CERTIF AT RSONN EL as i I - Quality Education Students Long Beach Unified School District Long Beach, Calfornia long beach 322?; HUMAN RESOURCE SERVICES district CERTIFICATED PERSONNEL EVALUATION HANDBOOK January, 2014 CONTENTS Page Certificated Personnel Evaluation I. Evaluation System ………………………………………………………………………………………………………… A. Methods of Evaluation …………………………………………………………………………………………… B. Implementation of Evaluation ……………………………………………………………………………….. 1. Planning ………………………………………………………………………………………………... a. Goals and Action Plans …………………………………………………………………. b. Ways to Determine Student Progress …………………………………………… c. Ways to Identify Limiting Constraints …………………………………………… d. Modification …………………………………………………………………………………. 2. Observing ………………………………………………………………………………………………. 3. Evaluating ……………………………………………………………………………………………… 4. Summarizing ………………………………………………………………………………………….. a. Task for the Site Administrator …………………………………………………….. b. Task for the Evaluatee ………………………………………………………………….. c. Task for the Evaluator(s) ………………………………………………………………. 5. Describing Unsatisfactory Performance …………………………………………………. 6. Initiating Written Response ……………………………………………………………………. 7. Providing Copy of Final Evaluation …………………………………………………………. 8. Determining Deadline Dates ………………………………………………………………….. II. Evaluatee Goals/ Action Plan Agreement, form ……………………………………………………………. III. Lesson Analysis, form …………………………………………………………………………………………………… IV. Certificated Instructional Personnel Evaluation, form ………………………………………………..… V. California Standards for the Teaching Profession (CSTP) 2009 ……………………………………… 1 1 1 1 2 2 2 3 3 4 4 4 4 6 6 7 7 7 8 12 15 18 Appendix A I. Summary of Legislative & District Requirements …………………………………………………………. A. State Legislation ……………………………………………………………………………………………………. B. Philosophy and Educational Goals of the Long Beach Unified School District ………… II. Goals and Action Plans in Major Subject Areas and Grade Levels ………………………………… A. Interpretation ……………………………………………………………………………………………………….. B. Development ………………………………………………………………………………………………………… C. Assessment …………………………………………………………………………………………………………… 32 32 35 36 36 36 37 Appendix B Long Beach Unified School District Strategic Plan, 2011-2016 ………………………………………………….. 38 Appendix C Instructional Strategies: Essential Elements of Effective Instruction ……………………….………………… 41 Appendix D Glossary ……………………………………………………………………………………………………………………………………. 43 Appendix E Definitions ……………………………………………………………………………………………………………………………….. 45 LONG BEACH UNIFIED SCHOOL DISTRICT HUMAN RESOURCE SERVICES CERTIFICATED PERSONNEL EVALUATION Individual school districts are charged with the responsibility of developing educational programs that are consistent with the Constitution, the State Board of Education regulations, adopted frameworks and legislation. The following legislated system of evaluation is adopted. I. Evaluation System The uniform system for the evaluation of all certificated personnel in the Long Beach Unified School District is designed to provide an opportunity for professional growth and to improve instruction and learning. The evaluation of human behavior in any known form is a highly subjective process. Parties to the implementation of the evaluation are exchanging perceptions and hence should approach the task with due modesty, humility, and empathy. A. Methods of Evaluation 1. Supervisory (Required) The evaluator shall be the employee's immediate manager and/or another administrator designated by the manager, by the Superintendent, or by his designee. (Art. XII.B.) B. Implementation of Evaluation* 1. Planning Employees to be evaluated shall receive a copy of the evaluation procedures within four (4) weeks after the beginning of their school session work year, traditional or year-round calendar. Those employees will be advised of the evaluation policy, procedures, standards, and expectations by their evaluator no later than the end of the fifth school week. (Art. XII.D.) By the end of the sixth school week each evaluate shall be responsible for proposing in writing to the evaluator specific objectives and standards to be achieved within areas of performance. The evaluator may propose and/or require additional components in the action plan and standards for each evaluatee in accordance with the position and assignment. Employees will be advised if there is to be a specific area(s) of concentration. Within a maximum of seven (7) weeks of the first working day of an assignment all action plans and performance standards shall be finalized, reduced to writing and signed by the evaluator and evaluatee. (Art. XII.E.) Standardized test norms shall not be used for teacher evaluation. Personnel shall be judged on the District-adopted evaluation objectives and performance standards. Such objectives and standards ______________ *Specified evaluation deadlines, except for the date of the final evaluation, may be extended by the number of days the evaluatee or the evaluator is absent from the work site during the identified time periods. Any change in specified deadlines will be noted in writing by the evaluator along with reasons for the change in deadline. (Article XII.C.) 1 shall be in writing and made available to the evaluatee prior to any period in which he/she is evaluated. (Art. XII,D.) Based on the evaluatee's tentatively completed goals and objectives agreement, the evaluator and the evaluatee shall hold a preliminary conference by the end of the seventh (7th) school week to cooperatively plan: a. Goals and action plans for the class or office of the evaluatee that will be used in the evaluation process. 1) Office and individual class goals and action plans will be based on national and state standards, including the Common Core State Standards, District Strategic Plan, course outlines and curriculum guides and should be applied to selfimprovement and to improvement in student progress in the areas in which the employee is assigned. They shall reflect within the schools the variables of expected performance as they relate to a given office, school, or class. Such variables may include the starting point of progress on a continuum of learning for the class and individual student's ability, prior learning experience, anecdotal records, grade books, attendance, transiency, emotional stability, health and expectations and support for schooling held by parents and community groups. 2) The conference should be based on a written plan prepared in advance by the evaluatee in which he/she prescribes his/her action plan for each area to be evaluated. This plan shall be submitted to the evaluator five (5) days prior to the conference and no later than the end of the sixth school week. b. Ways to determine student progress and the attainment of objectives: Each evaluatee plans how he/she will determine if he/she has reached his/her objectives. Included will be: 1) Teacher observation and judgment. 2) Anecdotal and cumulative records. 3) Success and progress on a continuum of learning or a course of study. 4) District, teacher, department, or school-made tests for pre-testing and posttesting. 5) Curriculum related tests. 6) Multimedia, if desired and available. 7) Student self-evaluation. 8) Evaluative discussion with students and parents. 9) Records of students' past learning performances. 10) Files of students' work collected to show growth. c. Ways to identify limiting constraints, if any, which must be overcome to attain objectives and methods for adjusting these constraints: When the total length of teaching experience, the length of the duty at one site, the length of time in the assignment, or other factor is considered to be a constraint by the evaluator or the evaluatee, it may be so noted on the appropriate form. (Art. XII.F.) Each evaluatee determines the particular kind of help, if any, he/she will need to meet his/her action plan and review this with his/her evaluator. 2 In each school the evaluatee and evaluator determine the areas in which assistance is needed if individual and school goals and objectives are to be met. This may be assistance with techniques for teaching, diagnosing pupil needs, furthering communication between students and teacher, etc. Building and district staff development assistance should be planned as needed at the beginning and throughout the school year. d. Modification, if necessary, of evaluatee action plan by either the evaluatee or evaluator: The evaluator may propose and/or require additional components in the action plan and standards for each evaluatee in accordance with the position and assignment. (Art. XII.E.) 2. Observing Observations shall be both formal and informal. a. The number of formal observations shall routinely be three (3). With agreement of both evaluatee and evaluator the number may be reduced to two (2) or one (1) in cases of obviously satisfactory performance by permanent employees. Additional observations shall be conducted when deemed necessary by either the evaluatee or the evaluator. (Art. XII.G.) An observation shall be based upon one or more of the following components: District goals and objectives, individual school/office goals and action plans, individual employee goals and action plans, and performance assessment criteria. (Art. XII.G.1.) Except by mutual agreement, formal observations shall not begin until after goals and action plans have been agreed upon. In the event that goals and action plans have not been agreed to, formal observations may begin following the seventh week of the school year. (Art. XII.G.4.) Each classroom observation should be reviewed in relation to the objective/ learning target of the lesson and evaluated on the basis of the Lesson Analysis form. Numerous observations should take place in cases where performance standards are considered deficient. b. Observations and conferences at schools and offices should be reviewed in relation to the bases of the standards of performance for instructional, administrative, and support services personnel. These bases should be considered collectively as much as possible in order to provide a composite judgment of the evaluatee. c. Observations will be made by the immediate manager or his/her designated representative(s) and, if desired, by cooperatively designated building or district teams. d. Each formal observation will be followed by a conference which will take place within five (5) working days. (Art. XII.G.2.) e. Formal observation will be summarized on an observation form with a copy given to the evaluatee within ten (10) working days after the observation. (Art. XII.G.3.) f. Informal observations may be scheduled or unscheduled and are not limited in number. Informal observations may include assessment of the teacher's performance using the indicators as listed in this guide. If a manager anticipates 3 reference to the informal observation in an employee's less than satisfactory evaluation, the observation should be summarized in writing with a copy given to the employee. 3. Evaluating An evaluation shall be reduced to writing and transmitted to the employee no later than thirty (30) calendar days prior to the last school day for K-12 students as identified on the appropriate traditional or year-round school calendar. The evaluator will hold a conference to review the written evaluation with the employee at the time of the transmittal of the written evaluation. (Art. XII.H.) The conference will be held for the purpose of identifying strengths and/or weaknesses in the evaluatee's performance, with commendation and/or recommendations for improvement as warranted. If the evaluatee is performing in an effective or distinguished fashion, the report should so indicate. If the evaluatee needs to improve his/her performance according to the performance standards established, the report should describe the areas of needed improvement, recommend how improvement can be effected, and identify means to be followed by the evaluator and the evaluatee to facilitate such improvement. Probationary and permanent employees whose performance is “unsatisfactory” or “developing” may have an interim assessment and conference by a date specified in the annual evaluation calendar (NOTE: this is not a contractual requirement.) No assessment of “unsatisfactory” or “developing” shall be introduced on an evaluatee's evaluation form which has not been first formally called to his/her attention in a written report. Time shall be allowed, when practicable, from the date of the written report when the deficiency is formally cited to allow for correction of said deficiencies. In the case of instructional deficiencies, the evaluator will offer direct assistance and/or additional resources as the evaluator deems appropriate to implement the specific recommendations. (Art. XII.I.) Special education teachers who serve in more than one school will be evaluated by a selected principal. At least one observation/lesson analysis will be completed in consultation with designated special education management personnel who, at the request of the principal, may also be present at the final evaluation conference. Other certificated personnel who serve in more than one school will be evaluated by a designated principal. 4. Summarizing a. Task for the Site Administrator Employees to be evaluated shall receive a copy of the evaluation procedures within four (4) weeks after the beginning of their school session work year, traditional or year-round calendar. Those employees will be advised of the evaluation policy, procedures, standards, and expectations by their evaluator no later than the end of the fifth school week. (Art. XII.D.) b. Task for the Evaluatee 1) Decides upon action plans to be reached at the end of the course or program. Lists an adequate number of components in the action plan for each area of study according to national and state standards, including the Common Core State Standards, District Strategic Plan, course outlines, curriculum guides and 4 improvement in student progress in the areas in which the employee is assigned. The background, abilities, needs, and growth patterns of the students concerned should be considered when writing action plans. 2) Describes what most of the learners will be able to do at the end of the lesson, unit, and course. 3) Uses action plans which: a) Are feasible for the learner. b) Specify what is to be achieved. c) Are compatible with other objectives/ action plans. d) Are important to the subject matter area and are needed by the learner. 4) Describes the constraints, if any, which may prevent some students from achieving the objective: i.e., transiency, absenteeism, limited materials and textbooks, etc. 5) Puts tentative performance goals and activities on the Goals/Action Plan Agreement form. Submits form to evaluator five (5) days prior to the conference and no later than the end of the sixth school week. 6) Meets with the evaluator to initiate evaluation plan and identify limiting constraints, if any, by the end of the seventh school week. 7) Meets with the evaluator by cooperative agreement to modify the original Action Plan, if necessary. 8) Carries out appropriate programs for meeting performance objectives and completing activities as planned in the conference(s). 9) Assesses student progress by using techniques and materials selected from the following: a) Teacher observation and judgment b) Anecdotal and cumulative records c) Success and progress on a continuum of learning or a course of study. d) District, teacher, department, or school-made tests for pre-testing and post-testing e) Curriculum related tests f) Videotape, if desired and available g) Student self-evaluation h) Evaluative discussion with students and parents 10) Meets all applicable legal and district calendar dates related to evaluation. 11) Meets with evaluator for an interim evaluation, if needed, by a date specified in the annual evaluation calendar and for final evaluation by the last day of the sixth school month for all probationary employees and no later than thirty (30) calendar days prior to the last school day for K-12 students scheduled of the adopted school calendar for permanent employees being evaluated. The 5 same form is to be used for all evaluations. c. Task for the Evaluator(s) 1) Reads and becomes fully familiar with the California Standards for the Teaching Profession (CSTP) (2009), guidelines, board policies, administrative bulletins, and standards, if applicable, that relate to the evaluation process. 2) Receives the tentatively completed Goals/ Action Plan Agreement form from each evaluatee, reviews the stated standards of performance and activities, relates them to curriculum goals and objectives, and schedules a conference with the evaluatee. 3) Meets with the evaluatee to initiate evaluation by the end of the seventh school week. 4) Furnishes support to the evaluate, i.e.: a) Provides specified instructional materials, supplies, and equipment within district limitations. b) Provides specified supervisory assistance, as needed, including: demonstration teaching, visitation opportunities, and observations and conference assistance within district limitations. c) Observes progress toward meeting objectives and assists, as needed. The number of formal observations shall routinely be three (3). With agreement of both evaluatee and evaluator the number may be reduced to two (2) or one (1) in cases of obviously satisfactory performance by permanent employees. Additional observations shall be conducted when deemed necessary by either the evaluatee or evaluator. (Art. XII.G.) 5) Meets all legal and district calendar dates as they relate to staff evaluation. 6) Meets with the evaluatee for an interim assessment, if prescribed, by a date specified in the annual evaluation calendar and for final evaluation by the last day of the sixth school month for all probationary employees and no later than thirty (30) calendar days prior to the last school day for K-12 students scheduled on the adopted school calendar for permanent employees being evaluated. The same form is used for all evaluations. 5. Describing Developing and Unsatisfactory Performance In the event the evaluatee is performing his/her duties in a “developing” or “unsatisfactory” manner, no assessments of unsatisfactory performance shall be introduced in writing on an evaluatee's evaluation form which have not been first formally called to his/her attention in a written report*. Time shall be allowed, when practicable, from the date of the written report where the deficiency is first noted, and the date of the next assessment or evaluation when the ______________ *Also known as the lesson analysis. 6 deficiency is formally cited, to allow for correction of said deficiencies. (Art. XII.I.) If the employee is permanent, he/she shall be evaluated every year instead of every two years until his/her performance is considered at least effective or until he/she is terminated from his/her position. (Refer to AB 293 Statutes 1971 for legal interpretation and procedures.) 6. Initiating Written Response The evaluatee shall sign the evaluation form signifying that he/she has read the form and shall be provided the opportunity to prepare a written response which shall become a part of the employee's permanent record. (Art. XII.H.) 7. Providing Copy of Final Evaluation An evaluation shall be reduced to writing and transmitted to the employee no later than thirty (30) calendar days prior to the last school day for K-12 students as identified on the appropriate traditional or year-round school calendar. (Art. XII.H.) 8. Determining Deadline Dates If the indicated dates fall on a Saturday, Sunday, or holiday, the effective date will be the following date of work. All December reports and accompanying assessments, if any, shall be submitted to the Assistant Superintendent, Human Resources Services, before winter recess. 7 33 School/Office Grade/Subject Date I. Goal Action Plan End of Year Evidence that Goals/Action Plan has been attained B. C. Based on schoolwide data (given) To be developed by a committee of administrative staff and a faculty advisory committee A. • • SCHOOL SITE/OFFICE GOALS/ACTION PLAN Given District Content Standards, curriculum objectives, schoolwide goals, data related to common assessments, District adopted textbooks, and supplementary instructional materials, each certificated employee will establish an action plan toward increased student achievement. Name EVALUATEE GOALS/ACTION PLAN AGREEMENT 34 II. End of Year Evidence that Goals/Action Plan has been attained Action Plan B. C. Goal Refer to District curriculum guidelines To be developed by the grade level or curricular department A. • • GRADE LEVEL/DEPARTMENT GOALS/ACTION PLAN 35 III. Goal Action Plan End of Year Evidence that Goals/Action Plan has been attained B. C. Match with instructional focus area(s) A. • PROFESSIONAL GROWTH OR INDIVIDUAL ADMINISTRATOR GOALS/ACTION PLAN 36 cc: III. Date Evaluator Evaluatee Evaluator _____ Roving assignment _____ Length of time in assignment _____ Teaching experience Constraints that may affect the attainment of Goals/Action Plan (See TALB Agreement, Article XIV):** Evaluatee Signing this form indicates a conference has been held regarding the Goals/Action Plan for the evaluatee. SUPPORT AGREED UPON IN ORDER TO ATTAIN GOALS/ACTION PLAN Date HUMAN RESOURCE SERVICES School Year ___________ LESSON ANALYSIS Evaluatee: ____________________________ Date of Observation: ___________________________ Assignment: ____________________________ Time in Classroom: ____________ to ___________ Curriculum Objective/ Learning Target:____________________________________________________ _______________________________________________________________________________________ Distinguished: Effective: *Developing: *Unsatisfactory: Explanation of Rating Symbols Exceeds expectations of the District. Meets the expectations of the District. Partially meets the expectations of the District. Improvement required. Performance is not of the quality acceptable for reemployment in the District. *Comments Required (Performance Analysis may be attached as necessary.) 1. Engages and Supports All Students in Learning ______ Distinguished ______ Effective ______ *Developing ______ *Unsatisfactory • Using knowledge of students to engage them in learning through differentiating instruction based on their strengths, interests and needs. (1.1) • Connecting learning to students’ prior knowledge, background and life experiences. (1.2) • Connecting subject matter to meaningful, real-life contexts and purpose for learning. (1.3) • Using a variety of instructional strategies, including EEEI, and a variety of resources and technologies to meet students’ diverse learning needs. (1.4) • Promoting critical thinking through inquiry, problem solving, technology and reflection. (1.5) • Monitoring student learning and adjusting instruction by incorporating a variety of strategies while teaching to insure progress of pupils towards the standards. (1.6) Comments: 2. Creates and Maintains Effective Learning Environments ______ Distinguished • ______ Effective ______ *Developing ______ *Unsatisfactory Promoting social development and responsibility within a caring community where each student is treated fairly and respectfully. (2.1) • Creating and maintaining safe physical environments that promote student learning, reflect diversity, and encourage constructive and productive interactions among students. (2.2, 2.3) • Creating a rigorous learning environment with high expectations for all students (2.4) • Developing, communicating, and maintaining high standards for individual and group behavior. (2.5) • Employing classroom routines, procedures, norms, and supports for positive behavior to ensure a climate in which all students can learn. (2.6) • Using instructional time to organize learning. (2.7) Comments: 3. Understands and Organizes Subject Matter for Student Learning ______ Distinguished _____ Effective ______ *Developing ______ *Unsatisfactory • • Demonstrating knowledge of subject matter, academic content standards, and curriculum frameworks. (3.1) Applying knowledge of student development and proficiencies to ensure student understanding of subject matter. (3.2) • Organizing curriculum to facilitate student understanding of the subject matter. (3.3) • Utilizing instructional strategies that are appropriate to the subject matter. (3.4) • Using and adapting resources, technologies, and standards-aligned instructional materials, including adopted materials, to make subject matter accessible to all students. (3.5) • Addressing the needs of English learners and students with special needs to provide equitable access to the content. (3.6) Comments: 4. Plans Instruction and Designs Learning Experiences for All Students ______ Distinguished ______ Effective ______ *Developing ______ *Unsatisfactory • Using knowledge of students’ academic readiness, language proficiency, cultural background, and individual development to plan instruction. (4.1) • Establishing and articulating goals for student learning. (4.2) • Developing and sequencing long-term and short-term instructional plans based on District guidelines (as applicable) to support student learning. (4.3) • Planning instruction that incorporates appropriate strategies and curricular objectives to meet the learning needs of all students. (4.4) • Adapting instructional plans and curricular materials to meet the assessed learning needs of all students. (4.5) Comments: 5. Assesses Student Learning ______ Distinguished • • • • • • • ______ Effective ______ *Developing ______ *Unsatisfactory Applying knowledge of the purposes, characteristics, and uses of different assessments, both informal and formal. (5.1) Collecting and analyzing assessment data from a variety of sources to inform instruction. (5.2) Reviewing data, both individually and with colleagues, to monitor student learning.(5.3) Using assessment data to establish learning goals and to plan, differentiate, and modify instruction as permitted by District guidelines (as applicable). (5.4) Involving all students in self-assessment, goal setting, and monitoring progress. (5.5) Using technology to assist in assessment, analysis, and communication of student learning. (5.6) Using assessment information to share timely and comprehensible feedback with students and their families. (5.7) Comments: 6. Developing as a Professional Educator ______ Distinguished • • • • • • ______ Effective ______ *Developing ______ *Unsatisfactory Reflecting on teaching practice in support of student learning. (6.1) Establishing professional goals and engaging in continuous and purposeful professional growth and development. (6.2) Collaborating with colleagues and the broader professional community, as available, to support teacher and student learning. (6.3) Working with families to support student learning. (6.4) Promoting collaboration between school and community in support of the instructional program. (6.5) Managing professional responsibilities to maintain motivation and commitment to all students. (6.6) • Demonstrating professional responsibility, integrity, and ethical conduct. (6.7) Comments: Specific Suggestions for Next Steps and/or Areas of Needed Improvement: Overall Comments: ______________________ Date of Conference ___________________________________________ Printed Name of Evaluatee ____________________________________________ Signature of Evaluatee Date ___________________________________________ Printed Name of Evaluator ____________________________________________ Signature of Evaluator Date ___________________________________________ Printed Name of Other Participant ____________________________________________ Signature of Other Participant Date ___________________________________________ Printed Name of Other Participant ____________________________________________ Signature of Other Participant Date This ‘Lesson Analysis” has been discussed with me. Signing this form does not necessarily mean that I agree with all ratings. A copy of this “Lesson Analysis” may be placed in your personnel file. If so, you will have the opportunity to review and comment thereon in accordance with Education Code Section 44031. Ten (10) days from the date of this “Lesson Analysis” this document and your written response, if any, will be placed in your personnel file. Copies to: Human Resource Services, Employee, and School or Office HUMAN RESOURCE SERVICES School Year ___________ CERTIFICATED INSTRUCTIONAL PERSONNEL EVALUATION Regular Contract (RC) ____ 1st Year (Probationary) ____ 2nd Year (Probationary) ____ Permanent ____ Temporary Contract (TC) / Special Contract (SC) Evaluatee: __________________________________ Assignment: __________________________________ ____ Interim Evaluation ____ Final Evaluation School or Office: ___________________________ Dates of Observations: ______________________ Explanation of Rating Symbols Distinguished: Exceeds expectations of the District. Effective: Meets the expectations of the District. *Developing: Partially meets the expectations of the District. Improvement required. *Unsatisfactory: Performance is not of the quality acceptable for reemployment in the District. *Comments Required (Performance Analysis may be attached as necessary.) 1. Engages and Supports All Students in Learning ______ Distinguished ______ Effective ______ *Developing ______ *Unsatisfactory • Using knowledge of students to engage them in learning through differentiating instruction based on their strengths, interests and needs. (1.1) • Connecting learning to students’ prior knowledge, background and life experiences. (1.2) • Connecting subject matter to meaningful, real-life contexts and purpose for learning. (1.3) • Using a variety of instructional strategies, including EEEI, and a variety of resources and technologies to meet students’ diverse learning needs. (1.4) • Promoting critical thinking through inquiry, problem solving, technology and reflection. (1.5) • Monitoring student learning and adjusting instruction by incorporating a variety of strategies while teaching to insure progress of pupils towards the standards (1.6). Comments: 2. Creates and Maintains Effective Learning Environments ______ Distinguished • ______ Effective ______ *Developing ______ *Unsatisfactory Promoting social development and responsibility within a caring community where each student is treated fairly and respectfully. (2.1) • Creating and maintaining safe physical environments that promote student learning, reflect diversity, and encourage constructive and productive interactions among students. (2.2, 2.3) • Creating a rigorous learning environment with high expectations for all students (2.4) • Developing, communicating, and maintaining high standards for individual and group behavior. (2.5) • Employing classroom routines, procedures, norms, and supports for positive behavior to ensure a climate in which all students can learn. (2.6) • Using instructional time to organize learning. (2.7) Comments: 3. Understands and Organizes Subject Matter for Student Learning ______ Distinguished ______ Effective ______ *Developing ______ *Unsatisfactory • • Demonstrating knowledge of subject matter, academic content standards, and curriculum frameworks. (3.1) Applying knowledge of student development and proficiencies to ensure student understanding of subject matter. (3.2) • Organizing curriculum to facilitate student understanding of the subject matter. (3.3) • Utilizing instructional strategies that are appropriate to the subject matter. (3.4) • Using and adapting resources, technologies, and standards-aligned instructional materials, including adopted materials, to make subject matter accessible to all students. (3.5) • Addressing the needs of English learners and students with special needs to provide equitable access to the content. (3.6) Comments: 4. Plans Instruction and Designs Learning Experiences for All Students ______ Distinguished ______ Effective ______ *Developing ______ *Unsatisfactory • Using knowledge of students’ academic readiness, language proficiency, cultural background, and individual development to plan instruction. (4.1) • Establishing and articulating goals for student learning. (4.2) • Developing and sequencing long-term and short-term instructional plans based on District guidelines (as applicable) to support student learning. (4.3) • Planning instruction that incorporates appropriate strategies and curricular objectives to meet the learning needs of all students. (4.4) • Adapting instructional plans and curricular materials to meet the assessed learning needs of all students. (4.5) Comments: 5. Assesses Student Learning ______ Distinguished • • • • • • • ______ Effective ______ *Developing ______ *Unsatisfactory Applying knowledge of the purposes, characteristics, and uses of different assessments, both informal and formal. (5.1) Collecting and analyzing assessment data from a variety of sources to inform instruction. (5.2) Reviewing data, both individually and with colleagues, to monitor student learning.(5.3) Using assessment data to establish learning goals and to plan, differentiate, and modify instruction as permitted by District guidelines (as applicable). (5.4) Involving all students in self-assessment, goal setting, and monitoring progress. (5.5) Using technology to assist in assessment, analysis, and communication of student learning. (5.6) Using assessment information to share timely and comprehensible feedback with students and their families. (5.7) Comments: 6. Developing as a Professional Educator ______ Distinguished • • • • • • ______ Effective ______ *Developing ______ *Unsatisfactory Reflecting on teaching practice in support of student learning. (6.1) Establishing professional goals and engaging in continuous and purposeful professional growth and development. (6.2) Collaborating with colleagues and the broader professional community, as available, to support teacher and student learning. (6.3) Working with families to support student learning. (6.4) Promoting collaboration between school and community in support of the instructional program. (6.5) Managing professional responsibilities to maintain motivation and commitment to all students. (6.6) • Demonstrating professional responsibility, integrity, and ethical conduct. (6.7) Comments: Specific Suggestions for Next Steps and/or Areas of Needed Improvement: Overall Comments: Continued Service: _____ Recommended _____ Recommended Contingent Upon Improvement _____ Not Recommended (TC, SC) ______________________ Date of Conference Held ___________________________________________ Printed Name of Evaluator ____________________________________________ Signature of Evaluator ___________________________________________ Date of Receipt of Written Report ____________________________________________ Signature of Evaluatee ___________________________________________ Printed Name of Other Participant Date ____________________________________________ Signature of Other Participant Date ___________________________________________ Printed Name of Other Participant Date ____________________________________________ Signature of Other Participant Date _____ The evaluatee may be eligible for the 5-year evaluation cycle in the ___________ school year. This evaluation has been discussed with me. Signing this form does not necessarily mean that I agree with all ratings. You have the opportunity to review and comment thereon in accordance with Education Code, Section 44031, if you so desire. Ten (10) days from the date of this "Interim/Final Evaluation," this document will be placed in your personnel file. You have the right to respond and have your response placed in your personnel file. Copies to: Human Resource Services, Employee, and School or Office California Standards for the Teaching Profession (CSTP) (2009) A growing body of research confirms that the quality of teaching is what matters most for students’ development and learning in schools. Teaching is a professional endeavor, one in which effective practice is driven by an understanding of knowledge in the field and a commitment to all students and their families. Excellent teaching requires knowledge, skills, artistry, passion, and commitment. Effective teachers integrate the following: (1) ethical concern for children and society; (2) extensive subject matter competence; (3) thoughtfully selected pedagogical practices; and (4) a depth of knowledge about their students, including knowledge of child and adolescent development and learning; an understanding of their individual strengths, interests, and needs; and knowledge about their families and communities. Effective teaching requires careful crafting of learning communities built on trust and respect, as well as routines, expectations, resources, and strategies that support diverse students’ intellectual engagement in learning. Effective teaching happens through thoughtful planning focused on defined outcomes for student learning and leveraging of teachable moments. Effective teaching is revealed in the ways in which teachers respond to the strengths and needs of individual students while engaging and supporting all students in their learning. Effective teaching is a form of inquiry wherein teachers use evidence and analysis of students’ strengths and struggles, and their own performance, to guide their practice in support of student learning. Effective teaching relies on engagement within a professional community. Moreover, effective teaching requires the ability to successfully integrate elements of the professional knowledge base in the service of learning, growth, and development of diverse students across varying contexts. Finally, effective teachers share a common set of professional and ethical obligations that includes a profound and fundamental commitment to the growth and success of the individual students within their care as well as to the strengthening and continual revitalization of our democratic society. The California Standards for the Teaching Profession (CSTP) are intended to provide a common language and a vision of the scope and complexity of the profession by which all teachers can define and develop their practice. The standards seek to serve and support professional educators in fulfilling their professional roles and responsibilities from pre-service teacher to experienced practitioner. The standards are not set forth as regulations to control the specific actions of teachers, but rather to guide teachers as they develop, refine, and extend their practice. The CSTP have been used for a variety of purposes, including the following: • to prompt reflection about student learning and teaching practice; • to formulate professional goals to improve teaching practice in support of student learning; and • to guide, monitor, and assess the progress of a teacher’s practice toward professional goals. A Holistic and Developmental Vision of Teaching The CSTP comprise a set of standards for the teaching profession in six interdependent domains of practice. While the standards are addressed separately in this document, teaching, as defined above, is clearly a holistic and integrated endeavor, consisting of the complex combination of interrelated parts. Teaching and learning are affected by many factors that are both intrinsic and external to the classroom. A vision of effective teaching equitably distributed in service of California's diverse student populations must therefore emphasize relationships among multiple aspects of teaching and learning. Teaching is more than methodology. A teacher’s understandings of student development, of families and communities, of subject matter and curriculum, and of instructional methods, strategies, and resources are ultimately linked to how the teacher plans and implements instruction and assesses student learning. Ethical, philosophical, and theoretical understandings of 18 learning and teaching empower teachers to make thoughtful, informed decisions about instructional strategies and ways to support students’ learning and development. The California Standards for the Teaching Profession are broad and interconnected because the professional practice of teaching must be understood comprehensively as a complex, dynamic process in which practical and conceptual elements are woven together in a seamless fabric. Teachers’ knowledge, skills, and practices develop throughout their professional careers and across changing contexts. To engage and challenge a diverse student population in a rapidly changing and increasingly technological world, effective teachers require continuous professional growth. Teachers are never “finished” as professional learners, no matter how extensive or excellent their formal education, preparation, and experience. If teachers’ expertise, capabilities, and accomplishments are to be enriched over time, they must be reflective and actively seek to strengthen and augment their professional knowledge, skills, and perspectives in support of student learning. A developmental view of teaching gives particular attention to the early years of each teacher’s career. Beginning teachers move forward in their professional practice in a variety of ways, developing at different rates in different areas of teaching, just as students develop at individual rates in different curricular areas. Effective support, mentorship, assessment, and advanced study during the early years of teaching (including teacher preparation) are essential to a beginning teacher’s development and success in the profession. Individual teachers enter and advance through the profession at different levels of experience and expertise, in varied roles, and in varying contexts. The policies and practices of teacher preparation programs, certification bodies, and school districts must be guided by clear and realistic standards regarding professional performance. The CSTP describe a vibrant vision of practice for the teaching profession. Teachers across the profession with varied levels of prior preparation and experience -- and the mentors, colleagues, and supervisors who support them -will find the standards useful to guide their developing practice. The California Standards for the Teaching Profession reflect a developmental view of teaching, and are an integral part of California’s efforts to foster excellence in teaching and learning. Context of Teaching in California Professional educators in California serve an increasingly diverse population of students. This diversity among students greatly enriches and enlivens the educational experience for teachers and students alike. Therefore, there is a critical need for teachers who are responsive to the varied socio-cultural, racial, religious, ethnic, linguistic, and economic backgrounds of all students and who consider how learning differences and abilities, gender and gender identity, family structure, sexual orientation, and other aspects of humankind influence learning and teaching. The California Standards for the Teaching Profession support the creation of classroom communities and curricula in which students with varying backgrounds, learning styles, strengths, interests, needs and abilities are engaged and challenged as learners. The use of the term “all students” throughout the standards document reflects a commitment to the education of the full spectrum of students and the need for teachers to continually strengthen their understanding of students, families, and communities. The standards also value the diversity of teachers’ backgrounds, perspectives, skills, knowledge, and practices. Teaching is not a profession in which a single approach to professional practice will be effective for all practitioners in all contexts. Although the standards articulate a common 19 vision of excellence in teaching, different teachers have different ways of enacting the standards effectively. By respecting the diverse ways in which teachers pursue excellence in professional practice, schools enrich and enhance the education of all students. History of the California Standards for the Teaching Profession Since their inception in the 1990s, the CSTP have been widely influential in California policy and practice. Beginning Teacher Support and Assessment (BTSA) programs have used the CSTP to develop formative assessment systems that facilitate beginning teacher practice. The Teaching Performance Expectations (TPE) and the related summative Teaching Performance Assessment (TPA), both aligned with the CSTP, are used in pre-service preparation. Additionally, teacher preparation programs, schools, and school districts, as well as individual teachers, teacher educators, and other educational professionals have utilized the CSTP to prompt reflection, formulate professional goals, guide, monitor, and assess the progress of a teacher’s practice, and promote the improvement of teaching in support of student learning. The current version of the CSTP (2009) has been developed to respond to changes in the context for teaching and learning in California over the past decade and to address the pressing needs of an increasingly diverse P-12 student body. Particular attention has been paid to revising language related to student learning, assessment practices, and equitable pedagogy designed to address English learners and students with diverse learning needs. This updated version of the CSTP also looks forward to the future of teaching and learning in the 21st century where traditional classrooms and contexts are likely to be transformed through innovative technologies and globalized connections. The CSTP continue to set forth a vision for the teaching profession -- one that is sustainable, engaging, and fulfilling for those intent on teaching careers. Organization of the Standards The CSTP are organized around six interrelated domains of teaching practice. The following are the six standards: • Engaging and Supporting All Students in Learning • Creating and Maintaining Effective Environments for Student Learning • Understanding and Organizing Subject Matter for Student Learning • Planning Instruction and Designing Learning Experiences for All Students • Assessing Students for Learning • Developing as a Professional Educator Together these six standards represent a developmental, holistic view of teaching and are intended to meet the needs of increasingly diverse teachers and students in California. In this document, each standard is introduced in a narrative description that portrays an accomplished level of professional teaching. Following the narrative description, each standard is organized into a set of big ideas or elements that identify key areas within that particular domain of teaching. Each element is further illustrated with reflective questions that encourage teachers to explore aspects of teaching practice throughout their careers. In order to foster ongoing reflection and insights into teaching, the questions are introduced with the stems, “How do I...” and “Why do I...” and are meant to encourage teachers to examine the rationale – the ethical, philosophical, empirical, and theoretical bases -- for central aspects of their teaching. The reflective questions within each element address a sample of the important facets of teaching. They do not represent all the possible issues or aspects involved in effective teaching. 20 Therefore, the questions should not be seen as checklists, but rather as probes designed to promote reflection, analysis, and action in support of professional growth and student learning throughout one’s career. The authors encourage users of the CSTP to refer to all three levels of the standards (narrative, elements, and reflective questions) to facilitate conversations about teacher practice, to set goals for ongoing professional development, and to guide the collection of evidence of growth over time. Those using the standards will recognize that there are numerous overlapping components across and within the standards, elements, and reflective questions. These overlaps are intended to underscore the holistic view that emphasizes the interrelationships and complexities of teaching. For example, valuing and drawing on student backgrounds and experiences are integral aspects of all six standards and illuminate the essential role of inclusive, equitable practice. Conclusion Excellent teaching requires knowledge, skills, artistry, passion, and commitment. It requires both a deep understanding of the knowledge base that supports the profession and a vigorous commitment to a set of professional responsibilities and obligations. Teachers in California have a professional responsibility to provide students with safe and caring learning environments, where students’ differences are celebrated and supported, and they acquire the knowledge, skills, strategies, and concepts they will need for successful participation in an increasingly technological and global society. The CSTP provide a set of interrelated guideposts for teachers across the professional continuum (pre-service, induction, and beyond) to examine their practice, seek support and resources for continuous improvement, and affirm their talents and accomplishments in support of California's children and our nation's future. Standard 1 Engaging and Supporting All Students in Learning Teachers know and care about their students in order to engage them in learning. They connect learning to students’ prior knowledge, backgrounds, life experiences, and interests. They connect subject matter to meaningful, real-life contexts. Teachers use a variety of instructional strategies, resources, and technologies to meet the diverse learning needs of students. They promote critical thinking through inquiry, problem solving, and reflection. They monitor student learning and adjust instruction while teaching. 1.1 Using knowledge of students to engage them in learning As teachers develop, they may ask, “How do I…” or “Why do I…” • know my students as people and as learners? • understand reasons for behavior? • recognize atypical behavior in students? • build trust with students and foster relationships so that students can thrive academically? • adapt my teaching to reflect knowledge of my students? • differentiate instruction based on what I know about my students’ strengths, interests, and needs? • get to know parents and connect with the community where I teach? 1.2 Connecting learning to students’ prior knowledge, backgrounds, life experiences, and interests As teachers develop, they may ask, “How do I…” or “Why do I…” • help students see the connections between what they already know and the new material? 21 • connect classroom learning to students’ life experiences and cultural backgrounds? • support all students to use first and second language skills to achieve learning goals? • open a lesson or unit to capture student attention and interest? • build on students’ comments and questions during a lesson to extend their understanding? 1.3 Connecting subject matter to meaningful, real-life contexts As teachers develop, they may ask, “How do I…” or “Why do I…” • establish a connection between subject matter and purpose for learning? • make connections between the subject matter and real-life contexts? • seek feedback from students regarding relevance of subject matter to their lives? • engage all students in a variety of learning experiences that accommodate the different ways they learn? • provide opportunities for all students to acquire and practice skills in meaningful contexts? 1.4 Using a variety of instructional strategies, resources, and technologies to meet students’ diverse learning needs As teachers develop, they may ask, “How do I…” or “Why do I…” • select and utilize a range of instructional approaches to engage students in learning? • use a variety of strategies to introduce, explain, and restate subject matter concepts and processes so all students understand? • help all students learn, practice, internalize, and apply subject-specific learning strategies and procedures? • use differentiated instruction to meet the assessed learning needs of students and increase active participation in learning? • adapt materials and resources, make accommodations, and use appropriate assistive equipment and other technologies to support students’ diverse learning needs? • utilize multiple types of technology to facilitate learning? • examine and use resources that minimize bias? 1.5 Promoting critical thinking through inquiry, problem solving, and reflection As teachers develop, they may ask, “How do I…” or “Why do I…” • encourage students to use multiple approaches and solutions to solve problems? • encourage students to ask critical questions and consider diverse perspectives about subject matter? • provide opportunities for students to think about, discuss, and evaluate content? • ask questions to facilitate discussion, clarify, and extend students’ thinking? • support students to think and communicate with clarity and precision? • help students apply previous learning to new situations? • encourage students to create, imagine, and innovate? • help students to develop and use strategies and technologies for accessing knowledge and information? 1.6 Monitoring student learning and adjusting instruction while teaching As teachers develop, they may ask, “How do I…” or “Why do I…” • systematically check for student understanding and revise plans accordingly? • incorporate a variety of strategies in a lesson to check for student understanding? • monitor the learning of students with limited English proficiency or of students with special needs? • adjust the lesson plan to accelerate instruction when I determine that the pace of the lesson is too slow? • make "on the spot" changes in my lesson based on students' interests and questions? 22 • provide additional support and opportunities for students to learn when some students have mastered the lesson objective(s) and others have not? • adjust my lesson when I don't have enough time to complete everything I planned to do? Standard 2 Creating and Maintaining Effective Environments for Student Learning Teachers promote social development and responsibility within a caring community where each student is treated fairly and respectfully. They create physical or virtual learning environments that promote student learning, reflect diversity, and encourage constructive and productive interactions among students. They establish and maintain learning environments that are physically, intellectually, and emotionally safe. Teachers create a rigorous learning environment with high expectations and appropriate support for all students. Teachers develop, communicate, and maintain high standards for individual and group behavior. They employ classroom routines, procedures, norms, and supports for positive behavior to ensure a climate in which all students can learn. They use instructional time to optimize learning. 2.1 Promoting social development and responsibility within a caring community where each student is treated fairly and respectfully As teachers develop, they may ask, “How do I…” or “Why do I…” • model and promote fairness, equity, and respect in a classroom atmosphere that values all individuals and cultures? • help all students accept and respect diversity in terms of cultural, religious, linguistic, and economic backgrounds; learning differences and ability; gender and gender identity; family structure and sexual orientation; and other aspects of humankind? • engage students in shared problem-solving and conflict resolution? • provide learning opportunities that encourage student-to-student communication with empathy and understanding? • develop students’ leadership skills and provide opportunities to apply them? • create a classroom culture where students feel a sense of responsibility to and for one another? • help students to appreciate their own identities and to view themselves as valued contributors to society? • develop activities that support positive interactions among students and that help students get to know each other? 2.2 Creating physical or virtual learning environments that promote student learning, reflect diversity, and encourage constructive and productive interactions among students As teachers develop, they may ask, “How do I…” or “Why do I…” • arrange and adapt classroom seating to accommodate individual and group learning needs? • establish a stimulating, curriculum-rich learning environment that supports content learning and academic vocabulary development? • ensure that students develop an appreciation of diversity? • provide students access to resources, technologies, and comfortable workspaces? • create an environment that promotes optimal learning for each student? • construct an equitable learning environment for all students? 2.3 Establishing and maintaining learning environments that are physically, intellectually, and emotionally safe As teachers develop, they may ask, “How do I…” or “Why do I…” • arrange the learning environment to facilitate positive and productive classroom interactions? • encourage, support, and recognize the achievements and contributions of all students? 23 • encourage students to take risks and to express thoughtful and respectful opinions related to the topic or subject of discussion? • foster the development of each student's self-esteem? • create a safe, accessible learning environment for all students? 2.4 Creating a rigorous learning environment with high expectations and appropriate support for all students As teachers develop, they may ask, “How do I…” or “How might I…” • establish a productive, achievement-oriented climate in my classroom? • set high expectations for all of my students? • motivate all students to initiate their own learning and strive for challenging learning goals? • provide all students opportunities to examine and evaluate their own work and to learn from the work of their peers? • ensure access to challenging and diverse academic content for all students? 2.5 Developing, communicating, and maintaining high standards for individual and group behavior As teachers develop, they may ask, “How do I…” or “Why do I…” • facilitate student participation in classroom decision-making? • foster and support appropriate student behavior? • collaborate with students, families, and communities to establish, maintain, and communicate standards for student behavior? • understand the underlying causes of student behavior, including developmental and individual needs, and utilize that knowledge in support of positive classroom conduct? • work proactively to prevent and respond quickly to minimize behavioral issues? • understand and respond to inappropriate behaviors in an efficient, fair, and equitable way? • help all students learn to take responsibility for their own behavior and actions? 2.6 Employing classroom routines, procedures, norms, and supports for positive behavior to ensure a climate in which all students can learn As teachers develop, they may ask, “How do I…” or “Why do I…” • involve all students in the development of classroom procedures and routines? • help students transition smoothly and efficiently from one instructional activity to the next? • apply knowledge of students’ physical, social, cognitive, and emotional development to ensure that adequate time and support are provided for students to complete learning activities? • develop daily schedules, timelines, classroom routines, and norms that maximize learning? • connect district, site, and classroom procedures to promote a climate of fairness and respect for all students? • adapt routines, procedures, and norms to ensure the success of students with special needs? 2.7 Using instructional time to optimize learning As teachers develop, they may ask, “How do I…” or “Why do I...” • organize instruction to optimize learning time? • pace instruction to accomplish learning goals? • re-direct students’ off-task behavior to make the most of instructional time? • adjust instructional time so that all students remain engaged and challenged? • structure time for both independent and collaborative learning opportunities? • balance instructional, preparation, administrative, and managerial time? 24 Standard 3 Understanding and Organizing Subject Matter for Student Learning Teachers exhibit in-depth working knowledge of subject matter, academic content standards, and curriculum frameworks. They apply knowledge of student development and proficiencies to ensure student understanding of content. They organize curriculum to facilitate students' understanding of the subject matter. Teachers utilize instructional strategies that are appropriate to the subject matter. They use and adapt resources, technologies, and standards-aligned instructional materials, including adopted materials, to make subject matter accessible to all students. They address the needs of English learners and students with special needs to provide equitable access to the content. 3.1 Demonstrating knowledge of subject matter, academic content standards, and curriculum frameworks As teachers develop, they may ask, “How do I…” or “Why do I…” • ensure that my subject matter knowledge is sufficient to support student learning? • continue to keep my subject matter knowledge current? • identify, understand, and teach the key concepts and underlying themes and relationships in the academic content standards and state curriculum frameworks? • integrate key concepts, themes, relationships, and connections across subject matter areas? • ensure that my knowledge of the subject matter incorporates different perspectives, appropriate to the discipline? • maintain and utilize current understanding of relevant content standards and frameworks? 3.2 Applying knowledge of student development and proficiencies to ensure student understanding of subject matter As teachers develop, they may ask, “How do I…” or “Why do I…” • apply my knowledge of human development and learning theory to the unique students that teach? • acquire understanding of my students' individual cognitive, social, emotional and physical development? • connect content being taught to students' prior knowledge and experiences? • build understanding of my English learners’ levels of language acquisition in order to know how to best support their learning? • build understanding of my students with special needs in order to know how and when to differentiate instruction? 3.3 Organizing curriculum to facilitate student understanding of the subject matter As teachers develop, they may ask, “How do I…” or “Why do I…” • use my knowledge of student readiness to learn to organize, sequence, and enhance the curriculum? • apply my knowledge of the subject matter to organize curriculum, plan lessons and units, and select instructional strategies that demonstrate key concepts and their interrelationships? • organize subject matter to reveal and value different cultural perspectives? • incorporate subject or grade level expectations and curriculum frameworks in organizing subject matter? • utilize standards-aligned and/or adopted curriculum in ways that support student learning? 3.4 Utilizing instructional strategies that are appropriate to the subject matter As teachers develop, they may ask, “How do I…” or “Why do I…” • develop and use a repertoire of instructional strategies appropriate to the subject matter? 25 • build on students’ life experiences, prior knowledge, and interests to make subject matter relevant and meaningful to students? • use effective instructional strategies and approaches to illustrate a concept and its connections within and across subject areas? • challenge all students to think critically in the subject area? • help all students develop enthusiasm for and a deep knowledge of the subject matter? • use strategies that make the depth and complexity of subject matter understandable to all students? 3.5 Using and adapting resources, technologies, and standards-aligned instructional materials, including adopted materials, to make subject matter accessible to all students As teachers develop, they may ask, “How do I…” or “Why do I…” • know the full range of materials, resources, and technologies provided by the school or district? • select materials, resources, and technologies to support differentiated student learning of the subject matter? • select and use learning materials and resources that reflect the diversity in my classroom? • use technologies to convey key concepts in the subject matter? • learn about and access new instructional resources to support student learning? 3.6 Addressing the needs of English learners and students with special needs to provide equitable access to the content As teachers develop, they may ask, “How do I…” or “Why do I…” • address the English Language Development (ELD) standards as they relate to my English learners’ levels of language acquisition? • address the Individual Education Plan (IEP) goals and objectives of my students with special needs? • select materials, resources, and technologies to support subject matter instruction of my English learners and students with special needs? • ensure access to the critical concepts and themes in the academic content standards and state curriculum frameworks for students at various levels of English proficiency and for students with special needs? Standard 4 Planning Instruction and Designing Learning Experiences for All Students Teachers use knowledge of students' academic readiness, language proficiency, cultural background, and individual development to plan instruction. They establish and articulate goals for student learning. They develop and sequence long-term and short-term instructional plans to support student learning. Teachers plan instruction that incorporates appropriate strategies to meet the diverse learning needs of all students. They modify and adapt instructional plans to meet the assessed learning needs of all students. 4.1 Using knowledge of students' academic readiness, language proficiency, cultural background, and individual development to plan instruction As teachers develop, they may ask, “How do I…” or “Why do I…” • incorporate students' prior knowledge and experience in my curriculum and instructional planning? • use knowledge of my students' lives, their families, and their communities to inform my planning of curriculum and instruction? • use knowledge of my students' individual cognitive, social, emotional, and physical development to plan instruction and make appropriate adaptations to meet students’ unique needs? 26 • plan lessons and units that promote access to academic content standards for all students? • use knowledge of my English learners’ levels of language proficiency to plan instruction that supports their subject matter learning and academic language development? • use knowledge of my students’ diverse learning needs to plan instruction that supports their learning? 4.2 Establishing and articulating goals for student learning As teachers develop, they may ask, “How do I…” or “Why do I…” • build on the strengths, interests, and needs of all students to establish high expectations for learning? • establish long-term and short-term goals that are based on academic content standards and reflect students’ strengths, interests, and needs? • determine learning goals that address all students' language abilities and diverse learning needs? • establish learning goals that address school, district, and community expectations? • work with students and families to establish learning goals? • develop goals that prepare students for successful transition to their next learning environment? • communicate clear, challenging, and achievable expectations for students? 4.3 Developing and sequencing long-term and short-term instructional plans to support student learning As teachers develop, they may ask, “How do I…” or “Why do I…” • design an instructional program that considers the long-term and the short-term? • use assessment results for long-term and short-term planning? • incorporate diverse subject matter perspectives in my planning? • select and sequence instructional strategies appropriate to the complexity of the lesson content and to student learning needs? • plan an instructional program that supports students' second language learning and diverse learning needs? • incorporate my professional expertise and knowledge of my students into a prescribed curriculum, pace, and district assessment calendar? • collaborate with colleagues to make instructional decisions? • design instruction so that students participate in setting and achieving their individual learning goals? 4.4 Planning instruction that incorporates appropriate strategies to meet the learning needs of all students As teachers develop, they may ask, “How do I…” or “Why do I…” • develop unit and lesson plans that build on and extend students' understanding of subject matter? • ensure that each instructional strategy is related to learning goals? • plan instruction to allow enough time for student learning, review, and assessment? • use my knowledge of subject matter and my students to plan and appropriately pace instructional activities within a lesson and over time? • check for understanding, prepare for adjustments, remediate or accelerate instruction, and individualize when appropriate? • address the ELD standards appropriately, based on my English learners’ levels of language acquisition? • address the IEP goals and objectives of my students with special needs? • select materials, resources, and technologies to support the learning needs of English learners and students with special needs? 27 4.5 Adapting instructional plans and curricular materials to meet the assessed learning needs of all students As teachers develop, they may ask, “How do I…” or “Why do I…” • interact with my colleagues to identify typically difficult concepts or skills for students in order to re-examine and strengthen plans for future lessons? • proactively prepare for appropriate adjustments based on my assessment of student learning while teaching? • strengthen existing plans for students at identified levels of English proficiency? • strengthen existing plans for students with special needs? • reflect on my successes and struggles and apply what I have learned about effective and ineffective strategies to existing plans for future lessons? • reflect on my successes and struggles with the use of curriculum and apply what I have learned to existing plans for future lessons? • capture what I have learned during a particular lesson so that I can revisit my plans in advance of teaching the lesson again? Standard 5 Assessing Students for Learning Teachers apply knowledge of the purposes, characteristics, and uses of different types of assessments. They collect and analyze assessment data from a variety of sources and use those data to inform instruction. They review data, both individually and with colleagues, to monitor student learning. Teachers use assessment data to establish learning goals and to plan, differentiate, and modify instruction. They involve all students in self-assessment, goal setting and monitoring progress. Teachers use available technologies to assist in assessment, analysis, and communication of student learning. They use assessment information to share timely and comprehensible feedback with students and their families. 5.1 Applying knowledge of the purposes, characteristics, and uses of different types of assessments As teachers develop, they may ask, “How do I…” or “Why do I…” • become knowledgeable of the different types of assessments--and their uses, benefits, and limitations--that I draw on to inform my instruction? • select assessment strategies and instruments appropriate to the learning outcomes being evaluated? • use my knowledge of assessment concepts such as validity, reliability, and bias to choose assessments appropriate to my students? • design grading practices that draw on multiple sources of information and reflect student learning? 5.2 Collecting and analyzing assessment data from a variety of sources to inform instruction As teachers develop, they may ask, “How do I…” or “Why do I…” • keep a continuous and comprehensive record of group and individual achievement? • select, design, and use assessment tools appropriate to what is being assessed? • collect, select, and reflect upon evidence of student learning? • work with families to gather information about all students and their learning? • use standardized tests, diagnostic tools, and developmental assessments to understand student progress? • use a range of assessment strategies to implement and monitor individualized student learning goals (including IEP goals)? 28 • assess student behavior to support learning? • interpret data based on how an assessment is scored and what results it reports? 5.3 Reviewing data, both individually and with colleagues, to monitor student learning As teachers develop, they may ask, “How do I…” or “Why do I…” • review student assessment data with colleagues? • use assessment results to monitor my teaching and guide planning and instruction? • use assessment information to determine when and how to revisit content that has been taught? • use assessment data to eliminate gaps between students’ potential and their performance? • use assessment results to plan instruction to support English learners? • use assessment results to plan instruction to support students' IEPs? 5.4 Using assessment data to establish learning goals and to plan, differentiate, and modify instruction As teachers develop, they may ask, “How do I…” or “Why do I…” • draw upon assessment data to support development of learning goals? • review and revise learning goals with students over time? • ensure that student learning goals reflect key subject matter concepts, skills, and applications? • use informal assessments to adjust instruction while teaching? • use multiple sources of assessment to measure student progress and revise instructional plans? • work to differentiate goals and plans based on assessed needs of my diverse learners? • address the specific needs of English learners and students with special needs as I use assessments to inform my instruction? 5.5 Involving all students in self-assessment, goal setting, and monitoring progress As teachers develop, they may ask, “How do I…” or “Why do I…” • make assessment integral to the learning process? • make assessment an interactive process between teacher and student? • model self-assessment strategies for all students? • develop and use tools and guidelines that help all students assess their work and monitor their learning goals? • provide opportunities for all students to engage in peer discussion and reflection of their work? • provide opportunities for all students to demonstrate and reflect on their learning inside and outside of the classroom? 5.6 Using available technologies to assist in assessment, analysis, and communication of student learning As teachers develop, they may ask, “How do I…” or “Why do I…” • become familiar with and select technology resources that support assessment practices? • use technology to analyze student learning and inform instruction? • use appropriate technology resources to communicate students’ learning to students and their families? 5.7 Using assessment information to share timely and comprehensible feedback with students and their families As teachers develop, they may ask, “How do I…” or “Why do I…” • provide all students with information about their progress as they engage in learning activities? • initiate regular and timely contact with families and resource providers about student progress? • communicate assessment results to families in ways that are respectful and understandable? • provide families with ways to use assessment information at home to improve student learning? 29 Standard 6 Developing as a Professional Educator Teachers reflect on their teaching practice to support student learning. They establish professional goals and engage in continuous and purposeful professional growth and development. They collaborate with colleagues and engage in the broader professional community to support teacher and student learning. Teachers learn about and work with families to support student learning. They engage local communities in support of the instructional program. They manage professional responsibilities to maintain motivation and commitment to all students. Teachers demonstrate professional responsibility, integrity, and ethical conduct. 6.1 Reflecting on teaching practice in support of student learning As teachers develop, they may ask, “How do I…” or “Why do I…” • assess my growth as a teacher over time? • learn about teaching as I observe and interact with my students? • reflect on my instructional successes and dilemmas to move my practice forward? • analyze my teaching to understand what contributes to student learning? • formulate professional development plans that are based on my reflection and analysis? • develop awareness of potential bias that might influence my teaching or affect student learning? 6.2 Establishing professional goals and engaging in continuous and purposeful professional growth and development As teachers develop, they may ask, “How do I…” or “Why do I…” • maintain an attitude of lifelong learning? • establish goals and seek out opportunities for professional growth and development? • ensure that professional goals are informed by appropriate resources such as the knowledge base for teaching, school and district priorities, colleagues, supervisors, mentors, and my personal reflections? • use professional literature, district professional development, and other professional opportunities to increase my understanding of teaching and learning? • learn more about my own professional roles and responsibilities? • continue to seek out and refine approaches that make the curriculum accessible to all students? • expand my knowledge and effective application of new instructional methods and technologies? 6.3 Collaborating with colleagues and the broader professional community to support teacher and student learning As teachers develop, they may ask, “How do I…” or “Why do I… ” • collaborate with teachers, administrators, education specialists, paraeducators, and staff to ensure that all students' diverse learning needs, interests, and strengths are met? • remain receptive to the feedback of colleagues, mentors, and supervisors in support of my teaching practice and student learning? • support school and district goals and priorities? • contribute to school-wide events, activities, and decision-making? • establish and maintain productive relationships with other school staff to become a visible and valued member of the school and district communities? • contribute to the learning of other educators? • benefit from and contribute to professional organizations to improve my teaching? • benefit from and add to the knowledge base of the profession? 6.4 Working with families to support student learning As teachers develop, they may ask, “How do I…” or “Why do I…” 30 • value and respect students' families and appreciate their role in student learning? • develop an understanding of families' racial, cultural, linguistic, and socioeconomic backgrounds? • engage families as sources of knowledge about students' strengths, interests, and needs in support of their learning and personal growth and development? • present the educational program to all families in a thorough and comprehensible fashion? • provide opportunities for all families to participate in the classroom and school community? 6.5 Engaging local communities in support of the instructional program As teachers develop, they may ask, “How do I…” or “Why do I…” • increase my understanding of the cultures and dynamics of my students' communities? • value and respect the students' communities and appreciate the role of community in student learning? • promote collaboration between school and community? • identify and draw upon school, district, and local community social service resources to benefit students and their families? • seek out and use additional resources from the local community and businesses to support student learning? • provide my students with community-based experiences that support their learning? 6.6 Managing professional responsibilities to maintain motivation and commitment to all students As teachers develop, they may ask, “How do I…” or “Why do I…” • challenge myself intellectually and creatively throughout my career? • find support and develop strategies to balance professional responsibilities with my personal needs? • manage stress and maintain a positive attitude with students and colleagues? • address the complications and challenges of teaching? • identify sources of engagement and renewal in my professional work? 6.7 Demonstrating professional responsibility, integrity, and ethical conduct As teachers develop, they may ask, “How do I…” or “Why do I…” • remain informed of, understand, and uphold the professional codes, ethical responsibilities, and legal requirements applicable to the profession? • contribute to school and student success by being knowledgeable of learning goals, standards, and objectives established by relevant national, state, and local organizations and stakeholders? • meet my professional obligations to implement school, district, state, and federal policies and guidelines? • extend my knowledge about my professional and legal responsibilities for students' learning, behavior, and safety? • maintain professional conduct and integrity in the classroom and school community? • interact appropriately with students and families outside the classroom? • demonstrate my professional obligations to students, colleagues, school, and the profession? 31 APPENDIX A SUMMARY OF LEGISLATIVE & DISTRICT REQUIREMENTS I. Basis for a Uniform System of Evaluation A. State Legislation 1. Article 11 commencing with Section 44660, Chapter 3, Division 2, of the Education Code. In accordance with the Education Code, Evaluation and Assessment of Performance of Certificated Employees, the Board of Education of the Long Beach Unified School District hereby establishes a uniform system of evaluation of the performance of all certificated personnel in accordance with the following: a. The major purpose of the evaluation system shall be to implement a program which will significantly improve: 1) Instructional ability to provide worthwhile and motivating learning experiences for students. 2) Administrative ability to provide learning opportunities and leadership for persons within schools and offices. 3) Learner acquisition of knowledge, attitudes, and skills which will meet his/her needs and the true needs of society, both currently and in the future. Section 44660. It is the intent of the Legislature that governing boards establish a uniform system of evaluation and assessment of the performance of all certificated personnel within each school district of the state, including schools conducted or maintained by county superintendents of education. The system shall involve the development and adoption by each school district of objective evaluation and assessment guidelines which may, at the discretion of the governing board, be uniform throughout the district or, for compelling reasons, be individually developed for territories or schools within the district, provided that all certificated personnel of the district shall be subject to a system of evaluation and assessment adopted pursuant to this article. This article does not apply to certificated personnel who are employed on an hourly basis in adult education classes. b. Written objective evaluation guidelines for use in evaluating the professional competency of all certificated personnel will be followed. Assessment and evaluation shall be in accordance with but not limited to provisions of Section 44662 of the California Education Code which declares: Section 44662. (a) The governing board of each school district shall establish standards of expected pupil achievement at each grade level in each area of study. (b) The governing board of each school district shall evaluate and assess certificated employee performance as it reasonably relates to: (1) The progress of pupils toward the standards established pursuant to subdivision (a) and, if applicable, the state adopted academic content standards as measured by state adopted criterion referenced assessments. (2) The instructional techniques and strategies used by the employee. (3) The employee's adherence to curricular objectives. 32 (4) The establishment and maintenance of a suitable learning environment, within the scope of the employee's responsibilities. (c) The governing board of each school district shall establish and define job responsibilities for certificated noninstructional personnel, including, but not limited to, supervisory and administrative personnel, whose responsibilities cannot be evaluated appropriately under the provisions of subdivision (b) and shall evaluate and assess the performance of those noninstructional certificated employees as it reasonably relates to the fulfillment of those responsibilities. (d) Results of an employee's participation in the Peer Assistance and Review Program for Teachers established by Article 4.5 (commencing with Section 44500) shall be made available as part of the evaluation conducted pursuant to this section. (e) The evaluation and assessment of certificated employee performance pursuant to this section shall not include the use of publishers' norms established by standardized tests. (f) Nothing in this section shall be construed as in any way limiting the authority of school district governing boards to develop and adopt additional evaluation and assessment guidelines or criteria. The governing board shall determine additional evaluation and assessment guidelines or criteria related to an employee’s assignment, job description, adjunct duties or job responsibilities, such as punctuality, attendance, professional activities, and the like. (Education Code Section 44662.) Appropriate forms shall be developed for the collection of data pertaining to the factors herein specified. c. This program shall be a comprehensive one based upon district-wide statement of sample objectives and standards of expected student achievement developed at the district level from state and local frameworks, courses of study, continuums, and textbooks. d. Each person evaluated shall have the opportunity to participate in the setting of goals an action plan for his/her performance in light of which he/she will be assessed. The final decision on required performance standards shall remain with the Board of Education or its duly authorized representative. e. The program of evaluation and assessment shall apply to all certificated personnel. f. The evaluation of student progress shall be based upon standards of expected student achievement at each grade level in each area of study. These standards shall be established by the Governing Board. g. Job descriptions or specifications shall be developed for various classes of personnel and shall provide a statement of responsibilities with respect to regular direct instructional activity and to “other duties” required to be performed as an adjunct to regular assignments. (See definition “Other Duties:--Appendix F.) h. A “suitable learning environment” shall be defined in the evaluation program. In the definitions there shall be recognition of the fact that the learning environment relate to and must be consonant with the objectives. Further, control and learning environment shall be defined with regard to various conditions and factors related to learning, such as class size and available instructional resources. The Legislature must continue to legislate reduction of size. (See definitions “Suitable Learning Environment”— Appendix F.) 33 Section 44664 (a) Evaluation and assessment of the performance of each certificated employee shall be made on a continuing basis as follows: (1) At least once each school year for probationary personnel. (2) At least every other year for personnel with permanent status. (3) At least every five years for personnel with permanent status who have been employed at least 10 years with the school district, are highly qualified, if those personnel occupy positions that are required to be filled by a highly qualified professional by the federal No Child Left Behind Act of 2001 (20 U.S.C. Sec. 6301, et seq.), as defined in 20 U.S.C. Sec. 7801, and whose previous evaluation rated the employee as meeting or exceeding standards, if the evaluator and certificated employee being evaluated agree. The certificated employee or the evaluator may withdraw consent at any time. (b) The evaluation shall include recommendations, if necessary, as to areas of improvement in the performance of the employee. If an employee is not performing his or her duties in a satisfactory manner according to the standards prescribed by the governing board, the employing authority shall notify the employee in writing of that fact and describe the unsatisfactory performance. The employing authority shall thereafter confer with the employee making specific recommendations as to areas of improvement in the employee's performance and endeavor to assist the employee in his or her performance. If any permanent certificated employee has received an unsatisfactory evaluation, the employing authority shall annually evaluate the employee until the employee achieves a positive evaluation or is separated from the district. (c) Any evaluation performed pursuant to this article which contains an unsatisfactory rating of an employee's performance in the area of teaching methods or instruction may include the requirement that the certificated employee shall, as determined necessary by the employing authority, participate in a program designed to improve appropriate areas of the employee's performance and to further pupil achievement and the instructional objectives of the employing authority. If a district participates in the Peer Assistance and Review Program for Teachers established pursuant to Article 4.5 (commencing with Section 44500), any certificated employee who receives an unsatisfactory rating on an evaluation performed pursuant to this section shall participate in the Peer Assistance and Review Program for Teachers. (d) Hourly and temporary hourly certificated employees, other than those employed in adult education classes who are excluded by the provisions of Section 44660, and substitute teachers may be excluded from the provisions of this section at the discretion of the governing board. i. A written report of the assessment on the basis of data collected in the evaluation program shall be developed. Section 44663 (a) Evaluation and assessment made pursuant to this article shall be reduced to writing and a copy thereof shall be transmitted to the certificated employee not later than 30 days before the last schoolday scheduled on the school calendar adopted by the governing board for the school year in which the evaluation takes place. The certificated employee shall have the right to initiate a written reaction or response to the evaluation. This response shall become a permanent attachment to the employee's personnel file. Before the last schoolday scheduled on the school calendar adopted by the governing board for the school year, a meeting shall be held between the certificated employee and the evaluator to discuss the evaluation. (b) In the case of a certificated noninstructional employee, who is employed on a 12-month basis, the evaluation and assessment made pursuant to this article shall be reduced to writing and a copy thereof shall be transmitted to the certificated employee no later than June 30 34 of the year in which the evaluation and assessment is made. A certificated noninstructional employee, who is employed on a 12-month basis shall have the right to initiate a written reaction or response to the evaluation. This response shall become a permanent attachment to the employee's personnel file. Before July 30 of the year in which the evaluation and assessment takes place, a meeting shall be held between the certificated employee and the evaluator to discuss the evaluation and assessment. j. The negotiated forms, and directions for making the essential evaluation and assessments shall be developed for various individuals and groups of major classifications of certificated personnel in accordance with these basic directions. Such forms and directions shall recognize the specific and somewhat varied responsibilities which certificated personnel have. Varied forms, or a common form with variations, with recognition of diverse responsibilities may be employed. A system for assessment shall be developed for each group of certificated personnel. k. Evaluation and assessment of certificated personnel may involve more than one evaluator. However, one person shall be designated as the supervisory evaluator with responsibility for making the summary assessment report in writing and submitting a copy thereof to the certificated employee assessed. l. The Superintendent shall, as needed, prepare and submit to the Board of Education for review and approval, or information, the evaluation program developed in accordance with the Stull Act an these guidelines. He shall also periodically prepare or have prepared and submit to the Board of Education a review of the program of evaluation of certificated personnel with recommendations for modification. The review shall include a summary of the cost and effectiveness to the district of the program. m. The Superintendent shall, as needed, prepare and submit to the Board of Education for review and approval a calendar of activities, listing major steps and times for their completion, for the implementations of this program of personnel evaluation and assessment, including such matters as: 1) Dates for completion of development or review of administrative regulations. 2) Job analysis. 3) Essential forms. 4) In-service training program to prepare evaluators and evaluatees to implement the program. B. Philosophy and Educational Goals of the Long Beach Unified School District 1. The Long Beach Unified School District Board of Education regularly adopts and revises a Strategic Plan which addresses the District’s Mission, Vision, Shared Values & Beliefs, and Goals & Objectives (Appendix B). 2. Development of Goals and Objectives a. Course of Study Curriculum goals and objectives are based on national and state standards, including the Common Core State Standards. 35 b. Curriculum Guides More specific content is listed in numerous subject area guides and continuums for elementary and secondary levels of instruction. Specific content objectives should be developed based upon standards of expected student achievement. c. Instructional Personnel in the district are expected in the process of achieving their goals and objectives to adhere to curricular objectives and to state standards, including the Common Core State Standards, LBUSD Strategic Plan, courses outlines and curriculum guides that are approved and adopted by the Board of Education. They must use approved instructional resources, including the use of technology. The study of controversial issues shall be objective and scholarly and in accordance with district policy. There shall be no instruction reflecting upon citizens because of their sex, race, color, creed, national origin, physical or mental condition, and ancestry. II. Goals and Action Plans in Major Subject Areas and Grade Levels A. Interpretation 1. The Governing Board shall establish standards of expected pupil achievement at each grade level in each area of study. Teachers at each school will determine the learning needs of their students, refer to state standards, including the Common Core State Standards, LBUSD Strategic Plan, courses outlines and curriculum guides that are approved and adopted by the Board of Education and determine the achievement expected of their students within a given time. The progress of classes and individual students within the class should be determined largely from a starting point on a continuum or sequence of learning. 2. School/office goals and action plans developed within the district goals and objectives, referred to in these directions, may be determined by the immediate supervisor, immediate supervisor with staff, faculty advisory group, or similar group as appropriate to the school/office. Recommendations for materials necessary to achieve goals need to be directed to proper channels and reviewed annually for inclusion in the curriculum. 3. While it is the intent of the Legislature to establish a uniform system of assessments, i.e., one that is applied in a consistent manner, the system can and should be responsive to differences within the school district. B. Development 1. The action plan shall represent expected growth in student progress over a period of time. They will be based on state and local frameworks, established standards of expected student achievement, district philosophy of education, courses of study, continuums, curriculum outlines, and textbooks. Utilizing action plans, individual schools will then determine reasonable progress expected by students within a given time. 2. All certificated personnel in the schools and offices have the primary responsibility to develop an action plan as related to instruction in subject matter. As far as possible they shall relate to student progress. Nothing herein shall prevent the evaluator from 36 reasonably proposing and/or requiring additional action plan components and standards for each evaluatee in accordance with the position and assignment. Employees will be advised if there is to be a specific area(s) of concentration. 3. In the case of special education, compensatory education, and guidance/continuation classes, action plans will be developed not necessarily from individual subject areas, but from the prescribed program. 4. The evaluatee and/or the evaluator, in determining the original goals and objectives agreement, have the option of conferring with the next higher supervisor if necessary. C. Assessment 1. Expected Student Progress Progress will be assessed by using resource techniques and materials which help determine student ability and growth, such as: a) Teacher observation and judgment. b) Anecdotal and cumulative records. c) Success and progress of students on a continuum of learning or progress through courses of study d) District, teacher, department, or school made tests for pre-testing and post-testing e) Curriculum related tests. f) Use of multi-media documentation if desired and available. g) Student self-evaluation. h) Evaluative discussion with students and parents. i) Records of students’ past learning performances. j) Files of students’ work collected to show expected achievement. 2. Certificated Personnel Performance Indicators 37 APPENDIX B LBUSD Strategic Plan 2011-2016 Board Initiative The goal of the Academic and Career Success for All Students Initiative is to provide all students with as many post-secondary options as possible. Mission To support the personal and intellectual success of every student, every day. Vision Every student a responsible, productive citizen in a diverse and competitive world. Shared Values & Beliefs Success of All Students All staff members are focused on student success. Students have many avenues and opportunities to learn, to achieve, and to celebrate intellectual, personal, and employment success. All students leave the LBUSD to pursue productive lives. High Expectations Expectations for students, parents, and staff are clearly defined, understood, and shared. Students, parents, and employees are empowered, supported, and trained to meet expectations. Respect and Integrity Communication and interaction among and between stakeholders* is defined by mutual respect, trust, and support. Teamwork The organization works collaboratively and creatively to ensure student success in a supportive environment. Decisions are made with stakeholder* input and participation. Successes are recognized and celebrated. Safety Schools and work sites are safe and secure for students, parents, and staff. Effectiveness and Efficiency Financial and human resources are managed effectively, and prioritized to meet goals and expectations. Continuous Improvement Staff, parents, and students collaboratively evaluate progress using multiple, reliable measures, and make changes when needed. *Note: “Stakeholders” refers to students, parents, staff, and community partners. 38 Goals, Objectives & Strategies Goal 1: All students will attain proficiency in the core content areas. Objective 1.1: To increase the percent of all students who are proficient/ advanced proficient in EnglishLanguage Arts by 3% and in Math by 3% annually. Data Sources: California Standards Tests & Annual Yearly Progress Objective 1.2: To close the achievement gap in the District’s four lowest performing sub-groups by increasing the percent of English Learner, African American, Hispanic and Special Education students who are proficient/advanced proficient in reading by 5% and in math by 5% annually. Data Sources: California Standards Tests & Annual Yearly Progress Objective 1.3: To increase the percent of 8th grade students who are enrolled in Algebra by 3% annually. Data Source: LBUSD Objective 1.4: To increase the percent of 8th grade students enrolled in Algebra who are proficient/advanced proficient by 1% and the percent of 9th grade students enrolled in Algebra who are proficient/advanced proficient by 2% annually. Data Source: California Standards Tests Strategies: • Establish the structure and culture for universal access and continuous improvement by implementing best practices through the professional development of teachers and staff. • Maintain and develop high expectations for all students through The Pyramid of Interventions based on data. • Develop criteria to assign fiscal resources to ensure prioritization based on greatest need as indicated by student data. • Implement District-wide common assessments to promote authentic, timely assessment of student performance as a means to drive instruction. • Deliver a rigorous and relevant curriculum aligned to the core content standards. Goal 2: All students will graduate from high school prepared for post-secondary and career options. Objective 2.1: To increase the percent of students meeting graduation requirements to at least 90%. Data Source: California Department of Education Objective 2.2: To increase the percent of students completing A-G requirements for college entrance to at least 60%. Data Source: LBUSD Objective 2.3: To increase the percentage of High School junior students having passed the EnglishLanguage Arts and Math components of the Early Assessment Program by 3% annually. Data Source: LBUSD Objective 2.4: To increase the percent of pathways that have Linked Learning certification to at least 90%. Data Source: High School Office 39 Strategies: • Design and deliver a relevant and rigorous curriculum through the professional development of teachers and staff to ensure the success of all students in college and career readiness. • Acquire and allocate fiscal resources to maintain a comprehensive educational program for students. • Maintain and build on the current pre-K – 16 seamless education partnerships and agreements as a means to ensure effective transitions for all students. • Develop programs and strategies to assist re-entry of students who exit school. Goal 3: All departments and sites will provide a safe and secure environment for staff and students. Objective 3.1: To maintain a positive and safe school and work environment. Data Source: Surveys Objective 3.2: To reduce bullying at schools as measured by staff, student and parent surveys. Data Source: Surveys Strategies: • Implement a District-wide plan to support the knowledge and training of all stakeholders to ensure safe work and school environments. • Develop and deploy surveys to identify opportunities to promote the emotional well-being of all students and staff. Goal 4: To improve communication throughout the District and Community. Objective 4.1: To increase the knowledge of Strategic Planning Goals and Objectives among all stakeholders by highlighting specific practices that are aligned to the District Strategic Plan. Data Source: Surveys Objective 4.2: To improve communication among all employees within the district. Data Source: Surveys Objective 4.3: To increase parent knowledge and participation in their child’s education. Data Source: Surveys Objective 4.4: To increase the knowledge and participation of the business community to support school programs. Data Source: Surveys Strategies: • Promote ongoing and open communication among all stakeholders that maintains a culture of respect, integrity and inclusion. • Identify opportunities and implement plans to increase parent and business participation to support the personal and intellectual success of every student. • Ensure common understanding and interpretation of the District's Strategic Plan among all stakeholders. 40 41 Classroom Management overview Teaching to the Objective Bloom’s Taxonomy Monitor and Adjust Process Task Analysis Lesson Design Active Participation Formulating Objectives • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • Show understanding of the underlying principle of classroom management (“Management is curriculum”) Know and understand the three things an effective classroom manager does (teach the behavior, support and promote the behavior, redirect unproductive behavior) Identify the five parts of an objective (content, cognition, behavior, condition, performance) Write instructional objectives containing the five parts Ability to write and verbalize 3-part student friendly objectives containing content, level of cognition and behavior Understand the relationship between the learning and the behavior in an objective Understand how standards, curriculum maps, pacing charts, etc. correlate with terminal objectives Develop instructional objectives and activities at different cognitive levels Show an understanding of how active participation maximizes student learning Explain overt and covert behavior Use of active participation techniques to engage all students, especially at critical points in lesson (i.e. closure) Use of active participation techniques to check for understanding and monitor and adjust instruction Use a variety of techniques (both overt and covert) Know the elements of direct instruction lesson design Develop a lesson plan using the LBUSD lesson design horizontal format Teach lesson using the lesson design model, with appropriate pacing and questioning strategies and monitoring and adjusting as necessary Know the steps in doing a task analysis Understand the reasons for doing a task analysis (essentialness) Develop a task analysis for a content objective Use the ‘horizontal’ lesson design format in planning lessons Understand the concept for monitor and adjust Identify the 4 steps in the monitor and adjust process Apply “class math” while gathering classroom data Know and explain the levels of Bloom’s Taxonomy (Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation) Identify objectives at different levels Write objectives at different levels Generate questions/activities for each level Explain the meaning of Teaching to an Objective List the four teacher actions for Teaching to an Objective (Information, Response, Activities, Questions) Explain the meaning of Relevancy and Congruency Identify congruent and non-congruent teacher actions Provide evidence of Teaching to an Objective in their lesson plans Instructional Strategies: Essential Elements of Effective Instruction APPENDIX C 42 • • • • • Differentiation Motivation Behavior Modification • • • • • • • • • • • • • • • • • • • Cycle of Management Locus of Control Rules, Procedures and Routines Reinforcement Theory Understand that all rules and procedures should have expected outcomes List three types of reinforcement Define positive and negative reinforcers Explain the effect of each type of reinforcer Apply reinforcement theory (structure, approximation, extinction, consequences) and demonstrates proactive classroom management Incorporate one or more of the strategies into a classroom management lesson plan Understand the concept of “locus of control” Apply the source-behavior-outcome model to assist students in shifting from external to internal locus of control in both positive and negative situations Understand that management is an ongoing process Apply the steps in the cycle of management to a procedure that has been previously taught in the classroom Use the cycle of management worksheet to identify trouble spots and how to correct them Understand the ‘chronic’ student Complete a behavior modification plan for a student who has a chronic behavior problem Apply reinforcement theory, behavior modification techniques and results of the cycle of management worksheet in the plan Know and understand the three myths of motivation Know and understand the three prerequisites to using motivation theory Apply the components of motivation theory (level of concern, knowledge of results, interest, feeling tone, success) in a classroom situation Understand the components and facets of differentiated instruction Understand the principles of a differentiated classroom Write differentiated objectives Understand components of managing a differentiated classroom Understand components of brain-based learning Demonstrate understanding of rules, procedures, and routines in their classroom Write terminal objectives for teaching a procedure in the classroom APPENDIX D GLOSSARY Assessment Criteria Demonstrable levels of performance upon which a judgment or decision may be based Calendar Adopted statement defining student attendance days, staff working days periods of vacation and legal holidays Constraints Those parameters which limit a pupil's progress Enrich Increase the intellectual levels and the depth of treatment of a learning experience Evaluatee One who is evaluated Evaluation The process of making unbiased analysis of data concerning the professional accomplishments and competencies of a certificated employee based on a broad knowledge of and the evidence at hand in the area of performance involved, the characteristics of the situation of the individual being evaluated, and the specific standards of performance pre-established for the position. Evaluator One who evaluates Goal A statement of broad direction or intent which is general and timeless and is not concerned with a particular achievement within a specified time period 43 Guidelines Framework developed by the Constitution, the Legislature, the State Board of Education, and local boards of education; parameters delineating appropriate human behaviors Job Description A list of duties to be performed under a specific title Modification (of goals and objectives) A reevaluation or adjustment of standards of performance based on changing conditions and circumstances Objective A devised accomplishment that can be verified within a given time and under specifiable conditions which, if attained, advances the system toward a corresponding goal Observation Viewing of an evaluatee's performance Office A jurisdictional area charged with particular responsibilities for the effective operation of a segment of the educational system Other Duties Those actions, in addition to instructional or regular assignments, normally required of a position as assigned and/or described in the job description, that are necessary to enable the class, school, or school district to accomplish its objectives Permanent Employee One who has attained tenured status in the district Philosophy A composite statement of the relationship between the individual and society based upon beliefs, concepts, and attitudes from which the goals and objectives of the district are derived 44 Probationary Employee A person who has not attained permanent status Professional Growth Continuing improvement and education by which the individual becomes more knowledgeable and effective in his/her position Proper Control A suitable exercise of influence over an individual or a group in order to facilitate learning opportunities Reinforce To strengthen with additional force, materials, and experience Regular Assignment Those responsibilities which are described in the job description Self-Evaluation An individual's assessment of his/her attainment of goals and objectives and his/her strengths and/or weaknesses Site Administrator Person charged with the responsibility for a given office or school Standard of Performance An authoritative or mutually established level of accomplishment Student Control The management of learners in such a way that the aims or activities are effectively achieved Success (built in) To insure in a lesson success for students in relation to their abilities and levels of achievement 45 Suitable Learning Environment An adequate or proper set of conditions which facilitate opportunities for learning Support Services Resources that support the attainment of success in student behavior Uniform System of Evaluation A system of evaluation that applies the same guidelines in a consistent manner to all employees of each type or class of certificated employees 46 Appendix E Definitions analysis--the level of thinking in which the complex whole is separated into its parts. (Level four of taxonomy) anticipatory set--a principle of learning which focuses the minds of the learners on the learning which is to come and ties previous learnings to the new learning. application--the level of thinking in which the learner uses his knowledge in a new situation, or to find solutions to problems. (Level three of taxonomy) behavior--an essential part of an objective that states how the student will demonstrate what he/she has learned. brainstorm--a step in formulating a task analysis which identifies any possible learnings which may be needed to reach a final objective. closure--a principle of learning which provides the learner with the opportunity to reflect on what has transpired, for the purpose of achieving clarification and insight. comprehension--the level of thinking involving understanding demonstrated through translation, interpretation or extrapolation. (Level two of the taxonomy) condition--part of a formalized objective stating circumstances necessary for the learning and/or behavior to take place. covert--unobservable, mental, not seen or heard. (Words that trigger covert active participation - think, picture, recall, imagine, read) Diagnosis and Prescriptive Process--process of ascertaining the appropriate learning for the learner. Elements of Instruction--the instructional skills essential to effective teaching: 1) selecting an objective at correct level difficulty, 2) teaching to an objective, 3) monitoring and adjusting, and 4) using the Principles of Learning such as: anticipatory set, motivation, active participation, reinforcement, meaning, modeling, practice, and closure. evaluation--the level of thinking in which the learner makes a judgment based on sound internal or external criteria. (Level six of the taxonomy) extinction--the absence of a perceived reinforcer. 47 feeling tone--a variable of motivation which refers to the mood established in the environment. impeach--question; challenge. (For the purpose of labeling as essential or non-essential to the achievement of an objective) interest--a variable of motivation which utilizes novel or vivid ways of presenting a learning. intermittent--when a reinforcer occurs periodically, distributed. knowledge--the level of thinking requiring student to demonstrate ability to recall, remember, or recognize information. It is the rote memory level of cognition. (Level one of the taxonomy) knowledge of results--a variable of motivation in which the learner is given specific and immediate feedback. learning--an essential part of an objective that states what is to be learned. Names the specific content and the level of cognition. massed--when something occurs with great frequency or regularity. meaning--a variable of retention a teacher can use by relating the information to background experiences, translating learning into other forms, and/or establishing a purpose so that students know of what use the learning will be. mnemonic devices--ways of triggering long-term memory. modeling--presentation of an example or a demonstration of a learning to students. When used in initial stage of learning model should be correct and criteria that make it correct made known to observer. Monitor and Adjust--one of the Elements of Instruction. The teacher checks the student’s learning and adjusts their teaching accordingly. motivation--a principle of learning used to initiate and maintain learners focus on the learning. negative reinforcer--anything an individual does not want or desire to the extent that he/she will modify a behavior to avoid its delivery. objective--specific and measurable. A formal objective consists of four parts: 1) what the learner is to learn (learning), 2) what activity the learner is to do (behavior), 3) the condition for learning (condition), and 4) what level of 48 performance is expected (performance level). overt--observable, physical, seen and/or heard. (Examples: write, choral response, signal, discuss, illustrate.) performance level--part of a formal objective; stating the level of mastery desired. positive reinforcer--anything the recipient wants or needs to the extent that he/she will maintain and/or strengthen a behavior in order to bring about its delivery. practice--principle of learning that promotes retention: - intermittent - massed Principles of Learning--one of the Essential Elements of Instruction. Use of these affects the rate and degree, focus, transfer and retention of learning. reinforcement--a Principle of Learning which enhances the rate and degree of learning (positive, negative, extinction). The relationship between a behavior and a reinforcer. relevancy--the concept which underlies teaching to an objective in which there is a oneto-one correlation between the learning and teacher behaviors. responses to the efforts of the learners--one of the teacher actions or behaviors in teaching to an objective in which the teacher provides feedback for the efforts of students with the learning. retention--remember: an effect which can be achieved through the use of such principles as meaning, modeling, practice. Select Objective at Correct Level of Difficulty--one of the Elements of Instruction. Ability of teacher to identify sequential components of a learning and to match the learners with the learning. sequence the learnings--dependent sequence (those learnings in a task analysis which are contingent upon each other), or independent sequence (those learnings not contingent upon each other but may be inserted with the task analysis where desired). success--a variable of motivation in which a learning is challenging yet still achievable. synthesis--the level of thinking in which the learner puts parts together to form a new whole, level of invention. The creative level of thinking. (Level five of the taxonomy) task analysis--a sequential list of the essential enroute objectives leading to the 49 achievement of terminal objective. Teaching to an Objective--one of the Elements of Instruction. Teacher-generated activities, information, questions, and responses which are congruent to the achievement of the objective. transfer--when past learnings affect present learnings. 50