POJOAQUE VALLEY SCHOOLS
COMPREHENSIVE TEACHER EVALUATION
& PROFESSIONAL DEVELOPMENT SYSTEM
SUMMER 2016
Strengthening our future one student at a time!
1574 State Road 502 West
Santa Fe, New Mexico 87506
Central Office: (505) 455-2282 Fax: (505) 455-7152
ww w.pvs. k12. nm. us
POJOAQUE VALLEY SCHOOL DISTRCT
Comprehensive Teacher Evaluation and Professional Development System
TABLE OF CONTENTS
Section 1
(Updated Summer 2016)
Page
Introduction
Calendar and Schedule
Crosswalk of NM Teacher Competencies and NM TEACH Domains
Frequency of Scoring
Concerns/Complaints
Third Observer
Growth Plan
Appeal of Evaluations
Development of Growth Plan
Link to the 3 Tier System
The Difference Between Highly Effective and Exemplary
Format and Components of Lesson Plans
Effective Strategies
Marzano’s Academic Vocabulary for Student Success
Grades K through 2
Grades 3 through 5
Grades 6 through 8
Grades 9 through 12
Four Square Activity
Academic Literacy Notebooks
ACE Strategies
3
4
6
7
7
8
8
9
9
10
10
10
11
10
11
28
56
83
111
113
115
Sections 2 through 5 contain the observation protocol
with clear and expanded definitions and examples
Section 2
Domain 1 Elements A through F
Planning and Preparation
Section 3
Domain 2 Elements A through E
Creating an Environment for Learning
Section 4
Domain 3 Elements A through E
Teaching for Learning
Section 5
Domain 4 Elements A through F
Professionalism
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POJOAQUE VALLEY SCHOOL DISTRICT
BOARD OF EDUCATION
Mr. Jon Paul Romero
President
Mr. Fernando Quintana
Vice-President
Mr. Toby Velasquez
Secretary
Ms. Sharon Dogruel
Member
Mr. Jeffery Atencio
Member
Dr. Melville (Mel) L. Morgan
Superintendent of Schools
perintendent – Operations
Pojoaque Valley School District
Office of the Superintendent of Schools
1574 State Road 502 West
Santa Fe, NM 87506
Telephone: 505-455-2282
For more information, visit the school district’s
website at www.pvs.k12.nm.us
First Edition Fall 2013
Updated Summer 2014
Updated September 2014
Updated Summer 2015
Updated Summer 2016
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Introduction
The Teacher Evaluation System that was developed during the 2012-2013 school year was designed
for implementation beginning with the 2013-2014 school year. This document is designed as a
common starting point for both teachers and evaluators. The manual was updated during the
Summer of 2014 with information from NMPED, the 2014 School Law Conference, lessons learned
and best practices in teacher evaluation. Detailed explanations for each of the four domains and
concomitant elements, as well as examples for each of the attributes defined under each domain and
element are found throughout this work. It is intended through the use of this guide, the
implementation of the new evaluation system will be less confusing, and will clearly outline the
expectations for teachers and evaluators. The primary purpose of any evaluation system is to
inform and improve teaching and learning in classrooms.
This body of work, The Pojoaque Valley Schools Comprehensive Teacher Evaluation and
Professional Development System, is based on proven quality teacher evaluation research and
publication. At its core is the research and recommendations for effective teacher evaluation
developed by noted educational researcher Charlotte Danielson. It also incorporates work from
others including the New Mexico Public Education Department, the Texas Education Agency, and
the Oklahoma State Department of Education.
It should be noted that the quality of this work is due to the efforts of numerous public school
administrators and teachers from across New Mexico. Please note that this is one school district’s
approach to addressing the implementation and use of a comprehensive teacher observation
system. This document seeks to clarify through detailed descriptions, which include attributes and
examples, each portion of each element included in each domain within the New Mexico Teacher
Observation Protocol.
The system is designed such that all teachers and administrators are trained at the same time, using
the same information, to establish a common starting point and understanding. School district
leadership who choose to use this material are encouraged to use it as a whole and not modify it.
This material represents the work of many professionals and is being made available freely. The
Pojoaque Valley Schools only ask that they be credited for the design, compilation, and
development of detail within the material.
Each year, in the summer, NMPED provides updates and calcifications for the ensuing year. For
Summer 2015, the NMTEACH Year 3 Training Workbook amplifies the rubrics used for the
domains such that all students are included in the observation protocols. Stated in each domain are
the following details:
Anyreferenceto“allstudents”includesculturallyandlinguisticallydiversestudents,English
Learners,andStudentswithDisabilities.
AnyreferencetoNMAdoptedStandardsincludesthe2012amplificationofWIDAELD
standardswhenservingELLstudentsandIEPgoalswhenservingStudentswithDisabilities.
Following these statements, details are includes for each element which have been incorporated
into the detailed information in each section of this manual.
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Calendar/Schedule
To ensure that both teachers and administrators have the time needed to effectively implement
and use the information gathered with this system, the following calendar will be implemented
each school year.
By the second week of September of each school year all NEW teachers to the district AND all
NEW teachers to the profession will have the first of two observations and post observation
conferences completed. There will be one observation in the fall and one in the spring that
adhere to the timelines below.
The NMPED plan for our school district indicates that we will engage in two observations per
year with supporting detail from walkthroughs. All supporting evidence from walkthroughs will
be shared with the teacher within 24 hours of the walkthrough and all evaluations will be shared
with the teacher within ten (10) working days from the date of the observation.
•
The NMPED directed and approved Teacher Professional Development Plans (PDPs)
will be completed and in the Office of the Human Resources Department by the 40th day
of each school year. To connect the PDP to the evaluation system, the teacher will keep
artifacts for Domain 4 (Professionalism) in a portfolio that will serve as documentation
for the observation and scoring. This portfolio can also serve as a repository for the
artifacts for the PDP.
•
All walkthrough information will be shared within 24 hours with the teacher(s) observed.
A copy of the walkthrough form will be given to teacher and an opportunity for response
will also be provided. The walkthrough and response forms will be filed in the teachers’
working file for review at the final end of year summative conference.
•
All fall observations for every teacher will be completed by the end of the first week in
December. All observation results from the fall semester will be shared and discussed
with each teacher before the end of the fall semester or within two weeks of the
observation. An opportunity for response will be provided during the observation post
conference. The observation post conference forms will be filed in the teacher’s working
file and used for review at the final end of year summative conference. At the post
observation conference the teacher will present the contents of the Domain 4 portfolio.
•
All spring observations for every teacher will be completed by the end of the first week in
April. All observation results from the spring semester will be shared and discussed with
each teacher before April 15. An opportunity for response will be provided during the
observation post conference. The post conference forms will be filed in the teachers’
working file and used at the final end of year summative conference. At the post
observation conference, the teacher will present the content of the Domain 4 portfolio.
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•
Beginning in the first week of April and ending no later than the second week of May, all
teachers will receive their final end of year summative evaluation results and conference
containing all data and information gathered by the formal observations and informal
walkthroughs. At the final end of year summative conference, PDP evidence will be
reviewed and discussed as well as a review of all pertinent information provided by
NMPED.
•
If at any time during the evaluation process the teacher receives either an Ineffective or
Minimally Effective rating for any domain, a Professional Growth Plan (PGP) will be
created and implemented.
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Crosswalk of the New Mexico Teacher Competencies for Licensure Levels I, II, and III and
the NM TEACH Observation Rubric Domains and Elements.
The nine NMPED teacher competencies have been cross-walked with the four domains specific
to the new evaluation system. To better understand the relationship between the previous and
current system of evaluation the following chart is provided.
NM Teach Observation Rubric
Domain and Element
Domain 1: Planning and Preparation
1a. Knowledge of content
1b. Designing coherent instruction
1c. Setting instructional outcomes
1d. Demonstrating knowledge of resources
1e. Demonstrating knowledge of students
1f. designing student assessment
New Mexico Teacher Competencies for
Licensure Levels I, II, and III
1. The teacher accurately demonstrates
knowledge of the content area and approved
curriculum.
Connects to
or contains
4. The teacher comprehends the principles
of student growth, development and learning,
and applies them appropriately.
5. The teacher effectively utilizes student
assessment techniques and procedures.
Domain 2: Creating an Environment for Learning
2a. Creating an environment of respect and rapport
2b. Organizing physical space
2c. Establishing a culture for learning
2d. Managing classroom procedures
2e. Managing student behavior
3. The teacher communicates with and
obtains feedback from students in a manner
that enhances student learning and
understanding.
Connects to
or contains
6. The teacher manages the educational
setting in a manner that promotes positive
student behavior and a safe and healthy
environment.
7. The teacher recognizes student diversity
and creates an atmosphere conducive to the
promotion of positive student involvement
and self-concept.
Domain 3: Teaching for Learning
3a. Communicating with students
3b. Using questioning and discussion techniques
3c. Engaging students in learning
3d. Assessment in instruction
3e. Demonstrating flexibility and responsiveness
2. The teacher appropriately utilizes a
variety of teaching methods and resources for
each area taught.
3. The teacher communicates with and
obtains feedback from students in a manner
that enhances student learning and
understanding.
Connects to
or contains
4. The teacher comprehends the principles
of student growth, development and learning,
and applies them appropriately.
5. The teacher effectively utilizes student
assessment techniques and procedures.
Domain 4: Professionalism
4a. Communicating with families
4b. Participating in a professional community
4c. Reflecting on teaching
Connects to
or contains
8. The teacher demonstrates a willingness to
examine and implement change as
appropriate.
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4d. Demonstrating professionalism
4e. Growing and developing professionally
4f. Maintaining accurate records
9. The teacher works productively with
colleagues, parents, and community
members.
Frequency of Scoring
For each formal teacher observation and all classroom walkthroughs, the following criteria must
be implemented: The following table indicates the frequency that each domain is scored.
Domain
Domain 1
Domains 2 and 3
Domain 4
Frequency
Scored once per semester per formal
observation
Scored in the context of the classroom
Scored once per semester per formal
observation
Reported together
Scored once per semester per formal
observation
Timelines for materials due via portfolio
specified
Intended to enhance the PDP process and
connects the evaluation to PDP development
In preparation for walkthroughs and observations teachers should have the following documents
in a folder each day, which should be readily available in an agreed upon place in the classroom:
•
•
The Daily lesson cycle which is one day of instruction that is readily observable
connected to the Unit Plan.
The NM Standards with benchmarks and Common Core standards will be identified in
the plans.
Concerns/Complaints
If a teacher has a concern regarding the observation protocol or the entire evaluation, he or she is
encouraged to use the existing/concern/complaint/grievance process of the school district. It is
important to note that content is not grievable – only process is grievable.
In addition, if the teacher feels that he or she needs to provide attachments to his or her
observation/evaluation as a rebuttal, he or she is encouraged to do so. Teachers may attach a
rebuttal to their observation or total evaluation no later than five days after a
post/observation/evaluation conference. The document must be attached to the paper form and
submitted to the observer/evaluator for inclusion as a permanent part of the teacher’s record.
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Third Observer
Following any formal observation – either fall or spring – a teacher may request in writing from
the Superintendent of Schools or his or her designee, a third, additional impartial observer to
complete an observation record to be included in the teacher’s total evaluation record. The third
observer will be selected by the Superintendent of Schools. The observation will be included as
part of the entire observation record and will not replace any observation records, and it must
follow all timelines and procedures with the exception of the end of year if one is requested after
April 15. The observation must be completed within 1 week of observer selection. The record
must be entered and completed within 24 hours (1 working day) of the observation.
Growth Plans
A teacher who scores either ineffective or minimally effective on at least one domain in one
observation, regardless of the final evaluation rating, and regardless of the semester, shall be
placed on a growth plan following the timeline below. NMPED Regulation 6.69.8.11 indicates
that teachers will be afforded 90 days, excluding sick days or other circumstances, to act on the
growth plan. If a teacher scores ineffective or minimally effective on at least one domain in the
overall evaluation rating at the end of a school year, he or she shall be placed on a growth plan if
one has not been done prior to the end of the year based on an observation score.
Within 5 days of the completion of the growth plan, the evaluator must determine if the growth
plan has been fulfilled and the teacher has improved. A recommendation from the evaluator
must be provided (within those 5 days) to the Superintendent of Schools about the success of the
growth plan. Within ten days of the recommendation, the Superintendent of Schools will
provide written notice to the teacher about whether or not the growth plan has been met and
deficiencies corrected.
Observation/Evaluation
completion
At the end of the fall
semester
At the end of the spring
semester
At the completion of the
evaluation document at end
of school year
Minimum requirement for
placement on growth plan
One domain rated
minimally effective or
ineffective
One domain rated
minimally effective or
ineffective
One domain rated
minimally effective or
ineffective based on
compilation of observations
and documentation
Minimum timeline
(90 days)
At least the next ensuing
spring semester
At least the next ensuing
fall semester
At least the next ensuing
school year
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Appeal of Evaluations
Teachers who are found to be minimally effective or ineffective during the observation process,
or at the time of the evaluation completion, shall be afforded 90 days to improve using a
specifically designed growth plan which will include additional observations and walkthroughs.
By NMPED regulation, the teacher has the right to appeal evaluation results, and the school
district must have an expedited review process that covers extraordinary circumstances.
Extraordinary circumstances include not having the full 90 days for improvement as specified in
NMPED regulation – excluding leave days, sick days, school closures, etc. Extraordinary
circumstances also include medical reasons related to illness of a spouse or partner, child, or self,
as well as the death of a spouse or partner, or child. In PVSD, the teacher will write a detailed
letter addressed to the superintendent of schools, copied to the immediate supervisor and head of
human resources, as an appeal. In the written appeal, the teacher must make it clear, and supply
detailed information, about why these circumstances affected his or her evaluation. The written
appeal must be received by the Superintendent of Schools within 15 days of the notice of the
evaluation.
Development of Growth Plans
Growth plans for our school district shall contain all or part of the general detail below, as the
case maybe with individual teacher concerns, with specific details added by the
observer/evaluator to support recommendations for improvement. NMPED Regulation 6.69.8.11
indicates that teachers will be afforded 90 days, excluding sick days or other extraordinary
circumstances, to act on the growth plan. Additional observations during the growth plan period
will be included in the plan. These general recommendations will have detail attached to them
with specific timelines for and products of improvement.
•
•
•
•
•
•
•
•
•
•
NMPED Regulation 6.69.8.11 indicates that teachers will be afforded 90 days, excluding
sick days or other circumstances, to act on the growth plan.
Classroom organization, protocols, and management – grade level appropriate.
Improvement of instructional strategies and content
Peer to peer observations
Mentoring
Lesson/unit planning with timely evidence of implementation
Expectations of learning and evidence of assessment
Improved use of data for planning and growth: Understanding and use of data,
recommendations to increase student performance, use of district level systems
Participation in school and district professional development, grade level and school
planning, and other meetings
Compliance with Federal/State/District requirements
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Link to 3 Tier System
In addition to being able to maintain an online portfolio of all accomplishments and documents
held by a teacher, this system is designed to also allow teachers to continue to develop
professionally and advance in the Three Tier System. Teachers who are advancing, are
encouraged to keep a paper set of portfolio items so that they can demonstrate competence.
Teachers seeking advancement in the Three Tiered System should recognize that they must have
all elements and domains scored at the level of Effective or greater. Additionally, to advance,
there can be no ineffective or minimally effective scores in any element or domain.
The Difference between Highly Effective and Exemplary
In the detailed sections of this document, domains and elements are discussed. The difference
between a Highly Effective teacher and an Exemplary teacher, in many cases, is the act that
makes the teacher a leader in the school or district; this is achieved by going beyond the Highly
Effective level and sharing with peers in their School, the District, or beyond - advancing his or
her craft as well as the School and District.
Lesson Planning:
As a review, general lesson planning should incorporate the following attributes.
•
•
•
•
Units of study are developed
A variety of instructional delivery modes are used and incorporated into planning and
delivery
Assessment for learning and of learning are used and clearly noted.
Instructional time is maximized with little time consumed by non-instructional activities.
This includes using “bell ringers,” or “do nows,” or “ACE” (Analyze, Compute, Expand)
approach while the teacher engages in attendance or other such activities. These
activities should establish a reduction in student nonproductive time, establish a routine,
and they should address numeracy or literacy in light of the subject taught.
While formats vary from school to school, more specifically, a good lesson plan should
incorporate the following essential components:
•
Common Core Standards grades K-3.
•
Essential Question(s): Each lesson plan should have a few essential questions built
into the instruction that address the Common Core Standards
•
Objective and Purpose for each lesson being taught
•
Anticipatory Set also called a review of prior learning
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•
Direct Instruction (Visual, Auditory, and Tactile instruction should be implemented in
all lessons to address all students with different learning modalities) Modalities should be
reflected in the lesson plan. In this section, the concepts of the lesson and how they are to
be addressed are explicitly delineated.
•
Guided practice should be given to students to practice the concepts learned in the
lesson. This can be done in multiple ways but in this section the teacher works directly
with students in whole or small groups to check for understanding before moving to
independent practice.
•
Independent practice can be done in multiple ways. Examples include small group or
individual work during the lesson period. This can also include homework.
•
Closure. Each lesson MUST have a closure where the teacher asks the students what
they learned for the day, and then asks for an application beyond what was learned for the
day. A question sequence, in the students’ words, would be, for example, “What did I
learn today?”, “What can I use this for?” and, “What do I wonder about?” Then the
teacher should review concepts learned to ensure students comprehended the lesson.
•
In all lesson plans, a piece must be included that addresses exceptionalities and ELL
students. When accommodations are made for individual students for the State
Standards-Based Assessment, the accommodations will be documented in lesson plans,
and those accommodations can be made for the test.
Artifacts that help students understand expectations and supplement and guide instruction.
Every classroom has bulletin boards and other devices that should connect learning in general to
the lessons taught and activities used to ensure mastery. One component of such an environment
is a Text Rich environment. A text rich environment can be addressed by creating:
•
•
•
•
•
ACE activities
Reflecting the basic components of Cornell Notes
Word Walls
Student work or artifacts up to date – not more than a week or two old
Rubrics
The following list, while not exhaustive, provides examples of what one should see students
doing in a classroom where good teaching and instruction are present.
•
•
•
•
•
•
•
Students may be grouped by interest, needs, learning styles, hetro- or homogeneously,
etc.
Students are working in a variety of settings pairs, groups, independently.
Students have a clear understating of instructional expectations.
The classroom is arranged to support a variety of delivery modes.
Students can be seen collaborating with other students.
Regularly asking questions and making decisions.
Making connections to other learning.
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•
•
•
•
Understanding their responsibility of meeting standards.
Accurately self-assessing their work.
Maintaining portfolios of work.
Receiving additional instruction if they don’t meet standards.
The following list, while not exhaustive, provides examples of what one should see teachers
doing in a classroom where good teaching and instruction are present. All teachers are
encouraged to use “relentless academic press for all students.”
•
•
•
•
•
•
•
•
•
•
Using bell ringers, warm-ups, reviews
Mini-lessons, opening, setting the stage (opening with standards, identifying the lesson’s
purpose with rigorous essential questions)
Work or activity period
Closing or summary period (answering the essential question to scaffold student
knowledge base to the “big idea” or unit focus)
Using established rituals and routines
Posting daily and unit essential questions
Incorporating acceleration strategies
Using learning organizers
Using introduction strategies
Summarizing lesson activities as part of the lesson cycle
Teachers may also use proven instructional strategies such as those provided by noted
educational researchers.
Marzano’s Effective Strategies (from Marzano, Pickering, Pollack, 2001. Classroom Instruction
that Works):
•
•
•
•
•
•
•
•
•
Identifying similarities and differences
Summarizing and note taking
Reinforcing efforts and providing recognition
Homework and practice
Nonlinguistic representations
Cooperative learning
Setting objectives and providing feedback
Generating and testing hypotheses
Questions, cues, and advanced organizers
There are important details that are essential to creating a culture where failure is not an option.
In classrooms where this concept is present, teachers tend to use formative assessment of and for
learning, allow extra time for mastery, measure and report mastery, differentiate instruction, reteach when needed, provide extra help and connect instruction to the Response to Intervention.
Marzano has also suggested when planning for and engaging in lessons, the following questions
should be foremost in a teacher’s mind:
•
•
•
What do we want students to be able to know and do?
How will we know if they are able to do it?
What will we do if they are not able to do it?
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•
What will we do if they already know how to do it?
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