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Implementing the Revised TPA Process for Experienced Teachers

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Title: Teacher Performance Appraisal Author: laurie pedwell Last modified by: brysonte Created Date: 7/5/2005 7:00:51 PM Document presentation format – PowerPoint PPT presentation

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Title: Implementing the Revised TPA Process for Experienced Teachers


1
Implementing the Revised TPA Process for
Experienced Teachers
  • Core Module One
  • A Growth-Oriented Approach to Implementing the
    Revised Appraisal Process for Experienced Teachers

2
Core Module One A Growth-Oriented Approach to
Implementing the Revised Appraisal Process for
Experienced Teachers
  • Part One Opening

3
Core Module One A Growth-Oriented Approach to
Implementing the Revised Appraisal Process for
Experienced Teachers
  • In this module participants will
  • Learn about the revised performance appraisal
    process for experienced teachers
  • Consider school and system contexts within which
    the appraisal fosters growth and development of
    experienced teachers
  • Identify and reflect on effective appraisal
    practices including opportunities provided in the
    appraisal process to support principal and
    experienced teacher collaboration

4
Implementing the Revised TPA Process for
Experienced Teachers
  • Participant Experience with TPA
  • On your own, reflect on your past experience with
    teacher performance appraisal
  • Recall a TPA experience that stands out for you
    as positive and supportive of teacher growth and
    development (yours or someone elses)

5
Implementing the Revised TPA Process for
Experienced Teachers
  • Participant Experience with TPA (Continued)
  • Make contact with someone in the room you do not
    know
  • Talk about what happened, who was involved, what
    made it positive and supportive and how it was an
    effective appraisal practice
  • Join a second pair and together, identify one
    effective appraisal practice to report to the
    large group

6
Implementing the Revised TPA Process for
Experienced Teachers
  • Part Two Background

7
Background Development of the Revised TPA
Process for Experienced Teachers
  • The revised TPA process for experienced teachers
    was developed in consultation with the Working
    Table on Teacher Development during fall 2006

7
8
Background Development of the Revised TPA
Process for Experienced Teachers
  • Deliberations and recommendations of the Working
    Table were guided by
  • relevant research
  • inter-jurisdictional scan
  • information collected from implementation
  • position papers from various stakeholder groups
    including the Joint Task Force on Teacher
    Performance Appraisal, comprised of the teacher,
    principal and supervisory officer organizations

8
9
Background Development of the Revised TPA
Process for Experienced Teachers
  • In March 2007, Minister Wynne announced the
    revised TPA process for experienced teachers
  • School boards were given the option of
    implementing the revised process in April 2007 or
    no later than September 2007
  • The Performance Appraisal of Experienced Teachers
    Technical Requirements Manual 2007 and the
    Summative Report Form for Experienced Teachers
    (approved form) have been posted on the ministry
    website

10
Background Development of the Revised TPA
Process for Experienced Teachers
  • The revised TPA process for experienced teachers
    builds on the New Teacher Induction Program
    (NTIP) performance appraisal of new teachers that
    was introduced in June 2006
  • The performance appraisal process for experienced
    teachers is intended to provide a continuum of
    support as a new teacher successfully completes
    the NTIP and becomes an experienced teacher

10
11
Background Development of the Revised TPA
Process for Experienced Teachers
  • The development of the revised TPA process for
  • experienced teachers was guided by the following
  • principles
  • Support for teacher professional growth and
    development
  • Improved student outcomes
  • Strengthened collaboration between experienced
    teachers and their principals through ongoing
    professional dialogue

12
Background Development of the Revised TPA
Process for Experienced Teachers
  • The development of the revised TPA process for
  • experienced teachers was guided by the following
  • principles (Continued)
  • Appraisal situated in the context of school and
    system learning communities
  • Enhanced public confidence in public education
  • Increased capacity for principals in their role
    as instructional leaders
  • Transparency and accountability

13
Background Development of the Revised TPA
Process for Experienced Teachers
  • Overarching Goal of Teacher Performance Appraisal
  • Consistent with the TPA process for new teachers
    the
  • revised TPA for experienced teachers is designed
    to
  • foster teacher development
  • provide meaningful appraisals that encourage
    continuous professional learning and growth and
  • identify opportunities for additional support
    where required

13
14
Implementing the Revised TPA Process for
Experienced Teachers
  • Overview of Components of the TPA Process
  • for Experienced Teachers
  • Five-year evaluation cycle
  • One appraisal in an evaluation year
  • Two-point rating scale
  • Pre-observation meeting, classroom observation,
    post-observation meeting
  • One Summative Report Form
  • 16 competencies based on five domains
  • Streamlined look-fors provided as a resource
  • Strengthened Annual Learning Plan (ALP)
    requirements
  • Due process for unsatisfactory performance
    maintained

15
Implementing the Revised TPA Process for
Experienced Teachers
16
Implementing the Revised TPA Process for
Experienced Teachers
  • Part Three The Context for Appraisal

17
The Context for Appraisal
  • Who is the Experienced Teacher?
  • There is no definition of an experienced
    teacher in the Education Act or in the
    regulations
  • A teacher ceases to be a new teacher and is
    considered experienced for the purposes of
    performance appraisal once he or she successfully
    completes the New Teacher Induction Program or,
    subject to any extension provided for in the
    regulations, his or her 24-month new teaching
    period has elapsed

18
The Context for Appraisal
  • Activity One Appraisal with the Experienced
    Teacher In Mind
  • Introducing
  • Marg Dalhousie who teaches grade 8 in a JK- grade
    8 elementary school located in a suburb of
    Toronto
  • Denise Beaulieu who teaches a blended grade two
    and three class in an inner city school
  • Peter Stockard who teaches grade six core
    subjects including visual arts, drama and
    physical education
  • Seema Mohammed who teaches in a secondary school
    and has a timetable that includes Grades 11 and
    12 university-destination biology and chemistry
    courses and one grade 9 applied science course

19
The Context for Appraisal
  • Roles and Responsibilities
  • Teachers, vice-principals, principals and
    supervisory officers all play key roles in the
    performance appraisal process for experienced
    teachers
  • In fulfilling these roles collaboration, mutual
    respect and shared responsibility are essential

20
The Context for Appraisal
  • Roles and Responsibilities
  • (Continued)
  • This sets a climate within which experienced
    teachers learn, plan, prepare, teach, pursue
    individual and shared goals, and strive to be
    successful in bringing about high levels of
    student achievement

21
The Context for Appraisal
  • Parent/Student Input
  • Seeking parental and student input is an
    important vehicle for fostering positive
    relationships. A sense of openness and fairness,
    and an atmosphere of trust and respect are
    features of a school that is a learning community
    inclusive of parents and students

22
The Context for Appraisal
  • Parent/Student Input
  • (Continued)
  • Parental and student input support and enhance
    the quality of teaching and learning in schools
  • Teachers gather this information through a wide
    range of learning activities on a daily basis
    throughout the year
  • Teachers communicate with parents formally and
    informally and depending on the level of support
    required by the student

23
The Context for Appraisal
  • Activity Three Quote Exchange
  • Select a partner you do not know and share a
    personal connection to your quote what does it
    mean to you? Focus on beliefs and values related
    to school and/or system culture
  • Trade quotes
  • Repeat with at least two partners
  • Individually identify one or two
    insights/connections you made to share with your
    table group
  • At your table group appoint a recorder/reporter
  • As a table group identify two or three common
    themes and insights to report to the large group

24
The Context for Appraisal
  • Activity Three Sample Quote for Quote Exchange
  • Coming together is a beginning
  • Keeping together is progress
  • Working together is success
  • -- Henry Ford

25
The Context for Appraisal
  • Activity Four Synectics
  • A growth-oriented school context is like
    ___________ because.
  • A growth-oriented school context is NOT like
    _______ because.
  • AND/OR
  • A growth-oriented school system is like
    ___________ because.
  • A growth-oriented school system is NOT like
    _______because.

26
The Context for Appraisal
  • Activity Five Jigsaw
  • The following activity asks participants to
    consider several
  • articles commenting on the roles of principals,
    supervisory
  • officers, school and system culture, and change.
  • Note Facilitator will need to provide
    materials/articles
  • appropriate for the activity. (See page 39 for
    suggestions of
  • titles that were used in past training sessions.)

27
The Context for Appraisal
  • Activity Five Jigsaw Debrief
  • What do growth-oriented school and system
    contexts look, feel and sound like?
  • What roles do teachers, vice-principals,
    principals, and supervisory officers play in
    growth-oriented school and system contexts?
  • How are growth-oriented school and system
    contexts relevant to the experienced teacher
    performance appraisal process?
  • What are the implications for the role of
    teachers, vice-principals, principals, and
    supervisory officers in the experienced teacher
    performance appraisal process?

28
The Context for Appraisal
  • Activity Six School Culture
  • Introducing
  • Marg Donaldsons JK to grade 8 elementary school
  • Denise Bealieus inner city school
  • Peter Stockards JK to grade 6 elementary school
  • Seema Mohammeds secondary school

29
Implementing the Revised TPA Process for
Experienced Teachers
  • Part Four Components of the TPA
  • Process for Experienced Teachers

30
Implementing the Revised TPA Process for
Experienced Teachers
  • Scheduling and Frequency
  • For experienced teachers
  • Experienced Teachers are required to have one
    appraisal in an evaluation year every five years
  • Experienced teachers new to a board must have one
    appraisal during their first year of employment
    with the board

31
Implementing the Revised TPA Process for
Experienced Teachers
  • Scheduling and Frequency
  • For new teachers who have successfully completed
    the NTIP
  • New teachers who have moved to experienced
    teacher status are placed in the five-year
    experienced teacher performance appraisal cycle
  • Once their evaluation year is established, a
    cycle is established so that there are four
    non-evaluation years before their next scheduled
    evaluation

32
Implementing the Revised TPA Process for
Experienced Teachers
  • Scheduling and Frequency
  • Additional appraisals and an Improvement Plan are
    required if an appraisal rating is Unsatisfactory
  • The principal has the authority to conduct
    additional appraisals if the principal considers
    it advisable to do so in light of circumstances
    relating to the teachers performance
  • In a non-evaluation year, teachers may request
    performance appraisals in addition to those
    required

33
Implementing the Revised TPA Process for
Experienced Teachers
  • Supervision and Appraisal
  • The appraisal process and schedule is not
    intended to interfere with the
  • principals supervisory responsibilities
    including
  • observing teachers practice
  • meeting with teachers to discuss performance
  • requesting samples of teachers work
  • providing feedback to teachers and
  • supporting teacher growth and development at any
    time

34
Implementing the Revised TPA Process for
Experienced Teachers
  • Competency Statements and Examples of
  • Good Teaching Practice (Look-fors)
  • In assessing the teachers performance, the
    principal must consider all 16 competencies set
    out in Schedule 1 of Ontario Regulation 99/02, as
    amended
  • The 16 competency statements are based on the
    standards set out in the Ontario College of
    Teachers Standards of Practice for the Teaching
    Profession
  • Boards will continue to be able to provide for
    additional competencies to be used in the
    performance appraisal of teachers

35
Implementing the Revised TPA Process for
Experienced Teachers
  • Competency Statements and Examples of
  • Good Teaching Practice (Look-fors)
  • In preparing the summative report, the principal
    provides comments 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)
  • A streamlined list of 90 examples of good
    teaching practices (look-fors) is available as a
    resource for principals and teachers in
    identifying possible ways the competencies may be
    shown in practice

36
Implementing the Revised TPA Process for
Experienced Teachers
  • The Annual Learning Plan (ALP)
  • Each experienced teacher must have an ALP each
    year that includes the teachers professional
    growth objectives, as well as his or her proposed
    action plan and timelines for achieving those
    objectives
  • In conducting this annual review and update,
    teachers, in consultation with their principal
    must take into account their learning and growth
    over the year and the summative report of their
    most recent performance appraisal

37
Implementing the Revised TPA Process for
Experienced Teachers
  • The Annual Learning Plan (ALP)
  • In the first year that a teacher is no longer
    considered a new teacher, he or she must develop
    an ALP
  • The ALP is teacher authored and directed and is
    developed in a consultative and collaborative
    manner with the principal

38
Implementing the Revised TPA Process for
Experienced Teachers
  • The Annual Learning Plan (ALP)
  • Teachers are encouraged to take parent and
    student input into account in developing,
    reviewing and updating their ALP each year
  • In an evaluation year, the teacher and principal
    must review and update the teachers current ALP
    in a meeting as part of the performance appraisal
    process
  • In a non-evaluation year, a meeting is not
    required but is recommended. A meeting is
    required to take place at the request of either
    the teacher or the principal

39
Implementing the Revised TPA Process for
Experienced Teachers
  • Appraisal Meetings
  • Three appraisal meetings
  • Pre-observation meeting
  • Classroom observation
  • Post-observation meeting to discuss observation
    and growth opportunities. Principals use this
    information to complete the Summative Report Form
  • These meetings are repeated in each appraisal

40
Implementing the Revised TPA Process for
Experienced Teachers
  • Appraisal Meetings
  • Neighbours opportunity for dialogue
  • The broadest function of the appraisal meetings
    is to
  • improve or enhance job performance by engaging
    in
  • a reflective conversation on the complexities of
  • teaching and learning.
  • Stronge and Tucker, 2003

41
Implementing the Revised TPA Process for
Experienced Teachers
  • Summative Report Form
  • The Summative Report Form has been revised to
    provide principals with
  • the opportunity to
  • comment on 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
  • recommend professional growth goals and
    strategies for the teacher to take into account
    in developing, reviewing and updating his or her
    ALP

42
Implementing the Revised TPA Process for
Experienced Teachers
  • Summative Report Form
  • This form 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

43
Implementing the Revised TPA Process for
Experienced Teachers
  • Rating Scale
  • Two-point Rating Scale
  • Satisfactory
  • Unsatisfactory
  • If the teacher receives a Satisfactory rating,
    the principal is
  • encouraged to provide further feedback on
    strengths and
  • possible areas of growth for the teacher

44
Implementing the Revised TPA Process for
Experienced Teachers
  • Process Following a Performance Rating that is
  • Unsatisfactory
  • Development of an Improvement Plan after first
    Unsatisfactory rating
  • On Review status after two consecutive
    Unsatisfactory ratings
  • Recommendation for employment termination after
    three consecutive Unsatisfactory appraisals
  • The Ontario College of Teachers is notified after
    termination

45
Implementing the Revised TPA Process for
Experienced Teachers
  • Process Following a Performance Rating that is
  • Unsatisfactory
  • While the teacher is On Review status, the
    principal and
  • supervisory officer can jointly decide to omit
    the third appraisal and recommend the termination
    of the teachers employment to protect the best
    interests of students

46
Implementing the Revised TPA Process for
Experienced Teachers
  • Role of Supervisory Officers and Directors of
    Education
  • Mandated responsibilities in relation to teachers
    that receive an Unsatisfactory performance
    rating, including being updated about teachers
    who receive Unsatisfactory ratings on their
    appraisals and consultation with the principal
    regarding teachers on Review status

47
Implementing the Revised TPA Process for
Experienced Teachers
  • Part Five Closing

48
Free-Write
  • Write a personal
  • statement about the
  • TPA process for experienced teachers and
    growth-oriented school or system contexts.
  • Consider these questions for your free-write.
  • What does revised performance appraisal process
    for experienced teachers look like in a
    growth-oriented school or system context?
  • In my role as teacher/principal/ supervisory
    officer, what are some ways that I encourage a
    growth-oriented appraisal process?
  • What indispensable message do I want to
    communicate about the TPA process for experienced
    teachers to the educators I work with?

49
Implementing the Revised TPA Process for
Experienced Teachers
  • 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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