The Teacher Effectiveness Measure (TEM) Manual 2015-2016

Rev9/23/1532

TheTeacherEffectivenessMeasure(TEM)Manual

2015-2016SchoolYear


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TableofContents

SummaryofChangesbyComponent............................................................................................2

Introduction.................................................................................................................................3

PurposeoftheTEMManual.........................................................................................................4

ComponentsofTEM....................................................................................................................5

Measure1–StudentGrowth.......................................................................................................9

Measure2–StudentAchievement............................................................................................10

Measure3–ObservationsofPractice........................................................................................11

Measure4–Tripod:StudentPerceptions...................................................................................14

Measure5-Professionalism......................................................................................................15

15-16TEMChanges....................................................................................................................17

HowTEMisScored....................................................................................................................18

TEMTimeline.............................................................................................................................19

TEMSummativeProcessandTimeline.......................................................................................20

Appendix...................................................................................................................................21

AppendixA:FrequentlyAskedQuestions.......................................................................22

AppendixB:GrowthSelections.......................................................................................25

AppendixC:TEMProcessGuide–QuickReference........................................................28

AppendixD:Non-TestedGradesandSubjectswithPortfolioGrowthMeasures.............30

AppendixE:ProfessionalismRubricEvidence&ScoringGuide.......................................34

AppendixF:PersonalLearningPlan(PLP).......................................................................36

AppendixG:NTGSPortfolioExemptionGuide................................................................38

AppendixH:15-16TEMComponentWeightings.............................................................40


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SummaryofChangesto(2015-16)TEMbyComponentGrowthGrowthweightingscanvaryfrom10-35%forTEMeducatorsdependingontheteachingassignment.SeeAppendixB.Twonewgrowthmeasureswereaddedforthe2015-16schoolyear–School-wideSocialStudiesandSchool-wideScience.

AchievementEducatorsmustselectanachievementmeasurethatcanbecomparedonascalebasedonpreviousyear’sscores.Perstateguidance,teachersinELA,Mathematics,andSocialStudies,teachersinthesethreesubjectareaswillnotbeabletoselectanachievementmeasurementbasedonstate-requiredassessments.However,theseteacherswillhavetheopportunitytoselectotherachievementmeasures.Tripod:StudentPerceptionsAshorterversionthatlimitsquestionsspecificallytothe“SevenCs”willbeadministered.ObservationofPracticePre-ConferenceApre-conferencemustbescheduledbytheobserversandacceptedbytheteacher.Thepre-conferenceformmustbecompletedandsubmittedtotheobserver.Theteacherhastheoptionofdecliningtheactualmeeting,buttheformmustbesubmittedtotheobserver.SchedulingWhenschedulinganyelement(announcedorunannounced),observersdonotneedtoclickthe‘NotifyUser’box.ThedefaultsettingforAnnouncedelementsisto“NotifyUser”,andUnannouncedelementsaresetsothe‘NotifyUser’boxisunchecked.AftertheObservation• Educatorshave24hoursaftertheobservationtosubmittheself-scoretotheobserver.Educatorsmust

submitscores,evidence,andareflection.Evidenceisnotrequiredbutstronglysuggested.• Theobserversubmitstheformtotheeducatoratleast24hourspriortothepost-conference.• Educatorsacknowledgetheformduringthepost-conference.Observersfinalizetheformfollowing

teacheracknowledgment.ProfessionalismAProfessionalismRubricScoringGuideisavailableinAppendixEtoensureconsistencyofimplementationwithinandacrossschoolsforthiscomponent.


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IntroductionTheTeacherEffectivenessMeasure(TEM)ismorethananevaluationsystem;itisdesignedtohelpyoubecomemoresuccessfulbygivingyouregular,meaningfulinsightsaboutyourpractice.OurgoalinimplementingtheTEMistoensurethatyoualwaysknowwhereyoustandandwhatyouneedtodotoimproveyourteaching.Researchshowsthatteachersimprovemorequicklywhentheygetfeedbackthroughevaluations,andthegainscanbelonglasting,eveniftheevaluationitselfislimitedtoasingleyear.1WealsouseTEMdatatoprovidetargetedsupportandcoachingtoaddressyourhigh-prioritydevelopmentneeds.Ourcommitmenttocontinuouslearningappliesnotonlytoourstudents,buttoyouaswell. TheTEMsupportsyourgrowthby:

Clarifying Expectations — TEM outlines clear performanceexpectations for all certified school-level employees acrossmultiplemeasuresofteacherperformance.

ProvidingFeedback—Qualityfeedbackisakeyelementoftheimprovementprocess.FeedbackfromclassroomobservationsanddatafromotherTEMcomponentsincludingstudenttestoutcomes,studentTRIPODsurveysandmeasuresofteacherknowledgewillhelpguideyourgrowthanddevelopment.

FacilitatingCollaboration—Byprovidingacommonlanguageandmultiplemeasurestodiscussperformance,theTEMhelpssupportthecollaborativeprocess.Thisisessential,asweknowthatcommunicationandteamworkcreatethefoundationforstudentsuccess.

DrivingProfessionalDevelopmentandSupportResources—BothteachersandprincipalswillhavetheabilitytodeterminetargetedsupportandgrowthopportunitiesbasedonindividualTEMperformance,soteacherswillbeabletogetthesupporttheyneedtoimprovepractice.

1Taylor,E.&Tyler,J.(2011).Theeffectofevaluationonperformance:Evidencefromlongitudinalstudentachievementdataofmid-careerteachers.NBERWorkingPaper#16877.Cambridge,MA:NationalBureauforEconomicResearch.


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PurposeoftheTEMManualTheTeacherEffectivenessMeasure(TEM)istheteacherevaluationsystemthatwillbeimplementedinShelbyCountySchools(SCS)systemduring2015-16.ThepurposeoftheTEMevaluationsystemistoensurethatalleducatorsreceivehonestfeedbackabouttheirpracticethatwillenablethemtocontinuetoimprovetheirpracticeandultimatelybetterserveourstudents.ThisdocumentisintendedtoprepareyoufortheperformanceevaluationprocessduringwhichallteacherswillreceivedataandratingsforeachofthemultiplemeasuresofteachereffectivenessthatcontributetoanoverallTEMscore.ThismanualisdesignedtogiveyouanoverviewoftheTEMandthewaysinwhichitwillsupportyoutoimproveyourstudents’performancebyimprovingyourownpractice.Inthismanual,youwillfindinformationabouteachofthecomponentsoftheTEMandhowtheyarescored,logisticalinformationabouttheTEM,andinformationabouthowtogetadditionalquestionsanswered.Detailsareprovidedon:

1. UpdatestotheTEMrubricandprocess,2. DescriptionsoftheTEMcomponentsforeacheducatorgroup,3. SY15-16Timelinefortheevaluationprocess,and4. DescriptionofhoweachcomponentwillbescoredforuseintheTEMprofile.

IfyouhaveadditionalquestionsaboutanyoftheTEMComponents,pleasecontacttheappropriatememberoftheTLEortheEmployeePerformanceandSupportTeamsindicatedbelow:

TEMComponent Contact• TEMRubric• ProfessionalismRubric• ICC–InitialCoaching

Conversation• PLP–PersonalLearning

Plan

TeacherandLeaderEffectivenessTeam:• Dr.TracyBrittmon–Manager([email protected])• PamHaney([email protected])• Dr.SonyaJohnson([email protected])

• AchievementSelection• GrowthSelection• Tripod:Student

Perceptions• SummativeProcess• TEMData• OASYSPlatform

EmployeePerformanceandSupportTeam:• AnasaFranklin–Manager([email protected])• BarbaraArnett([email protected])–OASYS&Tripod• MatthewBowser([email protected])-OASYS• MeghanCarr([email protected])-Tripod• Dr.JenniferShorter([email protected])–Growth&

Achievement


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Observations Professionalism

WhatarethecomponentsoftheTEM?TheTEMconsidersmultiplemeasurestodevelopaholistic pictureofyourperformance. Dependingonyourteachingplacement,thesemayinclude:

Weconsiderhowwellourstudentshaveperformedagainstanabsolutebar.Teachersselectthestudentachievementmeasurethatwillbeincludedintheirevaluationfromalistofoptionsgivenbythestate.

StudentAchievement

Weincorporatedatafromstate-producedTVAASScorereportsorapprovedalternategrowthmeasuretoanalyzeateacher’simpactonstudentlearningandgrowthoverthecourseoftheschoolyear.Thisdatarepresentshowmuchstudentshavegrownacrossthecourseofayear(comparedtowhatwewouldexpecttosee).

StudentGrowth StudentPerceptions

ResearchshowsthatstudentsurveysareareliableindicatorofteachereffectivenessandstudentfeedbackwillbepartofourTEMevaluation.Thatsaidteacherswhoworkwithonlyveryyoungstudents(preK),ELLstudents,orstudentswithIEPswillnothaveTripod:StudentPerceptionsasapartoftheirevaluation.

Researchshowsthatclassroomobservationsareavalidpredictorofteachereffectiveness.YourperformanceontheTEM,withobserverslookingforhallmarksofeffectiveteachersexpectedineveryclassroom,regardlessofsubjectareaorgradeleveltaught.

Professionalismratingsprovideteacherstheopportunitytoreflectonandultimatelyfurthertheirownprofessionaldevelopmentwhilealsoreceivingrecognitionforsupportingtheirschoolcommunity.Evidenceforthisiscollectedoverthecourseoftheyear.

TEMfrequentlyaskedquestionsareprovidedinAppendixA.


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HowdoIknowwhichTEMmeasureswillbeincorporatedintomyevaluation?ThedistrictaimstoconsiderasmuchevidenceaspossibleinevaluatingyourperformancethroughtheTEM.BecauseeducatorswillbeevaluatedinalignmentwithTennesseestatelaw,thesubjectareathatyouteachwilldeterminetheweightingsofyourevaluationscore.ThetablesbelowoutlinethenewweightingsforeachTEMcomponent:TeachersinTestedSubjectswithMultipleYearsofData(includingPortfolio-BasedTeachers)

TEMComponent MeasurementUsed Weighting

StudentGrowthIndividualValue-Added(TVAAS)EvaluationCompositeor,Non-

TestedGrowthPortfolio235%

StudentAchievement MenuofOptionsinOASYS 15%Observations TEMGeneralEducationRubric 40-45%

Tripod:StudentPerceptions TripodStudentSurveyResults 0 -5%Professionalism TEMProfessionalismRubric 5%

TestedTeacherswithNOPriorTestDataTEMComponent MeasurementUsed Weighting

StudentGrowthIndividualValue-Added(TVAAS)

basedonTNReadyscores10%

(StateMandated)

StudentAchievement MenuofOptionsinOASYS15%

(StateMandated)Observations TEMGeneralEducationRubric 65-70%

Tripod:StudentPerceptions TripodStudentSurveyResults 0 -5%Professionalism TEMProfessionalismRubric 5%

TeachersinNon-TestedSubjects&OtherTEMEducatorsTEMComponent MeasurementUsed Weighting

StudentGrowth School-Level1-YearTVAASComposite10%

(StateMandated)


(StateMandated)Observations TEMGeneralEducationRubric 60-65%

Tripod:StudentPerceptions TripodStudentSurveyResults3 0 -5%Professionalism TEMProfessionalismRubric 5%

2For2015-16,teachergroupswithaNon-TestedGrowthPortfolioareFineArtsK-12,WorldLanguagesK-12,andPE/WellnessK–5.

3TeacherswhoworkexclusivelywithPre-K,ELLand/orSpecialEducationstudentsareexemptfromtheTripod:StudentPerceptionscomponent.

Theirobservationsweightingwillbe55%toaccommodateforthis.


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Librarians



(StateMandated)


(StateMandated)Observations TEMLibrarians’Rubric 65%

Tripod:StudentPerceptions NotApplicable 0%Professionalism TEMProfessionalismRubric 5%

SchoolCounselors



(StateMandated)


(StateMandated)Observations TEMSchoolCounselorRubric 65%


PsychologistsandSocialWorkers



(StateMandated)


(StateMandated)Observations TEMPsych/SocialWorkersRubric 65%



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InstructionalCoachesTEMComponent MeasurementUsed Weighting


(StateMandated)


(StateMandated)Observations TEMInstructionalCoaches’Rubric 65%


AmoredetailedviewofTEMComponentWeightingsforalleducatorsisincludedinAppendixH.


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Measure1-StudentGrowthWhatisTVAAS(StudentGrowth)?TheTennesseeValue-AddedAssessmentSystem(TVAAS)measurestheimpactschoolsandteachershaveontheirstudents’academicprogress.TVAASmeasuresstudentgrowthfromoneyeartothenext,notwhetherthestudentisproficientonthestateassessment.TVAAScalculatesgrowthfromtestscoveredundertheTNReadyinReading/LanguageArts,Math,Science,andSocialStudiesaswellasEndofCourse(EOC)subjectsincluding,AlgebraI,AlgebraII,BiologyI,EnglishI,EnglishII,andEnglishIII.ThegeneralexpectationforTVAASisthatayear’sworthofinstructionshouldresultinayear’sworthofstudentgrowth.

Whichteachershaveindividual-levelTVAASresults?Fortestedteachers,thestaterequiresthatdistrictsuseteachers’moststableStudentGrowth(TVAAS)dataaccordingtothenumberofyearstheyhavetaughtinatestedsubject,weightedat35%.TestedteacherswithindividualTVAASincludecoresubjectsingrades4–8,AlgebraI,AlgebraII,BiologyI,ChemistryI;EnglishI,EnglishII,EnglishIIIandU.S.History.

Whichteachersuseportfolioscoresfortheirgrowthscore?InstructorswhoteachKindergarten,FineArtsK-12,WorldLanguagesK-12,andHealth/PEwillbeusingtheportfoliomodeltodemonstratetheirstudents’growth.Thoseteachersshouldhavereceivedindividualinformationabouttheportfoliomaterialstocollectthroughouttheyear. Thedistrictwillprovideascoreof1–5forportfolio-basedteachers’growthcomponentinOASYSatthesametimethatallotherStudentGrowth(TVAAS)datafor2015-16isreleasedinSummer2016.

WhatifIdon’thaveindividual-levelTVAAS?Forthemostpart,teachersinnon-testedsubjectswilluse1-yearschool-wideTVAAScompositedataastheirStudentGrowthscore.Thosenon-testedteacherswhoarenotcloselyalignedtoatestedcontentareawillbeabletochoosewhichcompositetheywishtoselect(e.g.,Overall,Literacy,andNumeracy).Fornon-school-sitebasededucatorssuchasthoseintheBondBuildingorDriver’sEducation,district-levelTVAASwillbeusedfortheirStudentGrowthscore.District-widescoreswillalsobeusedforteachersatschoolswithoutschool-leveldata,whichincludessomealternativeschools.

Whatmakesupaschool-widecompositescore?School-widecompositeiscomprisedofallLiteracy,Numeracy,Science,SocialStudiesandLiteracyandNumeracyscoresfromallassessments(e.g.TNReady,SAT-10,&EOC).AdditionalinformationonStudentGrowthisavailableinAppendixB–TVAASGrowthSelections.


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Measure2-StudentAchievementHowwillStudentAchievement(15%ofTEM)bescored?15%oftheTEMiscomprisedofstudentachievementoutcomesbasedonastate-providedmenuofoptionsforeacheducatorgroup.ThesewillbeavailableforselectionontheAchievementandGrowthSelectionforminMLP.AswithallTEMcomponents,eachoftheseachievementoutcomeswillbescoredonascaleofonethroughfive,andthesescoreswilleitherbeprovidedbythedistrictorbytheteacher(asapartoftheselectionprocessfortheAchievementmeasure).

WhatistheselectionprocessfortheStudentAchievementmeasure?InFall2015,teacherswillbeabletoselectanappropriateStudentAchievementmeasureusingtheirMyLearningPlanaccount.Theteacherwillsubmittheirselections,whichwillthenbereviewedbytheprincipal.Bystateregulation,ifateacherandprincipalcannotreachconsensusontheselection,theteachershallchoosetheStudentAchievementmeasure.However,aprincipalmayfileanappealwiththestateofTennesseeiftheprincipalbelievestheteacherhasselectedameasurethatisnotappropriatelyalignedtotheteacher’sgrade/subject.EvaluatorscansubmitappealsnolaterthanFriday,November16th.AllappealswillbereviewedbytheTennesseeDepartmentofEducationbeforeafinaldeterminationismade.SCSwillprovideprincipalswithallavailableStudentAchievementdataandcorrespondingTEMscoresfromthe2014-15academicyearpriortotheselectiondeadlinetoassistteachersandprincipalsinthisprocess.


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Measure3–ObservationofPracticeClassroomteachersandothereducatorsareassignedtracksbasedontheirpreviousyear’soverallTEMscore.GeneralEducationtracksareassignedasfollows:

o GenEdNewHire–TeacherswhoarenewtoShelbyCountySchoolso GenEd1-2–TeacherswithLevel1–2compositefrom2014-15o GenEd3-4–TeacherswithLevel3–4compositefrom2014-15o GenEd5–TeacherswithLevel5compositefrom2014-15

Educatorsusingalternaterubrics(SchoolCounselors,Librarians,InstructionalCoaches,SocialWorkersandSchoolPsychologists)areplacedontheirtracksusingthesamecriteriaasGeneralEducationteachers.EvaluationTrackforNewlyPromotedEducators:Aneducatorthathasreceivedapromotionforthe15-16schoolyearwillbeassignedtoaNewHiretrack;theyarenewtotherole.Example:IfaneducatorgoesfrombeingaLevel5ClassroomTeacherin14-15toanewroleasanInstructionalCoach,theeducatorwillbeplacedona15-16InstructionalCoachNew-HireEvaluationTrack.EvaluationTrackforEducatorsinNewlyAssignedLateralPositions:Aneducatorthathasmovedintoalateralpositionfrom14-15to15-16willbeassignedtoaNewHiretrack;theyarenewtotherole.Example:IfaLevel5ClassroomTeachertakestheroleofLibrarian,theeducatorwillplacedona15-16LibrarianNewHireEvaluationTrack.Therationalebehindthisisthatthetwopositionsusedifferentrubricstomeasureeffectivenessandbecausethereisnopriordatatogeneratetrackassignment,theyareplacedonaNewHireTrackinthenewposition.EvaluationTrackforEducatorsMovingtoPreviouslyHeldPositions:Aneducatorthathastakenapositionthattheyhavepreviouslyheldwillbeplacedonthe15-16EvaluationTrackthatalignstotheirposition.Thelevelofthetrackwillbedeterminedbytheir14-15FINALTEMDataReport.Example:IfaneducatorwasaTEM4InstructionalFacilitatorin14-15,butwillserveasaClassroomTeacherin15-16,theeducatorwillbeonaGenEd3-4Track.Thetrackassignmentsandobservationrequirementsbysemester(e.g.,Semester1=S1;Semester2=S2)aresummarizedbelow.

EvaluationTrack

InitialCoa

ching

Conv

ersatio

n(IC

C)

Anno

unced

Una

nnou

nced

#1

Una

nnou

nced

#2

Una

nnou

nced

#3

Profession

alism

Self-

Assessmen

t

Learning

Walk

Person

al

Learning

Plan

(PLP)

GenEdNewHire S1 S1 S1/S2 S2 S2 Optional Optional

AsNeeded

GenEd1–2 S1 S1 S1 S1/S2 S2 S2 Optional Optional

AsNeeded

GenEd3–4 S1 S1 S2 S2 Optional Optional

AsNeeded

GenEd5 S1 S2 S2 Optional Optional

AsNeeded


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ObservationProcessOverview

ObservationComponent ProcessRequirement

InitialCoachingConversation(ICC)

· Initiatedbasedonatleastoneofthefollowing:TEMCompositeof1or2(required)ObservationCompositeof1or2(asrequested)IndividualTVAASScoreof1or2(asrequested)TRIPODScoreof1or2(asrequested)NTGSPortfolioScoreof1or2,ifapplicable(asrequested)

· Completedandsubmittedbytheprincipalbeforetheobservationbegins.Discussionwithteacheratbeginningoftheyear.

· Ten(10)workingdaysmustpassbetweentheICCandthefirstobservation.

Announced

· Conference/Observationschedulesubmittedtoteacheratleastfive(5)workingdaysinadvance

· Pre-ConferenceForm(meetingbyteacherrequest,indicatedonteacher-submittedform).

· Pre-Conferenceheld24-48hoursbeforeobservationatteacher’srequest

· Self-scoresubmittedbyteacherwithin24hoursfollowingobservation

·ObservationForm(includespost-conferencesection):Submittedbyobserver24hourspriortopost-conference.

· Allpost-conferenceformsacknowledgedbyteacherandfinalizedbyevaluatorduringthePost-Conference.

Unannounced

· Observationscheduledbutnotsubmittedtoteacheratleastfive(5)workingdaysinadvance

· Self-scoresubmittedbyteacherwithin24hoursfollowingobservation

·ObservationForm(includespost-conferencesection):Submittedbyobserver24hourspriortopost-conference.

· Allpost-conferenceformsacknowledgedbyteacherandfinalizedbyevaluatorduringthePost-Conference.

Professionalism

·ObservationForm(includespost-conferencesection):Submittedbyobserverattheendoftheyear.

·Self-scoresubmittedbyteacher· Allpost-conferenceformsacknowledgedbyteacherandfinalizedbyevaluatorduringthePost-Conference(maybecombinedwithSummativeConference.).

Self-Assessment ·Optional.PrincipalmayaddinAd-Hoc*sectionofProcessViewandassigntoanyteacher.

Walk-Through(LearningWalk)·Optional.PrincipalmayaddinAd-Hoc*sectionofProcessViewandassigntoanyteacher.

PersonalLearningPlan(PLP)

·Canbeaddedtoanyteacheronanyevaluationtrack.·AddedbasedonobservationinwhichmultipleindicatorswerescoredatLevels1and/or2.

·Seehandoutintheappendixentitled–PersonalLearningPlan(PLP)15-16.ThishandoutislocatedinAppendixF.

*OnlythePrincipalcanaddad-Hocelements.


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Howwillobservationsbescored?AswithallTEMcomponents,observationratingsarescoredonascaleofonetofive.SCSwillaveragealloftheindicatorratingsacrossallofateacher’sobservationstogenerateacompositeobservationscore.UnliketheotherTEMcomponents,teachers’observationcompositeaverageswillberoundedtothenearest0.01insteadofthenearestwholenumber.TeachersintheGeneralEducationeducatorgroupwillonlyreceivescoresfortheindicatorsintheTeachdomains,whereasothereducatorgroupswillreceivescoresforthedomainsintheirspecializedrubrics.Whataretherequirementsforacompleteobservationscore?

Requirements will vary for teachers because they are based on past evaluation scores. All teachers willreceiveobservations that areboth formative (for feedbackonly) andevaluative (scored for the summativeevaluation).Howwillobservationscoresbeweighted?

Observationweightingsdependonwhetherornotateacheristestedaswellaswhetherornothe/shehasTripodStudentSurveyresults• TestedTeachers(includingteacherswithportfolio)withTripodwillhaveaweightingof40%• TestedTeachers(includingteacherswithportfolio)withoutTripodwillhaveaweightingof45%• Non-TestedTeacherswithTripodwillhaveaweightingof50%• Non-TestedTeacherswithoutTripodwillhaveaweightingof55%• FirstYearTestedTeacherswithTripodwillhaveaweightingof65%• FirstYearTestedTeacherswithoutTripodwillhaveaweightingof70%WhenwillthecompositeTEMobservationscorebeavailable?CertifiedadministratorsandpeerobserversareexpectedtocompleteallobservationsbyMarch31,2016.Individualobservationscoreswillbemadeavailabletoteachers24hourspriortothescheduledpostconference.SCSwillprovideteachersandprincipalswiththeoverallobservationscorealongwithallavailableTEMdatainMay2016.FinalTEMCompositeScoreswillbeavailabletoteachersandprincipalsinFall2016.


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Measure4–Tripod:StudentPerceptionsHowwillStudentPerceptionsbescored?StudentPerceptionswillbemeasuredusingthefall2015andspring2016resultsfromtheTripodStudentSurvey.Thesurveyasksstudentstoassessobservableteachingpracticesintheirclassroomsaccordingtothe“SevenCs”:• Caringaboutstudents(encouragementandsupport)

o Ex:“Myteacherinthisclassmakesmefeelthats/hereallycaresaboutme”• Controllingbehavior(pressforcooperationandpeersupport)

o Ex:“Ourclassstaysbusyanddoesn’twastetime”• Clarifyinglessons(successseemsfeasible)

o Ex:“Myteacherexplainsdifficultthingsclearly”• Challenginglessons(pressforeffort,perseveranceandrigor)

o Ex:“Myteacherwantsmetoexplainmyanswers–whyIthinkwhatIthink”• Captivatingstudents(learningseemsinterestingandrelevant)

o Ex:“Myteachermakeslearningenjoyable”• Conferringwithstudents(studentssensetheirideasarerespected)

o Ex:“Myteacherwantsustoshareourthoughts”• Consolidatingknowledge(ideasgetconnectedandintegrated)

o Ex:“Myteachertakesthetimetosummarizewhatwelearneachday”TripodsurveydataforateacherwillfactorintoasinglescorebasedonaNormalCurveEquivalent(NCE),similartoapercentilerankandcreateanindexscoreof1–5,likewithTVAASscores.TheratingsforTripodarecalculatedbasedonthecomparisonofallteachersineachSCSsurveylevel.Example:! Ms.Jonesisa2ndgradeteacher.! HerstudentscompletedtheSCSEarlyElementarysurvey.! Ms.Jonesscoredhigherthan68%ofherpeers.HeroverallNCE(NormalCurveEquivalent)is68.! Ms.Jones’Tripodlevelisa4,basedontheTripodquintileratings(1-5).MoredetailsareavailableintheTripodFAQs.WhenwilltheTripodStudentPerceptionsscorebeavailable?Teacherswillreceiveadetailedreportoftheirfallandspringresultsassoonastheybecomeavailable.AllavailableTripodsurveydataforateacherwillfactorintoasinglescorebasedonaNormalCurveEquivalent(NCE),similartoapercentilerank,andbereleasedinMay2016whenteachers’TEMprofilesareupdatedforthesummativeprocess.WillTripodquestionsvarybystudentpopulation?Yes.Currently,therearethreeversionsoftheTripodstudentsurveyaccordingtogradebands:K–2,3–5and6–12. Thesemultipleversionsaredesignedtocatertostudents’differentstagesofacademicdevelopmentandreadingcomprehensionskillsandarebasedonseveralyearsofresearchandevidence.


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Measure5-ProfessionalismWhatisProfessionalism,andwhyisitapartoftheTEM?TheProfessionalismcomponentcapturesteachers’effortstoenhancetheirpracticethroughprofessionallearningandgrowth,useofdata,schoolandcommunityinvolvement,andleadership.Evidenceiscollectedoverthecourseoftheschoolyearandisrecordedandscoredbasedonarubricinasinglereportatthecloseoftheschoolyear.HowwillProfessionalismbescored?Teachersandschooladministratorswillcollectevidenceofateacher’sprofessionalismanddocumentthisintheOASYS/MyLearningPlanonlinesystemthroughoutthe2015-16schoolyear.TeachersandadministratorswillthenreviewtheevidenceanddetermineafinalscoreduringtheTEMsummativeconferenceinMay2016.

Allevidenceshouldindicatewhattheeducatorhasdone.Belowisasummaryofdataandevidencesourcesthatareavailableforevaluatorstoconsiderinscoring.EvaluatorsshouldconsiderthatateacherwhosebehaviorsandperformancealigntostandardsoutlinedinschoolanddistrictpolicyasaLevel3–“MeetingExpectations.”PrincipalsandteachersareencouragedtousetheProfessionalismRubricScoringGuidebelowtoassistinevidenceorartifactcollectionaswellasassigningratings.Likewise,principalsshoulddeterminetheminimumquantityofartifactstobesubmittedforProfessionalismindicatorsandcommunicatethestandardtoteachersduringthefallsemester.

RUBRICINDICATOR

LEVEL3 DATA&EVIDENCESOURCE

ProfessionalLearning&Growth

Theeducator:• Reflectsonfeedbackfromobservationstoimproveidentifiedareasofneedanddemonstratesevidenceofimplementation.

• Selectsprofessionallearningopportunitiesrelatedtoself-assessedand/oridentifiedgrowthareas

• Ispreparedandengagedwiththecontentduringprofessionallearningopportunitiesthataredirectlytargetedatimprovingorenhancingpractice.

• SchoolHandbook• MLPTranscriptofPDcoursecompletion

• LessonPlans• TEMObservationReflections

Example:Alignmentbetweenteachers’self-scoresandobservers’ratings

UseofData

Theeducator:• Usesstudentdatatoanticipateandplanfordifferentiationandscaffoldingneedssothatstudentsconsistentlymeetthrough-courseandend-of-coursegoals.

• Analyzesdataresultstoassessanddeterminestudentprogressaswellasdeterminecontentre-teachingoracceleration

• Routinelyrecordsandmonitorsstudentprogressdataandusesasystemthatallowsforeasyanalysisofstudentprogresstowardmastery.

• PLC&/ordatateammeetingparticipation

• Growth&AchievementSelections

• LessonPlans• Datanotebooks


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RUBRICINDICATOR

LEVEL3 DATA&EVIDENCESOURCE

School&CommunityInvolvement

Theeducator:• Supportsandcontributestoschoolactivitiesandeventsthatpositivelyimpactschoolresults/cultureandarenotmandatedbyschoolleadership.

• Adherestoschoolanddistrictpersonnelpolicieswithnonotedpolicyviolation.

• Workswithpeerstocontributetoasafeandorderlylearningenvironment.

• Participatesinopportunitiestocollaboratewithcommunityorganizationsandstakeholdersthatsupportstudentdevelopmentandpromotepositiveschool/communitypartnerships.

• Activelypromotestheschoolinthelargercommunitybyconsistentlymessagingtheschool’svision,missionandcorevaluestoparentsandcommunitymembers.

• Schoolhandbook(i.e.,expectationofschoolandcommunityevents)

• Districtpolicy• School/community-relatedvolunteerexperiences

• ProgressiveDisciplineviolations

Leadership

Theeducator:• Contributestotheschoolcommunitybyassistingothersinatleast2ofthefollowing:o Collaborativeplanningw/subject&/orgradelevelteamso Coaching/mentoringo Supervisingclinicalexperienceso Leadingdatadrivenprofessionallearningcommunities

• Servesinleadershiprolesbeyondtheschoollevelwhenpresentedwithopportunities.

• Peercoaching&mentoringexperience


• Presentationsatmeetingsandconferences

WhenwillProfessionalismscoresbeavailable?Teachersandadministratorswillreviewafinalscoreforthe5%ProfessionalismcomponentduringtheTEMsummativeconferenceinMay2016.


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HowIs2015-16TEMDifferentFromMyPreviousEvaluation?WhileTEMsharesmanysimilaritieswiththepreviousSCSteacherevaluationsystems,somenotableimprovementshavebeenmadebasedlargelyonthefeedbackofteachersandadministratorsinourdistrictandacrossthestateofTennessee.Changesforallteachersaresummarizedbelow:StudentGrowthForthe2015-16schoolyear,threegrowthmeasureshavebeendesignatedasstate-approvedtocreateindividualgrowthscoresforteachers:• FineArtsK-12• WorldLanguagesK-12• Health,PhysicalEducation&LifetimeWellness(HPELW)(K-5)Theportfolioscorecountsforthegrowthcomponent(35%)oftheTEMscoreandismandatoryforallteachersintheeducatorgroupslistedabove.Intheeventthataportfolioisnotcompleted,theeducatorwillbesubjecttothefollowingconsequences:

1)receiveaLevel1ratingforstudentgrowth;2)referraltoLaborRelations;and3)receivea“refusaltosubmitdocumentationforreflection”intheeducator’sProfessionalismscore.

Additionalinformationonnon-testedgradesandsubjectswithportfoliogrowthmeasuresisprovidedinAppendixE.AchievementScores• Allteacherswillhavetheopportunitytobethefinalselectorsoftheirachievementmeasure,which

accountsfor15%ofthetotalTEMscore.However,aprincipalmayfileanappealwiththestateofTennesseeiftheprincipalbelievestheteacherhasselectedameasurethatisnotappropriatelyalignedtotheteacher’sgrade/subject.

ObservationofPractice• AllteacherswillbeobservedusingtheTEMrubric.Rubricsand/oraddendahavebeencustomizedfor

thefollowingteachergroups:ClassroomTeachers,SchoolCounselors,Librarians,InstructionalCoaches,SocialWorkersandSchoolPsychologists.

• Thenumberofobservationswillvarybasedontheteachers’compositescorefromthepreviousyear.Each“observationtrack”isdescribedindetailintheObservationsectionofthismanual:

o GenEdNewHire–TeacherswhoarenewtoShelbyCountySchoolso GenEd1-2–TeacherswithLevel1–2compositefrom2014-15o GenEd3-4–TeacherswithLevel3–4compositefrom2014-15o GenEd5–TeacherswithLevel5compositefrom2014-15

Professionalism(5%oftheTEM)• AllteacherswillbeobservedusingtheTEMProfessionalismRubric,whichisarevisedversionof

ProfessionalismdomainfromtheStateofTNTEAMobservationrubric.AProfessionalismRubricScoringGuideisavailableinAppendixF.


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HowistheTEMscored?AswithTVAASandTEMobservations,eachcomponentofateacher’sTEMprofilewillreceivearatingonascaleof1–5.Thoseratingswillthenbeweighted4andaddedtogethertocreateanoverallscore.Thesampletable below showshow each component isweighted for a tested teacherwith all five components of theTEM:

ComponentRangeofTEM

ComponentScores(Min–Max)

Weighting WeightedScore(Min–Max)

StudentGrowth(TVAAS) 1–5 X35 35–175StudentAchievement 1–5 X15 15–75

Observations1.00–5.00

(avgroundedtothenearest.01)

X40 40–200

Tripod:StudentPerceptions 1–5 X5 5–25

Professionalism 1-5 X5 5-25Total 100-500

Oncethetotalweightedscoreiscalculated,aTEMteachereffectivenessratingisassignedbasedontherangesprovidedbelow:

TEMScoreRange EffectivenessRating 100–200 TEM1 PerformingSignificantlyBelowExpectations

200–274.99 TEM2 PerformingBelowExpectations275–349.99 TEM3 MeetingExpectations350–424.99 TEM4 PerformingAboveExpectations425–500 TEM5 PerformingSignificantlyAboveExpectations

4ThistablereflectstheTEMprofileofateacherwithallfivepossibleTEMcomponents. TheweightedcalculationsvarysomewhatforeducatorgroupswithfewerthanfiveTEMcomponentsasoutlinedintheprevioussectiononpages6-8.


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TheTEMTimelineKeydatesforcompletingtheTEMprocessfor2015-16areprovidedbelow:

Dates TEMTimelineMilestone

June22-August30 • TEMObserverCertificationTrainings

July24 • NewTeacherInstitute–TEMIntroduction

August3-7 • TEMTeacherTraining(in-schoolledbySchoolLeadershipTeams)

August10-31 • PrincipalsfinalizeSY14-15TEMSummativereports

September15 • TeacherSY15-16TEMevaluationtracksopeninOASYS

September15-30• PrincipalsverifyallteachersontheirrostersavailableinProcessView

inOASYS• Evaluatorsareassignedallappropriatepersonneltoobserve

September21 • EvaluationscanbeginSeptember21–

October2 • AllICCsmustbecompleted

October5–November13

• TeacherscompleteandsubmitGrowth&AchievementselectionsinOASYS

October19-23 • FallTripodStudentSurveyadministration

October30 • 30%oftotalobservationsforschoolshouldbecompleted

November16 • LastdayforevaluatorstoappealStudentAchievementselectionstotheStateDOE

November30 • 40%oftotalobservationsforschoolshouldbecompleted

December18 • 50%oftotalobservationsforschoolshouldbecompleted

January29 • 70%oftotalobservationsforschoolshouldbecompleted

February29 • 85%oftotalobservationsforschoolshouldbecompleted

February22-26 • TentativeSpringTripodStudentSurveyadministration

March28 • TeacherssubmitProfessionalismSelf-Score

March31 • 100%oftotalobservationsforschoolshouldbecompleted

April4• Portfoliosmustbesubmitted• ProfessionalismComponentcompleted–100%

May1–May27 • TEMSummativeConferencescompleted


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TheTEMSummativeProcessandTimelineHowcantheTEMevaluationbeusedforreelectiondecisions?TheTEMisamanagementtoolprovidingschoolleaderstheabilitytoreadilyidentifyappropriatesupportanddevelopmentopportunitiesforteachersalignedtotheirindividualperformancedata.Tennesseelawstatesthatadistrictmayalsouseteacherperformancedataasgroundsforateacher’sdismissalifheorsheisperforming“BelowExpectations”or“SignificantlyBelowExpectations.”ForSCS,thismeansthatteachersscoringaTEM1orTEM2maybeconsideredfornon-reelection.TeachersscoringaTEM3orhigherwillnotbeeligiblefordismissalbasedontheirTEMevaluationscoresbecausetheyaremeetingperformanceexpectations.However,ateacher’sTEMscorealonedoesnotdeterminewhetherornotheorshewillbereelected.IfateacherscoresaTEM1or2,schoolleadersmustultimatelymakerecommendationsbasedonwhetherornotateacher’sperformanceorpotentialtoimprovewillleadtopositivestudentoutcomes.Further,pleasenotethatateacher’sTEMscoreisnottheonlyfactorinfluencingreelectionrecommendations.Aswithpriorschoolyears,anyteachermaybeconsideredfornon-reelectionforcriteriaotherthan,orincombinationwith,TEMscoresincluding1)incompetence;2)inefficiency;3)neglectofduty;4)unprofessionalorimproperconduct;and5)insubordination.Aswithpreviousyears,teacherswhoarerecommendedfornon-reelectionbasedonTEMscoresorforanyotherreasonwillhavetheirfilereviewedbydistrictpersonnelbeforeafinaldeterminationismade.Unlessdisplacedbecauseofareductioninpositions,teacherswhoarereelectedinMaywillremainwiththedistrictforthe2016-17schoolyear.Teacherswithtenureareguaranteeddueprocess.Ifteachersarerecommendedfornon-reelectionforreasonsotherthan,orinadditionto,theirTEMscores,LaborRelationswillmakeafinaldetermination.Pleasenotethatallevaluationgrievancesand/ornon-reelectionappealsmustbefilednolaterthanfifteen(15)daysfromtheendofthepost-observationconferenceand/ortheend-of-yearsummativeconference,respectively.Otherwise,thegrievancewillbeconsidereduntimelyandinvalid.Teachersmayonlygrieveerrorsrelatedtotheevaluationprocessandtheaccuracyofthequantitativedataassignedtothem.TeacherswhowishtofilegrievancesmustcompletetheEvaluationGrievanceFormandsubmittoLaborRelations.RefertoSCS’TeacherEvaluationPolicy(4046)fordetailsonthegrievanceprocess.Whatisthedecision-makingprocessforteacherreelectionsbasedonTEMscores?InMay2016,teachersandprincipalswillreceivepartialTEMprofiles,includingscoresforeachcomponentandcompositeTEMscoresof1-5.StudentGrowthandAchievementdataforthecurrentyearwillnotbeavailableatthattime.ScoresfortheotherTEMcomponents(Observations,Tripod:StudentPerceptionsandProfessionalism)willbeprovidedforthecurrentyearbyMay2016.OnceteachersandprincipalsreceivetheseTEMProfiles,school-leveladministratorswillscheduleandconductasummativeevaluationmeetingwitheachteachertoreviewhisorherTEMdataandnotifyteachersofreelectionrecommendation.PleasenotethataFinalTEMCompositeScorewillnotbeavailableatthistime.


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2015-2016SchoolYear

Appendix


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APPENDIXA:TEM2015-16FREQUENTLYASKEDQUESTIONSGENERALQ: Whoisconsidereda“tested”teacher?A:TestedteachersincludethosewithIndividualTVAASScores,FineArtsK-12,WorldLanguagesK-12andHealth,PhysicalEducationandLifetimeWellnessteachersK-5.Q:Iamabrand-newteacherthisyear.Howwillmyscoreslookdifferentfromaveteranteacher?A:TeachersoftestedsubjectsinSY15-16willreceiveagradualincorporationofTNReadyscoresintheiroverallIndividualStudentGrowthScore.In2015-16,TNReadywillaccountfor10%oftheStudentGrowthScore.Note:Duringtheschoolyears2015-16through2017-18,ateacher’smostrecentstudentgrowthdatawillaccountfortheentireindividualgrowthscoreifsuchuseresultsinahigherevaluationratingfortheteacher.

*Thepercentagesabovedonotreflectthe5%forProfessionalism(foralleducators)or5%Tripod(foreligibleeducators).ThesepercentagesaretakenoutofthetotalObservation%.Q:WhatisTVAAS?A:TheTennesseeValue-AddedAssessmentSystem(TVAAS)measurestheimpactschoolsandteachershaveontheirstudents’academicprogress.TVAASmeasuresstudentgrowthfromoneyeartothenext,notwhetherthestudentisproficientonthestateassessment.TVAAScalculatesgrowthfromtestscoveredundertheTNReadyinReading/LanguageArts,Math,Science,andSocialStudies.GROWTH&ACHIEVEMENT

Q:Whatarealltheoptionsforgrowth?A:AlistanddescriptionofallgrowthoptionsisavailableinAppendixB–TVAAS:GrowthSelections.Q:Whatmakesuptheschool-widecompositescore?A:School-widecompositeiscomprisedofallLiteracy,Numeracy,ScienceandSocialStudiesfromallassessments(e.g.TNReady,SAT10,&EOC).Q:WhatisthedifferencebetweenSchool-wideLiteracyandTNReadySchool-wideLiteracy?A:School-wideLiteracyiscomprisedofSAT10andTNReadydata.TNReadySchool-wideLiteracyisTNReadyOnly.


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Q:Iama“tested”teacher.CanIchoosemyownscoringscaleifIopttousemygrowthcomponentforAchievement?A:No.TheeducatormayONLYopttouseadifferentscaletoscoreNON-GROWTHselections.Q:IworkinaschoolwithoutTVAASdata.WhatselectionsshouldImakeforgrowth?A:Themostappropriateselectionforteachers/administratorsinearlychildhoodcenters,alternativeschools,careerandtechnologycentersandschoolsservingspecialneedsisa“district-wide”measure.Thedistrict-widemeasuresare:District-wideComposite,District-wideLiteracy,District-wideNumeracy,andDistrict-wideLiteracy&Numeracy.Q:IworkinaschoolwithoutTVAASdata.Whatselectionsshouldmyteachersmakeforachievement?A:Themostappropriateselectionforteachers/administratorsinearlychildhoodcenters,alternativeschools,careerandtechnologycentersandschoolsservingspecialneedsisa“district-wide”measure.Thedistrict-widemeasuresare:District-wideComposite,District-wideLiteracy,District-wideNumeracy,andDistrict-wideLiteracy&Numeracy.Off-the-Shelfselectionsarealsoanoption(i.e.iStation).Q:Teachersareallowedtoselecttheirownachievementmeasure.Idonotagreewithateacher’sselection.Whatisthenextstep?A:Theevaluatormaysubmitanappealifhe/shefeelsthattheteacheroradministratorbeingevaluatedhasselectedanachievementmeasureorcreatedascoringscalethatisnotappropriate. EvaluatorscansubmitanappealnolaterthanFriday,November16.AllappealswillbereviewedbytheStateDepartmentofEducationbeforeafinaldeterminationismade.Thisnextsectionisonlyapplicableto:teacherswithTVAAS,FineArtsK-12,WorldLanguagesK-12andHPELWK-5teachers.Q:TeachersareautomaticallyassignedtheirIndividualTVAASscoresorGrowthscoresforthegrowthcomponent.Aretheyallowedtousethissamescoreforthe15%achievementmeasure?Accordingtostatemandate,ateacherwithindividualgrowthdatacanuseitforachievementifthescoreisa3,4or5.

Q:IhaveanIndividualTVAAS/portfolioscorefromSY15-16.CanItaketheschool-widescoreformygrowth(35%)component?A:No.Q:IhaveanIndividualTVAAS/portfolioscore.WhyshouldIchooseaback-upmeasureforachievement(15%)?A:Ifyour2015-16TVAAS/portfolioscoreislessthana3,youarenoteligibletouseyourTVAAS/portfolioscoreforAchievement.IfyourTVAAS/portfolioscoreis3orhigher,youareeligibletouseitfortheAchievementcomponent.Byselectinga“back-upmeasure”now,youwillreceivethemostaccurateselectionandfasterscores.


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Q:WhatifmySY15-16portfolioscoreishigherthantheschool-widescoreIselected?A:IfyourSY15-16portfolioscoreisa3,4or5ANDhigherthantheschool-widescore,yourwillreceivetheportfolioscore.Example(s):TeacherASchool-wideComposite=4FineArtsPortfolio=5Teacherreceivesportfolioscoreforgrowthandachievement.TeacherBSchool-wideLiteracy=2WorldLanguagesPortfolio=1Teacherreceivesportfolioscoreforgrowthonly.TeacherBreceivesschool-wideliteracyforachievementonly.*Perstatemandate,yourTVAAS/portfolioscoremustbea3,4or5tobeusedforAchievement.


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AppendixB:TVAAS:GrowthSelections

Theselectionsbelowareusedforthegrowthcomponent(35%).

GrowthMeasure Description

School-wide:CompositeThisincludesalltestedgradesandsubjectsintheschool.

School-wide:Literacy

Thisincludesalltestedgradesbutonlysubjectsspecificallyassociatedwithliteracy.ThesesubjectsareSAT10–ReadingandLanguage,TNReady–Reading,EOC–EnglishI,II,andIII.

School-wide:Numeracy

Thisincludesalltestedgradesbutonlysubjectsspecificallyassociatedwithnumeracy.ThesesubjectsareSAT10–Math,TNReady–Math,EOC–AlgebraIandII.

School-wide:Literacy&Numeracy

Thisincludesalltestedgradesbutonlysubjectsspecificallyassociatedwithnumeracyandliteracyaslistedabove.

School-wideSocialStudies

ThisincludesalltestedgradesbutonlysubjectsspecificallyassociatedwithSocialStudies

School-wideScienceThisincludesalltestedgradesbutonlysubjectsspecificallyassociatedwithScience.ForhighschoolsthisincludesBiologyandChemistry.

TNReady:School-wideComposite

ThisincludesallTNReadytestedgradesandsubjectsfromthirdtoeighthgrade.AlgebraIadministeredineighthgradewouldnotbeincluded.

TNReady:School-wideLiteracy

ThisincludesonlythegrowthassociatedwithTNReadyReadingforstudentsinthirdthrougheighthgrade.

TNReady:School-wideNumeracy

ThisincludesonlythegrowthassociatedwithTNReadyMathforstudentsinthirdthrougheighthgrade.AlgebraIadministeredineighthgradewouldnotbeincluded.

TNReady:School-wideLiteracy&Numeracy

ThisincludesonlythegrowthassociatedwithTNReadyMathandReadingforstudentsinthirdthrougheighthgrade.AlgebraIadministeredineighthgradewouldnotbeincluded.

SAT10:School-wideComposite

ForfirstandsecondgradethisincludesgrowthassociatedwithallthreeSAT10subjectareasforallstudentswhotooktheSAT10inspring2014andspring2015.ForthirdgradethisincludesgrowthassociatedwithallTNReadysubjectareasforallstudentswhotooktheSAT10inspring2015andTNReadyinspring2016.


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SAT10:School-wideLiteracy

ForfirstandsecondgradethisincludesthegrowthassociatedwithSAT10ReadingandLanguage.ForthirdgradethisincludesthegrowthassociatedwithTNReadyReadingin2015forstudentswhotookSAT10intheSpringof2016.

SAT10:School-wideNumeracy

ForfirstandsecondgradethisincludesthegrowthassociatedwithSAT10Math.ForthirdgradethisincludesthegrowthassociatedwithTNReadyMathinspring2015forstudentswhotookSAT10inspring2016.

SAT10:School-wideLiteracy&Numeracy

ForfirstandsecondgradethisincludesthegrowthassociatedwithSAT10Math,ReadingandLanguage.ForthirdgradethisincludesthegrowthassociatedwithTNReadyMathandReadingin2015forstudentswhotookSAT10inthespring2016.

CTEConcentrator:School-wide

ThisincludesallstudentsidentifiedasCTEconcentratorsinallEOCtestedareas.

CTEConcentrator:School-wideLiteracy

ThisincludesallstudentsidentifiedasCTEconcentratorsbutonlysubjectsspecificallyassociatedwithliteracy.ThesesubjectsareEnglishI,IIandIII.

CTEConcentrator:School-wideNumeracy

ThisincludesallstudentsidentifiedasCTEconcentratorsbutonlysubjectsspecificallyassociatedwithnumeracy.ThesesubjectsareAlgebraIandII.

CTEConcentrator:School-wideLiteracy&

Numeracy

ThisincludesallstudentsidentifiedasCTEconcentratorsbutonlysubjectsspecificallyassociatedwithnumeracyandliteracyaslistedabove.

District-wide:CompositeThisincludesalltestedgradesandsubjectsinthesystem.

District-wide:Literacy

Thisincludesalltestedgradesbutonlysubjectsspecificallyassociatedwithliteracy.ThesesubjectsareSAT10–ReadingandLanguage,TNReady–Reading,EOC–EnglishI,IIandIII.

District-wide:Numeracy

Thisincludesalltestedgradesbutonlysubjectsspecificallyassociatedwithnumeracy.ThesesubjectsareSAT10–Math,TNReady–Math,EOC–AlgebraIandII.

District-wide:Literacy&Numeracy

Thisincludesalltestedgradesbutonlysubjectsspecificallyassociatedwithnumeracyandliteracyaslistedabove.

FineArtsGrowthMeasure

ThisincludesallsubjectareasandgradelevelsinFineArtswithStateapprovedpeer-reviewedportfolios.


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WorldLanguagesGrowthMeasure

ThisincludesallsubjectareasandgradelevelsinWorldLanguageswithStateapprovedpeer-reviewedportfolios.

Health,PhysicalEducation&LifetimeWellnessGrowthMeasureK-5

ThisincludesgradelevelsK-5inHPELWwithStateapprovedpeerreviewedportfolios.


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AppendixC:TEMProcessGuide:QuickReferenceAnnouncedObservation

Pre-ConferenceObserverResponsibilities EducatorResponsibilities

• Pre-conference&AnnouncedobservationscheduledbyobserverviacalendariconinProcessView.Schedulingshouldoccuraminimumoffive(5)schooldayspriortoobservationtogiveteachersufficientnotification.

• Pre-conferenceFormreviewedbyobserverpriortopre-conference-notingwhethertheteacherhasacceptedordeclinedthein-personpre-conferencemeeting.

• Pre-conferenceFormfinalizedbyobserver(can insteadbedonewhenallelementsareawaitingfinalization).

• Pre-conferenceconductedbyobserverifteacherselects“Yes,Iwant”onthePre-conferenceForm(24–48hourspriortoobservation).

• Pre-conferenceandobservationschedulesacceptedbyteacher.Uponpre-conferencescheduleacceptancebyteacher,Pre-conferenceFormwillappearinteacher’s‘ActionRequired’sectionofOASYS.

• Pre-conferenceFormcompletedandsubmittedbyteacheratleast24hourspriortopre-conferencemeeting.

ObservationObserverResponsibilities EducatorResponsibilities

• Announcedobservationconductedandevidencecollectedbyobserver(viathescriptingtooliconintheProcessView).

• Observeralignsscriptedevidenceandscoresobservation.Observersubmitsscorestoteacher24hourspriortothepost-conference.

• Educatorscoresobservation–submitsself-scoresandevidence24hoursaftertheobservation.Educatorisabletosubmitcommentstotheobserverthroughthe“Comments”sectionontheform.

• Educatorviewsscoressubmittedbyobserverpriortothepost-conference.

Post-ConferenceObserverResponsibilities EducatorResponsibilities

• Observerplanspost-conference(AreaofStrength,AreaforImprovement,Recommendations).

• Observerviewseducatorself–scoreandincludesrelevantevidencetosupportscores.

• Observersubmitsscores/formtotheteacherat least 24 hours prior to thepost-conference.

• Post-conferenceoccurswithin7calendardays (5 school days) of theobservation.

• AnnouncedObservationFormfinalizedbyobserverduringorimmediatelyfollowingthepost-conference.

• Teacherattendsscheduledpost-conference.• Teacherbringsanyevidence,artifacts,etc.topost-conferencetodiscusswithevaluator.

• Teacheracknowledgesobserver’sscores/formattheconclusionofthepost-conference.


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ObservationObserverResponsibilities EducatorResponsibilities

• Schedulingshouldoccuraminimumoffive(5)schooldayspriortoobservation.Eventhoughthisisanunannouncedobservation,itshouldbescheduledinthesystemtopreventduplicity.

• Unannouncedobservationconducted/evidencecollectedbyobserver(viathescriptingtooliconintheProcessView).

• Observeralignsevidenceandscoresobservation.


• Observerviewseducatorself-scoreandincludesrelevantevidencetosupportscores.

• Observer submits scores/form to theteacherat least24hourspriortothepostconference.

• Postconferenceoccurswithin7calendardays(5schooldays)oftheobservation.

• Observerfinalizestheobservationformduringorimmediatelyfollowingthepost-conference.

• Educatorscoresobservation–submitsself-scoreandevidence24hoursaftertheobservation.

• Educatorviewsscorespriortopost-conference.

Post-ConferenceObserverResponsibilities EducatorResponsibilities


• Observerviewseducatorself-scoreandincludesrelevantevidencetosupportscores.

• Observersubmitsscores/formtotheteacheratleast24hourspriortothepostconference.

• Postconferenceoccurswithin7calendardays(5schooldays)oftheobservation.

• Observerfinalizestheobservationformduringorimmediatelyfollowingthepost-conference.

• Teacherattendsscheduledpost-conference.• Teacherbringsanyevidence,artifacts,etc.topost-conferencetodiscusswithevaluator.

• Teacheracknowledgesobserver’sscores/formattheconclusionofthepost-conference.

UnannouncedObservation


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AppendixD:Non-TestedGrades&Subjects(NTGS)withPortfolioGrowthMeasures

OVERVIEWTheFirsttotheTopActof2010outlinedthat35percentofateacher’sevaluationscoremustcomefromTVAASoranothercomparablemeasureofstudentgrowth.Assuch,developingcomparablemeasuresforteachersinnon-testedgradesisapriorityforthestate.Currently,therearethreegrowthmeasuresapprovedtocreateindividualgrowthscoresforteachers:

! FineArtsK-12! WorldLanguagesK-12! Health,PhysicalEducation&LifetimeWellness(HPELW)(K-5)

Theportfolioscorecountsforthegrowthcomponent(35%)oftheTEMscoreandismandatoryforallteachersintheeducatorgroupslistedabove.Intheeventthataportfolioisnotcompleted,theeducatorwillbesubjecttothefollowingconsequences:1)receiveaLevel1ratingforstudentgrowth;2)referraltoLaborRelations;and3)have“refusaltosubmitdocumentforreflection”notedintheeducator’sProfessionalismscore.PROCESSTraining&Support:TrainingandsupportisprovidedforbytheContentSpecialistsinCurriculum&Instruction.Teachertrainingwillbeprovidedattimesthatminimizedisruptiontotheschoolday(e.g.districtlearningdays,before/after-school,etc.).Largegrouptrainingbycontentareawillbeprovidedforteachersonvariousdates.Thesedateswillbeannouncedatalatertime.SamplingStudentWork:Eachteacherisexpectedtoselectarepresentativeandpurposefulsampleofhisorherstudentpopulationandteachingassignment.Example:SpanishteacherhasthreeLevelIIclassesandtwoLevelIIIclasses.TheportfolioshouldhaveaproportionateamountofstudentworksamplesfrombothLevelIIandLevelIIIstudents.

Thequantityandtypeofstudentworksamplesmayvarybyteacher.

PortfolioSubmission:ThePortfoliowillbesubmittedusinganonlinesystem. Differenttypesofevidencecanbeuploaded(e.g.video,audioandpaper).Principalswillhaveaccesstoviewtheirteachers’worksamplesatanytime.ThedeadlineforsubmissionisMonday,April4,2016.BenchmarkDeadlines:Thesedeadlinesexisttoassistyouwithcompletionoftheportfolio.

Benchmark DeadlineUploadPracticeVideo September25,2015UploadPlan1 September25,2015UploadPlan2 September25,201550%ofassessmentsuploadedtoGLADIS December18,201570%ofassessmentsuploadedtoGLADIS February5,201680%ofassessmentsuploadedtoGLADIS March18,2016100%ofassessmentsuploadedtoGLADIS April4,2016DeadlineforPortfolioSubmission April4,2016LastdaytosubmitPortfoliowithoutpenalty April15,2016


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PortfolioReview&Scoring:Therearemultiplestagesofreviewandscoring.Aspartofthereflectiveprocess,teacherswillprovideaself-scoreforeachcollectionofevidence(studentworksamples).Apeerreviewerwillthenexaminethestudentworksamples(withoutviewingtheteacher’sself-scoreandteacher’sidentity)andassignascoretothecollections.Iftheteacher’sself-scoreandpeerreviewer’sscorearealigned,thenthescorestands. Ifthereismorethana1-pointdifferenceintheteacher’sself-scoreandthepeerreviewer’sscore,thecollectionand/orentireportfoliowillbesenttoasecondreviewerinthedistrictorstate.StudentSelection:Teachersselectstudentsattheendofeachpre-assessment.Thisensuresfairness.Teachersshouldidentifythestudent(anonymouslyorfirstnameonly)inthepre-assessmentupload.Intheeventthatthereisanaudit,thestudentsidentifiedinthepre-assessmentshouldalignwiththepost-assessment.

FrequentlyAskedQuestions1.Whatsubjectareashaveastate-approvedportfoliogrowthmeasure?FineArtsK-12,WorldLanguagesK-12

andHealth,PhysicalEducation&LifetimeWellness(K-5only)2. Areallteachersinthosesubjectsandgradesrequiredtosubmitaportfolio?Yes.AllteachersinFineArtsK-12,

WorldLanguagesK-12,andHPELWK-5arerequiredtosubmitaportfolio.Ifateacherdoesnotsubmitaportfolio,thenon-submissionwillresultininsubordinationasoutlinedinguidelinesprovidedbyLaborRelations.

3. Arethereanyreasonsateachermaybeexemptfromcompletingaportfolio?Exemptionsareonlygrantedfor

reasonslistedinSCSpoliciesregardingapprovedleave(e.g.,FMLA,familyemergency,militaryleave,etc.).Ateachermustsubmitarequestforexemptionandsupportingdocumentation.TheprocesstorequestanexemptionrequestwillbedeterminedbytheNTSGadvisors.ThisrequestmustbesubmittedbyFriday,March18,2016.

4.Whathappensifateacherissuspectedofunethicalbehavior?ThepeerreviewermustSIMULTANEOUSLYnotify

EmployeePerformance&Support(formerlyPerformanceManagement)andtheContentAdvisor.Failuretodosocanresultinnoactionbeingtaken.EmployeePerformance&SupportandtheContentAdvisorwillscheduleatimewiththepeerreviewertoexaminetheportfolioinquestion.AcollectivedecisionwillbemadetoforwardtheinformationtoLaborRelations.

5. Aretimeextensionsgrantedforsubmittingtheportfolio?Ateachermaysubmitarequestforatimeextension

withsupportingdocumentation.EmployeePerformance&Supportwillreviewtherequest.Anextensionwillonlybegrantedforextenuatingcircumstanceswithsupportingdocumentation.Aresponsewillbeprovidedinfive(5)schooldays.

6. Howwilltheportfoliogrowthmeasureimpactteachers’TEMscores?Allteacherswithaportfoliogrowth

measuremustusetheportfolioscoreforthegrowthcomponent(35%)oftheevaluation.Teacherswhoscorea3,4or5ontheportfolioalsohavetheoptionofusingtheportfolioscorefortheachievementcomponentoftheevaluation(15%).

7.Whatistheprincipal’sroleintheportfoliocollectionandsubmissionprocess?Thelevelofinvolvementbythe

principalmayvarybysubjectarea.PrincipalsmaybeaskedforrecommendationsfrompotentialPeerReviewersandothersupportingroles.

8.Iteachatanalternativeschool.DoIhavetocompleteaportfolio?PleasecontactEmployeePerformanceand

Supporttoclarifywhetheryouarerequiredtosubmitaportfolio.


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Policies&ProceduresforUnethical/UnprofessionalBehavior

SCSoutlinesdefinitionsandconsequencesofUnprofessionalBehaviorandUnethicalBehaviorintheStaffEthicsPolicy4002.ProceduresforSuspicionofUnethicalBehavior

1. Onceunethicalbehaviorissuspected,thePeerReviewisrecusedfroman“Individual”PeerReview.2. ThePeerReviewerflagstheportfolioforCommitteereviewandsubmitsadetailedstatementregarding

therationaleforCommitteeReview.a.TheCommitteemustconsistofaminimumofthreeSCSemployees;ofwhomtwomustbecurrent

SCSteachersinthecontentareaoftheportfolioinquestion.ThetwoSCSteacherswillalsoparticipateintheactualportfolioscoring.Thethirdcommitteemember(employedbySCS)maybeadistrictadministratorwhowillnotscoretheportfolio,butmayaddcontextbyprovidingfeedbackandaskingquestions.

3. TheCommitteewillreviewtheportfolioinitsentiretyandassigntheappropriatescore(s)basedoncontent.4. TheCommitteewillmakeadecision:

a.Yes,unethicalbehaviorisevidentORb. No,unethicalbehaviorisnotevidentANDc.Supportingdocumentationforthedecision

5. IftheCommitteedecides“unethicalbehaviorisevident”,theContentAdvisormustnotifyLaborRelations,theprincipal,andtheteachertodeterminenextsteps.LaborRelationsandtheprincipalshouldalsobeprovidedsupportingdocumentationatthispoint.

6. NofurtheractionshouldbetakenbytheeitherprincipalorContentAdvisoruntilnotifiedbyLaborRelations.7. IftheCommitteedecides“unethicalbehaviorisnotevident”,thecommitteereleasestheportfolio

withcorrespondingscores.

ProceduresforSuspicionofUnprofessionalBehaviorPortfolioprogressshouldbemonitoredbytheContentAreaAdvisorthroughouttheyear. AsthePrincipalisthedirectsupervisorforteachers,theprincipalwillinitiatecommunicationsanddesignatetheappropriateaction.

1.IfateacherhasnotstartedontheportfoliobythebeginningofFallBreak,theContentAdvisormustnotifyEmployeePerformance&Support(formerlyPerformanceManagement).EmployeePerformance&Supportwillnotifyprincipalsasappropriate.

2. Theprincipalorprincipal’sdesigneeshouldtakeoneormoreofthefollowingactionstodeterminewhyprogresshasnotbeenmade:

a.Communicatewiththeteacher(s)viae-mailb. Scheduleameetingwiththeteacher(s)

3. Ifthereisnoplausible,documentedreason(e.g.medical,familyemergency,etc.)forlackofprogress,theprincipalwillrecommendacourseofaction(e.g.ProfessionalLearningPlanand/oranyotheroptionsthatmaybeassignedinOASYS).

4. Theprincipalmustdocumentthecourseaction(e.g.takingactionwithinOASYSsuffices).5. IftheteacherhasnotmadeprogressbySpringBreak,theContentAdvisormustnotifyEmployeePerformance

&SupportandprovidesupportingdocumentationbeforetheendofSpringBreak.


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6.EmployeePerformance&SupportwillnotifyLaborRelationstodeterminethenextcourseofaction.

7. Ifateacherhasmadeprogressthroughouttheschoolyearandforanyreasondoesnotsubmitaportfolioforapprovalforevaluation,theContentAdvisormustnotifyEmployeePerformance&Support.

8. EmployeePerformance&SupportwillsubmitacollectivelistofallteachersacrossallportfoliocontentareastotherespectiveprincipalandLaborRelations.

SeeAppendixGforPortfolioExemptioninformation.


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AppendixE:ProfessionalismRubricEvidence&ScoringGuideScoringProfessionalismAllevidenceshouldindicatewhattheeducatorhasdone.Belowisasummaryofdataandevidencesourcesthatareavailableforevaluatorstoconsiderinscoring.EvaluatorsshouldconsiderthatateacherwhosebehaviorsandperformancealigntostandardsoutlinedinschoolanddistrictpolicyasaLevel3–“MeetingExpectations.”

RUBRICINDICATOR

LEVEL3POSSIBLE

DATA&EVIDENCESOURCE

ProfessionalLearning&Growth

Theeducator:• Reflectsonfeedbackfromobservationstoimproveidentifiedareasofneedanddemonstratesevidenceofimplementation.

• Selectsprofessionallearningopportunitiesrelatedtoself-assessedand/oridentifiedgrowthareas.

• Ispreparedandengagedwiththecontentduringprofessionallearningopportunitiesthataredirectlytargetedatimprovingorenhancingpractice.

• SchoolHandbook• MLPTranscriptofPDcoursecompletion

• LessonPlans• TEMObservationReflections

o Teacher’sself-scorealignmenttoobserver’sratings

UseofData

Theeducator:• Usesstudentdatatoanticipateandplanfordifferentiationandscaffoldingneedssothatstudentsconsistentlymeetthrough-courseandend-of-coursegoals.

• Analyzesdataresultstoassessanddeterminestudentprogressaswellasdeterminecontentre-teachingoracceleration.

• Routinelyrecordsandmonitorsstudentprogressdataandusesasystemthatallowsforeasyanalysisofstudentprogresstowardmastery.


• Growth&AchievementSelections• LessonPlans• Datanotebooks

School&CommunityInvolvement

Theeducator:• Supportsandcontributestoschoolactivitiesandeventsthatpositivelyimpactschoolresults/cultureandarenotmandatedbyschoolleadership.

• Adherestoschoolanddistrictpersonnelpolicieswithnonotedpolicyviolation.

• Workswithpeerstocontributetoasafeandorderlylearningenvironment.

• Schoolhandbook(i.e.,expectationinschoolandcommunityevents)

• Districtpolicy• School/community-relatedvolunteerexperiences

• ProgressiveDisciplineviolations


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RUBRICINDICATOR

LEVEL3POSSIBLE

DATA&EVIDENCESOURCE • Participatesinopportunitiestocollaborate

withcommunityorganizationsandstakeholdersthatsupportstudentdevelopmentandpromotepositiveschool/communitypartnerships.

• Activelypromotestheschoolinthelargercommunitybyconsistentlymessagingtheschool’svision,missionandcorevaluestoparentsandcommunitymembers.

Leadership

Theeducator:• Contributes to the school community byassistingothersinatleast2ofthefollowing:o Collaborativeplanningw/subject&/or

gradelevelteamso Coaching/mentoringo Supervisingclinicalexperienceso Leadingdatadrivenprofessional

learningcommunities• Whenpresentedwithopportunities,servesinleadershiprolesbeyondtheschoollevel.

• Peercoaching&mentoringexperience


• Presentationsatmeetingsandconferences


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AppendixF:PersonalLearningPlan(PLP)APersonalLearningPlan(PLP)isassignedtoeducatorsscoringbelowexpectationsintwoormoreindicatorsonaformalobservation. Observersareencouragedtowaitaminimumoften(10)workingdaysafterthePLPconferencebeforeconductingthenextformalevaluation.WhoconductsthePLPConference?Theconferenceisscheduledandconductedbythebuildingprincipal.Duringthisconference,theprincipalandtheteacherdiscussareastobeimprovedwhilereceivingadditionalsupport.InadditiontotheTeachIndicators,literacyand/ornumeracysupportmaybeidentifiedatthistime.Agoal–withspecificsteps,timelineandexpectedoutcomes–isdevisedandagreeduponduringtheconference.WhoprovidessupportfortheteacherwhileonaPLP?TheSupportProvidermayvary.Oneoftheschooladministrators–principal,vice-principal,orassistantprincipal–aswellasthePLCCoachand/orInstructionalFacilitatormaybethesupportprovider.Inaddition,theprincipalmaydesignatesomeoneelsetoprovidesupportfortheteacher.Whattypesofsupportareavailable?SeeTable1belowfortypesofsupportandexplanations.Whathappensaftersupporthasbeencompleted?TheSupportProviderwillworkwiththeteacheraminimumoffive(5)workingdaysonstrategiesofsupportidentifiedduringtheconference.Oncethegoal(s)ofthePLPhavebeenmet,thesupportproviderwillmeetwiththeprincipaltoupdatehim/herontheteacher’sprogress.TheprincipalwillfinalizetheforminOASYSattheconclusionofthatmeeting.Table1:TypesofPLPSupport

TypeofSupport ExplanationofSupportOptions

Planning(Independent)

Idealforteacherswhowillbenefitfromreceivingimmediatefeedbackondaytodaylessonplansforadesignatedperiodoftime.TheteacherwillsubmitdailyorweeklylessonplanstotheAdministrator,PLCCoachorpeertoreceiveimmediatefeedbackandsupport.Theteacherwillreflectdailytomakeadjustmentstolessonplanstoestablishautonomyinplanningeffectivelessons.

Co-Planning(withPeer)

Idealforteacherswhowillbenefitfromreceivingsupportandfeedbackonlessonplans.Theselectedteacherandpeerwillmeettoco-planupcominglessons.Thismayincludereviewingstandards,curriculumguides,andusingtheTEMrubrictoeffectivelyplantomeettheneedsofallstudents.

ReflectivePractice(withPeer)

Idealforteacherswhowillbenefitfromwatchingandreflectingupontheirowninstructionalpractices.Theteacherandpeerwillreviewandreflectonthelessontogethertoidentifyeffectivepracticesandareasidentifiedasneedingimprovement.TeachersmustagreetotheuseofreflectivepracticeaspartoftheirPLPsupport.

ReflectivePractice(Independent)

Idealforteacherswhowillbenefitfromwatchingandreflectingupontheirowninstructionalpractices.Theadministratormayrequestareflectionsummaryfromtheeducatorwhenreflectivepracticeisconductedindependently.


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PeerObservation(withPeer)

Idealforteacherswhowillbenefitfromseeingeffectiveinstructionalpracticesinrealtime.Theteacherandpeerwillobserveanotherteachertogetherasthecooperatingteachermodelsalessonspecifictotheareatoimprove.Thepeerwillidentifyspecificinstructionalpracticesastheyoccurduringthelesson.(Theuseofreflectivepracticecanbeusedwithpeerobservationsbyrecordingthecooperatingteacher’slesson.)

PeerObservation(Independent)

Idealforteacherswhowillbenefitfromseeingeffectiveinstructionalpracticesinrealtime.Theteacherwillobserveanotherteachermodelingalessonspecifictotheareatoimprove.Thesupportproviderwillidentifyspecificinstructionalpracticesastheyoccurduringthelesson.(Theuseofreflectivepracticecanbeusedwithpeerobservationsbyrecordingthecooperatingteacher’slesson.)

GroupLearning

Idealtogiveteachersspecificprofessionaldevelopmentsessionthatwillassisttheminimprovingtheirinstructionalpractices.GrouplearningmaybeschoolbasedandprovidedbythePLCCoach,gradelevelmeetings,ortheteachermaybeaskedtoattenddistrictlevelprofessionaldevelopmentsessions.DistrictPDoptionsmaybefoundinMyLearningPlan.

ProfessionalReadingAssignment

Idealforteachersthatwillbenefitfromreadinganeducationalarticle,aspecificchapterorpagesofabook,oraspecificinstructionaltechnique.Aftercompletingthereading,theteacherwouldsummarizethereading,identifyspecificinstructionalpracticesthatwillbeimplementedandprovideawrittenreflectiontotheadministratororleadershipteam.

Non-Summative(Ad-Hoc)Observation

UsedtogiveteachersspecificfeedbackonalessonbasedontheTEMrubric.Thesescoresarenotincludedintheteacher’ssummativeevaluationscores.


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AppendixG:NTGSPortfolioExemptionGuide PortfolioExemptionAllteachersmustsubmitarequestforexemptionnolaterthanMarch18,2016.Ateachermaybeexemptfromsubmittingaportfolioforthereasonslistedbelow.Theteachershouldcontinuemakingprogressontheportfoliountiladecisioniscommunicated.Pleasenotetheimplicationsforanexemption.

ReasonforExemptionObservations

forCurrentYear TEMScore

TrackAssignmentNextYear

SupportingDocumentation

1. Employed<120days

Yes No BasedonmostrecentTEM

score

Newteachertrackifno

previousTEMscoreinSCS

LetterfromHumanResourcesw/startdate

OR

Letterfromprincipalw/startdate

2. Fewerthansix(6)teachersinasubjectareaacrossparticipatingdistricts

Yes Yes BasedonmostrecentTEM

score

Newteachertrackifno

previousTEMscoreinSCS

AutomaticemailfromEmployeeSupport

Services

3. Transferredtoadifferentschoolafterthefirst60daysofschool

Yes

Yes

School-widescorefor

growthmostaligned

w/teachingassignment

BasedonmostrecentTEM

score

LetterfromprincipalorHumanResources

documentingtransferanddateoftransfer

4. Assignedto3ormoreschools

Yes Yes

District-widescorefor

growthandachievement


score

LetterfromHumanResources

5. TeachesTVAASsubjectinadditiontoportfoliocontentarea

Yes Yes

IndividualTVAASforgrowth


score

Letterfromprincipal


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IftheteacherhasacourseloadwithTWOportfoliocontentareas,theteacherwillsubmitaportfoliofortheprimaryteachingassignment(e.g.4sectionsofDance,2sectionsofPEteachersubmitsFineArtsportfolio).Ifteachingonecourseinaportfoliocontentarea,theteachermustcompleteaportfolioforthatcourse.PortfolioExemptionProcessTheprocessbeginswhentheteachersubmitstherequestforexemption.Ifsupportingdocumentationisnotprovidedatthattime,EmployeePerformance&Support(formerlyPerformanceManagement)willrequestthesupportingdocumentfromtheteacher.Theteachershouldsubmitthesupportingdocumentationwithintwoweeksoftherequest.Iftheteacherdoesnotsubmittherequesteddocumentationwithinthetwo-weekperiod,therequestforexemptionwillnotbegranted.Iftheteacherisnotgrantedanexemption,atimeextensionmaybegrantedbasedonsupportingdocumentation.Inallcases,within5to10daystheteacher,principalandcommitteewillbenotifiedinwritingoftheoutcomeandtherationale.


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AppendixH:15-16TEMComponentWeightingsTestedTeacherwithnoPriorTestingData-Thiscouldbeabrandnew1styearteacher,someonewhoislooping,taughtanon-testedgradelastyearandismovingtoatestedgradeortaughtGeometrylastyearandisteachingAlgebra.IFthisteacherdoesnothaveTripod,observationratingincreasesto70%.

TestedTeacherwithPriorData-Testedteacherswithpriordatahavetwopossibilities,butintheendthegrowthweightingwillbe35%.IfthisteacherdoesnothaveTripodtheobservationratingincreasesto45%.Thisallowsforateacher’smostrecentstudentgrowthdatatoaccountfortheentireindividualgrowthscoreifuseofsuchresultsinahigherevaluationratingfortheteacher.

OPTION1:3-yearComposite

SY15-16TNReadyData

(Growth)10%

TVAAS2013-14and2014-15)

25%

Achievement15%

Observauons40%

Professionalism5%

Tripod5%


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OPTION2:1yearTNReady

Non-TestedTeacherusingthePortfolioModel-ThisistheonlycategoryofteacherswhoseTEMweightingshavenotchangedsincelastyear.TheseareyourHealthPE,LifetimeWellness(K-5only),FineArtsK-12,WorldLanguagesK-12.IfthisteacherdoesnothaveTripod,theobservationratingincreasesfrom40to45%.Themostcurrentyeardataisalwaysused.


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TeachersinNon-TestedSubjects&OtherTEMEducators-IfthisteacherdoesnothaveTripodtheobservationratingincreasesto65%.Pleasenotethisistheonlygroupofteacherswitha20%weightingforachievement.ThiswouldbeyourSPED,ESL,calculusteacher,etc.

Documents

The Teacher Effectiveness Measure (TEM) Manual 2015-2016