Teacher Performance APPRAISAL

Fostering a Growth-Orientated Performance Appraisal

A L L S T U D E N T S A C H I E V I N G T H E I R F U L L P O T E N T I A L

www.hwdsb.on.ca

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Teacher Performance Appraisal The performance appraisal process for new and experienced teachers is designed to foster teacher development, provide meaningful appraisals that encourage professional learning and growth, and identify opportunities for additional support where required. By helping teachers achieve their full potential, the performance appraisal process represents one element of Ontario’s vision of achieving high levels of student performance.

School board, supervisory officer, principal, vice-principal, and teacher participation in the performance appraisal process is a legal requirement as set out in Part X.2 “Teacher Performance Appraisal” of the Education Act, and in Ontario Regulation (O. Reg.) 99/02, O. Reg. 98/02, and O.Reg. 266/06 as amended, available at www.e-laws.gov.on.ca.

Fostering a Growth-Oriented Performance AppraisalIn the larger context of school improvement, the performance appraisal process for new and experienced teachers provides principals and teachers with processes and procedures that can bring about improvements in teaching and student learning. The learning environment created by the participation of teachers and principals in learning communities fosters the trust and collaboration needed for the effective use of an appraisal process. It is especially important to see the appraisal process as a supportive and effective way of helping new and experienced teachers continue to grow and develop as proficient Ontario teachers.

The Role of Learning Communities in Supporting the Continuous Growth and Development of TeachersEstablishing learning communities that are characterized by shared values and a shared sense of purpose has been identified as the most promising approach to bringing about sustained and substantive school improvement.

In these learning communities, staff “engage in disciplined inquiry and continuous improvement in order to ‘raise the bar’ and ‘close the gap’ of student learning and achievement”. Learning communities thrive in a culture of sharing, trust, and support. They contribute to the high performance of both teachers and students by ensuring that all students learn. They foster a culture of collaboration and focus on results.

The goal of the actions of principals and teachers is to enhance their effectiveness as professionals so that students benefit. Principals and teachers together make collective commitments to what they believe and what they seek to create, in order to provide a clear agenda for action that will benefit students.

They ask these questions: § What do we want each student to learn? § How will we know if each student has learned it? § How will we respond when a student experiences difficulty in learning? § How will we deepen the learning for students who have already

mastered essential knowledge and skills?

Through this inquiry process they move closer to the shared vision they have established for the school. A growth-focused appraisal process that emphasizes the importance of professional dialogue and collaboration can help foster a learning community in the school.

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Annual Learning Plan for Experienced Teachers

The Annual Learning Plan (ALP) provides a meaningful vehicle for an experienced teacher’s professional learning and growth during the evaluation year and in the intervening years between appraisals. All experienced teachers are required to develop an Annual Learning Plan, in consultation with the principal. The ALP should take into account suggested growth strategies from the most recent performance appraisal.

As part of the post-observation meeting in an evaluation year, the principal recommends professional growth goals and strategies for the teacher to take into account in developing his or her ALP.

In the intervening years between appraisals, principals are encouraged to review the teacher’s ALP with the teacher and provide any feedback necessary for the teacher to update his or her plan.

Individual New Teacher Induction Program (NTIP) Strategy FormThe Individual NTIP Strategy Form is intended to serve as a vehicle for goal setting, discussion and learning, as well as a means of planning, tracking, and recording the NTIP induction elements in which each new teacher participates. It contains no evaluative elements and is intended to reflect when a new teacher has completed participation in his or her individual program.

The principal is responsible for meeting with the new teacher in order to discuss the program requirements and expectations. The teacher completes the Individual NTIP Strategy Form. Once the form is completed, the new teacher will share the plan with the principal so that the principal can approve it and arrange for the supports. The NTIP Strategy Form acts as the new teacher’s Annual Learning Plan.

Overview of the Performance Appraisal Framework for New and Experienced Teachers These are the key components of the performance appraisal framework for new and experienced teachers:

1. Appraisal Scheduling

Principals are required to conduct performance appraisals of experienced teachers assigned to the school in accordance with the procedures set out in the Education Act, O. Reg. 99/02 and O. Reg. 98/02. In the year that is scheduled as an evaluation year for the teacher, the principal will conduct one performance appraisal. For new teachers, principals will conduct two performance appraisals in the first 12 months of the teacher’s starting date.

The appraisal can be conducted at any time during the evaluation year and principals may conduct additional performance appraisals of a teacher at any time the principal considers advisable to do so in light of circumstances related to the teacher’s performance.

Additional appraisals are required if a performance appraisal of a teacher results in a Development Needed or an Unsatisfactory rating. (See Teacher Performance Appraisal chart)

2. Roles and Responsibilities of the Principal

The roles and responsibilities of a principal will be assumed by a vice-principal of the same school, or a supervisory officer, in instances where those responsibilities are delegated in accordance with Part X.2 of the Education Act.

A principal must conduct performance appraisals of teachers assigned to the school. Experienced teachers receive at least one performance appraisal every five years once they have been placed on an experienced teacher’s evaluation cycle. New teachers are considered “New” until they have attained two Satisfactory Rated Performance Appraisals. Principals are required to follow the procedures as outlined in the “Performance Appraisal of New and Experienced Teachers – Technical Requirements Manual, 2010”.

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3. Role and Responsibilities of the Teacher

Teachers are required to participate in the performance appraisal process. Teachers must consult with the principal to complete, review and update their Annual Learning Plan (for experienced teachers) or their NTIP Strategy Form (New Teachers).

During non-evaluation years, teachers may request performance appraisals in addition to those required. Additional appraisals do not change the 5 year performance appraisal cycle for teachers.

4. Competency Statements

The competency statements (16) focus the appraisal on the skills, knowledge, and attitudes that reflect the standards described in the Ontario College of Teachers’ “Standards of Practice for the Teaching Profession”.

The principal must consider all 16 competencies in assessing the experienced teacher’s performance and must comment on all eight competencies included in the new teachers’ performance appraisal.

5. Appraisal Meetings

The Pre-observation Meeting

The teacher and principal must hold a pre-observation meeting to prepare for the classroom observation component of the appraisal. The principal must record the date of the pre-observation meeting in the summative report. This meeting provides an opportunity for the teacher and principal to begin to review and discuss the teacher’s current Annual Learning Plan (ALP) or, in the case of a new teacher, the NTIP Strategy Form.

The principal and experienced teacher may also begin a discussion about which of the 16 competencies the principal could focus his or her comments on in the Summative Report. In the case of a new teacher, the principal and teacher will discuss the expectations connected to all eight competencies that form the basis of the appraisal.

The Log of Teaching Practice which is an optional resource for principals and/or teachers should be discussed with the teacher if it is being used. It can provide a vehicle for chronicling noteworthy examples of teaching and learning events as they occur.

The Classroom Oberservation

In order to assess the teacher’s skills, knowledge, and attitudes, each performance appraisal must include at least one classroom observation. The classroom observation is only one component of the appraisal. Some competencies will require evidence obtained in other ways (e.g. student assessment records, unit plans, parent-teacher communication, etc.).

For purposes of the performance appraisal, each teacher must be observed in an instructional setting. With the exception of certain types of teaching assignments, the classroom observation component of the appraisal involves a visit by the principal to the teacher’s classroom. However, “classroom observation” is defined in O. Reg. 99/02, as amended, to address those circumstances where a teacher’s usual teaching environment is not a classroom. For such teachers, classroom observation includes the observation of the teacher in his or her ordinary teaching environment.

The Post-observation Meeting

After the classroom observation, the teacher and principal must meet to review results of the classroom observation and discuss other information relevant to the principal’s appraisal of the teacher’s performance.In the post-observation meeting, the principal and teacher will: • review the competencies that are the focus of the performance

appraisal for experienced teachers• review the eight competencies that form the basis of the appraisal for

new teachers• discuss the comments regarding competencies that are intended for

the Summative Report• discuss professional growth goals and strategies for the teacher to take

into account in developing his or her ALP or NTIP Strategy Form (new teacher).

The goals and strategies will be based on the principal’s recommendations from the performance appraisal.

The principal will record the date of the post-observation meeting in the Summative Report Form. The post-observation meeting should be held as soon as possible after the classroom observation.

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6. Summative Report

The Summative Report Form for experienced teachers and the Summative Report Form for new teachers are ministry-approved forms that must be used to document the performance appraisal.

The principal collects evidence to support his or her appraisal of the teacher’s performance. This evidence may be described in the Summative Report Form or attached as supporting documentation.

Notwithstanding the discussions held between the experienced teacher and the principal, the principal is required to assess teacher performance in relation to all 16 competencies set out in Schedule 1 of O. Reg. 99/02, as amended, and may comment on competencies other than those discussed.In the case of a new teacher, the principal will assess and report on all 8 compentencies.

7. Rating Scale

PurposeTo provide feedback for growth, the teacher’s overall performance is rated. The Rating Scale provides clear direction to teachers about their performance as a first step in identifying opportunities for further development.

The Principal will assess experienced teachers’ overall performance as follows: § Satisfactory § Unsatisfactory

The rating scale for new teachers is as follows: § Satisfactory § Development Needed § Unsatisfactory (following a development needed)

8. Process Following a Performance Rating Experienced Teachers

Procedural Requirements following a Satisfactory RatingFollowing a performance appraisal that results in a Satisfactory rating, the principal must recommend professional growth goals and strategies for the teacher to take into account in developing, reviewing, and updating his or her ALP each year. The principal may also provide further feedback on the strengths and possible areas of growth for the teacher.

The teacher may add comments and must sign a copy of the summative report to acknowledge receipt. The next evaluation year for the teacher must take place after four non-evaluation years.

Procedural Requirements following an Unsatisfactory Rating

First Unsatisfactory appraisal rating When a teacher receives an Unsatisfactory performance appraisal rating, additional requirements ensure that the teacher receives the support, guidance, and monitoring necessary to enable the teacher to improve his or her performance within a given period. The process begins after the principal determines that the appraisal has resulted in an Unsatisfactory rating.

Within 20 school days of the classroom observation, the Principal must give the teacher written notice of the Unsatisfactory rating and explain to the teacher the reasons for the Unsatisfactory rating. The Summative Report will serve as written notice. The Principal must follow the procedures as outlined in “Performance Appraisal of Experienced Teachers – Technical Requirements Manual, 2010”.

Within 15 days of completing the Summative Report, the Principal must then prepare a written Improvement Plan for the teacher, setting out steps and actions that the teacher should take to improve his or her performance. The teacher must be given the opportunity to provide input on the improvement plan.

The interval between the first performance appraisal that results in an Unsatisfactory rating and the second performance appraisal is at the discretion of the Principal, as long as the second appraisal is conducted within a period of 60 school days of the Principal’s written notice to the teacher of the initial Unsatisfactory rating.

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Second Unsatisfactory appraisal rating

If the second appraisal is deemed Unsatisfactory, the teacher will be placed on review status. The teacher and principal are required to follow the process outlined in “Procedural Requirements Following an Unsatisfactory Rating” in the “Performance Appraisal of Experienced Teachers – Technical Requirements Manual, 2010”.

The principal must give the teacher written notice of the Unsatisfactory rating (Summative Report) within 20 days of the classroom observation if the performance appraisal has resulted in a second consecutive Unsatisfactory rating. The principal must explain to him or her the reasons for the Unsatisfactory rating, place the teacher on review status, and advise the teacher in writing of that fact.

The principal must then prepare a written Improvement Plan for the teacher, within 15 days, setting out steps and actions that the teacher should take to improve his or her performance, taking into account the teacher’s input.

Review Status

A teacher is put on review status when two consecutive performance appraisals result in an Unsatisfactory rating. Whenever a teacher is on review status, the principal will:

§ monitor the teacher’s performance § consult regularly with the supervisory officer regarding the teacher’s

performance and steps that could be taken to improve it § provide the feedback and recommendations to the teacher that

the principal considers might help the teacher improve his or her performance.

Timing of a third appraisal while on review status

The principal must conduct another performance appraisal during the 120 school days starting with the day on which the teacher is advised that he or she is on review status. If the third performance appraisal results in a Satisfactory performance rating, the teacher immediately ceases to be on review status. If the third appraisal is Unsatisfactory, the teacher’s employment may be terminated.

New Teachers

Procedural Requirements following a Satisfactory Rating

Following a performance appraisal that results in a Satisfactory rating, the principal must recommend professional growth goals and strategies for the teacher.

Procedural Requirements following a “Development Needed” Rating

When a teacher receives a Development Needed performance appraisal rating, additional requirements ensure that the teacher receives the support, guidance, and monitoring necessary to enable the teacher to improve his or her performance within a given period.

Within 20 school days of the classroom observation, which results in a Development Needed rating, the Principal must give the teacher written notice of the rating and explain to the teacher the reasons for the rating. The Summative report will service as written notice. The principal must follow the procedures as outlined in “Teacher Performance Appraisal – Technical Requirements Manual, 2010”.

The principal must then prepare a written Enrichment Plan for the teacher, within 15 days of the summative meeting, setting out steps and actions that the teacher should take to improve his or her performance. This Enrichment Plan must include the teacher’s input and must include enriched supports such as mentoring and professional development.

The interval between the first performance appraisal that results in a Development Needed rating and the second performance appraisal is at the discretion of the principal, as long as the second appraisal is conducted within the first 12 month of teaching.

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Procedure Following an Unsatisfactory Appraisal Rating

If the second appraisal following a Development Needed is deemed Unsatisfactory, the teacher will be placed on review status. The teacher and principal are required to follow the process outlined in the technical manual.

The principal must give the teacher written notice of the Unsatisfactory rating (Summative Report) within 20 days of the classroom observation if the performance appraisal has resulted in a second consecutive rating that is not satisfactory.

The principal must then prepare a written Improvement Plan for the teacher within 15 days, setting out steps and actions that the teacher should take to improve his or her performance, taking into account the teacher’s input.

Review Status and Timing of a third appraisal while on review status

Competency ChartDOMAIN COMPETENCYCommitment to Pupils* andPupil Learning

§ Teachers demonstrate commitment to the well-being and development of all pupils.

§ Teachers are dedicated in their efforts to teach and support pupil learning and achievement.

§ Teachers treat all pupils equitably and with respect. § Teachers provide an environment for learning that

encourages pupils to be problem solvers, decision makers, lifelong learners, and contributing members of a changing society.

ProfessionalKnowledge

§ Teachers know their subject matter, the Ontario curriculum, and education related legislation.

§ Teachers know a variety of effective teaching and assessment practices.

§ Teachers know a variety of effective classroom management strategies.

§ Teachers know how pupils learn and factors that influence pupil learning and achievement.

ProfessionalPractice

§ Teachers use their professional knowledge and understanding of pupils, curriculum, legislation, teaching practices, and classroom management strategies to promote the learning and achievement of their pupils.

§ Teachers communicate effectively with pupils, parents, and colleagues.

§ Teachers conduct ongoing assessment of pupils’ progress, evaluate their achievement, and report results to pupils and parents regularly.

§ Teachers adapt and refine their teaching practices through continuous learning and reflection, using a variety of sources and resources.

§ Teachers use appropriate technology in their teaching practices and related professional responsibilities.

Leadership inLearningCommunities

§ Teachers collaborate with other teachers and school colleagues to create and sustain learning communities in their classrooms and in their schools.

§ Teachers work with other professionals, parents, and members of the community to enhance pupil learning, pupil achievement, and school programs.

OngoingProfessional Learning

§ Teachers engage in ongoing professional learning and apply it to improve their teaching practices.

All Competencies that are in purple are those appraised for New Teacher Performance Appraisal

All listed competencies are considered for the experienced teacher appraisal.

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TEACHER PERFORMANCE APPRAISAL CHARTNEW TEACHERS

TEACHER PERFORMANCE APPRAISAL CHARTEXPERIENCED TEACHERS

First Satisfactory Rating

Second Satisfactory Rating

NTIP TPA Complete

Development Needed Rating- Enrichment Plan

2nd Teacher Performance Appraisal (within first 12 months of reaching)

Unsatisfactory Rating• Review Status• Improvement Plan

3rd Teacher Performance Appraisal (120 days)

First Satisfactory Rating

Second Satisfactory Rating

First Satisfactory Rating

Second Satisfactory Rating

Unsatisfactory Rating

• Termination Recommended

Pre-observation MeetingClassroom Observation(s)Post-observation Meeting

(Completed summative report including assignment of overall rating within 20 school days after classroom observation)

Satisfactory Rating- Growth Strategies

- Process ends

Unsatisfactory Rating- Improvement Plan

2nd Teacher Performance Appraisal

(60 days)

Satisfactory Rating- Growth Strategies

- Process ends

Unsatisfactory Rating- Review Status

-Improvement Plan

3rd Teacher Performance Appraisal

(120 days)

Satisfactory Rating- Growth Strategies

- Process ends

Unsatisfactory Rating- Termination

Recommended

Pre-observation MeetingClassroom Observation(s)Post-observation Meeting

(Completed summative report including assignment of overall rating within 20 school days after classroom observation)

Ontario College of Teachers notified

Ontario College of Teachers notified

For more information about the Teacher Performance Appraisal process for new or experienced teachers, please speak with your Principal, visit the Ministry of Education’s

website at www.edu.gov.on.ca/eng/teacher/appraise.html,or visit HWDSB’s portal at my.hwdsb.on.ca

Contact: stephanie.strong@hwdsb.on.ca

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