DRAFT Little Rock School District Professional Teacher Appraisal System(PTAS) Revised Edition 2002 In Pursuit of Excellence for Teaching and Learning Board of Directors H. Baker Kurrus, President Judy Magness, Vice-President Tony Rose, Secretary Larry Berkley R. Micheal Daugherty Dr. Katherine Mitchell Sue H. Strickland Dr. T. Kenneth Janies, Superintendent 810 West Markham Street Little Rock, Arkansas 72201 501-447-1000 1 FOREWORD The Professional Teacher Appraisal System (PTAS) is the result of the collaboration, consultation, and cooperation of the Little Rock School District classroom teachers, principals, central office administrators, and nationally recognized authorities in the field of effective teaching research. In a single document, we have expressed what we believe effective teachers do in their classrooms and what the most recent research reflects on effective teaching and learning. The Professional Teacher Appraisal System consists of four domains via Core Teaching Standards, four levels of performance, and three professional tracks of development. The ultimate aim is to increase student achievement as exhibited through quality and accountable teaching and learning. As research in the area of effective teaching continues to be examined, professional will continue to learn more about teaching and its relationship to student learning. We have done our best to capture the dynamic and interactive processes of teaching as found within this document. We expect our teaching professionals to incorporate the four domains with their cunent and successful practices. As with any effort of this scope, this document will be reviewed and modified to ensure that it continues to reflect our best and most current thinking. It is with pride and pleasure that the Professional Teacher Appraisal System (PTAS) is presented to the teachers of the Little Rock School District. This document is an example of the commitment that the Districts educators, administrators. Board, and association have to the improvement of public education and teacher performance in our community. All of those professionals involved in the development of the Professional Teacher Appraisal System (PTAS) hope it will serve as a valuable tool in our continuous pursuit of excellence for teaching and learning. H. Baker Kurrus LRSD Board of Director President Date Clementine Kelley Classroom Teacher Association President Date T. Kenneth James Superintendent DateThe Little Rock School District Professional Teacher Appraisal System (PTAS) is the result of collaboration and cooperation of our teachers, central office administrators, principals, and recognized authorities in the field of teacher evaluation systems and teaching. The committee respectfully submits this appraisal system with the purpose of creating excellence in teaching and learning in our school district for all teachers while building a community of learners for these professionals. Committee Co-Chairperson Sadie Mitchell, Associate Superintendent Dr. Lloyd Sain, Jr., Principal, ALC Kay Gunter, Administrative Assistant Committee Members Dr. T. Kenneth James, Superintendent Tami Bennett, Teacher Karen Broadnax, ESL Supervisor Dr. Linda Brown, Principal Susan Colford, Teacher Suzi Davis, Director, Secondary English/Foreign Languages Mable Donaldson, Director, Gifted & Talented Frederick Fields, Principal Dennis Glasgow, Director, Math & Science Susan Bestir, Teacher Dr. Richard Hurley, Director, Human Resources Mayrean Johnson, Teacher Frances Cawthon-Jones, Assistant Superintendent, Elementary Schools Clementine Kelley, CTA President Dr. Marian Lacey, Assistant Superintendent, Secondaiy Schools Dr. Bonnie Lesley, Associate Superintendent Victor McMurray, Teacher Marie McNeal, Director, Social Studies Ann Mangan, Principal Patricia Price, Director, Early Childhood Marion Woods, Coordinator, Staff Development Educational Consultant Dr.Thomas L. McGreal 3Little Rock School District Professional Teacher Appraisal System(PTAS) Mission Statement The Little Rock School District is committed to the pursuit of excellence in teaching and learning. We further believe that teaching and learning must be supported by a comprehensive appraisal system that identifies clear, rigorous, and measurable standards and that allows for individualized professional growth opportunities for its teachers. We believe that evaluation must be embedded in a collegial, collaborative, reflective, and supportive atmosphere where individual goal setting, continuous improvement, quality professional development, positive reinforcement, and ongoing dialogue are sustained practices and behaviors of the teachers and administrators. Designed to enhance the highest standards of excellence and professional expertise, the LRSD Professional Teacher Appraisal System provides a comprehensive process for providing success for all teachers while ensuring quality performance and accountability in the classroom. The Professional Teacher Appraisal System requires commitment, trust, and support from all members of the school community with the ultimate goal of improving and enhancing classroom instruction and student achievement. 4Little Rock School District Professional Teacher Appraisal System(PTAS) I. Evaluation Overview A. Purpose of Evaluation The Little Rock School District believes that the principle responsibility of the certified teacher is to direct and assess teaching and learning experiences of students. The District places high regard on the quality of teaching and learning in each classroom with high expectations for improved student outcomes. In order to ensure such expectations are met, this appraisal system has been designed. The purposes of this evaluation system are: 1) to enhance the quality of instruction, 2) to provide a basis for professional development, 3) to encourage collegiality and professionalism, and 4) to serve as the basis for sound and defensible employment decisions. B. Goals of Evaluation The Little Rock School District has established the following goals for the teacher evaluation process: 1. 2. 3. To aim for excellence in the educational curriculum through improving teaching techniques and providing opportunities for professional staff development and growth for every teacher. To improve instruction by collecting specific data and by analyzing the individual teaching performance for each certified person. To improve teaching and learning by cooperatively developing a professional growth plan for each certified person in the career track. 4. To identify for the teacher the critical skills and expectations that are essential and clear indicators for effective teaching performance. 55. To offer a supportive process/track to any teacher who warrants additional assistance when further preparation and refining of skills are needed in meeting the expectations. 6. To offer feedback to the individual being evaluated in expressing the extent in which his/her performance or undertaking has met the District's expectations or school improvement initiatives. 7. To provide accountability for the District's decision to continue employment. C. Review of the evaluation The appraisal system shall be reviewed every three years by the Classroom Teacher Association and the Little Rock School District. Any necessary proposed changes or clarifications will be recommended to the Little Rock School District Board of Directors for review and approval. D. Training of the evaluators To ensure that evaluators are prepared to implement the Professional Teacher Appraisal System, the Little Rock School District shall: 1. Train evaluators and administrators in observation techniques that will enable them to identify and to describe teaching behavior in alignment with the established teaching competencies as found in the Professional Teacher Appraisal System. 2. Offer training to evaluators to assist them in developing and assessing professional growth plans. 3. Ensure that a district appraisal training program is established and completed by all pertinent evaluators and administrators. 4. Train yearly new principals and vice-principals on the expectations and procedures for the district's revised teacher appraisal system. 6E. Orientation of Program Appraisal System The following steps will be implemented to familiarize teachers of the District's appraisal system
1. 2. 3. To acquaint Track 1 and Track II certified teachers to the LRSD evaluation process, policy, procedures, and forms
To explain and discuss the core teaching standards and coordinating rubrics for each domain
To assign Track I teachers to an assigned evaluator at the building level
4. To link the state's mandated Pathwise processes to the Little Rock School District Appraisal System
5. To outline and explain the scope and importance of Professional Growth Plan
and 6. To acquire the teacher's signed acknowledgment of the training and the receipt of the new appraisal booklet. F. Evaluation of Certified Teachers All certified teachers will be evaluated on the Core Teaching Standards as outlined on pages 12-39. These standards have been established as the core and essential skills that all certified teachers must master in the Little Rock School District. Teachers will be evaluated on five major categorical areas with each area containing specific expectations
Domain I
Planning and Preparation
Domain II
The Classroom Environment
Domain III
Instruction
and Domain IV
Professional Responsibilities. The level of performance descriptors are Below Basic, Basic, Proficient and Distinguished. Track 1: Beginning/Non-Traditional Teachers Teachers in Track 1 will be provided with several opportunities to exhibit competency in the four domains and their related and identifiable skills. Any teacher who has less than 3 years of experience in the District will be placed in Track 1. Any teacher who has more than three years of experience but new to the 7District will be placed in year two of Track 1. Any teacher who receives an unsatisfactory or below basic mark in the weighted component must show improvement for continued employment in the Little Rock School District. Track II: Non-Probationary Teachers A certified teacher who has successfully completed Track I shall be placed in Track II: Professional Growth. While still expected to meet the Core Teaching Expectations on a daily basis, a teacher in Track II will concentrate on the development of professional growth plan and will identify the coordinated goals and activities needed to achieve the plan. A teacher in Track II will be evaluated yearly on Domain IV: Professional Responsibilities. Effective implementation of the plan is based on the dialogue between the teacher and evaluator and self-reflection of the teacher. In fulfilling the Professional Growth Plan, a teacher may choose to work independently or with a team or another colleague in establishing and achieving the plan. Plans will be developed collaboratively with the supervising principal/evaluator and must reflect District and/or building goals or objectives. Components of the Professional Growth Plan will include the Following (see page 45): Goals and/or objectives Activities Outcomes Resources Time Frame List of participants There are no regular or assigned number of observations for a teacher in Track II. However, an evaluator can observe a teachers classroom at any given time. If a teacher's performance becomes less than acceptable during the Track II phase, the teacher will be placed in the Awareness Phase or the Assistance Phase of Track III pending the degree of the deficiency or problem. 8Track III: Professional Support Track III is designed to offer technical and supportive assistance to any experienced or non-probationary teacher who may exhibit deficiency in a particular domain or competency. This track is intended to offer specific strategies or intervention that will alleviate or improve the teachers area of weakness and allow the teacher to return to Track II with mastery of the area(s) of improvement. This track is also designed to provide the teacher with due process while the teacher undertakes and implements plan of action in addressing the identifiable areas of deficiency. a The Awareness Phase of Track III will alert the teacher to a particular problem and will offer a solution for correction. A specific time line and plan of action will be established between the teacher and the evaluator in rectifying the problem. If the problem is not corrected at this phase, the evaluator will then place the teacher in the Professional Support Phase. The Professional Support Phase will be more intense and will require other personnel in supporting and assisting the teacher in meeting the district's expectations. A specific plan and time line will be established in assisting the teacher in meeting the expectations and returning to Track II. If the evaluator determines that the teacher has failed to meet the expectations, then the evaluator may recommend non-renewal or termination of contract. 9Track One: Probationary Teacher 10 G, Observation of the Teacher In Track I, a teacher will be observed and evaluated for three consecutive years (see page 10). During year one, the teacher will receive two formal observations and four informal observations. A portfolio will be required yearly and a mid year and summative appraisal will be done yearly by the evaluator. While the teacher in Track I will receive two observations during year one by an assigned Pathwise mentor, these two observations will not be included or used in the evaluators collection of data or evaluation of the teacher's summative appraisal. During the second year, the teacher will receive the same number of formal and informal observation as year one and will be required to maintain a portfolio. The requirements for the portfolio is further discussed and outlined on pages 49-51 of this handbook. The teacher will receive a mid year and summative appraisal. During the third year, the teacher will receive one formal, four documented walk-through observations, and a mid year and summative appraisal. The teacher will also be required to maintain a portfolio. Both formal and informal observations will be a minimum of thirty minutes in length. The formal observations will require a pre-conference, a scheduled or announced observation, and a reflection/post conference between the teacher and the evaluator. The informal or unannounced observation will require the evaluator to offer a written summation or notation to the teacher describing the observation experience. A post conference following the informal observation will be held between the teacher and the administrator to reflect on the observation. A walk-through observation may be done at any time as deemed necessary by the evaluator. A walk-through observation is an unannounced, non-timed visit to the classroom that will result in a written summation of the evaluators observation being placed in the teachers mailbox or given to the teacher. 11CORE TEACHING STANDARDS The Core Teaching Standards consist of four primary focuses: Domain I: Planning and Preparation
Domain II: The Classroom Environment
Domain III: Instruction
and Domain IV: Professional Responsibilities. Each of the four domains of this document refers to a distinct aspect of teaching. To some extent, the defined components within each domain form a coherent body of knowledge and skill, which can be the subject of focus independent of the other domains. The common thread that links all four of these domains is that they all engage students in learning important knowledge( Danielson, 1996). There are four levels of performance: unsatisfactory, basic, proficient, and distinguished. The levels range from describing teachers who are still attempting to master the fundamentals of teaching (unsatisfactory) to highly successful professionals who are able to communicate their expertise to other professionals (distinguished). Each component of a particular domain defines what is an unacceptable to highly acceptable performance level for each component. 12' Ay' V J lA. IB IC. ID. IE. IF. PLANNING AND PREPARATION Demonstrating Knowledge of content and Pedagogy Knowledge of content Knowledge of prerequisite relationships Knowledge of content-related pedagogy Demonstrating Knowledge of Students Knowledge of characteristics of age group Knowledge of students' varied approaches to learning Knowledge of students' skills and knowledge Knowledge of students' interest and cultural heritage Selecting Instructional Goals Value Clarity Suitability for diverse students Demonstrating Knowledge of Resources Resources for teaching Resources of students Designing Coherent Instruction Learning activities Instructional materials and resources Instructional groups Lesson and unit structure Assessing Student Learning Alignment with instructional goals, standards and benchmarks Criteria and standards Use for planning Variety of strategies 130) 0) C 0) Z o < Q. lU 0. o z < 13 Z 1-4 z z Q. > Ol o cn re D U 0. o c re c 0) c o u XJ CD V) CT E 4-* \fi b C y y p S o-g 0) O -k: ST'S - J9 5 Q. O O Kf} c \z V) > /,. QJ CT U o 0) x: c 0) *_ c O (U O .-t! -03^0 2^004-'=. - > t) i2 p 3 o XJ . B CT u 3 (/) c o 0) *J m ^ > $ 8 :y -=5 3 O. E u) .c <u *- (U o c -^ _ o 2 0^ u E "CT 5 o c (D g. o X3 O 2 "^ i: ro to <u JZ in 1- to **- _ -.9- Ui U) > *
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c Id afl'-g E g-SS = 8 cn c JZ 3 P S--H CT O "tn Q..E . . (P 3 > 2 O 5 &! " Si ID 3 O m . 2 fl fl L- 2 g .-t: -g fl ^ - O > rt) 10 'J Q fi S o 5 S p 8 3 in c Q V) t) S O to < to o. C fU c 0 in 2 ti fl 3 T3 E .9 "CT io o C O CT C cc-e zit Z s-g SS _ o S ~ .2 c (V fO o = to 9 IQ u- tn <1^ . flo'^2 ffi . 5) ti - P - "D to O o c to O O CT C 'S 2 ~ S e'g 2 ? In'^nl'''n-2 E fl . -2 c'fl iJ! O 4- c tn 'x <u fl) in '5 lU -S > > > fl p -y 2 t) 2 o c .0 fl o c to c jn 3 ID fl .2 t in fl c fl S. 3 <5 g o. Q, in fl E m = <U "5 8 -2 o 3 3 O <u fl E P S2 2 E 00 in o .ti <u -P 5 CT c y -- <0 <v ro to pi *- '* V) O O to O 3 CT io in S '^ 3 JS g, ID 2 '5 > O) m ID "(5 "id -2 o E o ti .2 fl 2 E fl g eg e o i o c u '9 C .9 5 tn "CT 9 E o :5 o - 2 i S B c P to (/i to c Si 3 Es: O fl 0) 3 1E^ S .p 2 jn c o)Jis CTO Ji CT 3 C 3 S <u 8 i = P p i5 2 H ID ro c 8 =s 00 r 45 in 4- to (n c O O O o O 2 o Td ID 2 ~ - 5 ? :i ? I 2 7 fl S Sos' C Cn Q. C tn J. C7J QJ .2 p c I3 tx 2 8 tj to p |5 o. 5^ z > Ui LU O) fli c. C > IQ 'iS Of U -J < O CT C tn 1^ OJ to O ^0^ O -3 ? 2 2 fl c Ct lA T ?.-S $ to O 3 _tn -C tn .9 t: Ji, t_ t. CT <U Q Sc Z 3 O to CT V) = "O 5 S (A <0 u A *** MZ s22 E U (0 3 co "So z V) > g'Sjn 2 - ID O 01 Q-fl ? o 5 .2 o ? O in O c o (ft .c to *-' u >c 4 O to 2 3 sT M 5 C o tj c to .= 2 g V) "O c c - to (0 P <5 fS Q. tJ 3 2 P w c L i - O tJt- 3 O -b y tn tn -y -i-t O fl li 'J lE .2 O c 3 3 C 3 k. = s o t3 <*> 3 u o 4^ -J V)X> TO J3 .iG 5 7^ -L o C TO SB in *3 a c !5 to lA c Q o c TO 2 5 0 . E W ID iS B B C E <u B B JC Q. F E oj C XJ c TO C U TO to c -e o 85 O u XJ -o c c TO TO a c OJ TO ~ ro i6 S oj IH LA fl <U TO TO --* TO -r^ u O) <U "O TO Ji O C (J P C _, u - s <u -Q ro .. .c 5 *-' <^ c 7 P B TO c U -S -Q TO O E B 0) .2 -^2 u in ID > c 01 u) c E Qj o O aS El^-S 5' < to E ' 3 El^ O U $ O -C <u TO o p o (U c -A (/) Xp E is c tn TO in D c TO to .Si in M_ XJ TO O C TO z o h4 c TO E o. B vy o c TO 5 O' E -S V ro o B E . " fl) JI J i- TO B is <1' B TO Q. = TO <D W *0 a
rti TO Si -Q .y XJ 5 3 K c <n TO s -t in ID (U Q. c ID TO > > Al P I 2 lU 0^ Q. o z < 13 z I-I z z Ol g c k. m 0) 4 S Si u e "S m O o C ID . p JZ 0) O E in in O ro E t 2 4^ 8 a c w !<! c ID 2 (0 .R* c p E E ID -2 ID -g -d -o 8 c - 8 B ~ <V to in to to "J in o C Di a -o c c TO TO .JS c <1^ ^"3 3 <0 (D -S -) l/l u 2 = U p C TO S TO m EB . to TO > c 5n (S 3 c TO E V) V) o in o. 3 O <U C - in o a ID Q.T3 c tA o E Ji TO *5 3 T <'1 JS -is 3 Q. c D 3 M O1 C '35 V) V M w < ra E u 2 TO a o V u 'to TO CD c o (J c 8 SJ *- iw C JZ C to m C ^3 B 2 < to o u <U Vi 3 3 O x: TO .= TO o c ID E o E u? O t :S ID p . g 5 S oi ID o E ? o $ $ cn XJ c C TO TO S-S tH Z i-i < z o o C c a s o u Si 4'^ 2: .p to 4-* TO to c O .7^ lU Z UJ lU E - . B c a - o -B S ? s 2 8 TO 4- TO > C to iv t- o 5 c a- ID C ? O ~ Q. > TO JZ u TO VI TO TO I/) o to C <D w- "O o c >, "J gj -u m _ CZ <1^ TO 3 !> 'C c m 3J TO P TO TO 0^ c TO 2 E .Si 'K S B in *J in ID O E O i_ 2 -O c <u E > <u in "O ii? U 3 ^0 P TO TO m P. V) TO in in D TO C c TO E ? 8 TO -IH z I I TO 0) S ill TO TO 3 u w Ji tn .c s. TO E <u rti in I- Ji c 2 f- tn .2 -8 - B s s^:g g-o E O C o CD ^ E jT ? IV F c Q to TO E c c E = h u) u) (/) c TO X> u c 2 3 j: TO (O TO TO 8^ XZ C TO O tn O to TO c O to x: 4-* tn J'S -n .. TO TO TO in 2* s E o a
O' C o i5_^ C c C D s 3i.R S W w 3 in in in c TO o C U) (0 'M. - g-sbI = o (0 -5 i= w-g c E V B co E c m <A S c < V) * X5 g o .^ >8 in c 5 TOTO Ch E 45 5. -y io p 8 ? o o 4-< TO ra c- CJ to jS TO in to TO < a TO C TO .ti TO TO X3 I - R ra TO 5 a ,S 3 E 5 w -1-1 ! m to .-t
p <TJ TO TO U O C in S ^s = C S jg c in O U O C .2 TO t_ E B tn 'z tn u TO in o ra o B TO CZ SB (J U) a o -g a 3 3 to 4_ TO O O 3 c 2 "o x: 3 Si c O> c TO 4 c c E S 25 9! in TO t5 TO t 15 "> O) .E c c TO 0. p a
V) O1 Sfs = E 3 to in J3 o C TO in ID -= - 4) H) C c I" P O S ID E 8 S -- ^ 8 1 B iS o 0) j: U !? TO ro l/l .I u. Vi O V >& Al V B 'Z m m h > wre? THECLASSROOM ENVIRONMENT 2A
Establishing a Culture for Learning Importance of content Expectations for learning and achievement Teacher interaction with students Physical Environment 2B: Managing Classroom Procedures Management of instructional groups Management of transitions Management of materials and supplies Performance of noninstructional duties 2C: Managing Student Behavior Expectations Monitoring of student behavior Response to student misbehavior 2D. Organizing Physical Space Safety and arrangement of furniture Accessibility to learning and use of physical resources 20Z lU Z z o fi O) c 'E u ra u O a <u 5G 3 cr c 4~> in b c p 2 o. > Z lU Z o o Qi (/) in u lU z ro u 3 3 u n ot c Z .!2 Z 5 (A UJ s c R3 E u V Q. O ro u in ro co ri z < Z o o n N 4-> c u c a E o u z UJ Z UJ UJ p C c g CUJO) 2 m m > G m 8 13 3 Ci tn P - c i_ ro P s ^13 S O "O 5 "o o " 5s I I 8:5 o G p 5 C ro P s -'P 5 y .E m 8 t -jj O1 ro p C CL 0) w At c ro in fD * Mi 01 c i3 ttJ rtJ TX C ro X) P E 5 5 o I ro ro 8 E I S P c m 3 -g E II o 5 ro O i! m p c ro ro X3 c c <u i_ ro in ro X3 5 5 S <u - ^-g o 8 H 3 in -Q c o c O c ro o A .E o G c Prob 13 jz g- S O .!> OJ ~ '3 "9 3 S CTl W K) XJ c in c c o b Qj .b ro IS ro E ro E s O 8 G ^ 6 8.-2 ro ro > X C C fli u O P tj ~ E .S' c 3 - o ro B Jft P in 2' O TO r: tn <u H .2 ro c , tj u o o ro '- b -3 ro m TJ g >- -. o ro G 5 2 E ro E OJ ro 2: 2 S S -8 S y ro 3
g 13 u ro "C iu _-t= ro ro g E o ro .E ~ -8 S c - ro u cn in D c >2 ro 4_, C 1- .tz = O <U 3 X3 ro-appi~ .j -'-EE rou-i-'zi-Eaj E^rT.roEoroJjz ?roEiD2'' mu! G-g Q.S^ ro c c _-- :3 O c 5 .2 2 E < x: ro c a> 5 ro in tJ .is e Qj c .5 <u a? c E > ro u (Z rt ro jL t-i 2 2? c <u oT 5 "s
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..o.2 .SG in K_ c ro 3 si <u c 8 '- o ,3 - 8 -E g 3 fO 1= P o 3 X3 G E ro in X3 E u ro .P ro 2 I O c c o 0) > c .S2 9 P & o tJ 15 vt s-> 3 c 3 ro S ro in ro c o u c lU 19 c a> E "O 4J O O . U -- ro !2 lU cz c o u ro ,p 5 2 c O (0 <u S' o o .E S. g -3 m E S.' O) 3 in I ID o w c S c c o a E 2 uf 8 G s x in c ro c P I U ro i CM ij > iS u s- *-< "n iS ro ro tn c S 5 5 p 6 g ~ - >-2 ^,11 ro 8 E a ro 8 .2 .2 in in 3 rti I c S E ti Ic o .2 c 5 G e 3 S > u ro H ro c X K -g P P (A C ot c o .t = E -r. 5 ro? u v re ro -I Q. I. X O UJ M- c V E u > V U < SsSslsS i Ta ' fe o - 5 g. 5 - g- o ro '* *5:^ E = J p "S o ro ro P ro SJ 3 lo > o 3 .y o 13 ! <u E y ro 5 S> s ? 2 3.^ wp c .iG c O'S 13 tj - o 8. o 8- ro ro "01 E m S .2 2 g ro E w .8 E p p " -o g c 0^ J d) O) .b c > ro C -=5 .b c E 3 .E in in iX 4- c ro g c 3-2 c "O Q- 2 S 5 P c 5^ n ro 9--C CL -M ro M- c o (U 3 "S '5) O ^.S2 x: -a Q. J3 .2 ro = y i u u I- ti = C 4J V) '! 5 c 8 E W 5 V* A > 9 .h Q. > c UJfD ,o S in '3 CT C SQ b CT c 9 c 5 CL 3 O re^ S? S CT t! J2 & nj S s -j S 9i re -H i Q-tj V) 5
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c P y e CL 5 2 E a . cn r> d CT) o c 0) E u 3 43 re c _ r-\ ^ TO * g:2^E 9-4: p _ Q) 3 -O TO P P C "D TO = 01 re lU g
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S -s S. TO CT O in TO re ^ H 8E E o in a? TO in tn in TO Q. 3 .c 2 O o 2 o CL TO P' P O 2 2 TO E c - sis C O p .2 cn k $ $ .tx 01 s "O S w = 2 .re in TO 5 o TO c 2^ d .t <u.2Sg C TO in U E 2 = - 2 .2 o S -E c CT P T7 P s
i=> H Se 8. in t/1 i/i C P CM C re c E o u Z UI Z UJ UJ o o> c c 2 lU c re re i_ re e: .TO '4-1 5! c Z) ti _ c o u ~ c TO P P S Cl re TO re O ? 10 5 re re re '6 cn r S re -o c 2 LO o c TO 3 TO Q- re c c g .2 g. E C 3 Si 3 O " "S c w re Z c l-l o 3 c 4^ in 55 c O p .55 TO E in c TO z o 4iJ W c c u o E 5 V M a> c (0 10 re Z E re aj <u .2 E re -E E-S in re 's c in * 2 " 0 Sis? 5ii 3 O O 3 in .E = 5 T3 s = s J5 i^ . "O p c TO E 01 a o in in c c i4 re o o to tj E c p TO E C TO O 3 <1^ H in c Se . =5 o re c in fc re w *3 -cP P c TO CT Ji! c .2 E TO in ID z P O -o C 0^ E 22 = re Q. V 01 C m s w u Q. U 3 o in f Cj 'J E C .TO O) c c o . -D g tJ re i! P 7 c 3 .2 -2 . re 0) Tj CL o -S re a v 1 ,r o LU a> c TO in O Cl O' in 1 re . E re o E tn -r-. = = = 'J B E .E t TO 4- 'JI = TO C 55 C .2 5. O in s -H .fe R 2 a
c P TO CT S 3 u in i= . E c 2 T - in 5 re >- O P C TO o in c Vi .z tn E 8 TO fN CM 10 Z Z .22 TO E t o . Jn <n C C -2 o tJ CT c a a c S TO c in c TO "D in w O c <3 re o c V .2 t3 - re 3.2 c S * a p C Q t: i c 0- z<1^ "D X3 di 52 3 CT C tn b ra o c o ra o> o di y Xi t5 3 3 tn ? di o X3 > X3 S .2 tn O . O 2S o 5 .9 2-D.y I- 2 t fa Q- ro nj ii 0) Q Q. 0) 3 >- tr MJ C ID O. > ra (U TO (U (/5 (D E 0, 4 QJ .hl .> di Vi CJ di O tn Z Ul Z Z o D IH > z Ul z o o Q (Z) Vi 3 u Ul Z o > re V m c o 3 (A O1 c O1 re c re Z .<<' c d) y 2 Q. ID X3 tJ c c 3 ID .2 S - X3 C 8 3 tn .52 = o Xi UI IS ID p 8 c ra E u Oi o. o > V u *U) ID CO ID C Hi u ID tn Ui S ID o c JS Ui c di X3 3 <u c p uy o O : (N Z < z o Q u CM c V c E o u I .p .52 c Z3 z UJ Z UJ UJ M_ X3 tn O c O) 5 8 4-?^ C 9 tJ c -2 -S Ui c := O li -Q tJ XJ =- - c ID ^o c ID s. Q. 5 u> UJ O 3 s .a !:
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di 0) o m CM C U) (U o .2 o (n X3 U-E c XJ fc ro o g O o 8 = r* O-S5 S w .2 Z c 0^* z UI z z o Q 7?i& 8 (Q Ct (0 a 4) .55 *3 O' E 4- 55 b c 'u a. o c CD <U (S^ CD <u cr c 'c 8 fe in tn C .32 .12 -5, > E S'^i p s S V) a fl) 3 W -I (U I^ 3 Q 3 Q. </> c c a C c OT CD <U S c .S2 p k. (Z t .o 4) ID '*- S J2 c UI i3 5 . 4) 4) c J= y S 5 3 "S ? = o 3 .E . -D 35 *0 V) .V} tQ (/> c nj -= c A XJ .55 i= r- V) . O' V) S i5 . g ai >:S c 4 - ID SL ID S E .32 <u Z3 x: CD ns fft u u ID id c g X CD S=^' Q.= O- I/) > z UJ Z O o Q (/) (fl u UJ z 8 M > Q. O) c 'c re S' o 8 c n E P t QI O. o s u V) CD CO C
= 8 Si P 2 P = in .-ti o 4J ifl w J2 t 4J U - p <1^ = S = v> 2 O V) S' ^ cy u in .S 42 5E5 ci ID Ul 0) <u I^ ns - (0 3 4, UI O ~ ?2 I w H VI ' /Il (D U ID D p c ID .2 di" gj "S S .3 ? .12 ^ CD O > in E ,3 O C 33 41 O 5 81 C nj o> ns .3 ^iz = V) CD O ro i3 "c 5 s 33 4
in XJ "J !8 S 3 (U V) 3 rsl (N Z hM z o o D fS c c a E o (J SS< a I x i I 9 .p .SQ a 3 1-i z.< UJ Z -4 UJ * ? u ro c 92 <-> 8 (5 c <1' K U E VI u lU CD ID V) '" O - H V) fU o 4, S 5 , in 5 O r
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= 4) > i2 E EOT 8 c c ID O t Vi V> m V) V) ns oi JS cu 4J .-L '^.1^ o = c Oj c ra S 3 E . 8.E ro (n C 3 fD IL < a> E ! 3 <1> o H V) y s 2-s 'ui -- O) w Q..S 41 V) C ^S O <U O y > CD "C /ii t .<U 2 -o g g li** s ffx i: XJ C 3 8b 8 S v i U Jl w < D 3 V) 0)3A: 3B: 3C: 3D: 3E: 3F: aasESsgR INSTRUCTION Communicating Clearly and Accurately Directions and procedures Oral and written language Using Questioning and Discussion Techniques Quality of questions Discussion techniques Quality of discussion Engaging Students in Learning Presentation of content Activities and assignments Grouping of students Instructional materials and resources Structure and pacing Providing Feedback to Students Quality Timeliness Demonstrating Flexibility and Responsiveness Lesson Adjustment Response to Students Persistence Utilizing Technology Curriculum Resource Communication Instruction Student Use 255 C CT C D CT 4^ E 3 s -C .52 '3 CT C in b C CT y p TO -F, XI E w _2 J----- o '- 5j g - ti a
g- P CT Js *o CT CT c in <U o C in TO CT :_, CT .52 g s s S (^ Q. C (D re B re (0 - "O in Qj TO 2 'J -5 tj a
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Showing Professionalism Service to students Advocacy Decision Making 34fD <u in D resH S re re > c O .X 0, in m cn -I- Q_ (P -2 -C Q. (V rf cj TTr <U 4^ <u (/) lU I-I (U x: VA O> c b nj re .t
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5 c g : > 23 E S U o 3 ro ~ <u S ro c c 2 ra .2 .2 GJ TO <0 - in -=1^ 8.E 8 2 Q. o 1- OJ ro ro 3 c w ?. 4= ( o ^-gtS-S 8 E g f5 o 5 jn m X. C OJ Xj GJ O C t'J ^1 F 5 -5 3 O 0) (/) L. i/> 2-^ in OJ I ro GJ E c tu x: u O ro V} ,GJ ro H -Q o> c IS re Z c o "C! u 01 O D CProfessional Teacher Appraisal System Forms The Little Rock School District believes that teaching and learning are the most critical aspects of the teacher's responsibilities but while still holding that the professional responsibilities of the teacher are essential to the development of the school's culture, climate, programs, and in meeting necessary building or/and district goals. To ensure this goal, several forms have been developed for this process: PTAS-1 PTAS-2 PTAS-3 PTAS-4 PTAS-5 PTAS-6 Classroom Observation Professional Growth Plan Instruction and Reflection Profile Teacher Summative Appraisal Instructional Unit Developed for Portfolio Professional Development Log The asterisk (*) components on the LRSD Summative Appraisal form (see page 51-52) have been identified as critical and are reviewed to be important skills of a successful teachers repertoire. Thus, if a teacher receives an unsatisfactory or below basic marking in one of these critical components, the teacher will be placed in Track III and placed in the appropriate phase as deemed necessary by the evaluator in accordance to the degree of assistance needed to improve the teachers deficiency. The summative appraisal form also offers an overall review of the teacher's ability to have met the district established expectations that all teachers will have to meet in offering a quality education to all children of the district. When assessing the skills of the non-probationaiy teacher in Domain IV, the evaluator will only assess components 4a thru 4f. The Professional Tools in this section are not apart of the non-probationary teachers expectations. Lastly, because Professional Development will be a critical part of the teachers experience, a list of necessary and meaningful workshops have been identified in enhancing the teaching components identified within this document (see pages 58-70 ). 42PROFESSIONAL TEACHER APPRAISAL FORMSLITTLE ROCK SCHOOL DISTRICT CLASSROOM OBSERVATION PTAS-1 FORMAL INFORMAL WALK-THROUGH Name: School: Grade Level: Subject: School Year: Observer Name: Position: Domain 2: Classroom Environment Component 2a: Establishing a Culture for Learning Domain 3: Instruction_________ Component 3a: Communicating Clearly and Accurately Component 2b: Managing Classroom Procedures Component 3b: Using Questioning and Discussion Techniques Component 2c: Managing Student Behavior Component 3c: Engaging Students in Learning Component 2d: Organizing Physical Space Component 3d: Providing Feedback to Students General Comments: Component 3e: Demonstrating Flexibility and Responsiveness Component 3f: Utilizing Technology 44Name LITTLE ROCK SCHOOL DISTRICT PROFESSIONAL GROWTH PLAN: TRACK II PTAS-2 School Year Participants Growth Goal(s): The goal addresses components in (check all that apply) ___Domain 1 ___Domain 2 ______DDoomaaiinn 33 ___Domain 4 Activities and Steps To be Taken Persons/Resources Needed Documentation Timeline and Deadlines Expected Outcome(s): Evaluator Date 45 1/if
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3 XJ q o E eg cn t> 2 o o 3 o 2 o c u .V TJ a o 2 3 Q US czT C V T3 I CJ w o 2 O C 00 CQ M tn eg "o tn eg o 2 00 .S o 00 2 u o 00 cn cn eg "q cn 2 i X o 3 O X3 2 B eg *2. 3 O^ O O (4 2 XJ Q c: a> CL CL CQ t c o *0 m c>V Q 3 CO g ,o o ex CA "ex 3 O & o co 3 3 CA .o c o CO 3 Q O ffi c o (A (A o CO *3 O .g 2 o X CA 3 O *3 2 CA o o. 3 g W) o co 3 3 .3 3 co c o o o 3 CO g ,p o ex ex 3 2 0/) o CO 3 3 CA Lc ,o C 3 O o o co CO 42 c o (A CA o CA Ck. *3 CA o c 3 o co o bo bO .3 2 co o OJ 3 -5 co ** US 4> o > -3 -g wj co 3 <U 3 2 c o o 3 CA o, S O p (A V o (A 3 g o. C 3 S o 3 >' = 53 '5 3 S: Q O T3 X o o o bO CQ 3 o ' co ex ,u s o co J3 bO -S 3 co u V 4= V) QJ K E CO X o o Um c o (A CA 5 3 o x* co CA 3 .2 CA O g- o CA 3 .2 o co 0) CA 3 1) I 3 Q 43 O nJ -O U 5 3 O 3 co 8 o 'O *0 co Q CO g !5 ,2 (N o tnlittle rock school district TEACHER SUMMATIVE APPRAISAL PTAS-4 Teacher School Year Mark One
Mark One: Mid-year Track I Summative Track II Track III U=Unsatisfactory B=Basic P=Proflcient denotes heavily weighted components D=Distinguished DOMAIN 1: PLANNING AND PREPARATION Component Level of Performance U B P D la. Demonstrating Knowledge of Content and Pedagogy* 1b. Demonstrating Knowledge of Students*_____________ 1c. Selecting Instructional Goals*_______________________ Id. Demonstrating Knowledge of Resources_____________ Ie. Designing Coherent Instruction*_____________________ If. Assessing Student Learning* Strengths DOMAIN 2: THE CLASSROOM ENVIRONMENT Component 2a. Establishing a Culture for Learning* 2b. Managing Classroom Procedure* 2c. Managing Student Behavior*_______ 2d. Organizing Physical Space Strengths 51 Areas to Address Level of Performance U B P D Areas to AddressDOMAIN 3: INSTRUCTION Component Level of Performance U B P D 3a. Communicating Clearly and Accurately*________ 3b. Using Questioning and Discussion Techniques* 3c. Engaging Students in Learning*_______________ 3d. Providing Feedback to Students*_______________ 3e. Demonstrating Flexibility and Responsiveness* 3f. Utilizing Technology Strengths Areas to Address DOMAIN 4: PROFESSIONAL RESPONSIBILITIES Component Level of Performance U B P 0 4a. Reflecting on Teaching_________________ 4b. Maintaining Accurate Records*_________ 4c. Communication with Families___________ 4d. Contributing to the School and District 4e. Growing and Developing Professionally* 4f. Showing Professionalism PROFESSIONAL TOOLS Professional Development Log Portfolio Strengths Areas to Address (If the teacher disagrees with a part of the appraisal or with a recommendation made by the prindpal, the teacher may elect to attach a written response to the appraisal instrument. Both documents shall then be placed in the teachers personnel file.) Principals Signature Teacher's Signature (Indicates that the teacher has read the report but does not necessarily indicate agreement with it.) Recommended for re-election Yes No (To be completed at the end of the school year.) 52PROFESSIONAL TEACHER APPRAISAL TOOLSPortfolio Requirement J. Track 1 W' ' ackground Information: Resume (Profile Sheet) Individual Improvement Plan/Professional Growth Plan ^assroomManagen^^ Class Schedule Sample of units developed in support of the curriculum Sample of modifications made for identified students Daily/Weekly Schedule Sample of weekly lesson plans Collaborative Skills: Log of Parent Contact Samples of colleagues collaboration ssessment Information' Sample of Assessment Student Achievement Data Student Academic Improvement Plan Professional Development Documents^ Professional Growth Reading List of Professional Journals/Materials 54REQUIREMENTS FOR TRACK 1 TEACHERS/SPECIALISTS A Portfolio will be required with the following included: Resume Provide a summary of previous employment experiences, education, and extra-curricular activities. Sample of weekly lesson plans A copy of lesson plans for each subject taught. This should include standards and benchmarks, materials, activities, and assessments. Sample of units developed in support of the curriculum This unit should include objectives, materials, activities, and assessments. The unit objectives must be aligned to the core curriculum of your subject area. Sample of modifications made for identified students Identify students with Individual Education Plan (lEP) and provide written evidence in the plan book of modifications by subject area. Log of Parent Contact This should include phone, conferences, notes, open house, and any other form of parent communication. Professional Growth Provide documented evidence of professional training (A list of required staff development will be provided. Sample of Assessment Provide samples of various ways in which students have been assessed to determine academic achievement. These should include teacher developed or modified forms of assessment. (Teacher-made tests, activities for students portfolio, projects, etc.) Student Achievement Data Provide data indicating academic achievement forthose students for whom the teacher is responsible for teaching. The teacher should indicate that data has been evaluated to help improve instruction. Example: Documentation showing that the teacher is aware of strengths and concerns of students in class or classes.) The grading outline should be included to show point system for various types of assessment done throughout the year. Grade Distribution sheets can be included under this section. The information should demonstrate that the teacher has evaluated the data as indicated by notes, graphs, or narratives. Individual Improvement Plan/Professional Growth Plan This plan is developed around the components of professional practice. The teacher and the evaluator/administrator collaborate on the plan. The teacher takes the lead in determining the particular component that will be developed. Class Schedule Documentation shows the daily and weekly scheduled activities for which the teacher is responsible. This should include the times each subject area is being taught. An elementary class schedule will look different than a secondary class schedule. Student Academic Improvement Plan A sample of the plan or plans that have been developed for the student(s) that require additional academic support in order to meet the state guidelines for achievement. (The name of the student(s) should not be on the sample(s). Reading List of Professional Joumals/Materials A listing of professional journals and/or reading materials that the teacher has experienced during the year. The format may follow the APA or MLA style. A new portfolio will be developed each year. The portfolio will be reviewed midyear and at the end of each school year by the administrator. 55PTAS -5 INSTRUCTIONAL UNIT DEVELOPED BY TRACK 1 TEACHER FOR PORTFOLIO The teacher is to provide an instructional unit of at least one week in length, artifacts from that unit, and the following information prior to established date set by the administrator. This evidence will be submitted in the portfolio in preparation for the final summative conference. Name Subject of Unit Grade/Subject Taught Dates of the Unit Unit Concept/Topic: Objectives/Goals for the Assignment/Student Artifacts Attached: Attach a copy of a unit that you have used in your classroom this year. The unit can be in any format you wish and taken from any point during the year. Attach an activity or assignment directions that engaged students in authentic work related to the concept or topic cited above, (e.g. project guidelines, problems, homework assignment, center activity) Provide some evidence of student learning. 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4* B > E S 3< 43 fl Q P, o & MW t. 3 fl fl fl ** o fl >J 08 fl fl ti 3 o fl fl a.E s ja u o . (m X3 S. fl u ja U o *- O va M es a E 3 fl fl fl g 5 -B E c: "O flj 0.) a iS V CA fl 3 va 3 CA -W *2 -* 3 fl s? .2 > >58 - a ja OS 3 w A V v t: a V3 B S 4> 4> O > o fl fl o .2 fl -fl 4) 4* < (Z3 a M s -M Vi .s fl o c Vi O 4^ -a b u fl 43 .f s 43 S "S B O .S & fl M I > a 11" Q E v> = r: 3 < 5 . 9 fl a. -w a i -w 2 B a > 1 g .a o) s s ! E A 3 " <R1 va CS a = -a V O o S 3 3 Q. a 4) 3 a a E a V > 2 "8 3 < 0 fl 3 fl fl > fl -3 fl fl (/) .E T "3 CM fl 3 S3 fl 3 /S 3 fl 3 fl U 3 U .SJ fl va fl V3 fl 3 M fl u Vi -B .2 4^ 4 3 -B a 3 -w fl - fl *- \fl 69 a .a B .SS E5 u 6*^ E O E <*) <*) \fl 3 (za fl fl a a .2 -g 3 fl fl 3 3 CJ 3 CZ) fl ** fl 43 fl 3 fl B e < (M fl fl 3 fl 43 fj a fl f*) < <*> fl\Friday Eldredge & Clark HERSCHEL H. FRIDAY <1922-1994) WILLIAM H. SUTTON, P.A. BYRON M. EISEMAN, JR., P.A. JOE D. BELL, P.A. JAMES A. BUTTRY, P.A. FREDERICK S. URSERY, P.A. OSCAR E. DAVIS, JR.. P.A. JAMES C. CLARK. JR.. P.A. THOMAS P. LEGGETT. P.A. JOHN DEWEY WATSON. P.A. PAUL B. BENHAM 111, P.A. LARRY W. BURKS, P.A. A. WYCKLIFF NISBET, JR., P A. JAMES EDWARD HARRIS, P.A. J. PHILLIP MALCOM. P.A. JAMES M. SIMPSON, P.A. JAMES M. SAXTON. P.A. J. SHEPHERD RUSSELL III, P.A. DONALD H. BACON. P.A. WILLIAM THOMAS BAXTER, P.A. JOSEPH B. HURST. JR., P.A. ELIZABETH ROBBEN MURRAY, P.A. CHRISTOPHER HELLER. P.A. LAURA HENSLEY SMITH. P.A. ROBERT S. SHAFER. P.A. WILLIAM M. GRIFFIN HI. P.A. MICHAEL S. MOORE. P.A. DIANES. MACKEY. P.A. WALTER M. EBEL Hi. P.A. KEVIN A. CRASS, P.A. WILLIAM A. WADDELL, JR., P.A. SCOTT J. LANCASTER. P.A. ROBERT B. BEACH, JR., P.A. J. LEE BROWN, P.A. JAMES C. BAKER, JR., P.A. HARRY A. LIGHT, P.A. SCOTT H. TUCKER, P.A. GUY ALTON WADE, P.A. PRICE C. GARDNER, P.A. TONIA P. JONES, P.A. DAVID D. WILSON, P.A. JEFFREY H. MOORE, P.A DAVID M. GRAF, P.A. CARLA GUNNELS SPAINHOUR, P.A. ATTORNEYS AT LAW A LIMITED LIABILITY PARTNERSHIP www.fridayfirm.com 2000 REGIONS CENTER 400 WEST CAPITOL LITTLE ROCK. ARKANSAS 72201-3493 TELEPHONE 501-376-2011 FAX 501-376-2147 3425 NORTH FUTRALL DRIVE. SUITE 103 FAYETTEVILLE. ARKANSAS 72703-4811 TELEPHONE 479-695-2011 FAX 479-695-2147 JOHN C. FENDLEY, JR., P.A. JONANN ELIZABETH CONIGLIO, P.A. R. CHRISTOPHER LAWSON, P.A. FRAN C. HICKMAN. P.A. BETTY J. DEMORY, P.A. LYNDA M. JOHNSON, P.A. JAMES W. SMITH, P.A. CLIFFORD W. PLUNKETT. P.A. DANIEL L. HERRINGTON, P.A. MARVIN L. CHILDERS K. COLEMAN WESTBROOK. JR., P.A. ALLISON J. CORNWELL ELLEN M. OWENS. P.A. JASON B. HENDREN BRUCE B. TIDWELL MICHAEL E. KARNEY KELLY MURPHY MCQUEEN JOSEPH P. MCKAY ALEXANDRA A. IFRAH JAY T. TAYLOR MARTIN A. KASTEN BRYAN W. DUKE JOSEPH G. NICHOLS ROBERT T. SMITH RYAN A. BOWMAN TIMOTHY C. EZELL T. MICHELLE ATOR KAREN S. HALBERT SARAH M. COTTON PHILIP B. MONTGOMERY KRISTEN S. ROWLANDS ALAN G. BRYAN LINDSEY MITCHAM KHAYYAM M. EDDINGS JOHN F. PEISERICH AMANDA CAPPS ROSE BRANDON J. HARRISON OF COUNSEL B.S. CLARK WILLIAM L. TERRY WILLIAM L. PATTON. JR. H.T. LARZELERE. P.A. JOHN C. ECHOLS. P.A. 208 NORTH FIFTH STREET BLYTHEVILLE. ARKANSAS 72315 TELEPHONE 870-762-2898 FAX 870-762-2918 March 4, 2003 JOHN C. FENDLEY, JR. LITTLE ROCK TEL 501**70-3323 FAX 501-244-5341 fendleyQfeC.nt Ms. Joy Springer John W. Walker, P.A. 1723 Broadway Little Rock, Arkansas 72201 RECEIVED MAR - 5 2003 OFFICE OF DESEGREGATION MONITORING RE: Professional Teacher Appraisal System Dear Ms. Springer: Enclosed please find a May 2002 draft of the Little Rock School Districts Professional Teacher Appraisal System. This is the background information on the new teacher appraisal system which I agreed to provide to you during our facilitation with ODM on February 28,2003. Please do not hesitate to call if you have any questions. Sincerely, John C. rendley, Jr. f JCF/bgb cc: IxNJs. Ann Marshall (w/enclosure(s)) Dr. Ken James (w/o enclosure(s)) F:\HOME\BBrown\Pendlcy\l-RSD\deseg\springer2 h wpd
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<dcterms_creator>Little Rock School District</dcterms_creator>