TEACHER

EVALUATION AND

GROWTH SYSTEM

Reference Handbook

This is a working draft as of July 25, 2012.Additions or revisions may be added by the Teacher Evaluation Design Team

as we implement this new model during the 2012-2013 school year.

Prepared By:

Teacher Evaluation Design Team (TEDT)

Kyrene Elementary School District8700 South Kyrene RoadTempe, Arizona 85284

Revised 7/25/20121

TABLE OF CONTENTS

Section Section Title Page

I. Statement of Purpose and Background .....................................1

II. Belief Statements.......................................................................1

III. State Statutes and Policies..........................................................21. Use of TEGS2. T-3 and T+33. Inadequacy of Classroom Performance4. Confidentiality5. Arizona Framework for Measuring Teacher Effectiveness

IV. Classroom Performance1. Domains and Elements2. Performance Ratings3. Observation and Evaluation Schedule

V. Student Achievement Data

VI. Composite Evaluation Score

VII. Performance Improvement Plans

Appendices

A. Appendix A – Exception to T+3 StatusB. Art and Science of Teaching Framework Learning MapC. Performance Improvement PlanD. Professional Growth Plan (consider suspending Kyrene PGP pending adoption of

Marzano PGP)E. Year One Implementation – Learning and Growth Phase

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I. STATEMENT OF PURPOSE AND BACKGROUND

A. Purpose

1. The Kyrene School District Teacher Evaluation and Growth System (TEGS) is designed to contribute to the District's pursuit of excellence in education. The primary purpose of evaluation and supervision of certificated personnel is to promote ongoing professional growth and effective teacher performance, which improves student learning.

2. The evaluation system also assures the Governing Board and the community that quality education is a responsibility shared by all staff. It provides for specific and reasonable plans for improvement of teacher performance, if the performance of the teacher requires improvement. The evaluation system also provides for termination of teachers for inadequate job performance as provided by Arizona State Statute.

B. Background

1. The TEGS applies to all certificated staff, except administrators. Evaluations must be completed by qualified evaluators. The primary evaluator is the principal, assistant principal, director, assistant director, or a student advisor designated by the principal or director.

2. The number of observations and evaluations and the timelines associated with them are minimum requirements and do not preclude the evaluator from performing more frequent evaluations.

II. BELIEF STATEMENTS

We believe the Teacher Evaluation and Growth System should: Foster school cultures where student learning and progress is the focus. Assure consistent implementation through inter-rater reliability. Promote collaboration. Promote ongoing multi-faceted professional teacher development for future growth. Communicate clear expectations for teacher performance. Provide a structure which allows teachers to demonstrate competence in multiple ways. Incorporate multiple measures of student achievement as a significant component in teacher

evaluation.

III. STATE STATUTES AND POLICIES

Use of TEGS - TEGS is used for evaluating competency in job performance. For issues of insubordination, unprofessional conduct, or failure to act in accordance with Governing Board Policy, disciplinary action according to State Statute and Board Policy will be used. It is the intent that TEGS be aligned with State Statute, and to the extent that it is not, State Statute shall prevail.

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T-3 and T+3 - In this document, T-3 refers to a teacher who has not been employed by the school district for more than the major portion of three consecutive years (this teacher is sometimes referred to as "non-continuing" or "probationary" teacher); T+3 refers to a teacher who has been employed by the school district for more than the major portion of three consecutive school years (this teacher is sometimes referred to as a "continuing" or "tenured" teacher) (ARS 15-501; 15-536), with one exception as noted in 15-538.01 (see Appendix A).

Definition of inadequacy of classroom performance (Kyrene Policy GCO) - A teacher’s classroom performance is inadequate if he/she receives a rating of Ineffective on

the Proficiency Scale for Teacher Performance, or the Student Achievement Data Rubric, or the composite score of classroom performance and student achievement data, as

indicated on the final evaluation score.

Confidentiality - Certified teacher evaluations reports retained by the Governing Board and the Department of Education, including performance classifications, are confidential, do not constitute a public record and shall not be released or shown to any person except:

the certified teacher who may make any use of it, authorized District officials for all personnel matters, to school districts and charter schools that inquire about the performance of the teacher

for employment purposes, or in any District hearing or court action in which the competency of the teacher is at issue

(A.R.S. 15-537).

Arizona Framework for Measuring Teacher Effectiveness - ARS § 15-203(A)(38) requires school districts to create a teacher evaluation system that includes student achievement data as 33 to 50% of every teacher’s evaluation. In addition, the law states that in order to evaluate a teacher’s classroom performance, the system must be based on national teaching standards, measured by rubrics with four levels of performance for each standard (highly effective, effective, developing, and ineffective), and include multiple observations. The new law requires that we implement the new system in the 2012-2013 school year. The State Board of Education prepared the Arizona Framework for Measuring Educator Effectiveness to direct school districts in this work.

The TEDT recommended that Kyrene adopt the Marzano Evaluation Model for evaluation of classroom performance. The Marzano Model not only meets the criteria required by law, it is also well researched, widely used, and highly respected. It is “teacher friendly” in that it clearly defines the teaching performance objectives at each level of the rubric that teachers – including those new to the profession all the way up to the very experienced - can use for self evaluation, reflection, and professional growth. The TEDT recommended that we use classroom performance as 60% of the evaluation and student achievement data as 40% of the evaluation. (See figure on next page.)

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Evaluation Components

The components of the total evaluation system are 60% classroom performance and 40% student achievement data (which consists of 33% classroom data and 7% school/district wide data.)

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IV. CLASSROOM PERFORMANCE It is the District’s goal and expectation that all teachers can increase their expertise from year to year which produces gains in student achievement from year to year with a powerful cumulative effect.

1. DOMAINS AND ELEMENTS

Evaluation of classroom performance is based on Marzano’s Art and Science of Teaching Framework, which is structured in four domains with sixty elements of teaching. Teachers are evaluated on these elements. The specific elements for each of the domains are listed on the Art and Science of Teaching Framework Learning Map in Appendix B. The protocol sheets with performance rating scales to define the elements are accessible in iObservations, the online evaluation toolkit at www.EffectiveEducators.com.

Domain 1: Classroom Strategies and BehaviorsDomain 1 identifies the 41 elements that occur in classrooms. These elements are grouped into three Lesson Segments:

Lesson Segments Involving Routine Events Lesson Segments Addressing Content Lesson Segment Enacted on the Spot

Domain 2: Planning and PreparingPlanning and preparing has direct impact on teacher behaviors and strategies and therefore on student achievement. There are three categories in this domain:

Planning and preparing lessons and units Planning and preparing for the use of resources Planning and preparing for the needs of students.

Domain 3: Reflecting on TeachingReflecting on teaching has a causal effect on planning and preparation as it helps teachers make decisions based on the results of their lesson delivery and data collected during instruction. There are two categories in this domain:

Evaluating personal performance Developing and Monitoring a Professional Growth Plan.

Domain 4: Collegiality and Professionalism A teacher demonstrates collegiality and professionalism through interactions with students, parents, and colleagues. There are three categories in this domain:

Promoting a positive environment Promoting exchange of ideas and strategies; Promoting district and school development.

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2. PERFORMANCE RATINGS

Teachers are rated by evaluators on the 60 elements in the four domains through classroom observations, walk-throughs, conferences, and other data sources. Evaluators will use the iObservation rating scale of 0-4 (below) to rate the elements. Specific rating scales for each element are accessible in iObservations, the online evaluation toolkit at www.EffectiveEducators.com.

iObservation Rating Scale for All TeachersInnovating (4)

Adapts and creates new strategies for unique student needs and situations.

Applying (3)

Engages students in the strategy and monitors the extent to which it produces the desired outcomes.

Developing (2)

Engages students in the strategy with no significant errors or omissions.

Beginning (1)

Uses strategy incorrectly or with parts missing.

Not Using (0)

Strategy was called for but not exhibited.

The teacher can view the evaluator’s ratings and comments in real time on iObservation. These ratings, displayed as data points as they are collected, are factored into a running cumulative total, leading to a rating on the iObservation Proficiency Scale (below). The iObservation Proficiency Scales use the four performance classification labels required by statute.

The two scales below, one for T-3 teachers and one for T+3 teachers, differentiate the expectations we hold for non-tenured and tenured teachers in Kyrene.

iObservation Proficiency Scale for Category 1 (T-3 Teachers)

T-3 Teachers Highly Effective (4)

Effective (3) Developing (2)(Needs Improvement)

Ineffective (1)

D1: Classroom Strategies and Behaviors At least 65% at Levels

3 and/or 4 andnone at Levels 0 or 1

55% or greater at Levels 3 and/or 4 and none at Level 0

Less than 55% at Level 3 and less than 50% at Levels 1 and/or 0

Greater than or equal to 50% at Levels 1 and/or 0

D2: Planning and PreparingD3: Reflecting on TeachingD4: Collegiality and Professionalism

Proficiency Scale for Category 2 (T+3 Teachers)

T+3 Teachers Highly Effective (4)

Effective (3) Developing (2)(Needs Improvement)

Ineffective (1)

D1: Classroom Strategies and Behaviors

At least 75% at Levels 3 and/or 4 and none at Levels 0 or 1

65% or greater at Levels 3 and/or 4 and none at Level 0

Less than 65% at Level 3 and less than 50% at Levels 1 and/or 0

Greater than or equal to 50% at Levels 1 and/or 0

D2: Planning and PreparingD3: Reflecting on TeachingD4: Collegiality and Professionalism

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3. OBSERVATION AND EVALUATION SCHEDULE

Teachers will be rated by evaluators on the 60 elements in the four domains through classroom observations, walk-throughs, conferences, and other data sources.

All teachers will have two observations per year.T-3 T+3

Before January 15 :1st observation of a complete and uninterrupted lesson and a formal evaluation

Before February 15: 1st observation of a complete and uninterrupted lesson

Before April 15: 2nd observation of a complete and uninterrupted lesson and a formal evaluation

Before April 15:2nd observation of a complete and uninterrupted lesson and a formal evaluation

Statute requires no less than 60 days between first and second observation.

Observation by primary evaluator: The evaluator and teacher will meet in person for a preconference before a scheduled

observation. The evaluator conducts observation of a complete and uninterrupted lesson and records data

points as a draft in iObservation. The evaluator and teacher meet in person for a postconference, to include teacher sharing

information for Domain 2, Domain 3, and Domain 4. The evaluator adds comments to iObservation to reflect dialogue. The evaluator finalizes iObservation data. If required for Career Ladder, the evaluator can conduct an unannounced observation without

the preconference.

Walkthroughs by primary evaluator or other qualified evaluator from site/program: The evaluator will conduct multiple announced or unannounced visits of approximately 3-10

minutes to gather data on observable elements. The evaluator submits data in iObservations. Classroom observations, observation conferences and evaluation conferences may not be

conducted within one instructional day of any school break of one week or more.

V. STUDENT ACHIEVEMENT DATA

The Arizona Framework for Teacher Effectiveness requires that districts use quantitative student academic progress data as a component of all teachers’ evaluation, designating two groups of teachers for the purpose of evaluation:

Group A teachers with available classroom-level student achievement data that are valid and reliable, aligned to Arizona’s Academic Standards, and appropriate to individual teachers’ content areas.

Group B teachers with limited or no available classroom-level student achievement data that are valid and reliable, aligned to Arizona’s Academic Standards, and appropriate to individual teachers’ content areas.

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The TEDT determined that student achievement data from multiple measures will account for 40% of the composite Final Evaluation Score for both Group A and Group B teachers. State-level data (e.g., AIMS) must be used where available. Of the 40%, 33% will be classroom-level data and 7% will be school-level data. A 4-point rubric has been developed to rate teachers’ effectiveness which includes multiple measures of student achievement. **

Note: To mitigate and account for student differences and influences outside of a teacher’s control, the 33% is broken down as follows:

11% status rating 11% growth rating 11% status or growth rating used again (double weight), whichever results

in the greatest scoreEach teacher will be able to access his/her teacher data profile, much like a student achievement profile, on the district data system (e.g., Schoolnet for the 2012-2013 school year). The teacher can continuously review the cumulative data online.

**For the 2012-2013 school year, we will use school-wide and district-wide student achievement data only for both Group A and Group B teachers, while Kyrene develops valid and reliable assessments for courses and grade levels.

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VI. COMPOSITE FINAL EVALUATION SCORE

The teacher’s iObservation Proficiency Scale Rating is converted to a Classroom Performance Score. This Classroom Performance Score is weighted at 60% and the teacher’s student achievement data is weighted at 40%, resulting in a composite Final Evaluation Score. This score is the basis of the final teacher evaluation rating (Highly Effective, Effective, Developing, and Ineffective), compiled in iObservation.

For example:

Classroom Performance score60%

Student Achievement Data Score40%

Composite100%

4.00 3.00 3.60

VII. PERFORMANCE IMPROVEMENT PLAN **

A. Performance Improvement Plan for teachers with a rating of Developing on the Proficiency Scale - The teacher and the primary evaluator cooperatively develop a Performance Improvement Plan (PIP). The teacher has the responsibility for implementing the plan and accessing resources to overcome any deficiencies

1. The PIP (Appendix C) will:a. Identify each element in which the teacher needs to improve. (See Appendix B)b. Outline the plan to correct deficiencies.c. Specify required resources or professional development activities. d. Identify dates for the evaluator and teacher to monitor and review the teacher’s progress

on the PIP.e. Specify the timeline by which improvement is expected.

2. The evaluator will conduct additional observations and walk-throughs to gather additional data to provide feedback and support.

3. At the end of the specified timeline, the evaluator will conduct an evaluation, which could result in any of the following:

a. A rating of Effective or Highly Effective and discontinuance of PIP.b. Continuation of the PIP, with or without revisions.c. A rating of Ineffective, which require a Preliminary Notice of Inadequacy of Classroom

Performance.

B. Performance Improvement Plan for teachers with a rating Ineffective on the Proficiency Scale or the Student Achievement Data Rubric - A teacher receiving a rating of Ineffective will be issued a Preliminary Notice of Inadequacy of Classroom Performance in accordance with ARS 15-538. The Notice will include any documentation supporting the primary evaluator's decision that the teacher's performance is inadequate and shall also incorporate the Performance Improvement Plan. The Governing Board shall be notified within 5 instructional days of the delivery of the Notice. The teacher has the responsibility for implementing the plan and accessing resources to overcome any inadequacies.

1. The PIP (Appendix C) will be developed by the evaluator and will:10

a. Identify each element or data category in which the teacher is found to be inadequate.b. Outline the plan to correct inadequacies.c. Specify required resources or professional development activities. d. Identify dates for the evaluator and teacher to monitor and review the teacher’s progress

on the PIP.e. Specify the timelines by which improvement is required.

2. The evaluator will conduct additional observations and walk-throughs to gather additional data to provide feedback and support.

3. The teacher will remain under the PIP for the minimum number of days required by statute (90 calendar days for T-3 and 60 instructional days for T+3.)

4. At the end of the statutory time the evaluator shall perform another evaluation which will result in one of the following: A rating of Effective of Highly Effective, and discontinuance of the PIP. A rating of Developing, indicating that the teacher had shown significant improvement, but

still needs to be on a PIP. The PIP would then be modified to reflect the areas still in need of improvement.

A rating of Ineffective, indicating that the teacher has been unable to overcome the inadequacies. In this case, the teacher would be issued an Intent to Non-Renew or an Intent to Dismiss, as provided ARS 15-536.

6. No appeal is available at this time, other than the due process provided by statute.

C. Appeal of teacher evaluation1. A teacher may appeal an evaluation under these two conditions.

If a teacher receives an evaluation rating of Ineffective and the rating may be used as criteria for establishing compensation.

If a teacher receives an Developing or Ineffective and if the teacher’s participation in Career Ladder may be denied due to the rating.

2. The teacher must request an appeal within five (5) instructional days of receiving the formal evaluation. Any appeal must be requested at the time of the initial evaluation and will not be available

at the time of any issuance of a Notice of Non-Renewal or Notice of Intent to Dismiss. Any PIP will continue in effect during the pendency of the appeal. An independent evaluator will be appointed to review the evaluation, review relevant

documentation and conduct additional observations, if applicable. Human Resource Services will facilitate this process.

The independent evaluator must be a Qualified Evaluator and must be agreed to by the teacher and the primary evaluator. If there is no initial agreement, Human Resources will provide a list of five (5) qualified evaluators from which to choose.

If the independent evaluator agrees with the primary evaluator, the evaluation stands and the decision is final.

If the independent evaluator does not agree with the primary evaluator, the matter will be referred to the Assistant Superintendent of Instructional Leadership, or designee, who shall review all relevant documentation and shall render a decision. That decision shall be final.

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APPENDICES

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Appendix A – Exception to T+3 Status

15-538.01. Offer of contract to certificated teacher employed more than three consecutive school years

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A. Subject to sections 15-539, 15-540, 15-541, 15-544 and 15-549, the governing board shall offer to each certificated teacher who has been employed by the school district for more than the major portion of three consecutive school years and who is under contract of employment with the school district for the current year or who is not designated in the lowest performance classification pursuant to section 15-203, subsection a, paragraph 38 and was offered a contract in the prior year pursuant to section 15-536 a contract renewal for the next ensuing school year unless the governing board, a member of the board acting on behalf of the board or the superintendent of the school district gives notice to the teacher of the board's intent not to offer a contract and to dismiss the teacher as provided in section 15-539.

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Appendix B –Art and Science of Teaching Framework Learning Map Side 1

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Appendix B –Art and Science of Teaching Framework Learning Map Side 2

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Appendix C: Performance Improvement Plan

Performance Improvement Plan

To:

From:

(Teacher) (Evaluator)

Date:

Re: Performance Improvement Plan

This outlines your Performance Improvement Plan (PIP) to assist you in addressing the elements identified in your evaluation of marked: (date)

Developing Ineffective

The PIP includes: The elements marked Developing or Ineffective The plan to correct deficiencies Required resources or activities Dates for subsequent observations, conferences, and/or meetings to monitor your progress on the

PIP

It is your responsibility to access resources and carry out these and/or other strategies to improve your performance in the identified elements.

Domain # _____ Element(s) #

Plan for Improved Performance:

Dates to monitor your progress on this plan:

Signature of Employee Employee ID # Date

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Signature of Evaluator

Appendix D1:

Professional Growth Plan Description -Original

Name       Date      

School/Department      

VisionKyrene’s vision is to prepare all students to meet future educational and life challenges in order to make positive contributions to society.

MissionTo realize our vision, Kyrene seeks to inspire and engage our diverse community of students, staff, families and citizens to ensure continuous academic achievement and personal growth for every student.

School Achievement Goal     

Personal Professional Development     

Learning Opportunities and Colleague Sharing     

Reflection and Analysis of Articulated Goals     

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Appendix D2:

Professional Growth Plan Description

Domain 3, Element 53: Developing a Written Growth and Development PlanThe teacher develops a written professional growth and development plan with specific and measurable goals, action steps, manageable timelines, and appropriate resources.

Teacher Evidence: The teacher constructs a growth plan that outlines measurable goals, action steps, manageable

timelines, and appropriate resources. When asked, the teacher can describe the professional growth plan using specific and

measurable goals, action steps, manageable timelines, and appropriate resources.

Domain 3, Element 54: Monitoring Progress Relative to the Professional Growth and Development PlanThe teacher charts his or her progress toward goals using established action plans, milestones, and timelines.

Teacher Evidence: The teacher constructs a plan that outlines a method for charting progress toward established goals supported by

evidence (e.g., student achievement data; student work; student interviews; peer, self, and observer feedback). When asked, the teacher can describe progress toward meeting the goals outlined in the plan supported by

evidence (e.g., student achievement data; student work; student interviews; peer, self, and observer feedback).

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Appendix D2

Professional Growth Plan

Name Enter name . Date Enter date.School/Department Choose a school.

VisionKyrene’s vision is to prepare all students to meet future educational and life challengesin order to make positive contributions to society.

MissionTo realize our vision, Kyrene seeks to inspire and engage our diverse community of students, staff, families and citizensto ensure continuous academic achievement and personal growth for every student.

Complete sections A, B, and C by November 1.

A. Personal Professional Goal(s) - clear and measurable, tied to specific Domain(s) and Element(s) Click here to enter

B. Student Impact Statement 1) What are the learning needs of my students? 2) What do I need to learn to assist them in their learning? 3) What are the resources available to help me meet my Personal Professional goal? Click here to enter

      C. Method for Charting Progress – Include action steps, timeline with milestone points, and method you’ll use to monitor

your own progress toward your goal(s), supported by evidence (e.g., student achievement data; student work; student interviews; peer, self, and observer feedback)

Click here to enter

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Teacher Signature Date

Evaluator Signature Date

Complete section D by April 15.

D. Reflection and Analysis of Progress Toward Goal – including evidence identified in C. above and including any modifications or adaptations you made

    Click here to enter   

Teacher Signature Date

Evaluator Signature Date Appendix E (D):TEGS IMPLEMENTATION PLAN for 2012-2013 ONLY

For Learning and Practice Phase in first quarter  

We will target Domain 1, Classroom Strategies and Behaviors. Evaluators will begin classroom visits/walk-throughs the second week. Evaluators will aim to be in every classroom every other week. Evaluators will aim for a minimum of 10 data points in Domain 1 for each teacher. Teachers can expect electronic feedback in Domain 1 every other week; or a minimum of 4

visits/feedback the first quarter. Teachers can expect additional visits when additional feedback is needed.

 Beginning second quarter – All data counts

Same expectations as first quarter for frequency of classroom visits. Minimum of 10 walk-throughs and two observations by April 15. Evaluators will aim for a range of 30-50 Domain 1 data points for each teacher, and a minimum

of 15 data points for Domains 2, 3, and 4 combined. When an evaluator has concerns about classroom performance, they will conduct additional

visits and gather additional data to provide feedback and support improvement.

Continuing and New Performance Improvement Plans For teachers continuing on a NI or U PIP from 2011-2012 school year, the 2011-2012 TEGS

process continues. When an evaluator identifies deficiencies in classroom performance (for a new hire or a teacher

who has previously has an “S” rating) during the first quarter, she/he will suspend the Learning and Practice Phase and conduct a formal evaluation under new 2012-2013 TEGS.

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