Individually Complete and Be Prepared to Share

Teacher Supervision/Evaluation

INDIVIDUALLY COMPLETE AND BE PREPARED TO SHARE

1. Name, job, and School

2. What model are you using?

3. How long have you used the model?

4. What is one of the BEST things that has happened with the new model? Or Your hopes for the new model.

5. What is a concern about the new model? or What is a question you want answered?

GROUPS OF SIX WITH THE SAME MODEL

1. Meet as a group in a circle.

1. Each person share Name-School-Position-Model-How long you have used it.

2. Each person share one of the BEST things that have happened with the new model. (No one asks questions at this time, just listen to each person state the BEST

3. Each person share a CONCERN about the model or a Question you want answered. (No one asks questions at this time, just listen to each person state the CONCERN OR QUESTION.

4. Discussion Time: Ask anyone to describe more about the BEST.

6. Discussion Time:Help if you can by answering the question or giving you solution to the CONCERNS expressed during round 3.

701-258-3022

North Dakota Annual Accreditation Assurances

Assurances Related to PTESS

8. The institution certifies that it is evaluating all principals a minimum of once each year using a comprehensive and state approved principal evaluation system as defined in the North Dakota principal evaluation guidelines. State approved principal evaluation system requirement is effective February 2015.

For each assurance the institution must respond accordingly: Yes, we certify the above assurance; No, we do not certify the above assurance at this time (an explanation must be provided). If Yes is selected, no additional information or uploads are required. Guidelines for principal evaluation can be found at the following link:Principal and Teacher Evaluation System Support (PTESS).

9. The institution certifies that it is evaluating all teachers a minimum of once each year using a comprehensive and state approved teacher evaluation system as defined in the North Dakota teacher evaluation guidelines. State approved teacher evaluation system requirement is effective beginning with the 2015-16 school year.

For each assurance the institution must respond accordingly: Yes, we certify the above assurance; No, we do not certify the above assurance at this time (an explanation must be provided). If Yes is selected, no additional information or uploads are required. Guidelines for teacher evaluation can be found at the following link:Principal and Teacher Evaluation System Support (PTESS).

Group 1

Read the indicator below and rate your school’s status at this time with a 4-3-2-1 in each area. Then be prepared to discuss what might be used as evidence of your rating.

Performance Levels [Choose the statement in each category that best matches your school.]
2.6 / Leadership and staff supervision and evaluation processes result in improved professional practice and student success. / Score
Performance Levels [Choose the statement in each category that best matches your school.]
4 / The primary focus of the criteria and processes of supervision and evaluation is improving professional practice and ensuring student success.
3 / The focus of the criteria and processes of supervision and evaluation is improving professional practice and improving student success.
2 / The criteria and processes of supervision and evaluation include references to professional practice and student success.
1 / The criteria and processes of supervision and evaluation have little or no focus on improving professional practice or student success.
4 / Supervision and evaluation processes are consistently and regularly implemented.
3 / Supervision and evaluation processes are regularly implemented.
2 / Supervision and evaluation processes are implemented at minimal levels.
1 / Supervision and evaluation processes are randomly implemented, if at all.
4 / The results of the supervision and evaluation processes are analyzed carefully and used to monitor and effectively adjust professional practice and ensure student learning.
3 / The results of the supervision and evaluation processes are used to monitor and effectively adjust professional practice and improve student learning.
2 / The results of the supervision and evaluation processes are used sometimes to monitor and effectively adjust professional practice and improve student learning.
1 / Results of the supervision and evaluation processes, if any, are used rarely or never.
Possible Evidence
Job specific criteria
Supervision and evaluation documents with criteria for improving professional practice and student success noted
Representative supervision and evaluation reports
Governing body policy on supervision and evaluation
Examples of professional development offerings and plans tied specifically to the results from supervision and evaluation
Comments [Explain why you selected these statements, especially 4s and 1s]

Group 2

Read the indicator below and rate your status at this time with a 4-3-2-1 in each area. Then be prepared to discuss what might be used as evidence of your rating.

3.4 / School leaders monitor and support the improvement of instructional practices of teachers to ensure student success. / Score
Performance Levels [Choose the statement in each category that best matches your school.]
4 / School leaders formally and consistently monitor instructional practices through supervision and evaluation procedures beyond classroom observation to ensure that they 1) are aligned with the school’s values and beliefs about teaching and learning, 2) are teaching the approved curriculum, 3) are directly engaged with all students in the oversight of their learning and 4) use content-specific Standards of professional practice.
3 / School leaders formally and consistently monitor instructional practices through supervision and evaluation procedures to ensure that they 1) are aligned with the school’s values and beliefs about teaching and learning, 2) are teaching the approved curriculum, 3) are directly engaged with all students in the oversight of their learning and 4) use content-specific Standards of professional practice.
2 / School leaders monitor instructional practices through supervision and evaluation procedures to ensure that they 1) are aligned with the school’s values and beliefs about teaching and learning, 2) are teaching the approved curriculum, 3) are directly engaged with all students in the oversight of their learning and 4) use content-specific Standards of professional practice.
1 / School leaders occasionally or randomly monitor instructional practices through supervision and evaluation procedures to ensure that they 1) are aligned with the school’s values and beliefs about teaching and learning, 2) are teaching the approved curriculum, 3) are directly engaged with all students in the oversight of their learning and 4) use content-specific Standards of professional practice.
Possible Evidence
Supervision and evaluation procedures
Curriculum maps
Peer or mentoring opportunities and interactions
Recognition of teachers with regard to these practices
Administrative classroom observation protocols and logs
Examples of improvements to instructional practices resulting from the evaluation process
Documentation of collection of lesson plans and grade books
Surveys results
Comments [Explain why you selected these statements, especially 4s and 1s]

Group 3

Read the indicator below and rate your status at this time with a 4-3-2-1 in each area. Then be prepared to discuss what might be used as evidence of your rating.

3.6 / Teachers implement the school’s instructional process in support of student learning. / Score
Performance Levels [Choose the statement in each category that best matches your school.]
4 / All teachers systematically use an instructional process that clearly informs students of learning expectations and Standards of performance.
3 / All teachers use an instructional process that informs students of learning expectations and Standards of performance.
2 / Most teachers use an instructional process that informs students of learning expectations and Standards of performance.
1 / Few teachers use an instructional process that informs students of learning expectations and Standards of performance.
4 / Exemplars are provided to guide and inform students.
3 / Exemplars are often provided to guide and inform students.
2 / Exemplars are sometimes provided to guide and inform students.
1 / Exemplars are rarely provided to guide and inform students.
4 / The process requires the use of multiple measures, including formative assessments, to inform the ongoing modification of instruction and provide data for possible curriculum revision.
3 / The process includes multiple measures, including formative assessments, to inform the ongoing modification of instruction and provide data for possible curriculum revision.
2 / The process may include multiple measures, including formative assessments, to inform the ongoing modification of instruction.
1 / The process includes limited measures to inform the ongoing modification of instruction.
4 / The process provides students with specific and immediate feedback about their learning.
3 / The process provides students with specific and timely feedback about their learning.
2 / The process provides students with feedback about their learning.
1 / The process provides students with minimal feedback of little value about their learning.
Possible Evidence
Samples of exemplars used to guide and inform student learning
Examples of learning expectations and Standards of performance
Examples of assessments that prompted modification in instruction
Survey results
Comments [Explain why you selected these statements, especially 4s and 1s]

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North Dakota Teacher EvaluationTemplate

Performance Determination Rubrics: Student Achievement GrowthIndicator

Standard 11: Student Achievement Growth
Indicator / Exemplary / Proficient / Developing Proficiency / Non-Proficient

1. Student achievement data literacy: evidences foundational knowledge and use of district-, school-, and classroom-level student achievement and growth data.

/ The teacher demonstrates an advanced knowledge of the interpretation and use of student achievement data.
A variety of student achievement data and a variety of techniques are used to interpret student data. Additional data collection methods are used beyond those provided. Data is used to make instructional and other classroom decisions. / The teacher demonstrates a solid knowledge of the interpretation and use of student achievement data.
The teacher uses a variety of student achievement data to make instructional and other classroom decisions. / The teacher demonstrates a growing understanding of the interpretation and use of student achievement data.
Limited or simple data is used to make instructional and other classroom decisions. / The teacher demonstrates little to no knowledge of the interpretation or use of student achievement data.
Data is not used to make instructional and other classroom decisions.

1. Instructional improvement: Teachers apply student achievement data to frame and measure standards-based curricular claims/student learning objectives.

/ The teacher uses student achievement data as a normal and regular professional practice to measure standards-based curricular claims/student learning objectives. The use of student data results in significantimpacts on student learning. / The teacher uses student achievement data to develop and measure curriculum and student learning goals. The use of data to measure student learning goals results in impacts on student learning. / The teacher uses student achievement data to make a few, if any, instructional decisions.
Data use results in little or no improvement to student achievement. / The teacher does not apply student achievement data to frame and measure standards-based curricular claims/student learning objectives.

1. Student Growth: Students in the class demonstratemeasureablegrowth and achievement.

/ Multiple sources of growth or achievement data show evidence of high growth for all or nearly all students. / Multiple sources of growth or achievement data show clear evidence of growth for moststudents. / Multiple sources of growth or achievement data show some evidence of growth for somestudents. / Growth or achievement
data show no evidence of growth for most students.

North Dakota Principal EvaluationTemplate

Performance Determination Rubrics: Student Achievement GrowthIndicator

Standard7:StudentAchievementGrowthIndicator:Aneducationalleaderpromotestheacademicachievementandgrowthofeverystudentandpromotesaneducationalculture thatunderstandsandvaluestheassessmentofgrowth,theanalysis ofdata,and thedevelopmentofstudentlearningobjectivesthatmatch theexpectationsoftheschoolhigh standards.
Indicator / Exemplary /4 / Proficient /3 / Developing Proficiency /2 / Non-Proficient /1
A.Student achievementdataliteracy:evidences foundationalknowledge and use of state-,district-, and school-levelstudent achievement andgrowth data. / The principal demonstratesan advanced knowledge ofthe interpretation and use ofstudent achievementdata.
A variety ofstudent achievement data andadvanced statistical techniques are usedto interpret studentdata.
Additional datacollection methods are used beyondthose provided. Data is used tomake decisions regardingschool improvement, leadershipand governance / The principal demonstrates asolid knowledge of the interpretation anduse of student achievementdata.
The principal uses a variety ofstudent achievement data to makedecisions regarding schoolimprovement, leadership andgovernance / The principal demonstratesa growing understanding ofthe interpretation and use ofstudent achievement data. Limitedor simple data is used tomake decisions regardingschool improvement, leadershipand governance / The principal demonstrateslittle to no knowledge of the interpretation or use ofstudent achievement data. Data isnot used to make decisionsregarding school improvement,leadership andgovernance
B.Data-driven leadership:evidences meaningful school-wide professionallearning that emphasizes alltypes and reporting levelsof studentachievement data. / The principal developsand leads professional learningthat demonstrates asignificant impact on studentlearning. / The principal leads orprovides meaningful professional learningthat emphasizes all types andreporting levels of student achievementdata resulting in impacts on student learning. / The principal leads orprovides school professionallearning featuring limited use of ortypes of student achievementdata.
There is limited evidenceof impact on studentlearning / The principal does not leador provide professional learningthat emphasizes the use of and typesof student achievementdata
C.Instructionalimprovement:guides teachers toapply studentachievement data to frameand measurestandards- basedcurricular claims/studentlearning objectives. / School staff usesstudent achievement data as anormal and regularprofessional practice to measurestandards- based curricularclaims/student learning objectives.Principal guides school staff touse student performance data fora wide variety of purposes.The use of student data resultsin / The principal guides school staff inthe interpretation and use ofstudent achievement data. Data is usedby teachers to develop andmeasure curriculum and student learninggoals. The use of data to measurestudent learning goals results in impactson studentlearning / Under the principal’sguidance, school staff use data forlimited purposes or use limited datato make instructionaldecisions.
Most instructional decisionsare made without the use ofdata. Staff data use results in little orno improvement to student achievement / The principal does notguide school staff to applystudent achievement data to frameand measure standards-basedcurricular claims/student learningobjectives
significant impacts onstudent learning.
D. StudentGrowth: students in theschool demonstrate measureable growthand achievementon specifiedstandardized andnon-standardized measures / Achievement data frommultiple sources or data pointsshow evidence of consistentgrowth toward the district’slearning goals; there is consistentrecord of improvedstudent achievement, on multiple indicators, with identifiedsub- groups ofstudents. / Achievement data from multiplesources or data points show evidenceof improving student growth towardthe district’s learning goals; theaverage achievement of the studentpopulation improved as does the achievementof each sub-group of students whoare identified as needingimprovement. / Achievement data frommultiple sources or data pointsshow minimum evidence ofstudent growth toward thedistrict’s learning goals for identifiedsub- groups ofstudents. / Achievement data frommultiple sources or data points showno evidence of studentgrowth toward the district’slearning goals; there aregrowing achievement gapsbetween studentsub-groups.
SampleEvidence:

Note: The rubrics for Standard 7: Student Achievement Growth Indicator are consistent with those for AdvancED’s Student Performance Evaluative Criteria,D.StudentGrowthIndicator whichincludescomponentsforqualityoflearningandequityoflearning(seeFigureA.1).EvidencegatheredforAdvancEDpurposes using the AdvancED Guidelines for Creating the Student Performance Data Documentmayalso be appropriate as evidence for meeting Standard 7 in the principal evaluationsystem.

Figure A.1: AdvancED Student Performance Evaluative Criteria: D. Student GrowthIndicator

E. StudentGrowth:
3. Quality ofLearning (AdvancED) / Evidence of studentlearning promoted by the institutionis well analyzed andclearly presented. In comparisonto institutions functioning ina similar educationalcontext, students’ statuses,improvement, and/or growth evidenceindicates that the level of studentlearning is substantially greaterthan what would otherwise be expected. / Evidence of student learningpromoted by the institution isacceptably analyzed and presentedwith reasonable clarity. In comparisonto institutions functioning in asimilar educational context, students’statuses, improvement, and/or growthevidence indicates that the level ofstudent learning is at or above whatwould otherwise beexpected. / Evidence of studentlearning promoted by the institutionis indifferently analyzedand presented with little clarity.In comparison toinstitutions functioning in asimilar educational context,students’ statuses, improvement,and/or growth evidence indicates thatthe level of student learning isbelow what would otherwise be expected. / Evidence of studentlearning promoted by the institutionis poorly analyzed and ispresented unclearly. In comparisonto institutions functioning ina similar educationalcontext, students’ statuses,improvement, and/or growth evidenceindicates that the level of student learningis substantially below whatwould otherwise beexpected.
F. StudentGrowth:
4. Equity ofLearning (AdvancED) / Evidence of studentlearning indicates nosignificant achievement gapsamong subpopulations of students,orthe achievement gapshave substantiallydeclined. / Evidence of student learningindicates achievement gaps existamong subpopulations of students, andthese achievement gaps havenoticeably declined. / Evidence of studentlearning indicates achievement gapsexist among subpopulationsof students, and theseachievement gaps demonstrate a modest decline. / Evidence of studentlearning indicates achievement gapsexist among subpopulations ofstudents and that minimal or nochange has occurred in theseachievement gaps.

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Resources with the different Evaluation/Supervision Models

ND LEAD Listservs for each model exist in North Dakota. Contact to join.

Danielson

Marshall

Marzano

ND LEAD Websites have been created for each model. Use the QR Code to go to each or the link.