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Volusia System for

Empowering Teachers

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Table of Contents Introduction Disclaimer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Statement of Philosophy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 General Guidelines. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Common Language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Volusia System for Empowering Teachers Introduction to the Volusia System for Empowering Teachers . . . .. . . . . . . . . . . . . . . . . 7 Pie Charts of VSET Model . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Implementation of the Danielson Framework for Teaching . . . . . . . . . . . . . . . . . . . . . . . 9 System Components . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Nine Power Components . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Breakdown of the Weights Assigned to each Domain and Component. . . . . . . . . . . . . . 12 Online System and Electronic Forms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Observation Process Steps in the Observation Cycle. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Step‐by‐Step Guidance on Conducting an Observation Cycle . . . . . . . . . . . . . . . . . . . . . . 16 Walk‐Through . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Administrative Observation Overview Observation Cycles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 New to Teaching and New to District . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Satisfactory, High Performing, or Outstanding . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Improvement Needed . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Unsatisfactory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Peer Assistance and Review Observation Overview New to Teaching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 New to District . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Needs Improvement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 Unsatisfactory. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 Multiple Evaluation Elements Classroom Teacher Framework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 Additional Metric Evaluation Elements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 VSET Professional Growth Plan at a Glance. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 Growth Plan Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 Professional Growth Plan‐Phase I Implementation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39 Evaluator Training . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45 Peer Assistance and Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46 Appendices 47 Teaching Fields Requiring Special Procedures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48 School Counselor Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49 Instructional Coach Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57 Media Teacher Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65 Race to the Top Communications/Design Teams . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74 Contemporary Research Reference List . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77

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DISCLAIMER

This handbook is a reference guide for assessment of employees represented by the Volusia Teachers Organization (VTO) bargaining unit serving the School District of Volusia County. The Volusia System for Empowering Teachers (VSET) Implementation Committee may consider changes to these procedures during Phase I implementation. Such changes will be recommended to the Superintendent and submitted the School Board for approval. Neither the handbook, nor its content, in any way creates an expressed or implied contract of employment.

STATEMENT OF PHILOSOPHY

Evaluation is a continuous, collaborative process designed to improve instruction and the performance of students. It is intended to be positive and growth‐oriented. It is based on fundamental principles of effective evaluation and contemporary research in assessment practices. The assessment system shall be applied equitably and shall conform to legally sound evaluation procedures.

GENERAL GUIDELINES

1. Administrators are responsible for training teachers as it relates to their evaluations.

2. Evaluations shall identify strengths as well as establish a plan for continued professional growth and development.

3. Components of the Volusia System for Empowering Teachers (VSET) are designed to reflect the performance of teachers and increased student achievement.

4. Evaluations shall be based on observable evidence or records pertaining to job performance.

5. The principal or administrative designee shall evaluate teachers. The immediate supervisor shall evaluate all other members of the bargaining unit.

6. In addition, district Peer Assistance and Review (PAR) teachers, as defined in the VTO contract, will be involved in the evaluation process of participating teachers in the PAR program.

7. Modifications or changes in the evaluation system shall be reviewed by the VSET Implementation Committee and subsequently approved by the School Board.

8. VSET evaluations are stored electronically. VCTAS folders, older than three years, should be

handled per Records Destruction Guide. (See www.volusia.k12.fl.us/fpwebs/armweb.)

9. Updates to the manual are on-going. For the most recent version, please check the Volusia website (external access) or the VSET Sharepoint (internal access) for the most recent version.

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Common Language

Common Language: A transparent way to talk about instruction that is shared by everyone. This well‐

articulated knowledge base describes the complexity of teaching and describes key strategies revealed by

the research to have a high probability of affecting student learning. It should also describe the

instructional context for appropriate use of instructional strategies to have the highest probability for

raising student learning. The common language represents what a school or district defines as effective

instruction. A common language enables teachers to engage in decision‐making, professional

conversations and growth aimed at improving student achievement. For administrators, a common

language provides the means to offer focused formative and summative feedback. It supports

administrators in making decisions regarding hiring and selection of teachers, the induction of new

teachers, professional development, coaching and support for struggling teachers as well as opportunities

to develop career ladders for teachers. A common language is a key improvement strategy that provides

the context for aligning all instructional programs.

Announced Scheduled

Artifacts Deliberate examples selected to provide evidence of aspects of a teacher's practice. (i.e. lesson plans, teacher assignments, scoring rubrics, data, student work)

Classroom Observation Observer collects and sorts evidences for Domains 2 and 3

Classroom Teachers Teachers with students on rosters

Component An identified aspect of teaching within one of the four domains

Domain One of four broad areas in which teachers execute professional roles

Domain 1 Danielson Framework ‐ Planning and Preparation

Domain 2 Danielson Framework ‐ Classroom Environment

Domain 3 Danielson Framework – Instruction

Domain 4 Danielson Framework ‐ Professional Responsibilities

Evidence Evidence may include factual reporting of teacher and student actions and behaviors. It may also include artifacts prepared by the teacher, students, or others. It does not include personal opinions or biases. It is selected using professional judgment by the observer and/or the teacher.

FEAP Florida Educator Accomplished Practices

Feedback Information shared relevant to something observed in the context of learning or other educational setting.

Formative Observation Observation conducted for gathering evidence. Formative observations shall be ongoing throughout the school year, providing the basis for summative evaluations.

Framework for Teaching Teacher observation and evaluation rubric based on Charlotte Danielson’s research.

MOU Memorandum of Understanding

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Multi‐metric Using more than one measure to evaluate the performance of a teacher or leader– Volusia will use student achievement, the professional growth plan, and observations / collaborative planning to calculate a final evaluation report

New to assignment Change in more than 50% of content area assignment or major change in school level (e.g., Primary (grades K‐1) to Intermediate (grades 3‐5): or secondary to elementary).

New to district Experienced teacher new to Volusia County School District

New to teaching First year teacher

Observation Cycle Planning conference, observation, post conference

Observation Length Recommended length of observation in Secondary is one class period (a minimum of 30 minutes). Best practice for elementary is a minimum of 30 minutes.

Observer Individual fully‐trained to conduct observations for the evaluation process

PAR Teacher Peer Assistance and Review ‐ District based teacher on assignment who provides peer support for teachers. They will have a caseload of teachers they mentor and a caseload of teachers they evaluate.

Planning Conference Teacher submits responses and artifacts as evidence for Domain 1.Teacher and observer talk about the lesson prior to the formal scheduled observation. During this time, the teacher and observer use the planning conference form as a means to discuss the lesson, engage in collaborative decision‐making, clarify expectations, and identify areas where specific feedback will be provided.

Post Conference Teacher submits responses and artifacts as evidence for Domain2‐4. The reflection or post‐conference provides an opportunity for the teacher and the administrator to reflect about the lesson, clarify expectations, and plan forward using the reflection (post‐conference) form as a guide for reflection and feedback.

PLC Professional Learning Community

Power Components Nine components of the Danielson Framework for Teaching that have the greatest correlation to increased student achievement. They are also the components that are highly interrelated with other components.

Professional Growth Plan Florida Statute requires all instructional personnel annually create an individual Professional Growth Plan. Instructional personnel use FCAT results (if applicable) as well as other forms of student performance data to determine a learning goal for student growth, measurable objectives to meet the goal that clearly identify the expected change(s) in professional practice, and an evaluation plan to determine the effectiveness of the professional development.

Proficient At this level of performance, the teacher demonstrates thorough knowledge of the concepts underlying a component. Students are engaged in learning. This level of performance represents successful, professional, and effective teaching. Teachers at this level have mastered the work of teaching while continually working to improve that practice.

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Rating ‐ Basic Description of teaching that has the necessary knowledge and skills to be effective, but its application is inconsistent (perhaps due to recently entering the profession or recently transitioning to a new curriculum, grade level, or subject).

Rating ‐ Distinguished Description of professional teaching that innovatively involves students in the learning process and creates a true community of learners. Teachers performing at this level are master teachers and leaders in the field, both inside and outside of their school.

Rating – Proficient Description of successful, professional teaching that is consistently at a high level. Most experienced teachers would frequently perform at this level.

Rating ‐ Unsatisfactory Description of teaching that does not demonstrate understanding of the concepts underlying the component. This level of performance is doing harm in the classroom.

Reflection Thoughtful analysis and processing of a teaching event or data

Responsiveness Reacting to situations within and beyond the classroom that further learning opportunities

Scheduled Observation Teacher is notified in advance of observation cycle. Observation cycle includes the pre‐conference, observation, and post conference.

Self‐Inventory Learning Bridges inventory

Self‐Reflection Teacher reflects on own performance on observation rubric as part of observation cycle.

Student Evidence Specific observable student behaviors in response to the teacher's use of particular instructional strategies, student work samples, assessment data

Summative Assessment Assessment of teaching and learning at a given point of time that counts toward the final evaluation.

Summative Observations Count toward summative report. Principal and PAR observations count equally.

Summative Rating ‐ Developing Rating based on combination of all metrics for teaching (1‐3 years) that has the necessary knowledge and skills to be effective, but its application is inconsistent (perhaps due to recently entering the profession or recently transitioning to a new curriculum, grade level, or subject).

Summative Rating ‐ Effective Rating based on combination of all metrics for successful, professional teaching that is consistently at a high level. Most experienced teachers would frequently perform at this level.

Summative Rating ‐ Highly Effective Rating based on combination of all metrics for professional teaching that innovatively involves students in the learning process and creates a true community of learners. Teachers performing at this level are master teachers and leaders in the field, both inside and outside of their school.

Summative Rating ‐ Needs Improvement

Rating based on combination of all metrics for teaching (>3 years) that has the necessary knowledge and skills to be effective, but its application is inconsistent (perhaps due to recently entering the profession or recently transitioning to a new curriculum, grade level, or subject).

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Summative Rating ‐ Unsatisfactory Rating based on combination of all metrics for teaching that does not convey understanding of the concepts underlying the component. This level of performance is doing harm in the classroom.

(Final) Summative Report Report which summarizes the combination of all metrics – final evaluation(s), the Professional Growth Plan, and student achievement to determine the rating of highly effective, effective, needs improvement/developing, or unsatisfactory.

Teacher Evidence Specific, observable behaviors demonstrated by teachers when using a particular instructional strategy. Evidence could also be documents or data relevant to a domain/component.

TOA School or district‐based Teacher on Assignment

Unscheduled Observation or walk‐through which occurs without prior notice. The observation cycle does not include a pre‐observation conference.

VCTAS Volusia County Teacher Assessment System ‐ former evaluation system used in the district.

Walkthroughs As in the formal observation, walkthroughs can be scheduled or unscheduled. Walkthroughs generally consist of very brief classroom observations of 3‐10 minutes in length in which the observer gathers evidence regarding classroom instructional practices and behaviors on a regular basis with timely and actionable feedback to teachers. Walkthroughs provide opportunities for individual feedback as well as trend and pattern data over time. Walkthroughs also inform professional development needs for individual and groups of teachers and provide a means to gauge the implementation of professional development against individual professional development plans and school improvement plans. Walkthrough evidence may also be collected during instructional activities when students are not present, such as PLC meetings or planning time.

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Introduction to the Volusia System for Empowering Teachers

Florida’s Race to the Top initiative challenges the district to invest in human capital (educators) in order to

improve student achievement. The district focus on “learning communities” or “communities of practice”

nurtures the feedback and collaboration that foster teacher workplace learning. Information and data

must be readily available to provide feedback on the quality of instruction and its impact on student

learning. Through collaboration, the data are utilized to assess student needs and adjust instruction.

In the past, teacher evaluation was the sole

responsibility of the supervisor. Under the new

evaluation system developed through the Volusia

Race to the Top plan, the administrator and teacher

collaboratively evaluate the quality and the

effectiveness of instruction.

The Volusia System for Empowering Teachers (VSET)

is an instructional improvement system. Design

teams collaborated to create aligned, rigorous, and

fair processes that support teacher professional growth, incorporate contemporary research, and align

with the Florida Educator Accomplished Practices, Race to the Top requirements, and Florida Statutes.

Volusia's design teams, working collaboratively with the Department of Education, other school districts,

and educational partners, have utilized the following evaluation system requirements in preparing the

Volusia System for Empowering Teachers (VSET):

The system is designed to support effective instruction and student learning growth

Results will be used when developing district and school level improvement plans

Results will be used to identify professional development for instructional personnel and school

administrators

The system will provide online access to examine performance data from multiple sources,

including opportunities for parents to provide input into employee evaluations when appropriate

The system will provide identification of teaching fields for which special evaluation

procedures/criteria are necessary

The evaluation process will be managed for each teacher and instructional leader, following state

statute

The charts on the following page display the new design of the multi‐metric evaluation system that is

differentiated according to certain categories of teachers. Experienced teachers with “Effective” or

“Highly Effective” ratings have three metrics in their evaluation. New teachers or experienced teachers in

need of improvement have an additional peer assistance and review component. The process for each of

the teacher categories is explained in detail in this manual.

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Educator Evaluation (25%) + Professional Growth Plan (25%) + Student Achievement (50%)

= Summative Educator Report (100%)

Educator Evaluation (20%) + PAR Evaluation (20%) + (Professional Growth (10%)

+ Student Achievement (50%) = Summative Educator Report (100%)

This evaluation model is designed for:

• Educators New to Teaching

• Educators New to District

• Experienced Educators with overall Rating of

“Needs Improvement” or “Unsatisfactory”

• Educators Self‐Selecting into Program

• New Assignment

• In need of support

This new evaluation model is

designed for Educators Rated as

“Effective” or “Highly Effective”

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Implementation of the Danielson Framework for Teaching

Charlotte Danielson’s Framework for Teaching establishes a common language for teaching practice. A

common language provides a shared way to talk about instruction that everyone at the district and school

level uses and understands. Principals and teachers use a common language of instruction to converse

about effective teaching, give and receive feedback, collect evidence and monitor data points. A common

language is a key improvement strategy that provides the context for aligning all instructional programs.

Definitions of common language terms are provided in the front of this manual.

The four Domains of Danielson’s Framework for Teaching are included in the evaluation system. The

teacher and observer gather evidence for Domains 1 and 4 outside of the classroom observation and

present the evidence for these domains at the planning conference. The observer collects evidence for

Domains 2 and 3 during a classroom observation or walk‐through. The following tables display a

breakdown of the weights assigned to each Domain and Component for the Classroom Teacher rubric.

Other instructional specialist job roles have similar weights under each Domain and Component, even

though the wording of the Domain or Component may have been adapted to suit the role and

responsibilities of each specialized position. The rubric score is calculated using the component weights.

The nine components with the greatest weighting are called Power Components.

The nine Power Components represent the areas of effective teaching practice that have the greatest

correlation to increased student achievement. These components are also highly interrelated with other

components. Since research indicates the centrality to good teaching of these practices, the new teacher

induction program focuses on the nine power components to ensure that beginning teachers concentrate

on the practices that directly relate to student achievement.

The following sections provide procedures for informal Walk‐Through observations and formal

Observation Cycles. Both formative and summative data are collected. An overview of the timeline for

school‐based administrative observation cycles is included for each category of classroom teachers. In

addition, a school‐based administrator evaluates instructional coaches, media teachers, and school

guidance counselors. Peer Assistance and Review (PAR) teachers conduct additional observation cycles

for teachers participating in the Peer Assistance and Review Program as outlined in the Peer Assistance

and Review Overview charts. Similar observation cycles apply to other non‐classroom instructional roles.

The appropriate district‐based administrator, following the procedures identified in this manual, evaluates

certain specialized roles such as school psychologists, social workers, program specialists, therapeutic

specialists, compliance specialists, and district teachers on assignment.

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System Components

Volusia County Schools based the new teacher evaluation model on Charlotte Danielson’s “Framework for

Teaching”. Danielson’s framework is a research‐based set of components of instruction, grounded in a

constructivist view of learning and teaching. In this framework, the complex activity of teaching is divided

into 22 components clustered into four domains of teaching responsibility: planning and preparation

(Domain 1), classroom environment (Domain 2), instruction (Domain 3), and professional responsibilities

(Domain 4). Levels of teaching performance (rubrics) describe each component and provide a roadmap

for improvement of teaching.

The Framework for Teaching by Charlotte Danielson consists of: Four Domains and Twenty‐two Components

Domain 1: Planning an

d Preparation

•Component 1a: Demonstrating Knowledge of Content and Pedagogy (3 Elements)

•Component 1b: Demonstrating Knowledge of Students (5 Elements)

•Component 1c: Setting Instructional Outcomes (4 Elements)

•Component 1d: Demonstrating Knowledge of Resources (3 Elements)

•Component 1e: Designing Coherent Instruction (4 Elements)

•Component 1f: Assessing Student Learning (4 Elements)

Domain 2: Classroom Environment

•Component 2a: Creating an Environment of Respect and Rapport (2 Elements)

•Component 2b: Establishing a Culture for Learning (3 Elements)

•Component 2c: Managing Classroom Procedures (5 Elements)

•Component 2d: Managing Student Behavior (3 Elements)

•Component 2e: Organizing Physical Space (2 Elements)

Domain 3: Instruction

•Component 3a: Communicating with Students (4 Elements)

•Component 3b: Using Questioning and Discussion Techniques (3 Elements)

•Component 3c: Engaging Students in Learning (4 Elements)

•Component 3d: Using Assessment in Instruction (4 Elements)

•Component 3e: Demonstrating Flexibility and Responsiveness (3 Elements)

Domain 4: Professional Responsibilities

•Component 4a: Reflecting on Teaching (2 Elements)

•Component 4b: Maintaining Accurate Records (3 Elements)

•Component 4c: Communicating with Families (3 Elements)

•Component 4d: Participating in a Professional Community (4 Elements)

•Component 4e: Growing and Developing Professionally (3 Elements)

•Component 4f: Showing Professionalism (5 Elements)

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Professional development for new teachers concentrates on the Nine Power Components, which are:

1c

•Setting Instructional OutcomesInstructional outcomes are stated as goals that can be assessed, reflecting rigorous learning and curriculum standards. They represent different types of content, offer opportunities for both coordination and integration, and take account of the needs of individual students.

If

•Assessing Student LearningThe teacher's plan for student assessment is fully aligned with the instructional outcomes, with clear criteria and standards that show evidence of student contribution to their development. Assessment methodologies may have been adapted for individuals, and the teacher intends to use assessment results to plan future instruction for individual students.

2a•Creating an Environment of Respect and RapportClassroom interactions between the teacher and individual students are highly respectful, reflecting geniune warmth and caring and sensitivity to students' culture and levels of development. Students themselves ensure high levels of civility among members of the class.

2b•Establishing a Culture for LearningHigh levels of student energy and teacher passion for the subject create a culture for learning in which everyone shares a belief in the importance of the subject and all students hold themselves to high standards for performance‐for example, by initiating improvements to their work.

3b •Using Questioning and Discussion TechniquesQuestions reflect high expectations and are culturally and developmentally appropriate. Students formulate many of the high level questions and ensure that all voices are heard.

3c•Engaging Students in LearningStudents, throughout the lesson, are highly intellectually engaged in significant learning, and make material contributions to the activities, student groupings, and materials. The lesson is adapted as necessary to the needs of individuals, and the structure and pacing allow for student reflection and closure.

3d •Using Assessment in Instruction (Formatively)Assessment is used in a sophisticated manner in instruction, through student involvement in establishing the assessment criteria, self ‐assessment by students, monitoring of progress by both students and teacher, and high‐quality feedback to students from a variety of sources.

4a•Reflecting on TeachingThe teacher's reflection on the lesson is thoughtful and accurate, citing specific evidence. The teacher draws on an extensive repertoire to suggest alternative strategies and predicts the likely success of each.4b

•Maintaining Accurate RecordsThe teacher's systems for maintaining both instructional and noninstructional records are accurate, efficient, effective, and students contribute to its maintenance.

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Breakdown of the Weights Assigned to each Domain and Component

Evidence and Artifacts are collected “Off Stage” for Domains 1 and 4.

• Teacher prepares lesson plan for observation and collects data prior to conference • Discussed during Pre‐observation Conference • Power components in bold print • Domains and Components are weighted • Evidence for some presented as artifacts (e.g. , data reports, lesson plans,

communications) • Evidence for others collected in other contexts (e.g., PLC meeting, professional

development )

Domain 1 – Planning and Preparation – 20% 2.5% Demonstrating knowledge of content and pedagogy 2.5% Demonstrating knowledge of students 5.0% Setting instructional outcomes 2.5% Demonstrating knowledge of resources 2.5% Designing coherent instruction 5.0% Assessing Student Learning

Domain 4 – Professional Responsibilities ‐ 20% 5.0% Reflecting on teaching 5.0% Maintaining accurate records 2.5% Communicating with families 2.5% Participating in a professional community 2.5% Growing and developing professionally 2.5% Showing professionalism

Observable Behaviors are documented through “On Stage” Domains 2 and 3.

• Evidence observed during observation or walk‐through • Domains and Components are weighted • Power Components are in bold print

Domain 2‐ The Classroom Environment ‐ 20 % 5.0% Creating an environment of respect and rapport 5.0% Establishing a culture for learning 3.0% Managing classroom procedures 4.0% Managing student behavior 3.0% Organizing physical space

Domain 3 – Instruction ‐ 40% 5.0% Communicating with students 10.0% Using questioning and discussion techniques 10.0% Engaging students in learning 10.0% Using assessment in instruction 5.0% Demonstrating flexibility and responsiveness

Weighting for all other instructional specialist rubrics are found in the Appendices.

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Online System

The online system is linked from the district’s homepage under Staff Applications and the URL is

http://vweb13/ . All users will be linked directly into the system and their appropriate role. The site is

maintained by the district’s Technology Services Department, and users should call the Technical Services

Help Desk at extension 20000 for problems accessing the system. Training, including a training guide, will

be provided by Technology Services and/or designated trainers and an online training module will be

available for those teachers who need a refresher or miss the training opportunities provided.

The VSET online system provides an individualized dashboard in which the user selects the school year,

observation type, and can filter by: date, type, and school year. The user can view, edit and print

appropriate fields and can view all completed observations.

View of Teacher Dashboard

Pre‐Observation Form – Domains 1 and 4:

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Viewing an Observation Self‐Review Form – Select by Domain from the Tab:

This form is for teachers to write about observations from their perspective.

Walk‐Through Form:

This form is used for brief observations, focusing on one or more components of Danielson's

rubric.

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Steps in the Observation Cycle

** 5. This step is a vitally important difference in the role of the teacher in the evaluation system. This empowers the teacher and makes the process collaborative.

OBSERVATIONS Under routine circumstances, the length of a scheduled or unscheduled VSET observation should be a minimum of 30 minutes in elementary schools or a full class period in secondary schools.

Scheduled and unscheduled VSET observations shall not occur:

On the first or last five days of the school year On the first or last day of a course On the day before or after Thanksgiving, Winter Break, or Spring Break On an FCAT or other standardized testing date (This does not refer to the test window.) This

refers to all teachers, including those who do not administer FCAT or other standardized tests. A formal VSET observation may occur during a test make‐up day, if circumstances are conducive to a formal observation. However, it would probably be wise to avoid these days, if possible.

A qualified observer upon written request of the teacher may perform a second scheduled observation.

Note: The teacher may not waive the above exceptions.

1. Administrator or PAR initiates

formal observation.

2. Pre‐observation form is completedby the teacher.

3. Pre‐observation

conference is held.

4. Formal observation Is conducted.

** 5. Post‐observation form/rubric is completed by

the observer and the teacher, separately.

6. Post‐observation

conference is held.

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STEP‐BY‐STEP GUIDANCE ON CONDUCTING AN OBSERVATION CYCLE

Step 1: Schedule the observation and pre‐observation conference The evaluator sets an observation date, time, and length of observation with the teacher. The evaluator schedules the pre‐observation conference to occur between two to three school

days before the observation. At the same time, the evaluator schedules the post‐observation conference to occur no later than five school days after the observation.

The educator shares the completed pre‐observation conference form with the evaluator at least one day in advance of the conference.

An observation consists of one fully complete learning experience or lesson. Step 2: Hold the pre‐observation conference The evaluator reviews the completed Pre‐observation Conference Form to guide the conversation

and adds any additional evidence of Domains 1 and 4. The evaluator and educator discuss the lesson to be observed. The educator should do most of

the talking, but the evaluator should ask questions and offer suggestions for improvement to the lesson, if necessary, and this evidence should be added to the pre‐observation form.

Step 3: Observe the educator The evaluator gathers evidence of the teacher’s and students’ actions, statements, and questions

on the Observation of Evidence Form. The evaluator submits evidence to the educator within 24 hours of the observation. The educator

adds to or corrects evidence as necessary. Step 4: Prepare for the post‐observation conference The educator and the evaluator individually score the rubric assessment of the lesson based on all

evidence collected on domains and components. The educator submits a self‐assessment rubric to the evaluator at least one day prior to the post‐

observation. The evaluator reviews the educator’s self‐assessment and marks areas of agreement on his/her

rubric and leaves blank the areas for discussion.

Step 5: Hold the post‐observation conference The evaluator acknowledges areas of agreement on components. The educator is invited to discuss the evidence for components on which the ratings of the

evaluator and educator differ. The evaluator and educator come to consensus on component ratings. The evaluator or educator adds relevant evidence for Domain 4. Both the evaluator and educator review status of Professional Growth Plan. Both the evaluator and educator develop next steps.

17

Walk Through

Walkthroughs generally consist of very brief classroom observations of 3‐10 minutes in length in which

the observer gathers evidence regarding classroom instructional practices and behaviors on a regular

basis. Walkthroughs provide opportunities for timely and actionable individual feedback as well as trend

and pattern data over time. Walkthroughs also inform professional development needs for individual and

groups of teachers and provide a means to gauge the implementation of professional development

against individual professional development plans and school improvement plans.

Who conducts the walk‐through observation and data reviews?

A number of individuals may conduct the walk‐through observations for feedback. For the purposes of the

evaluation, the evaluator might be the principal, the assistant principal, or a PAR (Peer Assistance and

Review) teacher.

Informal Walk‐Throughs are important for all teachers. The purpose of the informal walk‐through is to

ensure that what is observed in a formal observation is also seen during the day‐to‐day practice. Evidence

collected aligns with the components observed.

The walk‐through can focus on any domain, or the professional growth plan. The chart below indicates

the minimum number of walk‐through observations electronically recorded in VSET for different groups of

teachers. The teacher or evaluator may elect to include a walk‐through observation as evidence. Teachers

may request that an evaluator visit the classroom to observe specific activities as evidence for the

Professional Growth Plan or for a particular component. The evaluator will make an effort to arrange to

visit the classroom as schedule permits.

ACTION

New to Teaching

New to District

New to Assignment

Rating of Unsatisfactory

Rating Needs Improvement OR Developing

Highly Effective

Or Effective

Timeline

Walk‐Throughs by

PAR

4

4 4 6 4

n/a

Minimum of

1 per quarter

Walk‐Throughs

by

Administrator

2

2 2

3

3

1

One per Evaluation

cycle

Note: Numbers represent minimums

18

Observation Cycles

The following pages explain the various observation cycles by administrators and PAR teachers

(when applicable) based on the different points in a teacher’s career.

Changes in Evaluation Models shall only occur under the following circumstances:

A teacher who is placed in an assignment that is significantly different from his/her prior

assignment and who would like to receive additional support, may opt into the evaluation model

of teachers who are new to the district. If a teacher wishes to get the additional support of this

model, they shall notify their principal or supervisor by the 20th workday of the school year.

When an administrator notices a concern with a teacher’s performance during the formative

phase of VSET and the teacher is not already receiving additional support under VSET, the

administrator shall explain two options for the teacher:

1. One option is for the teacher to remain in the current evaluation model and work

independently to address the concern(s).

2. The other is for the teacher to opt into the evaluation model of teachers who received an

“I” on their last summative.

The teacher will be offered these options during a post‐conference and will be given at least 24

hours to consider the options. If the teacher chooses to change evaluations models, the teacher

shall inform his/her principal within the stated timeline, and the administrator shall inform the

district coordinator of the PAR program. The PAR program coordinator shall assign a PAR and

inform the district’s Technology Services and other relevant district personnel.

19

Administrative Observation Overview

New to Teaching and New to District

Activity Completion Date

Sign off on Growth Plan (Monitored)

Must have met prior to signing off to provide input and guidance

October 31, 2011

Walk‐Through – at least one before Observation Cycle

1st Observation Cycle (Scheduled, Formative)

Schedule Pre‐Conference, Observation & Post Conference

Pre‐Conference (2‐3 workdays before Observation)

Observation (should be at least 30 minutes K‐5 or a full period in 6‐12)

Send evidence to teacher (within 24 hours of observation)

Teacher‘s reflection on rubric due 1 day prior to Post Conference.

Conduct Post Conference (no later than 5 workdays after Observation) o Review Professional Growth Plan. o Modify plan, if necessary.

December 14, 2011

Walk‐Through – at least one between Observation Cycles

2nd Observation Cycle (Scheduled, Summative)



Observation (should be at least 30 minutes K‐5 or full period in 6‐12)



Conduct Post Conference (no later than 5 workdays after Observation) o Review Professional Growth Plan. o Sign off at end of the school year.

May 25, 2012

Final Rating on Professional Growth Plan

Schedule the final Professional Growth Plan meeting between May 1,

2012 and May 25, 2012.

Conduct the meeting between May 1, 2012 and May 25, 2012 to review

and discuss results, coming to consensus on a final rating.

Window for final

review of

Professional

Growth Plans

May 1 – 25, 2012

Score from Value‐added student achievement data calculated using formula

(50%).

Upon receipt of

test scores

Final Summative Rating calculated electronically.

20


Rating in 2010‐11 School Year of Satisfactory, High Performing or Outstanding


Sign off on Professional Growth Plan (Individual) October 31, 2011


1st Observation Cycle (Unscheduled, Formative)

Observation (should be at least 30 minutes in K‐5 or full period in 6‐12))


Teacher Rubric due 1 day prior to Post Conference

Conduct Post Conference (no later than 5 workdays after Observation) o Review Growth Plan. o Modify plan, if necessary.

December 14, 2011









May 25, 2012



2012 and May 25, 2012.



Window for final

review of

Professional

Growth Plans

May 1 – 25, 2012


(50%).

Upon receipt of

test scores


21


Rating from 2010‐2011 School Year of Improvement Needed (I)


Sign off on Growth Plan (Monitored)

Must have met prior to signing off to provide input and guidance

October 31, 2011






Conduct Post Conference (no later than 5 workdays after Observation) o Review Growth Plan.

o Modify plan, if necessary.

November 10,

2011









March 2, 2012


3rd Observation Cycle (Scheduled, Summative)

Follow same procedure as previous scheduled observation.

May 25, 2012



2012 and May 25, 2012.



Window for final

review of

Professional

Growth Plans

May 1 – 25, 2012


(50%).

Upon receipt of

test scores


22


Rating from 2010‐2011 School Year of Unsatisfactory (U)


Sign off on Growth Plan (Directed)

Must have met prior to signing off direct area(s) to be addressed

October 31, 2011



Observation (at least 30 minutes in K‐5 or full period in 6‐12))



Conduct Post Conference (within 5 workdays after Observation) o Review Growth Plan. o Modify plan, if necessary.

November 10, 2011





Observation (at least 30 minutes K‐5 or full period in 6‐12)



Conduct Post Conference (no later than 5 workdays after Observation)

o Review Professional Growth Plan. o Sign off at end of the school year.

March 2, 2012



Follow same procedure as previous scheduled observation.

May 25, 2012


Schedule the final Professional Growth Plan meeting between May

1, 2012 and May 25, 2012.

Conduct the meeting between May 1, 2012 and May 25, 2012 to

review and discuss results, coming to consensus on a final rating.

Window for final

review of Professional

Growth Plans

May 1 – 25, 2012


(50%).

Upon receipt of test

scores


23

Peer Assistance and Review Observation Overview

New to Teaching


Assist in development of Professional Growth Plan (Monitored) October 31, 2011


1st Observation Cycles (Scheduled, Formative)





Teacher ‘s reflection on rubric due 1 day prior to Post Conference.

Conduct Post Conference (no later than 5 workdays after Observation) o Review Professional Growth Plan and modify, if necessary.

October 31, 2011


2nd Observation Cycle (Unscheduled, Formative)





December 14, 2011



Follow same procedure as previous Scheduled Formative.

March 2, 2012


4th Observation Cycle (Scheduled, Summative)


May 25, 2012


(50%).


scores

Final Summative Rating calculated electronically based on administrator and

PAR evaluations, Professional Growth plan, and value‐added score.

24


New to the District

This schedule may also apply to an experienced teacher who opts to participate

in the PAR Program during the year of a major change of teaching assignment.


Assist in development of Professional Growth Plan (Monitored) October 31, 2011


1st Observation Cycle (UnScheduled, Formative)




Conduct Post Conference (no later than 5 workdays after Observation) o Review Professional Growth Plan.

o Modify plan, if necessary.

December 14, 2011


2nd Observation Cycles (Scheduled, Summative)







May 25, 2011


(50%).


scores


PAR evaluations, Professional Growth plan, and value‐added score.

25


Rating from 2010‐2011 School Year of Improvement Needed (I)

This schedule may also apply to an experienced teacher who opts to participate

in the PAR Program during the year, if performance does not meet expectations.


Assist in Development of Professional Growth Plan (Monitored) October 31, 2011


1st Observation Cycles (Scheduled Formative)






Conduct Post Conference (within 5 workdays after Observation) o Review Professional Growth Plan and modify, if necessary

October 31, 2011


2nd Observation Cycle (Unscheduled , Formative)

Observation (at least 30 minutes in K‐5 or full period in 6‐12))



Hold Post Conference (within 5 workdays after Observation) o Review Professional Growth Plan and modify if necessary

December 14, 2011


3rd Observation Cycle (Scheduled , Summative)


March 2, 2012




May 25, 2012


(50%).


scores


PAR evaluations, Professional Growth Plan, and value‐added score.

26


Rating from 2010‐2011 School Year of Unsatisfactory


Assist in Development of Professional Growth Plan (Directed) October 31, 2011


1st Observation Cycles (Scheduled, Formative)







September 30, 2011


2nd Observation Cycle (Unscheduled , Formative)





October 28, 2011


3rd Observation Cycle (Unscheduled , Formative)

Follow same procedure as previous Unscheduled Summative.

December 14, 2011



February 10, 2012


Follow same procedure as previous Scheduled Summative.

April 6, 2012


Follow same procedure as previous Scheduled Summative.

May 25, 2012


(50%).


scores


PAR evaluations, Professional Growth Plan, and value‐added score.

27

VOLU

SIAFR

AMEW

ORKFO

RTEACHING

Classroom

Teachers

Domain1:Planningan

dPreparation

1a:DemonstratingKnowledge

ofContentan

dPedagogy

�UNSA

TISFACTO

RY

�BASIC

�PROFICIENT

�DISTINGUISHED

Teacher’splansandpracticedisplaylittle

knowledge

ofthecontent,prerequisite

relationshipsbetweendifferentaspectsofthe

content,oroftheinstructionalpractices

specificto

that

discipline.

Teacher’splansandpracticereflectsome

awaren

essoftheim

portantconceptsinthe

discipline,prerequisiterelationsbetweenthem

andoftheinstructionalpractices

specificto

that

discipline.

Teacher’splansandpracticereflectsolid

knowledge

ofthecontent,prerequisite

relationsbetweenim

portantconceptsandof

theinstructionalpractices

specificto

that

discipline.

Teacher’splansandpracticereflectextensive

knowledge

ofthecontentandofthestructure

ofthediscipline.Teacher

activelybuildson

knowledge

ofprerequisites

and

misconceptionswhen

describinginstructionor

seekingcausesforstuden

tmisunderstanding.

DiscussionofEvidence

1b:D

emonstratingKnowledge

ofStuden

ts

�UNSA

TISFACTO

RY

�BASIC

�PROFICIENT

�DISTINGUISHED

Teacher

makes

littleornoattemptto

acquire

knowledge

ofstuden

t’sbackground,skills,or

interest,anddoes

notuse

such

inform

ationin

planning.

Teacher

dem

onstratespartialknowledge

of

studen

ts’backgrounds,skills,andinterests,

andattemptsto

use

thisknowledge

inplanning

fortheclassas

awhole.

Teacher

dem

onstratesthorough

knowledge

of

studen


andusesthisknowledge

toplanforgroupsof

studen

ts.

Teacher

dem

onstratesthorough

knowledge

of

studen


andusesthisknowledge

toplanforindividual

studen

tlearning.


1c:

SettingInstructionalOutcomes

�UNSA

TISFACTO

RY

�BASIC

�PROFICIENT

�DISTINGUISHED

Teacher’sgoalsrepresenttriviallearning,are

unsuitableforstuden

ts,orarestated

onlyas

instructionalactivities,andthey

donotpermit

viablemethodsofassessmen

t.

Teacher’sgoalsareofmoderatevalues,or

suitability

forstuden

tsintheclass,consisting

ofacombinationofgoalsandactivities,some

ofwhichpermitviablemethodsofassessmen

t.

Teacher’sgoalsrepresentvaluablelearning

andaresuitableformoststuden

tsintheclass;

they

reflectopportunitiesforintegrationand

permitviablemethodsofassessmen

t.

Teacher’sgoalsreflecthighlevellearning

relatingto

curriculum

fram

eworksand

standards;they

areadapted,w

herenecessary,

totheneedsofindividualstuden

ts,andpermit

viablemethodsofassessmen

t.


28

1d:DemonstratingKnowledge

ofResources

�UNSA

TISFACTO

RY

�BASIC

�PROFICIENT

�DISTINGUISHED

Teacher

dem

onstrateslittleornofamiliarity

withresources

toen

hance

ownknowledge,to

use

inteaching,orforstuden

tswhoneed

them

.Teacher

doesnotseeksuch

knowledge.

Teacher

dem

onstratessomefamiliaritywith

resources

availablethrough

theschoolor

districtto

enhance

ownknowledge,touse

in

teaching,orforstuden

tswhoneedthem

.

Teacher

does

notseekto

extendsuch

knowledge.

Teacher

isfully

awareoftheresources

availablethrough

theschoolordistrictto

enhance

ownknowledge,touse

inteaching,or

forstuden

tswhoneedthem

.

Teacher

seeks

outresources

inandbeyondthe

schoolordistrictinprofessionalorganizations,

ontheInternet,andinthecommunityto

enhance

ownknowledge,touse

inteaching,

andforstuden

tswhoneedthem

.


1e:DesigningCoherentInstruction

�UNSA

TISFACTO

RY

�BASIC

�PROFICIENT

�DISTINGUISHED

Theseries

oflearningexperiencesarepoorly

aligned

withtheinstructionaloutcomes

anddo

notrepresentacoheren

tstructure.They

are

suitableforonlysomestuden

ts.

Theseries

oflearningexperiences

dem

onstratespartialalignmen

twith

instructionaloutcomes,someofwhichare

likelyto

engage

studen

tsinsignificantlearning.

Thelessonorunithas

arecognizablestructure

andreflectspartialknowledge

ofstuden

tsand

resources.

Teacher

coordinates

knowledge

ofcontent,of

studen

ts,andofresources,todesignaseries

oflearningexperiencesaligned

toinstructional

outcomes

andsuitableto

groupsofstuden

ts.

Thelessonorunithas

clearstructure

andis

likelyto

engage

studen

tsinsignificantlearning.

Teacher

coordinates

knowledge

ofcontent,of

studen

ts,andofresources,todesignaseries

oflearningexperiencesaligned

toinstructional

outcomes,differentiated

whereappropriateto

makethem

suitableto

allstuden

tsandlikelyto

engage

them

insignificantlearning.Thelesson

orunit’sstructure

isclear

andallowsfor

differentpathwaysaccordingto

studen

tneeds.


1f:

AssessingStudentLearning

�UNSA

TISFACTO

RY

�BASIC

�PROFICIENT

�DISTINGUISHED

Teacher’splanforassessingstuden

tlearning

containsnoclear

criteriaorstandards,ispoorly

aligned

withinstructionaloutcomes,oris

inappropriateto

manystuden

ts.Theresultsof

assessmen

thaveminim

alim

pactonthedesign

offuture

instruction.

Teacher’splanforstuden

tassessmentis

partiallyaligned

withtheinstructional

outcomes,w

ithoutclearcriteria,and

inappropriateforat

leastsomestuden

ts.

Teacher

intendsto

use

assessmen

tresultsto

planforfuture

instructionfortheclassas

a

whole.


tassessmentis

aligned

withtheinstructionaloutcomes,using

clearcriteria,isappropriateto

theneedsofthe

studen

ts.Teacherintendsto

use

assessmen

t

resultsto

planforfuture

instructionforgroups

ofstuden

ts.


tassessmentisfully

aligned

withtheinstructionaloutcomes,w

ith

clearcriteriaandstandardsthat

areshow

evidence

ofstuden

tcontributionto

their

developmen

t.Assessm

entmethodologies

may

havebeenadaptedforindividuals,andthe

teacher

intendsto

use

assessmen

tresultsto

planfuture

instructionforindividualstuden

ts.


29

Domain2:Th

eClassroom

Environment

2a:

Creatingan

EnvironmentofRespectan

dRap

port

�UNSA

TISFACTO

RY

�BASIC

�PROFICIENT

�DISTINGUISHED

Classroom

interactions,both

betweenthe

teacher

andstuden

tsandam

ongstuden

ts,are

negative,inappropriate,orinsensitive

to

studen

ts’culturalbackgrounds,and

characterizedbysarcasm,putdowns,or

conflict.

Classroom

interactionsaregenerally

appropriateandfree

from

conflictbutmay

be

characterizedbyoccasionaldisplays

of

insensitivity.

Classroom

interactionsreflectgeneralwarmth

andcaring,andarerespectfulofthecultural

anddevelopmen

taldifferencesam

onggroups

ofstuden

ts.

Classroom

interactionsarehighlyrespectful,

reflectinggenuinewarmth

andcaringtoward

individuals.Studen

tsthem

selves

ensure

maintenance

ofhighlevelsofcivilityam

ong

mem

bersoftheclass.


2b:EstablishingaCulture

forLearning

�UNSA

TISFACTO

RY

�BASIC

�PROFICIENT

�DISTINGUISHED

Theclassroom

doesnotrepresentaculture

for

learningandischaracterizedbylowteacher

commitmen

tto

thesubject,lowexpectations

forstuden

tachievemen

t,andlittlestuden

t

prideinwork.

Theclassroom

environmentreflectsonlya

minim

alculture

forlearning,withonlymodest

orinconsisten

texpectationsforstuden

t

achievemen

t,littleteacher

commitmen

tto

the

subject,andlittlestuden

tprideinwork.Both

teacher

andstuden

tsareperform

ingat

the

minim

allevelto“getby.”

Theclassroom

environmentrepresentsa

genuineculture

forlearning,withcommitmen

t

tothesubjectonthepartofboth

teacher

and

studen

ts,highexpectationsforstuden

t

achievemen

t,andstuden

tprideinwork.

Studen

tsassumemuch

oftheresponsibility

for

establishingaculture

forlearninginthe

classroom

bytakingprideintheirwork,

initiatingim

provemen

tsto

theirproducts,and

holdingthework

tothehigheststandard.

Teacher

dem

onstratesapassionate

commitmen

tto

thesubject.


2c:

Man

agingClassroom

Procedures

�UNSA

TISFACTO

RY

�BASIC

�PROFICIENT

�DISTINGUISHED

Much

instructionaltimeislostdueto

inefficien

tclassroom

routines

andprocedures,

fortransitions,handlingofsupplies,and

perform

ance

ofnoninstructionalduties.

Someinstructionaltimeislostdueto

only

partiallyeffectiveclassroom

routines

and

procedures,fortransitions,handlingof

supplies,andperform

ance

ofnoninstructional

duties.

Littleinstructionaltimeislostdueto

classroom

routines

andprocedures,fortransitions,

handlingofsupplies,andperform

ance

ofnon

instructionalduties,w

ithoccursm

oothly.

Studen

tscontribute

totheseam

lessoperation

ofclassroom

routines

andprocedures,for

transitions,handlingofsupplies,and

perform

ance

ofnoninstructionalduties.


30

2d:M

anagingStudentBehavior

�UNSA

TISFACTO

RY

�BASIC

�PROFICIENT

�DISTINGUISHED

Studen

tbeh

aviorispoor,withnoclear

expectations,nomonitoringofstuden

t

beh

avior,andinappropriateresponse

to

studen

tmisbeh

avior.

Teacher

makes

aneffortto

establishstandards

ofconductforstuden

ts,m

onitorstuden

t

beh

avior,andrespondto

studen

tmisbeh

avior,

buttheseeffortsarenotalwayssuccessful.

Teacher

isaw

areofstuden

tbeh

avior,has

establishes

clear

standardsofconduct,and

respondsto

studentmisbeh

aviorinwaysthat

areappropriateandrespectfulofthestuden

ts.

Studen

tbeh

aviorisen

tirelyappropriate,with

evidence

ofstuden

tparticipationinsetting

expectationsandmonitoringbeh

avior.

Teacher’smonitoringofstuden

tbeh

avioris

subtleandpreventive,andteacher’sresponse

tostuden

tmisbeh

aviorissensitive

to

individualstuden

tneeds.


2e:Organ

izingPhysicalSpace

�UNSA

TISFACTO

RY

�BASIC

�PROFICIENT

�DISTINGUISHED

Thephysicalen

vironmen

tisunsafe,orsome

studen

tsdon’thaveaccessto

learning.Thereis

pooralignmen

tbetweenthephysical

arrangemen

tandthelessonactivities.

Theclassroom

issafe,andessentiallearningis

accessibleto

moststuden

ts’suse

ofphysical

resources,includingcomputertechnology,is

moderatelyeffective.Teacher

may

attemptto

modifythephysicalarrangemen

tto

suit

learningactivities,w

ithpartialsuccess.

Theclassroom

issafe,andlearningisaccessible

toallstuden

ts;teacher

ensuresthat

the

physicalarrangemen

tisappropriateto

the

learningactivities.Teacher

makes

effectiveuse

ofphysicalresources,includingcomputer

technology.

Theclassroom

issafe,andthephysical

environmen

ten

suresthelearningofall

studen

ts,includingthose

withspecialneeds.

Studen

tscontribute

totheuse

oradaptationof

thephysicalen

vironmen

tto

advance

learning.

Technology

isusedskillfully,asappropriateto

thelesson.


Domain3:Instruction

3a:

CommunicatingwithStudents

�UNSA

TISFACTO

RY

�BASIC

�PROFICIENT

�DISTINGUISHED

Expectationsforlearning,directionsand

procedures,andexplanationsofcontentare

unclearorconfusingto

studen

ts.Teacher’suse

oflanguagecontainserrorsorisinappropriate

tostuden

ts’culturesorlevelsofdevelopmen

t.



clarifiedafterinitialconfusion;teacher’suse

of

languageiscorrectbutmay

notbecompletely

appropriateto

studen

ts’culturesorlevelsof

developmen

t.


explanationsofcontentareclear

tostuden

ts.

Communicationsareappropriateto

studen

ts’

culturesandlevelsofdevelopmen

t.



clearto

studen

ts.Teacher’soralandwritten

communicationisclear

andexpressive,

appropriateto

studen

ts’culturesandlevelsof

developmen

t,andanticipates

possiblestuden

t

misconceptions.


31

3b:UsingQuestioningan

dDiscussionTechniques

�UNSA

TISFACTO

RY

�BASIC

�PROFICIENT

�DISTINGUISHED

Teacher’squestionsarelow

levelor

inappropriate,elicitinglim

ited

studen

t

participation,andrecitationrather

than

discussion.

Someoftheteacher’squestionselicita

thoughtfulresponse,butmostarelow

level,

posedinrapidsuccession.Teacher’sattempts

toen

gage

allstuden

tsinthediscussionare

onlypartiallysuccessful.

Mostoftheteacher’squestionselicita

thoughtfulresponse,andtheteacher

allows

sufficienttimeforstuden

tsto

answ

er.All

studen

tsparticipateinthediscussion,w

iththe

teacher

step

pingasidewhen

appropriate.

Questionsreflecthighexpectationsandare

culturally

anddevelopmen

tally

appropriate.

Studen

tsform

ulate

manyofthehighlevel

questionsanden

sure

that

allvoices

areheard.


3c:

EngagingStudentsinLearning

�UNSA

TISFACTO

RY

�BASIC

�PROFICIENT

�DISTINGUISHED

Activitiesandassignmen

ts,m

aterials,and

groupings

ofstuden

tsareinappropriateto

the

instructionaloutcomes,orstuden

ts’cultures

orlevelsofunderstanding,resultinginlittle

intellectualen

gagemen

t.Thelessonhas

no

structure

oritispoorlypaced

.


ts,m

aterials,and

groupings

ofstuden

tsarepartiallyappropriate

totheinstructionaloutcomes,orstuden

ts’

culturesorlevelsofunderstanding,resultingin

moderateintellectualen

gagemen

t.Thelesson

has

arecognizablestructure

butitisnot

maintained

.


ts,m

aterials,and

groupings

ofstuden

tsarefully

appropriateto

theinstructionaloutcomes,andstuden

ts’

culturesandlevelsofunderstanding.All

studen

tsareengagedinwork

ofahighlevelof

rigor.Thelesson’sstructure

iscoheren

t,with

appropriatepace.

Studen

tshighlyintellectuallyengaged

throughoutthelessoninsignificantlearning,

andmakematerialcontributionsto

the

activities,studen

tgroupings,andmaterials.

Thelessonisadaptedas

neededto

theneeds

ofindividuals,andthestructure

andpacing

allowforstuden

treflectionandclosure.


3d:UsingAssessmentinInstruction

�UNSA

TISFACTO

RY

�BASIC

�PROFICIENT

�DISTINGUISHED

Assessm

entnotusedininstruction,either

through

studen

ts’awaren

essofthe

assessmen

tcriteria,monitoringofprogressby

teacher

orstuden

ts,orthrough

feed

backto

studen

ts.

Assessm

entoccasionallyusedininstruction,

though

somemonitoringofprogressof

learningbyteacher

and/orstuden

ts.Feedback

tostuden

tsisuneven

,andstuden

tsareaw

are

ofonlysomeoftheassessmen

tcriteriausedto

evaluatetheirwork.

Assessm

entregularlyusedininstruction,

through

selfassessmen

tbystudents,

monitoringofprogressoflearningbyteacher

and/orstuden

ts.Studen

tsarefully

awareof

theassessmen

tcriteriausedto

evaluatetheir

work.

Assessm

entusedinasophisticatedmanner

in

instruction,through

studen

tinvolvem

entin

establishingtheassessmen

tcriteria,self

assessmen

tbystuden

tsandmonitoringof

progressbyboth

studen

tsandteachers,and

highqualityfeed

backto

studen

tsfrom

a

varietyofsources.


32

3e:DemonstratingFlexibility

andResponsiveness

�UNSA

TISFACTO

RY

�BASIC

�PROFICIENT

�DISTINGUISHED

Teacher

adheres

totheinstructionplaninspite

ofevidence

ofpoorstuden

tunderstandingor

studen

ts’lackofinterest,andfails

torespond

tostuden

ts’questions;teacher

assumes

no

responsibility

forstuden

ts’failure

to

understand.

Teacher

dem

onstratesmoderateflexibility

and

responsivenessto

studen

ts’needsandinterest

duringalesson,andseeksto

ensure

the

successofallstuden

ts.

Teacher

seeks

waysto

ensure

successful

learningforallstuden

ts,m

akingadjustmen

ts

asneeded

toinstructionplansandresponding

tostuden

tinterestsandquestions.

Teacher

ishighlyresponsive

tostuden

ts’

interestsandquestions,makingmajorlesson

adjustmen

tsifnecessary,andpersistsin

ensuringthesuccessofallstuden

ts.


Domain4:ProfessionalResponsibilities

4a:ReflectingonTeaching

�UNSA

TISFACTO

RY

�BASIC

�PROFICIENT

�DISTINGUISHED

Teacher’sreflectiondoes

notaccuratelyassess

thelesson’seffectiven

ess,thedegreeto

which

outcomes

weremetand/orhas

nosuggestions

forhowalessoncouldbeim

proved.

Teacher’sreflectionisagenerallyaccurate

impressionofalesson’seffectiven

ess,the

degreeto

whichoutcomes

weremetand/or

makes

generalsuggestionsabouthowalesson

couldbeim

proved.

Teacher’sreflectionaccuratelyassessesthe

lesson’seffectiven

ess/degreeto

which

outcomes

weremetandcancite

eviden

ceto

supportthejudgm

ent;makes

specific

suggestionsforlessonim

provemen

t.

Teacher’sreflectionaccurately,thoughtfully

assesses

thelesson’seffectiven

ess/degreeto

whichoutcomes

weremet,citingspecific

exam

ples;offersspecificalternativeactions

drawingonan

extensive

repertoireofskills.


4b:M

aintainingAccurate

Records

�UNSA

TISFACTO

RY

�BASIC

�PROFICIENT

�DISTINGUISHED

Theinform

ationmanagem

entsystem

on

studen

tcompletionofassignmen

ts,studen

t

progressinlearningand/ornoninstructional

activities

areeither

absentorindisarray.

Theinform

ationmanagem

entsystem

for

studen


ts,progressin

learningand/ornoninstructionalactivities

is

rudim

entary,and/orrequires

freq

uen

t

monitoringforaccuracy.

Theinform

ationmanagem

entsystem

for

studen


ts,studen

t

progressinlearningand/ornoninstructional

activities

isfully

effective.

Theinform

ationmanagem

entsystem

for

studen


ts,progressin

learningand/ornoninstructionalactivities

is

fully

effective,andstuden

tscontribute

totheir

maintenance

and/orinterpretation.


33

4c:

CommunicatingwithFamilies

�UNSA

TISFACTO

RY

�BASIC

�PROFICIENT

�DISTINGUISHED

Teacher

provides

littleornoinform

ationto

families

andmakes

noattemptto

engage

them

intheinstructionalprogram

.

Teacher

complieswithschoolproceduresfor

communicatingwithfamilies

andmakes

an

effortto

engage

families

intheinstructional

program

.

Teacher

communicates

freq

uen

tlywith

families

andsuccessfully

engagesthem

inthe

instructionalprogram

.

Teacher

communicates

freq

uen

tlyand

sensitivelywithfamilies

andsuccessfully

engagesthem

intheinstructionalprogram

;

studen

tsparticipateincommunicatingwith

families.


4d:Contributingto

theSchoolandDistrict

�UNSA

TISFACTO

RY

�BASIC

�PROFICIENT

�DISTINGUISHED

Professionalrelationshipswithcolleagues

are

negativeorselfserving;teacher

avoids

participationinaculture

ofinquiryand/or

avoidsbecominginvolved

inschoolevents

and/orschoolanddistrictprojects.

Professionalrelationshipswithcolleagues

are

cordial,andfulfillrequired

school/district

duties;includeinvolvem

entinaculture

of

inquiry,schooleventsand/orschool/district

projectswhen

asked.

Professionalrelationshipsarecharacterizedby

mutualsupportandcooperation;include

active

participationinaculture

ofprofessional

inquiry,schooleventsandschool/district

projects,withteacher

makingsubstantial

contributions.

Professionalrelationshipsarecharacterizedby

mutualsupport,cooperationandinitiative

in

assumingleadershipinpromotingaculture

of

inquiryandmakingsubstantialcontributionsto

school/districtprojects.


4e:Growingan

dDevelopingProfessionally

�UNSA

TISFACTO

RY

�BASIC

�PROFICIENT

�DISTINGUISHED

Teacher

engagesinnoprofessional

developmen

tactivities

and/orresistsfeed

back

onteachingperform

ance

and/ormakes

no

effortto

shareknowledge

withothersorto

assumeprofessionalresponsibilities.

Teacher

engagesinprofessionalactivities

toa

limitedextentand/oracceptswithsome

reluctance,feedbackonteachingperform

ance

and/orfindslim

itedwaysto

contribute

tothe

profession.

Teacher

engagesinseekingoutprofessional

developmen

topportunities,welcomes

feed

backonperform

ancesandparticipates

activelyinassistingother

educators.

Teacher

engagesinseekingoutopportunities

forprofessionaldevelopmen

tandmakes

a

system

aticeffortto

conductactionresearch,

seeksoutfeedbackandinitiatesim

portant

activities

tocontribute

totheprofession.


34

4f:

ShowingProfessionalism

�UNSA

TISFACTO

RY

�BASIC

�PROFICIENT

�DISTINGUISHED

Teacher’sprofessionalinteractionsare

characterizedbyquestionableintegrity,lack

of

awaren

essofstuden

tneeds,and/ordecisions

that

areselfserving,and/ordonotcomply

withschool/districtregulations.

Teacher

interactionsarecharacterizedby

honest,genuine,butinconsisten

tattemptsto

servestuden

ts,decisionmakingbased

on

limiteddata,and/orminim

alcompliance

with

school/districtregulations.

Teacher

interactionsarecharacterizedby

honesty,integrity,confiden

tialityand/or

assurance

that

allstuden

tsarefairlyserved

,

participationinteam

ordep

artm

entaldecision

making,and/orfullcompliance

with

school/districtregulations.

Teacher

interactionsarecharacterizedbythe

higheststandardsofhonesty,integrityand

confiden

tiality;assumptionofleadershiprole

withcolleagues,inservingstuden

ts,

challengingnegativeattitudes/practices,andin

ensuringfullcompliance

withschool/district

regulations.


Anelectronicversionofthisrubrichas

beendevelopedforuse

byevaluatorsandteachersduringtheevaluationcycleandduringdevelopmen

tofthe

ProfessionalGrowth

Plan.Evaluatorswillbeableto

accesstherubriconlaptopsormobile

devicessuch

asan

iPad.

35

Additional Metric Evaluation Elements

One additional metric employed as part of the multi metric evaluation is the Professional Growth Plan.

All teachers are responsible for managing a Professional Growth Plan. The plan is completed online

collaboratively with the principal or supervisor. This new Professional Growth Plan will replace the

Individual Professional Development Plan (IPDP) and district Success Plan, including all MOU, DOE, and

legislative requirements.

Professional Growth Planning is a process of self directed inquiry focused on what teachers need to learn

and do to improve their practice, resulting in improved student learning. In this process, teachers engage

in self assessment, analysis of both quantitative and qualitative data, and the priorities of both the school

and district. A teacher’s professional growth plan will align with a component of the Danielson

Framework. A meaningful professional growth plan is one that engages teachers in significant new

learning of a skill related to one’s responsibilities. Preparing a professional growth plan requires skills of

self assessment and analysis of practice, knowledge of resources available to contribute to one’s learning,

and the discipline to engage in learning activities to improve practice. The teacher works on the activities

of the plan individually and then discusses the plan collaboratively, with the result meeting the goal:

improved classroom practice and enhanced student learning.

State law (F.S. 1012.98) specifies that the purpose of the professional development system is to increase

student achievement, enhance classroom instructional strategies that promote rigor and relevance

throughout the curriculum, and prepare students for continuing education and the workforce. The growth

plan aligns the teacher's professional development with Danielson's Framework ( the 4 Domains: Domain

1 – Planning and Preparation, Domain 2 – The Classroom Environment, Domain 3 – Instruction, Domain 4

– Professional Responsibilities), and Florida Educator Accomplished Practices (FEAP).Volusia has

purchased access to online resources to ensure that teachers have differentiated professional

development to support this new reform.

This Professional Growth Plan is 25% of the final summative rating for those teachers previously rated

“Highly Effective” or “Effective”, or 10% for those teachers rated “Needs Improvement / Developing” and

“Unsatisfactory”. Teachers in their first year of teaching or teachers with below Effective ratings are

required to work with a Peer Assistance and Review (PAR) teacher.

The Professional Growth Plan is checked individual, monitored, or directed depending on the evaluation

category of the teacher. The teacher identifies one component and creates one SMART Goal aligned to

the goals of the school improvement plan. Through the Professional Growth Plan, tied to student learning

outcomes and longitudinal data, the evaluator and teacher manage and monitor the implementation of

the plan goals.

The educator and the supervisor will collaborate on the final rubric rating. If the collaboration does not

result in an agreed rating, the decision is determined through the district appeals process.

36

VSET Professional Growth Plan at a Glance

The VSET growth plan is an important component of the overall system. As the district makes the shift to

a system designed for customized professional growth, this plan is the road map for success. The

developers felt so strongly that growth had to be an integral part of the Volusia System of Empowering

Teachers (VSET), that it has significant weight. The Professional Growth Plan counts for 25% of the Final

Summative Teacher Report for teachers with teaching experience in the district and an evaluation rating

of Effective or Highly Effective (Satisfactory or above prior to 2012). For all other teachers, it counts for

10% of the Final Summative Teacher Report.

Facts about the Growth Plan:

It must be based on data (both student and teacher).

It must align with one or more of the 22 components of effective teaching practice.

It must be customized to the individual teacher.

A more challenging plan may increase the potential for a distinguished final rating.

It is all about what was learned as a professional – how it impacts practice.

The plan is under the teacher’s control, if on an individual plan (monitored and directed requiremore administrative input and approval).

Directions for completing the Professional Growth Plan:

Developing the Plan (Sections A and B should be completed and reviewed by October 31st):

1) First, read the rubric –Think through the process – plan with the end in mind.2) A1. Look at personal data.

Identify strengths.

Identify areas for improvement.

Consider the prior year’s evaluation.

Complete a self reflection using the VSET Framework for Teaching rubric.

Look at achievement and growth data of students in past years’ classes.3) A2. Look at current student data.

Use either the prior year’s test scores or any assessments given in the first few weeks ofschool.

Identify students’ strengths and areas of focus.4) A3. Review the School Improvement Plan (SIP).

Select a SMART goal from the SIP and indicate this goal on the Professional Growth Plan.

How will the plan support the school’s SMART goal focus?5) A4. Based on the data collected in A1–A3:

Identify the component of the framework that best aligns with the need indicated bypersonal and student data.

Consider power components first (those in bold).

Teachers on a monitored or directed growth plan must use at least one (1) of the powercomponents.

6) B1. Develop your professional learning goal(s).

Only one goal is required, but limit to no more than two.

Using all of the information from section A, what area or practice does the data indicateas the area for improvement or further study?

37

Think of a challenging professional goal that will improve teaching practice and have apositive impact on student learning.

The Professional Growth Plan rubric assesses how well the goal aligns with the data andhow much the goal represents a challenging professional learning experience.

Accomplishing a certification requirement, such as ESOL endorsement, is an appropriategoal.

Select a goal of sufficient rigor and value to merit a yearlong focus.7) B2. Select strategies planned to reach the goal(s).

Include the type of professional development planned (courses, lesson studies, PLCmeetings, etc.).

Think creatively and be willing to explore a practice in depth.

Be specific and determine how to measure professional learning.8) Review the plan with the assigned administrator.

The administrator reviews and signs Independent plans for Effective and Highly Effectiveteachers.

Monitored or Directed plans require approval by the administrator.9) Begin working on the growth plan as soon as the administrator signs or approves the plan.

During Post Conferences for each Observation Cycle:

10) C1. Discuss the progress on the growth plan with the evaluator at each post conference.

Present any evidence of professional learning gained through the process.

Example: Explain how a discussion during a PLC meeting or a strategy tried with studentshad an impact and reinforced or changed a teaching practice.

11) C2. Make any changes to the plan as indicated by data that are more recent.

Make adjustments as indicated by ongoing data.

Provide evidence to support decisions.

At the End of the year (Between May 1 – May 25, the administrator will request the final section at

least 1 week before it is due):

12) D1. At the end of the year, The teacher will reflect on the growth plan and its impact on theteacher’s professional practice. In this section, the teacher explores in detail the activitiesconducted, explains what was learned, describes how the he/she implemented what was learned,and provides evidence of the impact the plan activities had on instruction. Ultimately, this sectionis evaluated on the quality and depth of the teacher’s reflection on professional learning, how thelearning influenced instruction, and what changes occurred in student learning. Supportingevidence, such as a printout of professional development from the year, notes taken during a PLCmeeting, observations of another teacher during lesson study, student data, or other relevantevidence of implementation of learning is acceptable.

13) D2. This section shows the student growth toward the SMART goal established in section A3.

These data are not considered for evaluating the growth plan, as they may not beavailable at that time. The data simply demonstrate the plan’s contribution to SIP goals.

14) E1. After completing the growth plan, use the rubric to evaluate the plan.

Once the teacher rates his/her completed plan, he/she will send a copy to the evaluatorfor review.

If the evaluator agrees with the teacher’s rating, he/she will sign off.

If the evaluator does not agree, then a meeting to discuss the rating of the plan will bescheduled.

If both the teacher and the administrator reach an agreement on the rating, both sign off.

If agreement cannot be reached, the plan is forwarded to the district Professional GrowthPlan Review Panel for a final decision.

38

Performance Rating for Professional Growth Plan

3Distinguished

The Professional Growth Plan demonstrated a direct correlation to needs indicated by studentlearning data and the educator’s previous performance rating, credentials and/or selfassessment. Strategies were specific, fully developed and focused on improving or changingprofessional practice for the purposes of improved student learning. The educator reviewedhis/her plan during the school year, and readily adjusted the plan when ongoing evidenceindicated the need. The educator not only completed all activities identified in growth plan, butidentified strategies and resulting evidence that ultimately improved or changed the educator’spractice in an effort to improve student learning. The educator’s reflection provided extensiveand thorough evidence of why the educator implemented those strategies and how and whythe chosen strategies improved or changed his/her practice. In the course of implementing theplan, the educator collaborated with other educators in a deliberate and meaningful way.Results of the plan were effectively shared with the wider school community and impacted thepractice of others.

2Proficient

The Professional Growth Plan demonstrated a direct correlation to needs indicated by studentlearning data and the educator’s previous performance rating, credentials and/or selfassessment. Strategies were specific, well developed and focused on improving or changingprofessional practice for the purposes of improved student learning. The educator reviewedhis/her plan during the school year and, if necessary, made adjustments to the plan. Theeducator completed all activities identified in growth plan and produced evidence thatidentified strategies were implemented in the classroom. The educator’s reflection madeadequate connections between student data and the strategies the educator chose toimplement. In the course of implementing the plan, the educator collaborated with othereducators in a meaningful way. Results of the plan were shared with departments or gradelevels and may have had an impact on some colleagues.

1Basic

The Professional Growth Plan demonstrated some correlation to needs indicated by studentlearning data and the educator’s previous performance rating, credentials and/or selfassessment. Strategies were loosely focused on improving or changing professional practice forthe purposes of improved student learning. The educator reviewed his/her plan during theschool year, but made few or no adjustments to the plan unless suggested by the evaluator. Theeducator’s reflection demonstrated that he/she completed most or all activities identified in thegrowth plan, but provided limited evidence of implementation or how it improved or changedhis/her practice. The educator’s attempts to collaborate with others were not deliberate andcontributed little to the evidence. Results of the plan were minimally shared with others.

0Unsatisfactory

The Professional Growth Plan did not directly correlate to needs indicated by student learningdata and the educator’s previous performance rating, credentials and/or self assessment.Strategies were not clear or did not specifically focus on improving or changing professionalpractice for the purposes of improved student learning. The educator reviewed his/her planduring the school year but did not recognize or accept the need to make adjustments to theplan. The educator’s reflection (if one exists) provided little evidence that the strategies wereimplemented or how those strategies improved or changed his/her practice. There wasminimal or no evidence to support the plan. The educator did not collaborate with others in ameaningful way. Results of the plan were not shared with others.

39

Pro

fess

ion

al G

row

th P

lan

– P

has

e I

Imp

lem

enta

tion

C

lass

room

Tea

cher

T

ype

of P

lan

: I

nd

ivid

ual

M

onit

ored

Dir

ecte

d

SchoolYear:

LastFourDigitsSocialSecurity

__________________

Teacher:

Position/SubjectArea:

School:

Mentor/Peer:_________________________________________(Educatorsintheirfirstthreeyearsofteachingare

required

towork

withaMentorand/orPeer)

Administrator:________________________________________ A.IdentificationofArea(s)ofFocus

A1

A2

A3

A4

Whichofthefollo

wingwillbeusedto

determ

inearea(s)offocus?

(Checkallthat

apply)

SelfInventory

(LearningBridges

Program)

SelfReflection(CharlotteDanielsonFramew

ork

MatrixForm

)Endorsem

entReq

uirem

ent

PreviousYear’sSummativeEvaluation

Other

___________________________________________________

What

studentdatawillbeusedto

guidethedevelopmentoftheprofessionallearninggoals?

(e.g.,Perform

ance

Matters:RankingReport,SubjectStrand;Suggested

FASTeReports:AchievementLevelImpact,Comparative

Perform

ance;Perform

ance

MattersReportsforNonFCATTeachers:BaseballCard)

Write

ameasureab

legoalto

indicateexpectedim

provementinstuden

tachievemen

t.(ThisisaSM

ARTgoalthatalig

nswiththeSchoolImprovemen

tPlan)

Check

Domain(s)ofFocus:

Domain1–PlanningandPreparation

Domain2–TheClassroom

Environmen

tDomain3–Instruction

Domain4–ProfessionalResponsibilities

TeachersonIndividualGrowth

Plansmustselectonecomponen

tthat

theteacher

has

iden

tified

ashavingthegreatestpotentialforincreasingstuden

tlearning.

MonitoredandDirectedGrowth

PlansmustaddressonePower

Componen

t.PowerComponentsareinbold.

1a

1b

1c

1d

1e

1f

2a

2b

2c

2d

2e

3a

3b

3c

3d

3e

4a

4b

4c

4d

4e

4f

EffectiveandHighly

E ffectiveTeachers

New

Tea

chers

New

toDistrict

NeedsIm

provemen

t

Unsatisfactory

Teachers

40

B.D

evelopmentofProfessionalLearningGoals

B1

ProfessionalLearningGoal(s)

Whatgoalswillen

ablemeto

strengthen

mypractice?

B2

ProfessionalLearningActivities/Actions

Whatactivities/actionswillhelpmeattainmygoals?

Goal1:

Goal2:

IndividualGrowth

PlanReviewed

__________________________________________

___________________________

AdministratorSignature

Date

Monitored/D

irectedGrowth

Plan

ApprovaltoProceed

__________________________________________

___________________________


Date

41

C.O

ngo

ingMonitoringan

dReview

TheProfessionalG

rowth

Planshallbereview

edateverypostconference

meeting.

C1

Evidence

tosupportprogress:

C2

PlanModifications:(ifneed

ed)

Monitoredan

dReviewedby__________________________________________________

Date(s)_____________________

_____________________

_____________________

_____________________

_____________________

42

D.P

rofessionalGrowth

Plan

EndofYear

Review

D1

Evidence

andartifactsthat

supportthat

theprofessionallearninggoalswere

met:

(Examplesofthingsto

reflectuponwhen

completingthissection:(1)Whatpatterns,insights,andnew

understandingsdidyouuncoverthroughthisprocess?(2)Whatmea

ningdo

thesepatterns,insights,andnew

understandinghave

foryourpractice?

(3)Whathave

youlearned

thathasim

pacted

yourpractice?)

D2

StudentPerform

ance

Outcomes:

(Studen

tdata

reported

inthissectionisnotcalculatedintheoverallratingoftheProfessionalG

rowth

Plan.Itisto

beusedfordiscussion

purposesonly.)

43

E.ProfessionalGrowth

Plan

EndofYear

Review

E1OverallratingforProfessionalGrowth

Plan

_____________________________________

RatingRubricforProfessionalGrowth

Plan

3

Distinguished

TheProfessionalGrowth

Plandem

onstratedadirectcorrelationto

needsindicated

bystudentlearningdataandtheed

ucator’sprevious

perform

ance

rating,cred

entialsand/orselfinventory.Strategieswerespecific,fully

developed

andfocusedonim

provingorchanging

professionalpracticeforthepurposesofim

provedstuden

tlearning.Th

eeducatorreview

edhis/her

planduringtheschoolyear,and

readily

adjusted

theplanwhen

ongoingeviden

ceindicated

theneed.Theed

ucatornotonlycompletedallactivitiesiden

tified

ingrowth

plan,butiden

tified

strategies

andresultingeviden

cethat

ultim

atelyim

provedorchangedtheed

ucator’spracticeinan

effortto

improve

studen

tlearning.Th

eed

ucator’sreflectionprovided

extensive

andthorough

eviden

ceofwhytheed

ucatorim

plemen

tedthose

strategies

andhowandwhythechosenstrategies

improvedorchangedhis/her

practice.Inthecourseofim

plemen

tingtheplan,theed

ucator

collaboratedwithother

educatorsinadeliberateandmeaningfulw

ay.R

esultsoftheplanwereeffectivelyshared

withthewiderschool

communityandim

pactedthepracticeofothers.

2

Proficient


Plandem

onstratedadirectcorrelationto

needsindicated

bystudentlearningdataandtheed

ucator’sprevious

perform

ance

rating,cred

entialsand/orselfinventory.Strategieswerespecific,w

elldeveloped

andfocusedonim

provingorchanging


provedstuden

tlearning.Th

eeducatorreview

edhis/her

planduringtheschoolyearan

d,if

necessary,m

adead

justmen

tsto

theplan.Theed

ucatorcompletedallactivitiesiden

tified

ingrowth

planandproducedeviden

cethat

iden

tified

strategies

were

implementedintheclassroom.Theed

ucator’sreflectionmadead

equateconnectionsbetweenstuden

tdata

andthestrategies

theed

ucatorchose

toim

plemen

t.Inthecourseofim

plemen

tingtheplan,theed

ucatorcollaboratedwithother

educatorsinameaningfulw

ay.R

esultsoftheplanwereshared

withdep

artm

entsorgradelevelsandmay

havehad

anim

pactonsome

colleagues.

1

Basic


Plandem

onstratedsomecorrelationto

needsindicated

bystuden

tlearningdataandtheed

ucator’sprevious

perform

ance

rating,cred

entialsand/orselfinventory.Strategieswerelooselyfocusedonim

provingorchangingprofessionalpracticefor

thepurposesofim

provedstuden

tlearning.Th

eed

ucatorreview

edhis/herplanduringtheschoolyear,butmadefewornoadjustmen

tsto

theplanunlesssuggestedbytheevaluator.Th

eed

ucator’sreflectiondem

onstratedthat

he/shecompletedmostorallactivities

iden

tified

inthegrowth

plan,butprovided

limited

eviden

ceofim

plemen

tationorhowitim

provedorchangedhis/her

practice.Th

eed

ucator’sattemptsto

collaborate

withotherswere

notdeliberateandcontributedlittleto

theeviden

ce.R

esultsoftheplanwere

minim

allyshared

withothers.

0

Unsatisfactory


Plandidnotdirectlycorrelateto

needsindicated

bystuden

tlearningdataandtheed

ucator’sprevious

perform

ance

rating,cred

entialsand/orinventory.Strategieswerenotclear

ordidnotspecificallyfocusonim

provingorchanging


provedstuden

tlearning.Th

eeducatorreview

edhis/her

planduringtheschoolyearbutdid

notrecognizeoraccepttheneedto

makeadjustmen

tsto

theplan.Theeducator’sreflection(ifoneexists)provided

littleeviden

cethat

thestrategies

wereim

plemen

tedorhowthose

strategies

improvedorchangedhis/her

practice.

Therewas

minim

alornoeviden

ceto

supporttheplan.Theed

ucatordidnotcollaborate

withothersinameaningfulw

ay.R

esultsoftheplanwerenotshared

withothers.

E2

TeacherSignature

_______________________________________

Date____________________________


__________________________________

Date____________________________

44

Evaluator Training

Who is an evaluator?

An evaluator is defined as: a site based administrator, district based administrator, or peer

evaluator (district based) with training in collecting evidence and scoring the Framework for

Teaching rubric as well as the Professional Growth Plan rubric. PAR Teachers (district based) do

not evaluate any teacher they support as a mentor.

The process for initial training of evaluators

Initial training of evaluators is conducted over four days with a consultant. The training includesinformation on the Danielson Framework domains and components, evidence collection, VSETprocedures for evaluation, and the Professional Growth Plan.

The process for on going training of evaluators

A train the trainer model will develop district capacity to train teachers during pre planning, and

throughout the year. Phase I trainers will then support the rollout to all other schools for the

2012 2013 school year. Ongoing support with the Danielson consultant through site visits, team

meetings, and webinars is scheduled to ensure fidelity of implementation and inter rater

reliability.

Volusia will collaborate with Educational Impact and Learning Bridges to provide online

professional development to build capacity for training teachers and evaluators. Three courses

provided by Educational Impact include:

Charlotte Danielson’s Teaching Framework

22 Components of Great Teaching

Teacher Evaluation Using the Danielson Framework

The purpose of the Volusia System of Empowering Teachers (VSET) is to provide quality

assurance and professional growth. Implementation of a process as complex as a new

professional evaluation system requires a high degree of attention to training on procedures,

understanding the criteria on the framework, and developing inter rater reliability. In addition, it

is necessary to be sensitive to the demands on personnel caused by such a major change in

practice. From the outset of implementation, the district will be mindful of these challenges.

How is supervisor for evaluation purposes determined?

The school principal will determine which administrator available at the building will evaluate each

teacher. In instances where the principal supervises more than one building, additional evaluators may

45

be recruited from district staff or other trained evaluators. In the case of specialized instructional roles

that report to a district administrator, the appropriate district administrator will conduct the evaluation.

Input into Evaluation by Personnel other than the Supervisor

The evaluator may consider input from other trained evaluation personnel. The teacher may also electto submit as evidence, walk through observations completed by coaches or district staff, records ofparticipation in special assignments and committees, and commendations from district staff or otheragencies, and other relevant evidence.

46

Peer Assistance and Review

Volusia School District has established a peer assistance and review process –as part of the evaluationsystem. The Volusia Teachers Organization supports the Peer Assistance and Review program. The PeerAssistance and Review (PAR) teacher will conduct both formative and summative observations forparticipating teachers. The evaluation and feedback of the PAR teacher will be separate from and equalto the weight of the evaluating supervisor. PAR teachers will support and evaluate new teachers,teachers new to the district, and teachers with either an unsatisfactory or needs improvement rating.

The PAR’s final evaluation for a participating teacher will count for 20% of the multiple metric

evaluation system. The first part of the year the feedback will be formative and the later part of the year

will be summative.

Training for Peer Assistance and Review Practitioners

4 day workshop on Danielson Framework for Effective Teaching

2 day workshop on the Toledo PAR Model provided through AFT/VTO

1 day workshop for district procedures, followed by weekly meetings and training

Additional training provided by the New Teachers Center and funded through a grant fromFADSS and the Gates Foundation.

Responsibilities of PAR teacher

Assist assigned teachers with setting classroom procedures and environment.

Assist with data analysis for assigned teachers’ incoming students.Provide guidance on developing the assigned teacher’s Professional Growth Plan.

Monitor and refine assigned teachers’ instructional planning and delivery.

Provide timely feedback to assigned teachers to improve practice.

Maintain confidentiality while working with assigned teachers; Share progress with the buildingadministrator only with teacher permission.

Seek additional assistance if assigned teacher is not making sufficient progress.

Follow the appropriate observation cycle procedures and timeline for evaluation set by VolusiaSystem for Empowering Teachers.

Monitor completion of the E3 folder requirements for the teachers participating in theEmpowering Educators for Excellence (E3) teacher induction program.

Evaluation Process for PAR teachers

PAR teachers are district based teachers on assignment.

PAR teachers are evaluated using an adapted Danielson Framework rubric.

The two district administrators designated as supervisors for the PAR program (Coordinator ofK 12 Curriculum and Human Resource Specialist) shall serve as evaluators for the PAR teachers.

The number of observation cycles will be the same as an Effective or Highly Effective teacher.

PAR teachers will complete a Professional Growth Plan.

The designated district supervisors will monitor and evaluate the Professional Growth Plandeveloped by a PAR teacher.

The final Summative Evaluation Rating for a PAR teacher will consist of 25% Educator Evaluation,25% Professional Growth Plan, and 50% based on a district value added calculation.

47

Appendices

48

Teaching Fields Requiring Special Procedures

The district has identified certain teaching positions that require special evaluation procedures.Evaluation frameworks for these positions are adapted from the Classroom Teacher rubric match theservice delivery provided by people in these instructional support positions. K 12 Curriculum, Title I, theESE and Student Services Department have created specialized rubrics for:

Specialist Rubrics – Framework and Professional Growth Plan

1. Compliance Specialists

2. District Teacher on Assignment

3. Instructional Coach

4. Media Teachers

5. Parent Education Facilitator

6. Peer Assistance and Review Teacher/Evaluator

7. Program Specialists

8. School Counselor

9. School Psychologists

10. School Social Workers

11. Therapeutic Specialists

49

VOLU

SIAFR

AMEW

ORKFO

RTEACHING

SchoolCounselorRubric

Domain1:Planningan

dPreparation


ofContent

�UNSA

TISFACTO

RY

�BASIC

�PROFICIENT

�DISTINGUISHED

TheSchoolCounselorrarelypractices

professionalcompeten

ceinthedeliveryof

schoolcounselingandstuden

tservice

deliveryandinthecontextsofdiverse

individual,fam

ily,school,andcommunity

characteristics.

TheSchoolCounselorregularlypractices

professionalcompeten

ceinthedeliveryof

schoolcounselingandstuden

tservice

deliveryandinthecontextsofdiverse

individual,fam

ily,school,andcommunity

characteristics.

TheSchoolCounselorconsisten

tlyapplies

theirknowledge

ofSchoolCounseling

Practices

andfactorsthat

impactpersonal,

socialanded

ucationaldecisionmakingfor

allstakeholders.

Inadditionto

meetingproficien

cyinthis

componen

t,theSchoolCounselorisaresource

forstuden

t,paren

ts,teacher

andadministrator

regardingtheculturalfactorsthat

impact

personal,socialanded

ucationaldecisionmaking

forallstakeholders.


1b:D


ofStuden

ts

�UNSA

TISFACTO

RY

�BASIC

�PROFICIENT

�DISTINGUISHED

Counselordisplays

littleornoknowledge

of

child

andadolescen

tdevelopmen

tandor

studen

tneeds,interestsandacadem

ic

program

s.

Counselordisplays

partialknowledge

ofchild

andadolescen

tdevelopmen

tandorstuden

t

needs,interestsandacadem

icprogram

s.

Counselordisplays

accurate

understanding

ofstuden

tneeds,interestsandacadem

ic

program

sandorthetypicaldevelopmen

tal

characteristicsoftheagegroup,aswellas

exceptionsto

thegeneralpatterns.

Inadditionto

accurate

knowledge

ofthetypical

developmen

talcharacteristicsoftheagegroup

andexceptionsto

thegeneralpatterns,counselor

displays

knowledge

oftheextentto

which

individualstuden

tsfollowthegeneralpatterns.

Counselorisalso

awareandproactive

in

inden

tifyingandmeetingstuden

tneeds,interests

anden

suringappropriateplacemen

tofstuden

ts

inacadem

icprogram

s.


1c:

SettingServiceDelivery

Outcomes

�UNSA

TISFACTO

RY

�BASIC

�PROFICIENT

�DISTINGUISHED

Counseloradheresto

theplanorprogram

,in

spiteofevidence

ofitsinadeq

uacy.

Counselormakes

modestchangesinthe

counselingprogram

when

confrontedwith

evidence

oftheneedforchange

Counselormakes

revisionsinthecounseling

program

when

theyareneeded.

Counseloriscontinuallyseekingwaysto

improve

theCounselingprogram

andmakeschangesas

needed

inresponse

tostuden

t,paren

t,orteacher

input.

50



ofResources

�UNSA

TISFACTO

RY

�BASIC

�PROFICIENT

�DISTINGUISHED

Counselordem

onstrateslittleorno

knowledge

ofdistrict,stateorfederal

policiesandregulationsandofresources

availableforstuden

ts.

Counselordisplays

awaren

essofdistrict,

stateandfederalpoliciesandregulations

andofresources

forstuden

tsavailable

through

theschoolordistrict,butno

knowledge

ofresources

availablemore

broadly.

Counselordisplays

awaren

essofdistrict,

stateandfederalpoliciesandregulations

andofresources

forstuden

tsavailable

through

theschoolordistrict,andsome

familiaritywithresources

externalto

the

school.

Counselor’sknowledge

ofdistrict,stateand

federalpoliciesandregulationsandofresources

isextensive,includingthose

availablethrough

the

schoolordistrictandinthecommunity.


1e:DesigningCoherentServiceDelivery

�UNSA

TISFACTO

RY

�BASIC

�PROFICIENT

�DISTINGUISHED

TheCounselorhas

nocleargoalsforthe

counselingprogram

,orthey

are

inappropriatefortheageofthestuden

tsor

theneedsoftheschool.

TheCounselors’plansforthecounseling

program

arerudim

entary

andarepartially

suitableto

thesituation,theneedsofthe

schoolandtheageofthestuden

ts.

TheCounselors’goalsforthecounseling

program

areclear

andappropriateto

the

situation,theneedsoftheschoolandto

the

ageofthestuden

ts.

TheCounselors’goalsforthecounselingprogram

arehighlyappropriateto

thesituation,theneeds

oftheschoolandto

theageofthestuden

tsand

havebeendevelopedfollowingconsultations

withstuden

ts,paren

ts,andcolleagues.


1f:

AssessingGoalAchievemen

t

�UNSA

TISFACTO

RY

�BASIC

�PROFICIENT

�DISTINGUISHED

Counselorhas

noplanto

evaluatethe

program

orresistssuggestionsthat

such

an

evaluationisim

portant.

Counselorhas

arudim

entary

planto

evaluatethecounselingprogram

.

Counselor’splanto

evaluatetheprogram

is

organized

aroundclear

goalsandthe

collectionofevidence

toindicatethedegree

towhichthegoalshavebeenmet.

Counselor’sevaluationplanishighly

sophisticated,w

ithim

aginativesourceof

eviden

ceandaclear

pathtowardim

proving

theprogram

onan

ongoingbasis.


51

Domain2:Th

eEn

vironment

2a:

Creatingan


dRap

port

�UNSA

TISFACTO

RY

�BASIC

�PROFICIENT

�DISTINGUISHED

Thecounselors’relationship(s)withparen

ts

andstuden

tsareinappropriateanddonot

promote

positive

interactions.

The

Counselorsmakesnoattemptto

establisha

culture

forproductivecommunicationinthe

schoolasawhole,either

amongstuden

tsor

amongteachers,orbetweenstuden

tand

teachers.

Thecounselors’interactionswithothersare

acombinationofboth

positive

andnegative.

Counselor’sattemptsto

promote

aculture

throughouttheschoolforproductiveand

respectfulcommunicationbetweenand

amongstuden

tsandteachersarepartially

successful.

Thecounselors’interactionsarepositive

and

promote

healthyinteractions.

Counselor

promotesaculture

throughouttheschool

forproductiveandrespectful

communicationbetweenandam

ong

studen

tsandteachers.

Thecounselors’interactionsarepositive

and

promote

healthyinteractions.Studen

tsseek

outthecounselor,reflectingahighdegree

ofcomfortandtrust.Theculture

inthe

schoolforproductiveandrespectful

communicationbetweenandam

ong

studen

tsandteachers,while

guidedbythe

counselor,isproductiveandrespectful.The

counseloroften

takesaleadershiprolein

promotingpositive

interpersonal

relationships.



forGoalAchievement

�UNSA

TISFACTO

RY

�BASIC

�PROFICIENT

�DISTINGUISHED

TheSchoolCounselorrarelyintegrates

beh

avioralsupportsandmen

talhealth

services

withacadem

icandlearninggoals

forstuden

ts.

TheSchoolCounselorregularlyintegrates

beh

avioralsupportsandmen

talhealth

services

withacadem

icandlearninggoals

forstuden

ts.


tly

synthesizes

schoolw

idebeh

avioraldatain

order

topromote

positive

academ

icand

learningoutcomes

forstuden

ts.

Inadditionto

meetingproficien

cy,the

SchoolCounselorappliestheirexpertise

of

beh

aviorandmentalhealthto

positively

impactschoolwideacadem

icandbeh

avioral

tren

ds.


2c:

Man

agingProcedures

�UNSA

TISFACTO

RY

�BASIC

�PROFICIENT

�DISTINGUISHED

TheSchoolCounselorrarelypromotesthe

use

ofevidence

based

instructional,

beh

avioralandmen

talhealthinterven

tions

targeted

tothearea(s)ofconcern

based

on

multiplesources

ofassessmen

tdata.

TheSchoolCounselorregularlypromotes

theuse

ofeviden

cebased

instructional,

beh

avioralandmen

talhealthinterven

tions

targeted


based

on

multiplesources

ofassessmen

tdata.


tlypromotes

theuse

ofeviden

cebased

instructional,

beh

avioralandmen

talhealthinterven

tions

targeted


and

analyzes

theeffectiven

essofthe

interven

tions.

Inadditionto

meetingproficien

cyinthis

componen

t,theSchoolCounselorprovides

continuousfeed

backregardingthe

effectiven

essoftheinterven

tion(s)and

supportstheinterven

tionprovider

accordingly.

52


2d:M

anagingCompliance/ClientBehavior

�UNSA

TISFACTO

RY

�BASIC

�PROFICIENT

�DISTINGUISHED

Counselors’relationshipswithcolleagues

are

negativeorselfserving,andcounselor

avoidsbeinginvolved

inschoolanddistrict

even

tsandprojects.Counselordoes

not

assessstuden

tneeds,ortheassessmen

t

resultsarenotaccurate.

Counselors’relationshipswithcolleagues

are

cordialandcounselorparticipatesinschool

anddistricteven

tsandprojectswhen

specificallyrequested.Counselor’s

assessmen

tsofstuden

tneedsare

perfunctory.

Counselorparticipates

activelyinschooland

districteven

tsandprojectsandmaintains

positive

andproductiverelationshipswith

colleagues.Counselorassesses

studen

t

needsandknowstherange

ofstuden

tneeds

intheschool.

Counselormakes

asubstantialcontribution

toschoolanddistricteven

tsandprojects

andassumes

leadershipwithcolleagues.

Counselorconductsdetailedand

individualized

assessmen

tsofstuden

tneeds

tocontribute

toprogram

planning.


2e:Organ

izingPhysicalSpace

�UNSA

TISFACTO

RY

�BASIC

�PROFICIENT

�DISTINGUISHED

TheCounselordoes

notincorporate

various

techniques

fordatacollection,

measuremen

t,analysis,accountability

and

use

oftechnology

resources

inevaluationof

services

attheindividual,group,and/or

system

slevels.

TheCounselorregularlyincorporatesvarious

techniques

fordatacollection,

measuremen

t,analysis,accountability

and

use

oftechnology

resources

inevaluationof

services


system

slevels.

TheCounselorconsisten

tlyincorporates

varioustechniques

fordatacollection,

measuremen

t,analysis,accountability,and

use

oftechnology

resources

inevaluationof

services


system

slevels.

Inadditionto

meetingproficien

cyinthis

componen

t,theCounselorim

pactssystem

s

change

asaresultoftheevaluationof

services


system

slevel.


Domain3:ServiceDelivery

3a:

CommunicatingClearlyan

dAccurately

�UNSA

TISFACTO

RY

�BASIC

�PROFICIENT

�DISTINGUISHED

Counselorprovides

noinform

ationor

inaccurate

inform

ationto

families,either

aboutthecounselingprogram

asawholeor

aboutindividualstuden

ts.

Counselorprovides

limitedthough

accurate

inform

ationto

familiesaboutthecounseling

program

asawholeandaboutindividual

studen

ts.

Counselorprovides

thorough

andaccurate

inform

ationto


program


studen

ts.

Counselorprovides

thorough

andaccurate

inform

ationto

families.

Counselorisproactive

inproviding

inform

ationto


program

andaboutindividualstuden

ts

through

avarietyofmeans.


53

3b:Inform

ationGathering

�UNSA

TISFACTO

RY

�BASIC

�PROFICIENT

�DISTINGUISHED

TheCounselordoes

notcollectdatafrom

multiplesources

asafoundationfor

decisionmakingandconsidersecological

factors(e.g.,classroom,fam

ily,community

characteristics)as

acontextforassessmen

t

andinterven

tion.

TheCounselorregularlycollectsdatafrom

multiplesources

asafoundationfor

decisionmaking.

TheCounselorconsisten

tlycollectsdata

from

multiplesources

andusesongoing

progressmonitoringdatato

determinethe

effectiven

essoftheinterven

tions.

Inadditionto

meetingproficien

cyinthis

componen

t,thecounselorassumesa

leadershippositionindataanalysisand

technology

resources

inorder

toim

prove

educationandbehavioraloutcomes.


3c:

EngagingStudentsinGoalAchievement

�UNSA

TISFACTO

RY

�BASIC

�PROFICIENT

�DISTINGUISHED

Counselor’sprogram

isindep

enden

tof

studen

tneedsanddoes

nothelpstuden

ts

andteachersform

ulate

academ

ic,

personal/social,andcareer

plans.


helpstuden

tsand

teachersform

ulate

academ

ic,

personal/socialandteachersform

ulate

academ

ic,personal/social,andcareer

plans

arepartiallysuccessful.


helpstuden

tsand

teachersform

ulate

academ

ic,

personal/socialandteachersform

ulate

academ

ic,personal/social,andcareer

plans

aresuccessful.

Counselorhelpsindividualstuden

tsand

teachersform

ulate

academ

ic,

personal/socialandcareer

planseffectively

andefficien

tly.Counselorconductsdetailed

andindividualized

assessmentsofstuden

t

needsto

contribute

toindividualplanning.


3d:UsingAssessmentinServiceDelivery

�UNSA

TISFACTO

RY

�BASIC

�PROFICIENT

�DISTINGUISHED

TheSchoolCounselorrarelyevaluates

services,program

s,academ

icorbeh

avioral

achievemen

tat

theindividualgroupand/or

system

slevel.

TheSchoolCounselorregularlyincorporates

datainevaluationofservices,program

s,

academ

icorbeh

avioralachievemen

tat

the

individualgroupand/orsystem

slevel.


tly

incorporatesvarioustechniques

fordata

collection,m

easuremen

t,analysis,

accountability,anduse

oftechnology

resources

inevaluationofservices,

program

s,academ

icorbeh

avioral

achievemen

tat

theindividualgroupand/or

system

slevel.

Inadditionto

meetingproficien

cyinthis

componen

t,theSchoolCounselorim

pacts

system

change

asaresultoftheevaluation

ofservices,program

s,academ

icor

beh

avioralachievemen

tat

theindividual

groupand/orsystem

slevel.


54


andResponsiveness

�UNSA

TISFACTO

RY

�BASIC

�PROFICIENT

�DISTINGUISHED

Counseloradheresto

theplanorprogram

,

inspiteofeviden

ceofitsinadeq

uacy.

Counselormakes

modestchangesinthe

counselingprogram

when

confrontedwith

evidence

oftheneedforchange.

Counselormakes

revisionsinthecounseling

program

when

theyareneeded.

Counseloriscontinuallyseekingwaysto

improve

thecounselingprogram

andmakes

changesas

neededinresponse

tostuden

t,

paren

t,orteacher

input.



4a:ReflectingonPractice/ServiceDelivery

�UNSA

TISFACTO

RY

�BASIC

�PROFICIENT

�DISTINGUISHED

Counselordoes

notreflectonpractice,or

thereflectionsareinaccurate

orselfserving.

Counselor’sreflectiononpracticeis

moderatelyaccurate

andobjectivewithout

citingspecificexam

plesandwithonlyglobal

suggestionsas

tohowitmightbeim

proved.

Counselor’sreflectionprovides

anaccurate

andobjectivedescriptionofpractice,citing

specificpositive

andnegativecharacteristics.

Counselormakes

somespecificsuggestions

asto

howthecounselingprogram

mightbe

improved.

Counselor’sreflectionishighlyaccurate

and

perceptive,citingspecificexam

plesthat

werenotfully

successfulforat

leastsome

studen

ts.Counselordrawsonan

extensive

repertoireto

suggestalternativestrategies.


4b:M

aintainingAccurate

Records

�UNSA

TISFACTO

RY

�BASIC

�PROFICIENT

�DISTINGUISHED

Counselors’rep

orts,records,and

documen

tationaremissing,late,or

inaccurate,resultinginconfusionand

misinform

ationormisadvisemen

t.

Counselors’rep

orts,records,and

documen

tationaregenerally

accurate

but

areoccasionallylate.

Counselors’rep

orts,records,and

documen

tationareaccurate

andare

submittedinatimelymanner.

Counselors’approachto

record

keep

ingis

highlysystem

aticandefficien

tandserves

as

amodelforcolleagues

inother

schools.


55

4c:

CommunicatingwithStakeholders

�UNSA

TISFACTO

RY

�BASIC

�PROFICIENT

�DISTINGUISHED

Counselorprovides

noinform

ationto

families,either

aboutthecounseling

program

asawholeoraboutindividual

studen

ts.

Counselorprovides

limitedthough

accurate

inform

ationto


program


studen

ts.

Counselorprovides

thorough

andaccurate

inform

ationto


program


studen

ts.

Counselorisproactive

inproviding

inform

ationto


program

andaboutindividualstuden

ts

through

avarietyofmeans.


4d:ParticipatinginaProfessionalCommunity

�UNSA

TISFACTO

RY

�BASIC

�PROFICIENT

�DISTINGUISHED

Counselor’srelationshipswithcolleagues

are

negativeorselfserving,andcounselor

avoidsbeinginvolved

inschoolanddistrict

even

tsandprojects.

Counselor’srelationshipswithcolleagues

are

cordial,andcounselorparticipates

inschool

anddistricteven

tsandprojectswhen

specificallyrequested.

Counselorparticipates

activelyinschooland

districteven

tsandprojectsandmaintains

positive

andproductiverelationshipswith

colleagues.

Counselormakes

asubstantialcontribution

toschoolanddistricteven

tsandprojects

andassumes

leadershipwithcolleagues.


4e:Growingan


�UNSA

TISFACTO

RY

�BASIC

�PROFICIENT

�DISTINGUISHED

TheSchoolCounselorrarelyengagesin

professionaldevelopmen

tactivities

and

does

notstay

abreastofdevelopmen

tsin

thefield.

TheSchoolCounselorregularlyen

gagesin


tactivities

and

staysabreastofdevelopmen

tsinthefield.

TheSchoolCounseloractivelyengagesin

lifelonglearningandstrategically

alignstheir


tactivities

to

enhance

theirongoingprofessionalgrowth.

Inadditionto

meetingproficien

cyinthis

componen

t,theSchoolCounselorapplies

theknowledge

learnedfrom

the


tactivities

to

trainings

andworkshopsforschoolstaff,

studen

ts,paren

ts,and/orother

professional

groups.


56

4f:

DemonstratingProfessionalism

�UNSA

TISFACTO

RY

�BASIC

�PROFICIENT

�DISTINGUISHED

TheSchoolCounselorrarelypractices

in

waysthat

dem

onstrate

knowledge

of

ethical,professional,andlegalstandardsand

regulationsthat

guideed

ucationandschool

counseling.Thecounselordisplays

issues

withhonesty

andconfiden

tialityandis

unethical

TheSchoolCounselorregularlypractices

in

waysthat

dem

onstrate

knowledge

of


regulationsthat

guideed

ucationandschool

counseling.Thecounselorattemptsto

displayhonestyandconfiden

tialityat

all

times.G

enerally

thecounseloradheres

to

his/her

professionalethicalstandards.


tlypractices

inwaysthat

dem

onstrate

knowledge

of


regulationsthat

guideed

ucationandschool

counseling.Thecounselorpromotes

relationshipsbased

onhonestyand

confiden

tialityisoften

successful.The

counselorconsisten

tlyadheres

to

professionalethicalstandards.

Inadditionto

meetingproficien

cyinthis

componen

t,theSchoolCounselortakesa

leadershiproleininform

ingothersof


regulationsthat

guideed

ucationandschool

counseling.Thecounselorisopen

and

honestandadheres

toethicssurrounding

confiden

tialityat

alltim

es.Inaddition,to

consisten

tlyadheringto

professionalethical

standards,thecounselorpractices

good

judgm

ent,often

takingaleadershiprole

withcolleagues.


57

VOLU

SIAFR

AMEW

ORKFO

RTEACHING

InstructionalCoachRubric

Domain1:Planningan

dPreparation


ofContent

�UNSA

TISFACTO

RY

�BASIC

�PROFICIENT

�DISTINGUISHED

Instructionalcoachdem

onstrateslittleorno

knowledge

ofcontentandtheresearch

based

practices

specificto

that

discipline.


onstratesbasic

knowledge


based

practices

specificto

that

discipline.


onstratessolid

knowledge


based

practices

specificto

that

discipline.


onstratesextensive

knowledge

ofthecontentandtheresearch

based

practices

specificto

that

discipline;

coachisregarded

asan

expertbycolleagues.


1b:D


ofStuden

ts

�UNSA

TISFACTO

RY

�BASIC

�PROFICIENT

�DISTINGUISHED


onstrateslittleorno

knowledge

ofclients’backgroundandskills.


onstratesthe

importance

ofunderstandingclients’

backgroundandskills,andusesthis

inform

ationto

adjustpresentation.

Instructionalcoachactivelyseeksknowledge

ofclients’backgroundandskills,anduses

thisinform

ationto

adjustpresentation.

Instructionalcoachactivelyseeksknowledge

ofclients’backgroundandskillsfrom

a

varietyofsources,usesthisinform

ationto

adjustpresentation,andmodelsthis

techniqueforclients’use

inworkingwith

studen

ts.


1c:


Outcomes

�UNSA

TISFACTO

RY

�BASIC

�PROFICIENT

�DISTINGUISHED

Instructionalcoachhas

noclear

goalsfor

coaching,ortheyareinappropriateto

either

thesituationortheneedsofthestaff.

Instructionalcoach’sgoalsforcoachingare

rudim

entary

andarepartiallysuitableto

the

situationandtheneedsofthestaff.


clear,suitableto

thesituationandneedsof

thestaff,andarecapableofassessment.


highlyappropriateto

thesituationand

needsofthestaff,andarecapableof

assessmen

t.


58


ofResources

�UNSA

TISFACTO

RY

�BASIC

�PROFICIENT

�DISTINGUISHED


onstrateslittleorno

familiaritywithresearch

basedresourcesto

teachclientsanden

hance

ownknowledge.

Instructionalcoachdoes

notseeksuch

knowledge.


onstratessome

familiaritywithresearch

basedresourcesto

teachclientsanden

hance

ownknowledge.


notseekto

extend

such

knowledge.

Instructionalcoachisfully

awareof

resources

availableto

teachclientsand

continuallyseeksoutnew

research

based

resources.Instructionalcoachalso

actively

seeksoutandsuppliesclientswithresources

that

willhelppositivelyim

pactstuden

t

achievemen

t.

Instructionalcoachseeksoutresources

in

andbeyondtheschoolordistrictin

professionalorganizations,ontheInternet,

andinthecommunityto

enhance

own

knowledge,touse

inservicedelivery,andfor

clientswhoneedthem

.



�UNSA

TISFACTO

RY

�BASIC

�PROFICIENT

�DISTINGUISHED

Instructionalcoach’splanconsistsofa

random

collectionofunrelatedactivities,

lackingcoheren

ceoran

overallstructure.

Instructionalcoach’splanhas

aguiding

principleandincludes

anumber

of

worthwhile

activities,butsomeofthem

don’tfitwiththebroader

goals.

Instructionalcoach’splaniswelldesigned

to

supportclientsintheim

provemen

toftheir

instructionalskillsandtakesinto

accountthe

follow

upwithclients.Consultationwith

administratorsandclientshas

occurred

prior

todevelopmen

t.

Instructionalcoach’splanishighlycoheren

t,

takinginto

accountthecompetingdem

ands

ofmakingpresentationsandfollow

upwith

clients,andhas

beendeveloped

after

consultingwithadministratorsandclients.


1f:

AssessingGoalAchievement

�UNSA

TISFACTO

RY

�BASIC

�PROFICIENT

�DISTINGUISHED

Instructionalcoach’splanforassessingthe

servicedeliveryisnotaligned

withthe

outcomes

andcontainsnoclear

perform

ance

criteria.


servicedeliveryispartiallyaligned

withthe

outcomes

andiswithoutclear

perform

ance

criteria.


servicedeliveryisaligned

withtheoutcomes

andisbasedonclear

perform

ance

criteria.

Assessm

entresultsareusedto

make

appropriatedecisionsabouttheservice

delivery’sim

pactandthedesignoffuture

servicedelivery,includingfollowup

coaching.


servicedeliveryisfully

aligned

withthe

servicedeliveryoutcomes,w

ithclear

criteria

andstandards.

Theassessmen

tresultsare

continuouslyutilized

toguidethedesignof

future

ofservicedelivery.


59

Domain2:Th

eEn

vironment

2a:

Creatingan


dRap

port

�UNSA

TISFACTO

RY

�BASIC

�PROFICIENT

�DISTINGUISHED

Clientsarereluctantto

requestassistance

from

theinstructionalcoach,fearingthat

such

arequestwillbetreatedas

asign

of

deficiency.

Relationshipswiththeinstructionalcoach

arecordial;Clientsdon’tresistinitiatives

established

bytheinstructionalcoach.


arerespectful,withsomecontactsinitiated

byclients


arehighlyrespectfulandtrusting,withmany

contactsinitiatedbyteachers.



forGoalAchievement

�UNSA

TISFACTO

RY

�BASIC

�PROFICIENT

�DISTINGUISHED

Theen

vironmentconveys

anegativeculture

forgoalachievemen

t,characterizedbylow

professionalcommitmen

tto

thesubject,low

expectationsforclientachievemen

t,and

littleornoclientprideinwork.

Instructionalcoach’sattemptsto

create

a

culture

forgoalachievemen

tarepartially

successful,withlittleprofessional

commitmen

tto

thesubject,m

odest

expectationsforclientachievemen

t,and

littleclientprideinwork.Both

coachand

clientappearto

beonly“goingthrough

the

motions.”

Theen

vironmentischaracterizedbyhigh

expectationsformostclients,gen

uine

commitmen

tto

thesubjectbyboth

coach

andclients,w

ithclientsdem

onstratingpride

intheirwork.

Instructionalcoachcreateshighlevelsof

clienten

ergy

andprofessionalpassionfor

thesubject.A

culture

forgoalachievemen

t

inwhicheveryoneshares

abeliefinthe

importance

ofthesubjectiseviden

t,andall

clientsholdthem

selves

tohighstandardsof

perform

ance.


2c:

Man

agingProcedures

�UNSA

TISFACTO

RY

�BASIC

�PROFICIENT

�DISTINGUISHED

Much

servicedeliverytimeislostdueto

inefficien

troutines

andprocedures.

Someservicedeliverytimeislostdueto

only

partiallyeffectiveroutines

andprocedures.

Servicedeliveryiscarefully

planned

using

efficien

tandeffectiveroutines

and

procedures.

Servicedeliveryiscarefully

planned

using

efficien

tandeffectiveroutines

and

procedures.

Clientscontribute

totheseam

lessoperation

ofroutines

andprocedures.


60

2d:M


�UNSA

TISFACTO

RY

�BASIC

�PROFICIENT

�DISTINGUISHED

Nonorm

sofprofessionalconducthavebeen

established

;teachersarefreq

uen

tly

disrespectfulintheirinteractionswithone

another.

Instructionalcoach’seffortto

establish

norm

sofprofessionalconductarepartially

successful.


established

clear

norm

sofmutualrespectforprofessional

interactions


established

clear

norm

sofmutualrespectforprofessional

interaction.C

lientsen

sure

that

their

colleagues

adhereto

thesestandardsof

conduct.


2e:Organ

izingPhysicalSpace

�UNSA

TISFACTO

RY

�BASIC

�PROFICIENT

�DISTINGUISHED

Instructionalcoachmakes

noeffortto

plan

thephysicalen

vironmen

tand/ortheuse

of

trainingeq

uipmen

t.


limitedeffortto

planthephysicalen

vironmen

tand/orthe

use

oftrainingeq

uipmen

t.

Instructionalcoachselectsservicedelivery

venues

that

aresafe,convenient,and

conducive

togoalachievemen

t.Theuse

of

resources

includingtrainingeq

uipmen

tis

usedeffectively.


highlyeffective

use

ofphysicalen

vironmen

tand/ortraining

equipmen

tresultinginen

gagementofall

participants.



3a:


dAccurately

�UNSA

TISFACTO

RY

�BASIC

�PROFICIENT

�DISTINGUISHED

Expectationsforgoalachievemen

t,

directionsandprocedures,andexplanations

ofcontentareunclear

orconfusingto

clients.Instructionalcoach’suse

of

languagecontainserrorsorisinappropriate

toclients’skilllevelandbackground.


t,


ofcontentareclarifiedafterinitial

confusion;Instructionaluse

oflanguageis

correctbutmay

notbecompletely

appropriateto

clients’skillleveland

background.


t,


ofcontentareclearto

clients.

Communicationsareappropriateto

clients’

skilllevelandbackground.


t,


ofcontentareclear

toclients.Instructional

coach’soralandwritten

communicationis

clear

andexpressive,Communicationsare

appropriateto

clients’skilllevel,

background,andanticipates

possible

misconceptions.


61

3b:Inform

ationGathering

�UNSA

TISFACTO

RY

�BASIC

�PROFICIENT

�DISTINGUISHED


noskillsinobserving

andrecordingclients’teachingeventsto

gather

inform

ationaboutclients’stren

gths,

deficits,andneedsinorder

tomake

appropriatedecisionsaboutservicedelivery.


limitedskillsin

observingandrecordingclients’teaching

even

tsto

gather

inform

ationaboutclients’

strengths,deficits,andneedsinorder

to

makeappropriatedecisionsaboutservice

delivery.

Instructionalcoachisskilled

inobservingand

recordingclients’teachingeventsto

gather

inform

ationaboutclients’stren

gths,deficits,

andneedsinorder

tomakeappropriate

decisionsaboutservicedelivery.

Instructionalcoachishighlyskilledin

observingandrecordingclients’teaching

even

tsto

gather

inform

ationaboutclients’

strengths,deficits,andneedsinorder

to

makeappropriatedecisionsaboutservice

deliver.


3c:


�UNSA

TISFACTO

RY

�BASIC

�PROFICIENT

�DISTINGUISHED

Activitiesandmaterialsareinappropriateto

theservicedeliveryoutcomes.Theservice

deliveryhas

nostructure

orispoorlypaced

.

Activitiesandmaterialsarepartially

appropriateto

theservicedelivery

outcomes.Theservicedeliveryhas

a

recognizablestructure

butisnotfully

maintained

.

Activitiesandmaterialsen

gage

allclientsin

servicedeliveryoutcomes

andarecongruen

t

withtheintended

goalachievemen

t.

Activitiesandmaterialsareappropriatefor

theclients’skilllevelsandneeds,reflecthigh

expectationsoftheclients,are

coheren

t

withoverallgoals,andareappropriately

paced

.

Clientsarehighlyengagedthroughoutthe

servicedeliveryinsignificantgoal

achievemen

t.Theservicedeliveryis

adaptedas

neededto

theneedsof

individuals,andthestructure

andpacing

allowforclientreflectionandclosure.



�UNSA

TISFACTO

RY

�BASIC

�PROFICIENT

�DISTINGUISHED

Instructionalcoachneverassesses

the

progressofclientstowardgoalachievemen

t.

Instructionalcoachprovides

nofeed

backto

theclientsontheirprogress.

Instructionalcoachoccasionallyassessesthe


t.


limited

feed

backto

theclientsontheirprogress.

Instructionalcoachfreq

uen

tlyassessesthe


t.


specifichigh

qualityfeed

backto

theclientsontheir

progress.

Clientsarefully

awareofthe

assessmen

tcriteriausedto

evaluatetheir

work.

Instructionalcoachroutinelyassesses

the


t.


specifichigh

qualityfeed

backto

theclientsontheir

progress.

Clientsareinvolved

inthe

developmen

toftheassessmen

tcriteriaused

toevaluatetheirwork.


62


andResponsiveness

�UNSA

TISFACTO

RY

�BASIC

�PROFICIENT

�DISTINGUISHED

Instructionalcoachadheres

totheservice

deliveryplan,evenwhen

achange

would

improve

theservicedeliveryorofclients’

lack

ofinterest.Instructionalcoachbrushes

asideclientinform

ationgathering

techniques;w

hen

clientsexperience

difficulty,theprofessionalblames

theclient

ortheirhomeen

vironmen

t.

Instructionalcoachattemptsto

modifythe

servicedeliverywhen

needed

andto

respondto

clientinform

ationgathering

techniques,w

ithmoderatesuccess.

Instructionalcoachacceptsresponsibility

for

clientsuccess,buthas

onlyalim

ited

repertoireofstrategies

todrawupon.

Instructionalcoachpromotesthesuccessful

goalachievemen

tofallclients,m

aking

adjustmen

tsas

needed

toservicedelivery

plansandaccommodatingclient

inform

ationgatheringtechniques,needs

andinterests.

Instructionalcoachseizes

anopportunityto

enhance

goalachievemen

t,buildingona

spontaneo

useventorclientinterests.

Instructionalcoachen

suresthesuccessofall

clients,usingan

extensive

repertoireof

servicedeliverystrategies.




�UNSA

TISFACTO

RY

�BASIC

�PROFICIENT

�DISTINGUISHED


notreflecton

practiceorthereflectionsareinaccurate

or

selfservicing.

Instructionalcoach’sreflectiononpracticeis

moderatelyaccurate

andobjectivewithout

citingspecificexam

plesandwithonlyglobal

suggestionsas

tohowitmightbeim

proved.

Instructionalcoach’sreflectionprovidesan

accurate

andobjectivedescriptionof

practice,citingspecificpositive

andnegative

characteristics.


somespecificsuggestionsas

tohowthe

supportprogram

mightbeim

proved.

Instructionalcoach’sreflectionishighly

accurate

andperceptive,citingspecific

exam

ples.

Instructionalcoachdrawsonan

extensive

repertoireto

suggestalternative

strategies,accompaniedbyapredictionof

thelikelyconsequen

cesofeach.


4b:M

aintainingAccurate

Records

�UNSA

TISFACTO

RY

�BASIC

�PROFICIENT

�DISTINGUISHED

Recordsofclientprogressingoal

achievemen

tand/orother

servicedelivery

activities

areeither

absentorindisarray.

Recordsofclientprogressingoal

achievemen

tand/orother

servicedelivery

activities

arerudim

entary

and/orrequire

freq

uen

tmonitoringforaccuracy.

Instructionalcoachmaintainsaccurate,

ongoingrecordsofclients’progresstoward

goalachievemen

tand/orother

service

deliveryactivities.

Instructionalcoachmaintainsaccurate,

ongoingrecordsofclients’progresstoward

goalachievemen

tand/orother

service

deliveryactivities.C

oachmakes

adjustmen

ts

based

onprogress.


63

4c:


�UNSA

TISFACTO

RY

�BASIC

�PROFICIENT

�DISTINGUISHED


little/no

inform

ationto

stakeh

oldersaboutservice

deliveryprogram

.Communicationis

insensitive

orinappropriateand/ormakes

noattemptto

engage

stakeh

oldersinthe

servicedelivery.


minim

al

and/oroccasionallyinsensitive

communicationandmakes

partially

successfulattem

ptsto

engage

stakeh

olders

intheservicedeliveryprogram

s

Instructionalcoachisinregular

communicationwithallstakeholders,

includingadministration,clients,andother

instructionalcoaches

abouttheprogressof

thevariousinitiativesintheservicedelivery

program

andtheirim

pactonstuden

tgoal

achievemen

t.

Instructionalcoachisinregular

communicationwithallstakeholders,

includingadministration,clients,andother

instructionalcoaches

abouttheprogressof

thevariousinitiativesintheservicedelivery

program

andtheirim

pactonstuden

tgoal

achievemen

t.Theinstructionalcoachmakes

freq

uen

tsuccessfuleffortsto

engage

stakeh

oldersinmakingdecisionsabout

servicedeliveryto

enhance

studen

tgoal

achievemen

t.



�UNSA

TISFACTO

RY

�BASIC

�PROFICIENT

�DISTINGUISHED

Instructionalcoach’srelationshipswith

colleagues

arenegative

orselfserving,and

thecoachavoidsbeinginvolved

inschool

anddistricteven

tsandprojects.

Instructionalcoach’srelationshipswith

colleagues

arecordial,andthecoach

participates

inschoolanddistricteven

ts

andprojectswhen

specificallyrequested.

Instructionalcoachparticipates

activelyin

schoolanddistricteven

tsandprojectsand

maintainspositive

andproductive

relationshipswithcolleagues.


asubstantial

contributionto


tsand

projectsandassumes

aleadershiprolewith

colleagues.


64

4e:Growingan


�UNSA

TISFACTO

RY

�BASIC

�PROFICIENT

�DISTINGUISHED


gagesinprofessional

developmen

tactivities

and/orresists

feed

backonteachingperform

ance

and/or

makes

noeffortto

shareknowledge

with

othersorto

assumeprofessional

responsibilities.


gagesinprofessional

activities

toalim

ited

extentand/oraccepts

withsomereluctance,feedbackon

teachingperform

ance

and/orfindslim

ited

waysto

contribute

totheprofession.


gagesinseekingout


topportunities,

welcomes

feedbackonperform

ancesand

participates

activelyinassistingother

professionals.


gagesinseekingout

opportunitiesforprofessionaldevelopmen

t

andmakes

asystem

aticeffortto

conduct

actionresearch,seeks

outfeedbackand

initiatesim

portantactivities

tocontribute

to

theprofession.


4f:


�UNSA

TISFACTO

RY

�BASIC

�PROFICIENT

�DISTINGUISHED

Instructionalcoachinteractionsare

characterizedbyquestionableintegrity,lack

ofaw

aren

essofclientneeds,and/or

decisionsthat

areselfserving,and/ordonot

complywithapplicableregulations.


characterizedbyhonest,genuinebut

inconsisten

tattemptsto

serveclients,

decisionmakingbased

onlim

iteddata,

and/orminim

alcompliance

withapplicable

regulations.


characterizedbyhonesty,integrity,

confiden

tialityand/orassurance

that

all

clientsarefairlyserved

,participationin

team

ordep

artm

entaldecisionmaking,

and/orfullcompliance

withapplicable

regulations.

Instructionalcoachdisplays

thehighest

standardsofhonesty,integrity,

confiden

tiality;assumptionofleadershiprole

withcolleagues,inservingclients,challenging

negativeattitudes/practices,inen

suringfull

compliance

withapplicableregulations.


65

VOLU

SIAFR

AMEW

ORKFO

RTEACHING

MediaTeacherRubric

Domain1:Planningan

dPreparation


ofContent

�UNSA

TISFACTO

RY

�BASIC

�PROFICIENT

�DISTINGUISHED

Med

iaTeacher

isnotfamiliar

withthe

curriculum

anddoes

notunderstandthe

connectionsto

theresources,literacies,and

theresearch

process.

Med

iaTeacher

isfamiliar

withthe

curriculum

butcannotarticulate

connections

withliteraciesandtheresearch

process.

Med

iaTeacher

displays

knowledge

ofthe

curriculum,resources,variousliteracies,and

theresearch

process,andisableto

develop

connections.

Med

iaTeacher

displays

extensive

knowledge

ofthecurriculum,resources,various

literacies,andtheresearch

process,and

developsmeaningfulconnections.


1b:D


ofStuden

ts

�UNSA

TISFACTO

RY

�BASIC

�PROFICIENT

�DISTINGUISHED

Med

iaTeacher

makes

littleornoattemptto

acquireknowledge

ofthestuden

ts’

inform

ationliteracy

needs.Med

iaTeacher

does

notunderstandtheneedforthis

inform

ationinplanninganddevelopingthe

collection

Med

iaTeacher

demonstratessome

knowledge

ofthestuden

ts’inform

ation

literacy

needs.

Med

iaTeacher

showssome

understandingofthisneedinplanningand

developingthecollection.

Med

iaTeacher

demonstratesadeq

uate

knowledge

ofthestuden

ts’inform

ation

literacy

needs.Med

iaTeacher

usesthis

knowledge

inplanninganddevelopingthe

collection.

Med

iaTeacher

has

athorough

knowledge

of

thestuden

ts’inform

ationliteracyneedsand

usesthisknowledge

expertlyinplanning

instruction,developingandpromotingthe

resources

inthecollection.


1c:


Outcomes

�UNSA

TISFACTO

RY

�BASIC

�PROFICIENT

�DISTINGUISHED

Med

iaTeacher

has

noclear

goalsforthe

med

iaprogram

anddoes

notdisplayareal

understandingoftheschool’s

instructional

goalsforadiverse

studen

tpopulation.

Med

iaTeacher’sgoalsforthemedia

program

arerudim

entary,andindicatea

partialunderstandingoftheschool’s

instructionalgoalsforadiverse

studen

t

population.

Med


program

areclear

andindicatean

understandingoftheschool’s

instructional

goalsforadiverse

studen

tpopulation.

Med


program

arehighlyappropriate,supportthe

school’s

instructionalgoalsforadiverse

studen

tpopulation,andhavebeen

developed

followingconsultationswith

studen

tsandcolleagues.


66


ofResources

�UNSA

TISFACTO

RY

�BASIC

�PROFICIENT

�DISTINGUISHED

Med

iaTeacher

has

littleaw

aren

essofthe

resources

withtheschool’s

med

iacollection

orresources

availableelectronically,and

does

notseekresources

outsidethelibrary

med

iacenter.

Med

iaTeacher

isaw

areoftheresources

withintheschool’s

med

iacollection,aswell

asresources

availableelectronicallyor

online,andisaw

areofsomeplacesto

seek

other

resources

throughoutthedistrictand

thelocalcommunity.

Med

iaTeacher

has

commen

dable

knowledge

oftheresources

withinthe

school’s

med

iacollection;h

asknowledge

of

andtheskillsto

accesselectronicand/or

onlineresources;andseeksother

resources

throughoutthedistrictandfrom

agencies,

organizations,andinstitutionswithinthe

communityat

large.

Med

iaTeacher

has

anextensive

knowledge

oftheresources

withintheschool’s

med

ia

collection;h

asknowledge

ofavarietyof

electronicandonlineresources,

accompaniedwithadvancedskillsfor

accessingtheseresources;andactivelyseeks

other

resources

throughoutthedistrictand

from

agencies,organizations,and

institutionswithinthecommunityat

large

andbeyond.



�UNSA

TISFACTO

RY

�BASIC

�PROFICIENT

�DISTINGUISHED

Med

iaTeacher

has

littleknowledge

ofthe

threeliteracies(inform

ation,digital,

technology)required

todesignanddeliver

comprehen

sive

instructionaligned

with

standardsat

theappropriatelevelofrigor.

Med

iaTeacher

has

partialknowledge

ofthe

threeliteracies(inform

ation,digital,

technology)required

todesignanddeliver

comprehen

sive

instructionaligned

with

standardsat


Med

iaTeacher

has

commen

dable

knowledge

ofthethreeliteracies

(inform

ation,digital,technology)required

to

designanddeliver

comprehen

sive

instructionaligned

withstandardsat

the

appropriatelevelofrigor.

Med

iaTeacher

has

anextensive

knowledge

ofthethreeliteracies(inform

ation,digital,

technology)required

todesignanddeliver

comprehen

sive

instructionaligned

with

standardsat


Med

iaTeacher

demonstratesability

to

differentiateinstructionwhereappropriate.


67

1f:

AssessingGoalAchievemen

t

�UNSA

TISFACTO

RY

�BASIC

�PROFICIENT

�DISTINGUISHED

Med

iaTeacher

doesnotcollaborate

with

teachersinplanning,im

plemen

ting,and

assessinglearningactivities.

Med

iaTeacher

collaborateswithsome

teachersto

coordinatetheuse

ofthemed

ia

centeranditsresources

andmay

provide

learningexperiencesthat

support

instruction.

Med

iaTeacher

collaborateswithsome

teachersinplanningandim

plemen

ting

learningactivities

that

integratetheuse

of

multipleresources,andthedevelopmen

tof

research

skillsandvariousliteracies

(inform

ation,digital,technology).

Med

iaTeacher

collaborateswithteachersin

mostdisciplines

indesigning,planning,

implemen

ting,andassessingmeaningful

learningactivities

that

integratetheuse

of

multipleresources

andthedevelopmen

tof

research

skillsandvariousliteracies

(inform

ation,digital,technology).


Domain2:Th

eEn

vironment

2a:

Creatingan


dRap

port

�UNSA

TISFACTO

RY

�BASIC

�PROFICIENT

�DISTINGUISHED

Med

iaTeacher’sinteractionswithsome

studen

tsandstaffaresometimes

negative,

dem

eaning,orsarcastic.Studen

tsingeneral

exhibitdisrespectfortheMed

iaTeacher.

Somestuden

tinteractionsarecharacterized

byconflict,sarcasm,orputdowns.

Med

iaTeacher’sinteractionswithstuden

ts

andstaffaregenerallypoliteandrespectful

butmay

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espect

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forGoalAchievement

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Med

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ithexpectationsthat

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ith

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ith

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68

2c:

Man

agingProcedures

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Med

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2d:M


�UNSA

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Thereisnoevidence

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,andthereis

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dignity.

ItappearstheMed

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alwayssuccessful.

Standardsofconductappearto

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monitors

studen

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Med

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Standardsofconductareclear,with

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.Med

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2e:Organ

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Med

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makes

pooruse

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physicalen

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Med

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inconsisten

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Med

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trafficflow,clear

signage,andadeq

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spacedevotedto

work

areasandcomputer

use.

Med

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signage,excellenttrafficflow,andadeq

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spacedevotedto

work

areasandcomputer

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areattractive

and

inviting.


69


3a:


dAccurately

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Library

med

iaprogram

policies,procedures,

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areunclearorconfusingto

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tsandteachers.

Thereisnoeviden

ce

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Med

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and

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3b:Inform

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Med

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and

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ly

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3c:


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gagedin

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Teachers/Studen

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engaged

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uneven

designofinstruction,grouping

strategies,orpartiallyappropriatematerials.

Teachers/Studen

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/goalachievemen

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effectivedesign

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aresult,

take

initiative

inen

suringtheen

gagemen

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theirpeers.


70


�UNSA

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learning.

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ediaTeacher’s

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uen

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learning.Med

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routinelyassesses

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med

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.

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tofthe

criteria.Monitoringofstuden

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med

iaprogram

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andResponsiveness

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Med

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Med

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makes

modestchangesin

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makes

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Med

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�UNSA

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mightbeim

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Med

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improved.

Med

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instructionalstrategies.Med

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drawsonan

extensive

repertoireto

suggest

alternativestrategies

andtheirlikely

success.


71

4b:M

aintainingAccurate

Records

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uatelyreflect

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med

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Med

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med

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.

Med

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andeasilyaccessiblerecordsincluding:


ofresources,

statistics

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med

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ediaTeacher

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andcomprehen

sive

med

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.DiscussionofEvidence

4c:


�UNSA

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Med

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noeffortto

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aboutthelibrary

med

iacenterprogram

and

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Med

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isinconsisten

tin

communicatingwiththeschoolcommunity

aboutthelibrary

med

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,new

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regularlycommunicates

with

theschoolcommunityto

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Med

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theschoolcommunityto

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72


�UNSA

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Med

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colleagues

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tsandprojects.

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Med

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schoolanddistrictby

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Supportandcooperationcharacterize



4e:Growingan


�UNSA

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Med

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orto

assumeprofessionalresponsibilities.

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Med

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tto

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activelyin

assistingother

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Med

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professional

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topportunitiesthrough

professionalreading,mem

berships,

conferencesandactionresearch.M

edia

Teacher

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colleagues

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edia

Teacher

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asubstantialcontributionto

theprofessionthrough

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contribute

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district,state,andnationallevel.


73

4f:


�UNSA

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Med

iaTeacher

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professionalethics,displays

dishonestyin

interactionswithcolleagues,students,and

thepublic;violatescopyrightlaws.

Med

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knowledge

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professionalethics,ishonestininteractions

withcolleagues,students,andthepublic;

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Med

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goodknowledge

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professionalethics,showshighstandardsof

honestyandintegrityininteractionswith

colleagues,students,andthepublic;adheres

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tocopyrightlaws.

Med

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onstratesa

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holdthehigheststandards

ofhonestyandintegrity;takesaleadership

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ensure

thereisnoplagiarismorviolationofcopyright

laws.


74

Volusia County School DistrictRace to the Top – Communications / Design Teams

VOLUSIA RACE TO THE TOP ADMINISTRATIVE TEAM:

Dr. Margaret Smith, Superintendent, Volusia County Schools

Stan Schmidt, Chairman, Volusia County School Board

Andrew Spar, President, Volusia Teacher Organization (VTO)

RACE TO THE TOP STEERING COMMITTEE:

Dr. Chris Colwell, Deputy Superintendent, Instructional Services, Race to the Top Chairman

Peromnia Grant, Assistant Superintendent, Human Resources

Dr. Don Boulware, Executive Director, Technology Services

Allene Dupont, Director, K 12 Curriculum

Mary Diez, Coordinator, K 12 Curriculum

Tom Besaw, Coordinator, Applied Technology & Project Implementation

Teresa Northrup, Coordinator, Professional Development

Dr. Alicia Parker, Coordinator, Assessment and Accountability

Andrew Spar, President, VTO

Dr. Primrose Cameron Hall, VTO Professional Development & Membership Specialist

Chris Yahn, Consultant, Race to the Top Coordinator

VOLUSIA COUNTY TEACHER ASSESSMENT DESIGN TEAM:

Dr. Chris Colwell, Deputy Superintendent, Instructional Services, Race to the Top Chairman


Dr. Don Boulware, Executive Director, Technology Services



Dr. Alicia Parker, Coordinator, Assessment and Accountability


Dr. Primrose Cameron Hall, VTO Professional Development & Membership Specialist

Barbara Hoffman, Academic Coach, Holly Hill Elementary and Vice President, VTO

Chris Yahn, Consultant, Race to the Top Coordinator

VOLUSIA COUNTY TEACHER ASSESSMENT SYSTEM STEERING COMMITTEE:

Marta Pascale, Coordinator, Human Resources

Stan Whitted, Area Superintendent



James Bishop, Director, Human Resources

Linda Knowles, Specialist, Human Resources

Leslie Frazee, Principal, Pride Elementary School

Tom Russell, Principal, Pine Ridge High School

75

Mamie Oatis, Principal, Southwestern Middle School

Barbara Hoffman, Academic Coach, Holly Hill Elementary and Vice President, VTO

Dr. Karen Beattie, Principal, Creekside Middle School

Lisa Alexander, Teacher, Mainland High School

Susan LeFils, Teacher, Forest Lake Elementary School

Jacqueline Sadler, Teacher, Sugar Mill Elementary School

Joann Williams, Teacher, Euclid Avenue Learning Center


Richard Kizma, Counsel for Labor Relations, Contract Services and Policy Development

AMERICAN FEDERATION OF TEACHERS INNOVATION FUND / VOLUSIA TEACHERS ORGANIZATION:

Leadership Team

Dr. Margaret Smith, Superintendent, Volusia County Schools


Dr. Primrose Cameron Hall, VTO Professional Development and Membership Specialist, CoChair

Marta Pascale, Coordinator, Human Resource, Co Chair

Dr. Christopher Colwell, Deputy Superintendent, Instructional Services, Race to the TopChairman


Rich Kizma, Counsel for Labor Relations, Contract Services and Policy Development

Value AddedTeachers

Becky Pittard, Teacher, Pine Trail Elementary School

Beth Bosse, Teacher, New Smyrna Beach High School

Tricia Randall, Teacher, Osteen Elementary SchoolAdministrators

John Atkinson, Principal, River Springs Middle School

John Cash, Principal, Palm Terrace Elementary School

Marilyn Travis, Principal, Read Pattillo Elementary School

Formative and Summative AssessmentsTeachers

Mary Thomas, Reading Coach, Deltona High School

Anthony Johnson, Teacher, Horizon Elementary School

David Finkle, Teacher, Southwestern Middle SchoolAdministrators

Alba Perez, Principal, Louise S. McInnis Elementary School

Matt Krajewski, Principal, DeLand Middle School

Susan Persis, Principal, Pine Trail Elementary School

76

Alternative AssessmentsTeachers

Lekita Howard, Teacher, Spruce Creek High School

Diane Clow, Teacher, Campbell Middle School

Yania Gonzalez, Teacher, Galaxy Middle SchoolAdministrators

Tom Russell, Principal, Pine Ridge High School

Ron Pagano, Principal, Atlantic High School

Vickie Presley, Principal, Campbell Middle School

Universities

Dr. Leslie Sena, Bethune Cookman University

Dr. Patrick Coggins, Stetson University

Dr. Mark Howse, Daytona State College

Technical Assistance Support TeamCo Chairs

Deb Drawdy, Coordinator, Secondary Education

Leticia Roman, Coordinator, Elementary EducationMembers

Kristen Bowles Pierce, Specialist, Applied Technology

Jason Caros, Specialist, Social Studies, K 12 Curriculum


Susan Reaves, Coordinator, ESE Programs

77

Design teams, comprised of district staff, principals, teachers, union representatives, and consultants,

spent months reviewing research, attending conferences, gathering input from a variety of resources

and shared current research findings, focusing on the meta research of Charlotte Danielson and Robert

Marzano.

Contemporary Research Reference List

Danielson, C. (2007). Enhancing professional practice: A framework for teaching (2nded.). Alexandria, VA: Association for Supervision and Curriculum Development

Grossman, P., & Loeb, S. (2010). Learning from multiple routes. Educational Leadership, 67(8),22 27.

Hattie, J. (2009). Visible learning: A synthesis of over 800 meta analyses relating to achievement.New York: Routledge.

Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1),81–112.

Learning Point Associates. (2010). Measurement of student growth: Emerging trendsreflected in the state phase 1 Race to the Top applicationswww.learningpt.org/pdfs/RttT_Measurement.pdf

Marzano, R. J. (2010). Developing expert teachers. In R. J. Marzano (Ed.), On excellence inteaching (pp. 213 246). Bloomington, IN: Solution Tree Press.

Marzano, R. J. (2010). Formative assessment and standards based grading. Bloomington, IN:Marzano Research Laboratory.

Marzano, R. J., & Brown, J. L. (2009). A handbook for the Art and Science of Teaching. Alexandria,VA: Association for Supervision and Curriculum Development.

Marzano, R. J., & Waters, T. (2009). District leadership that works: Striking the right balance.Bloomington, IN: Solution Tree Press.

The New Teacher Project. (2007) Teacher hiring, assignment, and transfer in Chicago PublicSchools. Brooklyn, NY: Author

United States Department of Education. (2009) Resources for Race to the Top.www2.ed.gov/programs/racetothetop/index.html