Leon County Schools Performance Feedback Process

1
Leon County SchoolsPerformance Feedback Process

• August 2006
• For more information
• www.leon.k12.fl.us/Public/Person/

2
Three Key Elements

• The professional educator is engaged in a process
  of continuous improvement.
• A constant focus is on improvement of student
  performance.
• The shift is from minimum competencies to highly
  effective instructional practices.

3
The Critical Element

• The individual classroom is the focus of
  influence.
• Performance feedback should result in a positive
  impact upon classroom instruction and increased
  learning of all children.

4
All Teachers

• The LCS Teacher Performance Feedback Summary Form
  will be used with all teachers.
• All teachers will have developed and implemented
  an approved Individualized Professional
  Development Plan (IPDP).

5
Documentation

• All participants in the Professional Education
  Competence (PEC) Program must also complete all
  requirements of the program portfolio.
• Teachers with an Improvement Notice must document
  the identified target areas.

6
Documentation

• Teachers rated Professional do not have to
  provide any additional documentation beyond their
  completed IPDP.

7
Annual Salary Increase

• In order to qualify for a salary increase,
  instructional staff are required to show
  improvement in the performance of their students,
  demonstrate effective teaching practices and
  receive a satisfactory (Professional or
  Accomplished) performance evaluation.

8
Performance Pay Plan

• Teachers will be given the specific requirements
  for the LCS Performance Pay Plan with the option
  to declare their interest in participating in the
  program at a later time.
• When available and appropriate, standardized or
  criteria-based national and/or state assessment
  results must be utilized.

9
Peer Feedback

• Documentation from peer observations, review or
  feedback may be used as part of the assessment
  process only with the teachers approval and at
  the discretion of the administrator.

10
Evaluation Cycles

• Annual contract teachers, who are not being
  renominated, should have a formal performance
  feedback conference prior to the end of the
  school year.
• All renominated and continuing or professional
  services contract teachers may have their
  feedback conference in the fall when data is
  available for their IPDP.

11
Observation Timelines

• Experienced teachers do not require formal
  observations when site administrators are
  conducting regular Classroom Walk-Throughs.
• Classroom Walk-Throughs CANNOT be used to
  document Needs Improvement.

12
Observation Timelines

• Experienced teachers, new to the district, should
  have Teacher Assessment Part A and B within the
  first 90 days and a second Part A during the
  second semester.
• Beginning teachers, new to the district, should
  have Teacher Assessment Part A within the first
  45 days, Part A and B within the first 90 days,
  and the PEC portfolio completed before
  renomination.

13
Observation Timelines

• Teachers needing assistance will be observed with
  Teacher Assessment Part A and Part B as needed or
  on an ongoing basis. Other elements in an
  improvement plan or improvement notice will be
  addressed within specified timelines.

14
Notification

• The site administrator will inform his/her staff
  about the evaluation process. The staff will be
  told when formal and informal observations will
  be conducted and by whom.
• Formal observation for assessment purposes
  requires prior notification to the teacher.
• Informal observations may be conducted at any
  time.

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Conferences

• A conference must be held and documented after
  each formal observation and after any informal
  observation where a serious concern was
  identified.
• An annual performance feedback conference must be
  held to review the IPDP and the Teacher
  Performance Feedback Summary Form

16
Contract Renewal

• A satisfactory evaluation (Professional or
  Accomplished overall rating) is necessary but
  not sufficient for annual contract renewal.
• Fiscal, programmatic and other employee
  performance factors may affect contract renewal.

17
Teacher Performance Feedback Summary Form

• Completion of IPDP
• Implementation of Appropriate Curriculum
• Demonstration of Effective Instructional
  Strategies
• Utilization of Technology for Instruction
• Monitoring Student Progress
• Meeting the Responsibilities of a Teacher

18
Teacher Performance Feedback Summary Form

• Beyond the IPDP no documentation is required for
  a Professional rating.
• Teacher must provide documentation to receive an
  Accomplished rating.
• Administrator must document Needs Improvement.

19
Overall Professional

• Completed IPDP
• No other documentation by teacher or
  administrator needed if Classroom Walk-Throughs
  were conducted

20
Overall Accomplished

• IPDP shows significant growth in student
  achievement.
• Teacher provides evidence of outstanding
  performance in at least one other area.
• No area is marked Needs Improvement.

21
Overall Needs Improvement

• At least two areas have been documented by the
  administrator and marked Needs Improvement.
• OR
• The misconduct or ineffective practice has been
  documented to be of a significantly serious
  nature.

22
Overall Unsatisfactory

• Failure, over time, to improve the serious
  problems identified using the Needs Improvement
  Process
• A documented serious incident or policy violation
  has occurred.
• Improvement notices or other documentation must
  be attached.

23
IPDP

• Student learning outcomes
• Related professional competencies
• Related professional development activities
• Faculty/peer study group
• School improvement involvement
• Parent/guardian communication

24
IPDP Student Outcomes

• One outcome related to the school improvement
  plan focus or targets
• One outcome based upon an analysis of the needs
  students in your classroom

25
IPDP Professional Competencies

• One curriculum knowledge, instructional strategy
  or skill, or other professional competency that
  you wish to develop that will help improve
  student performance FOR EACH of the targeted
  outcomes

26
IPDP Professional Development

• One professional development activity (FOR EACH
  of the identified knowledge, skills or
  competencies) that will help you learn and apply
  the competency in your classroom in order to
  improve the targeted student outcomes

27
IPDP Faculty Study Group

• Every teacher will participate in a faculty wide,
  department, team or other peer study group in
  order to examine and improve instructional
  practices.
• The study group may focus on lesson study,
  research based practices, or theory into practice
  using texts or other resources.

28
IPDP SIP Process

• All teachers are expected to participate in the
  development, implementation and/or monitoring of
  the schools improvement plan.
• Teachers may serve on SAC, SIP committees or
  subcommittees or otherwise assist in helping the
  school successfully reach SIP goals and
  objectives.

29
IPDP Parent Communication

• Using surveys, interviews or other formal
  strategies, all teachers will solicit input from
  parents/guardians regarding the effectiveness of
  their communication of expectations, activities
  and student progress
• Grade level, special area and department teams
  are encouraged to coordinate the solicitation of
  feedback from parents and guardians.

30
IPDP Follow-up

• The primary question to be answered is What have
  you learned that will help you be better able to
  help your students improve their performance?
• Use the IPDP Process rubric to assess follow-up.

31
Teacher Assessment Part A

• Part A is used as an observation instrument to
  provide feedback on specific effective teaching
  practices that help students be successful.
• Part A may be requested by a teacher wishing
  feedback used by an administrator to help
  document competencies for the PEC program or be
  part of the documentation for Needs Improvement
  on the Teacher Performance Feedback Summary Form.

32
Teacher Assessment Part B

• Part B is used as a portfolio guide to provide
  feedback on specific effective teaching practices
  that help a teacher be more successful with
  his/her students.
• Part B may be requested by a teacher wishing
  feedback used by an administrator to help
  document competencies for the PEC program or be
  part of the documentation for Needs Improvement
  on the Teacher Performance Feedback Summary Form.

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Teacher Assessment Improvement Notice

• The Improvement Notice is a vehicle to get a
  teachers attention that improvement is not just
  suggested but required.
• Several opportunities for improvement, with
  support and assistance from the site
  administrator, will be provided.
• Failure to improve is sufficient grounds for an
  unsatisfactory evaluation.

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Summary

• This process assumes the competence of the
  majority of teachers and focuses on professional
  development in the context of improving student
  performance as its priority.
• The documentation of problematic or ineffective
  behavior is secondary should occur with no
  surprises to the teacher and should include
  opportunities for improvement.

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Summary

• The most important part of this whole process is
  the conversation between a teacher and an
  administrator about ways to improve student
  learning.
• Both teachers and administrators must look for
  ways to initiate those conversations both within
  and outside of this process.