TPA

The Revised Teacher

Performance Appraisal

Process for Experienced

Teachers

2008

Revised: February 2011 (To reflect 2010 Ministry timelines and forms)

ACKNOWLEDGEMENTS

The creation of this supporting document required the collaborative

effort of a number of individuals within the York Region District School

Board, (the Board) our schools and our communities. We wish to

thank all those whom through their writing, editing or revising, made

valuable contribution to its production. You truly are examples of how

“we unite in our purpose to inspire and prepare learners for life in our

changing world community.”

The Teacher Performance Appraisal Committee (2005)

Stephen BaberBeth Davies Barbara Duck Sharon ListDavid Moore Heather NielsenJanet Porter Nancy SandersDavid Selby

The Revised Teacher Performance Appraisal Process for Experienced Teachers – Board Resource Team (2008)

Cathy BrayDarren CampbellWesley DelveDiane HawkinsBarb HefflerDelfina TraxlerChris TulleyRichard Williamson

Scott Yake

Table of Contents

Overview .................................................................................................................. 1Section1: Teachers'AnnualLearningPlans............................................................. 3Section2:* TheTeacherPerformanceAppraisalFramework..................................... 4Section3:* SchedulingTeacherPerformanceAppraisals........................................... 7Section4: ThePre-ObservationMeeting................................................................ 10Section5: TheClassroom/NonClassroomObservation......................................... 12Section6: ThePost-ObservationMeeting............................................................... 14Section7:* SummativeReportandRating............................................................... 15Section8: RequiredDocumentation........................................................................ 18Section9:* AdditionalMandatedProceduresforTeachersReceiving AFirst'Unsatisfactory'Rating................................................................. 20Section10:* AdditionalProceduresforTeachersReceivingSecondConsecutive 'Unsatisfactory'Rating:Teachers'OnReview'Status.......................... 23Section11: AdditionalProceduresfortheThirdAppraisalFollowing TwoConsecutive'Unsatisfactory'Ratings.............................................. 26Section12: ProceduresforTeachersReceivingaThirdConsecutive 'Unsatisfactory'Rating............................................................................ 27Section13: TerminationWithoutaThirdAppraisal.................................................... 28AppendixA:* AnnualLearningPlanForm.................................................................... 29AppendixB:* ImprovementPlan.................................................................................. 34AppendixC:* SummativeReportForm........................................................................ 37AppendixD:* RequesttoAmendaTeacher’sTPAEvaluation YearInstructionsandForm................................................................... 43AppendixE: CriticalStrandsandPerformanceIndicators/’Look-Fors’ foraSatisfactoryRating......................................................................... 44AppendixF: CriticalStrandsandPerformanceIndicators/’LookFors’ foraSatisfactoryRatingReferenceTable............................................ 47AppendixG: OptionalLogofTeachingPractice......................................................... 52AppendixH: ObservationGuideforClassroomTeachers (seeBWWforNonClassroomGuides)................................................. 72AppendixI(a): NotificationofAppraisal(inappraisalyear)............................................ 81AppendixI(b): NotificationofAppraisal(noncycleyear)............................................... 82AppendixI(c): NotificationofAppraisalOrientationSession(optional)......................... 83AppendixJ: LetterInformingTeacherof'Unsatisfactory'Rating................................ 84AppendixK: LetterInformingTeacherof'OnReview'Status..................................... 85AppendixL: LetterInformingTeacherofRemovalof'OnReview'Status.................. 86AppendixM: TPA:IdeasforArtifacts........................................................................ 87AppendixN: TPA:QuestionstoPromoteTeacherDialogue................................... 89AppendixO: SummaryofRolesandResponsibilitiesofPrincipalsandTeachers.... 91

* : Revised information

Overview:

On December 12, 2001 the Ontario government passed the Quality in the Classroom Act, 2001. It was enacted to provide for a consistent province-wide appraisal process. This Act amended the Education Act.

Ontario Regulation 99/02 Teacher Performance Appraisal and Ontario Regulation 98/02 Teacher Learning Plans were filed in March/02 to support the Quality in the Classroom Act (as amended) by establishing the framework and mandatory requirements of the appraisal system.

Moving forward with the revised appraisal process was a direct result of effective partnerships established between the ministry, school boards, teacher federations, principal associations, supervisory officer associations and the Council of Ontario Directors of Education (CODE). Throughout the fall of 2006, the ministry held discussions with the Working Table on Teacher Development and revisions to the TPA process were based on the October 2006 Report to the Partnership Table on a Revised Teacher Performance Appraisal Process for Experienced Teachers. The recommendations of the Working Table focused on structural changes and on emphasizing the culture and philosophy underpinning effective implementation of the appraisal process. Many school boards implemented the revised process in April 2007 while others chose to implement in September 2007.

The Revised TPA Process for Experienced Teachers builds on the New Teacher Induction Program performance appraisal process for new teachers introduced in June 2006 (NTIP:TPA). It provides a continuum of support as new teachers successfully complete their NTIP and change status to experienced teachers.

When implemented effectively, the revised performance appraisal process helps experienced teachers approach the performance appraisal process with confidence as an opportunity for learning and growth. It also builds a sense of efficacy among principals and vice-principals as they provide the leadership necessary for teachers to thrive as professionals within a learning community that fosters a growth-oriented context for meaningful performance appraisals. The annual review and update of the teacher’s Annual Learning Plan (ALP), the development of the summative report, and the steps included in the performance appraisal process such as the pre-observation meeting, classroom observation and post-observation meeting, provide opportunities for collaboration, professional dialogue, and relationship building between teachers and principals.

This manual includes new information about the Annual Learning Plan, a document that provides an opportunity for teachers to reflect on their professional learning and growth each year. This manual also describes the performance appraisal process for all experienced elementary and secondary day school teachers in The York Region District School Board, including all non-classroom assigned teachers, e.g. curriculum consultants, SERTs etc.

The appraisal process for teachers new to the profession is outlined in New Teacher Induction Program (2006). See NTIP Resource Handbook series on the Board Wide Web (BWW).

The purposes of the revised performance appraisal system for experienced teachers are:• to foster teacher development and provide meaningful appraisals that encourage professional learning and growth;• to help teachers achieve their full potential, in order to achieve high levels of student learning and performance;• to provide for fair, effective and consistent teacher evaluation in every school; and,• to celebrate effective teaching practice.

The Teacher Performance Appraisal (TPA) system is based on Standards of Practice for the Teaching Profession that was approved by the Ontario College of Teachers in November 1999.

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The appraisal process is not to be used for appraisals of occasional teachers or continuing education teachers.

Note: The persons who will conduct a teacher's evaluation may be a principal, a vice-principal or a supervisory officer. In this manual, wherever the duties, roles and responsibilities of a principal as evaluator are described, those duties, roles and responsibilities also apply when the evaluator is a vice-principal or a supervisory officer.

“Classroom observation” is defined in the Regulation to also address those circumstances where a teacher's usual teaching environment is not a classroom. As such, reference to classroom observation is to include non classroom observation.

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Section 1: Teachers' Annual Learning Plans (ALP)

The purpose of the Annual Learning Plan is to provide a meaningful vehicle to support experienced teachers’ professional learning and growth in the evaluation year and for the intervening years between appraisals. The ALP is teacher authored and directed and is developed in a consultative and collaborative manner with the principal.

It is recommended as effective practice, that teachers, in consultation with their principal, consider their school and school board improvement plans and priorities as they identify goals, strategies, and learning opportunities that are aligned with and can be supported within their local school and board context. Teachers are encouraged to gather parent and student input in developing, reviewing and updating their ALP each year.

Requirements:

• The ALP must include the teacher’s professional growth goals, as well as his or her proposed action plan, and timelines for achieving those objectives.

• The teacher must take into account the teacher’s learning and growth over the year as well as the professional growth goals and strategies recommended in the most recent summative report.

• Teachers must review and update their ALP each year, not just in their evaluation year.

• In the teacher’s evaluation year, the teacher and principal must review and update the teacher’s current ALP in a meeting as part of the teacher performance appraisal process.

• In the teacher’s non-evaluation year, a meeting is not required with the principal to review and update the ALP but is recommended as “best practice”.

• Teachers who are not in their evaluation year will develop their ALP in collaboration with the principal within 60 school days following the start of the school year.

• Teachers who are on leave at the start of the school year will submit their plans within 60 school days of returning to school.

• Teachers must sign the ALP and retain a copy for their own records.

• Principals must sign the ALP and retain a copy in the teacher's in-school personnel file.

• In the teacher’s evaluation year, the principal must forward a copy of the teacher’s ALP with the summative report to their Community Education Centre Area Office.

• The YRDSB form for the ALP is included in Appendix A. This form is also available electronically on BWW under Board Documents –Teacher Evaluations and is recommended for use in the Board. Alternative formats of the ALP provided by teacher federations may be used provided they meet Ministry requirements.

The Annual Learning Plan in the Teacher's Evaluation Year

In the teacher's evaluation year, the timing and process for review of the Annual Learning Plan are specified as part of the performance appraisal procedures.

• the ALP in the teacher’s evaluation year must meet the above requirements

• the teacher's current ALP is reviewed by the principal and teacher in the pre-observation meeting and is finalized by them in the post-observation meeting.

• a copy of the teacher's ALP, signed by the teacher and principal, must be included in the Teacher Performance Appraisal documentation.

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Section 2: The Teacher Performance Appraisal Framework

DOMAINS(Standards of Practice)

COMPETENCIES

PERFORMANCE INDICATORS / 'LOOK-FORS'(Observable Behaviours)

RATING SCALE

DomainsThe following Standards of Practice for the Teaching Profession are called Domains in the TPA.1. Commitment to Pupils and Pupil Learning 2. Professional Knowledge3. Professional Practice4. Leadership in Learning Communities5. Ongoing Professional Learning

Competency StatementsEach Domain incorporates a set of Competency Statements that define the skills, knowledge, and attitudes that are required by teachers. Competency Statements reflect the standards described in the Ontario College of Teachers’ Standards of Practice for Teaching Profession. There are sixteen competency statements on which teachers will be evaluated. Boards have the option of adding competencies in the evaluation of teachers.

Performance Indicators or 'Look-Fors' Performance Indicators / 'Look-Fors' are statements that provide concrete examples of observable behaviours that are characteristic of a particular competency. A number of these are provided for each Competency Statement and are intended to indicate performance of the major skills, knowledge and attitudes that are expected. They enhance specificity and suggest tangible actions that will demonstrate performance of the competency. A classroom/non classroom observation will not necessarily reflect all of the suggested Performance Indicators / 'Look-Fors', nor are the lists comprehensive.

The Classroom Observation Guide – Appendix H provides a complete listing of the Domains, Competency Statements and Performance Indicators / 'Look-Fors'. Non Classroom Observation Guides are available electronically on BWW under Board Documents –Teacher Evaluations . The Critical Strands and Performance Indicators/’Look Fors’ for a Satisfactory Rating - Appendix F provides further clarification and may be used as a supporting document in assessing teacher performance.

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Rating ScaleThe rating scale includes two levels of teacher performance:• Satisfactory• Unsatisfactory

Descriptions of the Overall Performance RatingsThe following descriptions of the performance ratings are provided as a resource to clarify for principals and teachers what is meant by each of the ratings. The descriptions are intended to be considered holistically rather than to be used as a checklist. Principals and teachers may find it helpful to expand on these descriptions to develop an enhanced and shared understanding of the ratings.

SatisfactoryThe Satisfactory rating encompasses the diversity among experienced teachers that includes their stage of development and degree of professional expertise.

Experienced teachers whose overall performance rating is Satisfactory exhibit a range in levels of performance for a sustained period in relation to the following outcomes:

• effectiveness across all the competencies for experienced teachers;• effective teaching practice that enhances student success;• improvement and refinement of teaching through self-reflection and by accepting constructive feedback;• self-direction and responsibility for improvement efforts, including professional development focused on improving teaching and student learning; and• professional characteristics displayed that contribute to effective practice – in particular those relating to having high aspirations and expectations for students, inspiring trust and confidence in students and colleagues, and working collaboratively for the good of the students and the school.

See Appendix E & F Critical Strands and Performance Indicators/“Look-Fors” for a Satisfactory Rating

UnsatisfactoryExperienced teachers whose overall performance rating is Unsatisfactory:• demonstrate ineffective teaching in relation to the competencies for experienced teachers; and• require improvement in the competencies that are the focus of the teacher’s individual appraisal and affect teaching and student learning

Overview of the TPA Process and TimelinesIn completing a Teacher Performance Appraisal the following process must be followed:

• written notification to the teacher that he/she will be evaluated during the current school year;

• a Pre-Observation meeting;

• a classroom observation;

• a post-observation meeting;

• the completion of a Summative Report including a rating of the teacher's overall performance;

• the completion of an Annual Learning Plan; and

• document processing and retention.

An 'Unsatisfactory' rating in a Summative Report will result in mandated additional procedures as outlined in Sections 9 through 13 of this document.

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Timelines* denotes a mandatory timeline

Annual Learning Plan, non evaluation year 60 school days from the first day of school

Annual Learning Plan, evaluation year Part of evaluation process and finalized during post observation meeting

* Written Notification to the Teacher Within the first 20 school year daysthat this is an Evaluation year

Classroom/Non Classroom Observation Within 2 school days from the Pre-Observation meeting

Post-Observation Within 10 school days of the Classroom visit

* Summative Report to teacher Within 20 school days following the classroom/ non classroom observation

Summative Report returned to Principal Within 5 school days of teacher receiving principal signed copy of summative report, along with teacher’s ALP for current year

Summative Report sent to CEC Within 2 school days of principal receiving principal/teacher signed copy of summative report, along with teacher’s ALP for current year

Summary of Roles and Responsibilities for Teachers and Principals – see Appendix O

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Section 3: Scheduling Teacher Performance Appraisals

Frequency of Appraisals

Teachers New to the Profession and New to the York Region District School Board: Teachers new to our Board and new to the profession, or new to the Ontario public school board system (i.e. worked for another province or country, worked in private schools, worked only as LTO) are NTIP teachers and do not fall under this process. After a teacher new to our board and new to the profession has completed NTIP, the mandatory 5 year cycle begins. See NTIP Resource Handbook series on BWW. Experienced Teachers New to the York Region District School Board: Teachers new to our Board with previous permanent contract experience in an Ontario public school board, or who have completed NTIP, are evaluated once in their first year of employment at our Board. The Revised Teacher Performance Appraisal Process for Experienced Teachers is to be completed within the first 90 calendar days of the teacher’s permanent teaching assignment in YRDSB. After one TPA evaluation has been completed the teacher will be evaluated every 5 years.

If a TPA results in an 'Unsatisfactory' rating, additional requirements as detailed in the Board's procedure would apply; refer to Sections 9 through 13 for additional mandated procedures.

Note: YRDSB teachers who move from one panel to the other are not considered “new to the Board” for the TPA process. The teacher’s 5 year evaluation cycle would not be affected.

For Teachers Continuously Employed by the Board Teachers continuously employed by the board shall receive one TPA within the 5 year mandatory cycle as set in provincial legislation.

If a TPA results in an 'Unsatisfactory' rating, additional requirements as detailed in the Board's procedure would apply. Please reference to Sections 9 through 13 for additional mandated procedures.

The TPA Cycle: Remaining consistent to the mandatory cycle enables us to be equitable across the system. Each performance appraisal should be conducted independent of previous rating(s). .TPA Outside the Evaluation Cycle: If the principal of a school considers it advisable to conduct performance appraisals in addition to those required, he/she may do so. While the TPA system legislates a minimum number, the requirement is not intended to interfere with the principal's discretionary right to conduct additional appraisals consistent with the Education Act and its regulations, guidelines, rules and policies. Principals would initiate a conversation with the teacher informing them of the need for an appraisal outside of the cycle based upon concerns in teacher performance. Following this conversation, written notification would be given to the teacher regarding the decision to proceed with the appraisal process (see Appendix I(b) for sample letter). However, a principal may observe teachers’ practice, meet with teachers to discuss performance, request samples of teachers’ work, provide feedback to teachers, or support teachers’ growth and development at any time. While a teacher may request an additional appraisal, principals may choose to refuse the request if the principal is of the opinion that it is unlikely to lead to an improvement in the teacher's performance.

Conducting additional appraisals during a non-evaluation year does not change the evaluation year cycle for an experienced teacher. For example, if a teacher had his or her last evaluation year in 2004/05 and is scheduled for his or her next evaluation year in 2009/10, he or she may receive an appraisal at any time in between those years if the principal requests an appraisal or if the teacher requests an appraisal and the principal agrees to conduct the appraisal. In this scenario, if the teacher received a performance appraisal in 2007/08 which would be a non-evaluation year, he or she would still be required to have his or her next evaluation year in 2009/10 as scheduled.

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Scheduling and Tracking of the TPA Cycle:Human Resource Services shall establish and maintain updated lists of teachers to be appraised in each school year. These lists will be made available to schools on or before the second Friday of the start of a school year or term. Upon receipt, principals are to review the lists and prepare a letter of notification to teachers (See Appendix I(a) (b)).

To request an amendment to a school’s TPA evaluation list, the principal must send a completed Request to Amend a Teacher’s Evaluation Year Form (see Appendix D) to their respective Superintendent of Education. If approved the Superintendent is to forward the approved Request to Amend a Teacher’s Evaluation Year form to Human Resource Services. Teachers 'On Review' shall not have a Teacher Performance Appraisal deferred. Consideration for deferrals for experienced teachers must be discussed with the Superintendent. Notwithstanding, no teacher shall be deferred beyond a 7 year period.

Prior to engaging in an appraisal of a teacher in an area requiring additional qualifications (e.g. ESL, FSL, music instruction - Regulation 298 Sec. 18 Qualifications of Teachers), principals should ensure the teacher holds such additional qualifications or is working from a Temporary Letter of Approval..Absences and Leaves:

Effect of Certain Absences on the Teaching Period:

When a board schedules its teachers for an appraisal in accordance with the appraisal requirements for both new and experienced teachers, the following periods must not be counted as part of either the new teaching period or the experienced teacher appraisal cycle: • a period during which the teacher does not teach at any time in a school governed by the board;

• a period when the teacher is on secondment to a non-teaching position;

• a period when the teacher is on secondment to a teaching position outside Ontario’s publicly funded education system;

• a period during which a teacher is on an extended leave approved by the board..

In order to facilitate the adjustment to the 5-year evaluation cycle under the above circumstance, a teacher or their administrator must complete a Request to Amend a Teacher’s Evaluation Year form (see Appendix D). A teacher’s next evaluation date will only be changed if this form has been signed by all parties and received in hard copy in Human Resource Services.

Timing of Appraisal When a Teacher Returns From an Extended Leave:

When a teacher returns from an extended leave approved by the board, any appraisal that would otherwise have been carried out during the period of the leave must be conducted within 60 school days of the teacher’s return from the leave. Extenuating circumstances may be considered in consultation with the Superintendent of Schools.

A teacher who returns to work through the Disability Management Program may be deferred for up to one year at the discretion of the principal in consultation with the Superintendent of Education and the Coordinating Superintendent of Education, Human Resource Services. Such decisions will be dealt with on a case by case basis. As with all teachers, however, if the principal is aware of performance concerns, an appraisal would be completed in accordance with Section 3: TPAs Outside of the Evaluation Cycle.

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Notification to Teachers in their Evaluation Year:Upon receiving their lists from Human Resource Services, principals must inform, in writing, all teachers on the list that they are to be evaluated during this school year (see Notification Letter, see Appendix I(a)). Legislation requires that the principal must notify a teacher, within 20 school days after the teacher begins teaching, that he/she is to be evaluated that year. If the principal has been advised by Human Resource Services that a teacher is in his/her evaluation year and the principal and/or the teacher disagree, the Notification Letter must still go to the teacher, and then contact Human Resource Services to investigate.

• For most teachers this notice will be given within 20 school days after the first school day

in September.

• For teachers hired during the school year, this notice will be given within 20 school days of their first day at work.

• For teachers returning from a leave of absence in a scheduled evaluation year, notification will be given within 20 school days of their return from leave stipulating the requirement for an evaluation within 60 school days following their return from leave.

• This 20-day notice does not apply to teachers who are added to the evaluation list because of performance concerns. Notification to the teacher will be in writing (see Appendix I(b)).

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Section 4: The Pre-Observation Meeting

The purpose of this meeting is for the teacher and the principal to prepare for the classroom observation.

Other purposes of the pre-observation meeting are: • to promote professional dialogue between the principal and teacher, while providing opportunities for reflection and collaboration;• to develop a collegial atmosphere in advance of the classroom observation;• to establish procedures in advance; and• to learn about the unique qualities of the teacher's class.

Typically, a classroom observation in an elementary school will include observation of literacy instruction and an observation in another teaching area, as appropriate. In a secondary school, a classroom observation will typically be a full period. The principal may establish a longer length of time for the classroom observation that will not exceed 2 periods in a secondary school. It is recommended that the pre-observation meeting occur within 2 school days prior to the classroom observation.

“Classroom observation” is defined in the Regulation to also address those circumstances where a teacher's usual teaching environment is not a classroom. As such, reference to classroom observation is to include non-classroom observation.

Preparing for the Pre-Observation MeetingIn advance of the Pre-Observation meeting, the principal will provide the teacher with a copy of:• the Observation Guide For Classroom Teachers – see Appendix H or For Non-Classroom Teachers – see Board Documents – Teacher Evaluations on BWW;• ideas for artifacts – see Appendix M• pre-observation meeting questions for reflection – see Appendix N

In order to foster professional dialogue that is growth-focused, it is recommended that the teacher bring the following items to the Pre-Observation meeting, as needed:• the lesson plan for the lesson/class to be observed;• a seating plan;• long range plans / unit plan /overview of the course, with notes that indicate which competencies are met in other parts of the unit/course/class and may not be evident in the lesson to be observed;• notes about the teacher's involvement in activities in the school or the system that directly address specific competencies and/or Performance Indicators/'Look-Fors', yet may not be observable in the classroom session;• teacher's communication log;• student assessment/evaluation records;• samples of student assessment activities; and• any other relevant support materials identified by the teacher or by the principal.

During this meeting the principal and the teacher should:• ensure the expectations for the performance appraisal are clearly understood;

• clarify exactly what is expected during the lesson to be observed;

• review the Critical Strands and Performance Indicators /‘Look-Fors’ for a Satisfactory Rating (see Appendix F)

• clarify the lesson plan for the classroom observation;

• identify the expectations for student learning;

• begin to review the Annual Learning Plan;

• discuss the purpose and use of the Optional Log of Teaching Practice (see Appendix G), if the teacher chooses to use it;

• review the 16 competencies that form the basis of the performance appraisal;

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• identify which of the 16 competencies will be the focus of the classroom observation (this should not be interpreted to mean that observations on other competencies are excluded); and

• set the date and time for the classroom observation.The teacher's evaluation will be based on all 16 mandatory competencies. Some of these will be evident in the classroom observation, as well as lesson plans, teaching resources, assessment and evaluation practices, student work, dialogue between the teacher and the evaluator and other sources made available to them; others will be evaluated on additional information/experiences outside the classroom and still others will be a combination of what is observed in the classroom and additional information/experiences outside the classroom. This additional information will be provided by the teacher and/or the principal (e.g. ways of communication with parents, use of technology, student assessment practices).

All of the mandatory competencies have a list of performance indicators, referred to as 'Look-Fors'. Dialogue will focus on how the teacher demonstrates these performance indicators.

The principal will record the date of the Pre-observation meeting in the Summative Report Form.

Section 5: The Classroom/Non Classroom Observation

Each performance appraisal must include at least one classroom observation to evaluate the teacher's skills, knowledge and attitudes, as specified in the teacher competencies.

For some of the competencies, evidence will be obtained in other ways. For example, evidence that the teacher collaborates with other teachers and school colleagues to create and sustain learning communities will come from sources such as those detailed in the Observation Guides (see Appendix H Observation Guide for Classroom Teacher and electronically on BWW under Board Documents –Teacher Evaluations for Non Classroom Guides). Evidence will be gathered from both the classroom observation and in other ways from outside the classroom.

The classroom observation will be used to gather data about the teaching and learning process. Activities during the visit should include obtaining evidence of the competencies with specific emphasis on the competencies the teacher and principal agreed to target, understanding that classroom performance may be assessed against all competencies that are evident in this classroom observation as well as lesson plans, teaching resources, assessment and evaluation practices, student work, dialogue between the teacher and the evaluator and other sources made available to the evaluator.

Note: Reference to ‘classroom’ observation also includes ‘non-classroom’ observation

Determining the Instructional Setting for the Appraisal

Each teacher must be observed in an instructional setting. For most teachers, that will involve a visit by the principal to the teacher's classroom. However, “classroom observation” is defined in the Regulation to also 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. For teachers such as physical education teachers, special education teachers or guidance counselors, this would include the gymnasium, a room where special education teachers work with students, a guidance office or a small group setting where the teacher is interacting with students. Consultants are to be observed in their teaching environment, which may include any environment in which their work would impact on the teaching/learning process.

The Classroom Observation• The Observation Guide for Classroom Teachers (see Appendix H) and Non-Classroom

Teachers (see BWW Board Documents –Teacher Evaluations) delineate the competencies, the performance indicators/ 'Look-Fors', and suggest lists of evidence that will work to inform the appraisal process. These guides are intended to act as the major assessment tool for the classroom/non-classroom observations.

• The principal will make his/her detailed observation notes during the observation session using these guides as needed. Any notes taken using the observation guides will serve to inform the completion of the summative report for both classroom and non-classroom teachers. After the completion of the Summative Report resulting in a ‘Satisfactory ‘ rating, these notes may be destroyed or retained; however, in the case of an 'Unsatisfactory' rating, the notes must be kept as part of the TPA documentation file (see Section 8 Required Documentation).

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Non Classroom Teacher/Classroom Support Role ObservationA number of non-classroom teacher observation guides have been created to support the Teacher Performance Appraisal Process for Experienced Teachers who are assigned to non-classroom teacher/classroom support roles. These supporting documents are available through the Board’s Communications Portal and have been revised to reflect the changes in revised TPA process to support teachers in the following roles:

• Curriculum Consultants and Curriculum Coordinators (Elementary and Secondary)

• Teacher-Librarians (Elementary and Secondary)• Guidance Counselors (Secondary)• Cooperative Education Teachers (Secondary)• Teachers for the Blind/Visually Impaired/Deaf/Hard of Hearing (Elementary and Secondary)

The observation guides have been developed to support teachers in each of these roles when citing the evidence for performance indicators/“look-fors” relevant to each Competency for each Domain contained in the revised TPA process. The performance indicators/“look-fors” are the same as those set out in the Ministry’s Revised TPA Process for Experienced Teachers Technical Manual 2007. Additional sources of evidence that a teacher in a non-classroom/classroom support role can cite when engaged in the pre-observation meeting, workplace observation visit, post-observation meeting and the principal’s/supervisor’s completion of the summative report have been expanded, or adapted for each role. The suggested sources of evidence that have been offered for each Competency are for a teacher’s use to support:• the development of an Annual Learning Plan;• discussion during the pre-observation meeting;• the focus for the observation visit; and• the administrator’s/supervisor’s preparation of the Summative Report.

The observation guides for each non-classroom/classroom support role are not to stand in the place of the Summative Report. Rather, they are intended to act as supporting documents used during the TPA process. The completion of the Ministry approved summative report form is mandatory since the summative report is the definitive record of teacher performance.Note: For the consultant role, the evidence indicated in the observation guide relates to how the consultant/coordinator support the classroom teacher to demonstrate the particular performance indicator.

More than One Classroom Observation for an AppraisalIf a principal decides to conduct two classroom observations for one appraisal of a teacher:• there will be only one Pre-Observation meeting in which both classes will be discussed;• only one Summative Report Form will be completed with reference made to both classes/

lessons observed; and• this process would constitute only one appraisal for the teacher.

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Section 6: The Post-Observation Meeting

The principal and the teacher must have a Post-Observation meeting to:

• review the results of the classroom observation;

• discuss any other materials, factors and/or incidents that will have a bearing on the performance appraisal;

• review the 16 competencies that form the basis for the performance appraisal;

• discuss those competencies that had been identified as the focus of the performance appraisal;

• discuss the comments regarding competencies that are intended for the summative report;

• review the teacher’s ALP, and discuss the professional growth goals and strategies for the teacher to take into account in finalizing his/her Annual Learning Plan for the current year, based on the principal’s recommendations from the performance appraisal. In the case of a Satisfactory performance rating, these growth strategies may be reflected in the teacher’s ALP. However, in the case on an Unsatisfactory performance rating, these growth strategies will be reflected in the teacher’s Improvement Plan; and

• if the teacher has chosen to include parental and student input in his/her Annual Learning Plan, such information shall also be reviewed.

The principal will record the date of the Post-observation meeting in the Summative Report Form.

The Post-Observation meeting should occur as soon as possible after the classroom observation, but not later than 10 school days after the classroom observation.

In order to finalize the Summative Report in a timely manner, teachers should ensure that within 3 school days following the Post-Observation meeting, the principal has all of the relevant information needed.

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Section 7: Summative Report and Rating

The mandatory Summative Report Form for Experienced Teachers (see Appendix C) must be completed by the principal after the Post-Observation meeting and presented to the teacher within 20 school days following the classroom observation.

The mandatory Summative Report Form for Experienced Teachers (see Appendix C) contains:

• a record of the dates of the Pre-and Post-observation meetings, and of the classroom observation;

• a record of the competencies that the principal and teacher have discussed as those that could be the focus of the classroom observation;

• the principal’s comments regarding the competencies identified in discussions with the teacher as the focus of the teacher’s performance appraisal (the principal may also comment on other competencies that were assessed through the performance appraisal);

• the principal’s overall rating of the teacher’s performance, with an opportunity for principals to provide further feedback on strengths and possible areas of growth; and

• recommended professional growth goals and strategies for the teacher to take into account in developing his/her ALP.

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

It is not mandatory that a meeting be held to share the Summative Report. However, at the request of either the teacher or the principal, the parties shall meet to discuss the performance appraisal after the teacher receives a copy of the Summative Report signed by the principal.

It is recommended that a meeting be held to review the Summative Report and any recommendations made. This provides an opportunity for the teacher and the principal to connect the TPA process with the teacher's ongoing professional growth and support of student achievement.

The Summative Report is a vehicle for teachers to reflect on the feedback they received in developing their ALP and identifying opportunities for growth.

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Completion of “Other Appraisal Input” Section of the FormThis section of the report should be used to list the areas from which the evaluator gained information, other than the actual classroom observation, that was used as input to create the Summative Report. Such areas could include materials referenced in the Pre-Observation meeting, such as:

• the lesson plan for the lesson/class to be observed;

• the teacher's long range plans/overview of the unit/overview of the course, with notes that indicate which competencies are met in other parts of the unit/course/class and may not be evident in the lesson to be observed;

• notes about the teacher's involvement in activities in the school or the system that address certain competencies, yet might not be observable in the classroom session;

• the teacher's records on the Log of Teaching Practice (see Appendix G) if the teacher chose to use it;

• the teacher's student assessment/evaluation records;

• samples of student assessment and evaluation activities;

• a review of student notebooks;

• report cards; and

• any other relevant support materials identified by the principal or the teacher.

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Commenting on all Competencies

The principal must assess the teacher on all 16 competencies. Principals shall comment on those competencies identified with the teacher as the focus of the teacher’s performance appraisal, and may comment on any other competencies assessed through the performance appraisal.

Comments will focus on the Performance Indicators /'Look-Fors'. It is not necessary to comment on each performance indicator. Principals may summarize or cluster the indicators in their comments and, where possible, provide an example to illustrate the comment. Some of the competencies will be observed during the classroom observation; others will be evaluated on additional information/experiences outside the classroom and still others will be a combination of what is observed in the classroom and additional information/experiences outside the classroom.

A classroom lesson will not necessarily reflect all of the suggested performance indicators /'Look-Fors', but all of the performance indicators/'Look-Fors' must be taken into account in the performance appraisal.

The Overall Performance Rating The two overall ratings are:

Satisfactory: Performance that meets the expectations for the set of competencies. Refer to Critical Strands and Performance Indicators/‘Look-Fors’ for Satisfactory Rating (see Appendix E & F).

Unsatisfactory: Performance that does not meet expectations for the set of competencies. Performance must be improved.

When a teacher receives an Unsatisfactory performance appraisal rating, additional requirements ensure that the teacher will receive the support, guidance and monitoring necessary to enable the teacher to improve his/her performance within a given period. This process is outlined in Sections 9 through 13.

Completing “Comments on the Overall Rating of the Teacher’s Performance” on the Summative Report Form for Experienced Teachers If the teacher received a Satisfactory rating, this section may be used to provide further feedback on the teacher’s strengths and possible areas of growth, but is not mandatory.

Completing “Professional Growth Goals for the Teacher” on the Summative Report Form for Experienced Teachers

If the teacher received a Satisfactory rating, this section must be used to recommend professional growth goals and strategies for the teacher to take into account in developing his/her Annual Learning Plan (ALP).

Completing “Principal's Additional Comments on the Appraisal” on the Summative Report Form for Experienced TeachersThis section may be used for summary comments, but is not mandatory.

Completing “Teacher's Additional Comments on the Appraisal” on the Summative Report Form for Experienced TeachersThe teacher may complete the optional “Teacher’s Comments on the Appraisal”. If a teacher decides that he/she wants to submit written comments after they have signed the report or add to the comments already made, they must do so within 5 school days from the date they originally received the report.

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Signing the Summative ReportThe principal must sign the Summative Report and provide a copy to the teacher within 20 school days after the classroom observation:

• A meeting is not mandatory if the rating is 'Satisfactory'.

• A meeting is highly recommended if the rating is 'Unsatisfactory'’.

• At the request of either the teacher or the principal, the teacher and the principal must meet to discuss the performance appraisal after the teacher receives a copy of the Summative Report.

The teacher must sign the Summative Report to acknowledge receipt and return the Summative Report to the principal within 5 school days of receiving it. If the teacher refuses to sign the Summative Report, the principal will write “the teacher refused to sign to acknowledge receipt of this report” in the section for teacher's signature. The principal will then sign his/her name beside this comment and date it.

Invitation for Union Participation in TPA MeetingsUnion participation at either the Pre-Observation meeting or the Post-Observation meeting should not be initiated by the principal. However, if, based on the Post-Observation meeting, the teacher is at risk of receiving an ‘Unsatisfactory’ rating, the principal should inform the teacher of his/her right to invite a union representative to the meeting to discuss the Summative Report.

In the case of a second or third 'Unsatisfactory' rating, the principal shall recommend that the teacher invite a federation representative to the meeting to review the Summative Report.

The union representative at the meeting to discuss the Summative Report will listen, seek clarification on behalf of the teacher and advise the teacher regarding the process. Issues pertaining to the rating will not be raised at this meeting.

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Section 8: Required Documentation

The Appraisal Record includes a number of source documents. To maintain manageability of paperwork required, the following must be retained as noted:

• a written, signed Appraisal Notification Letter – retained in teacher’s in-school personnel file for one school year;

• the Annual Learning Plan – the most recent ALP retained in teacher's in-school personnel file;

• the Annual Learning Plan in the year of evaluation – also retained in Human Resource Services (forwarded by Community Education Centre office) for six years;

• the Summative Report - retained in Human Resource Services (forwarded by Community Education Centre office) for six years. An electronic copy of the summative report will remain locked in mVal;

• the Improvement Plan for appraisals resulting in an 'Unsatisfactory' rating – retained in teacher's in-school personnel file, copy sent to Community Education Centre office;

• the written notification of 'On Review' status following two 'Unsatisfactory' ratings – retained in teacher's in-school personnel file, copy sent to Community Education Centre office;

• the Pre and Post Observation Meeting notes and Classroom/Non-Classroom Teacher Observation Notes for appraisals resulting in a ‘Satisfactory’ rating – may be destroyed or retained by the principal. If retained, these supporting notes are not to be kept in a teacher’s in-school personnel file or sent to Human Resource Services. These notes, if retained, are not to be kept by the principal for a period longer than one year.

• the Pre and Post Observation Meeting Notes and Classroom/Non-Classroom Teacher Observation Notes for appraisals resulting in an ‘Unsatisfactory’ rating – must be retained by the principal for six years.

Note: The school is to retain a copy of the latest ALP, however a hard copy of summative report is not to be retained at the school.

When a teacher changes schools in the middle of an evaluation year, the principal should forward all TPA material related to that evaluation to the new school location within one week of the move.

At the completion of the appraisal process the principal will send to the Community Education Center Office the principal/teacher signed summative report and the ALP. After reviewing the summative report, the Superintendent of Education is to ensure that the summative report in mVal is approved and locked, and that both the summative report and ALP are forwarded to Human Resource Services. The CEC office does not need to retain a hard copy of the summative report or the ALP.

In the case of an appraisal resulting in an 'Unsatisfactory' rating, additional required documentation including pre, post and classroom observation notes will also be forwarded to the Community Education Centre office as stated above. This is particularly important if the school administrator is nearing retirement.

If a teacher retires, resigns or is terminated, all documents stored at the school level are to be forwarded to the Community Education Centre office for inclusion in the employee’s file. CEC offices will forward these documents to Human Resource Services as per the Board’s document retention schedule.

As dictated by the Ministry of Education, all paperwork as stated above must be held for at least 6 years.

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TPA Protocol When Hiring Outside of the Board:When considering hiring a teacher from another board the following information must be requested and considered:

• Copies of the performance appraisal documents and all other documents relied on in conducting the last two performance appraisals of the teacher, if either of those appraisals resulted in an 'Unsatisfactory' rating.

• Copies of any documentation relating to the termination of the teacher's employment or to a recommendation for the termination of the teacher's employment that are in the possession of the board and that, in the opinion of the board, may be relevant to the decision of the requesting board.

• Copies of any documents relating to the teacher's resignation while 'On Review' status that are in the possession of the board and that, in the opinion of the board, may be relevant to the decision of the requesting board.

The board that receives a request from another board for documents relating to a teacher's performance appraisal must promptly inform the requesting board whether there are any documents to provide in response to the request and, if so, must promptly provide the documents.

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Section 9: Additional Mandated Procedures for Teachers Receiving a First 'Unsatisfactory' Rating

These additional requirements for teachers who receive an 'Unsatisfactory' rating are intended to ensure the teacher receives the support, guidance and monitoring necessary to enable him or her to improve performance within a given time period.

As soon as possible after the Post-Observation meeting in which the teacher has been told that the performance rating will likely be determined to be 'Unsatisfactory', the principal will contact the Superintendent of Education who will provide support to the principal during the process.

When setting up the date for the meeting to deliver the Summative Report, the principal will inform the teacher that the rating is 'Unsatisfactory' and that the teacher may request union representation at the Summative Report meeting, if the teacher so wishes.

Consistent with the legislation, within 20 school days of the classroom observation and having determined that a performance appraisal of a teacher has resulted in an 'Unsatisfactory' rating, the principal must:

• provide the teacher and the Superintendent of Education with written notice (a copy of the Summative Report) of the 'Unsatisfactory' rating and explain to the teacher the reasons for the ‘Unsatisfactory' rating;

• explain to the teacher what is lacking in the teacher's performance;

• explain to the teacher what is expected of the teacher in areas in which his or her performance is lacking;

• seek input from the teacher as to what steps and actions could help the teacher improve his or her performance;

• after consulting with the Superintendent of Education and within 15 school days of the teacher receiving the rating, prepare a written Improvement Plan (see Appendix B) for the teacher setting out the steps and actions that the teacher should take to improve his or her performance, taking into account the teacher's input;

• provide the teacher and Superintendent of Education with a brief written summary of the explanations (as discussed above) for the ‘Unsatisfactory’ rating, explaining what is lacking in his/her performance and what is expected of the teacher in areas where the performance is lacking; and

• provide the teacher and the Superintendent of Education with a copy of the written Improvement Plan (see Appendix B), setting out the steps and actions that the teacher should take to improve his or her performance.

Summative Report Meeting At the meeting in which the Summative Report is shared, the principal will:

• inform the teacher that the evaluation resulted in an ‘Unsatisfactory’ rating;

• alert the teacher about the requirement of an Improvement Plan and encourage the teacher to start thinking about what input he/she might want to make regarding the content of the Improvement Plan;

• set a date for a meeting to review the Improvement Plan that is between 5 and 10 school days from the date of this meeting; and

• inform the teacher that he/she may also request union representation at the Improvement Plan Meeting.

First Improvement Plan Meeting The principal will:

• give the teacher a letter (see Appendix J) that states that the teacher's performance is 'Unsatisfactory';

• provide the teacher with a draft copy of the written Improvement Plan (see Appendix B);

• discuss the items on the written Improvement Plan, including any input from the teacher provided before the meeting or at the meeting;

• inform the teacher that he/she will be given 3 school days to provide any further input in written form. The principal will consider the input. The principal will then give the teacher a copy of the final Improvement Plan, to which the teacher's input, if provided, will be included or attached. The final Improvement Plan will be given to the teacher within 2 school days from receiving the teacher's input or within 5 school days after the meeting if no input is received;

• review the timelines for the next steps in the process and confirm the date for the next Pre-Observation meeting, highlighting the legislated requirement that another performance appraisal must be conducted within 60 school days of the date of the last Summative Report;

• the principal will forward a copy of the signed Improvement Plan and the letter which has been given to the teacher in the Improvement Plan meeting to the Superintendent of Education.

Monitoring the Improvement PlanThe principal will:

• work with the teacher to ensure that the assistance outlined in the Improvement Plan and any additional assistance identified during the 60 school day process, are provided;

• provide feedback and recommendations to the teacher that the Principal considers might help the teacher's performance; and

• consult regularly with the Superintendent of Education regarding the teacher's performance and steps that could be taken for improvement.

Evidence of Monitoring • The Improvement Plan identifies steps that will be taken by the teacher.

• The Improvement Plan includes steps to be taken by the principal that describes the consultation taking place to assist in the improvement process.

Documentation includes:

• meetings with the teacher;

• review of lesson plans;

• review of assessment & evaluation utensils;

• documentation of agreement for classroom visits; and

• documentation of visits into the classroom.

Timelines Between First 'Unsatisfactory' Rating and the Second Appraisal: The interval between the first and second performance appraisal is at the discretion of the principal subject to any relevant board policies as long as the second appraisal is conducted within a period of 60 school days of the principal giving notice to the teacher of the initial 'Unsatisfactory' rating.

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In exercising his or her discretion as to the timing of the second performance appraisal, the principal is required to balance the desirability of giving the teacher a reasonable opportunity to improve his or her performance against the responsibility to provide students with quality education.

The Pre-Observation meeting will normally be scheduled no earlier than 50 school days after the Improvement Plan meeting in order to give the teacher time and assistance to improve. However, this timeline may be adjusted if the deadline falls near the beginning or end of a school year or semester.

Similarly, the timelines from the Summative Report that is 'Unsatisfactory' to the delivery of the Improvement Plan may be compressed so that the teacher will have the Improvement Plan by the last day of school in June. This will enable the teacher to have this information to reflect over the summer.

If Second Appraisal is ‘Satisfactory’ At the request of either the teacher or principal, both parties must meet to discuss the performance appraisal after the teacher receives a signed copy from the principal. The teacher must sign a copy of the Summative Report to acknowledge receipt. The principal sends a copy of the Summative Report with both signatures, accompanied by the teacher's Annual Learning Plan, to the Community Education Centre Area Office who then will forward to Human Resource Services through the Superintendent of Education.

This completes the formal performance appraisal of the teacher in his or her evaluation year. Section 3 – Scheduling Teacher Performance Appraisals now applies.

If Second Appraisal is ‘Unsatisfactory’ ’

See Section 10 – Additional Procedures for Teachers Receiving a Second Consecutive ‘Unsatisfactory’ Rating: Teachers ‘On Review’ Status and Section 11 – Additional Procedures for the Third Appraisal Following Two Consecutive ‘Unsatisfactory’ Ratings.

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Section 10: Additional Procedures for Teachers Receiving a Second Consecutive 'Unsatisfactory' Rating: Teachers 'On Review' Status

Where a teacher receives two consecutive performance appraisals with 'Unsatisfactory' ratings, the teacher will be placed 'On Review' status.

Additional requirements for teachers who receive a second, consecutive 'Unsatisfactory' rating are intended to ensure the teacher receives the support, guidance and monitoring necessary to enable him or her to improve performance within a given time period.

As soon as possible after the Post-Observation meeting in which the teacher has been told that the performance rating will likely be determined to be 'Unsatisfactory', the principal will contact the Superintendent of Education who will provide support to the principal during the process.

When setting up the date for the meeting to deliver the Summative Report, the principal will inform the teacher that the rating of the second appraisal is 'Unsatisfactory' and that the teacher may request union representation at the Summative Report meeting, if the teacher so wishes.

Consistent with the legislation, within 20 school days of the classroom observation and having determined that a performance appraisal of a teacher has resulted in a second, consecutive 'Unsatisfactory' rating, the principal must:

• provide the teacher and the Superintendent of Education with a written notice (a copy of the Summative Report) of the 'Unsatisfactory' rating, explain to the teacher the reasons for the 'Unsatisfactory' rating, and place the teacher 'On Review' status;

• explain to the teacher what is lacking in the teacher's performance;

• explain to the teacher what is expected of the teacher in areas in which his or her performance is lacking;

• explain to the teacher the ways, if any, in which his or her performance has changed since the previous performance appraisal;

• seek input from the teacher as to what steps and actions could help the teacher improve his or her performance;

• after consulting with the Superintendent of Education and within 15 school days of the teacher receiving the rating, prepare a written second Improvement Plan (see Appendix B) for the teacher setting out the steps and actions that the teacher should take to improve his or her performance, taking into account the teacher's input;

• provide the teacher and Superintendent of Education with a brief written summary of the explanations (as discussed above) for the ‘Unsatisfactory’ rating, explaining what is lacking in his/her performance and what is expected of the teacher in areas where the performance is lacking; and

• provide the teacher and the Superintendent of Education with a copy of the written Improvement Plan (see Appendix B), setting out the steps and actions that the teacher should take to improve his or her performance.

‘On Review’ StatusA teacher is put 'On Review' status when two consecutive performance appraisals result in an 'Unsatisfactory' rating.

Summative Report MeetingAt the meeting in which the Summative Report is shared, the principal will:

• alert the teacher about the requirement of an Improvement Plan and encourage the teacher to start thinking about what input he/she might want to make regarding the content of the Improvement Plan;

• set a date for a meeting to review the Improvement Plan that is between 5 and 10 days from the date of this meeting; and

• inform the teacher that he/she may also request union representation at the Improvement Plan Meeting.

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Whenever a teacher is 'On Review' status the principal will:

• inform the teacher, in writing, of 'On Review' status (see Appendix K);

• monitor the teacher's performance;

• consult regularly with the Superintendent of Education regarding the teacher's performance and steps that should be taken for improvement; and

• provide feedback and recommendations to the teacher that the principal considers might help the teacher to improve his or her performance.

Whenever a teacher is 'On Review' status the principal will:

• inform the teacher, in writing, of 'On Review' status (Appendix L);

• monitor the teacher's performance;

• consult regularly with the supervisory officer regarding the teacher's performance and steps that should be taken for improvement; and

• provide feedback and recommendations to the teacher that the principal considers might help the teacher to improve his or her performance.

Second Improvement Plan Meeting

The principal will:

• give the teacher a letter (see Appendix K) that states that the teacher's performance is 'Unsatisfactory' for a second consecutive time and as a result has been placed 'On Review' status;

• explain to the teacher the ways, if any, in which his/her performance has changed since the previous performance appraisal;

• provide the teacher with a draft copy of a written Improvement Plan (see Appendix B);

• discuss the items on the written Improvement Plan, including any input from the teacher provided before the meeting or at the meeting;

• inform the teacher that he/she will be given 3 school days to provide any further input in written form. The input will be considered by the principal who will then give the teacher a copy of the final Improvement Plan, to which the teacher's input, if provided, will be included or attached. The final Improvement Plan will be given to the teacher within 2 school days from receiving the teacher's input or within 5 school days after the meeting if no input is received;

• review the timelines for the next steps in the process and confirm the date for the next Pre-Observation meeting, highlighting the legislated requirement that another performance appraisal must be conducted within 120 school days of the date of this meeting;

• inform the teacher that the Third performance appraisal will be conducted by a Superintendent of Education; and

• forward a copy of the signed Improvement Plan and the ‘On Review’ letter which has been given to the teacher in the Improvement Plan meeting, to the Superintendent of Education.

Monitoring and Evidence of Monitoring the Improvement Plan

For Monitoring process and implementation see Section 9.

Timelines Between the Second 'Unsatisfactory' Rating and The Third Appraisal The interval between the second and third performance appraisal is at the discretion of the principal subject to any relevant board policies as long as the second appraisal is conducted within a period of 120 school days of the principal giving notice to the teacher of the second 'Unsatisfactory' rating. In exercising discretion as to the timing of the second performance appraisal, the principal is required to balance the desirability of giving the teacher a reasonable opportunity to improve his or her performance against the responsibility to provide students with quality education.

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The Pre-Observation meeting for the third appraisal will normally be scheduled about 5 school days prior to the 120th school day after the second Improvement Plan meeting in order to give the teacher time and assistance to improve. However, this timeline may be adjusted if the deadline falls near the beginning or end of a school year or semester.

Similarly, the timelines from the Summative Report that includes an 'Unsatisfactory' rating to the delivery of second Improvement Plan may be compressed so that the teacher will have the Improvement Plan by the last day of school in June.

If at any time during the 120 school day period following the second appraisal with an 'Unsatisfactory' rating, the principal and Superintendent of Education determine that the delay necessitated by conducting a final performance appraisal is not in the best interest of students, they may recommend termination without a third appraisal (see Section 13 – Termination without Third Appraisal).

If the Third Appraisal is 'Satisfactory' If the third performance appraisal results in a rating of 'Satisfactory', the teacher immediately ceases to be 'On Review' status. The Principal or Superintendent of Education and the teacher will meet and the teacher will be advised in writing that he/she is no longer 'On Review' (see Appendix L), along with receiving a copy of the signed Summative Report. At the request of either the teacher or principal, both parties must meet to discuss the performance appraisal after the teacher receives a signed copy from the principal. The teacher must sign a copy of the Summative Report to acknowledge receipt. The principal sends a copy of the Summative Report with both signatures, accompanied by the teacher's Annual Learning Plan to the Community Education Centre Area Office which will then be forwarded to Human Resource Services through the Superintendent of Education.

This completes the formal performance appraisal of the teacher in his or her evaluation year. Section 3 – Scheduling Teacher Performance Appraisals now applies.

If Third Appraisal is ‘Unsatisfactory

See Section 12 – Procedures for Teachers Receiving a Third Consecutive ‘Unsatisfactory’ Rating.

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Section 11: Additional Procedures for the Third Appraisal Following Two Consecutive 'Unsatisfactory' Ratings. This third appraisal, following two consecutive 'Unsatisfactory' ratings is to be conducted by the Superintendent of Education during the 120th school day period starting with the day on which the teacher is advised that he or she is 'On Review' status.

This appraisal is a full performance appraisal.

• The principal will continue to have a role - providing information and material to the Superintendent of Education related to the competencies and performance indicators specific to the teacher's performance in the school.

• The principal will continue to meet regularly with the teacher as per the second Improvement Plan monitoring.

• The teacher's implementation of the recommendations/steps and actions for improvement in second Improvement Plan is examined as part of the TPA process.

It is suggested that prior to the Pre-Observation meeting, an informal meeting between the Appraiser and the teacher be established, with union representation at the discretion of the teacher.

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Section 12: Procedures for Teachers Receiving a Third Consecutive 'Unsatisfactory' Rating

When setting up the date for the meeting to deliver the Summative Report, the Superintendent of Education will inform the teacher that the rating of the third appraisal is 'Unsatisfactory' and that the teacher may request union representation at the Summative Report meeting, if the teacher so wishes.

The Summative Report Meeting• The principal, the Superintendent of Education, the teacher and union representative at the teacher’s request, will be in attendance at the meeting to deliver the Summative Report. The Coordinating Superintendent of Education, Human Resource Services or designate may also attend.

• The Superintendent of Education will provide a signed copy of the Summative Report.

• The Superintendent of Education will inform the teacher that he/she and the principal will, as a result of the third 'Unsatisfactory' rating, send a jointly-written recommendation to the board that the teacher's employment should be terminated. The recommendation will be accompanied by:

• the written reasons for the recommendation;

• a copy of the Summative Report; and

• copies of all documents relied on in conducting the first and second performance appraisals.

• The principal will provide copies of the above documents to the teacher.

• The Coordinating Superintendent of Education, Human Resource Services or designate will give the teacher a letter:

• summarizing the next steps; and

• informing the teacher of the Director's decision to suspend with pay or of a reassignment

of duties while the teacher waits for the Board's decision regarding termination.

The Board's Determination• The Board shall determine, based on the mandatory competencies, whether or not the teacher is performing satisfactorily in the position to which he/she was assigned immediately before the suspension/reassignment.

• Within 60 school days of receiving the recommendation, the Board shall by majority votes make a determination.

• Following termination, the Secretary of the Board shall promptly file a complaint under section 26 of the Ontario College of Teachers Act, 1996 regarding the reasons for termination.

Note: Where a teacher resigns while 'On Review' status, the Secretary of the Board shall promptly file a complaint under Section 26 of the Ontario College of Teachers Act, 1996 regarding the reasons for the teacher having been placed 'On Review' status.

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Section 13: Termination Without a Third Appraisal

The legislation provides that if at any time during the 120 school days starting with the day on which the teacher is advised that he or she is 'On Review' status, the principal and Superintendent of Education jointly determine that the delay necessitated by conducting a third performance appraisal is not in the best interests of the students, they must promptly send a joint written recommendation to the board that the teacher's employment should be terminated. This recommendation must include a statement that, in the opinion of both the principal and Superintendent of Education, the delay necessitated by a third performance appraisal is inconsistent with the best interests of students.

Where the principal's duties and responsibilities are performed and exercised by the Superintendent of Education, the Superintendent of Education will act jointly with another superintendent

Appendix A Annual Learning Plan (ALP) (Sample Form)

The purpose of the Annual Learning Plan (ALP) is to provide a meaningful vehicle to support experienced teachers’ professional learning and growth in the evaluation year and for the inter-vening years between appraisals. The ALP is teacher authored and directed, and is developed in a consultative and collaborative manner with the principal.

ALP Requirements

• Experienced teachers are required to have an ALP each year that includes their professional growth goals, as well as their proposed action plan with timelines for achieving those goals.

• Teachers who move from the new teacher’s appraisal process to the experienced teacher’s appraisal process must develop an ALP in their first year as an experienced teacher.

• Each year, teachers are required to consult with their principal to review and update, as necessary, their ALP. This review and update must take into account the teacher’s learning and growth over the year, as well as the professional growth goals and strategies recommended through the summative report of the teacher’s most recent performance appraisal.

• In an evaluation year, teachers must review and update their ALP in a meeting with their principal as part of the performance appraisal process. The pre-observation and post observation meetings provide opportunities for this review and update to take place.

• In the non-evaluation years, a meeting is not required but is recommended. If at any time during these years the teacher or principal requests a meeting to discuss the ALP, then a meeting shall take place.

• The teacher and the principal must both sign the teacher’s ALP each year and retain a copy for their records. Under certain circumstances, the duties of the principal as outlined above may be delegated to a vice-principal in the same school or to an appropriate supervisory officer (refer to section 6, “Scheduling Requirements”).

Growth Goals and Strategies

• The growth goals and strategies identified by the teacher should be relevant to his or her professional needs and focus on improving his or her teaching practice and student learning.

• Growth-oriented professional dialogue between the teacher and principal can help identify the growth goals and strategies for the teacher’s continuous learning and development to include in his or her ALP.

• Parent and student input can also help inform the teacher’s ongoing professional learning and teaching practice.

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Annual Learning Plan (ALP) (Sample Form) Appendix A (continued)

Teacher’s Last Name Teacher’s First Name

Principal’s Last Name Principal’s First Name

Name of School Name of Board

Description of Teacher’s Assignment (Grade(s), Subject(s), Full-time/Part-time, Elementary/Secondary, etc.)

Background to Inform Professional Growth Goals, Action Plan, and Timelines Recommended professional growth goals and strategies from the summative report of my most recent performance appraisal:

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Annual Learning Plan (ALP) (Sample Form) Appendix A (continued)

Professional learning and growth that I have experienced over the past year(s):

Reflections on parental and student input to inform my professional learning and teaching practice: ***Note: Teachers are encouraged to consider parental and student input to inform their professional learning and teaching practice. This is not a mandatory component.

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Annual Learning Plan (ALP) (Sample Form) Appendix A (continued)

Other Comments (Teacher)

Other Comments (Principal)

Date of Next Review and Update of the Annual Learning Plan

Date (yyyy/mm/dd)

Principal’s Signature My signature indicates that the teacher consulted with me to review and update the Annual Learning Plan.

Date (yyyy/mm/dd)

Teacher’s Signature My signature indicates that I reviewed and updated the Annual Learning Plan in consultation with my principal.

Date (yyyy/mm/dd)

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Appendix B Improvement Plan (Sample Form)

The Improvement Plan must be prepared by the principal within 15 school days after the principal has determined that an appraisal of the teacher’s performance has resulted in an Unsatisfactory rating. This plan must set out steps and actions that the teacher should take to improve his or her performance. The principal must seek input from the teacher as to what steps and actions could help the teacher improve his or her performance. The duties of the principal may be delegated to a vice-principal in the same school or to an appropriate supervisory officer (refer to section 6, “Scheduling Requirements”).

Teacher’s Last Name Teacher’s First Name

Principal’s Last Name Principal’s First Name

Name of School Name of Board

Description of Teacher’s Assignment (Grade(s), Subject(s), Full-time/Part-time, Elementary/Secondary, etc.)

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Improvement Plan (Sample Form) Appendix B (continued)

Competencies Requiring Improvement

Expectations

Steps and Actions for Improvement (teacher input must be taken into account)

Support (for example, from principal, from board)

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Improvement Plan (Sample Form) Appendix B (continued)

Sample Indicators of Success

Date of Next Performance Appraisal (Must occur in accordance with requirements as set out in Part X.2 of the Education Act, Teacher Performance Appraisal, Process Following Unsatisfactory Rating)

Date (yyyy/mm/dd)

Teacher’s Comments on the Improvement Plan

Principal’s Signature My signature indicates that I developed this Improvement Plan with the teacher’s input.

Date (yyyy/mm/dd)

Teacher’s Signature

My signature indicates that I provided input into the Improvement Plan.

Date (yyyy/mm/dd)

Superintendent’s Signature

My signature indicates that I provided input into the Improvement Plan.

Date (yyyy/mm/dd) 36

This form must be used for each performance appraisal. The duties of the principal may be delegated to a vice-principal in the same school, or an appropriate supervisory officer. Boards are not allowed to remove any of the content from this approved form. Boards may add information, such as additional competencies (Section 277.32 of the Education Act), as long as this does not affect the substance of the form or mislead, and the form is organized in substantially the same way as the approved form. Teacher’s Last Name Teacher’s First Name

Principal’s Last Name Principal’s First Name

Name of School Name of Board

Description of Teacher’s Assignment (Grade(s), Subject(s), Full-time/Part-time, Elementary/Secondary, etc.)

Instructions to the Principal 1. 2. 3.

4. 5.

This report is to be completed during the performance appraisal process. A copy signed by the principal must be provided to the teacher within 20 school days after the classroom observation. If the rating is Unsatisfactory, the principal shall follow the steps outlined in 10.2.2 within 15 school days of determining the rating is Unsatisfactory. The teacher can add comments and must sign this report to acknowledge receipt of the report. At the request of either the teacher or the principal, the teacher and the principal must meet to discuss the performance appraisal after the teacher receives a copy of this report. A copy of this report signed by both the principal and the teacher must be sent to the board. In preparing the summative report, the principal must: consider all 16 competencies in assessing the teacher’s performance; provide comments regarding the competencies identified in discussions with the teacher as the focus of the performance appraisal*;

provide an overall rating of the teacher’s performance in accordance with the rating scale; recommend professional growth goals and strategies for the teacher’s development.

* Notwithstanding the discussions held between the teacher and the principal, the principal is required to assess teacher performance in relation to all 16 competencies set out in Schedule 3 of O. Reg. 99/02, as amended, and may comment on competencies other than those discussed.

Appendix C

Summative Report Form for Experienced Teachersved Form)(Appro

37

Meeting and Classroom Observation Dates (yyyy/mm/dd) Pre-observation: Classroom Observation: Post-observation:

Focus of the Classroom Observation*

Other Appraisal Input (Please specify)

Additional input attached

* Notwithstanding the discussions held between the teacher and the principal, the principal is required to assess teacher performance in relation to all 16 competencies set out in Schedule 3 of O. Reg. 99/02, as amended, and may comment on competencies other than those discussed.

Summative Report Form for Experienced Teachers (Approved Form)

Appendix C (continued)

38

Instructions to the Principal: Comment on competencies identified in discussions with the teacher as the focus of the teacher’s performance appraisal (the principal may also comment on other competencies that were assessed through the performance appraisal).

Domain: Commitment to Pupils and Pupil Learning

The teacher demonstrates commitment to the well-being and development of all pupils.

The teacher is dedicated in his or her efforts to teach and support pupil learning and achievement.

The teacher treats all pupils equitably and with respect.

The teacher provides an environment for learning that encourages pupils to be problem solvers, decision makers, lifelong learners, and contributing members of a changing society.

Domain: Professional Knowledge The teacher knows his or her subject matter, the Ontario curriculum, and education-related legislation.

The teacher knows a variety of effective teaching and assessment practices.

The teacher knows a variety of effective classroom management strategies.

The teacher knows how pupils learn and factors that influence pupil learning and achievement.

Summative Report Form for Experienced Teachers (Approved Form)

Appendix C (continued)

39

Domain: Professional Practice

The teacher uses his or her professional knowledge and understanding of pupils, curriculum, legislation, teaching practices and classroom management strategies to promote the learning and achievement of his or her pupils.

The teacher communicates effectively with pupils, parents, and colleagues.

The teacher conducts ongoing assessment of his or her pupils’ progress, evaluates their achievement, and reports results to pupils and parents regularly.

The teacher adapts and refines his or her teaching practices through continuous learning and reflection, using a variety of sources and resources.

The teacher uses appropriate technology in his or her teaching practices and related professional responsibilities.

Domain: Leadership in Learning Communities The teacher collaborates with other teachers and school colleagues to create and sustain learning

communities in his or her classroom and school.

The teacher works with other professionals, parents, and members of the community to enhance pupil learning, pupil achievement, and school programs.

Summative Report Form for Experienced Teachers (Approved Form)

Appendix C (continued)

40

Domain: Ongoing Professional Learning

The teacher engages in ongoing professional learning and applies it to improve his or her teaching practices.

Additional Competencies

Overall Rating of Teacher’s Performance (Check the appropriate box.)

Satisfactory Unsatisfactory (If the teacher received an Unsatisfactory rating, an Improvement Plan will also be developed)

Comments on the Overall Rating of the Teacher’s Performance If the teacher received a Satisfactory rating, the principal is encouraged to provide further feedback on strengths and possible areas of growth for the teacher.

Summative Report Form for Experienced Teachers (Approved Form)

Appendix C (continued)

41

Professional Growth Goals and Strategies for the Teacher (Required, if rating is Satisfactory) The following professional growth goals and strategies are recommended for the teacher to take into account when developing his or her Annual Learning Plan (ALP).

Principal’s Additional Comments on the Appraisal (Optional)

Teacher’s Comments on the Appraisal (Optional)

Principal’s Signature My signature indicates that this performance appraisal was conducted in accordance with Part X.2 of the Education Act and Ontario Regulations 99/02 and Ontario Regulation 98/02, as amended.

Date (yyyy/mm/dd)

Teacher’s Signature My signature indicates the receipt of this summative report.

Date (yyyy/mm/dd)

Summative Report Form for Experienced Teachers (Approved Form)

Appendix C (continued)

42

Appendix D Teacher Performance Appraisal for Experienced Teachers: Request to Amend a Teacher’s TPA Evaluation Year Instructions There are certain circumstances in which a request may be made by the teacher or principal to amend a teacher’s current evaluation cycle. To submit such a request, please follow the instructions below. Please note that the Principal must submit the request in writing to their Superintendent of Schools by October 31stof the school year in which the TPA is due. Instructions: 1. Principal or teacher will complete Request to Amend a Teacher’s Evaluation Year form (see next page). 2. Principal and teacher must both sign the form. 3. For teachers on an extended leave, the principal must indicate the leave start and end dates on the form. 4. Principal must send a completed form to their local CEC office for Superintendent’s approval by October

31st. 5. CEC Office will forward the Superintendent approved form to Human Resource Services and forward a

copy back to Principal. 6. CEC Office is to send a declined form back to principal only (not to HRS). 7. Principal must provide the teacher with an acknowledgement letter (see sample letter below) stating the

amendment to their TPA evaluation year has been accepted or declined. This letter must include whether the teacher is receiving a deferral or exemption. NOTE: Only TPA exemptions will change a teacher’s TPA evaluation cycle. Deferrals based on a leave will not change the TPA year; it will remain the same and continue to be reflected as such on the ‘TPA Due List’.

Definitions: Deferral – a decision to delay a teacher’s participation in a TPA for a year; reasons may include extenuating circumstances, personal reasons, compassionate reasons, etc. Deferrals will not change a teacher’s evaluation cycle.

Exemption – a change to the year in which a TPA is conducted for a specific teacher in accordance with provincial legislation and as reflected in the Board’s TPA manual (e.g. leave of absence, parental leave prior to the scheduled year of evaluation, secondment to another educational institution, out of classroom for extended period of time, etc.) Important Dates: September 2nd week: School to receive from Human Resource Services their TPA

‘Next Review Date Listing’ for their location (note: early start schools will receive list 10 school days earlier).

September 3rd week: Deadline approaching for TPA Notification Letter to be sent to teacher (Notification must occur within 20 school days from start of school year).

October 31st: Deadline for Principal to submit Request to Amend a Teacher’s TPA Evaluation TPA Evaluation Year Form(s) to their Superintendent of Schools.

43

                                      Appendix D continued

  Request to Amend a Teacher’s TPA Evaluation Year Form � Deferral � Exemption

Section One: Teacher Information (please print)

____________________ _____________________ _________________ __________________________

Last Name First Name Employee ID School Name

Section Two: Personal Statement

1. Amendment Requested by: Teacher Principal

2. Reason for request:

Teacher was on a leave for over one year: from ____________ to _______________

Teacher is enrolled in the Disability Management Program

Other (provide written explanation)

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

Section Three: Statement of Understanding

The principal will submit this request form to their Superintendent of Schools. The Superintendent will forward the approved request form to Human Resource Services, with a copy returned to the principal. A declined request will be returned to principal only. ____________________ ___________ ____________________ ___________ Principal’s Signature Date Teacher’s Signature Date _______________________ ____________ Superintendent’s Signature Date Approved: or Declined:

Distribution: signed original to Human Resource Services (via CEC); signed copy back to principal (via CEC).

   

 

 

 

 

 

44

Appendix D continued

YRDSB Teacher Performance Appraisal for Experienced Teachers Letter for Amendment to Evaluation Year

School Letterhead

Date

Dear (teacher’s name):

Please be advised that a request to amend your TPA evaluation year has been approved. Your TPA has been deferred until October 31st (state year). Your 5 Year TPA evaluation cycle has not changed, and following next year’s evaluation, you will be again evaluated in the (state years) school year.

Or

Please be advised that a request to amend your TPA evaluation year has been approved. In accordance with provincial legislation, you are exempted from this year’s evaluation, and your TPA evaluation cycle has changed. Your next TPA will occur in the (state years) school year.

Or

Please be advised that a request to have your TPA evaluation cycle amended has been denied by the Superintendent of Education. Your next TPA will remain in the (state years) school year. Should you have any concerns and/or questions regarding this decision, please contact me at your earliest convenience.

Sincerely,

Principal’s name

cc school file

45

Appendix E

Critical Strands and Performance Indicators/“Look-Fors” for a Satisfactory Rating The Ministry’s Revised TPA Process for Experienced Teachers Technical Requirements Manual, 2007 states that in preparing the summative report, principals must:

• consider all 16 competencies in assessing the teacher’s performance; • provide comments regarding the competencies identified in discussions with the teacher as the focus for the

performance appraisal; • provide an overall rating of the teacher’s performance in accordance with the rating scale; • recommend professional growth goals and strategies for the teacher’s development.

To support the completion of the summative report, the Board, in consultation with Union leadership, has defined the critical strands and “look-fors” required for teachers to receive a satisfactory rating. These critical strands and “look-fors” are to be considered by principals in determining whether a teacher’s performance meets the requirements for a “satisfactory” rating. As such, they will act as a key resource to principals when completing the summative report.

The critical strands listed below have been identified as fundamental to teaching practice. The critical strands for a satisfactory rating include:

i) planning and preparation (PP); ii) instructional practices (IP); iii) assessment and evaluation (A&E); iv) classroom management (CM); and v) communication (COM).

Reflected in the five strands identified as being fundamental elements of successful practice, are the threads of each of the five domains of the revised Teacher Performance Appraisal Process for Experienced Teachers. Identifying these strands as being fundamental elements of successful practice does not in any way diminish from the value of all competencies and domains within the appraisal system. They do, however, reflect the fundamentals of the profession from which professional learning is built. It is believed that identifying these strands will focus the energies of teachers and principals in participating in the revised TPA process and result in greater clarification of what is required for a “satisfactory” rating. It is understood that within each strand there continues to be a range of competencies or skill level but it is essential that a teacher’s performance demonstrate a competent level of proficiency in all of these areas in order to receive a satisfactory rating. Equally understood is that all “look-fors” included within our five domains and sixteen competencies may be considered during the evaluation process.

See Appendix F for the critical strands and “look-fors” reference table.

46

Appendix F

Critical Strands and Performance Indicators/Look-Fors for a Satisfactory Rating Strand Domains Competencies Performance Indicators/Look-Fors • PP • Professional

Knowledge • The teacher knows a variety of

effective classroom management strategies.

• ensures that all students have the opportunity to learn by planning purposeful assignments

• PP • Professional Knowledge

• The teacher knows how pupils learn and factors that influence pupil learning and achievement.

• takes into account various learning styles with the selection of materials/media

• PP • Professional Practice

• The teacher uses his or her professional knowledge … to promote the learning and achievement of his or her pupils.

• makes effective links between daily lesson plans and long-range plans

• PP • Professional Practice

• The teacher uses his or her professional knowledge … to promote the learning and achievement of his or her pupils.

• organizes subject matter into meaningful lessons

• PP • Professional Practice

• The teacher uses his or her professional knowledge … to promote the learning and achievement of his or her pupils.

• incorporates appropriate curricular guidelines meaningfully into lessons

• PP • Professional Practice

• The teacher adapts and refines his or her teaching practice through continuous learning and reflection, using a variety of sources and resources.

• integrates curriculum expectations effectively into teaching practice

• PP • Ongoing Professional Learning

• The teacher engages in ongoing professional learning and applies it to improve his or her teaching practice.

• identifies areas for professional growth, attends workshops, appropriate seminars or courses to respond to changes in education/policies and practices and effectively applies information to enhance teaching practices

• PP • Professional Knowledge

• The teacher knows his or her subject matter, the Ontario curriculum, and education-related legislation.

• teaches the Ontario curriculum by exhibiting an understanding and ability to explain subject areas

• PP • Leadership in Learning Communities

• The teacher collaborates with other teachers and school colleagues to create and sustain learning communities in his or her classroom and in the school.

• participates effectively by contributing to grade, division and/or subject teams

47

Appendix F continued

Critical Strands and Performance Indicators/Look-Fors for a Satisfactory Rating Strand Domains Competencies Performance Indicators/Look-Fors • IP • Commitment to

Pupils and Pupil Learning

• The teacher demonstrates commitment to the well-being and development of all pupils.

• shapes instruction appropriately so that it is helpful to students who learn in a variety of ways

• IP • Commitment to Pupils and Pupil Learning

• The teacher is dedicated in his or her efforts to teach and support pupil learning and achievement.

• provides for active student participation in the learning process

• IP • Commitment to Pupils and Pupil Learning

• The teacher is dedicated in his or her efforts to teach and support pupil learning and achievement.

• utilizes a variety of teaching strategies suited to the individual needs of students

• IP • Commitment to Pupils and Pupil Learning

• The teacher treats all pupils equitably and with respect.

• demonstrates care and respect for students by maintaining positive interactions

• IP • Commitment to Pupils and Pupil Learning

• The teacher provides an environment for learning that encourages pupils to be problem-solvers, decision-makers, lifelong learners, and contributing members of a changing society.

• employs effective questioning techniques that encourage higher level thinking skills

• IP • Professional Practice

• The teacher uses his or her professional knowledge … to promote the learning and achievement of his or her pupils.

• uses practices which successfully promote the development of higher order thinking skills

• IP • Professional Knowledge

• The teacher knows a variety of effective classroom management strategies.

• provides opportunities for students to share their interests and demonstrate their involvement in learning

• IP • Professional Practice

• The teacher adapts and refines his or her teaching practice through continuous learning and reflection, using a variety of sources and resources.

• modifies programs effectively to respond to needs of exceptional students

• IP • Professional Practice

• The teacher uses his or her professional knowledge … to promote the learning and achievement of his or her pupils.

• uses a clear and consistent format to present instruction

• IP • Ongoing Professional Learning

• The teacher engages in ongoing professional learning and applies it to improve his or her teaching practice.

• participates willingly and effectively in professional learning, study groups and in-service programs to enhance skill development and broaden knowledge

• IP • Professional Practice

• The teacher uses his or her professional knowledge … to promote the learning and achievement of his or her pupils.

• demonstrates flexibility in teaching strategies by addressing the needs of all students

• IP • Professional Practice

• The teacher uses appropriate technology in his or her teaching practice and related professional responsibilities.

• models and promotes effective use of technology to promote student learning

• IP • Professional Practice

• The teacher conducts ongoing assessment of his or her pupils’ progress, evaluates their achievement, and reports results to pupils and parents regularly.

• gathers accurate data on student performance and keeps comprehensive records of student achievements

• IP • Professional Practice

• The teacher uses his or her professional knowledge … to promote the learning and achievement of his or her pupils.

• uses instructional time in a focused, purposeful way

• IP • Commitment to Pupils and Pupil Learning

• The teacher demonstrates commitment to the well-being and development of all pupils.

• recognizes student difficulties by employing effective assignment strategies

48

Appendix F continued

Critical Strands and Performance Indicators/Look-Fors for a Satisfactory Rating Strand Domains Competencies Performance Indicators/Look-Fors • AE • Commitment to

Pupils and Pupil Learning

• The teacher demonstrates commitment to the well-being and development of all pupils.

• responds to learning exceptionalities and special needs by modifying assessment processes to ensure needs of special students are met

• AE • Professional Practice

• The teacher conducts ongoing assessment of his or her pupils’ progress, evaluates their achievement, and reports results to pupils and parents regularly.

• gathers accurate data on student performance and keeps comprehensive records of student achievements

• AE • Commitment to Pupils and Pupil Learning

• The teacher demonstrates commitment to the well-being and development of all pupils.

• effectively uses student work to diagnose learning difficulties and provides appropriate remediation

• AE • Commitment to Pupils and Pupil Learning

• The teacher treats all pupils equitably and with respect.

• ensures and models bias-free assessment to address equality

• AE • Professional Knowledge

• The teacher knows a variety of effective teaching and assessment practices.

• provides constructive criticism as part of evaluation

• AE • Professional Knowledge

• The teacher knows a variety of effective teaching and assessment practices.

• aligns assessment strategies with learning objectives

• AE • Professional Knowledge

• The teacher knows a variety of effective teaching and assessment practices.

• uses appropriate diagnostic techniques to assess student difficulties

• AE • Professional Knowledge

• The teacher knows a variety of effective teaching and assessment practices.

• employs formative and summative assessments to check for understanding

• AE • Professional Knowledge

• The teacher knows a variety of effective teaching and assessment practices.

• uses a variety of appropriate teaching techniques to engage students

• AE • Professional Practice

• The teacher conducts ongoing assessment of his or her pupils’ progress, evaluates their achievement, and reports results to pupils and parents regularly.

• uses ongoing reporting to keep both students and parents informed and to chart student progress

• AE • Professional Knowledge

• The teacher knows a variety of effective teaching and assessment practices.

• uses a variety of assessment strategies and instruments to make both short-term and long-range decisions to improve student learning

• AE • Professional Practice

• The teacher adapts and refines his or her teaching practice through continuous learning and reflection, using a variety of sources and resources.

• uses provincial achievement standards and competency statements as a reference point for evaluation of teaching

• AE • Commitment to Pupils and Pupil Learning

• The teacher demonstrates commitment to the well-being and development of all pupils.

• recognizes student difficulties by employing effective assignment strategies

• AE • Professional Practice

• The teacher conducts ongoing assessment of his or her pupils’ progress, evaluates their achievement, and reports results to pupils and parents regularly.

• uses a variety of appropriate assessment and evaluation techniques

• AE • Professional Practice

• The teacher conducts ongoing assessment of his or her pupils’ progress, evaluates their achievement, and reports results to pupils and parents regularly.

• uses a variety of appropriate assessment and evaluation techniques

49

Appendix F continued

Critical Strands and Performance Indicators/Look-Fors for a Satisfactory Rating Strand Domains Competencies Performance Indicators/Look-Fors • CM • Commitment to

Pupils and Pupil Learning

• The teacher is dedicated in his or her efforts to teach and support pupil learning and achievement.

• establishes an environment that maximizes learning

• CM • Commitment to Pupils and Pupil Learning

• The teacher treats all pupils equitably and with respect.

• addresses inappropriate student behaviour in a positive manner

• CM • Commitment to Pupils and Pupil Learning

• The teacher provides an environment for learning that encourages pupils to be problem-solvers, decision-makers, lifelong learners, and contributing members of a changing society.

• encourages feedback, risk-taking, questioning and experimentation by establishing a non-threatening learning environment

• CM • Professional Knowledge

• The teacher knows a variety of effective classroom management strategies.

• teaches scheduled class/subject for allocated time periods with effective student engagement

• CM • Professional Practice • The teacher uses his or her professional knowledge and understanding of pupils, curriculum, legislation, teaching practices, and classroom management strategies to promote the learning and achievement of his or her pupils.

• establishes and maintains standards for student behaviour that support learning and respect the dignity of students

50

Appendix F continued

Critical Strands and Performance Indicators/Look-Fors for a Satisfactory Rating Strand Domains Competencies Performance Indicators/Look-Fors • COM • Commitment to Pupils

and Pupil Learning • The teacher treats all pupils

equitably and with respect. • communicates information from a bias-

free, multicultural perspective • COM • Professional Practice • The teacher communicates

effectively with pupils, parents, and colleagues.

• demonstrates a positive, professional attitude when communicating with parents, students and colleagues

• COM • Professional Practice • The teacher communicates effectively with pupils, parents, and colleagues.

• follows school/board guidelines on reporting with diligence

• COM • Professional Practice • The teacher conducts ongoing assessment of his or her pupils’ progress, evaluates their achievement, and reports results to pupils and parents regularly.

• uses ongoing reporting to keep both students and parents informed and to chart student progress

• COM • Leadership in Learning Communities

• The teacher collaborates with other teachers and school colleagues to create and sustain learning communities in his or her classroom and in the school.

• learns with and from colleagues and others in the community of learners

• COM • Leadership in Learning Communities

• The teacher collaborates with other teachers and school colleagues to create and sustain learning communities in his or her classroom and in the school.

• works co-operatively with colleagues to solve student, classroom and school concerns

• COM • Professional Practice • The teacher communicates effectively with pupils, parents, and colleagues.

• communicates clear, challenging and achievable expectations for students

• COM • Professional Practice • The teacher conducts ongoing assessment of his or her pupils’ progress, evaluates their achievement, and reports results to pupils and parents regularly.

• uses ongoing reporting to keep both students and parents informed and to chart student progress

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Log of Teaching Practice (Optional) Appendix G

Suggestions for Using the Log of Teaching Practice How is the Log of Teaching Practice used? A Log of Teaching Practice is an optional resource for principals and/or teachers that may be used as a regularly kept record of demonstrations of teaching. It can provide a vehicle for chronicling noteworthy examples of teaching and learning events as they occur. The log is limited in its focus and is highly structured, using a standardized format for recording. Entries are restricted to facts so that data are objective. Analysis and interpretation follow the collection of log data.

How can the Log of Teaching Practice be used in the performance appraisal process for experienced teachers?

The log can be used to record selected information about specific occurrences related to an experienced teacher’s learning and development in relation to the 16 competencies that form the basis of the performance appraisal process for experienced teachers. The log provides specific information recorded over time, which the principal and teacher can use to identify patterns that show areas of strength and growth. When kept simultaneously by both the principal and the teacher, the principal and teacher logs together can to be used to encourage personal reflection, promote professional dialogue, and foster learning from experience. Note that there is an individual log form provided for each of the 16 competencies. Principals and teachers may use the blank log form for other competencies if they wish.

Who maintains the Log of Teaching Practice?

Principals and teachers may keep their own individual logs.

What occurrences are relevant for recording in the Log of Teaching Practice?

The occurrences or instances that could be recorded in the log should be relevant to the 16 competencies that form the basis of the performance appraisal process. Principals and teachers may also choose to keep logs for other competency areas. Concrete examples of ways that a competency may be observed in practice are included on the log form as a resource. These statements are samples and do not include everything that constitutes good teaching. Their purpose is to help make specific the skills, knowledge, and attitudes expected of experienced teachers. Principals and teachers may use these examples and others they identify to develop a shared understanding of what teachers should demonstrate in their teaching.

What sources and kinds of evidence are used?

A wide range of possible evidence can be collected in relation to demonstrations of teaching.

“Possible Kinds and Sources of Evidence”, included as a resource at the end of this appendix,

provides a list of evidence that principals and teachers might reference in their individual

Log of Teaching Practice.

52

Appendix G (continued)

Log of Teaching Practice USER: Teacher Principal

Teacher’s Last Name Teacher’s First Name

Principal’s Last Name Principal’s First Name

Teaching Assignment Date (yyyy/mm/dd)

The Log of Teaching Practice is an optional resource tool that may be used by principals and teachers in the performance appraisal process. Teachers and principals may use the form to record information about noteworthy examples of teacher performance as they occur and to cite evidence to support the entries.

DOMAIN: Commitment to Pupils and Pupil Learning

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

The following are examples of possible ways the competency may be shown in practice. The principal and teacher may add other examples of good teaching practices that they identify during the appraisal process.

It is not necessary to record information for each example. Rather, the examples are intended to help the principal and teacher reflect on what the competency may look like in practice.

• applies knowledge of how students develop and learn physically, socially, and cognitively • responds to learning exceptionalities and special needs by modifying assessment processes to ensure needs of special

students are met • shapes instruction so that it is helpful to pupils who learn in a variety of ways • effectively motivates pupils to improve pupil learning • demonstrates a positive rapport with students

Date of Entry

Record noteworthy instances related to the competency shown above and kinds and sources of evidence identified.

53

Appendix G (continued)

Log of Teaching Practice USER: Teacher Principal

Teacher’s Last Name Teacher’s First Name

Principal’s Last Name Principal’s First Name

Teaching Assignment Date (yyyy/mm/dd)

The Log of Teaching Practice is a resource tool that may be used by principals and teachers in the performance appraisal process. Teachers and principals may use the form to record information about noteworthy examples of teacher performance as they occur and to cite evidence to support the entries.

DOMAIN: Commitment to Pupils and Pupil Learning

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

. The following are examples of possible ways the competency may be shown in practice. The principal and teacher may add other examples of good teaching practices that they identify during the appraisal process.

It is not necessary to record information for each example. Rather, examples are intended to help the principal and teacher reflect on what the competency may look like in practice.

• assists learners in practising new skills by providing opportunities for guided practice • provides for active pupil participation in the learning process • employs a balance of pupil- and teacher-directed discussion/learning • establishes an environment that maximizes learning • uses a variety of teaching strategies suited to the individual needs of pupils

Date of Entry Record noteworthy instances related to the competency shown above and kinds and sources of evidence identified.

54

Appendix G (continued) Log of Teaching Practice USER: Teacher Principal

Teacher’s Last Name Teacher’s First Name

Principal’s Last Name Principal’s First Name

Teaching Assignment Date (yyyy/mm/dd)

The Log of Teaching Practice is a resource tool that may be used by principals and teachers in the performance appraisal process. Teachers and principals may use the form to record information about noteworthy examples of teacher performance as they occur and to cite evidence to support the entries. DOMAIN: Commitment to Pupils and Pupil Learning

Competency: Teachers treat all pupils equitably and with respect.

The following are examples of possible ways the competency may be shown in practice. The principal and teacher may add other examples of good teaching practices that they identify during the appraisal process.

It is not necessary to record information for each example. Rather, examples are intended to help the principal and teacher reflect on what the competency may look like in practice.

• demonstrates care and respect for pupils by maintaining positive interactions • promotes polite and respectful pupil interactions • addresses inappropriate pupil behaviour in a positive manner • communicates information from a bias-free, multicultural perspective • ensures and models bias-free assessment to address equality • values and promotes fairness and justice and adopts anti-discriminatory practices in respect of gender, sexual

orientation, race, disability, age, religion, and culture

Date of Entry Record noteworthy instances related to the competency shown above and kinds and sources of evidence identified.

55

Appendix G (continued)

Log of Teaching Practice USER: Teacher Principal

Teacher’s Last Name Teacher’s First Name

Principal’s Last Name Principal’s First Name

Teaching Assignment Date (yyyy/mm/dd)

The Log of Teaching Practice is a resource tool that may be used by principals and teachers in the performance appraisal process. Teachers and principals may use the form to record information about noteworthy examples of teacher performance as they occur and to cite evidence to support the entries.

DOMAIN: Commitment to Pupils and Pupil Learning

Competency: Teachers provide an environment for learning that encourages pupils to be problem solvers, decision makers, lifelong learners, and contributing members of a changing society.

The following are examples of possible ways the competency may be shown in practice. The principal and teacher may add other examples of good teaching practices that they identify during the appraisal process.

It is not necessary to record information for each example. Rather, examples are intended to help the principal and teacher reflect on what the competency may look like in practice.

• provides learners with appropriate opportunities for independent practice of new skills • employs effective questioning techniques that encourage higher-level thinking skills • provides guidance and appropriate feedback to learners on attainment of new concepts/skills • encourages feedback, risk taking, questioning, and experimentation by establishing a non-threatening learning

environment • encourages students to be cognisant of their personal strengths and capabilities to pursue possible career paths

Date of Entry Record noteworthy instances related to the competency shown above and kinds and sources of evidence identified.

56

Appendix G (continued)

Log of Teaching Practice USER: Teacher Principal

Teacher’s Last Name Teacher’s First Name

Principal’s Last Name Principal’s First Name

Teaching Assignment Date (yyyy/mm/dd)

The Log of Teaching Practice is a resource tool that may be used by principals and teachers in the performance appraisal process. Teachers and principals may use the form to record information about noteworthy examples of teacher performance as they occur and to cite evidence to support the entries. DOMAIN: Professional Knowledge

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

The following are examples of possible ways the competency may be shown in practice. The principal and teacher may add other examples of good teaching practices that they identify during the appraisal process.

It is not necessary to record information for each example. Rather, examples are intended to help the principal and teacher reflect on what the competency may look like in practice.

• teaches the Ontario curriculum by exhibiting an understanding and ability to explain subject areas • demonstrates mastery of subject knowledge and related skills • presents accurate and up-to-date information • implements and effectively explains statutes and regulations with regard to pupil safety and welfare • knows, follows, and explains appropriate legislation, local policies, and procedures

Date of Entry Record noteworthy instances related to the competency shown above and kinds and sources of evidence identified.

57

Appendix G (continued)

Log of Teaching Practice USER: Teacher Principal

Teacher’s Last Name Teacher’s First Name

Principal’s Last Name Principal’s First Name

Teaching Assignment Date (yyyy/mm/dd)

The Log of Teaching Practice is a resource tool that may be used by principals and teachers in the performance appraisal process. Teachers and principals may use the form to record information about noteworthy examples of teacher performance as they occur and to cite evidence to support the entries. DOMAIN: Professional Knowledge

Competency: Teachers know a variety of effective teaching and assessment practices.

The following are examples of possible ways the competency may be shown in practice. The principal and teacher may add other examples of good teaching practices that they identify during the appraisal process.

It is not necessary to record information for each example. Rather, examples are intended to help the principal and teacher reflect on what the competency may look like in practice.

• provides constructive criticisms as part of evaluation • aligns assessment strategies with learning objectives • uses appropriate diagnostic techniques to assess pupil difficulties • employs formative and summative assessments to check for understanding • uses a variety of appropriate teaching techniques to engage pupils • uses a variety of assessment strategies and instruments to make both short- and long-term decisions to improve pupil

learning

Date of Entry Record noteworthy instances related to the competency shown above and kinds and sources of evidence identified.

58

Appendix G (continued)

Log of Teaching Practice USER: Teacher Principal

Teacher’s Last Name Teacher’s First Name

Principal’s Last Name Principal’s First Name

Teaching Assignment Date (yyyy/mm/dd)

The Log of Teaching Practice is a resource tool that may be used by principals and teachers in the performance appraisal process. Teachers and principals may use the form to record information about noteworthy examples of teacher performance as they occur and to cite evidence to support the entries.

DOMAIN: Professional Knowledge

Competency: Teachers know a variety of effective classroom management strategies.

The following are examples of possible ways the competency may be shown in practice. The principal and teacher may add other examples of good teaching practices that they identify during the appraisal process.

It is not necessary to record information for each example. Rather, examples are intended to help the principal and teacher reflect on what the competency may look like in practice.

• systematizes routine procedures and tasks to engage pupils in varied learning experiences • provides opportunities for pupils to share their interests and demonstrates their involvement in learning • ensures that all pupils have the opportunity to learn • uses appropriate strategies to manage discipline • implements the behaviour code consistently

Date of Entry Record noteworthy instances related to the competency shown above and kinds and sources of evidence identified.

59

Appendix G (continued)

Log of Teaching Practice USER: Teacher Principal

Teacher’s Last Name Teacher’s First Name

Principal’s Last Name Principal’s First Name

Teaching Assignment Date (yyyy/mm/dd)

The Log of Teaching Practice is a resource tool that may be used by principals and teachers in the performance appraisal process. Teachers and principals may use the form to record information about noteworthy examples of teacher performance as they occur and to cite evidence to support the entries. DOMAIN: Professional Knowledge

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

The following are examples of possible ways the competency may be shown in practice. The principal and teacher may add other examples of good teaching practices that they identify during the appraisal process.

It is not necessary to record information for each example. Rather, examples are intended to help the principal and teacher reflect on what the competency may look like in practice.

• uses different motivational strategies to encourage pupils in developing competence in all areas • takes into account various learning styles with the selection of materials/media • adapts to groups or individual pupils with flexible grouping practices • modifies programs to fit pupil needs by making topics relevant to pupils’ lives and experiences • knows special education IEP and IPRC processes and provides appropriate experiences for pupil achievement

Date of Entry

Record noteworthy instances related to the competency shown above and kinds and sources of evidence identified.

60

Appendix G (continued)

Log of Teaching Practice USER: Teacher Principal

Teacher’s Last Name Teacher’s First Name

Principal’s Last Name Principal’s First Name

Teaching Assignment Date (yyyy/mm/dd)

The Log of Teaching Practice is a resource tool that may be used by principals and teachers in the performance appraisal process. Teachers and principals may use the form to record information about noteworthy examples of teacher performance as they occur and to cite evidence to support the entries.

DOMAIN: Professional Practice

Competency: 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.

The following are examples of possible ways the competency may be shown in practice. The principal and teacher may add other examples of good teaching practices that they identify during the appraisal process.

It is not necessary to record information for each example. Rather, examples are intended to help the principal and teacher reflect on what the competency may look like in practice.

• develops clear and achievable classroom expectations with pupils • models and promotes effective communication skills • chooses pertinent resources for development of instruction to address pupil needs • uses instructional time in a focused, purposeful way • organizes subject matter into meaningful lessons • assists pupils to develop and use ways to access and critically assess information

Date of Entry

Record noteworthy instances related to the competency shown above and kinds and sources of evidence identified.

61

Appendix G (continued)

Log of Teaching Practice USER: Teacher Principal

Teacher’s Last Name Teacher’s First Name

Principal’s Last Name Principal’s First Name

Teaching Assignment Date (yyyy/mm/dd)

The Log of Teaching Practice is a resource tool that may be used by principals and teachers in the performance appraisal process. Teachers and principals may use the form to record information about noteworthy examples of teacher performance as they occur and to cite evidence to support the entries.

DOMAIN: Professional Practice

Competency: Teachers communicate effectively with pupils, parents, and colleagues.

The following are examples of possible ways the competency may be shown in practice. The principal and teacher may add other examples of good teaching practices that they identify during the appraisal process.

It is not necessary to record information for each example. Rather, examples are intended to help the principal and teacher reflect on what the competency may look like in practice.

• provides ongoing feedback to parents through newsletters and bulletins, etc. • demonstrates a positive, professional attitude when communicating with parents, pupils, and colleagues • follows school/board guidelines on reporting with diligence • conducts teacher–pupil conferences • communicates clear, challenging, and achievable expectations for pupils

Date of Entry Record noteworthy instances related to the competency shown above and kinds and sources of evidence identified.

62

Appendix G (continued)

Log of Teaching Practice USER: Teacher Principal

Teacher’s Last Name Teacher’s First Name

Principal’s Last Name Principal’s First Name

Teaching Assignment Date (yyyy/mm/dd)

The Log of Teaching Practice is a resource tool that may be used by principals and teachers in the performance appraisal process. Teachers and principals may use the form to record information about noteworthy examples of teacher performance as they occur and to cite evidence to support the entries.

DOMAIN: Professional Practice

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

The following are examples of possible ways the competency may be shown in practice. The principal and teacher may add other examples of good teaching practices that they identify during the appraisal process.

It is not necessary to record information for each example. Rather, examples are intended to help the principal and teacher reflect on what the competency may look like in practice.

• uses a variety of techniques to report pupil progress • uses a variety of appropriate assessment and evaluation techniques • engages in meaningful dialogue with pupils to provide feedback during the teaching/learning process • uses ongoing reporting to keep both pupils and parents informed and to chart pupil progress • gathers accurate data on student performance and keeps comprehensive records of student achievement

Date of Entry Record noteworthy instances related to the competency shown above and kinds and sources of evidence identified.

63

Appendix G (continued)

Log of Teaching Practice USER: Teacher Principal

Teacher’s Last Name Teacher’s First Name

Principal’s Last Name Principal’s First Name

Teaching Assignment Date (yyyy/mm/dd)

The Log of Teaching Practice is a resource tool that may be used by principals and teachers in the performance appraisal process. Teachers and principals may use the form to record information about noteworthy examples of teacher performance as they occur and to cite evidence to support the entries. DOMAIN: Professional Practice

Competency: Teachers adopt and refine their teaching practices through continuous learning and reflection, using a variety of sources and resources. The following are examples of possible ways the competency may be shown in practice. The principal and teacher may add other examples of good teaching practices that they identify during the appraisal process.

It is not necessary to record information for each example. Rather, examples are intended to help the principal and teacher reflect on what the competency may look like in practice.

• assesses and reviews program delivery for relevancy • uses provincial achievement standards and competency statements as a reference point for evaluation of teaching • modifies program to respond to needs of exceptional pupils • effectively demonstrates knowledge of trends, techniques, and research relevant to his or her teaching

Date of Entry Record noteworthy instances related to the competency shown above and kinds and sources of evidence identified.

64

Appendix G (continued)

Log of Teaching Practice USER: Teacher Principal

Teacher’s Last Name Teacher’s First Name

Principal’s Last Name Principal’s First Name

Teaching Assignment Date (yyyy/mm/dd)

The Log of Teaching Practice is a resource tool that may be used by principals and teachers in the performance appraisal process. Teachers and principals may use the form to record information about noteworthy examples of teacher performance as they occur and to cite evidence to support the entries.

DOMAIN: Professional Practice

Competency: Teachers use appropriate technology in their teaching practices and related professional responsibilities. The following are examples of possible ways the competency may be shown in practice. The principal and teacher may add other examples of good teaching practices that they identify during the appraisal process.

It is not necessary to record information for each example. Rather, examples are intended to help the principal and teacher reflect on what the competency may look like in practice.

• uses technology when appropriate to improve efficiency and effectiveness in planning, instructional delivery, reporting procedures, and decision making

• models and promotes effective use of technology to promote pupil learning • demonstrates effective use of technology as it relates to school operations and board expectations

Date of Entry Record noteworthy instances related to the competency shown above and kinds and sources of evidence identified.

65

Appendix G (continued)

Log of Teaching Practice USER: Teacher Principal

Teacher’s Last Name Teacher’s First Name

Principal’s Last Name Principal’s First Name

Teaching Assignment Date (yyyy/mm/dd)

The Log of Teaching Practice is a resource tool that may be used by principals and teachers in the performance appraisal process. Teachers and principals may use the form to record information about noteworthy examples of teacher performance as they occur and to cite evidence to support the entries.

DOMAIN: Leadership in Learning Communities

Competency: Teachers collaborate with other teachers and schools colleagues to create and sustain learning communities in their classrooms and in their schools. The following are examples of possible ways the competency may be shown in practice. The principal and teacher may add other examples of good teaching practices that they identify during the appraisal process.

It is not necessary to record information for each example. Rather, examples are intended to help the principal and teacher reflect on what the competency may look like in practice.

• learns with and from colleagues and others in the communities of learners • pursues and effectively shares knowledge about current thinking, trends ad practices in education with colleagues • works cooperatively with colleagues to solve pupil, classroom, and school concerns • participates as an effective team member and shares expertise with others, e.g., by acting as mentor, peer coach, or

associate teacher • participates effectively by contributing to grade, division, and/or subject teams • participates effectively on committees by organizing school-based activities, e.g., school/parish initiatives, graduation,

theme days • shares learning acquired through participation on system-wide or provincial initiatives with colleagues • serves as a resource to colleagues, e.g., in the effective use of technology, assessment strategies, classroom management • creates worthwhile opportunities for pupils, their parents, and community members to share their learning, knowledge,

and skill with others and within the class or school

Date of Entry Record noteworthy instances related to the competency shown above and kinds and sources of evidence identified.

66

Appendix G (continued)

Log of Teaching Practice USER: Teacher Principal

Teacher’s Last Name Teacher’s First Name

Principal’s Last Name Principal’s First Name

Teaching Assignment Date (yyyy/mm/dd)

The Log of Teaching Practice is a resource tool that may be used by principals and teachers in the performance appraisal process. Teachers and principals may use the form to record information about noteworthy examples of teacher performance as they occur and to cite evidence to support the entries.

DOMAIN: Leadership in Learning Communities

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

The following are examples of possible ways the competency may be shown in practice. The principal and teacher may add other examples of good teaching practices that they identify during the appraisal process.

It is not necessary to record information for each example. Rather, examples are intended to help the principal and teacher reflect on what the competency may look like in practice.

• reaches out to parents and to diverse local communities, inviting them to share their knowledge and skills in supporting effective classroom and school activities

• engages others effectively through shared problem solving and conflict resolution • initiates contact with other professionals and community agencies to assist pupils and their families, where appropriate • cooperates and works readily with the school’s support team • serves on the school council as a teacher advisor • sets up partnership with local library, music centre, science centre, business recreation centre, or career centre to

develop resources to enhance career opportunities and pupil achievement • contributes research to professional publications, subject councils, or other professional organizations • participates in, give presentations at, and effectively organizes conferences, workshops, and institutes to enhance pupil

achievement

Date of Entry Record noteworthy instances related to the competency shown above and kinds and sources of evidence identified.

67

Appendix G (continued)

Log of Teaching Practice USER: Teacher Principal

Teacher’s Last Name Teacher’s First Name

Principal’s Last Name Principal’s First Name

Teaching Assignment Date (yyyy/mm/dd)

The Log of Teaching Practice is a resource tool that may be used by principals and teachers in the performance appraisal process. Teachers and principals may use the form to record information about noteworthy examples of teacher performance as they occur and to cite evidence to support the entries.

DOMAIN: Ongoing Professional Learning

Competency: Teachers engage in ongoing professional learning and apply it to improve their teaching practices. The following are examples of possible ways the competency may be shown in practice. The principal and teacher may add other examples of good teaching practices that they identify during the appraisal process.

It is not necessary to record information for each example. Rather, examples are intended to help the principal and teacher reflect on what the competency may look like in practice.

• seeks input from colleagues, consultants, or other appropriate support staff and effectively applies it to enhance teaching practices

• identifies areas for professional growth; attends workshops, appropriate seminars, or courses to respond to changes in education/policies and practices; and effectively applies information to enhance teaching practices

• participates willingly and effectively in professional learning, study groups, and in-service programs to enhance skill development or broaden knowledge

• observes other teachers, acquires best practices, and effectively applies new information/techniques to enhance teaching practices

• reads professional journals, books, Internet sites, or any articles related to educational contexts and effectively shares with peers

• keeps a portfolio recording his or her learning experiences and effectively relates them to educational contexts • participates in workshops, seminars, courses, and in-service programs; or reads books, articles, journals, and Internet

sites; or reflects with others to better understand human nature to become a better human being and a model for pupils • explores ways to access and to use educational research

Date of Entry Record noteworthy instances related to the competency shown above and kinds and sources of evidence identified.

68

Appendix G (continued)

Log of Teaching Practice USER: Teacher Principal

Teacher’s Last Name Teacher’s First Name

Principal’s Last Name Principal’s First Name

Teaching Assignment Date (yyyy/mm/dd)

The Log of Teaching Practice is a resource tool that may be used by principals and teachers in the performance appraisal process. Teachers and principals may use the form to record information about noteworthy examples of teacher performance as they occur and to cite evidence to support the entries. DOMAIN:

Competency:

The following are examples of possible ways the competency may be shown in practice. The principal and teacher may add other examples of good teaching practices that they identify during the appraisal process.

It is not necessary to record information for each example. Rather, examples are intended to help the principal and teacher reflect on what the competency may look like in practice.

Date of Entry Record noteworthy instances related to the competency shown above and kinds and sources of evidence identified.

69

Appendix G (continued)

Possible Sources of Evidence

The following list provides examples of possible sources of evidence that principals and teachers may reference in the Log of Teaching Practice.

Age-appropriate assessment tools, including modifications for students Classroom assignments and assessments, including modifications/accommodations for students with learning exceptionalities and special needs Differentiated lessons and assessments Feedback on assignments from teacher and/or student Flyers, pictures, treasure boxes Goal-setting activities Learning centres Lessons and assignments that show authentic assessment practices Letters to parents, monthly classroom newsletters that reflect the diversity of the school community List of classroom expectations and routines List of daily/weekly routines and use of instructional time Log of student remedial support Manipulatives, media tools Multifaith calendar Open house/curriculum night/education week materials Parent conference materials Parent/teacher/student interviews and conferences Photos of classroom bulletin boards, student activities Plans showing results of collaboration with other teachers, (e.g., English as a Second Language) Posters, photos, bulletin boards, displays of student work Reading and reasoning targets, data analysis and prompts Records of student achievement Reflective journals Resources and classroom materials that reflect diversity Sample lesson and unit plans using modules, curriculum integration Sample progress reports and report cards Sample safety routines Samples of student reflection Samples of student work Samples of tests, rubrics, checklists, anecdotal comments Self and peer assessments Student of the week certificates, positive notes Student portfolios Student presentations Student-designed assignments Use of achievement charts/performance standards Use of classroom data to improve lessons Use of community resources and guest speakers Use of curriculum unit planner Word wall and classroom visuals

70

Appendix G (continued)

Add Other Sources of Evidence

71

Classroom Observation Guide Appendix H

Teacher’s Name Principal’s Name

Assignment Date (yyyy/mm/dd)

The Observation Guide is a tool that can be used by principals to conduct teacher performance appraisals. The guide contains the performance indicators required to be used as part of the performance appraisal process, and provides a checklist for where the evidence is found. This document can be found electronically on BWW under Board Documents –Teacher Evaluations .The duties of the principal may be delegated to a vice-principal in the same school, or an appropriate Supervisory of Education. Domain: Commitment to Pupils and Pupil Learning

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

Performance Indicators – “Look-Fors” The teacher:

applies knowledge of how pupils develop and learn physically, socially, and cognitively

responds to learning exceptionalities and special needs by modifying assessment processes to ensure the special needs of pupils are met

shapes instruction so that it is helpful to pupils who learn in a variety of ways effectively motivates pupils to improve pupil learning demonstrates a positive rapport with pupils

Additional “Look-Fors”: Teachers are dedicated in their efforts to teach and support pupil learning and achievement.

Performance Indicators – “Look-Fors” The teacher:

assists learners in practising new skills by providing opportunities for guided practice

provides for active pupil participation in the learning process employs a balance of pupil- and teacher-directed discussion / learning establishes an environment that maximizes learning uses a variety of teaching strategies suited to the individual needs of pupils

Additional “Look-Fors”:

Teachers treat all pupils equitably and with respect.

Performance Indicators – “Look-Fors” The teacher:

demonstrates care and respect for pupils by maintaining positive interactions promotes polite and respectful pupil interactions addresses inappropriate pupil behaviour in a positive manner communicates information from a bias-free, multicultural perspective ensures and models bias-free assessment to address equality values and promotes fairness and justice and adopts anti-discriminatory

practices in respect of gender, sexual orientation, race, disability, age, religion, and culture

Additional “Look-Fors”:

Observation

Lesson Plan

Teaching Resources

Assessment

Notes / Handouts

Student Work

Other

72

Classroom Observation Guide (Page 2)

Teacher’s Name Principal’s Name

Assignment Date (yyyy/mm/dd)

Domain: Commitment to Pupils and Pupil Learning

Competency Evidence Teachers provide an environment for learning that encourages pupils to be problem solvers, decision makers, lifelong learners, and contributing members of a changing society. Performance Indicators – “Look-Fors” The teacher:

provides learners with appropriate opportunities for independent practice of new skills

employs effective questioning techniques that encourage higher-level thinking skills

provides guidance and appropriate feed back to learners on attainment of new concepts / skills

encourages feedback, risk taking, questioning, and experimentation by establishing a non-threatening learning environment

encourages students to be cognizant of their personal strengths and capabilities to pursue possible career paths

Additional “Look-Fors”:

Observation

Lesson Plan

Teaching Resources

Assessment

Notes / Handouts

Student Work

Other

73

Classroom Observation Guide (Page 3)

Teacher’s Name Principal’s Name

Assignment Date (yyyy/mm/dd)

Domain: Professional Knowledge

Competency Evidence Teachers know their subject matter, the Ontario curriculum, and education-related legislation. Performance Indicators – “Look-Fors” The teacher:

teaches the Ontario curriculum by exhibiting an understanding and ability to explain subject areas

demonstrates mastery of subject knowledge and related skills presents accurate and up-to-date information implements and effectively explains statutes and regulations with regard to pupil

safety and welfare knows, follows, and explains appropriate legislation, local policies, and

procedures Additional “Look-Fors”: Teachers know a variety of effective teaching and assessment practices. Performance Indicators – “Look-Fors” The teacher:

provides constructive criticism as part of evaluation aligns assessment strategies with learning objectives uses appropriate diagnostic techniques to assess pupil difficulties employs formative and summative assessments to check for understanding uses a variety of appropriate teaching techniques to engage pupils uses a variety of assessment strategies and instruments to make both short- and

long-term decisions to improve pupil learning Additional “Look-Fors”: Teachers know a variety of effective classroom management strategies. Performance Indicators – “Look-Fors” The teacher:

systematizes routine procedures and tasks to engage pupils in varied learning experiences

provides opportunities for pupils to share their interests and demonstrate their involvement in learning

ensures that all pupils have the opportunity to learn uses appropriate strategies to manage discipline implements the behaviour code consistently

Additional “Look-Fors”:

Observation

Lesson Plan

Teaching Resources

Assessment

Notes / Handouts

Student Work

Other

74

Classroom Observation Guide (Page 4)

Teacher’s Name Principal’s Name

Assignment Date (yyyy/mm/dd)

Domain: Professional Knowledge

Competency Evidence Teachers know how pupils’ learn and factors that influence pupil learning and achievement. Performance Indicators – “Look-Fors” The teacher:

uses different motivational strategies to encourage pupils in developing competence in all areas

takes into account various learning styles with the selection of materials / media adapts to groups or individual pupils with flexible grouping practices modifies programs to fit pupil needs by making topics relevant to pupils’ lives and

experiences knows special education, IEP and IPRC processes and provides appropriate

experiences for pupil achievement

Additional “Look-Fors”:

Observation

Lesson Plan

Teaching Resources

Assessment

Notes / Handouts

Student Work

Other

75

Classroom Observation Guide (Page 5)

Teacher’s Name

Principal’s Name

Assignment

Date (yyyy/mm/dd)

Domain: Professional Practice

Competency Evidence 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. Performance Indicators – “Look-Fors” The teacher:

develops clear and achievable classroom expectations with pupils models and promotes effective communication skills chooses pertinent resources for development of instruction to address pupil needs uses instructional time in a focused, purposeful way organizes subject matter into meaningful lessons assists pupils to develop and use ways to access and critically assess information

Additional “Look-Fors”: Teachers communicate effectively with pupils, parents, and colleagues. Performance Indicators – “Look-Fors” The teacher:

provides ongoing feedback to parents through newsletters, bulletins, etc. demonstrates a positive, professional attitude when communicating with parents,

pupils, and colleagues follows school / board guidelines on reporting with diligence conducts teacher-pupil conferences communicates clear, challenging, and achievable expectations for pupils

Additional “Look-Fors”: Teachers conduct ongoing assessment of their pupils’ progress to evaluate their achievement, and report results to pupils and parents regularly. Performance Indicators – “Look-Fors” The teacher:

uses a variety of techniques to report pupil progress uses a variety of appropriate assessment and evaluation techniques engages in meaningful dialogue with pupils to provide feedback during the

teaching / learning process uses ongoing reporting to keep both pupils and parents informed and to chart

pupil progress gathers accurate data on student performance and keeps comprehensive records

of student achievement Additional “Look-Fors”:

Observation

Lesson Plan

Teaching Resources

Assessment

Notes / Handouts

Student Work

Other

76

Classroom Observation Guide (Page 6)

Teacher’s Name

Principal’s Name

Assignment

Date (yyyy/mm/dd)

Domain: Professional Practice

Competency Evidence Teachers adapt and refine their teaching practices through continuous learning and reflection, using a variety of sources and resources. Performance Indicators – “Look-Fors” The teacher:

assesses and reviews program delivery for relevancy uses provincial achievement standards and competency statements as a

reference point for evaluation of teaching modifies program to respond to needs of exceptional pupils effectively demonstrates knowledge of trends, techniques, and research

relevant to his or her teaching Additional “Look-Fors”: Teachers use appropriate technology in their teaching practices and related professional responsibilities. Performance Indicators – “Look-Fors” The teacher:

uses technology when appropriate to improve efficiency and effectiveness in planning, instructional delivery, reporting procedures, and decision making

models and promotes effective use of technology to promote pupil learning demonstrates effective use of technology as it relates to school operations

and board expectations Additional “Look-Fors”:

Observation

Lesson Plan

Teaching Resources

Assessment

Notes / Handouts

Student Work

Other

77

Classroom Observation Guide (Page 7)

Teacher’s Name

Principal’s Name

Assignment

Date (yyyy/mm/dd)

Domain: Leadership in Learning Communities

Competency Evidence Teachers collaborate with other teachers and school colleagues to create and sustain learning communities in their classrooms and in their schools. Performance Indicators – “Look-Fors” The teacher:

learns with and from colleagues and others in the community of learners pursues and effectively shares knowledge about current thinking, trends,

and practices in education with colleagues works cooperatively with colleagues to solve pupil, classroom, and school

concerns participates as an effective team member and shares expertise with others,

e.g., by acting as mentor, peer coach, or associate teacher participates effectively by contributing to grade, division, and/or subject

teams participates effectively on committees by organizing school-based activities,

e.g., school / parish initiatives, graduation, theme days shares learning acquired through participation on system-wide or provincial

initiatives with colleagues serves as a resource to colleagues, e.g., in the effective use of technology,

assessment strategies, classroom management creates worthwhile opportunities for pupils, their parents, and community

members to share their learning, knowledge, and skill with others and within the class or school

Additional “Look-Fors”:

Observation

Lesson Plan

Teaching Resources

Assessment

Notes / Handouts

Student Work

Other

78

Classroom Observation Guide (Page 8) Teacher’s Name

Principal’s Name

Assignment

Date (yyyy/mm/dd)

Domain: Leadership in Learning Communities

Competency Evidence Teachers work with professionals, parents, and members of the community to enhance pupil learning, pupil achievement, and school programs. Performance Indicators – “Look-Fors” The teacher:

reaches out to parents and to diverse local communities, inviting them to share their knowledge and skills in supporting effective classroom and school activities

engages others effectively through shared problem solving and conflict resolution

initiates contact with other professionals and community agencies to assist pupils and their families, where appropriate

cooperates and works readily with the school’s support team serves on the school council as a teacher advisor sets up partnership with local library, music centre, science centre, business

recreation centre, or career centre to develop resources to enhance career opportunities and pupil achievement

contributes research to professional publications, subject councils, or other professional organizations

participates in, gives presentations at, and effectively organizes conferences, workshops, and institutes to enhance pupil achievement

Additional “Look-Fors”: Teachers engage in ongoing professional learning and apply it to improve their teaching practices. Performance Indicators – “Look-Fors” The teacher:

seeks input from colleagues, consultants, or other appropriate staff and effectively applies it to enhance teaching practices

identifies areas for professional growth; attends workshops, appropriate seminars, or courses to respond to changes in education, policies and practices; and effectively applies information to enhance teaching practices

participates willingly and effectively in professional learning, study groups, and in-service programs to enhance skill development or broaden knowledge

observes other teachers, acquires best practices, and effectively applies new information / techniques to enhance teaching practices

reads professional journals, books, Internet sites, or any articles related to educational contexts and effectively shares with peers

keeps a portfolio recording his or her learning experiences and effectively relates them to educational contexts

participates in workshops, seminars, courses, and in-service programs; or reads books, articles, journals, and Internet sites; or reflects with others to better understand human nature to become a better human being and a model for pupils

explores ways to access and to use educational research Additional “Look-Fors”:

Observation

Lesson Plan

Teaching Resources

Assessment

Notes / Handouts

Student Work

Other

79

Classroom Observation Guide (Page 9)

Teacher’s Name

Principal’s Name

Assignment

Date (yyyy/mm/dd)

Domain:

Competency Evidence

Observation

Lesson Plan

Teaching Resources

Assessment

Notes / Handouts

Student Work

Other

80

Appendix I(a)

YRDSB Teacher Performance Appraisal for Experienced Teachers Notification of Appraisal Letter (in cycle year)

School Letterhead

Date Dear (Teacher Name) Provincial legislation requires that a teacher be advised that he/she will be evaluated during the school year. This notification must be given within 20 school days of the first school day of the year or within 20 school days of the teacher’s first teaching day. The purpose of this letter is to advise that you are scheduled to have one performance appraisal during this school year. In preparing for your appraisal, you should review the York Region District School Board Teacher Performance Appraisal Process for Experienced Teachers booklet. This booklet contains information about the process and the forms to be used during the performance appraisal. Please return this acknowledgement by (date) so we may begin to discuss your appraisal process this year. Should you have any concerns and/or questions regarding this process, please see me at your earliest convenience. Sincerely, Principal

I hereby acknowledge receipt of the written notification indicating that I am scheduled to have one performance appraisal during this school year.

I hereby acknowledge receipt of the written notification indicating that I am scheduled to have one performance appraisal during this school year. However, I request the Board to review my TPA evaluation year and will submit to my administrator a Request to Amend a Teacher’s Evaluation Year form (see Appendix D)

Teacher Signature __________________________ Date __________________ Teacher Name (Printed) _____________________________________________

81

Appendix I(b)

YRDSB Teacher Performance Appraisal for Experienced Teachers Notification of Appraisal Letter (non cycle year)

School Letterhead

Date

Dear (Teacher Name)

In accordance with provincial legislation, principals may conduct performance appraisals of a teacher in addition to those required if the principal considers it advisable to do so in light of circumstances relating to the teacher’s performance. The purpose of this letter is to advise that based upon performance concerns as discussed with you, you are now scheduled to have a performance appraisal during this school year. In preparing for your appraisal, you should review the York Region District School Board Teacher Performance Appraisal Process for Experienced Teachers booklet. This booklet contains information about the process and the forms to be used during the performance appraisal. Please return this acknowledgement by (date) so we may begin to discuss your appraisal process this year. Should you have any concerns and/or questions regarding this process, please see me at your earliest convenience. Sincerely, Principal

I hereby acknowledge receipt of the written notification indicating that I am scheduled to have one performance appraisal during this school year.

Teacher Signature __________________________ Date __________________

Teacher Name (Printed) _____________________________________________

82

Appendix I(c)

YRDSB Teacher Performance Appraisal for Experienced Teachers Orientation Meeting

School Letterhead

To: Staff From: Principal Subject: Teacher Performance Appraisal Orientation Session In preparation for your appraisal, you are invited to attend an orientation session on (date). Prior to this meeting, please review the York Region District School Board Teacher Performance Appraisal Process for Experienced Teachers booklet. This booklet contains information about the process and the forms to be used during this process. Please return this acknowledgement by (date). Should you not be able to attend this meeting and wish an orientation session, please see me if you wish to receive the orientation information. Sincerely, Principal

Yes, I am able to attend this orientation session No, I am not able to attend this orientation session Teacher Name: ______________________________________

83

Appendix J

YRDSB Teacher Performance Appraisal for Experienced Teachers Letter for First 'Unsatisfactory' Rating

(To be delivered at the First Improvement Plan meeting)

Date (date of the First Improvement Plan Meeting) Dear (teacher name) This letter will confirm that your teacher performance has been appraised in accordance with the Ontario Ministry of Education / York Region District School Board Teacher Performance Appraisal Process and that your performance has been rated 'unsatisfactory'. This is the first ‘unsatisfactory’ rating that you have received in the current evaluation cycle. Please be assured that the school administration is prepared to provide you with assistance and is committed to working with you to improve the level of your teaching performance. Sincerely, (signed by evaluator) c.c. Principal (if the principal is not the evaluator) Superintendent of Education Human Resource Services Personnel File

84

Appendix K

YRDSB Teacher Performance Appraisal for Experienced Teachers Letter for Second 'Unsatisfactory' Rating – On Review Status

(To be delivered at the Second Improvement Plan meeting)

Date (date of the Second Improvement Plan Meeting) Dear (teacher name) This letter will confirm that your teacher performance has been appraised in accordance with the Ontario Ministry of Education / York Region District School Board Teacher\ Performance Appraisal Process and that your performance has been rated 'unsatisfactory'. This is the second 'unsatisfactory' rating that you have received in the current evaluation cycle. As a result, you are being formally placed “on review” status and are notified that a third unsatisfactory rating as part of this evaluation cycle will result in a recommendation to the Board for the termination of your employment. Please be assured that we continue to be prepared to provide you with assistance and we are committed to working with you to improve the level of your teaching performance. Sincerely, (signed by evaluator) c.c. Principal (if the principal is not the evaluator)

Superintendent of Education Human Resource Services Personnel File

85

Appendix L

YRDSB Teacher Performance Appraisal for Experienced Teachers

Letter Informing Teacher of Removal of 'On Review' status

(To be delivered at the Summative Report meeting)

Date (Summative Report Meeting date) Dear (teacher name) This letter will confirm that your most recent teacher performance appraisal conducted in accordance with the Ontario Ministry of Education / York Region District School Teacher Performance Appraisal Process has resulted in a ‘satisfactory’ rating. As a result, your status is no longer 'on review'. Congratulations on the improvements you have made. This completes your formal performance appraisal in this evaluation year. If you have any further questions, please contact me directly. Sincerely,

(signed by evaluator) c.c. Principal (if the principal is not the evaluator)

Superintendent of Education (if the Superintendent is not the evaluator) Human Resource Services Personnel File

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Appendix M

THE TEACHER PERFORMANCE APPRAISAL PROCESS: IDEAS FOR ARTIFACTS (This list is intended for suggestions only. It is not a checklist nor is it exhaustive.)

1. Commitment to Pupils and Pupil learning: ♦ Age-appropriate assessment tools including modifications for students ♦ Classroom assignments and assessments including modifications/accommodations for students with learning exceptionalities ♦ Differentiated lessons and assessments ♦ Evaluations, assessment tools, processes modified for students with learning exceptionalities and special needs ♦ Evidence of differentiated instruction ♦ Teacher and student feedback on assignments ♦ Flyers, pictures, treasure boxes ♦ Goal-setting exercises ♦ Learning centres ♦ Lesson plans showing accommodations ♦ Lesson plans, unit plans, integrated units ♦ Lessons and assignments that show authentic assessment practices ♦ Letters to parents, monthly classroom newsletters that reflect multicultural perspectives ♦ Manipulatives, media tools ♦ Materials, posters, photos, bulletin boards, displays of student work ♦ Reflective journals ♦ Remedial time/homework club ♦ Resources, classroom materials to reflect diversity ♦ Samples of student work ♦ Specific community-based activities ♦ Student of the week activities, positive notes ♦ Student presentations ♦ Student-designed assignments 2. Professional Knowledge ♦ Attendance at workshops and conferences ♦ Classroom-based action research ♦ Committee/extra-curricular involvement ♦ Community projects ♦ Completed progress reports and report cards ♦ Conferencing achievements and goal setting sheets ♦ Curriculum map (year-at-a-glance) ♦ Evidence of collaboration with other staff ♦ Examples of collaboration with in-school support staff; for example; special education, English as a Second Language resource, Reading Recovery ♦ Examples of feedback to students and parents ♦ Examples of flexible grouping practices ♦ Examples of modified programs ♦ Examples of presentations given and attended ♦ Examples of school and board leadership ♦ Examples of student work, assessments, evaluations ♦ Examples of use of classroom software ♦ Grade level/division meetings

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Appendix M continued

IDEAS FOR ARTIFACTS ♦ Internet-based projects ♦ Lesson plans that reflect an understanding of multiple intelligences, learning styles ♦ Lessons, unit plans and course outlines showing alignment with ministry curriculum documents ♦ Lesson, units that reflect alignment with enduring understandings ♦ List of classroom expectations and routines ♦ List of daily/weekly routines and use of instructional time ♦ Multicultural calendar and classroom newsletters, multicultural literature useage, use of community resources and guest speakers ♦ Newsletters and bulletins to parents ♦ Open House/Curriculum Night/Education Week materials ♦ Parent newsletters ♦ Parent/teacher/student interviews and conferences ♦ Parent-teacher interview materials ♦ Photos of classroom bulletin boards, student activities ♦ Plans made with ESL teacher showing accommodations ♦ Reading and reasoning targets, data analysis and prompts ♦ Record/log of student remedial support ♦ Records of student achievement ♦ Sample lesson and unit plans using modules, curriculum integration ♦ Sample memos and other communications to students, parents and colleagues ♦ Sample progress reports and report cards ♦ Samples of differentiated instruction ♦ Samples of lessons, assignments, teaching research skills ♦ Samples of literacy work across the curriculum ♦ Sample safety routines ♦ Samples of student reflection ♦ Samples of tests, rubrics, self and peer assessments, checklists, anecdotals ♦ Self and peer assessments ♦ Staff development attended and use of learning ♦ Staff meeting: mini-professional development presentations ♦ Student portfolios ♦ Use of achievement charts/performance standards ♦ Use of classroom data to improve lessons, assignments assessments ♦ Use of Ontario Curriculum Unit Planner ♦ Use of exemplars and anchors ♦ Use of student decision-making process ♦ Word wall and classroom visuals 3. Ongoing Professional Learning ♦ Example of mentorship involvement; e.g. with teacher colleagues, faculty students ♦ Annual Learning Plan ♦ Attendance at workshops, conferences ♦ Presentations given and attended ♦ Personal/peer reflection about classroom visits ♦ Network meetings ♦ Committee work ♦ List of books currently reading ♦ Additional qualifications and degree work ♦ School and board writing teams ♦ EQAO involvement ♦ Internet sites used with students

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Appendix N

THE TEACHER PERFORMANCE APPRAISAL PROCESS PRE-OBSERVATION MEETING

QUESTIONS FOR REFLECTION

QUESTIONS TO PROMOTE TEACHER DIALOGUE DOMAIN: COMMITMENT TO PUPILS AND PUPIL LEARNING

• How do you modify programs for English as a Second Language or Special Education students? • How do you provide responsive and thoughtful feedback on assignments? • Describe the teaching strategies you use to meet the individual needs of students. • How do you promote polite and respectful student interactions?

How do you develop higher level thinking skills? DOMAIN: PROFESSIONAL KNOWLEDGE

• What discipline strategies do you use? • Describe how you address inappropriate behaviour. • Who are the students in your class who have an Individual Education Plan? How do you program for these

students? • Describe some diagnostic, formative or summative assessments you use.

DOMAIN: PROFESSIONAL PRACTICE

• How do you communicate with parents? • How do you use the student’s agenda book to support your students? • What components of a balanced literacy program are your strengths or weaknesses? • Describe assessment and evaluation strategies and techniques you use.

DOMAIN: LEADERSHIP IN LEARNING COMMUNITIES

• How do you plan with grade team partners? • What committees/school activities are you involved with? • Give examples of how you have served as a resource to colleagues?

DOMAIN: ONGOING PROFESSIONAL LEARNING

• What professional development activities have you engaged in? Include all kinds such as study groups, professional reading, workshops, courses, action research.

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Appendix N continued

THE TEACHER PERFORMANCE APPRAISAL PROCESS PRE-OBSERVATION MEETING QUESTIONS FOR REFLECTION

QUESTIONS FOR TEACHERS TO PREPARE FOR MEETING (These questions are based on the ‘Critical Strands’)

PLANNING AND PREPARATION

• What plans do you have in place to assist students in meeting curriculum expectations? • What kinds of accommodations for individual needs, levels of academic readiness and student interest have you built

into your planning? • How does your planning promote the integration of knowledge, skills and attitudes? • What else would you like to tell me about your planning?

INSTRUCTIONAL PRACTICES

• What instructional practices will I see; for example, cooperative learning? • How do you promote the development of independent learners in your class? • How do you ensure effective and flexible use of instructional time? • What else would you like to tell me about your instructional practice?

ASSESSMENT AND EVALUATION

• What assessment and evaluation strategies are you using; for example, formative, summative, checklist, anecdotal, diagnostic, peer-/self-evaluation?

• What will I see that shows that you are recording and tracking performance? • How do you provide feedback to your students about strengths, areas for improvements, and next steps? • What else would you like me to know about your assessment and evaluation strategies?

CLASSROOM MANAGEMENT

• What will I see that will show me that you have effective classroom management; for example, routines, lesson plan, personal interaction, seating arrangement?

• What else would you like to tell me about your management of the learning environment in your class?

COMMUNICATION • Tell me about your communication with parents, subject/grade team, other staff members, and principal/vice-

principal.

Excerpted from: Implementing the Teacher Perfomance Appraisal Process: A Compendium of Tips, Strategies, and Effective Practices By: ADFO, The Catholic Principals’ Council of Ontario, OPC, in partnership with the Ministry of Education

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Appendix O

SUMMARY OF ROLES AND RESPONSIBILITIES

Principals A principal must: o conduct performance appraisals of teachers assigned to the school such that teachers receive at least one performance

appraisal every five years once they have been placed on an experienced teacher’s evaluation cycle (refer to section 3, “Scheduling”);

o within 20 school days after a teacher begins teaching in a year that is scheduled as an evaluation year for that teacher, notify him or her that the year is an evaluation year (refer to section 3, “Scheduling”);

o consider all 16 competencies in assessing the teacher’s performance (refer to section 4, “Pre Observation Meeting”); o meet with the teacher in preparation for the classroom observation (refer to section 4, “Pre Observation Meeting”); o conduct a classroom observation to appraise the teacher’s performance (refer to section 5, “Classroom Observation”); o meet with the teacher after the classroom observation to review the results of the classroom observation (refer to section

6, “Post Observation Meeting”); o as part of the post-observation meeting in an evaluation year, recommend professional growth goals and strategies for

the teacher to take into account in developing his or her ALP (refer to section 1, “Annual Learning Plan”); o prepare a summative report of the performance appraisal (refer to section 7, “Summative Report and Rating”), using

the ministry-approved form, that contains: o comments regarding the competencies identified in discussions with the teacher as the focus of the teacher’s

performance appraisal (the principal may also comment on other competencies that were assessed through the performance appraisal);

o an overall rating of the teacher’s performance in accordance with the rating scale for experienced teachers set out in O. Reg. 99/02, as amended;

o recommendations for professional growth goals and strategies for the teacher to take into account in developing his or her ALP;

o within 20 school days of the classroom observation, give the teacher written notice of his or her performance appraisal rating by providing a copy of the summative report signed by the principal (refer to section 7, “Summative Report and Rating”);

o at the request of the principal or teacher, meet with the teacher to discuss the performance appraisal after the teacher receives a copy of the summative report (refer to section 7, “Summative Report and Rating”);

o provide a copy of the summative report signed by both the principal and teacher to the board (refer to section 7, “Summative Report and Rating”);

o in the intervening years between appraisals, review the teacher’s ALP in consultation with the teacher and provide any feedback necessary for the teacher to update his or her plan (refer to section 1, “Annual Learning Plan”);

o at the request of the principal or teacher, meet with the teacher to discuss the teacher’s ALP in the intervening years between appraisals (refer to section 1, “Annual Learning Plan”);

o in instances where the performance appraisal results in an Unsatisfactory rating, follow additional procedures (refer to section 9-13, “Unsatisfactory Rating”).

A principal may: o conduct additional performance appraisals of a teacher at any time the principal considers appropriate, subject to any

requirements of the Act or board policies (refer to section 3, “Scheduling”); o in a non-evaluation year, conduct performance appraisals that are additional to those required if a teacher so requests,

unless the principal is of the opinion that they are unlikely to lead to improvement in the teacher’s performance (refer to section 3, “Scheduling”);

o meet with the teacher to discuss the teacher’s ALP in the intervening years between appraisals (refer to section 1, “Annual Learning Plan”).

o provide additional support to new teachers who have successfully completed the NTIP and are transitioning to the experienced teacher performance appraisal process; for example, provide support to teachers who are developing their first ALP as an experienced teacher (refer to section 1, “Annual Learning Plan”).

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Appendix O continued

SUMMARY OF ROLES AND RESPONSIBILITIES

Experienced Teachers

An experienced teacher must:

o receive at least one performance appraisal every five years once the teacher has been placed on an experienced teacher’s performance appraisal schedule (refer to section 3, “Scheduling”);

o upon successfully completing the NTIP and entering the experienced teacher evaluation cycle, consult with the principal to develop an ALP in the first year as an experienced teacher (refer to section 1, “Annual Learning Plan”);

o • each year, consult with the principal to review the teacher’s current ALP, his or her learning and growth over the year, and the summative report of his or

o her most recent performance appraisal. The ALP must be updated, as necessary, each year taking into account the results of this review (refer to section 1, “Annual Learning Plan”);

o in an evaluation year, meet with the principal to review and update the teacher’s ALP as part of the performance appraisal process (refer to section 1, “Annual Learning Plan”);

o at the request of the principal or teacher, meet with the principal to discuss the teacher’s ALP in the intervening years between appraisals (refer to section 1, “Annual Learning Plan”);

o participate in additional appraisals as required under the Education Act if the appraisal results in a performance rating of Unsatisfactory (refer to section 9-13, “Unsatisfactory Rating”);

o participate in other appraisals requested by the principal that are additional to those required (refer to section 3, “Scheduling”);

o provide input into the recommended steps and actions that he or she should take to improve his or her performance following an Unsatisfactory rating (refer to section 9-13, “Unsatisfactory”);

o at the request of the principal or teacher, meet with the principal to discuss the performance appraisal after the teacher receives a copy of the summative report (refer to section 7, “Summative Report and Rating”);

o sign the summative report to acknowledge that it has been received (refer to section 7, “Summative Report and Rating”).

An experienced teacher may: o add his or her comments to the summative report (refer to section 7, “Summative Report and Rating”); o after receiving a copy of the summative report, request a meeting with the principal to discuss the performance

appraisal (refer to section 7, “Summative Report and Rating”); o during non-evaluation years, request a meeting with the principal to discuss the ALP (refer to section 1, “Annual

Learning Plan”); o during non-evaluation years, request performance appraisals in addition to those required. The principal of the school

to which the teacher is assigned may refuse to conduct the appraisal if the principal is of the opinion that it is unlikely that it will lead to improvement in the teacher’s performance (refer to section 3, “Scheduling”).

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