Littleton School District June 4, 2012. Contributors to the Plan Design Tommy StephensSuperintendent...

Littleton School District June 4, 2012

Contributors to the Plan Design Tommy StephensSuperintendent Alan SmithAssistant Superintendent/CTC Director Kelly NolandDirector of Student Services Rick BidgoodPrincipal Sikander RashidPrincipal Linda LeavittAssistant Principal Claire LewisData Coordinator Jennifer CarbonneauInstructional Coach, Union Representative Traci Howard Instructional Coach, Union Representative Tanya PattersonTeacher, Union Representative Emily PlattTeacher, Union Representative LHS PD Team and Planning Block Meetings allowed teachers to share their insights and suggestions during this process.

How Our Plan Has Been Developed

All Day Trainings in Manchester or Concord: October 26 & 27, 2011 Danielson Overview December 2, 2011 Danielson Overview December 12, 2011 Turnkey Training December 13 & 14, 2011 System Design #1 January 9, 2012 Design a System of Teacher Evaluation #2 January 19, 2012 Design a System of Teacher Evaluation #3 January 24, 2012 Intro to the Growth Model #2 February 3, 2012 Growth Model #2 February 6, 2012 Design a System of Teacher Evaluation #4 February 17, 2012 Growth Model Session #3 March 12, 2012 Design a System of Teacher Evaluation #5 March 22, 2012 Growth Model #4

The Danielson Group seeks to advance the understanding and application of Charlotte Danielson's concepts in the educational community, connect them to other areas of knowledge and enhance professional practices of educators so as to positively impact student learning. Internationally recognized leader Elaine Phillips-consultant

The National Center for the Improvement of Educational Assessment, Inc. (NCIEA) Founded to address the changes currently underway in assessment and accountability in the United States. The Centers mission is to contribute to improved student achievement through enhanced practices in educational assessment and accountability. 12 states including: NH, VT, MA, OH, CA Scott Marion=consultant

Work Sessions in Littleton: January 31 February 22 March 26 April 3 April 8 April 27 May 30

PROFESSIONAL GROWTH & TEACHER EVALUATION TIMELINE MAY By May 15 of the year a teacher needs to be recertified, he/she will develop an Individualized Professional Development Plan (IPDP) for his/her next three- year cycle, which needs to be reviewed by building principal for professional staff on an annual basis. Future professional development plans will only be approved if the IPDP has been approved. AUGUST For opening in-service day, provide supervision/evaluation materials and review to all professional staff. By August 31, administration notifies teachers of timeline for supervision and evaluation. SEPTEMBER By September 30, all teachers new to the district will submit their IPDP. By September 30, all teachers will identify two SLOs By September 30, administrators will meet with all teachers to review their IPDP and approval of their SLOs.

PROFESSIONAL GROWTH & TEACHER EVALUATION TIMELINE OCTOBER By October 15, completion of first observations of non-continuing contract teachers. DECEMBER By December 19, completion of second evaluations of non-continuing contract teachers. By December 19, the first documented walk-through for continuing contract teachers will be completed. FEBRUARY By February 28, completion of third evaluations of non-continuing contract teachers. By February 28, the second documented walk-through for continuing contract teachers will be completed.

PROFESSIONAL GROWTH & TEACHER EVALUATION TIMELINE MARCH By March 31, principals hand-in nominations for all professional and support staff to the superintendent. By March 31 of a recertification year, professional staff is responsible for providing evidence of fulfilling his/her three-year IPDP through the submission of the professional portfolio. By March 31, continuing contract teachers in a non-recertification year will have their end of the year professional growth conference. APRIL By April 15, any staff who will not receive a contract of renewal will receive a letter stating that. By April 30, school and district goals for the following year are developed and published. MAY By May 15 of the year a teacher needs to be recertified, he/she will develop an Individualized Professional Development Plan (IPDP) for his/her next three-year cycle, which needs to be reviewed by building principal for professional staff on an annual basis. Future professional development plans will only be approved if the IPDP has been approved.

PORTFOLIO DOCUMENTATION CHECKLIST and GUIDELINES Based upon: Enhancing Professional Practice: A Framework for Teaching-Charlotte Danielson Purpose of the Portfolio Submitted in March of your recertification year for continuing contract teachers Submitted annually in March for non-continuing contract teachers Provides teachers the opportunity to demonstrate their professional growth and focus for annual professional growth conference Contains the evidence of Domains 1 and 4 of the Danielson Framework to be used as part of your summative evaluation See Page 50, 51, and 52 of the Professional Growth and Evaluation Plan

New Hampshire Task Force on Effective Teaching: Elements of the Blueprint Crosswalk: The Definition of Effective Teaching and Danielson Framework for Teaching Appendix E includes Summative Evaluation Rubrics for Teachers, Library/Media Specialists, School Counselors, and School Nurses adopted from The Danielson Framework for Teaching.

The Learner and Learning. Effective teachers: Framework for Teaching Set and maintain high expectations for learning and achievement for all students 1b: Knowledge of Students 1c: Setting Instructional Outcomes 1f: Designing Student Assessments 2b: Establishing a Culture for Learning 3a: Communicating with Students Engage all students as active learners 3b: Questioning and Discussion Techniques 3c: Engaging Students in Learning 3d: Using Assessment in Instruction Create an environment of mutual respect and caring 2a: Creating an Environment of Respect and Rapport 2c: Managing Classroom Procedures 2d: Managing Student Behavior Engage students in collaborative learning 3b: Questioning and Discussion Techniques 3c: Engaging Students in Learning 3d: Using Assessment in Instruction

Content Knowledge. Effective teachers:Framework for Teaching Demonstrate extensive knowledge of content, standards, competencies, and connect them to relevant local and global issues 1a: Demonstrating Knowledge of Content and Pedagogy 1c: Setting Instructional Outcomes 1d: Demonstrating Knowledge of Resources 1e: Designing Coherent Instruction 3a: Communicating with Students 4d: Growing and Developing Professionally Model and encourage innovation, creativity, critical thinking and inquiry processes 2b: Establishing a Culture for Learning 3a: Communicating with Students 3c: Engaging Students in Learning 4d: Participating in a Professional Community Communicate their expertise and skills through authentic, accessible, and meaningful learning opportunities aligned to content, standards and competencies 1c: Setting Instructional Outcomes 1e: Designing Coherent Instruction 4e: Growing and Developing Professionally

Instructional Practices. Effective teachers: Framework for Teaching Facilitate personalized learning through intentional, flexible and research-based strategies 3a: Communicating with Students 3b: Questioning and Discussion Techniques 3c: Engaging Students in Learning 3d: Using Assessment in Instruction 2e: Organizing Physical Space Incorporate multiple forms of assessment to evaluate student learning and adapt instruction accordingly 3d: Using Assessment in Instruction 3e: Demonstrating Flexibility and Responsiveness Integrate technology as a tool for education and assessment 1d: Demonstrating Knowledge of Resources 3d: Using Assessment in Instruction 4b: Maintaining Accurate Records

Professional Responsibility. Effective teachers: Framework for Teaching Contribute collaboratively to their schools academic progress and culture of growth 4d: Participating in a Professional Community 4e: Growing and Developing Professionally Engage in learning communities and their own professional growth 4a: Reflecting on Teaching 4d: Participating in a Professional Community 4e: Growing and Developing Professionally Uphold professional and ethical standards of practice 4f: Showing Professionalism Engage parents and the community as partners to support learner success 4b: Maintaining Accurate Records 4c: Communicating with Families

New Hampshire Principals Task Force on Principal Evaluation

Educational Leadership Effective Principals: Promote the success of all students by facilitating the development, articulation, implementation and stewardship of a vision of learning that is shared and supported by the school community. School Culture and Instructional Programs Effective Principals: Promote the success of all students by advocating, nurturing and sustaining a school culture and instructional program conducive to student learning and staff professional growth.

School Management Effective Principals: Promote the success of all students by ensuring management of the organization, operations, and resources to support a safe, efficient, effective and positive learning environment. School and Community Effective Principals: Promote the success of all students by collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources.

Integrity and Ethics Effective Principals: Promote the success of all students by acting with integrity and fairness, and in an ethical manner. Social and Cultural Contexts Effective Principals: Promote the success of all students by understanding, responding to, and influencing the larger social, economic, legal and cultural context.

Local District Goals Effective Principals: Promote and implement the district goals, collaboratively develops and implements building level goals, and develops professional goals which are in concert with and support district and school level goals. Student Growth Effective Principals: Promote student growth using multiple sources of evidence.

Pilot for Next Year

An adoption of Charlotte Danielsons Framework for Teaching.

Danielsons Framework for Teaching Domain One Planning and Preparation Page 1 Domain Two The Classroom Environment Page 27 Domain Three Instruction Page 49 Domain Four Professional Responsibility Page 71

Shared Attribute District-wide all teachers receive the same rating NECAP District Proficiency Level Reading NECAP District Proficiency Level Math Baseline measure established with Fall of 2013 scores

Student Learning Objectives Based on essential learnings, academic expectations, course competencies May be related to school or district goals Created by a teacher or team(s) of teachers Measured with appropriate tool to demonstrate student growth over time Approved by administrators Training and development opportunities will be provided during PD days during the 2012-2013 school year

Teachers with Continuing Contracts Teachers without Continuing Contracts Teacher Leaders Teachers on an Improvement Plan

Teachers with Continuing Contracts Professional Growth Years (Year 1 & 2 of Recertification Cycle) Teacher will focus on professional development based on IPDP & Three-Year Summative Evaluation develop and maintain a professional portfolio reflecting Domains 1 and 4 of Danielsons Framework for Teaching compile evidence of professional growth throughout the three-year cycle in their professional portfolio

Evaluators will complete at least two documented walk-through observations each year (to be defined at the end of our district-wide book study) provide an end of year conference for teachers to summarize and reflect on professional growth activities and progress report toward meeting his/her SLOs

Evaluation Year (Recertification Year) Teacher will submit three-year portfolio reflecting Domains 1 and 4 of Danielsons Framework for Teaching Evaluators will complete at least one formal observation (45 minutes or more) complete at least two documented walk-through observations (to be defined at the end of our district-wide book study) write a summative evaluation at the end of the year documenting the level of performance in all four domains of Danielsons Framework for Teaching (inclusive of all indicators) and the aggregate of their SLO ratings

Teachers without Continuing Contracts Teacher will develop, maintain, and submit a professional portfolio reflecting Domains 1 and 4 of Danielsons Framework for Teaching submitted annually Evaluators will complete three formal observations (45 minutes or more) per year, every year complete two documented walk-through observations (to be defined at the end of our district-wide book study) write a summative evaluation at the end of each year documenting the level of performance in all four domains of Danielsons Framework for Teaching inclusive of the following indicators:

Domain 1: c. Selecting Instructional Outcomes e. Designing Coherent Instruction f. Designing Student Assessment (years 4-5) Domain 4: a. Reflecting on Teaching d. Participating in a Professional Community c. Communicating with Families (year 4-5) Domain 2: a. Creating an environment of respect and rapport b. Establishing a Culture for Learning c. Managing Class Procedures d. Managing Student Behavior e. Organizing Physical Space Domain 3: b. Using Questioning and Discussion Techniques c. Engaging Students in Learning d. Using Assessment in Instruction (years 4-5)

District and School Goals Individual Professional Development Plan (IPDP) Recertification Verification Forms Family Contact Log School and District Contribution Log Student Feedback Sample Form Portfolio Documentation Checklist and Guidelines Student Learning Objective Template Pre-Observation Conference Guiding Question Post-Observation Conference Guiding Questions Classroom Walk Through Analysis

UnsatisfactoryBasicProficientDistinguished Domain I Planning and Preparatio n Teachers plans reflect little understanding of the content, the students, and available resources. Instructional outcomes are either lacking or inappropriate; assessment methodologies are inadequate. Teachers plans reflect moderate understanding of the content, the students, and available resources. Some instructional outcomes are suitable to the students as a group, and the approaches to assessment are partially aligned to the goals. Teachers plans reflect solid understanding of the content, the students, and available resources. Instructional outcomes represent important learning suitable to most students. Most elements of the instructional design, including the assessments, are aligned to the goals. Teachers plans, based on extensive content knowledge and understanding of students, are designed to engage students in significant learning. All aspects of the teachers plans instructional outcomes, learning activities, materials, resources, and assessments are in complete alignment and are adapted as needed for individual students. Domain 1: Planning and Preparation (20%)

Domain 2: Classroom Environment (20%) UnsatisfactoryBasicProficientDistinguished Domain 2 The Classroom Environmen t Classroom environment is characterized by chaos and conflict, with low expectations for learning, no clear standards of student conduct, poor use of physical space, and negative interactions between individuals. Classroom environment functions somewhat effectively, with modest expectations for student learning and conduct, and classroom routines and use of space that partially supports student learning. Students and the teacher rarely treat one another with disrespect. Classroom environment functions smoothly, with little or no loss of instructional time. Expectations for student learning are high, and interactions among individuals are respectful. Standards for student conduct are clear, and the physical environment supports learning. Students themselves make a substantive contribution to the smooth functioning of the classroom, with highly positive personal interactions, high expectations, and student pride in work, seamless routines, clear standards of conduct, and a physical environment conducive to high- level learning.

Domain 3: Instruction (20%) UnsatisfactoryBasicProficientDistinguished Domain 3 Instruction Instruction is characterized by poor communication, low- level questions, little student engagement or participation in discussion, little or no use of assessment in learning, and rigid adherence to an instructional plan despite evidence that it should be revised or modified. Only some students are engaged in learning because of only partially clear communication, uneven use of discussion strategies, and only some suitable instructional activities and materials. The teacher displays some use of assessment in instruction and i``s moderately flexible in adjusting the instructional plan and in response to students interests and their success in learning. All students are engaged in learning as a result of clear communication and successful use of questioning and discussion techniques. Activities and assignments are of high quality, and teacher and students make productive use of assessment. The teacher demonstrates flexibility in contributing to the success of the lesson and of each student. The students are highly engaged in learning and make material contributions to the success of the class through their participation in discussions, active involvement in learning activities, and use of assessment information in their learning. The teacher persists in the search for approaches to meet the needs of every student.

Domain 4: Professional Responsibility (20%) UnsatisfactoryBasicProficientDistinguished Domain 4 Professional Responsibilities The teacher demonstrates low ethical standards and levels of professionalism, with poor record keeping systems and skills in reflection, little or no communication with families or colleagues, and avoidance of school and district responsibilities and participation in activities for professional growth. The teacher demonstrates moderate ethical standards and levels of professionalism, with rudimentary record-keeping systems and skills in reflection, modest communication with families or colleagues, and compliance with expectations regarding participation in school and district projects and activities for professional growth. The teacher demonstrates high ethical standards and a genuine sense of professionalism by engaging in accurate reflection on instruction, maintaining accurate records, communicating frequently with families, actively participating in school and district events, and engaging in activities for professional development. The teachers ethical standards and sense of professionalism are highly developed, showing perceptive use of reflection, effective systems for recordkeeping and communication with families, leadership roles in both school and district projects, and extensive professional development activities. Where appropriate, students contribute to the systems for record keeping and family communication.

Overall Danielson Rating (80%) Highly Effective= Rated Distinguished in three Domains of Danielson and Proficient in the other. (Score of 4) Effective= Rated Proficient or better in all Domains of Danielson. (Score of 3) Approaching Effective= Rated Proficient in three Domains of Danielson and Basic in the other. (Score of 2) Ineffective= Rated Unsatisfactory in one or more Domains of Danielson or rated Basic in two or more. (Score 1)

Shared Attribute Component (10%) District Teacher Rating Scale Math UnsatisfactoryBasicProficientDistinguished Decrease in percent of students proficient No change in percent of students proficient Increase in percent of student proficient 5% increase in percent of student proficient District Teacher Rating Scale Reading UnsatisfactoryBasicProficientDistinguished Decrease in percent of students proficient No change in percent of students proficient Increase in percent of student proficient 5% increase in percent of student proficient

Shared Attribute Rating (10%) Shared Attribute Rating District Reading Rating DistinguishedNo ScoreProficientDistinguished ProficientBasicProficient Distinguished BasicUnsatisfactoryBasicProficient Unsatisfactory BasicNo Score UnsatisfactoryBasicProficientDistinguished District Math Rating

Student Learning Objective Component (10%) Student Learning Objective Rating Student Learning Objective 1 80% ExceededNo ScoreProficientDistinguished 70% MeetBasicProficient Distinguished 60% Approaching UnsatisfactoryBasicProficient Did not meetUnsatisfactory BasicNo Score Did not meet 60% Approaching 70% Meet80% Exceeded Student Learning Objective 2

Student Learning Objective Component (10%) Student Learning Objective Rating Student Learning Objective 1 Additional (3+) SLO Met No Score Distinguished Met BasicProficient Distinguished Did not Meet UnsatisfactoryBasicProficientNo Score Did not create Unsatisfactory BasicNo Score Did not create Did not MeetMet Additional (3+) SLO Met Student Learning Objective 2

Overall Growth Component Rating (20%) Overall Growth Component Rating Shared Attribute DistinguishedNo Score Proficient Score 3 Distinguished Score 4 Distinguished Score 4 Proficient Basic Score 2 Proficient Score 3 Proficient Score 3 Distinguished Score 4 Basic Unsatisfactory Score 1 Basic Score 2 Proficient Score 3 Proficient Score 3 Unsatisfactory Score 1 Unsatisfactory Score 1 Basic Score 2 No Score UnsatisfactoryBasicProficientDistinguished Student Learning Objective

Pilot Year 2012-2013 Highly Effective= Rated Distinguished in three Domains of Danielson and Proficient in the other. (Score of 4) Effective= Rated Proficient or better in all Domains of Danielson. (Score of 3) Approaching Effective= Rated Proficient in three Domains of Danielson and Basic in the other. (Score of 2) Ineffective= Rated Unsatisfactory in one or more Domains of Danielson or rated Basic in two or more. (Score 1)

2013-2016* Danielson Component Score (Weighted 90%) 43.73.83.94 32.82.933.1 21.922.12.2 111.11.21.3 1234 Student Growth Component Score (Weighted 10% Student Learning Objective) *Until the CCSS assessment replaces the NECAP and is calibrated, Student Growth will be measured by the Student Learning Objective Rating only. The Shared Attribute will be calculated but not applied to teachers final rating during the assessment transition.

2017 (Full Implementation) Danielson Component Score (Weighted 80%) 43.43.63.84 32.62.833.3 21.822.22.4 111.21.41.6 1234 Student Growth Component Score (Weighted 20%)

Teacher Effectiveness Rating Teacher RatingScore Range Highly Effective3.70 4.00 Effective3.00 3.69 Approaching Effective 2.00 2.99 Ineffective0.00 1.99

Share with district teachers and LTA Share with School Board and School Attorney June 30 th DOE Revised Submission Due

Evaluator Training in Littleton for all evaluators Educational Impact On-Line Lessons offered to all district teachers as Professional Development hours SLO Training arrangement for the six professional development days through the school year and embedded in PLC work

Working Draft Meetings Proposed Open Meeting Dates: October 5 th January 22 nd March 18 th June 14 th

Littleton School District June 4, 2012. Contributors to the Plan Design Tommy StephensSuperintendent...

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