West Hawaii
Teacher Induction & Mentoring Program

The EES applies differentiated evaluation tracks. Experience level, tenure status and the prior year’s rating determine the differentiated evaluation activities and support. The differentiated process reflects the belief that teachers at different stages of experience and performance levels deserve and require different types of feedback, support, and opportunities to grow as professionals.

Effective for SY2024-2025, the EES track for teachers will be set according to their appointment status on September 3, 2024. A teacher’s identified EES track shall not change after that ‘lock’ date. Emergency hire teachers whose appointment status is changed to probationary after September 3, 2024, will continue to be evaluated using SSP Rubric E. This will not affect their ability to gain probationary credit.

Beginning Conference must be held between September 3 - October 4

This is a collaborative discussion about the teacher's past performance and plan for the year ahead. It is recommended that the topics of conversation should include:

1. 1. The Observation Schedule (if possible set dates for your conferences at this time)

      1. • One (or more) formal observations for Emergency Hire / 2nd Semester Probationary Hire / Probationary 5-6

         • Two (or more) formal observations for Probationary 1-4
           
           

   2. Student Success Plan (SSP) 

      1. • Emergency Hire teachers, and Probationary teachers hired during 2nd Semester, will not complete a standard SSP.  They will be limited to Effective or Unsatisfactory based on their participation in data teams, instructional learning communities, and/or other activities that engage in discussion around or regarding student growth and learning and/or school or system-wide improvement.

         • Probationary teachers will bring a draft of their Student Success Plan (SSP) for approval
           
           

   3. Core Professionalism (CP) expectations 

      1. • Confirm which surveys and other data you will be required to reflect on.

         • Explain expectations. Discuss how teacher can demonstrate Core Professionalism as applicable to their school 

1. 4. The eHR for HQ (eHQ) online system is used to document beginning conference dates.

Mid-Year Conference (optional) 

If necessary or desired, a meeting can be arranged to discuss progress on all aspects of the teacher's performance. Topics could also include the impact of new students on Student Growth & Learning or a needed adjustment to a teacher's SSP or SSIO. Additionally, concerns could be discussed if the teacher has documented deficiencies and an intervention is necessary.  

Mid-Year conferences should be documented on an EES Summary of Conference (SOC) form.

Ending Conference must be held between April 28 - May 16

Teacher and evaluator review the summative feedback and the documentation that should support all ratings (component and overall) for Teacher Practice and Student Growth & Learning at the Ending Conference. Progress made on the SSP or SSIO should be discussed along with the teacher's overall effectiveness rating for the school year. The administrator shall determine the method of submission and documentation (e.g. email, Google Docs, etc.). For any teacher receiving a less than Effective overall effectiveness rating, the school principal (or the administrator at the state/district office for those teachers not assigned to a school) shall determine the overall effectiveness rating and enter the Evaluator Acknowledgment Date for the completed evaluation. 

EES evaluations are administered through the Department’s eHR for HQ (eHQ) online system, accessible at: https://ehr.k12.hi.us/ehqp . This web-based platform is used to document beginning and final conference dates, enter component ratings, and generate an overall effectiveness rating. All other EES-related conferences should be documented on an EES Summary of Conference (SOC) form.

In order to show evidence of student learning, Student Success Plans (SSP) are thoughtfully selected outcomes or standards that will reflect the most important desired learning. The SSP should be specific to the course or subject and grade for the semester, quarter (for applicable secondary teachers), or year. Teachers will provide baseline data to establish initial student readiness, as well as the instructional strategies to be utilized. At the end of the term, teachers will provide assessment data that shows student growth, and reflect on their practice as it relates to student achievement. 

• 9/13-10/4: Evaluators approve the Student Success Plans (SSP)

• 10/14-4/25: Teachers implement the Student Success Plans (SSP)

• April 25 teachers stop data collection for Year-long or 2nd Semester Student Success Plans and then prepare for the Ending Conference that will be held between April 28 - May 16.

Observations and collaborative conferencing are critical to understanding and developing teacher practice. The observation cycle consists of three key steps, which should be completed by the same observer. Best practice is for the cycle to be completed within two weeks. The lengths of conferences and observations will vary depending on the context. Observations are based on Charlotte Danielson’s Framework for Teaching. The Department decided to focus on five observable components for classroom observations based on their alignment with our Statewide Strategic Initiatives. The Hawaii Adapted Framework for Teaching Rubrics will be used to guide evidence collection and evaluations of these focus components.

Setting up an Observation Cycle

The goal is to work together to establish mutually agreed upon dates and times. The evaluator may select the most appropriate date and time, if the teacher and evaluator cannot agree, but must provide a minimum of a 24-hour notice to the teacher. Adequate time (six weeks recommended) shall be provided between observation cycles whenever time permits. If an observation cycle as a whole results in an Unsatisfactory rating, the teacher shall be provided the opportunity to complete another observation cycle (not to exceed one additional opportunity per school year).

• WHTIMP Recommended timeframe for first of two Observation Cycles: 10/16 - 2/2

• WHTIMP Recommended timeframe for second or ONLY Observation Cycle: 2/3-3/7

• Classroom Observations must be completed by 4/25

1. Pre-Observation Conference

• • The Pre-Observation Conference may occur face-to-face, through email, WebEx, or other electronic formats; in situations where the teacher and evaluator do not agree, format will default to face-to-face.

  • Prior to the conference, complete the Pre-Observation Conference Questions or submit relevant lesson materials to provide context for the upcoming lesson. Examples of Alternative Pre-Observation Conference Questions

  • Share lesson objectives and activities along with helpful information that will assist the observer, such as student characteristics and specific classroom situations.

  • Ask the evaluator to collect specific feedback and clarify questions about the observation at this time.

  • In classrooms where the five Danielson components are sometimes challenging to address (preschool, special education, etc), the teacher and evaluator should identify the types of evidence that would be appropriate for the levels of performance within that classroom. Speak to your Induction Program Coordinator if you need support with this.

  • Verify the date and time of the Observation

2. Classroom Observation

The purpose of the Classroom Observation is to collect evidence to provide clear, timely, and useful feedback that supports teachers' professional learning. The observation should last as long as it takes to observe the discussed lesson.

• Classroom Observations must be completed by 4/25

• Your observation will be rated using the Hawaii Adapted Framework for Teaching: Classroom Observation Rubrics with Indicators

• Teacher should collect additional artifacts relative to the lesson observed, such as student work samples, to bring to the Post-Observation Conference.

• Evaluator will collect objective evidence, noting both student and teacher actions.

• Evaluator will speak with students during the lesson to gather additional evidence about their learning or typical classroom practice.

3. Post-Observation Conference

After the observation, the teacher and evaluator should meet for face- to-face Post-Observation Conference. The purpose is to engage teachers and evaluators in professional conversations that promote quality teaching and learning and the evaluator assigns a final performance level rating based on the Hawaii Adapted Framework for Teaching: Classroom Observation Rubrics with Indicators. 

• Evaluators must provide a copy of the evidence/observation notes to the teacher prior to the Post-Observation Conference.

• Prior to the Post-Observation Conference, rate yourself on the Danielson Rubric for Observations by highlighting your areas of strength. During the conference, participate in collaborative analysis about how the evidence/observation notes corresponds to component rubrics. This rating is part of your evaluation, so we encourage you to focus on the positives.

• Prior to the Post-Observation Conference, complete the observation reflection questions or their alternate are optional, unless the evaluator requires this as a matter of practice at the school or office. Remember to shine a light on the positive aspects of the Classroom Observation.

After all observation cycles are completed, the individual component ratings (five from each observation) will be averaged and quantified using the performance level scoring scale. The final observation rating will be a number from zero to four that is produced by averaging the scores from all of the component level ratings (0=Unsatisfactory, 2=Basic, 3=Proficient, 4=Distinguished).

Core Professionalism (CP) encompasses the range of responsibilities and activities a teacher handles that are critical to students and schools. Throughout the school year, teachers engage in professional activities that positively contribute to their professional growth and the school culture. Ongoing communication between the teacher and evaluator about professional responsibilities, expectations and performance are critical to ensure successful collaboration.

• • Evaluators may collect and submit evidence regarding the teacher’s Core Professionalism (link to Domain 4 examples)

  • Reflection on Relevant Surveys Related to Teacher Practice, such as the Student Perception Survey

  • Reflection on Data Related to Student Growth, School or System Improvement

  • Demonstrate Core Professionalism that aligns to the expectations & rubric throughout the school year.

  • Teachers may submit documentary evidence in support of a Core Professionalism rating of Distinguished.

Core Professionalism is rated holistically using the Domain 4 Hawaii Adapted Framework for Teaching rubric (see rubric below). Indicators are not rated individually and then averaged, but rather it is the evaluator’s judgment of the overall performance.