The district evaluation committee meeting was held on November 5, 2015. A list of attendees and a summary of topics with outcomes follows. The next meeting is scheduled for December 10, 2015.
Members in attendance: Mahmoud Abu-Rus, Roni Abdulhadi, Dana Addis, Maysam Alie-Bazzi, Kamel Bazzi, Wanda Beydoun, Jill Chochol, Andy Denison, Fatme Faraj, Hassane Jaafar, David Hardoin, Linda Lazar, Christine Rosbury, Steve Saleh, Rob Seeterlin, Christine Sipperly, Kristi Waddell
Members not present: Wyatt David, Julia Maconochie, Shannon Peterson, Youssef Mosallam, Marwan Salamey
Self-Evaluation and “Highly Effective”
The self-evaluation is only required once per year, at the beginning of the year prior to developing the Individualized Development Plan (IDP – goal-setting).
If a teacher ranks her/himself as highly effective in September, he/she may upload “artifacts” throughout the school year as evidence of the his/her self-evaluation highly-effective ranking. The purpose of the self-evaluation is to 1) ensure a unanimous understanding of the Danielson rubric, 2) identify potential professional growth goal(s) for the IDP, 3) fosters self-reflection and instructional dialogue with the administrator. The self-evaluation is not to be officially included as part of formal observations or the year-end evaluation.
25% Measurable Goal
The committee agreed that the 25% measurable growth goal will be weighted the same as it was during the 2014-15 school year, which is 10% classroom, 10% building, and 5% district performance.
Required NWEA Measurable Goal Statement – Clarification (see note below)
All teachers will have the following student growth goal: All students must show growth (ideally one year or more) or maintain proficiency based on growth measures that are used for the evaluation. It is understood that this does not mean that every student will necessarily be on grade level as we measure growth vs. achievement data. For the NWEA if they maintain or exceed their RIT status for their grade level norm, that is considered growth.
Note: “Maintain” means that a fifth grader with a RIT score of 218 in September that has a RIT score of 225 in May has maintained. The student increased performance, yet remains at grade level proficiency.
Pre and Post Conference Forms
Pre-observation conference forms are required for Plan I teachers and highly recommended for Plan II teachers.
Post-observation conference forms are required for Plan I, II, and III teachers. This form guides the post-observation meeting dialogue about instruction.
Teachscape & Scoring Components
The Teachscape tool is designed to require evaluators to score each component. Given this, administrators can use the scoring feature on Teachscape to help guide the post-observation conference. However, following additional research the committee will determine how the scoring feature of the Teachscape tool impacts the year-end evaluation. More details to follow.
Clarification of Legislative Updates
- Beginning with the 2015-16 school year, teachers that have earned an effective or highly effective year-end ranking for the two-consecutive years are only required to have one formal observation per year. In order to maintain an effective or highly effective year-end ranking, teachers will be formally observed one time in addition to multiple walkthroughs each year. See examples below.
- All Plan I teachers are required to have two formal observations per year.
- Teachers that earn a minimally effective or ineffective year-end ranking are required to have two formal observations.
- Teachers that have earned highly effective on their year-end evaluation for three consecutive years are required to be formally observed every other year. Teachers that qualify for this will be observed via walkthroughs and are required to receive a year-end evaluation. (see example below). If the teacher is rated effective or highly effective in the fourth consecutive year, they will have one formal observation during the fifth year.
- In cases that formal observations are not required, an administrator may choose to conduct multiple formal observations.
| Teacher A | Year-End Evaluation Ranking | # of formal observations | Teacher B |
Year-End Evaluation Ranking |
# of formal observations | Teacher C |
Year-End Evaluation Ranking |
# of formal observations |
| 2013-2014 | Effective | 2 | 2013-2014 | Effective | 2 | 2013-2014 | Highly Eff | 2 |
| 2014-2015 | Highly Eff. | 2 | 2014-2015 | Effective | 2 | 2014-2015 | Highly Eff | 2 |
| 2015-2016 | Effective | 1 | 2015-2016 | Minimally Effective | 1 | 2015-2016 | Highly Eff | 1 |
| 2016-2017 | TBD | 1 | 2016-2017 | TBD | 2 | 2016-2017 | TBD |
0 formal – only walkthroughs |
Teachscape Trainers
Teachers that attended the Teachscape PD on September 3rd are only responsible for teaching and/or supporting staff with learning the Teachscape tool. Administrators are expected to initiate the Danielson rubric PD, yet may empower teacher leaders and collaboratively implement the rubric PD if the teacher leaders are comfortable with helping in the rubric PD.
Ancillary Staff Rubrics (counselors, social workers, instructional coaches, etc.)
At the next evaluation committee meeting, the committee will review and select rubrics that will be used during the 2016-17 school year.