Teacher Supervision/Evaluation
INDIVIDUALLY COMPLETE AND BE PREPARED TO SHARE
1. Name, job, and School
2. What model are you using?
3. How long have you used the model?
4. What is one of the BEST things that has happened with the new model? Or Your hopes for
the new model.
5. What is a concern about the new model? or What is a question you want answered?
GROUPS OF SIX WITH THE SAME MODEL
1. Meet as a group in a circle.
1. Each person share Name-School-Position-Model-How long you have used it.
2. Each person share one of the BEST things that have happened with the new model.
(No one asks questions at this time, just listen to each person state the BEST
3. Each person share a CONCERN about the model or a Question you want answered.
(No one asks questions at this time, just listen to each person state the CONCERN OR
QUESTION.
4. Discussion Time: Ask anyone to describe more about the BEST.
6. Discussion Time: Help if you can by answering the question or giving you solution to
the CONCERNS expressed during round 3.
[email protected]
701-258-3022
www.ndlead.org
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North Dakota Annual Accreditation Assurances
Assurances Related to PTESS
8. The institution certifies that it is evaluating all principals a minimum of once each year using
a comprehensive and state approved principal evaluation system as defined in the North
Dakota principal evaluation guidelines. State approved principal evaluation system requirement
is effective February 2015.
For each assurance the institution must respond accordingly: Yes, we certify the above
assurance; No, we do not certify the above assurance at this time (an explanation must be
provided). If Yes is selected, no additional information or uploads are required. Guidelines for
principal evaluation can be found at the following link: Principal and Teacher Evaluation System
Support (PTESS) .
9. The institution certifies that it is evaluating all teachers a minimum of once each year using a
comprehensive and state approved teacher evaluation system as defined in the North Dakota
teacher evaluation guidelines. State approved teacher evaluation system requirement is
effective beginning with the 2015-16 school year.
For each assurance the institution must respond accordingly: Yes, we certify the above
assurance; No, we do not certify the above assurance at this time (an explanation must be
provided). If Yes is selected, no additional information or uploads are required. Guidelines for
teacher evaluation can be found at the following link: Principal and Teacher Evaluation System
Support (PTESS) .
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Group 1
Read the indicator below and rate your school’s status at this time with a 4-3-2-1 in each area.
Then be prepared to discuss what might be used as evidence of your rating.
Performance Levels [Choose the statement in each category that best matches your school.]
2.6
Leadership and staff supervision and evaluation processes result in improved
professional practice and student success.
Score
Performance Levels [Choose the statement in each category that best matches your school.]
4
The primary focus of the criteria and processes of supervision and evaluation is improving
professional practice and ensuring student success.
3
The focus of the criteria and processes of supervision and evaluation is improving
professional practice and improving student success.
2
The criteria and processes of supervision and evaluation include references to professional
practice and student success.
The criteria and processes of supervision and evaluation have little or no focus on
improving professional practice or student success.
Supervision and evaluation processes are consistently and regularly implemented.
Supervision and evaluation processes are regularly implemented.
Supervision and evaluation processes are implemented at minimal levels.
Supervision and evaluation processes are randomly implemented, if at all.
The results of the supervision and evaluation processes are analyzed carefully and used to
monitor and effectively adjust professional practice and ensure student learning.
The results of the supervision and evaluation processes are used to monitor and effectively
adjust professional practice and improve student learning.
The results of the supervision and evaluation processes are used sometimes to monitor
and effectively adjust professional practice and improve student learning.
Results of the supervision and evaluation processes, if any, are used rarely or never.
1
4
3
2
1
4
3
2
1
Possible Evidence
Job specific criteria
Supervision and evaluation documents with criteria for improving professional practice and student
success noted
Representative supervision and evaluation reports
Governing body policy on supervision and evaluation
Examples of professional development offerings and plans tied specifically to the results from
supervision and evaluation
Comments [Explain why you selected these statements, especially 4s and 1s]
3
Group 2
Read the indicator below and rate your status at this time with a 4-3-2-1 in each area. Then be
prepared to discuss what might be used as evidence of your rating.
3.4
School leaders monitor and support the improvement of instructional
practices of teachers to ensure student success.
Score
Performance Levels [Choose the statement in each category that best matches your school.]
4
3
2
1
School leaders formally and consistently monitor instructional practices through
supervision and evaluation procedures beyond classroom observation to ensure that they
1) are aligned with the school’s values and beliefs about teaching and learning, 2) are
teaching the approved curriculum, 3) are directly engaged with all students in the oversight
of their learning and 4) use content-specific Standards of professional practice.
School leaders formally and consistently monitor instructional practices through
supervision and evaluation procedures to ensure that they 1) are aligned with the school’s
values and beliefs about teaching and learning, 2) are teaching the approved curriculum, 3)
are directly engaged with all students in the oversight of their learning and 4) use contentspecific Standards of professional practice.
School leaders monitor instructional practices through supervision and evaluation
procedures to ensure that they 1) are aligned with the school’s values and beliefs about
teaching and learning, 2) are teaching the approved curriculum, 3) are directly engaged
with all students in the oversight of their learning and 4) use content-specific Standards of
professional practice.
School leaders occasionally or randomly monitor instructional practices through
supervision and evaluation procedures to ensure that they 1) are aligned with the school’s
values and beliefs about teaching and learning, 2) are teaching the approved curriculum, 3)
are directly engaged with all students in the oversight of their learning and 4) use contentspecific Standards of professional practice.
Possible Evidence
Supervision and evaluation procedures
Curriculum maps
Peer or mentoring opportunities and interactions
Recognition of teachers with regard to these practices
Administrative classroom observation protocols and logs
Examples of improvements to instructional practices resulting from the evaluation process
Documentation of collection of lesson plans and grade books
Surveys results
Comments [Explain why you selected these statements, especially 4s and 1s]
4
Group 3
Read the indicator below and rate your status at this time with a 4-3-2-1 in each area. Then be
prepared to discuss what might be used as evidence of your rating.
3.6
Teachers implement the school’s instructional process in support of student
learning.
Score
Performance Levels [Choose the statement in each category that best matches your school.]
4
All teachers systematically use an instructional process that clearly informs students of
learning expectations and Standards of performance.
3
All teachers use an instructional process that informs students of learning expectations and
Standards of performance.
2
Most teachers use an instructional process that informs students of learning expectations
and Standards of performance.
1
Few teachers use an instructional process that informs students of learning expectations
and Standards of performance.
4
Exemplars are provided to guide and inform students.
3
Exemplars are often provided to guide and inform students.
2
Exemplars are sometimes provided to guide and inform students.
1
Exemplars are rarely provided to guide and inform students.
4
The process requires the use of multiple measures, including formative assessments, to
inform the ongoing modification of instruction and provide data for possible curriculum
revision.
3
The process includes multiple measures, including formative assessments, to inform the
ongoing modification of instruction and provide data for possible curriculum revision.
2
The process may include multiple measures, including formative assessments, to inform
the ongoing modification of instruction.
1
The process includes limited measures to inform the ongoing modification of instruction.
4
The process provides students with specific and immediate feedback about their learning.
3
The process provides students with specific and timely feedback about their learning.
2
The process provides students with feedback about their learning.
1
The process provides students with minimal feedback of little value about their learning.
Possible Evidence
Samples of exemplars used to guide and inform student learning
Examples of learning expectations and Standards of performance
Examples of assessments that prompted modification in instruction
Survey results
Comments [Explain why you selected these statements, especially 4s and 1s]
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North Dakota Teacher Evaluation Template
Performance Determination Rubrics: Student Achievement Growth Indicator
Indicator
a.
b.
c.
Student achievement
data literacy: evidences
foundational knowledge
and use of district-,
school-, and classroomlevel student
achievement and
growth data.
Instructional
improvement: Teachers
apply student
achievement data to
frame and measure
standards-based
curricular
claims/student learning
objectives.
Student Growth:
Students in the class
demonstrate
measureable growth
and achievement.
Standard 11: Student Achievement Growth
Exemplary
Proficient
Developing Proficiency
Non-Proficient
The teacher demonstrates
an advanced knowledge of
the interpretation and use of
student achievement data.
The teacher demonstrates a
solid knowledge of the
interpretation and use of
student achievement data.
The teacher demonstrates a
growing understanding of
the interpretation and use of
student achievement data.
The teacher demonstrates
little to no knowledge of the
interpretation or use of
student achievement data.
A variety of student
achievement data and a
variety of techniques are
used to interpret student
data. Additional data
collection methods are used
beyond those provided.
Data is used to make
instructional and other
classroom decisions.
The teacher uses student
achievement data as a
normal and regular
professional practice to
measure standards-based
curricular claims/student
learning objectives. The use
of student data results in
significant impacts on
student learning.
Multiple sources of growth
or achievement data show
evidence of high growth for
all or nearly all students.
The teacher uses a variety of
student achievement data
to make instructional and
other classroom decisions.
Limited or simple data is
used to make instructional
and other classroom
decisions.
Data is not used to make
instructional and other
classroom decisions.
The teacher uses student
achievement data to
develop and measure
curriculum and student
learning goals. The use of
data to measure student
learning goals results in
impacts on student learning.
The teacher uses student
achievement data to make a
few, if any, instructional
decisions.
The teacher does not apply
student achievement data to
frame and measure
standards-based curricular
claims/student learning
objectives.
Multiple sources of growth
or achievement data show
clear evidence of growth for
most students.
Multiple sources of growth
or achievement data show
some evidence of growth for
some students.
Data use results in little or
no improvement to student
achievement.
Growth or achievement
data show no evidence of
growth for most students.
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North Dakota Principal Evaluation Template
Performance Determination Rubrics: Student Achievement Growth Indicator
Standard 7: Student Achievement Growth Indicator: An educational leader promotes the academic achievement and growth of every student and promotes an educational culture that
understands and values the assessment of growth, the analysis of data, and the development of student learning objectives that match the expectations of the school high standards.
Indicator
Exemplary / 4
Proficient / 3
Developing Proficiency / 2
Non-Proficient / 1
A.Student achievement data
literacy: evidences
foundational knowledge and
use of state-, district-, and
school-level student
achievement and growth
data.
The principal demonstrates an
advanced knowledge of the
interpretation and use of student
achievement data.
A variety of student
achievement data and advanced
statistical techniques are used to
interpret student data.
Additional data collection
methods are used beyond those
provided. Data is used to make
decisions regarding school
improvement, leadership and
governance
The principal demonstrates a solid
knowledge of the interpretation and use
of student achievement data.
The principal uses a variety of student
achievement data to make decisions
regarding school improvement,
leadership and governance
The principal demonstrates a
growing understanding of the
interpretation and use of student
achievement data. Limited or
simple data is used to make
decisions regarding school
improvement, leadership and
governance
The principal demonstrates little
to no knowledge of the
interpretation or use of student
achievement data. Data is not
used to make decisions regarding
school improvement, leadership
and governance
B.Data-driven leadership:
evidences meaningful
school-wide professional
learning that emphasizes
all types and reporting
levels of student
achievement data.
The principal develops and
leads professional learning that
demonstrates a significant
impact on student learning.
The principal leads or provides
meaningful professional learning that
emphasizes all types and reporting
levels of student achievement data
resulting in impacts on student
learning.
The principal leads or provides
school professional learning
featuring limited use of or types
of student achievement data.
There is limited evidence of
impact on student learning
The principal does not lead or
provide professional learning that
emphasizes the use of and types of
student achievement data
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C.Instructional
improvement: guides
teachers to apply student
achievement data to
frame and measure
standards- based
curricular claims/student
learning objectives.
D. Student Growth: students
in the school demonstrate
measureable growth and
achievement on specified
standardized and nonstandardized measures
School staff uses student
achievement data as a normal
and regular professional
practice to measure standardsbased curricular claims/student
learning objectives. Principal
guides school staff to use
student performance data for a
wide variety of purposes. The
use of student data results in
significant impacts on student
learning.
Achievement data from multiple
sources or data points show
evidence of consistent growth
toward the district’s learning
goals; there is consistent record
of improved student
achievement, on multiple
indicators, with identified subgroups of students.
The principal guides school staff in the
interpretation and use of student
achievement data. Data is used by
teachers to develop and measure
curriculum and student learning goals.
The use of data to measure student
learning goals results in impacts on
student learning
Under the principal’s guidance,
school staff use data for limited
purposes or use limited data to
make instructional decisions.
Most instructional decisions are
made without the use of data.
Staff data use results in little or no
improvement to student
achievement
The principal does not guide
school staff to apply student
achievement data to frame and
measure standards-based curricular
claims/student learning objectives
Achievement data from multiple sources
or data points show evidence of
improving student growth toward the
district’s learning goals; the average
achievement of the student population
improved as does the achievement of
each sub-group of students who are
identified as needing improvement.
Achievement data from multiple
sources or data points show
minimum evidence of student
growth toward the district’s
learning goals for identified subgroups of students.
Achievement data from multiple
sources or data points show no
evidence of student growth
toward the district’s learning
goals; there are growing
achievement gaps between
student sub-groups.
Sample Evidence:
Note: The rubrics for Standard 7: Student Achievement Growth Indicator are consistent with those for AdvancED’s Student Performance
Evaluative Criteria, D. Student Growth Indicator which includes components for quality of learning and equity of learning (see Figure A.1).
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Evidence gathered for AdvancED purposes using the AdvancED Guidelines for Creating the Student Performance Data Document may also be
appropriate as evidence for meeting Standard 7 in the principal evaluation system.
http://extranet.advanc-ed.org/assist_resources_and_tools/docs/assessment_data_report.docx
Figure A.1: AdvancED Student Performance Evaluative Criteria: D. Student Growth Indicator
E. Student Growth:
3. Quality of Learning
(AdvancED)
Evidence of student learning
promoted by the institution is
well analyzed and clearly
presented. In comparison to
institutions functioning in a
similar educational context,
students’ statuses, improvement,
and/or growth evidence indicates
that the level of student learning
is substantially greater than
what would otherwise be
expected.
Evidence of student learning promoted
by the institution is acceptably
analyzed and presented with
reasonable clarity. In comparison to
institutions functioning in a similar
educational context, students’ statuses,
improvement, and/or growth evidence
indicates that the level of student
learning is at or above what would
otherwise be expected.
Evidence of student learning
promoted by the institution is
indifferently analyzed and
presented with little clarity. In
comparison to institutions
functioning in a similar
educational context, students’
statuses, improvement, and/or
growth evidence indicates that the
level of student learning is below
what would otherwise be
expected.
Evidence of student learning
promoted by the institution is
poorly analyzed and is presented
unclearly. In comparison to
institutions functioning in a
similar educational context,
students’ statuses, improvement,
and/or growth evidence indicates
that the level of student learning is
substantially below what would
otherwise be expected.
F. Student Growth:
4. Equity of Learning
(AdvancED)
Evidence of student learning
indicates no significant
achievement gaps among
subpopulations of students, or
the achievement gaps have
substantially declined.
Evidence of student learning indicates
achievement gaps exist among
subpopulations of students, and these
achievement gaps have noticeably
declined.
Evidence of student learning
indicates achievement gaps exist
among subpopulations of
students, and these achievement
gaps demonstrate a modest
decline.
Evidence of student learning
indicates achievement gaps exist
among subpopulations of students
and that minimal or no change
has occurred in these achievement
gaps.
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Resources with the different Evaluation/Supervision Models
ND LEAD Listservs for each model exist in North Dakota. Contact [email protected] to
join.
Danielson
Marshall
Marzano
ND LEAD Websites have been created for each model. Use the QR Code to go to each or the
link.
Password for Dropbox folders is “ndlead”
Danielson
http://ndlead.org/Page/955
Marshall
Marzano
http://ndlead.org/Page/920
http://ndlead.org/Page/921
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