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FAQ about the Observation Cycle FAQ about the Professional Qualities & Responsibilities (PQR) Evaluation Form
PROFESSIONAL GROWTH AND EVALUATION
FREQUENTLY ASKED QUESTIONS ABOUT THE OBSERVATION CYCLE 1. How many observations are required for probationary teachers? Probationary teachers must participate in a minimum of three observations cycles during the year. Two observation cycles should be between September 15 and December 15. The third observation cycle should occur between December 15 and March 1. The first and third observation cycles must be a minimum of 30 days apart. If a probationary teacher is NOT progressing toward meeting the Professional Qualities and Responsibilities (PQR) as expected, more observation cycles should be conducted to provide additional opportunities for feedback and improvement. This is particularly important for probationary teachers who are documented on their PQR Evaluation/Midyear as not meeting or exceeding the PQR. These additional observations beyond the required three observations will help support the decision-making process about renewal of the teacher’s contract for the next year.
2. Who should conduct the observations for probationary teachers? The supervising administrator is ultimately responsible for the observations. However, administrators are encouraged to have the probationary teacher participate in the observation series with several different observers. This allows the teacher and principal to gain insight from observers with different experiences and expertise. Observers may be another school administrator, content specialist, central office administrator, department/grade chairperson, resource teacher, or other recognized teacher leaders. Anyone asked to conduct an observation with a probationary teacher must have received division training in how to conduct the observation cycle. Communication must occur between the various observers so that the teachers do not receive conflicting messages and the focus of their growth is consistent. The supervisor should always be aware of the outcomes of the observation cycle.
3. What are the observation cycle expectations for teachers on continuing contract? The ideal teacher on a continuing contract meets or exceeds the spirit of the Professional Qualities and Responsibilities (PQR). The observation cycle for teachers on continuing contracts provides the opportunity for teachers to explore and reflect on teaching practice through the PQR. In order to do this, teachers are encouraged to incorporate new and innovative teaching strategies and move outside of their “instructional comfort zone.” Therefore, the observation cycles for continuing contract teachers who meet or exceed the PQR are focused on professional growth beyond PQR competence. The observation cycles are NOT part of the annual evaluation process.
4. How many observations cycles are required for teachers on continuing contract? Continuing contract teachers will participate in a series of observation cycles for professional growth every other year. When in a biennial professional growth series continuing contract teachers will participate in a minimum of two observation cycles during the school year. The observation cycles may occur anytime between September 1 and May 30. However, the administrator should have the observation cycles close enough together to develop focused and ongoing dialogue with the teacher about instruction. The two observations should not be viewed as isolated incidents, but should build on each other.
5. Who should observe the continuing contract teacher? The school principal is ultimately responsible for the observation cycles in the professional growth series. School principals can designate other administrators to conduct the professional growth observations for continuing contract teachers and are encouraged to designate only one observer. This allows for a relationship of trust to develop between the observer and teacher so that teachers feel safe to move outside their typical practice and delve deeper into the Professional Growth and Responsibilities (PQR). One observer also allows for deeper ongoing dialogue with the teacher about instruction. The observer designee may be another school administrator, content specialist, central office administrator, department/grade chairperson, resource teacher, or other recognized teacher leaders. Anyone asked to participate in an observation cycle with a continuing contract teacher will receive division training in how to facilitate the observation cycle. Continuing contract teachers will agree to have someone other than their supervisor to participate in the observation cycle for the professional growth series. The supervisor must always be aware of the outcomes of each observation cycle in the series.
6. Can a supervisor place a teacher on a professional growth series if it is not his/her biennial year? Yes. The supervisor may ask any teacher to participate in an observation cycle at any time.
7. What is the procedure for a continuing contract teacher not in good standing with the Professional Growth and Responsibilities (PQR)? The PQR performance deficiencies of the individual teacher should be noted on the PQR Evaluation Form. If the deficiencies are specific to skills effecting quality classroom instruction, the observation cycles must become part of the same evaluation process being applied to probationary teachers. There should be a minimum of two observation cycles, but supervisors are encouraged to go beyond this number to provide support and feedback for improved performance. The post-observation report will be attached to the PQR Evaluation Form. When performance improves and PQR expectations are met, the teacher may return to the professional growth series.
8. Is there a standard observation form? No. The observation cycles for continuing contract teachers should be focused on a need or area of professional growth identified by the teacher and principal. Needs will vary from teacher to teacher. Therefore, an observation tool (or form) should be designed specifically to gather data for an individual teacher’s use and reflection during the post-observation conference. This observation tool may be quantitative (such as a frequency chart) or qualitative (such as a verbatim or selective verbatim detail script of what transpired during the observation). Sample observation tools will be available and principals are encouraged to share tools with each other.
9. Is there a standard post-observation conference reporting form? Yes. The post-observation report form has not changed and includes the following:
The post-observation conference report must be shared with the teacher ONLY AFTER the post-observation conference. This document represents the teacher’s reflection on the data gathered from the observation along with the observer’s interpretation. Whenever possible, recommendations as next steps should be identified with the teacher.
10. Will there be situations when the principal needs to clearly delineate the recommendations and next steps for the teacher? Yes. This may happen if the teacher has a low level of skill, lack of experience, or is not particularly reflective about his/her practice. The principal (or designee) may also be more directive when he/she has an implementation expectation and the teacher does not necessarily agree with it. However, the philosophy of this model is that teachers should be reflective practitioners and supervisors need to work with teachers to develop this skill.
11. What is the role of walk-through observations in this model and can they be used as part of the evaluation? Walk-through observations are used for three different and distinct purposes:
Specific best practices are associated with each of these types of walk-through observations. Different types of walk-through tools exist for each walk-through purpose. Walk-through observations can also be important in helping a principal and other designees determine if teachers need more attention and support through their observation cycles.
FREQUENTLY ASKED QUESTIONS ABOUT PROFESSIONAL QUALITIES AND
1. Who gets a Professional Qualities and Responsibilities (PQR) Evaluation Form and when? All teachers are evaluated every year. All teachers receive a PQR Evaluation Form at mid-year and at the end of the evaluation. Refer to the administrator timelines for when evaluations should be completed.
2. If a teacher is meeting or exceeding the Professional Qualities and Responsibilities (PQR), do they get a PQR Evaluation Form? Yes. The administrator checks the box stating that the teacher meets or exceeds the PQR, signs the form, has the teacher sign the form, provides one copy to the teacher and puts a copy in the teacher’s file. Writing a comment on the form is encouraged but is optional and the administrator does not have to hold a conference.
3. What about probationary teachers? Are they really at the level to meet or exceed the Professional Qualities and Responsibilities (PQR)? The designation of meets or exceeds the PQR is a relative term. Everyone can improve or go deeper into applying the PQR. Probationary teachers often have not had the experience needed to truly master the PQR. However, if the principal feels that a probationary teacher is moving forward toward deeper implementation of the PQR and is developmentally where he/she should be, the administrator may list the probationary teacher as meeting or exceeding the PQR. If the probationary teacher has significant deficits, is not growing in his/her implementation of the PQR and/or is below the developmental level expected, the probationary teacher should be designated as NOT meeting the PQR.
4. What do I do for the teacher evaluation if I have a teacher who is NOT meeting the Professional Qualities and Responsibilities (PQR)? Indicate this on the PQR Evaluation Form by completing the bottom section of the form clearly identifying the PQR not being met, what the expected behavior is, and what support will be provided. Administrators are required to have a face-to-face conference with any teacher designated on the PQR Evaluation Form as NOT meeting the PQR in order to clearly delineate the expectation for improvement.
5. Do I use the Professional Qualities and Responsibilities (PQR) Evaluation Form instead of a letter of reprimand? You may choose to use the PQR Evaluation Form in lieu of a letter if you clearly state the reprimand and reason on the form. If you choose to proceed with a letter or some other type of action plan or document that delineates the expectation for improved performance, it must be attached to the PQR Evaluation Form. This form should always be attached to any document outlining the need for improved performance on a specific PQR and the required date of the conference should be noted.
6. What if the teacher wants to attach a letter or document to the Professional Qualities and Responsibilities (PQR) Evaluation Form? The teacher may do so. If there is an attachment, check “other attachment” on the PQR Evaluation Form and describe what is attached.
7. What if the teacher who does not meet the Professional Qualities and Responsibilities (PGR) refuses to sign the PQR Evaluation Form after the required conference? The teacher’s signature does not imply that he/she agrees with the evaluation. The teacher does not have to agree. He/She must only sign and acknowledge receipt of the PQR Evaluation Form. If the teacher still refuses to sign, ask a third party to witness the teacher receipt of the PQR Evaluation Form and note this in writing.
8. Do I only use the Professional Qualities and Responsibilities (PQR) Evaluation Form at the mid-year and annual evaluation? No. You use the PQR Evaluation Form anytime during the year. Simply check “other” on top of the form and add the date.
9. Can I use the Professional Qualities and Responsibilities (PQR) Evaluation Form anytime during the year to commend teachers who have done something outstanding that exceeds the PQR? YES! The PQR Evaluation Form can serve as a quick way to acknowledge outstanding performance. The administrator checks that the teacher meets or exceeds the PQR and in the comment section writes a nice note delineating the work the teacher is commended for.
10. Do I send the Professional Qualities and Responsibilities (PQR) Evaluation Forms to Human Resources? You only send the forms to your Director and Human Resources when a teacher is NOT meeting or exceeding the PQR. In these cases, the PQR Evaluation Form along with supporting documents, including observation cycle reports, must be sent to your Director and Human Resources.
11. What if I want to recommend non-renewal for a probationary teacher? The main goal of all supervisors in this process is to provide support to teachers and help them improve and grow professionally. The Professional Qualities and Responsibilities (PQR) Evaluation Forms, in conjunction with classroom observation cycle reports, should document what has been done to support the probationary teacher in showing improvement. If a probationary teacher continues to show little to no improvement toward meeting the PQR, notify your Director and Human Resources. The Director and representatives from Human Resources will review your efforts as documented and discuss next steps with you.
12. What if I want to discuss termination of a continuing contract teacher? Again, the main goal is to provide teachers with support for growth and improvement. All efforts of the supervisor should be carefully documented on the Professional Qualities and Responsibilities (PQR) Evaluation Form and observation cycle reports along with the teacher response to those efforts. Each recommendation for termination is reviewed on a case-by-case basis. Consult your Director and Human Resources when efforts to encourage and support improvement are not resulting in the desired improved performance for a continuing contract teacher.
13. Can I use SOL or HATs test scores as part of the annual evaluation? Test score data can be used as part of the evaluation only when used as data to represent the outcome of classroom instruction. How and what a teacher teaches in the classroom is reflected in student performance. Poor student test scores may indicate a problem with the teacher’s pacing, content, or instructional strategies. Supervisors are responsible for helping teachers reflect on practice and identify problems that may exist in instruction. Identified problems may become the focus for improvement during the coming year. The vehicle for supporting the teacher’s improvement effort will include multiple observation cycles around the Professional Qualities and Responsibilities (PQR) focus area of concern, along with review of lesson plans, and meetings to analyze student work and progress. The evaluation is based on the teacher’s improvement of the identified PQR instructional focus area. Test scores may be used as part of the evaluation but only as one piece of data used to diagnose areas of concern during the larger instructional conversation. One caution is that good test scores do not always mean that the teacher’s practice meets or exceeds the PQR. High student pass rates can be achieved through extensive use of drill and practice and other “less than engaging” instructional practices.
14. I used to capitalize on the old Professional Growth Process (PGP) model by requiring my teachers to work in study groups or Professional Learning Communities (PLCs) around some designated topic important to my school instructional program. Does the new process allow me to do this? Yes. You write this activity into your school improvement plan as a staff development strategy. Teacher participation in staff development activities designed to improve the entire school can be tied to the indicators of Professional Qualities in the Professional Qualities and Responsibilities (PQR). Study groups and PLCs can be addressed specifically under PQR section K: Compliance with School and School Division Policies, section L: Evidence of Professional Development, and section Q: Cooperation with Total Staff.
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