Professional Growth and Assessment Process€¦ · Evaluation Forms EEA Evaluation Forms - Appendix...

Professional Growth

and

Assessment Process

Certificated Staff Evaluation Process

2017-18

PGAP

TABLE OF CONTENTS

Section I - INSTRUCTIONS

Pages 3-5 Evaluation Process Questions & Answers

Page 5 2017-18 Time Lines

Page 6 Principles and Beliefs of the Ideal Evaluation Process

Page 7 Evaluation Matrix

Page 8 Instructions to Staff

Page 9 Definitions and Examples: Goal, Indicator, Strategy, Professional

Development Activities

Section II - FORMS

Pages 10-11 PGAP Planning Worksheet

Pages 12-13 Professional Growth and Assessment Verification Form (HR 139)

Form EXAMPLES, Sample Primary Student and

Student Questionnaires, and the

Teaching Profession Self-Assessment Continuum

can all be found on line

through the Staff Portal in Human Resources,

OR at www.edmonds.wednet.edu

Departments Human Resources

Evaluation Forms EEA Evaluation Forms and

Professional Teaching Standards

http://www.edmonds.wednet.edu/

THE EDMONDS SCHOOL DISTRICT

EVALUATION PROCESS

What is the basic philosophy of Edmonds certificated staff evaluation process? The Professional Growth and Assessment Process (PGAP) is an annual, growth-oriented, employee-

centered process that begins with conversations between evaluators and staff members. Like any positive

professional relationship, it is based upon collaboration and mutual agreement. This process was built

upon the following evaluation philosophy. The evaluation process:

should promote on-going professional growth

be consistent with the District mission and building/program goals

be fair, meaningful, and effective

be open and non-threatening

be a collaborative process based on trust

should involve on-going communication that builds trust and understanding

The Principles and Beliefs of the Ideal Evaluation Process to which the District adheres is listed on page

6.

Why are some people on Long Form Evaluation and others are on PGAP? Washington State law as well as district administrators determine placement of certificated staff on Long

Form Evaluation or PGAP. To determine evaluation placement, consider the following:

Washington State statute states that a certificated employee must have three consecutive years of

satisfactory Long Form Evaluation while under a continuing contract to be eligible for

locally-bargained evaluation programs such as PGAP.

As per the Procedural Agreement (Section 9.2) the administrator/evaluator has the ultimate

responsibility to determine the appropriate evaluation format for each certificated staff member.

The evaluator may maintain an employee on Long Form Evaluation even though the staff member

may qualify for PGAP. In addition, an administrator may return an employee on PGAP to Long

Form Evaluation (on or before 3/1). It is also appropriate for an employee who qualifies for PGAP

to request Long Form Evaluation. In all of these situations, close and continuous communication

between the evaluator and certificated staff member is imperative.

Step #1: DEVELOPMENT OF BUILDING/PROGRAM GOALS

Participate with your colleagues in the development of your building/program goals. These goals should

be aligned to the District goal of increasing student achievement.

Step #2: DRAFTING OF PGAP GOALS

On the PGAP Planning Worksheet (HR-138):

Draft your own growth goals aligned to goals that you and your colleagues have developed. This

may include goals identified in your building’s School Improvement Plan (SIP).

Design accompanying indicators and strategies.

Propose a plan for implementing your Individual Professional Growth activities.

What are the parameters for determining growth goals?

Everyone needs to draft two goals, one of which supports building/program goals and must include

collegial collaboration. Your second goal may support your building/program or individual content area

goals and must include collaboration.

You may draft more goals if you wish. In addition, you can choose to draft goals as a department or

group.

Must goals be accomplished in one year?

No, you may choose to draft goals which will take more than one year to complete and revisions to your

goals can be made during the year in collaboration with your evaluator.

What tools are available to help me in goal setting?

With continuous refinement of the evaluation process, the following resources have been developed to

assist you in goal setting.

The Evaluation Process (p. 3-5)

Instructions To Staff Checklist (p. 8)

Definitions & Examples: Goal, Indicator, Strategy (p. 9)

Examples of PGAP Planning Worksheets (p. 10-11)

Teaching Profession Self-Assessment Continuum – available online

Content/Grade Band/Specialty Area Professional Teaching Standards - available online (www.edmonds.wednet.edu – Departments - Human Resources – Evaluations, OR through the Staff Portal)

Step #3: PGAP CONVERSATIONS

Participate in a conversation with your evaluator discussing your draft goals, indicators and strategies.

What is my part of these conversations? What does my evaluator do?

It is your responsibility to come to your planning conversation with drafts of goals, indicators and

strategies that show your understanding of the process and building/program goals. It is your evaluator’s

responsibility during this conversation and throughout the year to provide input, guidance, coaching and

assistance to you.

What if there are misunderstandings in the development of my goal plan?

It is a shared responsibility to work in a collaborative manner to reach mutual agreement. If either party

feels that consensus has not been reached, you may seek support from EEA or the District Human

Resources Division.


What is the expected outcome of these conversations?

There are two products from this initial meeting:

mutual agreement between you and your evaluator that the goals, indicators and strategies listed are

appropriate.

mutual agreement between you and your evaluator as to specific PGAP activities. PGAP activities

will be reviewed at the end-of-the-year conference.

Are there other parameters about goal setting conversations?

Yes. Groups or teams may meet together if they have common goals. These goals need to be completed

by the 30th work day of the school year.

Step #4: IMPLEMENTATION AND REVIEW OF GOAL ACTIVITIES

Optional -- Professional growth conversations with your evaluator should continue throughout the year

with a mid-year conversation centered around progress toward goal achievement. As you work to

accomplish your growth goals, your evaluator will support you in this work. This support may include

classroom visits. You may ask your evaluator for observations with written feedback.

How do observations fit into the PGAP?

If you want feedback from someone other than your evaluator, include observations as one of the strategies

to achieve your PGAP goals listed on your planning worksheet. Remember that there is a variety of

observation models.

Step#5: REVIEW OF GOAL ATTAINMENT

You will complete the PGAP Verification Form (HR-138) and meet with your evaluator to discuss goal

progress. This needs to be accomplished by the 5th day prior to the end of the school year.

2015-16 TIME LINES

DEADLINE DATE PROJECT TO BE COMPLETED

September 23, 2017 Building/program goals developed per Draft 5 and communicated to staff in writing

October 3, 2017 All staff must be informed of assessment criteria (standards) and forms (20th work

day)

October 17, 2017 Deadline to finalize PGAP goals conferences for staff who are on PGAP (30th work

day)

March 1, 2018 Deadline to move staff from PGAP to Long Form Evaluation for the current year.

Fifth day prior to end

of school

(June 14, 2018)

Deadline to complete end-of-the-year conferences and PGAP Verification forms

PRINCIPLES AND BELIEFS of the

IDEAL EVALUATION PROCESS

(Rev. January 2004)

The Edmonds School District teacher evaluation process is created by and for the Edmonds School

community. The following principles and beliefs apply to all participants in the evaluation process. The

evaluation process is one component of the district’s emphasis on professional growth and development.

THE EVALUATION PHILOSOPHY:

promotes on-going professional growth

is consistent with the District mission and site/program goals

is fair, meaningful, and effective

is respected and respectful of all

is open and non-threatening

is a collaborative process based on trust

involves on-going communication so there are no surprises

THE EVALUATION PROCESS:

recognizes that all people have room to grow and suggestions for growth should be expected and

welcomed

emphasizes on-going professional growth

reflects that evaluation, teaching and learning are continuous, interrelated processes

is easy to understand and administer

is consistently applied

a process in which the opinions of peers, students, parents and community are valued

is continually examined for improvement

supports and encourages collegial collaboration

THE EVALUATION METHODS:

are based upon an understanding and practice of quality professional teaching standards linked to

student learning goals and achievement

are continuous processes using multiple measures

include goal setting and self-reflection

EVALUATION MATRIX Edmonds School District

CONTRACT

TYPE

EMPLOYEE

DESCRIPTION

YEAR 1 YEAR 2 YEAR 3 YEAR 4 YEAR 5

Non-

continuing

Leave

Replacement

Long Form Long Form Long Form Long Form Long Form

Non-

continuing

Retiree –

Non Edmonds

Long Form

Long Form

Long Form

Long Form

Long Form

Non-

continuing

Retiree –

From Edmonds

PGAP

PGAP

PGAP

PGAP

PGAP

Continuing

New to

Profession

Long Form (P) Long Form (P) Long Form PGAP PGAP

Continuing

New to Dist. W/ 4+ years of

experience

Long Form

(P)

PGAP1

PGAP

PGAP

PGAP

Continuing

New to State

Experienced

Long Form

(P)

Long Form

(P)

Long Form PGAP PGAP

Continuing

Return to

Edmonds after 5 years of

absence

Long Form2

PGAP

PGAP

PGAP

PGAP

PGAP refers to an employee’s eligibility for the PGAP evaluation process. As per the Procedural

Agreement (Section 9.2) the evaluator has the responsibility to determine the appropriate

evaluation format for each individual. (See Evaluation Questions and Answers for further details.)

(P) denotes PROVISIONAL status – first two years on a continuing contract in a Washington State

school district or the first year on a continuing contract in Edmonds following at least two years

of continuing contract employment in another Washington State school district.

1 Assumes employee provides verification of four consecutive, continuing contract years of

satisfactory long form evaluation and completion of provision status (minimum two years on a

continuing contract) in a Washington State school district. (This form is available on line at

www.edmonds.wednet.edu Departments Human Resources Evaluation Forms EEA

Evaluation Forms OR through the Staff Portal in Human Resources.)

2 Assumes employee had four consecutive, continuing contract years of satisfactory long form

evaluation and completion of provisional status (minimum of two years on a continuing contract)

in Edmonds.


INSTRUCTIONS TO STAFF

Please use this check-off list to prepare for your

annual goal setting conference with your evaluator.

Become knowledgeable of District and building/program goals to increase student achievement.

Read the introduction to the Teaching Profession Self-Assessment Continuum (in Staff Portal under Human

Resources) (or specialty area standards) and assess your skills and knowledge in each area of the Continuum,

keeping in mind that this tool will help you in goal setting.

Review the appropriate content, grade level or specialty area performance standards.

Using the following criteria for goal development, draft goals, indicators, and strategies on the PGAP Planning

Worksheet (District’s web page, www.edmonds.wednet.edu, Departments Human Resources

Evaluation Forms EEA Evaluation Forms - Appendix 8-q - HR 138). Also in the Staff Portal under Human

Resources.

Two goals must support achievement of building/program goals. Group goals are encouraged.

GUIDELINES FOR QUALITY GOAL WRITING

Each goal should:

lead to student achievement of high quality content, skill and/or behavior standards

identify measurable indicators that gauge progress toward e ach goal.

be measurable and verifiable. One way to measure is to solicit feedback from students and/or parents

(e.g.end-of-the-course questionnaire).

be realistic and achievable

be challenging and relevant

have a time limit (may be longer than one year)

identify specific strategies that will assist in attaining each goal — activities, resources for each goal

accomplishment

identify at least one strategy per building/program goal that requires collegial collaboration

Propose a plan for specific Individual Growth Development activities, keeping in mind that these funds are

allotted for professional development activities that support building/program goals to increase student

achievement.

http://www.edmonds.wednet.edu,/

DEFINITIONS & EXAMPLES

These definitions and examples are included in the Evaluation packet so there will be a common understanding

of these terms within the Edmonds School District and community.

GOAL: 1. A purpose: objective. 2. The finish line of a race.

Increase student engagement in the classroom through use of more effective teaching strategies.

PGAP goals usually relate to teacher professional growth and/or increased student achievement.

INDICATOR: 1. That which points out. 2. To serve as a sign. Indicators need to be measurable.

More students actively involved in class discussions.

More even distribution of male, female participation.

(These first two indicators will be measured by colleague’s tallying

student participation at three intervals throughout the school year.)

More small group interaction as measured by first analyzing, and then increasing number of activities

planned that require group interaction.

Using parts of PGAP questionnaire, survey students at the end of each trimester regarding level of comfort in

participation and extent to which class activities match their style of learning.

STRATEGY: 1. A plan of action, especially for attaining a goal.

Use of effective open-ended questions which elicit a variety of responses from students.

Student-centered instruction based on knowledge of differentiated learning and students.

Increased use of a variety of collaborative learning strategies.

PROPOSED PLAN FOR INDIVIDUAL PROFESSIONAL GROWTH ACTIVITIES Read Marzano/Pickering/Pollock’s book Classroom Instruction That Works and participate in building’s

study group, if one is started, to learn about best practices. Implement those strategies which will lead to

student engagement in the classroom.

HR-138 Appendix 8-q

(9/17)

EDMONDS SCHOOL DISTRICT NO. 15

PGAP PLANNING WORKSHEET

EMPLOYEE’S NAME ______________________________________________ Year _________________

District Goal #1 Create engaging learning experiences that provide all students the opportunity to acquire the knowledge and skills necessary to experience post-secondary success, meet personal

goals, and become productive community members.

District Goal #2 Support a diverse, highly-skilled, professionally involved and fairly compensated staff.

District Goal #3 Expand community support and engagement by increasing the number of parents and

community members participating in District decision making and playing a role in student

achievement.

District Goal #4 Maximize resources to support the district’s mission and goals.

Building/Program Goals:

It is appropriate for staff members on PGAP to request an observation with written feedback from

their evaluator. You may include that request under “Specific Strategies” on this form.

(You may attach additional pages, if needed, for additional goals.)

Goal #1 (supports building/program goal to improve student achievement):

Specific strategies (at least one strategy per goal must include collegial collaboration):

Indicators of progress toward goal (include one piece of evidence measuring impact on students;

feedback from students/parents is encouraged):

Goal #2 (supports building/program or individual content area goal to improve student achievement):

Specific strategies (at least one strategy per goal must include collegial collaboration):

Indicators of progress toward goal (include one piece of evidence measuring impact on students;

feedback from students/parents is encouraged):

Goal #3 (optional)

Specific strategies:

Indicators of progress toward goal (feedback from students/parents is encouraged):

Proposed plan for Professional Growth activities:

I have reviewed the PGAP planning sheet and understand that this will be my evaluative

status for the current year.

______________________________ ______________________________

Employee Name (please print) Employee Signature

______________________________ ______________________________

Evaluator Name (please print) Evaluator Signature

______________________________

Date of Initial Conference

Make copy for Evaluator file.

(Do not send to HR.)

HR-139 Appendix 8-s

(9/17)

EDMONDS SCHOOL DISTRICT NO. 15

Lynnwood, WA 98036-7400

PGAP VERIFICATION FORM

(To be completed no later than the 5th day prior to the end of school

and submitted to Human Resources no later than 10 days after the end of school.)

To Be Completed by the Employee

Name ________________________________________ School ____________ Year_____________________

Evaluator _____________________________

Grade _____________ Subject(s)_______________________________________________________________

Goal#1: __________________________________________________________________________________

Progress toward achievement based on identified indicators:

Goal 2:___________________________________________________________________________________


Goal 3:___________________________________________________________________________________


Professional Growth Activities (list Professional Activities accomplished):

_______________________________ _________________________________________

Employee Name (please print) Employee Signature

Date ___________________________

To Be Completed by the Evaluator (Evaluators may only write comments directly related to PGAP goals.)

Planning worksheet and activities verifying progress toward goal attainment were completed.

There was a review of PGAP activities in support of building/program goals.

______________________________ ______________________________

Evaluator Name (please print) Evaluator Signature

Date __________________________

Send signed original to Human Resources no later than 10 days after the close of school.

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