South Western School District

Professional Growth and Supervision Plan

June 2010

Introduction A committee of administrators and teachers from all levels and a variety of disciplines within the South Western School District met throughout the 2009-10 school year to revise the districts differentiated supervision plan. The goal of this committee was to develop a plan that would support our mission to increase student achievement and learning. The committee operated from the belief that supervision should be a collaborative partnership between teachers and administrators that provides teachers with on-going, meaningful, and supportive feedback. This plan was designed to promote reflection and to foster professional growth for teachers throughout their careers The work of this dedicated group of volunteers includes a new document for formal observations as well as options for both individual and collaborative forms of supervision. The development of this plan would not have been possible without the strong and positive relationship that exists between the members of the faculty and the administration under the leadership of our superintendent, Dr. Barbara Rupp. Committee Members Peggy Bell, Baresville Elementary reading specialist/literacy coach Cornelia Coldsmith, EHMIS world language teacher Susan Kirkpatrick, South Western High School family and consumer science teacher William Kirsch, Baresville Elementary music teacher Michelle Krill, Elementary technology coach Susan Mace, West Manheim instructional support teacher Becki McCullough, Manheim Elementary second grade teacher Andrea Mikos, West Manheim kindergarten teacher Stephanie Naymick, EHMIS learning support teacher Becky Noel, Park Hills Elementary fifth grade teacher Michael Renoll, South Western High School science teacher Macklyn Warner, EHMIS sixth grade math teacher Walter Graves, South Western High School Principal Daniel Hartman, EHMIS Assistant Principal Mary Kay Kelly, Elementary Supervisor Dr. Barbara Kehr, Assistant Superintendent

Table of Contents Page Professional Appraisal System......................................................................3 Individual Action Plan ..................................................................................6 Classroom Observations for Professional Growth.........................................7 Pre-observation conference form...................................................................9 Post-observation conference form.................................................................10 Observation form...........................................................................................11 Classroom Observation Procedures for Non-Tenured Teachers...................14 Differentiated Supervision Options...............................................................17 Teacher Portfolio.....................................................................................18 Digital Video Reflection..........................................................................19 Action Research.......................................................................................22 Professional Study Group........................................................................23 Peer Coaching..........................................................................................25 New Teacher Mentoring..........................................................................27 Focused Assistance..................................................................................28 Evaluation Forms...........................................................................................30

South Western School District Professional Appraisal System Supervision in the South Western School District is designed to foster a collaborative teacher/ administrative partnership that Increases student achievement and learning Supports, advances, and stimulates professional growth Promotes reflection Provides meaningful, informational, supportive feedback Ensures scaffolded support Is ongoing and done on a consistent basis The professional appraisal system for professional employees encompasses four broad areas: 1. Goal setting 2. The selection of a supervision mode Classroom Observation for Professional Growth Self-directed development Teacher Portfolio Digital Video Reflection Action Research Peer Collaboration Professional Study Group Teacher Portfolio Action Research Peer Coaching Mentoring 3. Supervision and informal observation of professional employees in their day-to-day responsibilities 4. Evaluation of performance during a semester or school year with the PDE-5501, PDE 426 or SW 428. I. Goal Setting Goal setting is the first step in the professional appraisal process. Each professional will identify annually an area in which he or she will focus attention during the school year. This should be done by September 15 each school year. A goal conference will be held between each teacher and a building administrator as part of the goal-setting process. Goals should be directly related to one of the district or building level goals. All goals should be Strategic and specific Measurable Attainable
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Results-oriented Time-bound

II. Selection of a Differentiated Supervision Mode Once a teacher has set a goal, the teacher and principal should develop a personalized supervision/evaluation plan that will provide the teacher with the greatest opportunity to grow instructionally and professionally. All non-tenured teachers will follow the non-tenured teacher supervision plan. Upon agreement with the principal, a tenured employee may select one of the following differentiated supervision modes: Self Directed Development Teacher Portfolio The Teacher Portfolio option is a process involving the collection of best practices in an identified area. The portfolio documents evidence of teacher competencies and guides long-term professional development. It is a reflective tool to demonstrate professional growth over time. Video Reflection The Video Reflection option is a process to self-evaluate planning and preparation, instructional delivery, or classroom environment by analyzing and reflecting on a recorded component of a lesson. Action Research Action Research is a reflective process of progressive problem solving led by individuals working with others in teams or as part of a "community of practice" to improve the way they address issues and solve problems. Peer Collaboration Professional Study Group Professional Study Groups offer the opportunity for colleagues to identify an area of focus and/or address a variety of topics to be critically analyzed. This option involves groups meeting regularly and conducting professional conversations through use of various protocols or other clinical methods. To participate in this option, a collaborative group of 3-6 eligible teachers would be necessary. Teachers could be from a common grade level, department, or be interdisciplinary and from multiple grade levels. Teacher Portfolio The Teacher Portfolio option is a process involving the collection of best practices in an identified area. The portfolio documents evidence of teacher competencies and guides long-term professional development. It is a reflective tool to demonstrate professional growth over time. Action Research

Action Research is a reflective process of progressive problem solving led by individuals working with others in teams or as part of a "community of practice" to improve the way they address issues and solve problems. Peer Coaching The Peer Coaching option is a process where two or more teachers observe each other's teaching, share in conversations, reflect upon and refine their practice. Their relationship is built on confidentiality and trust in a non threatening, secure environment in which they learn and gain professional insight in order to increase best practices in instruction. Mentoring This option involves teachers being selected as mentors and participating in all necessary components of the mentoring process at the county, district, and building level. In addition to completing all of the county, district, and building level requirements for an induction mentor, mentors who select this option as their mode of supervision will keep a log of mentoring-related activities and complete a self-reflection of the mentoring process. Any teacher who receives an unsatisfactory rating will be placed on focused assistance. Focused Assistance - a process of evaluation used to assist in decisions of continued employment for non-tenured and at-risk staff. III. Supervision of Professional Employees in their Day-to-day Responsibilities Informal observations will take place frequently during the school year, at any time during the school day. Anecdotal notes may be made to relay special commendations or supportive statements to the professional. Any negative comments generated from an informal observation will be presented personally before being written. IV. Evaluation of Performance During a Semester /School Year with the PDE-5501/426/428 As stated in Board Policy #412, "The primary purpose of evaluations is to assure a good instructional program by identifying and reinforcing good teaching and by calling to employees' attention the areas where improvement should be made." All professional and temporary professional employees are evaluated through the State approved evaluation form PDE-5501or PDE 426. Copies of both forms are included in this plan.

SOUTH WESTERN SCHOOL DISTRICT INDIVIDUAL ACTION PLAN Beginning of the Year For School Year ______________ Name: ____________________________ Bldg/Position: _____________________ Date: ____________________________ Mode of Professional Growth: New/Non-Tenured Observation Classroom Observation for Professional Growth Self-Directed Development (Specify Below): Teacher Portfolio Video Reflection Action Research Peer Collaboration (Specify Below): Professional Study Group Teacher Portfolio Action Research Peer Coaching Mentoring Focused-Assistance (Assigned)

This form shall be completed by each staff member, regardless of the supervision mode selected, with a copy submitted to building principal by September 15. Professional Growth Goal:

1. What are the results you expect from this goal?

2. How will you measure success?

3. How does it improve student learning?

Initial Meeting Date: ___________________________ 8

Follow-Up Meetings: ___________________________

Classroom Observations for Professional Growth

Purpose To allow teachers the opportunity to receive feedback from supervisors, reflect on practice, and complete and implement a professional growth plan based on administrative recommendations. Definition of the Mode Definition This is a specific process, including a pre-observation conference, an observation of the teacher in his or her professional assignment, a post-observation conference, and the creation and implementation of an action plan with goals based on recommendations from the formal observation. Guidelines 1. All formal observations for tenured teachers should take place during the first half of the school year. 2. The teacher and the administrator will agree upon a date and time for the observation. 3. The teacher will provide a written plan that meets building guidelines for lesson planning. Pre-observation 1. A pre-observation conference should be held at least 24 hours and not more than a week prior to the administrative observation. 2. The teacher will complete a pre-observation conference form before the pre-observation conference. 3. During the pre-observation conference: The teacher will determine which new instructional strategy he/she will be using to increase student learning. The administrator and teacher will discuss the questions on the pre-observation conference form. The administrator and teacher will review Components of Written Lesson Plans on the pre-observation form. The administrator will make applicable suggestions to improve instruction. The teacher will identify specific areas of instruction that he/she would like to have observed. Post-observation 1. A post-observation conference should be held within 7 days of the administrative observation. 2. The teacher will complete the post-observation conference form before the post-observation conference. 3. During the post-observation conference: The administrator will come to the post-observation conference prepared to discuss commendations and provide at least 2 recommendations based upon the observation. The administrator and teacher will agree upon a plan of action that addresses the recommendations.
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4. The administrator will write a report of the observation after the post-observation conference has been held. 5. The teacher should receive the teacher observation report within two weeks of the postobservation conference. 6. The administrator will meet with the teacher during the second half of the school year to discuss the success of implementing the plan of action. Observation report Observations for classroom teachers will use the following format: I. Description of the lesson II. Planning and preparation III. Classroom Environment IV. Instruction V. Commendations/Suggestions for Improvement VI. Plan of Action *Some indicators may not be applicable in all lessons. Comments will be included with each category. Eligibility and Additional Procedures 1. All tenured teachers may elect to have an administrative observation as one of their supervision options. 2. Every fourth year, all teachers participating in other differentiated options will cycle back into the administrative observation mode. 3. Tenured teachers who are new to the South Western School District shall be observed once each semester during their first year of teaching. Rating procedures shall be the same as those for other tenured teachers. 4. Teachers returning from an absence of a year or more will be in the administrative observation mode.

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PRE-OBSERVATION CONFERENCE
Pre-Observation Questions (Adapted from Danielsons Framework for Enhancing Professional Practice; 2nd Edition): 1. 2. 3. 4. 5. 6. To which part of your curriculum does this lesson relate? How does this lesson fit into the sequence of learning for this course? Briefly describe the students in this class, including those with special needs. What are your learning outcomes for this lesson? What is the lesson essential question? How will you differentiate instruction for different individuals or groups of students in the class? How and when will you know whether the students have learned what you intended them to learn? What new instructional strategy will you be using to increase student learning?

Components of Written Lesson Plans ___ Lesson Essential Question ___ Alignment to District Curriculum ___ Appropriate State Standards ___ Activating Strategy ___ Research-Based Teaching Strategies ___ Extending Thinking/Higher Order Thinking ___ Differentiation ___ Summarization/Closure ___ Means of Assessment/Checking for Understanding

Observers Suggestions

Specific Areas of Instruction Teacher Would Like Observed

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POST-OBSERVATION CONFERENCE
Post-Observation Questions (Adapted from Danielsons Framework for Enhancing Professional Practice; 2nd Edition): 1. In general, how successful was this lesson? Did the students learn what you intended for them to learn? How do you know?

2.

To what extent did your classroom procedures, student conduct, and your use of physical space contribute to student learning?

3.

To what extent was your instructional delivery (activities, grouping of students, materials, resources, etc.) effective in this lesson?

4.

If you had a chance to teach this lesson again to the same group of students, what would you differently?

Teacher/Observer Commendations

Teacher/Observer Recommendation

Plan of Action

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SOUTH WESTERN SCHOOL DISTRICT

TEACHER OBSERVATION REPORT Teacher Observer Class Date

Start Time: ______ End Time: ______ # of Students: _____ Announced Unannounced New instructional strategy to increase student learning _________________________________________________
I. Description of Lesson:

II. Planning and Preparation Prepared a Written Plan for Student Learning
Essential question, teaching strategies, summarizer, submitted on time

Area of Strength in this lesson

Satisfactory

Needs Improvement

Not Applicable/ Not observed

Demonstrated Knowledge of Content

Vocabulary, concepts, prerequisite knowledge

Followed Curriculum
Plans reflect PA standards and district curriculum

Planned Instruction to Meet Student Needs

Pacing, visual/auditory/kinetic modalities, differentiated instruction group practices

Used Available Resources

Texts, district units, technology, student learning map, content-related resources, manipulatives, graphic organizers

Comments

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III.

Classroom Environment

Area of Strength in this lesson

Satisfactory

Needs Improvement

Not Applicable/ Not observed

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Established an orderly, safe, learning environment

Transitions, student groupings, clear rules/expectations, evidence of routines/procedures, opportunities for movement

Managed student behavior

Monitoring of student behavior, appropriate response to student misbehavior, holds high expectations

Kept students on-task and engaged in learning

Variety of activities, use of signal to gain students attention, monitoring of students who are working independently, addressed students who are off-task

Managed classroom space and resources

Arrangement of furniture, use of available resources and technology, visual displays, reflect curriculum, student learning map displayed

Classroom Climate
Positive learning environment, positive rapport with students, encourages and dignified responses for all students, spirit of mutual respect, enthusiasm about learning, attitude that all students can learn, professional relationship and sensitivity toward students, helps all students feel accepted

Comments

IV. Instruction Essential Question

Stated, posted, answered by all students at the end of the lesson

Area of Strength in this lesson

Satisfactory

Needs Improvement

Not Applicable/ Not observed

Activating Strategy
Engaged students, activated prior knowledge, previewed key vocabulary

Vocabulary Development
Introduced prior to the lesson, used research-based vocabulary strategies, reinforced in context throughout the lesson

Teaching Strategies
Included distributed summarizing by pairs, distributed guided practice, student use of graphic organizer

Graphic Organizer
Used as part of the teaching, used by student with reading, writing, notetaking

Summarizing Strategy
Required students to summarize learning throughout and at the end of the lesson, teacher gathered evidence of student learning

Extended Thinking
Direct instruction in one or more thinking skill: compare/contrast, classifying, constructing support, analyzing perspectives, inductive and deductive thinking, error analysis, abstracting

Differentiation
Based on student data, tiered assignments, flexible grouping, leveled groups, differentiated content, product or process

Comments

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Post-Observation Conference Summary Comments: V. Commendations and Suggestions for Improvement

Teachers Signature

Evaluators Signature

Post-Observation Conference Date (within five days of observation)

VI.

Plan of Action

VII.

Overall lesson rating _____ Satisfactory _____ Unsatisfactory

VIII.

Teacher Reactions/Comments:

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Classroom Observation Procedures For Non-Tenured Staff

As part of the building-level new teacher induction program, administrators will explain the teacher observation forms and observation procedures to all new teachers. The following is a schedule of the minimum number of observations for non-tenured teachers during their first three years. The first formal observation for a non-tenured teacher who is new to the district will take place during the first four weeks of school. Year One: Elementary Schools Elementary Teachers (non-special education teachers): 2 Observations by Building Administrators 1 Observation by Assistant Superintendent 1 Observation by Elementary Supervisor Elementary Special Education Teachers: 1 Observation by Building Principal 1 Observation by Assistant Superintendent 1 Observation by Elementary Supervisor 1 Observation by Director of Special Education Middle School and High School Middle School and High School Teachers (non-special education teachers) 3 Observations by Building Administrators 1 Observation by Assistant Superintendent Middle School and High School Special Education Teachers 2 Observations by Building Administrators 1 Observation by Assistant Superintendent 1 Observation by Director of Special Education One observation during the second semester will be digitally recorded and viewed by the teacher as a vehicle for self reflection. Year Two: Elementary Schools Elementary Teachers (non-special education teachers) 2 Observations by Building Principal 1 Observation by Language Arts Supervisor Elementary Special Education Teachers 1 Observation by Building Administrator 1 Observation by Language Arts Supervisor 1 Observation by Director of Special Education Middle School and High School High School and Middle School Teachers (non-language arts teachers)
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 3 Observations by Building Administrator High School and Middle School Language Arts Teachers 1 Observation by Language Arts Supervisor 2 Observations by Building Administrators Year Three: Elementary, Middle, and High Schools All Teachers 1 Observation by Building Administrator 1 Observation by Director of Instructional Technology Guidelines for Administrative Observations of Non-Tenured Teachers Teachers will be provided with a schedule of yearly observations at the beginning of each school year. Teachers will have a pre-observation conference with the administrator (for scheduled observations) to review and discuss the questions that are listed on the pre-observation conference form. Teachers will have a post-observation conference with the administrator to review and discuss the questions that are listed on the post-observation conference form.

Guidelines for Video Observation Teachers will have a scheduled pre-observation conference with the administrator. Administrator or his/her designee will digitally record the entire lesson. Teacher will review the video independently and complete a lesson analysis t-chart for the purpose of self assessment. If the administrator did not digitally record the lesson, he/she will view and complete a lesson analysis form. A post-observation conference will be held to discuss the lesson collaboratively. The same questions used to guide a regular post-observation conference will be used at the post-observation conference from the digitally recorded observation.

Teachers who are recommended for tenure will select a differentiated supervision option the following year. New Teachers who come to South Western with Tenure: New tenured teachers will be observed once per semester for their first year at South Western. New tenured teachers will have the option to select a differentiated supervision plan option the following year.

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Video Self Reflection What the teacher is doing What the students are doing

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DIFFERENTIATED SUPERVISION OPTIONS

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Teacher Portfolio
Individual Collaborative

Purpose To allow teachers the opportunity to reflect and gather data to support the professional goal, assess teaching strengths, and identify areas which may need improvement. Definition The Teacher Portfolio option is a process involving the collection of best practices in an identified area. The portfolio documents evidence of teacher competencies and guides long-term professional development. It is a reflective tool to demonstrate professional growth over time. Professional Role/Responsibility Identify the portfolio focus area. Decide the portfolio format. Gather 10-20 artifacts that document/support progress toward the teacher's identified portfolio goal. Write a reflection for each artifact that relates to the portfolio focus area. Present portfolio to desired audience, including the supervising administrator. Administrative Role/Responsibility Review and discuss the identified portfolio focus area. Provide direction, resources and/or support as requested. Attend the portfolio presentation. Examples/Focus Area/Goal Suggestions Planning & Preparation o Lesson Plans o Curriculum Development o Integrated Units Classroom Environment o Classroom Climate o Discipline o Conflict Resolution Instruction o Methods of Instruction o Methods of Assessment o Use of Technology Professional Responsibilities o Professional Development o Public Relations o Involvement in School Activities o School Leadership
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Digital Video Reflection

Individual Collaborative

Purpose To allow teachers the opportunity to video their lessons to refine instructional practices over time in an identified area. Definition The Video Reflection option is a process to self-evaluate planning and preparation, instructional delivery, or classroom environment by analyzing and reflecting on a recorded component of a lesson. Professional Role/Responsibility Identify an instructional focus area to be analyzed. Initiate contact with an administrator for direction, resources, and/or support. Develop an action plan to target the identified instructional focus area for improvement. Record instruction 2-4 times during the school year. Following the viewing of each recording, write an analysis and reflection of the observation and how instructional practice in the focus area has improved, based on the action plan. Complete an end-of-year reflection summarizing the findings of your analysis, the overall process, and how it has changed your instruction. Administrative Role/Responsibility Review and discuss the identified instructional focus area and the plan for professional growth. Provide direction, resources and/or support as requested. Examples/Focus Area/Goal Suggestions Guided Reading Instruction Implementation of new unit Use of collaborative pairs, distributed summarizing, graphic organizers, assessment prompts, etc. Love and Logic responses to student behavior Effective classroom management Reading Apprenticeship strategy implementation Resources 1. Written reflection

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South Western School District Digital Video Analysis Form Teacher Name: ______________________ May Include: On-task/off-task Participation Body language Risk taking Date of Recording:____________

Student Behaviors

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Teacher Behaviors May Include: Eye contact Movement Communication Habits Interaction with students

South Western School District Digital Video Analysis Form Teacher Name: ______________________ Date of Recording:____________

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Instructional Delivery May Include: Instructional Best Strategies Focus Areas (Reading Apprenticeship, Guided Reading, etc.) Lesson design/ flow Varied questioning/ wait time Transitions

Classroom Environment May Include: Classroom Climate Positive Attitudes and Perceptions about Learning Teacher to Student interactions Peer to Peer interactions

Action Research
Individual Collaborative
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Purpose The Action Research process is used to understand current practice in the classroom and identify changes that will improve student achievement through improved teaching. Action Research can help answer questions about the effectiveness of specific instructional strategies, the performance of specific students, and classroom management techniques. Definition Action Research is a reflective process of progressive problem solving led by individuals working with others in teams or as part of a "community of practice" to improve the way they address issues and solve problems. Professional Role/Responsibility Identify a problem area in the form of a question. Develop a plan of action, including possible strategies to address the action research question and a timeline. Collect data in order to answer the action research question. Be sure to include multiple perspectives. Analyze the data to identify patterns, insights, and new understandings. Document how these findings impact your practice and/or student learning. Reflect on how the action research will change your classroom practices. The individual or group keeps reflective notes, reference materials (journal articles, Internet links, meeting notes), and other relevant resources to ''narrate" their activities. Administrative Role/Responsibility Discuss the initial action research proposal for approval. Meet with the individual or group as requested. Provide direction, resources and/or support. Examples/Focus Area/Goal Suggestions Does online learning increase student engagement? How successful is random grouping for project work? Why is the performance of one student lacking in a particular area? What is the best way to introduce the concept of ___? Will increasing the amount of feedback I provide improve students' ___ skills? Resources 1. Written reflection

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Professional Study Group

Individual Collaborative

Purpose To allow teachers the opportunity to collaborate with colleagues to improve individual practice. Definition Professional Study Groups offer the opportunity for colleagues to identify an area of focus and/or address a variety of topics to be critically analyzed. This option involves groups meeting regularly and conducting professional conversations through use of various protocols or other clinical methods. To participate in this option, a collaborative group of 3-6 eligible teachers would be necessary. Teachers could be from a common grade level, department, or be interdisciplinary and from multiple grade levels. Professional Role/Responsibility: Groups identify an area of focus and form study group. Topics or area of focus will relate to student achievement and district and/or building goals for the academic year. Groups submit proposal to appropriate administrator. Groups meet regularly (minimum of one time per marking period) to share findings and discuss focus area. Each group member is responsible for facilitating or co-facilitating one session using a predetermined protocol and area of focus. Group keep minutes for each session to be submitted with their final report and shared at the follow-up administrative meeting at the conclusion of the school year. At the conclusion of the academic year, the group meets with their assigned administrator to share their experience and discuss the study group process, and reflect on the process. Administrative Role/Responsibility Review initial proposals and offer feedback to group. Provide direction, resources and/or support, as requested. Meet with group at the conclusion of the academic year to discuss the experience and the impact on practice and student achievement. Examples/Focus Area/Goal Suggestions Student Work Analysis - Group focus is on studying specific samples of student work (writing pieces, assessments, projects, etc.). Each session, a different facilitator is responsible for bringing a sample of student work, and leading a professional conversation on what the sample says about their instruction, student learning, and is offered feedback from other group members. Lesson Study - Similar to the Student Work Analysis, facilitators share a lesson plan they have implemented, and group will conduct a professional conversation on their plan, it's impact on student achievement, and feedback on how to enhance the lesson in future practice.
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Book Study - At the beginning of the year, the group chooses a book relating to professional practice and/or a current educational trend and/or research to read and discuss. Throughout the year, meeting sessions are focused on specific chapters or parts of the book and the implications on practice and/or student achievement. Individuals in the group take turns facilitating these professional conversations. Article Study - Individual group members alternate being responsible for finding an article for each meeting session from a professional journal on a topic relating to a current educational trend, research, initiative, or practice which impacts student achievement. Articles are provided prior to each meeting session, and the facilitator will lead group discussion using a pre-determined protocol focusing on the implications of the topic on instruction and student achievement.

Resources 1. Protocols & Roles 2. Session agenda and minutes (format determined by group)

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Peer Coaching
Individual Collaborative

Purpose To allow teachers opportunities to consult with one another, to discuss and share teaching practices, to observe one another's classrooms and routines, and to promote collegiality and support. Definition The Peer Coaching option is a process where two or more teachers observe each other's teaching, share in conversations, reflect upon and refine their practice. Their relationship is built on confidentiality and trust in a non threatening, secure environment in which they learn and gain professional insight in order to increase best practices in instruction. Professional Role/Responsibility Review the peer coaching resource materials. Meet with a colleague and generate an action plan. Organize a calendar of events for the peer coaching activities: o Pre-conference to discuss the lesson purpose, the classroom dynamics, and focus area; o The observations (two per teacher) o Post-conference to review the lesson, model new strategies, and collaborate on improvement in focus area Document and reflect on activities conducted. Administrative Role/Responsibility Review and discuss the peer coaching plan and calendar of events. Provide direction, resources and/or support as requested. Arrange coverage/substitutes for peer coaching observation times, when requested. Meet with teams at conclusion of year to discuss growth. Examples/Focus Area/Goal Suggestions Guided Reading Implementation of new units/curriculum Implementation of best instructional stratgies Use of collaborative pairs, distributed summarizing, graphic organizers, assessment prompts, etc. Effective classroom management Reading Apprenticeship strategy implementation Resources 1. Calendar of events 2. Peer coaching reflection form
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SOUTH WESTERN SCHOOL DISTRICT Peer Coaching Summary NAME: DATE: BUILDING: DATES OF COLLABORATION

PROFESSIONAL FOCUS AREA(S)

BENEFITS/INSIGHTS GAINED: DIFFICULTIES ENCOUNTERED: YOUR REACTIONS: IMPLICATIONS FOR THE FUTURE:

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New Teacher Mentoring

Individual Collaborative

Eligibility: Tenured teachers holding Instructional II certification in their field who are chosen as mentors for first year teachers. Purpose: The purpose of this option is to provide the opportunity for experienced teachers to mentor new professionals and grow as professionals themselves through reflection on the mentoring process. Definition: This option involves teachers being selected as mentors and participating in all necessary components of the mentoring process at the county, district, and building level. In addition to completing all of the county, district, and building level requirements for an induction mentor, mentors who select this option as their mode of supervision will keep a log of mentoring-related activities and complete a self-reflection of the mentoring process. Professional Role/Responsibility (Individual/Group): 1. After being chosen as a mentor, individuals will determine whether they would like the mentoring experience to count as their mode of supervision. 2. Individual will submit "Beginning of the Year" form to appropriate administrator. 3. Individual will complete all required tasks that are a part of the mentoring processes including all county, district, and building level requirements. 4. Mentor teachers will keep a log of all mentoring-related activities, as well as a written self reflection to be submitted at the end of the school year. 5. At the conclusion of the academic year, individual will meet with their assigned administrator to share their experience and discuss their professional growth from the experience. Administrative Role/Responsibility: 1. Approve mentor teachers. 2. Meet with mentor teacher as requested to provide support and resources helpful to the mentoring process. 3. Meet with individual at the conclusion of the academic year to discuss the mentoring experience, and review log and reflection. Examples/Focus Area/Goal Suggestions: Classroom management Instructional planning Communicating with parents Assessment Evaluation of student work Forms: 1. Beginning of the Year/End of the Year forms. 2. Log of mentoring-related activities and Self-reflection.
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Focused Assistance
Definition of the Mode Focused Assistance is a process of evaluation used to assist in decisions of continued employment for at-risk staff. Terms and Definitions At Risk: Teachers experiencing difficulty during the current or previous school year and who have not improved through typical administrative observations. The staff member may or may not have had an unsatisfactory rating, but receiving an unsatisfactory rating places that staff member automatically in the focused assistance mode. A teacher is also considered "at-risk" if repeated reference has been made to observe instructional deficiencies as documented by members of the administrative staff. Professional Growth Plan: A plan which delineates the area(s) of needed growth, a time line and benchmarks for improvement, and expected level of satisfactory performance. Procedures 1. The building administrator places the staff member, through the identification of instructional deficiencies, in the Focused Assistance mode. 2. A conference is conducted between the building administrator and the staff member for the purpose of developing a professional growth plan. 3. The staff member conducts the activities set forth in the professional growth plan. 4. An administrator will initiate a minimum of four formal observations during the year. The superintendent and/or the assistant superintendent will be included in the observation cycle of any teacher on a professional growth plan. Other informal, unannounced observations and walk-throughs will take place, as necessary. Role/Responsibility of Professional Staff 1. Meet with the building principal to discuss the rationale for placement in the Focused Assistance mode. 2. Conference with the principal for the purpose of developing an individual action plan or professional growth plan. 3. Conduct the activities that have been stated in the Professional Growth Plan or individual action plan. 4. Provide the administrator with evidence (lesson plans, student work, etc.) that performance is meeting the established standards.
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Role/Responsibility of the Administration 1. Identify the staff member(s) who will be placed in the Focused Assistance mode. 2. Identify the reason(s) for assigning the staff member to the Focused Assistance mode. 3. In cooperation with the staff member, prepare an individual action plan or professional growth plan. 4. Inform the superintendent of the action taken and meet on a regular basis to provide progress reports on teachers in the focused assistance mode. 5. Throughout the year, review with the professional employee appropriate records, such as observation reports, PDE-5501 or PDE 426 forms, evaluation plan, and other appropriate documentation to inform him or her if satisfactory progress is being made. 6. Attach appropriate paperwork associated with the focused assistance mode to the PDE-5501 or PDE 426 at the end of each semester. 7. Activate procedures for staff member dismissal for those with continued identified deficiency. 8. At-risk teachers who have been successful through the focused assistance mode will be formally observed by a building administrator during the following year. If their performance continues to be satisfactory, the professional staff member may select an alternate mode of supervision.

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Evaluation Forms

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South Western School District Semi-Annual Employee Evaluation Form Instructional I Teachers
Employees Name: School: Evaluator: Position: Date: //

This form is to serve as a permanent record of an administrators evaluation of a teachers performance during a specific time period based on specific criteria.

PERFORMANCE EVALUATION
Directions: Examine all sources of evidence provided by the teacher and bear in mind the aspects of teaching for each of the four categories used in this form. Refer to the rubric language, checking the appropriate aspects of teaching, and indicating the sources of evidence used to determine the evaluation of the results in each category. Finally, assign an overall evaluation of performance, sign the form and gain the signature of the employee.

Through their knowledge of content and pedagogy skills in planning and preparation, teachers make plans and set goals based on the content to be learned, their knowledge of students and their instructional context. Category I reviews: Knowledge of Content and Pedagogy, Knowledge of Pennsylvania Academic Standards, Knowledge of Students, Selecting Instructional Goals, Designing Coherent Instruction, Assessing Student Learning; Knowledge of Resources, Materials and Technology.
Category I: Planning and Preparation

AREAS OF STRENGTH

AREAS FOR IMPROVEMENT

Teachers performance demonstrates: Teachers performance demonstrates: Adequate knowledge of content and pedagogy Limited or partial knowledge of content and pedagogy. Adequate knowledge of Pennsylvanias Academic Limited or partial knowledge of Pennsylvania Academic Standards. Standards. Adequate knowledge of students and how to use this Irrelevant or partial knowledge of students and how to use this knowledge to direct and guide instruction. knowledge to direct and guide instruction. Appropriate instructional goals that reflect standards Unclear or trivial instructional goals and absence of expectations and reasonable expectations for students. for students. Reasonable awareness of resources, materials, or Little or no awareness of resources, materials, and technology technology available through the school or district or available through the school or district or professional professional organizations. organizations. Appropriate instructional design in which plans for Inappropriate or incoherent instructional design in which plans for various elements are partially aligned with the elements are not aligned with the instructional goals, and have few instructional goals and have a recognizable sequence or inappropriate adaptations for individual student needs. with some adaptations for individual student needs. Little or no reflection on teaching and learning to enhance Appropriate reflection on teaching and learning to instruction. enhance instruction. Inappropriate assessments of student learning not aligned to the Appropriate assessments of student learning mostly instructional goals nor adapted as needed for student needs. aligned to the instructional goals and partially adapted as needed for student needs. Sources of Evidence: (Check all that apply and include dates, types/titles and number)

Lesson/Unit Plans Teacher Conferences/Interviews Resources/Materials/Technology Classroom Observations Assessment Materials Teacher Resource Documents Information About Students Other
Overall Rating for this Category: Satisfactory Unsatisfactory Justification for Evaluation:

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--Teachers establish and maintain a purposeful and equitable environment for learning, in which students feel safe, valued, and respected by instituting routines and by setting clear expectations for student behavior. Category II reviews: Teacher Interaction with Students, Establishment of a Learning Environment; Student Interaction.
Category II: Classroom Environment

AREAS OF STRENGTH

AREAS FOR IMPROVEMENT

Teachers performance demonstrates: Teachers performance demonstrates: Clear and moderate expectations for student Low or unclear expectations for student achievement with little achievement with reasonable value placed on the quality or no value placed on the quality of student work. of student work. Little or no attention to equitable learning opportunities for Moderate attention to equitable learning opportunities students. for students. Inappropriate or disrespectful interactions between teacher and Appropriate interactions between teacher and students students and among students. and among students. Inefficient classroom routines and procedures resulting in loss of Effective classroom routines and procedures resulting in instructional time. little or no loss of instructional time. Absent or unclear standards of conduct, or ineffective Clear standards of conduct and effective management of management of student behavior. student behavior. Unsafe or inadequate organization of physical space, to the extent it is under the control of the teacher, to provide Safe and adequate organization of physical space, to accessibility to learning and to the use of resources, materials, the extent it is under the control of the teacher, that and technology. provides accessibility to learning and to the use of resources, materials and technology. Sources of Evidence: (Check all that apply and include dates, types/titles, and number)

Classroom Observations Visual Technology Informal Observations/Visits Resources/Materials/Technology/ Space Teacher Conferences/Interviews Other
Overall Rating for this Category: Satisfactory Unsatisfactory Justification for Evaluation:

Teachers, through their knowledge of content and their pedagogy and skill in delivering instruction, engage students in learning by using a variety of instructional strategies. Category III reviews: Communications, Questioning and Discussion Techniques, Engaging Students in Learning, Providing Feedback, Demonstrating Flexibility and Responsiveness.
Category III: Instructional Delivery

AREAS OF STRENGTH

AREAS FOR IMPROVEMENT

Teachers performance demonstrates: Teachers performance demonstrates: Adequate communication of procedures and clear Unclear or inappropriate communication of explanations of content. procedures and poor explanations of content. Adequate use of questioning and discussion Ineffective use of questioning and discussion strategies that encourage many students to strategies and little student participation. participate. Little or no engagement of students in learning and Reasonable engagement of students in learning and poor pacing of instruction. adequate pacing of instruction. Inaccurate or inappropriate feedback to students on Adequate feedback to students on their learning. their learning. Adequate use of informal and formal assessments to Little or inappropriate use of formal and informal meet learning goals and to monitor student learning. assessments to meet learning goals and to monitor Reasonable flexibility and responsiveness in meeting student learning. the learning needs of students. Inflexibility in meeting the learning needs of students. Sources of Evidence: (Check all that apply and include dates, types/titles, or number)

Classroom Student Assignment Sheets Informal Observations/Visits Student Work Assessment Materials Instructional Resources/Materials/Technology Teacher Conferences/Interviews Other
Overall Rating for this Category: Satisfactory Unsatisfactory Justification for Evaluation:

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 Professionalism is demonstrated through qualities that characterize a professional person in aspects that occur in and beyond the classroom/building. Category IV reviews: Maintaining Clear and Accurate Records, Communication with Families and Students, Contributing to School and District, Developing Professionalism.
Category IV: Professionalism

AREAS OF STRENGTH

AREAS FOR IMPROVEMENT

Teachers performance demonstrates: Teachers performance demonstrates: Adherence to school and district procedures and Failure to adhere to district procedures and regulations regulations related to attendance, punctuality and the related to attendance, punctuality, and the like. like. Lack of knowledge of the Professional Code of Conduct. Knowledge of the Professional Code of Conduct. Lack of compliance with school or district requirements. Compliance with school or district requirements for For maintaining accurate records, communicating with maintaining accurate records, communicating with families. families. Lack of compliance in participating in school and/or district Compliance with participating in school and/or district events and school or district professional growth and events and school or district professional growth and development opportunities. development opportunities. Sources of Evidence: (Check all that apply and include dates, types/titles, and number)

Teacher Conferences/Interviews Progress Reports/Report Cards Observations/Visual Technology Parent/School/Community Feedback See Artifacts/Interaction with Family Artifacts: Professional Development/Act 48 Documentation Student Records/Grade Book See Use of Teaching/Learning Reflections See Other
Overall Rating for this Category: Satisfactory Unsatisfactory Justification for Evaluation:

Evaluation: I certify that the before named employee for the period beginning // and ending // has been evaluated to have an overall level of proficiency that is: Satisfactory Unsatisfactory ________________________________________________________________________
Signature of Principal/Assistant Principal (Evaluator) Date

Overall Justification for Evaluation: Commendations (optional): Professional Development Areas: ________________________________________________________________________________________ Name of Employee Signature of Employee Date

Revised 5/11/04 38

SOUTH WESTERN SCHOOL DISTRICT INSTRUCTIONAL II PROFESSIONAL EMPLOYEE RATING FORM Year 20______ - 20_______ Last Name Signature of Rater I. Planning and Preparation II. Classroom Environment III. First Position (Building) Instructional Delivery Middle

Board Adopted: PDE Approved:

IV. Professionalism

In-depth and thorough knowledge of content, pedagogy and Pennsylvania Academic Standards. Thorough knowledge of students and how to use this knowledge to direct and guide instruction. Clear and appropriate instructional goals that reflect Pennsylvania standards and high expectations of students. In-depth and thorough awareness of resources, materials, or technology available through the school or district or professional organizations. Appropriate instructional design in which plans for various elements are aligned with the instructional goals and have a recognizable sequence and required adaptations for individual student needs. Appropriate assessments of student learning completely aligned to the instructional goals and adapted as needed for student needs.

High and clear expectations for student achievement with value placed on the quality of student work. Significant attention to equitable learning opportunities for students. Appropriate and highly respectful interactions between teacher and students and among students. Highly effective classroom routines and procedures resulting in little or no loss of instructional time. Clear standards of conduct and effective management of student behavior. Safe and skillful organization of physical space, to the extent it is under the control of the teacher, that provides accessibility to learning and to the use of resources.

Clear and appropriate communication of procedures and high quality explanations of content. Highly effective use of questioning and discussion strategies that encourage many students to participate. High level engagement of students in learning and adequate pacing of instruction. Equitable, accurate and constructive feedback to students on their learning. Informed and appropriate use of informal and formal assessments to meet learning goals and to monitor student learning. High degree of flexibility and responsiveness in meeting the learning needs of students.

Full adherence to school and district procedures and regulations related to attendance, punctuality and the like. Full knowledge of Professional Code of Conduct and full commitment to professional standards. Full and active compliance with school and district requirements for maintaining accurate and complete records. Full and active compliance with district requirements for communicating with families regarding students needing improvement. Full and frequent participation in professional development events/opportunities, consistent application of new learning in the classroom and sharing of learning with colleagues.

I certify that the above named employee for the period beginning on and ending on Unsatisfactory (Significant Improvement is essential to justify continued service)

has received a rating of:

Satisfactory (The rating reflects performance which meets the school districts standards for expected performance) Professional Employee

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Date

District Superintendent of Schools

Date

Signature of Employee

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EMPLOYEE DEFINITIONS*
The term professional employee shall include those who are certificated as teachers, supervisors, principals, assistant principals, vice-principals, directors of vocational education, dental hygienist, visiting teachers, home and school visitors, school counselors, child nutrition program specialists, school nurses, school librarians and school secretaries, the selection of whom is on the basis of merit as determined by eligibility lists. The term temporary professional employee shall mean any individual who has been employed to perform for a limited time, the duties of a newly created position or of a regular professional employee whose service has been terminated by death, resignation, suspension or removal. The term employee used only hereafter shall refer to both temporary professional and professional employees.

GENERAL RATING

1.
2. 3. 4.

Designated rater shall use this rating card for each and every official employee rating. The designated rater will place his/her initials in the line provided for either the satisfactory, provisionally satisfactory or unsatisfactory rating at the bottom of the form. Professional employees shall be rated a minimum of once each year. Due consideration shall be given in the rating process to the following factors: professional assignment, intellectual level of students and learning/behavioral problems which might affect professional performance and factors over which the professional has control. Using the descriptors listed in each category on the card, the rater will evaluate the employees performance in each of the four categories - - Planning and Preparation, Classroom Environment, Instructional Delivery, Professionalism. Descriptors in each category shall not be weighted. A negative rating in any category shall be substantiated by anecdotal records and discussed with the employee and marked as outlined below. A copy of the rating shall be provided to any employee upon request.

RATING OF TEMPORARY PROFESSIONAL EMPLOYEE**

A temporary professional employee must be notified as to the quality of service at least twice a year. No such employee shall be dismissed unless rated as unsatisfactory and notified in writing of such unsatisfactory rating within 10 days after the unsatisfactory rating. A temporary professional employee whose work has been certified by the district superintendent or an intermediate unit executive director to the secretary of the school district, during the last four (4) months of the third year of such service, as being satisfactory shall thereafter be a professional employee within the meaning of this article. The attainment of this status shall be recorded in the records of the board and written notification thereof shall be sent also to the employee. The employee shall then be tendered forthwith a regular contract of employment as provided for professional employees.

5.

6. 7. 8.

DETAILED APPRAISAL FOR UNSATISFACTORY RATING

1. 2. 3. When an unsatisfactory rating in any major category I, II, III or IV is given to an employee, the rater must place a check in the block opposite that category designation. It is possible that a gross deficiency in a single category might be sufficiently serious to warrant a total rating of unsatisfactory. Wherever an unsatisfactory rating or provisionally satisfactory rating is given, each such recorded rating must be stated and the specific circumstances supported by anecdotal records. The records must include specific details of evidence likely to be important in the event the services of an employee are to be discontinued. Two consecutive unsatisfactory ratings of a professional employee are necessary to support a dismissal on the grounds of incompetency.

DESIGNATED RATER***
Rating shall be done by or under the supervision of the superintendent of schools or, if so directed by him/her, the same may be done by an assistant superintendent, a supervisor, or a principal, who has supervision over the work of the professional employee or temporary professional employee who is being rated. No unsatisfactory rating shall be valid unless approved by the district superintendent.

MAINTENANCE OF RATING RECORDS****

It shall be the duty of the board of school directors to cause to be established a permanent record system containing ratings for each professional employee within the district and copies of all his/her ratings for the year shall be transmitted to the employee upon his/her request; or if any rating during the year is unsatisfactory, copy of same shall be transmitted to the professional employee concerned. No employee shall be dismissed unless such rating records have been kept on file by the board of school directors. 4.

* ** *** **** Note:

See Section 1101 (1) and (3) of the Public School Code of 1949, as amended. See Section 1108 of the Public School Code of 1949, as amended. See Section 1123 of the Public School Code of 1949, as amended. See Section 1125(a) of the Public School Code of 1949, as amended. The word professional has been deleted to be consistent with the employee definitions.

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