Teacher Evaluation Plan

– All new teachers must participate in a one-week orientation at the Prince Albert Grand Council for an orientation workshop to be held Monday, August 20^th– 24^th.

– During the week, teachers will be provided information on the role of the teacher, the system of evaluation, the review of the Danielson Framework’s four domains and how this framework will be utilized in the evaluation process. During this week, teachers will be introduced to the school/PAGC-wide education goals.

2.     Evaluation Process

– Purpose of Evaluation? The purpose of the evaluation will be for the professional development of new and in-coming staff of the PAGC. The template for the evaluation will consist of Differentiated assessments

·      formal observations for first year and second year done twice a year.

·      Self-evaluation for year three-five and/or

·      Team Case study done with veteran teachers on a specific issue/concern for school improvement planning. To be worked on with the school principal and approved by tribal council office.

– How many times will teachers be assessed? There will be three formal observation assessments that will review the four domains of the Danielson Framework; Planning and Preparation, The Classroom Environment, Instruction and Professional Development.

– Who will be evaluating? There will be a School Evaluation Committee made up of teachers, principal, parents and an elder to sit down with the new teacher at the beginning of the school year to review the formal evaluation (observation) and discuss what the principal will be analyzing.

Role of Principal in Evaluation-Smith and Andrews (1989) identified four areas of instructional leadership that can affect student achievement:

1.) being a resource provider– a resource provider understands the strengths and weaknesses of his/her staff and can manage resources, materials, and information to meet the needs of not only individuals, but also the entire staff.

2.) being an instructional resource– being an instructional resource means that principals validate effective teaching and continuously support the improvement of classroom instruction.

3.) being a communicator– communicates effectively to the staff and can articulate a clear vision and get teachers to support it. The effective communicator is able to send clear message that all children can learn and that good teaching matters.

4.) being a visible presence– by having a visible presence in the school, principals are modeling behaviors that instruction is important. When principals employ these four instructional leadership beliefs, they can begin to shape teachers’ perceptions of principal effectiveness.

– How will this be conducted? To help in the orchestration of the evaluation plan, the following timeline will be as follows;

Instructional Process

August- Orientation

– introduction to mentor, familiarize school/tribal council goals.

– review the Danielson Framework

– introduced to the School Evaluation Committee and review

of the differentiated evaluation model.

– Go over suspension/termination/Appeal procedures

– During week, go over Ethical Standards of Teachers from the PAGC Education

Commission (Education Commission made up of Director, two tenure teachers, 1 PAGC Education Specialist, two parents from the region and a lawyer).

September- Sit down with mentor/principal and review the specific process and detail that will be evaluated. The detail will reflect the specific curriculum standards, the teaching methods, students learning outcomes and the products collected from the teacher’s portfolio.

October- First evaluation conducted by the principal with a pre-observation, formal observation and post-observation.

November-December– Work with the mentor and get feedback from the formal observation. Collect and establish specific student learning outcomes discussed with the administration.

January- Second formal evaluation with the principal. This will require contents of the portfolio with a collection of student assignments and a summary of the learning outcomes. This phase will also include a review of the formative and summative evaluation of students based on agreed-upon assessments proposed by the Education Evaluation Committee, principal and teacher.

February-March- Work with the assigned teacher-mentor on the recommendations from the Education Evaluation Committee.

April- Last formal evaluation from the principal using the formal evaluation template reflective of the Danielson Framework. This evaluation will be a summative evaluation determining contract renewal and if the evaluation is successful, the teacher will be provided a recommended professional development plan for the following year focusing on the weaknesses captured in the formal evaluation.

June- The teacher must provide a portfolio of students’ assignments with the learning outcomes of each subject to demonstrate the first phase of evaluations. If approved, the PAGC Associate Directors will sign and document the completed portfolio. This document will be kept at the PAGC office for the duration of the employment with the tribal council and will be sent to other tribal councils when requested from new employer.

July- The Education Commission will review the summative evaluation from the principal and the signed portfolio (ex: student/teacher artifacts) containing the teacher’s evaluation to determine level 2 compensations. This may contain probationary restrictions for six months if there re concerns from the principals. The review and formal response for compensations will be provided in writing to the teacher by July 15^th of that year

Year Two

August– Provide assessment data from previous school will be reviewed with school division teachers.

– Sit down with administration (Director or Associate Director) to go over second evaluation to focus on either an individual project that provides description of student-centered learning project or a team study with other teacher inductees.

– If interested and have met the criteria for effective instruction, the second-year teacher will have the opportunity to join an in-house Team of Teachers to develop and sit in a “Walk Through” evaluation team. This team will meet throughout the year to go over ten-minute walk throughs’ with no more than three teachers and the principal. Their mandate will not to judge but to observe and provide feedback to new and tenured teachers-with the focus on improved student learning and to watch for any “look fors” discussed with the teacher..

– The teacher will be able to select from the following types of evaluation processes; Intensive development, Cooperative development and Self-directed development.

September-December- The new teacher will work with the Walk Through teams and gain insightful perspectives on observing and discussing with other educational practitioners.

November- First formal evaluation with the principal

– start with preliminary discussion, observation and post observation.

– principal and teacher will discuss up-date on the self/team project that focuses on student learning outcomes/school-tribal council goals.

-New teacher participates in two-day professional development initiative that focuses on recommendations from previous evaluation. The two-day workshop will be followed up with a summary and plan on how the objectives of the workshop will facilitate student learning outcomes.

January- There will be both formative and summative evaluations conducted to assess student learning outcomes.

February- second formal evaluation with the principal, review the Danielson Framework domains and review weaknesses and strengths.

March- Conduct another formal summative evaluation with the principal to review the results of the data from January’s assessment results and provide any recommendation for areas on student improvement.

April- The Education Evaluation Committee will review the assessments from the principal on the formative/summative evaluation and determine tenure and/or recommendations for new contract provisions.

June- Provide the principal a portfolio of students’ work, first/second-year evaluations with recommendations and student assessment results by June 20^th. Principal will review and sign the portfolio/formative/summative evaluations.

July- The Education Commission will review the recommendations from the Teacher Evaluation Committee and determine tenure. The assessment template will stem from the Danielson Framework available from the PAGC Portal. If successful, the teacher will

Year Three-Five

– complete 180 hours of professional development initiatives that reflect student learning outcomes, teacher evaluation committee, mentoring and data collection team.

– Tenure teachers will provide portfolios each year five with comprehensive summaries of professional development summaries and the link with teaching methodologies. Data must be selected to demonstrate teacher efficacy.

-The teachers, counselors and speech pathologists will be affected by this new evaluation process. This process will affect all education practitioners.

– Every five years, parents, community members will also provide a summary evaluation of education leader. The evidence collected will be summative evaluations conducted from the principal using the on-line teacher evaluation template (on the PAGC Portal).

– Teacher portfolios and evaluations will be kept with the PAGC and reviewed every five years.