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General Information |
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General
Information
Definition Apprentice Teacher a teacher who is new to the school system. The apprentice teacher moves to a professional license after having taught 3 years, which is the same time the teacher is eligible to receive tenure.
Apprentice Teacher Year I 3 observations/evaluations
Apprentice Teacher Year II 3 observations/evaluations
Apprentice Teacher Year III 2 observations/evaluations
Professional Teacher 2 observations/evaluations every 5 years
Framework for Evaluation and Professional Growth Frequently Asked Questions
Who must be evaluated?
All classroom teachers, including special needs teachers, vocational teachers,
and specialist area teachers such as art, PE, or music teachers, as well as
Library Media Specialist, Counselors, psychologists, etc.
What evaluation model must be
used?
The State Framework for Evaluation and Professional Growth must be used
according to state law and State Board of Education Policy.
How often must a teacher be
evaluated?
A teacher with an Apprentice License must be evaluated every year. A teacher
with a Professional License must be evaluated at least two times during the
ten-year period of the license.
Of what does an evaluation
consist?
Apprentice Teachers, year 1&2: minimum of 3 observations per year with feedback
and accompanying documentation. Apprentice Teachers, year 3: minimum of 2
observations per year with feedback and accompanying documentation. Professional
Level Teachers: minimum of 2 observations or Focused Assessment
What is the training?
No one may evaluate a teacher until he or she has been trained in the Framework
for Evaluation model. The training consists of 3 days spread over several
months. After Day 1 training, the evaluator may begin the evaluation process.
How do we evaluate Library
Media Specialists, Counselors, School Psychologists, Social Workers, etc?
These educators are evaluated through the Special Groups Model and the Library
Media Specialist Model, both of which are taught during a special half-day
training.
How can I access the Framework
for Evaluation Manuals and Evaluation Materials?
Comprehensive Assessment Manual
Library Media Specialist Manual
Special Groups Manual
Focused Assessment Manual
Snapshot Evaluation
TN Evaluation Website
General
Education Domains and Indicators with Measurement Statements How will
the evaluator determine the effectiveness of the lesson?(see
Domain list below)
Observation Cover
Sheet--Comprehensive Assessment The evaluation cover sheet.
Observation Cover Sheet
courtesy of
Jamie Whitinger, Sullivan County Schools (click and type)
Observation
Form--Comprehensive Assessment How will the evaluator document the
lesson?
Observation Scripting Form
courtesy of
Jamie Whitinger, Sullivan County Schools (click and type)
Planning
Information Record--Comprehensive Assessment How will I tell the
evaluator what he/she may experience in this lesson?
Completed 2-3 days prior to observation, Include specific information - #2-% of students, #4-
What % should master skill & what point do you reteach, #5-must be ongoing, retention
Planning Information Record
courtesy of
Jamie Whitinger, Sullivan County Schools (click and type)
Analysis of Unit
Plan and Lesson Plan How will the principal evaluate the lesson plan
(optional)?
Unit Plan Analysis Form
courtesy of
Jamie Whitinger, Sullivan County Schools (click and type)
Reflecting
Information Record How do you think the lesson transpired?
Pre-test to identify where students are before lesson
Data should be specific (% of students)
What happened today? How will you build on this for future planning for students?
What changes need to be made?
Be specific as to improvement needed, basis for future staff development
Reflecting Information Record
courtesy of
Jamie Whitinger, Sullivan County Schools (click and type)
Comprehensive
Assessment Appraisal Record How did the principal think the lessons
transpired?
Can serve 2 Purposes: Classroom Observation & Outside Classroom Activity
Outside Classroom Activity If weakness is outside the classroom, a separate Appraisal Record (tardiness, etc.) can be completed. Conferences on outside issues should be separate from classroom observations, but this form can be utilized as many times as necessary.
Appraisal Record with Dropdown options, CLICK AND PRINT
Self-Assessment
This self-evaluation instrument should be completed by the teacher and
shared with the principal after the 2nd evaluation.
Self-Assessment courtesy of Jamie Whitinger, Sullivan County Schools (click and type)
Educator
Information Record Teacher completes and brings to the summative
conference. The results of this form will assist in the development of the
Future Growth Plan.
Educator Information Record
courtesy of
Jamie Whitinger, Sullivan County Schools (click and type)
Scoring
Standards-How will the lesson be rated?
Summative
Conference How do the 3 evaluations make up a final score?
Analysis of Data
Identification of Performance Levels (http://www.state.tn.us/education/frameval/ps-o.pdf)
Sharing of Evaluation Results
Summative Conference Report with Dropdown options, CLICK AND PRINT
Future Growth
Plan What are my areas to be strengthened?
Future Growth Plan with Dropdown options, CLICK AND PRINT
General Education Domains and Indicators with Measurement Statements (http://www.state.tn.us/education/frameval/ps-o.pdf).
NOTE: It is the teachers responsibility to contact the SDE and provide documentation for any changes in licensing and renewal of certification.
Evaluation Domains
I. Planning
a) Establishes appropriate instructional goals and objectives.
b) Plans instruction and student evaluation c) Adapts instructional opportunities for diverse learners.
II. Teaching
a) Demonstrates a deep understanding the content area.
b) Uses research-based classroom strategies (higher order thinking, problem-solving, and real world connections) for all students.
III. Assessment & Evaluation
a) Uses appropriate evaluation and assessments to determine student mastery of content and make instructional decisions.
b) Communicates student achievement and progress to students, their parents, and appropriate others.
c) Reflects on teaching practice through careful examination of classroom evaluation and assessments.
IV. Learning Environment
a) Creates a classroom culture that develops student intellectual capacity in the content area.
b) Manages classroom resources effectively.
V. Professional Growth
a) Collaborates with colleagues and appropriate others.
b) Engages in high-quality, on-going professional development.
c) Performs professional responsibilities efficiently and effectively.
VI. Communication
a) Communicates clearly and correctly with students, parents, and other stakeholders.
