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Getting Started
Pre-Design Process Checklist & Key Questions
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n working through each design section, the Teacher Evaluation Design (TED) Team can use the following list of process elements and key questions to guide and focus their discussions and work. The TED team may determine that more comprehensive external feedback from individual stakeholder groups is necessary to continue. Some of these questions might also serve as useful starters for a membership survey, so feel free to use them in any format you see fit (See also Laura Goe’s “Questions to Ask About Measures and Models” on the CD-ROM): BEFORE DESIGN PROCESS Access OEA’s Teacher Evaluation Guidelines and supporting documents. Executive Committee designate one or more people to create a Teacher Evaluation Planning Committee (TEPC) to oversee this work and adds TEPC report to every Executive Committee agenda for the next two years at least (at least one member of the Executive Committee must be on TEPC) Add members to committee so that it is made up of representatives from: 1. Different grade level buildings 2. Different specialty/content areas 3. Different demographics (experience, race/ethnicity, age, etc.) 4. One person+ on TEPC must have bargaining experience or be a bargaining team member 5. Include Special Education and English Language Development personnel in designing, implementing, and monitoring evaluation models Teacher Evaluation Planning Committee assign at least three members in the committee to form a subcommittee in charge of internal communication (see OEA guidelines) 1. Clarify expectations in terms of stakeholder groups’ purposes and authority in decisions 2. Define stakeholders’ roles and responsibilities in a way that capitalizes on their expertise
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3. Create a two-way collaborative communication plan for all external (outside of group) communication (to members, parents, students, community, etc.) 4. Create a two-way communication system to distribute and gather information from membership 5. Consider the content, the target audience, and the mode and timing of these communications, as well as what will be done with the responses. Teacher Evaluation Planning Committee looks over OEA materials, attends regional training or invites Center for Great Public Schools staff to give overview to committee Teacher Evaluation Planning Committee initiates contact with district to set up *collaborative design process for developing the new Teacher Evaluation and Support System (TESS)* Teacher Evaluation Planning Committee holds initial meeting with their Bargaining Team to give overview of collaborative design process and discuss placeholder language options and/or how this process will be represented (via an MOU, contract language, separate Teacher Evaluation and Support System handbook, etc.) 1. Decide how the bargaining team and TEPC will be communicating with one another throughout the process. Teacher Evaluation Planning Committee (or representatives of TEPC) and district team form the new Teacher Evaluation Design Team (TED Team) so that teachers are at least equally represented. Teacher Evaluation Design Team sets up regular meetings at least monthly that are contractually supported Teacher Evaluation Design Team shares resources and spends time clarifying the following: 1. Group norms ¢ How do you revisit/reinforce them