INVER GROVE HEIGHTS COMMUNITY SCHOOLS TEACHER DEVELOPMENT AND EVALUATION PLAN 201415

Kris Hillesheim

BUILDING THE PLAN IS A PROCESS

Monthly meetings between teacher

representatives, school board members, administrators Compliance with Minnesota law vs. the state model What does the law really say? Plan needs to be doable All Minnesota districts are struggling with some components

THE LAW REQUIRES A JOINT AGREEMENT

School board and

Exclusive representative of the teachers in the

district
If no agreement is reached, the district must

use the state model

REQUIREMENTS OF THE LAW

Trained observers as peer coaches or teachers participate in

Professional Learning Communities 3 Year Professional Review Cycle Probationary Teacher Evaluations
Same components as currently

Based on professional teaching standards established in rule

Coordinate staff development activities with the evaluation

process and teachers evaluation outcomes Option to present a portfolio demonstrating reflection and personal growth Coordinate staff development activities with the evaluation process

REQUIREMENTS OF THE LAW

Data from valid and reliable assessments of student growth
Aligned to state and local academic standards Comprises 35% of teacher evaluation results

Longitudinal data on student engagement and connection and

other student outcome measures

In area of curriculum teacher is responsible

Qualified and trained evaluator (ex. Admin) for summative

evaluation Teacher improvement process of support if not meeting professional teaching standards
Goals and timelines Discipline a teacher not making adequate improvement

HOW DOES THAT ALL FIT TOGETHER?

COMPONENTS OF THE TDE

Teacher Practice Student Engagement Student Assessment (35%)

TEACHER PRACTICE
3 Year Review Cycle

Individual Growth and Development Plan

Peer Review Process Opportunity to participate in a Professional Learning Community At least one summative evaluation performed by a qualified and

trained evaluator (ex. Administrator) every 3 year cycle

Option to present a portfolio demonstrating reflection and

professional growth
Teacher Improvement Process (TIP) for teachers rated as

unsatisfactory

TEACHER PRACTICE: THERE HAS BEEN TENTATIVE AGREEMENT ON THE FOLLOWING:

iObservation will be used as the instrument for both teacher

development and teacher evaluation

iObservation is consistent with the Minnesota Standards of Effective

Practice for Teachers

All teachers will be members of at least one PLC The PLC process will be used to meet the requirements of peer

review
Teachers will write an IGDP with at least one goal which is consistent

with the 4 domains in iObservation. Your peer/PLC will provide feedback on your progress toward your goals. Your goals can be ongoing. Goals are assessed and modified yearly by peers and summative evaluator. The IGDP process is not part of teacher evaluation.

TEACHER PRACTICE: WHAT NEEDS TO BE DONE

Agree on a model for the Teacher Improvement Plan

STUDENT ASSESSMENT
There has been tentative agreement on the following:
Student assessment comprises 35% of the total evaluation Student assessment measurements should be longitudinal and based on valid

and reliable data

There should be some shared or collective assessments for K-12, grade level,

or department. (ex. Graduation rates, ACT scores, MAP scores, MCAs, or AP scores)
There should be a shared or individual targeted needs goal (ex. Reducing

the achievement gap)

Each teacher will develop at least one student learning goal in their area of

curricular responsibility. Goal should be approved by the summative evaluator with feedback provided by peers/PLC. Student learning goals should be identified through the PLC process

STUDENT ASSESSMENT
What needs to be done:
Agree on what shared assessments will be used Develop or adopt a model to measure Student Learning Goals

STUDENT ENGAGEMENT
There is tentative agreement on the following:
This is a tough one! Teachers should solicit feedback from their students about how to improve

their instruction
This would not be a part of teacher evaluation

What needs to be done:

Agree on a model for measuring student engagement

PROFESSIONAL LEARNING COMMUNITIES

Will be used for IGDP, reflections, and student goals

There has been a lot of discussion on ensuring that a PLC is

meaningful for everyone in the group and everyone has opportunity for growth (example special ed, specialists, etc.)

SUMMATIVE EVALUATION
Needs to fit with broad range of work assignments

Tied to the other components

Goals from individual growth and development plan Supported by professional development activities Linked to Professional Learning Community Activities

iObservation
Marzanos Effective Teaching Strategies Pre-observation Conference, Observation, Post-observation

conference