Employee Name: _______________________________________ Grade: ______ School: _________________________________ Principal: ______________________

2011-2012 E VALUATIO N Q UI CK G UI DE #6

PROFESSIONAL GROWTH CYCLE

No identified performance concerns Performance concerns identified
Contact your LR/ER Manager ASAP
SEP

Before November 15th - Goal-Setting Conference - Goal-Setting Plan

Use Self-Assessment of Practice Rubric to develop at least 1 Student Growth goal and 1 Professional Growth goal
Date: _________

ASAP
OCT

ATTEMPT INFORMAL INTERVENTIONS

NOV

Before April 13th At least 30 minutes of Observation required Need not be 30 continuous minutes. No report or conference required

MOVE EMPLOYEE TO PG&E COMPREHENSIVE

DEC
Date: ____________

PROVIDE EMPLOYEE WITH WRITTEN NOTIFICATION OF DECISION

COLLABORATIVELY DEVELOP SUPPORT PLAN

JAN

Before May 25
FEB
Date: ____________

Complete Evaluation
Evaluation Form

* Observations based on eight Evaluation Criteria. Use the WAC to Danielson crosswalk document as the basis for evaluation in the 8 criteria. * The District practice has been to not give unsatisfactory ratings to teachers on PGC. Document concerns in the evaluation report and note that the employee will be moved to PG&E Comprehensive Cycle for the following year.

MAR

Satisfactory
APR

* Unsatisfactory

ATTEMPT INFORMAL INTERVENTIONS MOVE EMPLOYEE TO PG&E COMPREHENSIVE PROVIDE EMPLOYEE OF WRITTEN NOTIFICATION OF DECISION COLLABORATIVELY DEVELOP SUPPORT PLAN

MAY

JUN

Send Annual Evaluation to Executive Director by June 10 Executive Director sends Evaluation to HR by June 30

Seattle Public Schools 2011-2012 Evaluation Quick Guide

Revised October 2011

PROFESSIONAL GROWTH CYCLE

PROFESSIONAL GROWTH CYCLE. The Professional Growth Cycle is covered in Article XI Section K of the CBA. The Professional Growth Cycle may be used for continuing contract employees who are currently on the Professional Growth Cycle during the phase-in of PG&E. All certificated employees will move to PG&E as set forth in Section H. Employees in the Professional Growth Cycle must make a good faith effort to achieve the goals established in the Goal Setting Plan; however, there will be no consequences if an employee does not achieve the stated goals as long as their performance remains satisfactory based on the eight Evaluation Criteria. 1. Professional Growth/Goal Setting Plan: All certificated employees remaining on the existing Professional Growth Cycle during the phase-in of PG&E will adhere to the evaluation process as defined in Article XI, Section B. 2. Annual Evaluation for the Professional Growth Cycle: a. As required by State law, evaluators must conduct at least thirty (30) minutes of observation(s) of the employee in the course of the Professional Growth Cycle to ensure that all Evaluation Criteria are met as set forth in State law and this Agreement. Observation(s) of the employee may be conducted inside or outside of the classroom; the thirty (30) minutes need not be continuous; no postobservation conference is required, and no report is required. However, either the evaluator or the employee may request a conference or written report. b. b. In accordance with State law, a copy of the Professional Growth Plan will not be retained in the employees personnel file. 3. Move to PG&E: An employee may be removed from the Professional Growth Cycle when the evaluator has reason to believe that the employee is not performing satisfactorily according to one or more of the Evaluation Criteria. In such cases, the evaluator will have attempted informal interventions. At the time the evaluator notifies the employee in writing of the decision to move the employee to the PG&E Comprehensive Evaluation, the evaluator will meet to collaboratively develop a Support Plan designed to assist the employee in meeting standards. An employee may also be moved to the PG&E Comprehensive Evaluation Cycle if the principal/program manager needs to more closely observe the employee for reasons unrelated to unsatisfactory performance. This could include a change of assignment to a different grade level or other similar factors. The SPS Executive Director of Schools and the SEA will be notified of the intent to move an employee to the PG&E Comprehensive Evaluation. The decision to move an employee to the PG&E Comprehensive Evaluation is not grievable, but a meeting of the employee, his/her SEA representative, the supervisor and the SPS Executive Director of Schools may be called by the employee to discuss the reasons for the change. EVALUATION CRITERIA FOR EDUCATORS ON THE PROFESSIONAL GROWTH CYCLE: Use the WAC to Danielson Teaching Framework Crosswalk document as a basis for evaluation in the eight (8) criteria: 1. Instructional skill 2. Classroom management 3. Professional preparation and scholarship 4. Effort toward improvement when needed 5. Handling student discipline and attendant problems 6. Interest in teaching pupils 7. Knowledge of subject matter 8. Professional responsibility
Seattle Public Schools 2010-2011 Evaluation Quick Guide Revised October 2011

Crosswalk Washington Administrative Code to Danielson Teaching Framework

Washington Administrative Code (WAC)
Instructional Skill

Enhancing Professional Practice Framework

Domain 1: Planning and Preparation
Components 1b and 1c

Domain 3: Instruction
Components 3a through 3e

Domain 1: Planning and Preparation

Classroom Management

Components 1b and 1c

Domain 2: The Classroom Environment

Components 2a through 2e

Domain 1: Planning and Preparation

Components 1a, 1b, 1e

Professional Preparation and Scholarship

Domain 3: Instruction
Components 3d

Domain 4: Professional Responsibilities

Components 4a, 4d, 4e, 4f

Domain 1: Planning and Preparation

Component 1a

Effort Toward Improvement When Needed

Domain 4: Professional Responsibilities

Components 4a, 4d, 4e, 4f

Domain 1: Planning and Preparation

Components 1a, 1d

Domain 2: The Classroom Environment

Component 2a

The Handling of Student Discipline and Attendant Problems

Domain 3: Instruction
Component 3c

Domain 4: Professional Responsibilities

Component 4f

Domain 1: Planning and Preparation

Components 1a, 1d

Domain 2: The Classroom Environment

Components 2a, 2c

Interest in Teaching Pupils

Domain 3: Instruction
Component 3c

Domain 4: Professional Responsibilities

Components 4a, 4b, 4c, 4f

Domain 1: Planning and Preparation

Component 1a

Knowledge of Subject Matter

Domain 4: Professional Responsibilities

Component 4d

Collective Bargaining Agreement (CBA)

Domain 2: The Classroom Environment

Professional Responsibility

Component 2a

Domain 4: Professional Responsibilities

Components 4b, 4c