December 3, 2007 1

Performance Appraisal Performance Appraisal for Experienced for Experienced

TeachersTeachersWCDSBWCDSB

and and

OECTAOECTA

Waterloo Region’s Catholic Schools 2

Experienced TeacherExperienced Teacher

Any teacher who has completed the NTIP

Or A certified teacher recognized by the College

of Teachers who was in a permanent teaching position prior to the implementation date of the NTIP

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Performance Appraisal Performance Appraisal PurposePurpose

Foster teacher development Provide meaningful appraisals that

encourage professional learning and growth Identify opportunities for additional support,

where required

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Process ComponentsProcess Components

Annual Learning Plan (ALP) Performance Appraisal:

Pre-observation meeting In-class observation Post-observation meeting Post-observation summative report

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TPA ChangesTPA Changes

Component Old TPA New TPAFrequency 3 year cycle 5 year cycle

Teachers new to the Board must have one in first year of employment

Appraisals 2 appraisals 1 appraisal

Rating Scale 4 pointsExemplary, good, satisfactory, unsatisfactory

2 pointsSatisfactory, unsatisfactory

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TPA ChangesTPA Changes

Component Old TPA New TPACompetency Statements

Principal must comment on all 16

Principal must consider all 16 but is only required to comment on statements identified with teacher in pre-observation meeting

Reporting 3 ministry-approved forms to document each meeting

1 ministry-approved form

Parent/Student Input Annual parent and student survey

Teachers may optionally include parent and student input when developing their ALP

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TPA ChangesTPA Changes

Component Old TPA New TPAAnnual Learning Plan

Each teacher must write one annually

Done in consultation with principal in appraisal year

Includes Board initiatives and school improvement items

Teacher authored and directed in consultation and collaboration with principal for professional development

Updated at least yearly

Take into account comments from last TPA

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TPA ProcessTPA Process Notification of evaluation year within 20 school

days of start of school year Appraisal can occur at any time during school

year1. Pre-observation meeting

2. Classroom observation

3. Post-observation meeting

4. Summative report (optional meeting) Annual Learning Plan (ALP)

See page 78 in Technical Requirements Manual

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Pre-observation MeetingPre-observation Meeting The principal provides the teacher with an overview of the

16 competencies that are within the 5 domains Teacher provides documentation that demonstrates their

professional practice, such as: Previous year’s ALP Long range planning example Current unit planning example Lesson plan for lesson of classroom observation

Teacher and principal discuss which competencies will form the focus of the classroom observation

Not all competencies will be observed in classroom visit Principal will use look-fors as a resource for observing

teaching practice

See page 76 of Technical Requirements Manual

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DomainsDomains

5 domains from the College of Teachers:

1. Commitment To Pupils

2. Professional Knowledge

3. Teaching Practice

4. Leadership and Community

5. Professional Learning

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CompetenciesCompetencies

16 competencies within the 5 domains:

1. Commitment To Pupils (4)

2. Professional Knowledge (4)

3. Teaching Practice (5)

4. Leadership and Community (2)

5. Professional Learning (1)

See page 22 of the Technical Requirements Manual

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Look-forsLook-fors Objective observations used by the principal that

shows that the teacher has command of the competencies

Reduced from 144 to 90 Provide concrete examples of good teaching Not a glorified checklist that equals good teaching

See page 59-75 of the Technical Requirements Manual for examples

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Classroom ObservationClassroom Observation

Must be at least one visit Not all competencies may be observable Classroom may be gym, guidance office,

shop, etc.

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Post-Observation Post-Observation MeetingMeeting

As soon as possible after classroom observation

Teacher and principal review the 5 domains that form the focus for the performance appraisal

Teacher and principal discuss the comments regarding the competencies that are intended for the summative report form

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Summative ReportSummative Report In preparing the summative report, the principal

provides comments identified in discussions with the teacher as the focus of the teacher’s performance appraisal

Provide an overall rating of the teacher’s performance Satisfactory or unsatisfactory

A meeting is not required, but may be requested by the principal or teacher

See pages 44-49 of Technical Requirements Manual

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Satisfactory RatingSatisfactory Rating After one satisfactory, the appraisal process is

completed Must be provided within 20 school days of

classroom observation Must be signed by teacher, to acknowledge receipt Teachers may add comments Summative report contains recommended

professional growth goals for the teacher to consider in developing their ALP

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Unsatisfactory RatingUnsatisfactory Rating Must be notified within 15 school days of

classroom observation Development of an Improvement Plan after

first unsatisfactory rating Second appraisal within 60 school days Teacher placed On Review status after two

unsatisfactory ratings Recommendation for employment

termination after three unsatisfactory ratings

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Annual Learning Plan Annual Learning Plan (ALP)(ALP)

Only for experienced teachers Teacher directed and authored Contains professional development In consultation and collaboration with the principal Takes into account summative report of last TPA Contains (see Board approved form):

Teacher’s professional growth objectives Proposed action plan Timelines

In evaluation year, teacher and principal review and update in a meeting as part of TPA

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Professional Learning Professional Learning TypesTypes

Training – provision of information on technical requirements e.g. legally mandated TPA processes and procedures

Staff Development – system-wide, job-embedded learning e.g. A&E policy, differentiated learning practice

Professional Development – learning activities teachers choose, either individual or in groups – this is what appears on the ALP

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Working TogetherWorking Together

Consult – the act of seeking information, guidance, advice or an opinion from someone else

Collaborate – working together for a common purpose

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Questions, Comments?Questions, Comments?