Review and Approval Guide for Non-classroom Instructional Personnel Evaluation Systems DOE Form No. EQEVAL-2012NC

Transcription

1 Review and Approval Guide for Non-classroom Instructional Personnel Evaluation Systems DOE Form No. EQEVAL-2012NC District: Contact Person s Name: Phone: Date Submitted to DOE: Title: Type of Positions Covered: This form is designed to assist school districts with preparing new or modified non-classroom instructional personnel evaluation systems for school district personnel classified as instructional who are not classroom teachers and for whom the district s classroom teacher evaluation system is not appropriate: Instructions for Completing the Checklist 1. Submit this form with your district s non-classroom evaluation system documentation. 2. To facilitate the review process please, for each element of an evaluation system shown below, provide the page number(s) where that element is addressed in your evaluation system documentation. If more than one document is included in your submission, note the title of the document as well as the page number. Documentation includes handbooks, manuals, forms, and such district policies and regulations that inform employees and evaluators of the processes, practices, and criteria of the district evaluation system. 3. For review elements of an evaluation system that do not apply to your system mark N/A in the page number column. 4. Do not submit documentation that does not address the evaluation approval elements in the checklist. 1

2 I. Performance of Students Elements: Compliance with Section , F.S. A. Student Growth Data 1. Documentation identifies the percentage of the evaluation that is based upon state assessment results of the students and how students are assigned to individual non-classroom teachers for evaluation purposes. 2. The student outcome measures that are included in addition to the state assessment results, if applicable. 3. The scoring system and cut points associated with the student growth measures. B. Confirmation and procedures for including current year student performance data in each individual s summative rating for that school year. The years of student growth data that will be included in the evaluation must be specified and must include the current year. C. The percentage of an evaluation that is based on student performance when there are three years of data present for an individual and when there are less than three years of data present for an individual. D. For the school years, the number of years of student learning growth data applied to evaluations. (In and thereafter, three years of data are required.) E. If instructional teams are employed for evaluation of student learning growth, identification of the class (es) of non-classroom instructional personnel who will receive the learning growth results of an instructional team. A district school superintendent may assign to instructional personnel in an instructional team the student learning growth of the instructional team s students on statewide assessments. Superintendents may not assign instructional team results to personnel for evaluation purposes beginning July 1, (Mark N/A if instructional teams are not employed.) 2

3 II. Instructional Practice/Professional and Job Responsibility Elements: A. All aspects of the instructional practice/job responsibility component in an evaluation system are to be implemented no later than the academic year following approval except where segments of the instructional practice component are to be phased in over time to improve the quality of implementation. If full implementation is planned for the school year, enter FULL in column 2. If a phase-in of elements is planned, attach documentation that indicate which elements will be phased in and the implementation schedule. B. The evaluation system s observation and feedback instrument(s) that include indicators, organized by domains, based on the core of standards or expectations that establish expected proficiency levels, and are consistent with Florida s common language of instruction (posted on The indicators in an evaluation system shall be based on evidence of instructional practice (as applicable to the position) and/or job duties and responsibilities. Performance on these indicators is used to establish proficiency levels. C. The district s evaluation system documentation includes procedures for implementing observations and use of observation data. Observations and feedback may be formal and informal, scheduled and unscheduled events, walkthroughs, meetings, and examination of materials that reflect the employee s work or the impact of their work on others in regard to indicators in the evaluation system. D. The instruments shall include descriptions of the processes on how monitoring and timely feedback on proficiency is provided. E. Performance evaluations must be based upon sound educational support principles expressed through recognized standards of performance, and/or contemporary research in effective educational and job performance practices relevant to the non-classroom positions evaluated. F. The district s evaluation system must include indicators that provide feedback on the FEAPs, Rule 6A-5.065, F.A.C., including Purpose and Foundational Principles, Continuous Improvement, Responsibilities and Ethics, and such other FEAPs Practices that are relevant to the position(s) covered by the non-classroom instructional personnel evaluation system.. 3

4 G. The district s evaluation system includes indicator(s) based on a contemporary research framework that supports student learning and effective support to instruction and/or professional standards from appropriate national organizations that identify quality work performance expectations relevant to the positions covered by the evaluation system. The research base or applicable national standards is identified. H. Any indicators from the Department s identified set of indicators on high effect size instructional strategies with a causal relationship to student learning growth posted on if applicable to position(s) covered by the evaluation system. I. Rubrics for distinguishing among proficiency levels in the instructional practice/job responsibility elements. J. The scoring and weighting system that will apply to instructional practice/job responsibilities and how it impacts the final annual evaluation. K. Weighting and scoring of indicators on professional and job responsibilities are incorporated into the instructional practice elements of the evaluation system. III. Summative evaluation form(s) and scoring and weighting systems that define how student growth measures and proficiency levels are calculated and combined to obtain a summative performance level. IV. Statement of purpose consistent with the purpose for evaluation systems as expressed in Section (1)(a), F.S. V. Multiple measures are employed that inform improvement processes and evaluation decisions. Multiple measures must be included in determining the summative evaluation. This means the result is based on more than two sources of data. Data sources include evidence of student learning growth, instructional practice, deliberate practice, parental input, and may include other data sources as determined by the district. The weighting and scoring of such measures shall be incorporated into either the student growth measure portion or instructional practice portion of the evaluation. Measures of practice or job responsibilities shall be incorporated into the instructional practice portion of the performance level rating. District developed end-ofcourse student growth measures or learning targets must be aligned with the standards in the state course description(s). 4

5 VI. Performance Levels and the rubric(s) used to differentiate between performance levels on the summative rating. These rubrics shall be research-based and include proficiency levels for indicators or clusters of indicators within the instructional Professional and Job Responsibility Elements practice portion of an evaluation system. The rubrics shall reflect district and state priorities and be the basis for providing feedback, designing professional learning and determining the instructional practice portion of an individual s final summative evaluation rating. VII. Input Mechanisms: A. Identification of supervisory personnel performing evaluations. Document must verify that the determination of a performance level is performed by someone with a supervisory relationship to the employee. B. Identification of any persons other than the supervisor with input to the evaluation. The documentation indicates the positions or parties that may provide input to the evaluator (e.g., principals or assistant principals, district staff, department heads, grade level chairpersons, or team leaders). If the supervisor determining the performance level may not consider input from any other parties in determining a performance level, mark N/A. C. Description of use of a peer assistance process where used in the evaluation process. (Peer assistance includes mentoring, collegial teams, and support programs for educators at all levels of performance.) If information on employee strengths, learning needs, or progress toward improvement is generated as part of a district peer assistance process and that information is used in the evaluation process, documentation must be included that describes how that input is provided and used. If peer assistance input is not used for evaluation of a performance level, mark this item N/A. VIII. Training: Provides for training programs that are based upon guidelines provided by the Department to ensure that all employees subject to an evaluation system are informed on evaluation criteria and processes, and that all individuals with evaluation responsibilities and those who provide input toward evaluation understand the proper use of the evaluation criteria and procedures. These will include: A. Systemic processes to inform workforce, using Florida s common language of instruction, found at on what they are to know and be able to do based on elements in the evaluation system. 5

6 B. Systemic processes to provide initial training and continuously improve the capacities of workforce and evaluators, using Florida s common language of instruction, found at to understand and implement the performance expectations in the evaluation system indicators. C. District process for providing training programs that are based upon guidelines provided by the Department to ensure that all individuals with evaluation responsibilities understand the proper use of the evaluation criteria and procedures. The Department guidelines are posted at IX. Continuous Improvement and Professional Development: A. Improvement Plans: The use of performance evaluation results when developing district or school level improvement plans, as appropriate to the position(s). The documentation describes how evaluation results are analyzed and used in developing district or school improvement plans. B. Continuous Improvement: Instruments, procedures, and criteria for continuous quality improvement of the professional skills of instructional personnel. Documentation shall include the following: 1. Procedures for providing employees with feedback that supports improvement in performance. Feedback means the timely information, specific to the evaluation system s rubrics and indicators that is provided about evidence collected in the evaluation system, which serves to improve the quality of future actions or depth of understanding on performance expectations. 2. District forms for Individual Professional Development Plans (IPDP), Deliberate Practice Plans, or Professional Growth Plans developed pursuant to Section (4) (b), F.S., Rule 6A-5.071, F.A.C., and any other instruments used to support continuous improvement of professional learning. Districts employing separate forms for deliberate practice shall indicate if such instruments take the place of the IPDP. 3. Documentation shall include a process for district monitoring of implementation of these priority Continuous Improvement Processes: monitoring of practice/job responsibilities, timely and actionable feedback on practices observed; and monitoring of the implementation of individual improvement plans. 4. A description of district criteria for assessing the impact of district-provided professional development on the participating workforce s proficiency on the evaluation indicators. 6

7 5. Any additional instruments, procedures, and criteria used for continuous quality improvement of professional skills addressed in the evaluation system. (Mark N/A if no additional documentation is provided.) C. Professional Development: Use of performance evaluation results to identify the content of individual, collegial, and system-wide professional development documentation will include descriptions of the district process for all three levels of professional development (district, school, and educator) and a description of process(es) for aligning the content of the district s Master Inservice Plan, Section (4)(b), F.S., and Rule 6A-5.071, F.A.C., with performance evaluation results. D. Processes for the coordination of evaluation, continuous improvement and professional development planning, data collection and analysis, and impact monitoring. Documentation shall include a process for aligning and sustaining the alignment of data elements in the Local Instructional Improvement System (LIIS), developed pursuant to Section F.S., with the district s evaluation indicators and the content of district provided professional development. E. Feedback and continuous improvement processes focused on the purpose of the evaluation system. Documentation will describe processes for specific and actionable feedback on proficiency of performance to those being evaluated, a process for monitoring the effective and consistent use of the evaluation criteria by those with evaluation responsibilities, and district monitoring processes to insure effective implementation of the district evaluation system. F. Monitoring: Include a process for monitoring and evaluating the effectiveness of the evaluation system as required in Section (2)(h), F.S. X. Annual Evaluation: Include a statement verifying that a performance evaluation shall be conducted for each employee at least once a year. XI. Reporting processes: A. Specify the URL where approved district evaluation documents will be posted. B. Provide a description of the process that will be implemented to prepare the annual report on the status of evaluation system implementation. 7

8 XII. Special Procedures: If a process for amending evaluations exists, provide a description of that process. Documentation must indicate whether the 90-day amendment option in Section (3) (d), F.S., is available. If the district has processes or clarifying procedures for implementing the appeal option found in Section (4)(b), F.S., include a description in the documentation. If no procedure for amendment is provided, mark this element N/A. 8