 |
||||||||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
|
||||||||||||||||||||||||||
Click on the links below: Continuing Contract Teacher Timeline Continuing Contract Teacher (not meeting the PQR) Timeline FAQ by Probationary Teacher about the new PGEP Process FAQ by Continuing Contract Teacher about the new PGEP Process
PROBATIONARY TEACHER’S TIMELINE
CONTINUING CONTRACT TEACHERS IN
FREQUENTLY ASKED QUESTIONS BY PROBATIONARY TEACHERS ABOUT THE 1. What are the initial steps for probationary teachers in the new Professional Growth and Evaluation Process (PGEP)? Administrators will present and review the Professional Qualities and Responsibilities (PQR) with all teachers during the last week in August. All teachers sign this form signifying that they understand and will adhere to the PQR. Next, probationary teachers complete a PQR Self-Assessment of their skills/abilities. This self-assessment is based on specific areas of the PQR. 2. What occurs at the initial PGEP meeting with my supervising administrator? Your administrator will review your self-assessment with you. After reviewing the self-assessment and discussing school-wide instructional goals, the administrator and teacher will jointly decide the specific PQR that will be the focus of classroom observations for the year. The focus is documented on a planning conference form. This focus may change during the year and the planning form updated. Your first observation cycle will be scheduled. 3. What is an observation cycle? An observation cycle consists of a pre-observation meeting, an observation, and a post-observation conference. Your initial PGEP meeting serves as the pre-observation meeting. It sets the focus for subsequent observations. Once an observation is completed, the observer will meet with the teacher to discuss the data collected during the observation. This post-observation conference employs the Santa Cruz protocol which requires the teacher and observer to analyze the data collected during the observation in order to improve classroom practice. The teacher is required to be an active participant in this vital step. After the data have been analyzed, the observer and teacher collaboratively complete the post-observation conference reporting form. The observations focus on the aspect of the PQR specified in the observation planning conference. 4. How many observations are required for probationary teachers? Probationary teachers must participate in a minimum of three observation 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. 5. Who should conduct the observations for probationary teachers? The principal is ultimately responsible for the observations. However, the probationary teacher may participate in the observation series with several different observers. This allows the teacher and administrator 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. The supervising administrator and principal should always be aware of the outcomes of the observation cycle. 6. Is there a standard observation form? No. The observation cycle should be focused on a need or area of professional growth identified by the teacher and principal. Different teachers will identify different needs. Therefore, an observation tool (or form) should be designed specifically to gather data for the 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 script detailing what happened during the observation). Sample observation tools will be available and teachers and principals are encouraged to share with each other. 7. Is there a standard post-observation conference reporting form? Yes. The post-observation report form will include the following:
The post-observation conference report will be finalized 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. 8. 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 snapshots of classroom instruction. Administrators utilize walk-throughs for different and distinct purposes to consistently “take the pulse” of the instructional program to ensure that it is “healthy.” Walk-though observations can also be used to gather data about implementation of specific school and district initiatives, such as technology integration, or specific reading strategies. The data from these walk-throughs are best reported in aggregate to show level of implementation. They are important in helping a principal determine which teachers need more attention through their observation cycle. Since walk-through data is only a snapshot, the data collected should not be used in isolation as part of the teacher evaluation. 9. Will my performance be formally evaluated? The teacher’s progress towards meeting or exceeding the Professional Qualities and Responsibilities (PQR) will determine his/her evaluation. Evaluation of probationary teachers relies heavily upon the data collected during the observation cycles. The supervising administrator will complete the PQR Evaluation Form/Mid-year before December 15th. This mid-year report will denote whether the teacher has or has NOT met the PQR during the first half of the year. If the teacher has NOT met the PQR, details of required areas of improvement as well as increased support from administration will be provided. 10. When is the final evaluation completed? By March 1st a PQR Evaluation Form must be completed by the supervising administrator and presented to the teacher. However, observation cycles may continue until the end of the school year.
FREQUENTLY ASKED QUESTIONS BY CONTINUING CONTRACT TEACHERS ABOUT THE
1. What are the major changes in the Professional Growth and Evaluation Process (PGEP) for continuing contract teachers? There are many changes to the PGEP process that are addressed on the PGEP website and by your administrators. The three major changes are:
2. Will I be observed every year? Continuing contract teachers who meet or exceed the PQRs will be formally observed every other year. However, a teacher may be observed through walk-throughs or informally at any time. 3. What is an observation cycle? An observation cycle consists of a pre-observation meeting, an observation, and a post-observation conference. Your initial PGEP meeting serves as the pre-observation meeting. It sets the focus for subsequent observations. Once an observation is completed, the observer will meet with the teacher to discuss the data collected during the observation. This post-observation conference employs the Santa Cruz protocol which requires the teacher and observer to analyze the data collected during the observation in order to improve classroom practice. The teacher is required to be an active participant in this vital step. After the data have been analyzed, the observer and teacher collaboratively complete the post-observation conference reporting form. The observations focus on the aspect of the PQR specified in the observation planning conference. 4. How many observations are required for teachers in the observation series? Continuing contract teachers must participate in a minimum of two observation cycles during the year. 5. 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. 6. 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. 7. Can a supervisor put teachers on a professional growth series if it is not their year? Yes. The supervisor may ask any teacher to participate in an observation cycle at any time. 8. What is the procedure for a Continuing Contract Teacher not in good standing with the Professional Qualities 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. 9. Is there a standard observation form? No. The observation cycle should be focused on a need or area of professional growth identified by the teacher and principal. Different teachers will identify different needs. Therefore, an observation tool (or form) should be designed specifically to gather data for the 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 script detailing what happened during the observation). Sample observation tools will be available and teachers and principals are encouraged to share with each other. 10. Is there a standard post-observation conference reporting format? Yes. The post-observation report form will include the following:
The post-observation conference report will be finalized 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. 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 snapshots of classroom instruction. Administrators utilize walk-throughs for different and distinct purposes to consistently “take the pulse” of the instructional program to ensure that it is “healthy.” Walk-though observations can also be used to gather data about implementation of specific school and district initiatives, such as technology integration, or specific reading strategies. The data from these walk-throughs are best reported in aggregate to show level of implementation. They are important in helping a principal determine which teachers need more attention through their observation cycle. Since walk-through data is only a snapshot, the data collected should not be used in isolation as part of the teacher evaluation. 12. Will my performance be formally evaluated? The teacher’s progress towards meeting or exceeding the Professional Qualities and Responsibilities (PQR) will determine his/her evaluation. The supervising administrator will complete the mid-year PQR Evaluation Form/Mid-year for all continuing contract teachers before January 30th. All teachers will also receive an annual PQR Evaluation Form. The supervising administrator MUST meet ONLY with those teachers who are not meeting or exceeding the PQR.
|
||||||||||||||||||||||||||
 |
||||||||||||||||||||||||||
