience with TPA (Continued)

Make contact with someone in the room you do not

know Talk about what happened, who was involved, whatmade it positive and supportive and how it was aneffective appraisal practice

Join a second pair and together, identify oneeffective appraisal practice to report to the largegroup


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Part Two: Background


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The revised TPA process for experienced teachers

was developed in consultation with the Working

Table on Teacher Development during fall 2006

Background: Development of the Revised TPA Process

for Experienced Teachers


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Deliberations and recommendations of the Working

Table were guided by:

o relevant researcho inter-jurisdictional scan

o information collected from implementation

o position papers from various stakeholder groups

including the Joint Task Force on Teacher Performance

Appraisal, comprised of the teacher, principal and

supervisory officer organizations




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In March 2007, Minister Wynne announced the revised

TPA process for experienced teachers

School boards were given the option of implementing the

revised process in April 2007 or no later than September2007

The Performance Appraisal of Experienced Teachers

Technical Requirements Manual2007and the SummativeReport Form for Experienced Teachers (approved form)

have been posted on the ministry website


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The revised TPA process for experienced teachers

builds on the New Teacher Induction Program (NTIP)

performance appraisal of new teachers that was

introduced in June 2006 The performance appraisal process for experienced

teachers is intended to provide a continuum of support

as a new teacher successfully completes the NTIP and

becomes an experienced teacher




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The development of the revised TPA process forexperienced teachers was guided by the followingprinciples:

Support for teacher professional growth anddevelopment

Improved student outcomes Strengthened collaboration between experiencedteachers and their principals through ongoingprofessional dialogue


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The development of the revised TPA process forexperienced teachers was guided by the followingprinciples: (Continued)

Appraisal situated in the context of school andsystem learning communities

Enhanced public confidence in public education

Increased capacity for principals in their role asinstructional leaders

Transparency and accountability


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Overarching Goal of Teacher Performance Appraisal

Consistent with the TPA process for new teachers the

revised TPA for experienced teachers is designed to: foster teacher development

provide meaningful appraisals that encourage

continuous professional learning and growth and identify opportunities for additional support where

required


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Overview of Components of the TPA Processfor Experienced Teachers

Five-year evaluation cycle

One appraisal in an evaluation year Two-point rating scale

Pre-observation meeting, classroom observation, post-observationmeeting

One Summative Report Form 16 competencies based on five domains

Streamlined look-fors provided as a resource

Strengthened Annual Learning Plan (ALP) requirements

Due process for unsatisfactory performance maintained


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Professional

Dialogue and

Reflection on

Practice

Appraisal

Meetings

Standards of

Practice for the

Teaching

Profession

Collective Vision

of

Professionalism

That Guides

Daily Practices

Competency

Statements

Summative

Report

Annual Learning

Plan

Rating Scale

Skills,

Knowledge and

Attitudes

Rating Decisionand Identification

of Strengths and

Next Steps for

Improvement

Vehicle for

Teachers

Continuous

Professional

Learning

Demonstrations

of Performance

in Relation to 16

Competencies

Experienced Teacher Continuous Growth and Development

Figure 1. Performance Appraisal Framework for Experienced Teachers


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Part Three: The Context forAppraisal


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The Context for Appraisal

Who is the Experienced Teacher?

There is no definition of an experienced teacher in theEducation Actor in the regulations

A teacher ceases to be a new teacher and is consideredexperienced for the purposes of performance appraisalonce he or she successfully completes the New TeacherInduction Program or, subject to any extension provided forin the regulations, his or her 24-month new teaching periodhas elapsed


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Activity One: Appraisal with the Experienced Teacher In Mind

Introducing

Marg Dalhousie who teaches grade 8 in a JK- grade 8 elementary

school located in a suburb of Toronto Denise Beaulieu who teaches a blended grade two and three class in

an inner city school

Peter Stockardwho teaches grade six core subjects including visual

arts, drama and physical education

Seema Mohammedwho teaches in a secondary school and has a

timetable that includes Grades 11 and 12 university-destination

biology and chemistry courses and one grade 9 applied science

course


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Roles and Responsibilities

Teachers, vice-principals, principals andsupervisory officers all play key roles in theperformance appraisal process for experiencedteachers

In fulfilling these roles collaboration, mutual respect

and shared responsibility are essential


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Roles and Responsibilities(Continued)

This sets a climate within which experiencedteachers learn, plan, prepare, teach, pursueindividual and shared goals, and strive to besuccessful in bringing about high levels of student

achievement


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Parent/Student Input

Seeking parental and student input is an important

vehicle for fostering positive relationships. A sense

of openness and fairness, and an atmosphere of

trust and respect are features of a school that is a

learning community inclusive of parents andstudents


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Parent/Student Input

(Continued)

Parental and student input support and enhance the qualityof teaching and learning in schools

Teachers gather this information through a wide range oflearning activities on a daily basis throughout the year

Teachers communicate with parents formally and informallyand depending on the level of support required by thestudent


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Activity Three: Quote Exchange

Select a partner you do not know and share a personalconnection to your quote what does it mean to you? Focus

on beliefs and values related to school and/or system culture Trade quotes

Repeat with at least two partners

Individually identify one or two insights/connections you madeto share with your table group

At your table group appoint a recorder/reporter

As a table group identify two or three common themes andinsights to report to the large group


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Activity Three: Sample Quote for Quote Exchange

Coming together is a beginning

Keeping together is progress

Working together is success

-- Henry Ford


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Activity Four: Synectics

A growth-oriented school context is like ___________ because.

A growth-oriented school context is NOT like _______ because.

AND/OR

A growth-oriented school system is like ___________ because.

A growth-oriented school system is NOT like _______because.


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Activity Five: Jigsaw Debrief

What do growth-oriented school and system contexts look, feeland sound like?

What roles do teachers, vice-principals, principals, andsupervisory officers play in growth-oriented school and systemcontexts?

How are growth-oriented school and system contexts relevant tothe experienced teacher performance appraisal process?

What are the implications for the role of teachers, vice-principals, principals, and supervisory officers in theexperienced teacher performance appraisal process?


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Activity Six: School Culture

Introducing

Marg Donaldsons JK to grade 8 elementary school Denise Bealieus inner city school

Peter Stockards JK to grade 6 elementary school

Seema Mohammeds secondary school


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Part Four: Components of the TPA

Process for Experienced Teachers


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Scheduling and Frequency

For experienced teachers:

Experienced Teachers are required to have one appraisal

in an evaluation year every five years

Experienced teachers new to a board must have one

appraisal during their first year of employment with theboard


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For new teachers who have successfully completed the NTIP:

New teachers who have moved to experienced teacher status are

placed in the five-year experienced teacher performance appraisal

cycle

Once their evaluation year is established, a cycle is established so

that there are four non-evaluation years before their next scheduled

evaluation


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Additional appraisals and an Improvement Plan are

required if an appraisal rating is Unsatisfactory The principal has the authority to conduct additional

appraisals if the principal considers it advisable to do so in

light of circumstances relating to the teachers performance

In a non-evaluation year, teachers may request

performance appraisals in addition to those required


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Supervision and Appraisal

The appraisal process and schedule is not intended to interfere with the

principals supervisory responsibilities including: observing teachers practice

meeting with teachers to discuss performance

requesting samples of teachers work

providing feedback to teachers and

supporting teacher growth and development at any time


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Competency Statements and Examples ofGood Teaching Practice (Look-fors)

In assessing the teachers performance, the principal mustconsider all 16 competencies set out in Schedule 1 ofOntario Regulation 99/02, as amended

The 16 competency statements are based on the standardsset out in the Ontario College of Teachers Standards ofPractice for the Teaching Profession

Boards will continue to be able to provide for additionalcompetencies to be used in the performance appraisal ofteachers


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Competency Statements and Examples ofGood Teaching Practice (Look-fors)

In preparing the summative report, the principal provides

comments identified in discussions with the teacher as thefocus of the teachers performance appraisal (the principalmay also comment on other competencies that wereassessed through the performance appraisal)

A streamlined list of 90 examples of good teaching

practices (look-fors) is available as a resource for principalsand teachers in identifying possible ways the competenciesmay be shown in practice


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The Annual Learning Plan (ALP)

Each experienced teacher must have an ALP each year

that includes the teachers professional growth objectives,

as well as his or her proposed action plan and timelines for

achieving those objectives

In conducting this annual review and update, teachers, in

consultation with their principal must take into account theirlearning and growth over the year and the summative

report of their most recent performance appraisal


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The Annual Learning Plan (ALP)

Teachers are encouraged to take parent and student inputinto account in developing, reviewing and updating their

ALP each year In an evaluation year, the teacher and principal must reviewand update the teachers current ALP in a meeting as partof the performance appraisal process

In a non-evaluation year, a meeting is not required but isrecommended. A meeting is required to take place at therequest of either the teacher or the principal


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Appraisal Meetings

Three appraisal meetings:

1. Pre-observation meeting

2. Classroom observation

3. Post-observation meeting to discuss observation andgrowth opportunities. Principals use this information tocomplete the Summative Report Form

These meetings are repeated in each appraisal


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Appraisal Meetings

Neighbours opportunity for dialogue

The broadest function of the appraisal meetings is to

improve or enhance job performance by engaging in

a reflective conversation on the complexities of

teaching and learning.~ Stronge and Tucker, 2003


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Summative Report Form

The Summative Report Form has been revised to provide principals with

the opportunity to:

comment on competencies identified in discussions with the teacheras the focus of the teachers performance appraisal (the principal

may also comment on other competencies that were assessed

through the performance appraisal)

provide an overall rating of the teachers performance recommend professional growth goals and strategies for the teacher

to take into account in developing, reviewing and updating his or her

ALP


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Summative Report Form

This form must be used for each appraisal. The duties of

the principal may be delegated to a vice-principal in thesame school or to an appropriate supervisory officer


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Rating Scale

Two-point Rating Scale:

Satisfactory

Unsatisfactory

If the teacher receives a Satisfactoryrating, the principal is

encouraged to provide further feedback on strengths andpossible areas of growth for the teacher


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Process Following a Performance Rating that isUnsatisfactory

Development of an Improvement Plan after first

Unsatisfactoryrating

On Reviewstatus after two consecutive Unsatisfactoryratings

Recommendation for employment termination after threeconsecutive Unsatisfactoryappraisals

The Ontario College of Teachers is notified aftertermination


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Process Following a Performance Rating that is

Unsatisfactory

While the teacher is On Reviewstatus, the principal andsupervisory officer can jointly decide to omit the thirdappraisal and recommend the termination of the teachersemployment to protect the best interests of students


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Role of Supervisory Officers and Directors of Education

Mandated responsibilities in relation to teachers that

receive an Unsatisfactoryperformance rating, including

being updated about teachers who receive Unsatisfactory

ratings on their appraisals and consultation with the

principal regarding teachers on Reviewstatus


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Part Five: Closing


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Free-Write

Write a personal

statement about the

TPA process forexperienced teachers andgrowth-oriented school orsystem contexts.

Consider these questionsfor your free-write.

What does revised performanceappraisal process for experiencedteachers look like in a growth-orientedschool or system context?

In my role as teacher/principal/supervisory officer, what are someways that I encourage a growth-oriented appraisal process?

What indispensable message do I

want to communicate about the TPAprocess for experienced teachers tothe educators I work with?


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Guided Reflection

Reflection is what allows us to learn from our

experience: it is an assessment of where we have

been and where we want to go next.

~ Kenneth Wolf

Documents

Core Module One Slides