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Canton Teachers Association (PDF)
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IV. EVALUATIVE CRITERIA: CATEGORIES AND INDICATORS OF EFFECTIVE TEACHING , CATEGORIES A. CURRICULUM, INSTRUCTION AND ASSESSMENT Lo B. EXPECTATIONS FOR STUDENT LEARNING C. LEARNING ENVIRONMENT D. PROFESSIONALISM A . CURRICULUM, INSTRUCTION AND ASSESSMENT ™ Knowledge of Curriculum Standards and Content: Does the teacher know the content of the discipline and believe in its importance? Indicators: * is up-to-date regarding curriculum standards and content * demonstrates a belief in the discipline's importance 2. Planning: Are lessons planned around learning goals that fit into meaningful units? Do lessons build toward important overarching goals Jor the year? Indicators: + devises clear short-term and long-term goals and objectives for curricular units * communicates a clear vision that guides curriculum objectives * constructs a logical sequence of units * identifies prerequisite skills, concepts, and vocabulary prior to starting a lesson or unit * identifies the significant knowledge and skills that students need to have attained after the lesson, unit, or year are completed * communicates consistently and clearly in writing and speaking about planning, instruction, and assessment 3. Teaching: Are the basics of sound instruction regularly used by the teacher? Indicators: ° communicates clearly objectives and learning goals to students . implements the curriculum within appropriate time parameters uses a repertoire of instructional methods finds engaging ways to introduce and teach units of study provides learning experiences for a range of learning styles gains and maintains the attention of students uses appropriate questioning techniques and responds to students!
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questions in an open and thoughtful manner uses appropriate pacing, wait time, checking for understanding adapts the curriculum and pedagogy to individual student needs provides extra help when necessary shows students the relevance of the subject makes connections to students' prior knowledge and experiences reinforces skills and knowledge previously taught plans smooth transitions between lesson activities experiments to improve instruction Assessment: Does the teacher use varied means of assessing individual and whole class progress with learning goals in order to evaluate lessons and units? Indicators: communicates clearly how achievement and progress will be measured checks student understanding of content, concepts, and progress provides prompt, regular, and thorough feedback to students, returning assignments and projects in a timely manner uses a variety of assessment models uses assessments for appropriate multiple purposes (diagnosis, grading, placement, etc.) refines instructional strategies after evaluating student achievement EXPECTATIONS FOR STUDENT LEARNING Equity: Are high and appropriate expectation messages communicated to all students? Does the teacher help to ensure that almost all students respond with commitment and perseverance? Indicators: regularly communicates learning goals and high expectations to all students ; communicates academic and behavioral expectations to students regarding quantity and quality of work provides appropriate challenge for all students encoutages perseverance and risk-taking in students nurtures students' responsibility for their own learning helps students overcome self-doubts strives to ensure equitable opportunities for student learning
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LEARNING ENVIRONMENT Relationships with Students: Are the teacher's relationships with students constructive for student learning? Indicators: ° builds positive relationships with students both in and out of the classroom . maintains appropriate boundaries with students . models understanding, respect, and fairness * demonstrates an openness to student ideas . includes activities that promote respect for a diverse student population Behavior Management, Classroom Tone and Organization: Is the classroom environment positive for student learning and involvement? Indicators: . establishes and maintains consistent expectations for student behavior . manages distracting and disruptive behaviors using a variety of strategies . establishes classroom procedures that promote on-task behavior . creates an environment that stimulates learning . organizes space and furnishings to promote learning . demonstrates sensitivity to and respect for diversity . protects the physical and emotional safety of students . creates a climate conducive to intellectual risk-taking . supports the social and emotional development of students PROFESSIONALISM Responsibilities: Does the teacher constructively support school policies and practices as well as school and/or department goals? Indicators: . contributes to and shares responsibility for grade, team, department, building, and system goals and policies . performs professional assignments and tasks (reports, grades, etc.) in a timely manner Relationships with Adults: Zs the teacher constructive and positive with parents and when working with colleagues in the school on department/team/school or system goals and policies?
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Indicators: . builds positive relationships with colleagues while maintaining appropriate professional boundaries . responds to and communicates with parents and community members . ° communicates regularly with supervisor and other administrators -—— 3. Growth: Is the teacher a continuous and reflective learner? Indicators: * keeps up to date in the subject matter taught ° is receptive to suggestions for growth and improvement . uses available resources to analyze, expand, and refine professional knowledge 4. Collaboration and Consultation with Adults: Does the teacher work in collaboration with others? Indicators: . facilitates problem solving with school staff and parents to maximize student progress . promotes shared ownership of student learning * collaborates with specialists, other teachers, and parents to arrive at interventions that support student growth EVALUATION PROCEDURES A. | NON-PROFESSIONAL STATUS TEACHERS ANNUAL EVALUATION PROCESS Non-professional status teachers will be evaluated annually. The purpose of the annual evaluation is to assess the teacher's professional skills on all categories of effective teaching, in order to determine if the teacher will be reappointed. The overall evaluation will be based on at least three (3) formal Classrooni Observations, as well as multiple sources of data (see VI. Data Sources) that may include: . assessment of student work and written teacher work; . observations of the teacher's professional interactions with students, parents, and teachers; . information provided by the teacher; and . information gathered from teacher-supervisor conferences.
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CLASSROOM OBSERVATIONS Form A: Classroom Observation Report Teachers will be observed and evaluated by more than one supervisor. Section VI. Assignment of Responsibility contains a list of teachers, by level and specialty, and identifies those administrators assigned responsibility as their evaluators, The two or more evaluators who share responsibility for observing and evaluating a particular teacher will agree among themselves at the beginning of the school year as to the sequence and timing of their respective ‘observations. Observations should be scheduled in such a way as to spread them as evenly as possible over the school year. Evaluators will adhere to specific timelines (see Section VIII. Timelines). Supervisors may informally observe teachers at any time. Non-professional status teachers will be formally observed a minimum of three (3) times during the school year. Each formal observation should last at least a full period (high school and middle school) or for the duration of a full lesson -- or a minimum of thirty minutes (elementary schools). Each formal observation will be followed as soon as possible (no more than five (5) school days) by a Post-Observation Conference between the teacher and evaluator at which time the evaluator's observations and recommendations will be thoroughly discussed. The written Classroom Observation Report shall be completed at or after this post-conference. A copy of the completed Observation Report, signed by the teacher and the evaluator will be given to the teacher no later than five (5) school days following the Post-Observation Conference. A copy will also be given to each teacher's other evaluator(s). A copy of the report will also be filed with the building principal. Classroom Observation Reports will not ordinarily be forwarded to the Superintendent's Office unless requested. In observing instruction, conferencing with the teacher, and completing the written Classroom Observation Report, the evaluator shall be guided by the Categories and Indicators of Effective Teaching included in this document, as well as the Criteria for an Effective Lesson listed below:
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Criteria for an Effective Lesson 1. Students are learning important skills/concepts/knowledge. 2. Students are sufficiently invested in the learning to do adequate work. When conducting a classroom observation, the supervisor will evaluate the lesson based on the above criteria. The supervisor will determine whether the lesson: Meets the Criteria: 1. Students are learning important skills/concepts/knowledge. 2. Students are sufficiently invested in the learning to do adequate work. Meets the Criteria with Concerns: Problems exist which must be corrected; specific recommendations are included. Does Not Meet the Criteria: Significant problems exist which, if not corrected, will lead to the educator's dismissal; specific recommendations are included. MID-YEAR INFORMAL EVALUATION During the Post-Observation Conference following the second formal classroom observation, the supervisor will informally review the teacher's progress in all four categories: Curriculum, Instruction & Assessment; Expectations for Student Learning; Learning Environment; and Professionalism. The supervisor should request additional data from the teacher as needed (see VI. Data Sources).
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SUMMARY EVALUATION FORM B: Summary Evaluation ~ A written Summary Evaluation will be completed by the evaluators by April 15. The Summary Evaluation will be a composite report. It will represent a consensus arrived at by the two or more evaluators. Prior to finalizing the Summary Evaluation form, the primary evaluator will meet with the teacher to discuss the teacher's performance in light of the three classroom observations that have been made during the year as well as other sources of data. This Summary Evaluation Conference is a vital and mandatory part of the evaluation process and shall not be omitted. Teachers choosing to provide evaluators with additional information about their performance or a self-evaluation should do so prior to the Summary Evaluation Conference, or at the conference, or within 5 school days of the conference. One of the evaluators should be selected by the school principal to write the composite Summary Evaluation. In general, the person selected for this task should be the evaluator who has (or has available to him or her) expertise in the subject matter and/or area to be evaluated. At the high school this is likely to be the department coordinator, assistant principal, CET Chair, or Assistant Superintendent; at the middle school, the department advisor, the assistant principal, the CET Chair, or Assistant Superintendent; at the elementary schools, the principal, assistant principal or CET Chair, or Assistant Superintendent; and for special subject areas, the system-wide directors. In the unlikely event that the evaluators cannot reach consensus with respect to the performance of a teacher, then each may submit a separate Summary Evaluation. After input from the evaluators and the teacher, the Superintendent would submit a final document to the educator's personnel file. The Summary Evaluation will include a narrative assessment of the teacher's performance in each of the four Categories of Effective Teaching: Curriculum, Instruction & Assessment, Expectations for Student Learning, Learning Environment, and Professionalism. The Indicators of Effective Teaching are examples of ways a teacher can demonstrate proficiency in each category. All narrative descriptions and conclusions must be supported by evidence. The Summary Evaluation includes an overall rating of the teacher's performance as "meets the standards of the Canton Public Schools," "meets the standards with concems," ‘or "does not meet the standards." In Summary Evaluations where teachers are rated as "meets the standards with concerns," or "does not meet the standards," those teachers should be afforded whatever guidance, assistance, and encouragement their supervisors can reasonably provide, and supervisors should be prepared to substantiate the fact that they have provided such help.
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School principals must sign all Summary Evaluation forms for those teachers working in their buildings, whether full-time or part-time. The principal's signature indicates that he or she has thoroughly read the Summary Evaluation. Each teacher will receive a copy of the Summary Evaluation form. The teacher will be given this copy before or during a signature meeting which will follow the completion of the form. ; This signature meeting will take place within ten (10) school days of the Summary Evaluation Conference held with the evaluators. Another copy of the Summary Evaluation form will be filed with the building principal. The original will be forwarded to the Superintendent's office where it will be filed in the teacher's permanent personnel folder. Should a teacher wish to question, criticize, or challenge either a Classroom Observation Report or a Summary Evaluation, or provide additional information on their performance, they may submit, in a timely fashion, a written statement which will be attached to and filed with the document in question. Classroom Observation Reports and Summary Evaluation forms should be used exclusively by the supervisors and teachers directly involved. Every effort must be made to maintain the confidentiality of these documents. B. PROFESSIONAL STATUS TEACHERS FOUR-YEAR EVALUATION/PROFESSIONAL DEVELOPMENT CYCLE . Professional status teachers will be formally evaluated every two years (Years 1 and 3), according to state regulation (603 CMR 35.00). During Years 2 and 4, professional status teachers will engage in self-directed professional development. YEAR 1 - COMPREHENSIVE EVALUATION (FORM D) The purpose of the Comprehensive Evaluation is to assess the teacher's professional skills in all four Categories and associated Indicators of Effective Teaching: Curriculum, Instruction & Assessment, Expectations for Student Learning, Learning Environment, and Professionalism. The overall evaluation will be based on at least two (2) formal Classroom Observations or Structured Conferences (Form C) or a combination of both,* as well as multiple sources of data that may include: . assessment of student work and written teacher work; ° observations of the teacher's professional interactions with students, parents, and teachers; . information provided by the teacher; and . information gathered from teacher-supervisor conferences,
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* Absent any concerns from the primary evaluator, the determination is made by mutual agreement. The end-of-year Comprehensive Evaluation Report (Form D) will include a narrative assessment of the teacher's performance in each of the four categories of effective teaching: Curriculum, Instruction & Assessment, Expectations for Student Learning, Learning Environment, and Professionalism. The Indicators of Effective Teaching are examples of ways a teacher can demonstrate proficiency in each category. All narrative descriptions and conclusions must be supported by evidence and shail state whether the teacher's overall performance is satisfactory, satisfactory with concerns, or unsatisfactory. The Comprehensive Evaluation Report will be completed by the evaluators by May 1. The Comprehensive Evaluation will be a composite report. It will represent a consensus arrived at by the two or more evaluators. Prior to completing the Comprehensive Evaluation Report, the evaluators together must meet with the teacher to discuss the teacher's performance in light of the two classroom observations or structured _ conferences that have been made during the year as well as other sources of data, This Comprehensive Evaluation Conference is a vital and mandatory part of the evaluation process and‘shall not be omitted. Teachers choosing to provide evaluators with additional information about their performance or a self-evaluation should do so prior to the Comprehensive Evaluation Conference or at the conference, or within 5 school days of the conference. One of the evaluators should be selected by the school principal to write the composite Comprehensive Evaluation. In general, the person selected for this task should be the evaluator who has (or has available to him or her) expertise in the subject matter and/or area to be evaluated. At the high school this is likely to be the department coordinator; at the middle school, the department advisor; at the elementary schools, the principal; and for special subject areas, the system-wide directors. In the unlikely event that the evaluators cannot reach consensus with respect to the performance of a teacher, then each may submit a separate Comprehensive Evaluation. After input from the evaluators and the teacher, the Superintendent would submit a final document to the educator's personnel file. : The Comprehensive Evaluation will include a narrative assessment of the teacher's performance in each of the four Categories of Effective Teaching: Curriculum, Instruction & Assessment; Expectations for Student Learning; Learning Environment; and Professionalism. The Indicators of Effective Teaching are examples of ways a teacher can demonstrate proficiency in each category. All narrative descriptions and conclusions must be supported by evidence. The Comprehensive Evaluation includes an overall rating of the teacher's performance as "meets the standards of the Canton Public Schools," "meets the standards with concerns," or "does not meet the standards." In Comprehensive Evaluations where teachers are rated 10
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as "meets the standards with concerns," or "does not meet the standards," those teachers should be afforded whatever guidance, assistance, and encouragement their supervisors can reasonably provide, and supervisors should be prepared to substantiate the fact that they have provided such help (see ALTERNATIVE TO THE FOUR-YEAR EVALUATION CYCLE). School principals must sign all Comprehensive Evaluation forms for those teachers working in their buildings, whether full-time or part-time. The principal's signature indicates that he or she has thoroughly read the Comprehensive Evaluation. Each teacher will receive a copy of the Comprehensive Evaluation form. The teacher will be given this copy before or during a signature meeting which will follow the completion of the form. This signature meeting will take place within ten (10) school days of the Comprehensive Evaluation Conference held with the evaluators. Another copy of the Comprehensive Evaluation Report will be filed with the building principal. The original will be forwarded to the Superintendent's office where it will be filed in the teacher's permanent personnel folder. Should a teacher wish to question, criticize, or challenge either a Classroom Observation Report, a Structured Conference Report, or a Comprehensive Evaluation Report, or provide additional information on their performance, they may submit, in a timely fashion, a written statement which will be attached to and filed with the document in question. Classroom Observation Reports, Structured Conference Reports, and Comprehensive Evaluation Reports should be used exclusively by the supervisors and teachers directly involved. Every effort must be made to maintain the confidentiality of these documents. , YEAR 2 - SELF-DIRECTED PROFESSIONAL DEVELOPMENT - The professional development year of the four-year evaluation cycle is intended to enable the teacher to address his/her own individual professional growth and development in a self-directed manner. YEAR 3 - FOCUSED PROFESSIONAL GROWTH (FORMS El & E2) Continual renewal and improvement-are the hallmarks of effective teaching. The main purpose of Year 3 in the four-year evaluation cycle is to document the efforts and strategies of the educator to improve within a particular category of effective teaching. The teacher, in consultation with the supervisor, will complete the Focused Professional Growth Plan (Form El) that states the particular category(s) and/or indicator(s) to be the focus of this evaluation year. The Plan should be completed by October 1 and kept in the teacher's personnel file in the school. The teacher and supervisor will also identify which Data Sources will be used when completing the Focused Professional Growth Plan. In the event that the teacher and the supervisor cannot agree on the specific category(s) and/or indicator(s) or the data sources for evaluating the plan, the teacher may appeal the 11
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decision by initiating the Peer Mediation Process by submitting a letter to the Director of Curriculum, Instruction, and Technology (see insert below). PEER MEDIATION PROCESS The Peer Mediation Committee shall be composed of a teacher and an administrator. The teacher member will be selected by the Canton Teachers’ Association; the administrator member will be selected by the teacher from a list of three names submitted by the Superintendent, provided that none of the administrators proposed be either the supervisor's supervisor or a prior supervisor of the teacher. The Peer Mediation Committee will meet with the teacher and his/her immediate supervisor to attempt to mediate differences. It is understood that, if the Peer Mediation Committee cannot resolve the differences between the teacher and supervisor through the peer. mediation process, the Superintendent shall make the final determination. A mid-year progress conference on the plan should be held by February 1. An end-of- year conference should be held prior to completion of the Focused Professional Growth Report. The end-of-year Focused Professional Growth Report (Form E2) will be written by the supervisor and will include a narrative assessment of the category(s) and/or indicator(s) examined during the Focused Professional Growth year. Narrative descriptions and conclusions must be supported by evidence. The Focused Professional Growth Report includes an overall rating of the teacher's performance as "meets the standards of the Canton Public Schools," "meets the standards with concerns," or "does not meet the standards." In Focused Professional Growth Reports where teachers are rated as "meets the standards with concerns," or "does not meet the standards," those teachers should be afforded whatever guidance, assistance, and encouragement their supervisors can reasonably provide, and supervisors should be prepared to substantiate the fact that they have provided such help (see ALTERNATIVE TO THE FOUR-YEAR EVALUATION CYCLE below). Teachers may share with their supervisors any accomplishments that are outside the category(s) and/or indicator(s) of the Focused Professional Growth year, in order that such accomplishments may be considered for inclusion in the Focused. Professional Growth Report. The Focused Professional Growth Report is sent to the Superintendent's office for the teacher's personnel file by May 1. It is understood that a teacher scheduled for a "Focused" year may opt for Comprehensive Evaluation. ; 12
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YEAR 4 - SELF-DIRECTED PROFESSIONAL DEVELOPMENT Same as Year 2 ALTERNATIVE TO THE FOUR-YEAR EVALUATION CYCLE Formal evaluation is conducted every other year when a teacher's overall evaluation is satisfactory. If the supervisor, at any time during the four-year evaluation cycle, determines that the teacher's overall performance meets the standards with concerns, the teacher will be evaluated for the next school year by means of the Comprehensive Evaluation process (as described in Year 1) or the Focused Professional Growth process (as described in Year 3). If the supervisor, at any time during the four year evaluation cycle, determines that the teacher's overall performance does not meet the standards, the teacher shall be evaluated by means of the Comprehensive Evaluation process (as described in Year 1) and will be placed on an Action Plan (see Section EX and Form F) that details specific improvement goals that must be achieved with appropriate guidance and support, by the end of the year. Prior to a supervisor removing a teacher from the four-year evaluation cycle, the supervisor shall state the reason(s) in writing identifying the categories and indicators that will be the focus of the evaluation. The administrator will describe how s/he intends to undertake the evaluation, including monitoring, feedback and timelines. If the supervisor determines the teacher's overall performance meets the standards at the end of the school year, the teacher will be evaluated for the next school year by means of the Comprehensive Evaluation process (Year 1) or the Focused Professional Growth process (Year 3), as determined by the teacher, before returning to the four year evaluation cycle. VI. DATA SOURCES FOR TEACHER SUPERVISION AND EVALUATION In order to insure a comprehensive understanding of the teacher's work, the supervisor may use a variety of data sources. Below are listed possible ways to collect data on the many ways in which staff members support the learning of students. 1. Visitations - The supervisor will observe the teacher's classes. 2. Student Work or Written Teacher Work - The supervisor will review other aspects of classroom instruction which may include, for example (but not meant to be a checklist), written teacher work; student tests; student work; handouts and assignment sheets; and, after consultation with the teacher, records of student grades. Teachers may also submit other examples of written work for review by the supervisor such as lesson/unit plans and unit evaluations written by the teacher. 3. Interaction with Others - The supervisor may take note of the teacher's interactions with students, parents, colleagues, and administration. However, no information will be included in an evaluation unless substantiated and based on the supervisor's own observations, documentation, and/or reasonable investigation conducted with the knowledge of the teacher. 13
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4, Activities - The supervisor will review the teacher's professional development and participation in required faculty activities within the school. 5. Data provided by the teacher - At the discretion of the teacher, s/he may provide supervisors with additional non-classroom information which can be documented to be included in the end-of-the-year evaluation report. Such data might also include a self-reflection by the teacher. 6. Structured Conference - The supervisor may meet with the supervisee to share, gather, analyze information and/or collaborate with the teacher about a number of different aspects of professional work, particularly those that are not readily visible from a classroom observation. The supervisor will complete a Structured Conference Report (Form C). Some éxamples of Structured Conference focus areas include: unit plan, unit evaluation/reflection, grade book or assessment records, samples of student work including teacher feedback, samples of student work over time showing growth, teacher's learning from a course, integration of technology into the curriculum, implementation of new instructional strategies, etc. VI. ASSIGNMENT OF RESPONSIBILITY FOR EVALUATION OF UNIT A PERSONNEL (first position listed is primary evaluator under ordinary circumstances) Teacher Evaluators Elementary Classroom Principal and Assistant Principal FLES FLES Coordinator Elementary Assistant Principal Principal and Director of Curriculum, (in teaching duties) Instruction, and Technology Elementary Assistant Principal Principal (in administrative duties) Middle School Classroom Department Coordinators and Principal (including coordinators as teachers) and/or Assistant Principal High School Classroom Department Coordinators and Principal (including coordinators as teachers) and/or Assistant Principal Music/Theater , ; Coordinator of Performing Arts and Principal and/or Assistant Principal Ait Visual arts Coordinator and Principal and/or Assistant Principal 14
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Department Coordinators Reading Math Specialist Wellness Wellness Coordinator (as teacher) Wellness Coordinator (as coordinator) PACE Coordinator Librarians Computer Community Service Learning Middle School Guidance High School Guidance Alternative Education Building-based Special Needs (resource room, .4 classroom, speech and language, K-8 adjustment counselors) System-wide SPED Personnel (psychologists, Special Education, high school adjustment counselor) ELL Teachers Occupational Therapist 15 Principal (annual evaluation) English Department Coordinator and Principal and/or Assistant Principal at Middle School; Principal and Assistant a Principal at elementary level — Principal and Assistant Principal . Coordinator of Wellness and Principal and/or Assistant Principal Principal and Assistant Principal Director of Curriculum, Instruction, and —— Technology © : Principal and Director of Curriculum, Instruction, and Technology Principal and Assistant Principal Director of Instructional Technology and Principal and/or Assistant Principal Principal and/or Assistant Principal and Coordinator of Career Education Principal and Assistant Principal Director of Guidance and Principal and/or Assistant Principal Principal and/or Assistant Principal and Administrator for Student Services Chairpersons for Special Education and nm Principal and/or Assistant Principal : Director of Student Services and Principal and/or Assistant Principal (in regular rotation) ; Principal and Director of Student Services Principal and Director of Student Services
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Physical Therapist Principal and Director of Student Services Nurse Principal and Nurse Leader VII. TIMELINES ACTION BY DATE** For all Teachers: All faculty to be evaluated in the year will have an orientation to the evaluation process from their primary evaluators by October 1 For Non-Professional Status Teachers: Minimum of three (3) observations* 1. First observation by November 15 2. Second observation by January 15 3. Third observation by March 15 Mid-Year Informal Evaluation during second observation Post-Conference by January 15 Summary Evaluation** due by April 15 For Professional Status Teachers: Year 1: Minimum of two (2) observations* or structured conferences*** 1. First observation/conference by December 1 2. Second observation/conference by April 1 Comprehensive Evaluation** due by May 1 Year 3: Focused Professional Growth Plan by October 1 Mid-Year Progress Conference . February 1 Focused Professional Growth Report** by __ May 1 Action/Developmental Plan June 15 ** Tf the above dates occur on a weekend or holiday, the observations and/or evaluations will be due on the next school day. *Post-Observation Conference (no more than 5 school days following observation) *Observation Report (no later than 5 school days following post-observation conference) **Summary Evaluation/Comprehensive Evaluation/Focused Professional Growth Conference (prior to completion of Summary Evaluation /Comprehensive Evaluation /Focused Professional Growth Report) **Signature Meeting (within 10 school days of the Conference) ***Structured Conference Report (no more than 5 school days following structured conference) 16
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IX. ACTION PLANS for teachers with professional status who do not meet Canton's Professional Standards While it is uncommon that professional staff do not meet educational standards, the procedures below outline steps to be taken if an educator, in his or her summary evaluation is evaluated as "meeting the standards with concerns" or "does not meet the standards." In the case where teachers are rated as "meets the standards with concerns," the recommendations ‘shall be addressed before the end of the school year and will include an appropriate follow-up procedure, as outlined in the following paragraphs. Depending on the circumstances, the supervisor( s) mayor may not recommend the development of an Action Plan. It is understood that implementation of an Action Plan is at the discretion of the teacher. Should the teacher accept the implementation of an Action Plan, this plan would be devised by the teacher, his or her immediate supervisor, another teacher selected by the Canton Teachers Association, and an administrator selected by the teacher from a list of three names submitted by the Superintendent. If at the end of that succeeding year, the educator receives a satisfactory evaluation, she or he will return to a Professional Development Year of the Cycle. If concerns still persist, the teacher will remain on or be placed on an action plan. Teachers rated as "does not meet the standards," will receive recommendations that shall be addressed the following year in a full, formal Evaluation Cycle. Additionally, an action or development plan- will be created by June 15 of the current school year. This plan would be jointly developed by the teacher, his or her immediate supervisor, another teacher selected by the Canton Teachers Association, and an administrator selected by the teacher from a list of three names submitted by the Superintendent. The plan will outline: specific goal(s) for improvement, steps that will be taken by the educator to address the improvement goal(s), steps that the supervisor(s) will take to provide support to the educator, resources available for assistance (such as the assignment of a mentor, planning assistance, additional conferencing), sources of data that will be used to evaluate progress, and meeting dates when the educator will receive progress reports. (See Action Plan Form F, p29). At the end of the year, if the teacher's performance on an action plan is unsuccessful, the Superintendent may place the educator on probation. Prior to a probationary year, the original action plan will be reviewed and amended where appropriate by the team that developed the plan. Within the first 90 school days of the next school year, the evaluator will provide a written report on the educator's performance. If the educator's performance at that time meets Canton's standards, the educator will be returned to the normal evaluation cycle during the next school year. If the educator's performance still needs significant improvement, the educator will meet with the Superintendent and the CTA President or her/his designee by February.15. The supervisor(s) will continue to monitor the educator's progress. During the next 60 calendar days, and no later than April 15, the evaluator will write a second report on the educator's performance. Part of that report must include the data from one joint observation completed by the supervisor and the Director of Curriculum, Instruction, and Technology. If the educator's performance meets Canton's standards, the educator will be returned to the normal evaluation cycle the next school year. If the educator's performance still needs significant improvement, the Superintendent may 17
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take whatever action s/he deems necessary, which may include dismissal. X. FORMS FORM A Classroom Observation Report FORM B Summary Evaluation FORM C Structured Conference Report FORM D Comprehensive Evaluation Report FORM El] Focused Evaluation Plan FORM E2 _ Focused Evaluation Report FORM F Action Plan 18
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CANTON PUBLIC SCHOOLS FORM A CLASSROOM OBSERVATION REPORT Teacher Date of Visit Grade Level/Subject Time/Period School Announced Unannounced Evaluator Date of Post-Observation Conference Student Learning Objectives: Supervisor's Description/Summary of the Visit: Commendations: Recommendations: [1 This lesson met the CPS Criteria for an Effective Lesson. 0 This lesson met the CPS Criteria for an Effective Lesson with concerns. 0 This lesson did not meet the CPS Criteria for an Effective Lesson. Signature of Evaluator Date Signature of Teacher Date In signing this form, the teacher does not necessarily indicate agreement with its contents. The signature only indicates that s/he has read this document. The teacher may attach a written statement of her/his own, provided s/he does so within five working days. 19
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CANTON PUBLIC SCHOOLS FORM B SUMMARY EVALUATION Non-Professional Status Teachers Teacher Date Grade Level/Subject School Evaluator Date of Classroom Observations: The evaluator should assess the teacher's performance on the four Categories of Effective Teaching L CURRICULUM, INSTRUCTION & ASSESSMENT (Knowledge of Curriculum Content, Planning, Teaching, Assessment) I. EXPECTATIONS FOR STUDENT LEARNING Tl. LEARNING ENVIRONMENT (Relationships with Students, Behavior Management, Classroom Tone, Organization) IV. PROFESSIONALISM (Responsibilities, Relationships with Adults, Growth) 20
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COMMENDATIONS: RECOMMENDATIONS: Overall, the teacher Meets the standards of the Canton Public Schools. O Meets the standards of the Canton Public School with concerns. O Does not meet the standards of the Canton Public School. Recommended for Reappointment Yes No Recommended for Tenure Yes No Date of Summary Evaluation Conference: Name of Evaluator Signature of Evaluator Name of Evaluator Signature of Evaluator Date of Signature Meeting: Name of Evaluator Signature of Evaluator Name of Evaluator Signature of Evaluator Signature of Teacher Signature of Principal In signing this form, the teacher does not necessarily indicate agreement with its contents. The signature only indicates that s/he has read this document. The teacher may attach a written statement of her/his own, provided s/he does so within five working days. 21
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CANTON PUBLIC SCHOOLS FORM C STRUCTURED CONFERENCE REPORT Teacher Date of Conference Grade Level/Subject School Evaluator Focus of the Structure Conference: Data Sources (if applicable): Focus Questions: Evaluator's Description/Summary of the Conference: Commendations: Recommendations: Signature of Evaluator Date Signature of Teacher Date In signing this form, the teacher does not necessarily indicate agreement with its contents. The signature only indicates that s/he has read this document. The teacher may attach a written statement of her/his own, provided s/he does so within five working days. 22
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CANTON PUBLIC SCHOOLS FORM D COMPREHENSIVE EVALUATION REPORT Year | - Professional Status Teachers _ Teacher Date Grade Level/Subject School - Evaluator Dates of Observations or Structured Conferences: The evaluator should assess the teacher's performance on the jour Categories of Effective Teaching. I CURRICULUM, INSTRUCTION & ASSESSMENT. (Knowledge of Curriculum Content, Planning, Teaching, Assessment) IL. EXPECTATIONS FOR STUDENT LEARNING Il. LEARNING ENVIRONMENT (Relationships with Students, Behavior Management, Classroom Tone, Organization) IV. PROFESSIONALISM (Responsibilities, Relationships with Adults, Growth) 23
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COMMENDATIONS: RECOMMENDATIONS: Overall, the teacher O Meets the standards of the Canton Public Schools. O Meets the standards of the Canton Public School with concerns. C Does not meet the standards of the Canton Public School. Date of Comprehensive Evaluation Conference: Name of Evaluator Signature of Evaluator Name of Evaluator Signature of Evaluator Date of Signature Meeting: Name of Evaluator Signature of Evaluator Name of Evaluator en _ - Signature of Evaluator So Signature of Teacher Signature of Principal In signing this form, the teacher does not necessarily indicate agreement with its contents. The signature only indicates that s/he has read this document. The teacher may attach a written statement of her/his own, provided s/he does so within five working days. 24
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CANTON PUBLIC SCHOOLS FORM El FOCUSED PROFESSIONAL GROWTH PLAN ; . Year 3 - Professional Status Teachers — Teacher Date Grade Level/Subject School . Evaluator Focused Evaluation Plan is to be completed by the teacher, in consultation with the evaluator. 1. Focus: Which particular category(s) and/or indicator(s) of effective teaching will be the main focus of attention? 2. Goal: With regards to the above category(s)/indicator(s), what is the particular goal of this year's work? 3. Rationale: How will this goal help students enhance their learning? 4, Plan: What is the plan to accomplish this goal? 3. Data: What Data Sources will be used to assess the teacher's progress on the focus and its impact on student learning? SignatureofEvaluator =sss—“‘séSOS*;*;*;*;*«édS ACS a Signature of Teacher . Date 3 7
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tl CANTON PUBLIC SCHOOLS FORM E2 FOCUSED PROFESSIONAL GROWTH REPORT Year 3 - Professional Status Teachers Teacher Date Grade Level/Subject School Evaluator Date of Mid- Year Progress Conference Date of End-of-Year Conference Narrative Describing Performance on Selected Category(s\/Indicator(s) Evaluator's Commendations/Recommendations Overall, the teacher CO Meets the standards of the Canton Public Schools. CO Meets the standards of the Canton Public School with concerns. O Does not meet the standards of the Canton Public School. : Signature of Evaluator Date Signature of Teacher Date In signing this form, the teacher does not necessarily indicate agreement with its contents. The signature only indicates that s/he has read this document. The teacher may attach a written statement of her/his own, provided s/he does so within five working days. 26
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CANTON PUBLIC SCHOOLS FORM F ACTION/DEVELOPMENT PLAN Teacher Date Grade Level/Subject School Evaluator Specific goal(s) for improvement: Steps or Actions that will be taken by teacher to address improvement goal(s): Steps or Actions that will be taken by supervisor(s) to provide support: Resources available for assistance: Data Sources To Assess Progress: Frequency of conferencing: Signature of Evaluator Date Signature of CTA Representative Signature of Teacher Date Signature of Selected Administrator 27 Date Date
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aH IL. Ii. Iv. VI. D> a> CATEGORIES AND INDICATORS OF EFFECTIVE PERFORMANCE G, GUIDANCE/ADJUSTMENT COUNSELOR KNOWLEDGE AND SKILLS The counselor is up to date and effectively demonstrates the application of guidance and counseling principles. The counselor effectively uses communications skills to advocate for students. The counselor applies problem-solving skills to foster the growth and development of the student. The counselor effectively uses academic information to maximize opportunities for student learning and growth. PLANNING AND ASSESSMENT The counselor uses appropriate formal and informal assessments to meet the individual needs of students. The counselor structures programs by needs assessment, goal setting, planning, implementation, and evaluation procedures. DIRECT SERVICE TO STUDENTS The counselor provides individual and group counseling services to meet the needs of students. The counselor provides information and skills to students to enable them to make informed decisions. The counselor provides individual and small group counseling to help students resolve problems. ADULT CONSULTATION The counselor consults with parents and school staff to assist in meeting the needs - of students. The counselor organizes and coordinates information and resources to help meet student and adult needs. EXPECTATIONS The counselor demonstrates high expectations for student learning. The counselor values diverse perspectives and supports an appreciation of differences among all members of the school community. PROFESSIONAL RESPONSIBILITIES The counselor adheres to ethical standards of the counseling profession. The counselor shares responsibility for the accomplishment of grade/team/department, building, and system level goals and policies. The counselor is a reflective and continuous learner. 28
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CANTON PUBLIC SCHOOLS FORM G SUMMARY EVALUATION GUIDANCE/ADJUSTMENT COUNSELOR Name Date Position School Evaluator Type of Contract for this Evaluation Year: Non-Professional Status 1st year 2nd year 3rd year___ Professional Status I. KNOWLEDGE AND SKILLS IL. PLANNING AND ASSESSMENT Il. DIRECT SERVICE TO STUDENTS IV. ADULT CONSULTATION Vv. EXPECTATIONS 29
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VI. PROFESSIONAL RESPONSIBILITIES COMMENDATIONS: RECOMMENDATIONS: Overall, the counselor O Meets the standards of the Canton Public Schools. ( Meets the standards of the Canton Public School with concerns. Does not meet the standards of the Canton Public School. Recommended for Reappointment Yes No Recommended for Tenure Yes ' No Date of Summary Evaluation Conference: Name of Evaluator Signature of Evaluator Name of Evaluator Signature of Evaluator Date of Signature Meeting: Name of Evaluator Signature of Evaluator Name of Evaluator Signature of Evaluator Signature of Counselor Signature of Principal In signing this form, the counselor does not necessarily indicate agreement with its contents. The signature only indicates that s/he has read this document. The counselor may attach a written statement of her/his own, provided s/he does so within five working days. 30
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XI. CATEGORIES AND INDICATORS OF EFFECTIVE PERFORMANCE H. SCHOOL LIBRARIAN L CURRENCY IN PROFESSION/KNOWLEDGE OF SCHOOL LIBRARIES The librarian is knowledgeable about current education and library practices; The librarian is familiar with state and school curricula; a The librarian takes classes, attends workshops, and reads professionally to : enhance instruction and student learning to address gaps in professional knowledge; and D. The librarian has appropriate knowledge of child/adolescent development reflected in lesson planning. Opp I, LEADERSHIP AND MANAGEMENT The librarian seeks out and participates in building based leadership opportunities; The librarian creates policies and procedures to ensure effective functioning of oe library policies; The librarian manages budget efficiently following approved collection development policies; and The librarian maintains positive communication with school principal and director of libraries regarding issues of importance. wD yoo I. INSTRUCTION AND DIRECT SERVICE TO STUDENTS The librarian maintains positive and respectful relationships with students; The librarian uses effective classroom management skills to enhance learning; The librarian aligns library curriculum with school and grade level curriculum; The librarian designs lessons based on assessment of student learning and experience; The librarian works effectively with students on an individual basis when assistance is sought between classes, after school, or at other free times; The librarian strives to vary instruction in order to accommodate different learning styles; and G. The librarian maintains high expectations for all student achievement. mH DOE m IV. INSTRUCTION AND SERVICE TO FACULTY AND STAFF A. The librarian identifies the need for an offers training to faculty and staff intended to address gaps in knowledge affecting use of school and district information technology tools when appropriate; B. The librarian prepares and delivers materials for faculty and staff in a timely mannet; Cc. The librarian prepares bibliographies for faculty and staff to assure maximum use of school purchased materials; and D. The librarian works with library and technology staff to inventory, purchase, maintain, and make available audiovisual equipment to faculty and staff. 31
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V. COLLABORATION AND CONSULTATION WITH ADULTS The librarian collaborates with faculty and curriculum specialists to deliver information literacy lessons that enhance student learning; The librarian seeks and makes changes in response to feedback from faculty regarding lessons taught collaboratively; The librarian works with faculty to identify areas of student need and works to address those needs; and The librarian shares information and seeks advice from other district library colleagues when appropriate. SO p > VI. PROFESSIONAL RESPONSIBILITIES The librarian maintains positive and appropriate relationships with building based colleagues; The librarian maintains a respectful relationship with other library staff; —— The librarian attends school based and department meetings as appropriate for ri their FTE equivalent status and contributes positively at these meetings; and The librarian works to achieve district, school, and department goals. U am > VII. COMMUNITY RELATIONS A. The librarian communicates positively with parents and community members through newsletters, emails, and attendance at parent meetings; B. Department approved policies are followed when working with parent volunteers; C. The librarian maintains student confidentiality when working with parents and community members; and D. The librarian supports school and/or district policies regarding community use of libraries. ce 32
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CANTON PUBLIC SCHOOLS FORM H SUMMARY EVALUATION SCHOOL LIBRARIAN _! Name Date Position School Evaluator Type of Contract for this Evaluation Year: ; Non-Professional Status 1st year 2nd year 3rd year Professional Status ao I, CURRENCY IN PROFESSION/KNOWLEDGE OF SCHOOL LIBRARIES IL. LEADERSHIP AND MANAGEMENT Il. INSTRUCTION AND DIRECT SERVICE TO’STUDENTS IV. INSTRUCTION AND SERVICE TO FACULTY AND STAFF Vv. COLLABORATION AND CONSULTATION WITH ADULTS VI. PROFESSIONAL RESPONSIBILITIES 33
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VII. COMMUNITY RELATIONS COMMENDATIONS: RECOMMENDATIONS: Overall, the librarian O Meets the standards of the Canton Public Schools. C) Meets the standards of the Canton Public School with concerns. O Does not meet the standards of the Canton Public School. Recommended for Reappointment Yes No Recommended for Tenure Yes No Date of Summary Evaluation Conference: Name of Evaluator Signature of Evaluator Name of Evaluator Signature of Evaluator Date of Signature Meeting: Name of Evaluator —_— — ie Signature of Evaluator Name of Evaluator ee Signature of Evaluator a Signature of Librarian. Signature of Principal In signing this form, the librarian does not necessarily indicate agreement with its contents. The signature only indicates that s/he has read this document. The librarian may attach a written statement of her/his own, provided s/he does so within five working days. 34
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XI, CATEGORIES AND INDICATORS OF EFFECTIVE PERFORMANCE I. SCHOOL NURSE I. CLINICAL KNOWLEDGE A, Applies appropriate theories from nursing and the physical, behavioral, and public health sciences to meet the unique and diverse needs of the school community. IL. NURSING PROCESS Assesses student health status by systematically collecting and analyzing data. Formulates accurate nursing diagnoses. ; Develops an effective plan of care to maximize student wellness. Implements interventions in a safe and appropriate manner. Systematically evaluates outcomes so that a high level of wellness can be achieved. soa w> OI. MANAGEMENT OF HEALTH PROGRAM A Establishes a process to identify students at risk. B. Establishes and maintains a comprehensive school health program. Cc Creates a positive health environment. Iv. COMMUNICATION A. Uses effective written, verbal, and nonverbal communication skills when addressing student health needs, Informs students, parents, and school personnel regarding student health issues. B. Cc. Utilizes opportunities to communicate, clarify, and implement a defined role for nursing within the educational setting. V. PROFESSIONAL RESPONSIBILITIES A. Adheres to the ethical and professional standards of the nursing profession. B. Shares responsibility for the accomplishment of department, building, and system level goals and policies. 35
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CANTON PUBLIC SCHOOLS FORM I SUMMARY EVALUATION SCHOOL NURSE _ Name Date Position School Evaluator Type of Contract for this Evaluation Year: Non-Professional Status 1st year 2nd year 3rd year Professional Status L CLINICAL KNOWLEDGE Il. NURSING PROCESS Tl. MANAGEMENT OF HEALTH PROGRAM IV. COMMUNICATION V. PROFESSIONAL RESPONSIBILITIES 36 -
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COMMENDATIONS: RECOMMENDATIONS: Overall, the librarian © Meets the standards of the Canton Public Schools. O Meets the standards of the Canton Public School with concerns. CO Does not meet the standards of the Canton Public School. Recommended for Reappointment Yes No Recommended for Tenure Yes No Date of Summary Evaluation Conference: Name of Evaluator Signature of Evaluator Name of Evaluator Signature of Evaluator Date of Signature Meeting: Name of Evaluator a Signature of Evaluator Pie Name of Evaluator 7: Signature of Evaluator Signature of Nurse Signature of Principal In signing this form, the nurse does not necessarily indicate agreement with its contents. The signature only indicates that s/he has read this document. The nurse may attach a written statement of her/his own, provided s/he does so within five working days. 37
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1. Ii. He MOmMOOW > voaw > i ayO @ > a CATEGORIES AND INDICATORS OF EFFECTIVE PERFORMANCE J. SCHOOL PSYCHOLOGIST PLANNING OR PREPARATION Anticipates materials needed for school year, e.g. revised tests, forms, and instructive literature. Submits materials request and order forms in a timely fashion. Makes arrangements with teachers for student observation periods. Confers with teachers in regard to their observations and opinions. Maintains an up to date testing schedule , Completes reports in a timely manner. Schedules parent conferences, efficiently. Schedules intern supervision sessions, efficiently, in relation to other duties. Schedules consultations with teachers, efficiently. Generally arranges schedule to accommodate the demands and needs of others. MANAGEMENT Provides information to colleagues, administrators, and outside agency personnel within the boundaries of the laws of confidentiality. Responds to communications in a timely manner. Receives, processes, and files new information on legal, theoretical, and treatment issues in the field. Maintains and uses appropriate and available test instruments to meet the needs of various types of psychological evaluations required. Provides written psychological reports which conform to professional standards, the law, and the needs of students and parents. Maintains a professional file on the law, professional issues, school policy, and professional standards, which can be easily accessed. Maintains a library of books and journal articles as reference materials for reports and information to administrators, colleagues, and parents. INSTRUCTION Attends TEAM Meetings to interpret psychological data from his/her own reports, or those provided from outside the school system. Is. available to meet or speak by phone with parents seeking interpretation or recommendations regarding psychological issues. Is available as a resource as Crisis Intervention Team Leader. Is available for workshops or seminars within the school system and community. Is able to manage students in a positive, sensitive manner during the psychological evaluation process. Is available for in-class presentations on various aspects of psychology as it relates to learning and behavior. Is accessible to students, parents, staff and community. 38
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mH von Dp’ Ao O wD tm 7 OO Is sensitive to racial, ethnic, cultural issues, socio-economic, sexual orientation, etc. Can interact successfully with all students and parents, including those with diverse backgrounds. Has the confidence of colleagues in carrying out professional duties. Is qualified, after a period of three years, to train and supervise interns in psychology. CURRICULUM Cooperates with teachers in forming curriculum innovations or changes as part of the TEAM process. . Is available to contribute ideas for classroom modifications at TEAM Meetings. Shares test results and interpretations helpful in identifying areas of academic strength, weakness, or disability. © Shares test results helpful in identifying student's level of potential as it relates to achievement, e.g. identifies whether the student is working to potential or below it. Identifies students who require a special education curriculum, and the most appropriate program and/or placement for them. PROFESSIONAL RESPONSIBILITIES Shares ideas and resources with colleagues. Demonstrates a willingness to participate in open dialogue with supervisors on a continuing basis. Assumes responsibility for professional self-improvement through formal education and/or other means, Accepts responsibility for punctuality and attendance. Adheres to work schedule and supervisory duties. Upholds and promotes building regulations and follows School Committee policies. Accounts for and properly supervises all materials and equipment used. Sets example as role model in speech, dress, and general deportment. Shows an interest in outside student activities. 39
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CANTON PUBLIC SCHOOLS FORM J SUMMARY EVALUATION SCHOOL PSYCHOLOGIST . Name Date Position School __. Evaluator Type of Contract for this Evaluation Year: Non-Professional Status 1st year 2nd year 3rd year Professional Status —_ I. PLANNING OR PREPARATION IL. MANAGEMENT Il. INSTRUCTION IV. CURRICULUM Vv. PROFESSIONAL RESPONSIBILITIES 40
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COMMENDATIONS: RECOMMENDATIONS: Overall, the counselor Ci Meets the standards of the Canton Public Schools. O Meets the standards of the Canton Public School with concerns. O Does not meet the standards of the Canton Public School. Recommended for Reappointment Yes No Recommended for Tenure Yes No Date of Summary Evaluation Conference: Name of Evaluator Signature of Evaluator Name of Evaluator Signature of Evaluator Date of Signature Meeting: Name of Evaluator Signature of Evaluator i _ Name of Evaluator Signature of Evaluator Signature of Counselor Signature of Principal In signing this form, the counselor does not necessarily indicate agreement with its contents. The signature only indicates that s/he has read this document. The counselor may attach a written statement of her/his own, provided s/he does so within five working days. 4l