The TEP - Guidelines for the Teacher Evaluation Plan
The TEP
Preface
The Hopkinton School District Teacher Evaluation Plan (TEP) is the model for teacher evaluation in the District. The TEP and the Professional Development Master Plan (PDMP) complement each other to enhance professional practice and to improve the quality of instruction for all students. To be as effective and efficient as possible, aspects of each Plan can be accomplished simultaneously.
The TEP is based on the Hopkinton School District Standards for Teacher Performance. The TEP is both summative and formative. It is intended to be flexible, but it insists that all District professionals covered by the Collective Bargaining Agreement reflect on their best practice. It is a system in which professional development strategies and outcomes are directly linked to teacher evaluation. The evaluation cycle, like the professional development cycle, takes place over three years. The specific standard(s) to be addressed and on which the teacher will be evaluated will be determined by the teacher’s stage and specific need(s) as defined by the supervisor and/or teacher. The plan is designed to continually enhance the professional development of all teachers within the district.
Stages of Teacher Development
Teachers will be assigned to a stage based on the amount of time they have been teaching within the Hopkinton School District. The placement will also be based on an assessment of the teacher’s effectiveness in adhering to the five District Standards for acceptable teacher practice. Teachers at all stages within the District are expected to integrate evaluation with their three-year cycle of professional development. For the purpose of this plan, supervisors include the Building Principals, the Middle/High School Assistant Principal, and the Director of Student Services (who may directly supervise special education personnel and in conjunction with the building principal supervise regular education personnel).
Stage One: Teachers New to the District
Teachers may be placed at Stage One for the first three years of their service to the District. Stage One is for teachers who are 1) new to the teaching profession who require regular interaction with their supervisor to assure that they are adequately managing the many aspects of teaching or, b) an experienced teacher, new to the District who must establish a working relationship with the District. At this stage, the teacher’s primary focus is on meeting the five District Standards and the competencies that are defined under the standards. The end of year evaluation will be based on unannounced walkthroughs by the supervisor and on evidence collected by the teacher and the supervisor. Professional development at this stage is prescriptive, with options for professional development prescribed by the supervisor in collaboration with the teacher. The experienced teacher new to the District, after one year of service in the District, may move to Stage Two based on the teacher’s end of year evaluation.
Stage Two: Experienced Teachers
Teachers at Stage Two are experienced teachers who have demonstrated proficiency in some or most of the District Standards most of the time. Teachers at stage two have a number of years of experience in education
Teachers at stage two work with their supervisors to develop their TEP. Teacher evaluation at this stage is a combination of prescribed and/or optional elements agreed upon by the teacher and the supervisor to enhance teacher development. Teachers at this stage are working on aspects of their professional lives, which enhance not only their best practice but affect District initiatives as well. Both teachers and supervisors collect evidence to demonstrate compliance to the District Standards and to the completion of the teacher’s goals for professional development. Teachers at stage two participate in the end-of-year evaluation to assess their progress toward their goals.
Stage Three: Teacher in Need of Assistance
At any stage a teacher may be designated as a Teacher in Need of Assistance. In such cases the supervisor informs the teacher that some aspect of the teacher’s professional life is in significant need of improvement. The supervisor will develop the assistance plan with input from the teacher. The plan will include the following elements: a.) performance goals; b.) strategies, activities, and timetable for completion; c.) support structures; d.) data collection method and sources; and, e.) evidence for progress. If a teacher is in need of assistance, his or her current stage will be changed to stage three: Teacher in Need of Assistance. The teacher then reverts to a period of prescriptive evaluation and professional development with regular formal observations until both the teacher and the supervisor are satisfied that the required improvement has taken place. It is expected that the teacher will continue to meet the District Standards in the other areas of teaching not specifically targeted in the assistance plan. Regular consultations with the supervisor may also be required. The teacher may be reinstated to the stage from which he or she was removed at the end of year evaluation. A teacher placed on assistance will be renewed with minor concerns. Failure to successfully address the area(s) of identified need may result in renewal with major concerns. Continued failure or failure to meet other District Standards may be grounds for non-renewal.
TEP Implementation
In the first year of implementation, all teachers with three years or less teaching experience or one-year in the District will be on Stage 1. All other teachers in the District will be on Stage 2. Those teachers already on an assistance plan may remain on assistance.
Evidence Categories Stage 1 Stage 2 Teacher in Need of Assistance
Walk Throughs Required Required Required
Self Evaluation Required Required Required
Collective Evidence Required Required Required
Walk Through Notes Required Required Required
Stage 1 or Teachers Stage Two Teachers
in Need of Assistance
Focus of PD District Standards 1-2 specific areas of the District Standards, or Necessary improvement in building/District
How Created PD Prescribed by Supervisor Collaboration with supervisor, which may lead to a self directed TEP.
END Result Certification Certification
COLLECTION OF EVIDENCE
Evidence collected will demonstrate proficiency in the Hopkinton School District Standards for Teacher Performance: Classroom Environment, Preparation and Planning, Instruction, Assessment, and Communication and Professional Responsibilities. For Stage 1 teachers, there may be specific requirements as to the type and quantity of evidence. Stage 2 teachers will collaborate with their supervisor on the selection of appropriate evidence. Stage 3 teachers will select evidence that supports their Teacher Evaluation Plan.
Examples of evidence may include, but are not limited to:
· correspondence/newsletters
· observations: announced/unannounced (walk-throughs)
· collection of student work for evidence purposes
· input from parents that shows a pattern of teacher performance
· Demonstration of a unit plan
· student survey/interview
· portfolio: student or teacher
· video/audio tapes of lessons
· pictures and photographs of work done
· grade book / record keeping
· observation of other areas of teacher responsibility besides classroom
· alumni evaluations
· peer review
· self-evaluation
· assessment data/student test scores
· observations by other District staff
· participation in professional organizations
· presentations
· special recognition
· logs
· District committee participation
· journals
YEARLY TIMELINE FOR THE HOPKINTON TEACHER EVALUATION PLAN
August: The plan is in place - implementation of TEP
September/October: Formal evaluation/evidence collection
November: Meet with supervisor, check in
December/January: Continue evidence collection
February: Certification submission (3rd year of the cycle)
March: Meeting with supervisor: Discuss evaluation and professional development intentions (the TEP for the next year) if needed.
May/June: Stage 1 and Teachers in Need of Assistance meet with supervisor to discuss the proposed plan for the next year and make any revisions necessary. Follow-up meeting in May/June if necessary
July/August : TEP Meetings - Professional Learning - Collection of Evidence