McREL*s TEACHER EVALUATION SYSTEM

Report
1
 Why and How Did We Get Here?
o A New Instructional Model And Evaluation System
o Timelines And Milestones
o Our Work (Admin and Faculty, DET, DEAC, DTTT)
 Training Outcomes
 McREL Teacher Evaluation System
 The Performance Rating Scale
 The Professional Teaching Standards, Rubrics, and Evidence
 The Self Assessment
 Understand McREL’s Teacher Evaluation System
 Know and understand the Professional Teaching
Standards embodied in the rubrics
 Know and understand the rating scales used in
evaluation
 Prepare for and fully participate in the self
assessment component of the McREL Teacher
Evaluation System
1.Training
2.Orientation
8. Professional
Development Plans
7. Summary Evaluation
Conference & Teacher
Summary Rating Form
6. Post-Observation
Conference
3. Teacher SelfAssessment
4. Pre-Observation
Conference
5. Observations
1. Training
2. Orientation
3. Teacher SelfAssessment
8. Professional
Development Plans
7. Summary Evaluation
Conference & Teacher
Summary Rating Form
6. Post-Observation
Conference
4. Pre-Observation
Conference
5. Observations
 Using the Teacher Evaluation Rubric, the teacher
shall rate his or her own performance at the
beginning of the year and reflect on his or her
performance throughout the year.
 Teachers own their self-assessment and can
always go in and update it.
 Teachers share their self-assessment as an
artifact of self reflection and it is part of their
conferencing each year with their supervisor.
1. Training
2. Orientation
8. Professional
Development
Plans
3. Teacher SelfAssessment
7. Summary
Evaluation
Conference &
Teacher Summary
Rating Form
4. Pre-Observation
Conference
6. PostObservation
Conference
5. Observations
 Before the first formal observation, the principal should
meet with the teacher to discuss the teacher’s selfassessment based on the Teacher Evaluation Rubric, the
teacher’s most recent professional development plan, and
the lesson(s) to be observed.
 The teacher will provide the principal with a written
description of the lesson(s).
 The goal of this conference is to prepare the principal for the
observation.
 Pre-Observation conferences are required for at least the
first observation.
1. Training
2. Orientation
8. Professional
Development
Plans
3. Teacher
SelfAssessment
7. Summary
Evaluation
Conference &
Teacher Summary
Rating Form
4. PreObservation
Conference
6. PostObservation
Conference
5. Observations
 A formal observation should last at least 40 minutes or an
entire class period.
 Non-tenured Teachers
The principal should conduct at least three formal
observations of all probationary teachers (State may require
four).
 Tenured Teachers
Tenured teachers should be evaluated once annually, unless
the district establishes a different evaluation cycle (State
may require two).
McREL Recommendations
(policy may drive these procedural expectations)
1. Training
2. Orientation
8. Professional
Development
Plans
3. Teacher SelfAssessment
7. Summary
Evaluation
Conference &
Teacher Summary
Rating Form
4. PreObservation
Conference
5. Observations
6. Post-Observation
Conference
 The evaluator should conduct a postobservation conference no later than ten school
days after each formal observation.
 During the post-observation conference, the
administrator and teacher discuss the lesson as
it relates to the teaching standards and the
categorical ratings.
8. Professional
Development
Plans
7. Summary
Evaluation
Conference &
Teacher Summary
Rating Form
1. Training
2. Orientation
3. Teacher
SelfAssessment
4. PreObservation
Conference
6. PostObservation
Conference
5.
Observations
Teacher and Evaluator Discuss:
 Teacher’s self-assessment
 Evaluator’s rating of the teacher on the
Teacher Evaluation Rubrics
 Artifacts and/or other documentation required
by the evaluator
 Professional Development Plan for the next
school year
Principal/Evaluator will:
 Give a rating (Not Demonstrated through Distinguished) for
each element in the Teacher Evaluation Rubric;
 Make a written comment on any element marked Not
Demonstrated; Give an overall rating of each standard; and
 Provide the teacher with an opportunity to make comments
on the form.
 Review the completed Teacher Summary Rating Form with
the teacher; and
 Secure the teacher’s signature on the Record of Teacher
Evaluation Activities and Teacher Summary Rating From
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 We will use the current PDP for 2013-14 school
year
 McREL PDPs consist of three levels, which are
based on performance in the prior year.
 The District will begin to implement the new
PDP in the spring of 2014.
STATE
McREL
 Ineffective
 Not Demonstrated
 Partially Effective
 Developing
 Effective
 Proficient
 Highly Effective
 Accomplished
 Highly Effective
 Distinguished
 Developing:
Teacher demonstrated adequate growth toward
achieving standard(s) during the period of
performance, but did not demonstrate competence
on standard(s) of performance.
 Proficient:
Teacher demonstrated basic competence on
standard(s) of performance.
 Accomplished:
Teacher exceeded basic competence on
standard(s) of performance most of the time.
 Distinguished:
Teacher consistently and significantly exceeded
basic competence on standard(s) of
performance.
 Not Demonstrated:
Teacher did not demonstrate the competence on or
failed to demonstrate adequate growth toward
achieving standard(s) of performance.
NOTE:
If the Not Demonstrated rating is used, the principal/evaluator must
comment about why it was used.
STATE
McREL
 Ineffective
 Not Demonstrated
 Partially Effective
 Developing
 Effective
 Proficient
 Highly Effective
 Accomplished
 Highly Effective
 Distinguished
STANDARD I
Teachers demonstrate leadership
STANDARD II
Teachers establish a respectful
environment for a diverse
population of students
STANDARD III
Teachers know the content they
teach
STANDARD IV
Teachers facilitate learning for
their students
STANDARD V
Teachers reflect on their practice
1. Turn to Page 13, McREL Teacher Evaluation
System Manual;
2. Review Professional Teaching Standards
3. Look at how McREL Sample Evidence
Document descriptors fit under the McREL
Rubric, specifically under the Elements and
Levels
4. Complete Activity: Assessing the Rubrics
 In small groups, select one of the elements from the rubrics
for STANDARD IV.
 Discuss the sample evidence in each categorical rating from
developing to distinguished. Be sure to address the
following:
1.
2.
3.
Select the three most significant pieces of evidence a teacher might
show to exemplify the rubric practices in each categorical rating.
If your group decides the most significant pieces of evidence are not
listed, add to the list.
What phrases, words, and ideas do you need clarified?
 Record your group’s top three pieces of evidence in each
categorical rating on the chart paper provided.

Start at your group’s chart. Rotate clockwise to the next
chart when requested.

You will have 4 minutes to review, discuss and post
comments.

Proceed to next chart as requested.

End with your own chart, review comments posted and
return to your seat.

Discuss the comments posted and how they affected your
thinking pertaining to the practices posted.

Be prepared to share your response with the group.
1. Training
2. Orientation
3. Teacher SelfAssessment
8. Professional
Development
Plans
7. Summary
Evaluation
Conference &
Teacher Summary
Rating Form
6. PostObservation
Conference
4. PreObservation
Conference
5. Observations
 Link:
https://ats4.searchsoft.net/ats/emp_login.shtml?COMPANY_ID=00016298
 Review Directions
 Retrieve link from your email
 Username: EIRCMCREL13
 Password: password
 Use Evidence Document to Guide Your Work
 Debrief

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