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Performance Based

Certified Staff

Evaluation Handbook

Wentzville R-IV School District

One Campus Drive

Wentzville, MO, 63385

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Wentzville School District

Performance Based Teacher Evaluation

Table of Contents

Table of Contents

Wentzville School District Performance Evaluation Philosophy ................................................ 3

Wentzville R-IV Evaluation Overview ....................................................................................... 3

Growth Plans ........................................................................................................................... 3

Performance Improvement Plan (PIP) ...................................................................................... 4

Observation Types ................................................................................................................... 5

Number of Required Observations ........................................................................................... 7

Summative Evaluation ............................................................................................................. 7

Student Growth Scores ............................................................................................................ 9

Timeframes ........................................................................................................................... 10

iObservation Resources ......................................................................................................... 10

Non-Classroom Instructional Staff ......................................................................................... 11

Marzano Causal Teacher Evaluation Model Map of Domains 1-4 ............................................. 12

Instructional Support Member Evaluation Framework Learning Map ..................................... 14

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Wentzville School District Performance Evaluation Philosophy The District’s performance evaluation system incorporates the seven “Essential Principles of Effective

Evaluation” adopted by the State Board of Education and set out as follows:

1. Uses research-based and proven practices to measure educator performance. 2. Establishes performance indicators for educators based on their level of performance. 3. Aligns the evaluation process with an educator’s probationary period to provide for an

appropriate accumulation of performance data. 4. Uses student learning, based on a variety of performance measures, in the evaluation process. 5. Assesses educator performance on a regular basis and provides feedback to teachers and

administrators that they can use to improve their performance through their careers. 6. Ensures evaluators are highly trained so that evaluation ratings are fair, accurate and reliable. 7. Uses the evaluation process to guide school district policies that impact the development of

educators and student learning.

Notwithstanding the State’s essential principles, the major focus on the District’s evaluation system is

on positive learning outcomes, cognitive and affective, for District students. Educators are responsible

for the positive learning outcomes for their students.

Wentzville R-IV Evaluation Overview

The Wentzville R-IV School District has implemented the Marzano Teacher Evaluation and

iObservation as part of its mission Learning Today Leading Tomorrow. The Marzano iObservation

tools and Teaching Framework is embedded within the overall teacher evaluation process that

aligns with the Wentzville School District’s philosophy of partnering with educators to continuously

improve teaching and learning.

The Wentzville School District evaluation process is designed to provide educators with ongoing

feedback for continuous self-reflection and improvement. Teachers meet with administrators to

establish goals and receive cycles of feedback from their evaluating administrator throughout the

year.

Growth Plans

During each evaluative cycle, all teachers will complete a new growth plan. For probationary

teachers this means it will be done each year. Tenured teachers will only need to complete one

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growth plan for each three-year evaluative cycle. Newly hired teachers will complete their first

growth plan early in the fall during their first year with the district. Returning teachers, however,

should generally begin the process of writing a new growth plan in the spring after they receive

their summative evaluation. In this way, the results of the summative evaluation can form part of

the groundwork for the focus of the new growth plan.

Once you log into iObservation at www.effectiveeducators.com there are links to tutorials and

other information on creating a growth plan. The basic steps are:

1. Click Growth.

2. Click Plans.

3. Click Create New Plan.

4. Complete each step by clicking the corresponding link and following the on screen prompt(s).

Steps include:

a. Self-Assessment

b. Selecting target elements (You may select these yourself, or the principal may provide an

element for your plan. Typically you will select 2-3 elements.)

c. Identify action steps

d. Submit the plan for approval

Performance Improvement Plan (PIP)

When a principal identifies an area or areas with significant need for growth, the principal can initiate a

Performance Improvement Plan (PIP). This is not used for all teachers, but is used when a principal has

significant concerns. This could be a result of a single incident or a pattern of evaluations that reveal a

need for further teacher growth.

A PIP is developed just like a growth plan in the iObservation system, except the principal will most

likely provide the elements for the teacher to choose as a focus. The principal will meet regularly with

the teacher throughout the time period the PIP is in effect to monitor progress toward meeting the

goals. At the conclusion of the PIP’s time period, (1) the PIP will be successfully completed, (2) the PIP

will be extended because there has been some progress but not enough, or (3) the principal may move

to more significant steps because the PIP was not successfully completed.

During the time period a teacher is on a PIP, the PIP takes the place of the typical growth plan. Once

the PIP is completed, the teacher reverts back to the original growth plan for focus elements.

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Observation Types

Formal Observations

A formal observation includes a pre and post meeting where goals for the lesson being observed

are reviewed. As part of the formal observation process teachers complete the Planning

Conference Structured Questionnaire prior to the pre-conference. The teacher completes the

Reflection Conference Structured Questionnaire after the observation but before meeting with the

administrator during the post conference.

A formal observation will often last an entire class period, but will be at least 20 minutes in

duration. During a formal observation the administrator will score roughly 8-10 elements.

The iObservation Observation Record is used during the lesson to note the instructional strategies

and behaviors from Domain 1 of the framework. The 41 elements in Domain 1 may not be

observable within a single lesson. The observer can also give an assessment of the teacher’s

performance in Domain 2, 3, and 4. Although Domains 2,3, and 4 may be observed during a lesson,

data may also be obtained during professional development, faculty meetings, and from artifacts.

The scale for each element will be Innovating (4), Applying (3), Developing (2), Beginning (1), or Not

Using (0). Following the observation, the administrator submits an electronic copy of the online

iObservation Record for the teacher to review prior to the post conference meeting.

Pre-Observation Conferences

In preparation for the formal observation, the teacher completes the online iObservation Planning

Conference and Structured Questionnaire for the lesson to be observed. The pre-observation

conference focuses on the teacher’s goals for the lesson as outlined in the Planning Conference and

Structured Questionnaire.

Post-Observation Conferences

Prior to the post observation conference, the teacher reviews the administrator’s iObservation

Record rating and notes. The teacher will reflect on the lesson using the online iObservation

Reflective Conference and Structured Questionnaire.

During the post-observation conference the teacher and administrator will review the documents,

the administrator’s ratings and the strategies exhibited during the lesson. Along with the specific

goals identified prior to the lesson, the teacher’s specific growth goals will be reviewed. During the

post-observation conversation, the administrator may adjust any of the ratings on the lesson’s

online iObservation Observation Record.

Informal Observations

Informal observations are 15-20 minutes in duration, but can be longer. Informal Observations are

completed throughout the school year using the online iObservation Observation Record. Pre and

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Post conferences are not a required part of Informal observation but can be requested by the

administrator or the teacher. During an informal observation the administrator will score roughly

5-6 elements.

Walk-Through Observation

Walk-Through observations are brief 5-7 minute observations that are completed throughout the

school year. The online iObservation Observation Record is used to record walk-through data. Pre

and Post conferences are not a required part of Informal observation but can by requested, as

needed, by the administrator or the teacher. During a walkthrough evaluation the administrator

will score roughly 1-2 elements.

Sources of Data

In addition to elements scored during classroom observations, there are other sources for evidence

that could lead to scored elements. These include, but are not limited to:

Discussions/conference with the teacher, including pre and post conferences

School related contacts during non-instructional duties or times

Review of materials and resources used

Review of student assignments and student work

Parent, student, and/or peer feedback

SIS K12 data sources

Physical appearance of work space

Disciplinary referrals

Review of lesson plans and curricular scope/sequence

Review of assessment tools/measures

Faculty meetings

IEP/504 Meetings

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Number of Required Observations

A full evaluation cycle consists of at least nine observations. A probationary teacher would have all

nine observations each year, while a tenured teacher would have the nine observations spread out

over the three year evaluation cycle. The table below shows the types of observations required for

each year:

Walk Through(s) Informal Observation(s) Formal Observation

Probationary

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2

1

Tenure Off Cycle Year 1

2

1

Tenure Off Cycle Year 2

2 1

Tenure On Cycle

2

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Summative Evaluation

At the end of each evaluative cycle the summative evaluation is completed through iObservation by

compiling a score based entirely on the ratings that have been entered during previous

observations. To arrive at a summative rating, the system uses a process called conjunctive scoring.

Rather than taking an average of ratings, this system looks at the overall trend of scores. As long as

the pattern of scores are at a certain level, lower scores will not negatively impact a teacher’s

rating. This method of scoring is intended to encourage teacher growth because teachers can try

new strategies without fear of a lower rating on their summative evaluation.

To arrive at an overall summative rating there are two separate calculations. First, each of the four

domains is assigned a whole number score based on the following table for probationary and

tenured teachers:

Highly Effective (4)

Effective (3)

Developing (2)

Unsatisfactory (1)

Probationary At least 65% of all scored elements were scored at Level 4

At least 65% at Level 3 or 4

Less than 65% at level 3 or higher and Less than 50% at Level 1,0

Greater than or equal to 50% at Level 1,0

Tenured At least 75% of all scored elements were scored at Level 4

At least 75% at Level 3 or 4

Less than 75% at level 3 or higher and Less than 50% at Level 1,0

Greater than or equal to 50% at Level 1,0

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In addition, a student growth score from 0-4 is entered for each teacher. For more information on

how this score is developed see the section on student growth scores.

Once the scores are assigned for each of the domains and the growth score, a summative rating is

calculated using the following weights:

Domain 1 Domain 2 Domain 3 Domain 4 Student Growth

68% 14% 8% 10% 10%

Here is an example of a summative rating calculation where conjunctive scoring for the teacher

resulted in the domain scores and student growth score shown in the table:

Domain Score Weight Calculation

Domain 1 3 68% 3 x 0.68 = 2.04

Domain 2 2 14% 2 x 0.14 = 0.28

Domain 3 4 8% 4 x 0.08 = 0.32

Domain 4 3 10% 3 x 0.10 = 0.30

Subtotal from Domains 2.04 + 0.28 + 0.32 + 0.30 = 2.94

Student Growth 3 10%

Final Summative Score 90% Domains, 10% Growth (2.94 x 0.90) + (3 x 0.10) = 2.95

Final scores are then grouped into categories by score to assign an effectiveness to each teacher

summative based on the following table:

Highly Effective Effective Developing Ineffective

3.5-4.0 2.5-3.49 1.5-2.49 1.0-1.49

The teacher in the example above would have a final summative rating of 2.95 - Effective.

These four domains total 100%. To make the final calculation including

student growth, the final score for these domains is weighted at 90%.

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Student Growth Scores

Beginning with the 2016-17 school year it is a requirement that all classroom teachers have a student

growth score as part of their summative evaluation. For teachers who teach 4-8 grade math and ELA,

the results of the state assessment will be used to determine the student growth score. For teachers

who teach anything else, the district has developed student growth assessments (SGA) or student

learning objectives (SLO) to determine student growth scores.

All student growth scores will be compiled for each teacher to create a normal curve equivalent (NCE)

score. In short, this creates a measurement for each teacher of how much their students grew

compared to other teachers of the same course. An NCE score of 50 means a teacher’s students grew

about the same as other teachers of the same course. An NCE score above 50 means that teacher’s

students grew more than others, while an NCE score below 50 means that teacher’s students grew less

than others.

For the purposes of entering a student growth score into iObservation, the NCE score will be converted

to a score of 0-4 based on the following tables:

MAP NCE Score Failed to turn in data

Below 40.2 40.2-44.9 45-55 Above 55

iObservation Score 0 1 2 3 4

SGA NCE Score Failed to turn in data

Below 30 30-39 40-65 Above 65

iObservation Score 0 1 2 3 4

SLO Score Failed to turn in completed

SLO

Below 60% 60%-69% 70%-99% 100%

iObservation Score 0 1 2 3 4

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Timeframes

Task Probationary Tenured On-Cycle Tenured Off-Cycle

Growth Plan Begin in May, finalize by early fall. New teachers begin and complete during early fall.

Begin in May, finalize by early fall

Continue with previous growth plan – no new plan required

Required Observations Nine observations spread out between August and early March.

Three observations spread out between August and late April.

Three observations spread out between August and mid-May.

Summative Evaluation Completed by March 10. Completed by May 1. N/A

iObservation Resources

The iObservation system has many helpful resources, tutorials, and other pertinent information once

you log in.

Element Descriptions

Each element on the evaluation tool has a complete description within the iObservation system.

If you click on the “Observation” menu and choose “Preview Forms,” you will be able to access the

complete learning map that shows all elements. If you click on any specific element you will find the

following:

A focus statement that further describes the specific element.

The desired effect for the specific element. This desired effect describes the outcome that

should be observed from effectively performing the strategy of that element.

Examples of both teacher and student evidences that may be observable if the element’s

strategies are effectively performed.

Resources including the scoring scale, reflection questions, and a video specific to that element.

Resource Library

On the home page is a link to the Resource Library that contains hundreds of documents,

videos, and activities that are helpful to teachers as they push themselves to grow.

Quick Start Guides

The home page has a number of quick start guide tutorials to help users navigate the

iObservation system.

Reports

On the home page is a link to Reports. This gives the teacher access to numerous reports that

will allow the teacher to see details about their observation counts, element scores, and other

useful information.

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Non-Classroom Instructional Staff

The vast majority of instructional staff in the district are evaluated on the standard iObservation form

and will follow all the steps of this manual. Some staff, however, do not have direct classroom

responsibilities, and as a result are evaluated on the Non-Classroom Instructional Staff iObservation

form. This includes:

Counselors

Librarians

Educational Support Counselors

Educational Examiners

Curriculum Content Leaders

SPED Process Coordinators

Instructional Coaches

Psychological Examiners

SLPs

Reading Specialists

Reading/Literacy Coaches

Hearing Impaired Teachers

Technology Coaches

With the exception of the specific elements, the content of this manual will still apply to staff who are

evaluated using the non-classroom instrument. They will still have the same timelines as well as the

same number of observations. Additionally, the summative evaluation will be calculated the same

way. There are only two other differences for non-classroom instructional staff:

Non-classroom staff will NOT have a student growth score as part of their evaluations

Non-classroom staff will develop a Professional Growth and Development Plan in addition to

the regular Growth Plan that all teachers develop

© 2011 Learning Sciences International.

iObservation is a registered trademark of and provided by Learning Sciences International. Page 5 www.MarzanoEvaluation.com www.iObservation.com

Marzano Causal Teacher Evaluation Model Map of Domains 1-4

©2013 Robert J. Marzano. Can only be digitized in iObservation. iObservation is a registered trademark of Learning Sciences International®

©2013 Robert J. Marzano. Can only be digitized in iObservation. iObservation is a registered trademark of Learning Sciences International®

Instructional Support Member Evaluation Framework Learning Map

Domain 1: Instructional Support

Strategies and Behaviors

Establishing Clear Goals 1. Providing Clear Goals and

Scales (Rubrics) 2. Tracking Progress 3. Celebrating Success

Establishing Content 4. Identifying Critical

Information 5. Organizing Participants to

Interact with New Knowledge 6. Previewing New Content 7. Elaborating on New

Information 8. Recording and Representing

Knowledge 9. Reflecting on Learning

Domain 2: Planning and Preparing

Planning and Preparing for Implementation of Content or Activities 17. Effective Goal Setting and

Scaffolding of Content or Activities

18. Attention to Established Standards or Procedures

Planning and Preparing for Use of Resources and Technology 19. Use of Available Traditional

Resources 20. Use of Available Technology

Domain 3: Reflecting on Teaching

Evaluating Personal Performance 24. Identifying Areas of

Pedagogical Strength and Weakness

25. Evaluating the Effectiveness of Specific Pedagogical Strategies and Behaviors

Developing and Implementing a Professional Growth Plan 26. Developing a Written

Growth and Development Plan

27. Monitoring Progress Relative to the Professional Growth and Development Plan

Facilitating Engagement 10. Providing Opportunities

for Participants to Talk about Themselves

11. Demonstrating "Withitness"

12. Acknowledging Adherence to Rules and Procedures

13. Understanding Participants' Interests and Backgrounds

14. Using Verbal and Nonverbal Behaviors that Indicate Affection for Participants

15. Displaying Objectivity and Control

16. Demonstrating Value and Respect for Low Expectancy Participants

Planning and Preparing for the Needs of English Language Learners 21. Needs of English Language Learners

Planning and Preparing for the Needs of Participants Receiving Special Education 22. Needs of Participants Receiving Special Education

Planning and Preparing for the Needs of Participants Who Lack Support for Schooling 23. Needs of Participants Who Lack Support for Schooling

Domain 4: Collegiality and Professionalism

Promoting a Positive Environment

28. Promoting Positive Interactions with Colleagues

29. Promoting Positive Interactions with Participants, Parents and the Community

Promoting Exchange of Ideas and Strategies

30. Seeking Mentorship for Areas of Need or Interest

31. Mentoring Other Colleagues and Sharing Ideas and Strategies

Promoting District and School Development

32. Adhering to School and District Rules and Procedures

33. Participating in School and District Initiatives