DNA(LEGAL) -

Teacher Appraisal

Interim Evaluations and Guidance

Required Components

  1. The implementation of discipline management procedures is the teacher's pedagogical practices that produce student engagement and establish the learning environment.
  2. The performance of teachers' students is how the individual teacher's students progress academically in response to the teacher's pedagogical practice as measured at the individual teacher level by one or more student growth measures.

Notice and Use of Evaluations

Role of Extracurricular Activities

Access to Evaluations

Confidentiality

Two Appraisal Methods

  1. The teacher appraisal system recommended by the commissioner of education [see State Method (T-TESS), below]; or
  2. A local teacher appraisal system [see District Option and Campus Option, below].

Selection of Appraisal Method

Notice to Service Center

Note: The following provisions apply to teacher appraisal using the state appraisal method.

State Method (T‑TESS)

Orientation and Annual Review

  1. The teacher is new to the district;
  2. The teacher has never been appraised under the T-TESS; or
  3. District policy regarding teacher appraisal has changed since the last time the teacher was provided with an orientation to the T-TESS.

Appraisers

Campus Administrator

  1. The individual has been certified by completing the required training prior to conducting appraisals; and
  2. In the case where the certified appraiser is a classroom teacher, the certified appraiser:
    1. Conducts appraisals at the same school campus at which the certified appraiser teaches if the certified appraiser is the chair of a department or grade level whose job description includes classroom observation responsibilities; or
    2. Does not conduct appraisals of classroom teachers who teach at the same campus as the certified appraiser if the certified appraiser is not a department or grade-level chair.

Training and Certification

Appraisal Calendar

  1. Exclude observations in the two weeks after the day of completion of the T-TESS orientation in the school years when an orientation is required; and
  2. Indicate a period for end-of-year conferences that ends no later than 15 working days before the last day of instruction for students.

Assessment of Teacher Performance

Less-Than-Annual Appraisal

  1. Whether the option to receive a full appraisal less frequently than annually is to be made available to teachers;
  2. Whether the option to receive a full appraisal less frequently than annually is to be adopted district-wide or is to be campus specific;
  3. If the appraisal accompanying a teacher new to a district or campus meets this option, whether the appraisal is to be accepted or whether that teacher is to be appraised by the new campus administrator; and
  4. Whether a certified appraiser may place a teacher on the traditional appraisal cycle as a result of performance deficiencies documented in accordance with 19 Administrative Code 150.1003(b)(6) and (f) (related to cumulative data regarding teacher performance in addition to formal classroom observations).
  1. The Goal-Setting and Professional Development Plan process;
  2. The performance of teachers' students, as defined in 19 Administrative Code 150.1001(f)(2); and
  3. A modified end-of-year conference that addresses:
    1. The progress on the Goal-Setting and Professional Development Plan;
    2. The performance of teachers' students, as defined in 19 Administrative Code 150.1001(f)(2); and
    3. The following year's Goal-Setting and Professional Development plan.

Domains and Dimensions

  1. Domain I. Planning, which includes the following dimensions:
    1. Standards and alignment;
    2. Data and assessment;
    3. Knowledge of students; and
    4. Activities.
  2. Domain II. Instruction, which includes the following dimensions:
    1. Achieving expectations;
    2. Content knowledge and expertise;
    3. Communication;
    4. Differentiation; and
    5. Monitor and adjust.
  3. Domain III. Learning Environment, which includes the following dimensions:
    1. Classroom environment, routines, and procedures;
    2. Managing student behavior; and
    3. Classroom culture.
  4. Domain IV. Professional Practices and Responsibilities, which includes the following dimensions:
    1. Professional demeanor and ethics;
    2. Goal setting;
    3. Professional development; and
    4. School community involvement.
  1. Distinguished;
  2. Accomplished;
  3. Proficient;
  4. Developing; and
  5. Improvement needed.

Student Performance

  1. Distinguished or well above expectations;
  2. Accomplished or above expectations;
  3. Proficient or at expectations;
  4. Developing or below expectations; or
  5. Improvement needed or well below expectations.

Appraisal Process

  1. A completed and appraiser-approved Goal-Setting and Professional Development Plan that shall be:
    1. Submitted to the teacher's appraiser within the first six weeks from the day of completion of the T-TESS orientation for teachers in their first year of appraisal under the T-TESS or for teachers new to the district; or
    2. Initially drafted in conjunction with the teacher's end-of-year conference from the previous year, revised as needed based on changes to the context of the teacher's assignment during the current school year, and submitted to the teacher's appraiser within the first six weeks of instruction; and
    3. Maintained throughout the course of the school year by the teacher to track progress in the attainment of goals and participation in professional development activities detailed in the approved plan;
    4. Shared with the teacher's appraiser prior to the end-of-year conference; and
    5. Used after the end-of-year conference in the determination of ratings for the goal setting and professional development dimensions of the T-TESS rubric;
  2. For a teacher in the first year of appraisal under the T-TESS or for teachers new to the district, a Goal-Setting and Professional Development Plan conference prior to the teacher submitting the plan to the teacher's appraiser;
  3. After a teacher's first year of appraisal under the T-TESS within the district, an observation pre-conference conducted prior to announced observations;
  4. At least one classroom observation of a minimum of 45 minutes, with additional walk-throughs and observations conducted at the discretion of the certified appraiser and in accordance with the Education Code 21.352(c-1). Additional observations and walk-throughs do not require an observation post-conference. Additional observations and walk-throughs do require a written summary if the data gathered during the additional observation or walk-through will impact the teacher's summative appraisal ratings, in which case the written summary shall be shared within ten working days after the completion of the additional observation or walk-through. Title 19 Administrative Code 150.1004 (relating to Teacher Response and Appeals) applies to a written summary of an additional observation or walk-through that will impact the teacher's summative appraisal ratings;
  5. An observation post-conference that:
    1. Shall be conducted within ten working days after the completion of an observation;
    2. Is diagnostic and prescriptive in nature;
    3. Includes a written report of the rating of each dimension observed that is presented to the teacher only after a discussion of the areas for reinforcement and areas for refinement; and
    4. Can allow for, at the discretion of the appraiser, a revision to an area for reinforcement or refinement based on the post-conference discussion with the teacher;
  6. Cumulative data from written documentation collected regarding job-related teacher performance, in addition to formal classroom observations;
  7. An end-of-year conference that:
    1. Reviews the appraisal data collected throughout the current school year and previous school years, if available;
    2. Examines and discusses the evidence related to the teacher's performance on the four dimensions of Domain IV of the T-TESS rubric;
    3. Examines and discusses evidence related to the performance of teachers' students, as defined in 19 Administrative Code 150.1001(f)(2) (relating to student growth measures), when available; and
    4. Identifies potential goals and professional development activities for the teacher for the next school year; and
  8. A written summative annual appraisal report to be provided to the teacher within ten working days of the conclusion of the end-of-year conference.

Shorter Observations

Cumulative Data

Summative Report

End-of-Year Conference

Additional Documentation

Teacher Response and Rebuttal

  1. For Domains I, II, and III, after receiving a written observation summary or any other written documentation related to the ratings of those three domains; or
  2. For Domain IV and for the performance of teachers' students, as defined in 19 Administrative Code 150.1001(f)(2), after receiving a written summative annual appraisal report.

Request for Second Appraisal

  1. For Domains I, II, and III, after receiving a written observation summary with which the teacher disagrees; or
  2. For Domain IV and for the performance of teachers' students, as defined in 19 Administrative Code 150.1001(f)(2), after receiving a written summative annual appraisal report with which the teacher disagrees.

Note: The following provisions apply to teacher appraisal using a district-developed appraisal method.

District Option

Development of Appraisal System

  1. Develop an appraisal process;
  2. Develop evaluation criteria, including discipline management and performance of the teachers' students; and
  3. Consult with the campus-planning and decision-making committee on each campus in the district.

Appraisal Process

  1. At least one appraisal each year, or less frequently if in accordance with Education Code 21.352(c) [see Teacher Appraisal, above];
  2. A conference between the teacher and the appraiser that is diagnostic and prescriptive with regard to remediation needed in overall performance by category; and
  3. Criteria based on observable, job-related behavior, including:
    1. Teachers' implementation of discipline management procedures, as defined in 19 Administrative Code 150.1001(f)(1); and
    2. Beginning with the 2017–18 school year, the performance of the teachers' students as defined in 19 Administrative Code 150.1001(f)(2).

Board Acceptance

Note: The following provisions apply to teacher appraisal using a campus-developed appraisal method.

Campus Option

Development of Appraisal System

  1. Develop an appraisal process;
  2. Develop evaluation criteria, including discipline management and performance of the teachers' students; and
  3. Submit the process and criteria to the district-level planning and decision-making committee.

Appraisal Process

  1. At least one appraisal each year, or less frequently if in accordance with Education Code 21.352(c) [see Teacher Appraisal above];
  2. A conference between the teacher and the appraiser that is diagnostic and prescriptive with regard to remediation needed in overall performance by category; and
  3. Criteria based on observable, job-related behavior, including:
    1. Teachers' implementation of discipline management procedures, as defined in 19 Administrative Code 150.1001(f)(1); and
    2. Beginning with the 2017–18 school year, the performance of the teachers' students as defined in 19 Administrative Code 150.1001(f)(2).

Board Acceptance

  1. The recommended campus appraisal process and criteria;
  2. The district-level planning and decision-making committee's recommendation; and
  3. The superintendent's recommendation.

Note: The following provision applies to appraiser training under a local appraisal process (district- or campus-developed).

Appraisers

Note: The standards to be used to inform the training, appraisal, and professional development of teachers are outlined in 19 Administrative Code 149.1001.

Lumberton ISD

DNA(H)-P

UPDATE 109

DATE ISSUED: 10/30/2017