Core Module Three

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Core Module Three The Summative Report

• Core Module Three
• The Role of Professional Dialogue and
  Collaboration in the Summative Report

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Core Module Three The Role of Professional
Dialogue and Collaboration in the Summative
Report

• Part One Opening

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The Role of Professional Dialogue and
Collaboration in the Summative Report

• Overall Goal of Module Three
• The overall goal of this module is to build
  understandings
• about the Summative Report Form for Experienced
  Teachers,
• its requirements, how to complete it and
  effective practice that
• transforms the summative report and its related
  procedures
• and processes into a meaningful vehicle for
  teacher growth
• and development focussed on high levels of
  student
• achievement.

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The Role of Professional Dialogue and
Collaboration in the Summative Report

• In this module participants will
• Learn about the revised Summative Report Form for
  Experienced Teachers and its requirements
• Participate in cooperative activities that
  highlight the important role that trust,
  professional dialogue and collaboration play in
  the development of the summative report
• Examine the relationship between the summative
  report and the components of the performance
  appraisal process for experienced teachers
• Continued

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The Role of Professional Dialogue and
Collaboration in the Summative Report

• In this module participants will
• Identify and reflect on effective appraisal
  practices related to classroom observation
• Practice writing meaningful comments that
  reinforce effective practice, provide direction
  for goal-setting and foster professional growth

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The Role of Professional Dialogue and
Collaboration in the Summative Report

• Participant Experience with Classroom Observation
• Work with a partner and on the index card you
  have been
• given
• Partner One lists kinds of feedback a teacher
  might want from a principal observing a lesson in
  the classroom
• Partner Two lists what a principal might be
  looking for in a classroom observation
• Partners discuss responses to questions provided
• Partners work with their table group to identify
  effective classroom observation practices

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The Role of Professional Dialogue and
Collaboration in the Summative Report

• Part Two Features and Requirements of the
• Summative Report

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Features and Requirements of the Summative
Report

• In the revised performance appraisal process for
  experienced teachers the summative report form
  has been strengthened to provide principals with
  a single document to record all aspects of the
  appraisal process
• The revised summative report form includes
  information previously recorded in the
  pre-observation and post-observation forms of the
  former performance appraisal process

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Features and Requirements of the Summative
Report

• The Summative Report Form for Experienced
  Teachers is a ministry-approved form that must be
  used to document the performance appraisal
• The Summative Report Form for Experienced
  Teachers must be used for each appraisal
• The duties of the principal may be delegated to a
  vice-principal in the same school or to an
  appropriate supervisory officer

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Features and Requirements of the Summative
Report

• In preparing the summative report, the principal
  must
• consider all 16 competencies in assessing the
  teachers performance
• provide comments regarding the competencies
  identified in discussions with the teacher as
  the focus of the performance appraisal
• Notwithstanding the discussions held between the
  teacher and the
• principal the principal is required to assess
  teacher performance in
• relation to all 16 competencies and may comment
  on competencies
• other than those discussed

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Features and Requirements of the Summative
Report

• Using the ministry-approved Summative Report Form
  for
• Experienced Teachers the principal is required
  to
• comment on the competencies identified in
  discussions with the teacher as the focus of the
  teachers performance appraisal (the principal
  may also comment on other competencies that were
  assessed through the performance appraisal)
• provide an overall rating of the teachers
  performance and
• recommend professional growth goals and
  strategies for the teacher to take into account
  in developing, reviewing and updating the
  teachers Annual Learning Plan

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Features and Requirements of the Summative
Report

• Principals collect evidence to support their
  appraisal of experienced teacher performance
• This evidence may be described in the summative
  report or attached as supporting documentation
• Teachers may also collect evidence to support
  their performance appraisal. This evidence may be
  noted in the summative report or attached as
  supporting documentation

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The Summative Report

• Part Three Effective Practice

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Effective Practice

• The summative report documents the appraisal
  process and captures the professional dialogue
  between the teacher and principal and allows them
  to reflect on progress in the teachers
  development
• It becomes a vehicle for teacher reflection on
  their development and in the identification of
  growth goals in their ALP

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Effective Practice

• The summative report form is a central component
  in the performance appraisal process for
  experienced teachers
• It incorporates and makes connections between and
  among all the key components of the appraisal
  including the 16 competencies, the Annual
  Learning Plan, the pre-observation and
  post-observation meetings, and the classroom
  observation

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Performance Appraisal Framework for Experienced
Teachers
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Effective Practice

• The performance appraisal process for experienced
  teachers is a dynamic one in which interaction
  and professional dialogue between teacher and
  principal are ongoing and the development of the
  summative report a central focus

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Effective Practice

• At the same time that principals carry out their
  legal responsibilities in preparing the summative
  report they fulfil their role as instructional
  leaders by working collaboratively with teachers
  to focus the appraisal on teacher growth and
  development that brings about high levels of
  student achievement

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The Summative Report

• Part Three Working with the Summative Report

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Working with the Summative Report

• Activity One The Importance of Relational Trust
• Trust is a human virtue, cultivated through
  speech, conversation, commitments and action
• Solomon and Flores

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Working with the Summative Report

• Activity One The Importance of Relational Trust
• According to Bryk and Schneider the following are
  the four vital signs for identifying and
  assessing trust in schools respect, competence,
  personal regard and integrity
• Throughout the appraisal process, respect and
  trust are integral elements of a successful
  appraisal

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Working with the Summative Report

• Activity Two Preparing for the Pre-Observation
  Meeting
• The rapport between the principal and teacher
  will contribute to the success of the
  pre-observation meeting as they discuss the 16
  competencies that form the basis of the
  performance appraisal and which of these
  competencies could be the focus of the classroom
  observation

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Working with the Summative Report

• Activity Two Preparing for the Pre-Observation
  Meeting
• In a climate of trust and mutual respect, a
  teacher feels comfortable sharing both features
  of the classroom program that are working well
  and those the teacher is concerned about,
  confident that the concerns would be heard in the
  spirit of collaboration and that support would be
  offered

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Working with the Summative Report

• Activity Three The Classroom Observation
• Bringing the Competencies to Life
• Classroom observations are conducted on the
  premise that seeing a teacher in action provides
  the best data source for judging teaching
  effectiveness.
• Stronge and Tucker

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Working with the Summative Report

• Activity Four Margs Classroom Observation
• A formal classroom observation is only one part
  of a comprehensive teacher performance appraisal.
  For some competencies evidence for assessment
  purposes may be obtained in other ways

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Working with the Summative Report

• Activity Four Margs Classroom Observation
• Case-based professional development involves
  using carefully chosen, real-world examples of
  teaching to serve as springboards for discussions
  among educators
• A good case is carefully designed and poses
  fundamental issues that reach beyond the
  particulars in the case and motivates ongoing
  reflection and inquiry

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Working with the Summative Report

• Activity Four Margs Classroom Observation
• Marg Dalhousie
• Has been teaching in the intermediate division
  for 18 years
• Recently moved from northern Ontario to a new
  suburban school in southern Ontario
• Has a grade 8 homeroom class in her new school
• Must have at least one performance appraisal in
  her first year of employment with her new board

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Working with the Summative Report

• Activity Five The Post-observation Meeting An
  Opportunity to Focus on Effective Practice
• Because the post-observation meeting component of
  the TPA process appraisal happens only once in a
  five-year evaluation cycle, it is important that
  it is a constructive and valuable experience for
  both teacher and principal

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Working with the Summative Report

• Activity Six Writing Comments that Motivate the
  Teacher
• The summative report is an important tool for
  providing feedback and direction for the teacher
  in a manner that motivates the teacher to a
  higher level of performance
• Teachers refer to the information in the
  summative report for guidance as they move
  towards their learning and improvement goals

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Working with the Summative Report

• Activity Seven Suggestions for Professional
  Growth
• and Development
• To be practical and constructive, professional
  goals and strategies should align with the
  competencies, build on the previous goals and
  strategies in the teachers ALP and support
  school improvement goals when possible

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Working with the Summative Report

• Activity Eight Putting It All Together
• The revised performance appraisal process for
  experienced teachers supports teacher
  professional growth and development on a
  continuous basis throughout an experienced
  teachers career
• It is a process rather than an event supported
  year by year by the development and ongoing
  maintenance of the ALP

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The Role of Professional Dialogue and
Collaboration in the Summative Report

• Part Five Closing

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The Role of Professional Dialogue and
Collaboration in the Summative Report

• Guided Reflection
• Reflection is what allows us to learn from our
  experience it is an assessment of where we have
  been and where we want to go next.
• Kenneth Wolf

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The Role of Professional Dialogue and
Collaboration in the Summative Report

• Food for Thought