Revised 10/1/98

GUIDE FOR THE

EVALUATION

OF TEACHING

AGAWAM PUBLIC SCHOOLS. AGAWAM, MASSACHUSETTS

EVALUATION OF PROFESSIGNAL STAFF

-The Purpose of Evaluation

The purpose of evaluation is improvement of the teaching/learning process. Through classroom observations and appraisal of teaching, administrators and supervisors (directors, academic coordinators) are able to offer the guidance and help that permits a teacher to examine Ms or her own practices and work toward greater teaching effectiveness. Although secondary to the broad purpose of evaluation, the relative performance of different teachers' needs to be determined so that the best teachers are recognized, retained, and granted tenure.

Administrators and supervisors will consider the teacher evaluation process -as one of their most important functions. They will strive to develop a spirit of cooperation in this endeavor on the part of the staff, while encouraging teachers in on-going appraisal.

n. Evaluation Procedures

A, Objectivity, uniformity and cooperation

Observations and evaluations are essential components of educational improvement. Observation and evaluation procedures used in the Agawam school system shall be as objective and uniform as possible. A spirit of cooperation, with the objective kept closely in mind, is necessary throughout the evaluation process.

Criticisms of procedures and devices used in rating teachers focus very largely on subjectivity. Most rating scales are not only limited in content, but call for a record of opinions only. In administering the evaluation process, it is important that the observer/evaluator recognize the necessity for recording only what he/she observes. The guidelines presented.here are so constructed as to require actual observation of those practices, behaviors, and conditions which give concrete evidence of the quality of teaching. Subjective opinion, is,.therefore, reduced to a minimum, and objective evidence becomes the basis for the evaluation.

The general areas to be observed are specified on the observation forms.

It is important that all observation and evaluation comments be reasonably

linked to the general areas found on the observation, evaluation, and staff assessment

forms.

Administrators/observers should keep hi mind three other salient points: First, not all evidences need be observed -in each lesson in order that there be a satisfactory evaluation. Second, some differences must be recognized between elementary and secondary situations. Third, there may be mitigating circumstances to be considered, such as the effects on the performance of :a teacher when he/she is an itinerant, a floater, one who is teaching out of the area of his/her certification and the like.

The observation and evaluation forms, including the staff assessment, include three categories: satisfactory, needs improvement, '. and not observed. The administrator/observer has the responsibility to provide the following when any "needs improvement" is noted: 1) specific recommendations for improvement; 2) direct assistance to implement such recommendation(s); 3) provisions for additional resources for utilization in assisting the improvement; and 4) a time schedule to monitor progress.

B. Information for teachers

The following information must be available to every teacher, academic coordinator, liaison teacher, and elementary specialist hi order that the teacher's rights be protected in the evaluation procedure. (The state regulations require that the person to be evaluated must know and understand the means by which he or she will be evaluated ha relation to the position.)

1. Job description

2. Evaluation forms

3. Evaluation policy

4. The curriculum(s) he/she is to use or to monitor

The Evaluation of Teachers Committee recognizes that a formal, written curriculum does not exist for every course/grade/level in the system. (The carefully worded portions of the observation and evaluation instruments reflect this awareness.)''However, the committee feels strongly that the Agawam school system has an obligation to work toward achieving this as soon as possible. The committee also feels that until this is achieved, every teacher should be provided with information that clearly designates what he/she should be teaching. This is the responsibility of each building principal and/or director.

In addition to the above copies which each teacher must be given, a copy of the Agawam school system's policy manual must be available in each school:

All teachers new to the system will attend an information session on evaluation procedures prior to the first observation made of him/her.

C. Schedules

Non-professional status teachers will be evaluated at least twice each year. Professional status teachers will be evaluated at least every other year. Academic coordinators, liaison teachers, and elementary specialists will be evaluated every year. If the administrator deems it necessary, certain individual teachers may be evaluated during intervening years. (This is left to the discretion of the administrator with the understanding that this provision does not allow for evaluating all professional status teachers every year but, for .constructive purposes, to allow for certain teacher(s) to be evaluated in order to address areas of needed improvement as recognized hi the previous year's evaluation.)

Any teacher who changes schools will be evaluated in the "new" school during his/her first
year there. Tne rotation will begin again and that teacher will be evaluated every other year
thereafter. (The possible exception mentioned in the immediately preceding paragraph
notwithstanding.) .

Each academic coordinator, liaison teacher, or eiementary specialist is primarily a teacher. Therefore, each will be evaluated using the forms and schedule appropriate to his/her status as a professional status or non-professional status teacher. In addition, each person filling a supplementary position such as academic coordinator, liaison teacher, or elementary specialist will be evaluated in that special capacity.

Forms D, E, and F are combination observation/summary evaluation forms. The appropriate form is to be completed twice each year with no less than four weeks elapsing between the two.

An observation/evaluation form for the Coordinator of Computer Science/ Educational Technology and another form the Guidance Coordinator will be developed and approved by the Assistant Superintendent for Educational Services and the Agawam Education Association by the school year 1998-99.

Non-professional status teacher (The first observation should take place by October 15.)

1st evaluation ' December 15
2nd evaluation March 15

Professional status teacher:

First observation January 31
Evaluation May 15

Academic coordinator, liaison teacher, elementary specialist

First Observation December 15
Evaluation March 15

Coaches will be evaluated by the athletic director within one month of the conclusion of the season for the particular sport.

Every attempt will be made to adhere to the above deadlines, recognizing that extenuating circumstances may arise.

D.- Responsibility for evaluation

The building principal, and only the building principal is responsible for the teacher evaluation reports of all resident teachers including resource room teachers and substantially separate -room teachers (DLCs and Early Childhood Teachers) with the exceptions listed below. The director of special services will be available to confer with administrators concerning observations and evaluations.

The director of special services shall evaluate the following, -whether itinerant or resident: school psychologists, programmer/testers, home/school adjustment counselors, speech/language therapists, and adaptive physical education instructors. Academic coordinators, liaison teachers, and elementary specialists will be evaluated by the assistant superintendent for educational services with input from the principals.

Each itinerant teacher will be evaluated by one of his or her building principals, as assigned by the superintendent. The evaluation will reflect the input of the other principals) and that of the director or academic coordinator where one exists.

Assistant principals, academic coordinators, and directors may do classroom observations. It is required that prior to the preparation of the evaluation report, the building principal will confer with all personnel who come into contact with the teacher on a supervisory basis.

The superintendent will report the results of all evaluations (together with his recommendations) to the School Committee.

E. Self-appraisal and supervision

There are several facets in effective evaluation procedures. First and foremost is continuous self-appraisal. Teschers will complete the Teacher's Self-Evaluation, of an Observed Lesson form after each observation. Teachers should be encouraged to try a variety of approaches and to examine their relative merits. Second is the observation and evaluation done by supervisory individuals. The aim of such supervisory procedure is to improve the teaching/learning process.

F. Forms

1. Observation and Summary Evaluation Forms

. a. Classroom Teacher Observation and Summary Evaluation, including Teacher's Self-Evaluation of an Observed Lesson.

, b. Special Education Non-classroom Teacher Observation and Summary Evaluation c. Guidance Counselor Observation and Summary Evaluation d. Academic Coordinator Observation and Summary Evaluation e. Liaison Teacher Observation and Summary Evaluation f. Elementary Specialist Observation and Summary Evaluation g. Librarian Observation and Summary Evaluation h. Guidance Coordinator Observation and Summary Evaluation i. Coordinator of Educational Technology Observation and Summary Evaluation j. Coaching Evaluation

2. Staff Assessment Form

NOTE: Sections G. EL and I apply to teachers, academic coordinators, liaison teachers, and elementary specialists.

G. Use of Forms

1. Observations

There will be at least two written observations and two post-observation conferences for any one summary evaluation. The administrator/observer and the teacher will schedule at least one of these observations at a mutually acceptable time. An administrator/observer may make more than two observations. In the case where only two observations are made of a non-professional status teacher, these observations must be at least three weeks apart except hi extenuating circumstances. The first observation should take place no later than October 15. In the case where only two observations are made of a professional status teacher, the first observation must take place no later than January 31; the second observation must be at least three weeks after the first observation, except hi extenuating circumstances. This is to provide sufficient time for improvement where necessary. A teacher will bring with him/her to the post-observation conference the Teacher's Self-Evaluation of an Observed Lesson form. A teacher may submit written self-appraisal comments to be attached to any observation form done by the administrator/observer.

Academic coordinators, liaison teachers, and elementary specialists will be observed at the various meetings, with the assistant superintendent, teachers, • academic coordinators, liaison teachers, and elementary specialists, as well as other administrators. They may submit written .self-appraisal comments to be attached to any observation form done by the administrator/observer.

2. Staff Assessment

There will be at least two staff assessment forms to accompany each summary evaluation. (Any administrator or director may use additional staff assessment form(s) as needed.) This form is separate from the observation form. However, it is expected that this form will be completed on the same time schedule as the accompanying observations.

3. Summary evaluation

The summary evaluation report should be based on the following: a. A compilation of written classroom observations, b. Discussions with all supervisory personnel.

c. Information from the staff assessment form and the Teacher's Self-Evlauation of an Observed Lesson form.

H. Conferences

In addition to the attention given to teacher performance, it is equally important that a democratic set of procedures be followed when the administrator/observer engages in any post-observation or summary evaluation conference with the teacher. (Such conference will be held in a timely fashion.)

The following guidelines represent an accepted means of fulfilling the requirement for a democratic, constructive process:

1. There should be an acknowledgement that the intent of the observation/evaluation is to help teachers improve their lessons, to grow as teachers, and to discuss constructive suggestions for improvement.

2. The conference should be characterized by an exchange of ideas and suggestions.

3. The opportunity for teacher self-appraisal should be part of the conference. The Teacher's Self-evaluation of an Observed Lesson form may be used for this purpose.

4. The teacher may file a separate companion report or response to be attached to the evaluation form before it is placed in his/her personnel file. (The evaluation report shall indicate whether or not a companion report was filed.)

I. Distribution of the forms

The teacher and administrator/observer will sign and each keep a copy of all observation, staff assessment, teacher's self-evaluation and evaluation forms. The administrator/observer will attach his/her originals of these forms to the summary evaluation when the evaluation is submitted to the superintendent to be included in the personnel file. The administrator/observer may keep a copy of observations, evaluations for the convenience of preparing future observations/evaluations. However, he/she should be fully aware that any information not placed in the personnel file in a timely manner and with the knowledge of the teacher may not be used in any action concerning the teacher's employment.

EVALUATION OF TEACHERS Training

The Superintendent will provide for the training of all those involved hi the evaluation process. In addition to providing information sessions for all staff members, evaluators (administrators, directors, academic coordinators) will show evidence of and/or receive training in the general principals of supervision and evaluation. Three members of the A.E. A. will attend the training sessions for evaluators.

Lottery Svstem

To initiate the system whereby tenure teachers will be evaluated once every two years. This committee will hold a lottery hi each building. The lottery will determine the half of the teachers to be evaluated the first year. In addition, this committee will hold a separate lottery for those to be evaluated by the director of special services the first year. All itinerant teachers -are to be evaluated by a principal as assigned by the Superintendent the first year (of the implementation of this revised evaluation system). From that point on, the Superintendent's office will be responsible for keeping track of and informing the administration of the teachers to be evaluated in that particular school year, maintaining the every other year evaluation procedure for tenure teachers.

Review Process

The entire evaluation process will be reviewed after it is.used for one-school year, 1990-1991. Following this first year, the original committee will reconvene during the summer of 1991 to review, evaluate, and modify the process as needed. (The original committee.members are: Gaii Dion, Judi Lech, Thomas Coffins, Betty Walsh, Andrew Bower, Jane Murphy, Ralph Zavarella, Kevin Littlefield, John Brosnan, and James Bruno.) The committee members will be compensated hi a form to be mutually agreed on. If the scope of the process is substanuvely changed, re-ratification will be necessary. In addition, hi 1996 with guidelines from the Education Reform Act, this instrument was revised... The committee members included: Judi Lech, Andrew Bower, Patricia Burnett, Ann Boskiewicz, Ralph Zavarella, Sandra Howard, Robert Parrel!. Kathleen McSweeney, Bernadette Conte, andMarco Costaim.

In the spring of 1998, Andrew Bower, Judi Lech, and Mary Czajkowski, representing the Agawam Education Association and the Agawam School Committee, created the evaluation forms for the positions of academic coordinator, liaison, and elementary specialist, as authorized by the 1995-1998 contract ratification. Then, in the fall of 1998, the narrative remaining pages were updated, as needed, to reflect the inclusion of the 1996 and 1998 changes. All such changes were reviewed and approved by the original 1996 committee.

AGAWAM PUBLIC SCHOOLS OBSERVATION OF CLASSROOM TEACHER

' GUIDELINES FOR THE PREPARATION OF THE CLASSROOM OBSERVATION AND SUMMARY EVALUATION Al FORMS___________________________•______________ '_________•

PRESENTS LESSON/SESSION IN TERMS OF CLEAR OBJECTIVES AND APPROPRIATE MATERIALS, METHODS,

ON-GOING EVALUATION, STUDENT ACTIVITIES/NEEDS

The teacher employs materials and techniques appropriate to the varying abilities of and backgrounds of the pupils to

develop basic knowledge, understanding, and skills.

EVIDENCES:

Pupil awareness of goals is evident—goals are clear.

Awareness of pupil accomplishment, growth, and weakness.

Visual aids are used to enhance lessons.

Identifies problem areas and works to remedy them.

Modification as needed is evident.

Group shares in decision-making. ___________________________________

IS FAMU.JAS WITH AND ADHERES TO APPROVED CORRICXTLTIM/PROGRAM

The teacher is well-versed in the cirrricalum, program or textbook the school committee has deemed appropriate for tiur grade level or subject area.

EVIDENCES:

. Materials and equipment needed are on hand at the beginning of the lesson.

Materials correspond with course objectives. .

Reference material is readily available.

Integration of subject matter.

Curriculum is enriched through the use of a variety of materials.__________________________

DEMONSTRATES APPROPRIATE KNOWLEDGE OF SUBJECT MATTER

The teacher has mastery of the basic knowledge and.skills needed in his/her subject area or grade level.

EVIDENCES:

Methodology changed if not effective.

Discussions regarding relative merits of various solutions.

Uses materials, media and techniques suited to the subject matter.

Awareness of recent developments in area of subject matter is demonstrated.

Shows skill in oral and written English.

Develops and maintains classroom materials.

Uses supplementary materials.____________________________________________

GIVES SUFFICIENT, MEANINGFUL DIRECTIONS, EXPLANATIONS, AND EXAMPLES

The teacher uses instructional vocabulary and materials that are suited to the pupils, calls attention to important points.

anticipates difficulties, and explains in advance.

EVIDENCES:

Pupils accomplish tasks without delay and independently.

Minimum unnecessary questioning.

Pupil responses indicate understanding.

Explanations, etc. related to contemporary problems or concrete issues.

Recognizes and responds to student reactions.

Patience by teacher and students is demonstrated by taking time to listen and accept one another.

.A3

USES QUESTIONS SKILLFULLY TO STIMULATE STUDENT'S THINKING AND TOLEAD TO THE SPECIFIC OBJECTT^ OF THE LESSON

The teacher is able to guide students to desired objectives through e