Teacher and Leader Effectiveness (TLE) Tulsa Model O B S E R VAT I O N A N D E V A L U AT I O N S Y S T E M P R E S E N T E D B Y O E A S T A F F

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1 1 Teacher and Leader Effectiveness (TLE) Tulsa Model O B S E R VAT I O N A N D E V A L U AT I O N S Y S T E M P R E S E N T E D B Y O E A S T A F F

2 Perception Perception is a unique interpretation of the situation, not an exact recording of it. Perception is a very complex cognitive process that yields a unique picture of a person, event or even the world. Within the context of perception, what does the following statement mean? I cannot recommend this young man too highly. 2

3 Perception The process of attaining awareness or understanding of information. 3

4 Perception 4

5 An Administrative Goal for the Evaluation Process To move from subjectivity to higher and higher levels of objectivity and insight. How? Information, information, information and more information. 5

6 6 TLE System s Alignment with SB 2033 Five tiers of effectiveness Domains mirror SB 2033 s requirements Evaluation time frames Supports for improvement Applies to ALL Teachers and Leaders

7 7 STRUCTURE

8 8 TLE Evaluation System - Indicators Teachers (20) Classroom Management (6) Instructional Effectiveness (10) Professional Growth & Continuous Improvement (2) Interpersonal Skills (1) Leadership (1) Principals (19) Organization & School Management (6) Instructional Leadership (2) Professional Growth & Responsibility (1) Interpersonal Skills (4) Leadership (5) Stakeholder Perceptions (1)

9 9 TLE System - Weight Teachers Classroom Management (30%) Instructional Effectiveness (50%) Professional Growth & Instructional Leadership (13%) Continuous Improvement (10%) Interpersonal Skills (5%) Leadership (5%) Principals Organization & School Management (35%) Professional Growth & Responsibility (13%) Interpersonal Skills (13%) Leadership (13%) Stakeholder Perceptions (13%)

10 Rubric Structure and Design Dimensions and Indicators are defined into five (5) Levels of Performance: Ineffective Needs Improvement Effective Highly Effective Superior NOT in Evidence >>> >>> >>> Efficacy in Effectiveness Achieved N/A Not Applicable or N/O Not Observed can be used at determination of the Evaluator. Ranking language taken from SB

11 11 RUBRICS AND FORMS

12 12 Teacher Rubric

13 Determining an Indicator s Rating Each Indicator often has several definitional narratives for each level of proficiency. However, Principals must enter only one (1) score as to each Indicator (1, 2, 3, 4, 5, NO, NA). To determine the composite score for each Indicator, the Principals must review the narratives contained within each Indicator s definition and make a AGGREGATE assessment of the big picture encompassing the Indicator. 17

14 14 Teacher Observation Form

15 15 Teacher Evaluation Form

16 Teacher Evaluation Form pg.3 22

17 Executive Leadership Building Leadership Teacher Staff Development Teacher Counselor Dean Librarian Nurse Speech-Lang Path / School Psychologist Organizational and District Management 7 / 30% Organizational and School Management 6 / 35% Classroom Management 6 / 30% Management and Organization 4 / 30% Counselor Center Management 3 / 20% Organization and Management 4 / 25% Library Management 8 / 35% Program Management 4 / 35% Organization and Management 4 / 30% --- Instructional Leadership 3 / 13% Instructional Effectiveness 10 / 50% Instructional Effectiveness 3 / 30% School Counseling Effectiveness 5 / 30% Instructional Support 2 / 25% Instructional Effectiveness 7 / 40% Instructional Skills 1 / 10% Instructional Support 5 / 45% Stakeholder Perceptions 1 / 10% Stakeholder Perceptions 1 / 13% Prof. Services 3 / 35% --- Professional Growth and Responsibility 1/ 10% Professional Growth and Responsibility 1 / 13% Professional Growth / Continuous Improvement 2 / 10% Professional Growth / Continuous Improvement 2 / 10% Professional Growth / Continuous Improvement 2 / 10% Professional Growth / Continuous Improvement 2 / 10% Professional Growth / Continuous Improvement 2 / 10% Professional Growth / Continuous Improvement 2 / 10% Professional Growth / Continuous Improvement 2 / 10% Interpersonal Skills 4 / 30% Interpersonal Skills 4 / 13% Interpersonal Skills 1 / 5% Interpersonal Skills 1/ 15% Interpersonal Skills 2 / 20% Interpersonal Skills 3 / 30% Interpersonal Skills 2 / 10% Interpersonal Skills 1 / 5% Interpersonal Skills 1 / 10% Leadership Skills 2 / 20% Leadership Skills 4 / 13% Leadership 1 / 5% Leadership 1 / 15% Leadership 2 / 20% Leadership 1 / 10% Leadership 2 / 5% Leadership 1 / 5% Leadership 1 / 5%

18 18 PROCESS

19 Caution Achilles Heel Failure to Follow the PROCESS. 19

20 Process + Supplements = Up-to-Date 20

21 Probationary Educators Frequency and Schedule Probationary Educator OBSERVATIONS Twice prior to Nov 1 (building the 1 st evaluation) Twice prior to Feb 1 (building the 2 nd evaluation) Additional, as needed, at a time period that provides for appropriate growth opportunity EVALUATIONS 1 st prior to Nov nd prior to Feb. 9 21

22 Career Educators Frequency and Schedule Career Educator OBSERVATIONS First prior to Nov. 14 Second prior to Jan 14 Additional, as needed, at a time period that provides for appropriate growth opportunity EVALUATIONS Any time deemed to be warranted by the evaluator. At least once prior to April 30. (If a Personal Development Plan(s) is the result of the 1 st Observation there must be an Evaluation prior to Jan 30). 22

23 A Snapshot of Process Details a) Observation Conference must be held within 5 Instructional Days of Observation. b) There must be at least 10 Instructional Days between an Observation and the last Observation Conference. Observation Conference At Least 10 Days Next Observation 23

24 A Snapshot of Process Details Observations shall NOT be conducted on the day immediately following any extended break in the instructional calendar (whether scheduled or unexpected). 24

25 Feedback and Support - PDPs A Personal Development Plan MAY be created based upon any Observation that results in a 1 Ineffective or 2 Needs Improvement determination MUST be created based upon an Evaluation that results in a 1 Ineffective or 2 Needs Improvement ranking OR, could be generated as a Stand-Alone document that illustrates behavior(s) at Levels 1 or 2 25

26 Feedback and Support (continued) Observations or Evaluations that result in any determination or ranking of Ineffective (1) or Needs Improvement (2) may result in teacher placement into the Quality Experiences Supporting Teachers program (QUEST). Participation is voluntary. QUEST is a collaborated (TCTA / TPS) vehicle that provides assistance from a Learning Facilitator who is matched to his/her subject expertise. 26

27 27 Instructional Supports for Teacher & Leader Improvement: 5 Tier-Approach 1. Push Pin (less formal, yet documented) approaches to remedy ineffectiveness 2. Personal Development Plans (PDP) 3. Quality Experiences Supporting Teachers (QUEST) 4. 9-Week Cohort focusing on application, reflection and critical teaching tools that will support teachers to move to the next level of consistently impacting student learning. 5. PDP Training Support Cycles 2-hour specific topic PD to address issues identified in PDPs. October through April.

28 TLE Inter-Rater Reliability Creation of a rater certification process for all evaluators Focus on preventing rater drift the return to pre-conceived notions about effectiveness Testing component to be included Required re-certification process Linked to technology to provide efficacy 28

29 30 Evidence of Teamwork SB 2033: In those school districts in which there exists a professional negotiations agreement the procedure for evaluating members of the negotiations unit and any standards of performance and conduct proposed for adoption Every process and document of TLE has been incorporated into the TPS / Assoc. Master Agreement. (October 11) Assoc. members have ratified the contract by an affirmative vote of 98%. A performance-based RIF policy / procedure is in place not only for this school year but next school year. shall be negotiable items. 30

30 Educator s Artifact File or Portfolio On a completely voluntary basis, an Educator may wish to provide his or her Principal with additional evidence of professional proficiency in the form of a portfolio or artifact file / binder for purposes of his or her evaluation. 31

31 32 THANK YOU!