Performance Appraisal for Experienced Teachers WCDSB and OECTA

Performance Appraisal for Experienced Teachers WCDSB and OECTA 1 December 3, 2007

Experienced Teacher Any teacher who has completed the NTIP Or n A certified teacher recognized by the College of Teachers who was in a permanent teaching position prior to the implementation date of the NTIP n 2 Waterloo Region’s Catholic Schools

Performance Appraisal Purpose n n n 3 Foster teacher development Provide meaningful appraisals that encourage professional learning and growth Identify opportunities for additional support, where required Waterloo Region’s Catholic Schools

Process Components n n Annual Learning Plan (ALP) Performance Appraisal: n n 4 Pre-observation meeting In-class observation Post-observation meeting Post-observation summative report Waterloo Region’s Catholic Schools

TPA Changes Component Old TPA New TPA Frequency 3 year cycle n 5 Appraisals 2 appraisals 1 appraisal Rating Scale 4 points 2 points n. Exemplary, year cycle n Teachers new to the Board must have one in first year of employment good, satisfactory, unsatisfactory 5 n. Satisfactory, unsatisfactory Waterloo Region’s Catholic Schools

TPA Changes Component Old TPA New TPA Competency Statements Principal must comment on all 16 Principal must consider all 16 but is only required to comment on statements identified with teacher in preobservation meeting Reporting 3 ministry-approved forms to document each meeting 1 ministry-approved form Parent/Student Input Annual parent and student survey Teachers may optionally include parent and student input when developing their ALP 6 Waterloo Region’s Catholic Schools

TPA Changes 7 Component Old TPA New TPA Annual Learning Plan n. Each n Teacher teacher must write one annually n. Done in consultation with principal in appraisal year n. Includes Board initiatives and school improvement items authored and directed in consultation and collaboration with principal for professional development n Updated at least yearly n Take into account comments from last TPA Waterloo Region’s Catholic Schools

TPA Process n n Notification of evaluation year within 20 school days of start of school year Appraisal can occur at any time during school year 1. 2. 3. 4. n 8 Pre-observation meeting Classroom observation Post-observation meeting Summative report (optional meeting) Annual Learning Plan (ALP) See page 78 in Technical Requirements Manual Waterloo Region’s Catholic Schools

Pre-observation Meeting n n The principal provides the teacher with an overview of the 16 competencies that are within the 5 domains Teacher provides documentation that demonstrates their professional practice, such as: n n n n Previous year’s ALP Long range planning example Current unit planning example Lesson plan for lesson of classroom observation Teacher and principal discuss which competencies will form the focus of the classroom observation Not all competencies will be observed in classroom visit Principal will use look-fors as a resource for observing teaching practice See page 76 of Technical Requirements Manual 9 Waterloo Region’s Catholic Schools

Domains 5 domains from the College of Teachers: 1. Commitment To Pupils 2. Professional Knowledge 3. Teaching Practice 4. Leadership and Community 5. Professional Learning 10 Waterloo Region’s Catholic Schools

Competencies 16 competencies within the 5 domains: 1. Commitment To Pupils (4) 2. Professional Knowledge (4) 3. Teaching Practice (5) 4. Leadership and Community (2) 5. Professional Learning (1) See page 22 of the Technical Requirements Manual 11 Waterloo Region’s Catholic Schools

Look-fors n n Objective observations used by the principal that shows that the teacher has command of the competencies Reduced from 144 to 90 Provide concrete examples of good teaching Not a glorified checklist that equals good teaching See page 59 -75 of the Technical Requirements Manual for examples 12 Waterloo Region’s Catholic Schools

Classroom Observation n 13 Must be at least one visit Not all competencies may be observable Classroom may be gym, guidance office, shop, etc. Waterloo Region’s Catholic Schools

Post-Observation Meeting n n n 14 As soon as possible after classroom observation Teacher and principal review the 5 domains that form the focus for the performance appraisal Teacher and principal discuss the comments regarding the competencies that are intended for the summative report form Waterloo Region’s Catholic Schools

Summative Report n n In preparing the summative report, the principal provides comments identified in discussions with the teacher as the focus of the teacher’s performance appraisal Provide an overall rating of the teacher’s performance n n 15 Satisfactory or unsatisfactory A meeting is not required, but may be requested by the principal or teacher See pages 44 -49 of Technical Requirements Manual Waterloo Region’s Catholic Schools

Satisfactory Rating n n n 16 After one satisfactory, the appraisal process is completed Must be provided within 20 school days of classroom observation Must be signed by teacher, to acknowledge receipt Teachers may add comments Summative report contains recommended professional growth goals for the teacher to consider in developing their ALP Waterloo Region’s Catholic Schools

Unsatisfactory Rating n n n 17 Must be notified within 15 school days of classroom observation Development of an Improvement Plan after first unsatisfactory rating Second appraisal within 60 school days Teacher placed On Review status after two unsatisfactory ratings Recommendation for employment termination after three unsatisfactory ratings Waterloo Region’s Catholic Schools

Annual Learning Plan (ALP) n n n Only for experienced teachers Teacher directed and authored Contains professional development In consultation and collaboration with the principal Takes into account summative report of last TPA Contains (see Board approved form): n n 18 Teacher’s professional growth objectives Proposed action plan Timelines In evaluation year, teacher and principal review and update in a meeting as part of TPA Waterloo Region’s Catholic Schools

Professional Learning Types n n n 19 Training – provision of information on technical requirements e. g. legally mandated TPA processes and procedures Staff Development – system-wide, jobembedded learning e. g. A&E policy, differentiated learning practice Professional Development – learning activities teachers choose, either individual or in groups – this is what appears on the ALP Waterloo Region’s Catholic Schools

Working Together n n 20 Consult – the act of seeking information, guidance, advice or an opinion from someone else Collaborate – working together for a common purpose Waterloo Region’s Catholic Schools

Questions, Comments? 21 Waterloo Region’s Catholic Schools