TABLE OF CONTENTS Introduction 3 Mission, Core Values, Internationalism 4 Vision for an AISC Learner 5 AISC Professional Growth and Evaluation Process Assumptions 6 Collecting Multiple-Input Data 7 Instruction Matters 7 American International School Chennai Standards Overview 7 The Professional Growth And Evaluation Process 9 I. Year One The Transition Pathway 9 II.Year Two The Teaching & Learning Pathway 12 III.Year Three And Beyond The Professional Growth Pathway 13 IV. Professional Improvement Pathway For Teachers 15 Professional Improvement Pathway Cycle Planner 16 APPENDICES 17 Process for Professional Growth for Excellence 18 Standards for Professional Growth for Excellence 19 ❖ STANDARD 1: Embraces Responsibility for Student Learning 19 (# Embraces Responsibility) ❖ STANDARD 2: Models Personal and Professional Growth (#Models Growth) ❖ STANDARD 3: Leads Others Outside the Classroom (#Leads Others) ❖ STANDARD 4: Innovates Practices and Programs (#Innovates) ❖ STANDARD 5: Collaborates with All Community Members (#Collaborates) ❖ STANDARD 6: Communicates with All Community Members (#Communicates) ❖ STANDARD 7: Builds Community Through Action (#Builds Community) ❖ STANDARD 8: Embeds Wellbeing (#Embeds Wellbeing) ❖ STANDARD 9: Demonstrates Ethics and Integrity in All Interactions (#Demonstrates Integrity) ❖ Glossary 2 AMERICAN INTERNATIONAL SCHOOL CHENNAI
The AISC Professional Growth and Evaluation Process is based upon the assumptions that standards provide a structure for professionalism and growth and that on-going improvement is best guided through reflection, data, dialogue, inquiry, and goal-setting. This process is designed to provide the framework, time, and resources for effective professional growth and evaluation.
NTRODUCTION
The aim of the professional growth and evaluation process at American International School Chennai (AISC) is to support professionals in the process of continual improvement. This improvement positively impacts student learning. As educators, we strive to improve our instruction in order to meet the learning needs of students in a complex and changing world. To achieve this aim, we need to engage in substantive and reflective dialogue about teaching, learning and professional growth. As a community of learners, we need to make important decisions on how to allocate sufficient time and resources to support on-going learning and growth.
I
The cornerstone of the Professional Growth and Evaluation Process is the 9 Professional Standards that reflect the talents, knowledge, and skills identified as necessary to be a fulfilled and successful professional at AISC. Guided by their supervisor, professionals engage with the standards annually, by identifying indicators of success, gathering evidence, and reflecting on three standards. The approach allows for personalization to meet the needs of new and veteran professionals alike. Should a professional find a particular standard challenging, it can be repeated for consecutive years with approval of the supervisor. Further, a supervisor can request that a standard be repeated if adequate progress toward success indicators was not made Finally, should a supervisor have a specific ongoing concern about performance in one or more standards, the professional may be moved to the Professional Improvement Pathway for more intensive support.
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We believe that…
● Individuals thrive in a nurturing environment that provides for their physical and emotional safety. At AISC, we define internationalism as: Possessing a strong sense of one’s own cultural identity; Respecting and valuing the differences of others; Learning about local, national, and global issues; Showing empathy for others and care for the world around us. Therefore, as an international school, we are committed to: Incorporating other perspectives; Seeking common learning experiences with all peoples; Finding enriching connections between cultures; Using exposure to language, history, and the arts to access diverse cultures; Working well with all; Contributing through service; Reflecting about our thoughts and actions.
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ORE VALUES
MISSION
● We are responsible for our choices and their effect on ourselves, others and the environment.
Together we inspire a love of learning, empowering all students with the courage, confidence, creativity and compassion to make their unique contribution in a diverse and dynamic world. C
● Each person has equal intrinsic value, worthy of dignity and respect.
● Mutual respect, trust and caring foster healthy interpersonal relationships.
OUR
INTERNATIONALISM
● Embracing our diversity makes us a stronger community.
● In an interconnected world, our positive contributions to the community and the environment are essential.
● Being open to new ideas and challenging experiences enriches our lives.
We use critical and creative thinking skills to analyze and take responsible action on complex problems. We exercise initiative in making reasoned, ethical, data-informed decisions
We approach uncertainty with confidence, designing novel solutions in the face of challenges or change. Innovators are creative, resourceful, open-minded and resilient, seeking new perspectives through inquiry, trial, error and feedback.
Resilient We demonstrate on-going commitment to our endeavors by learning from our successes and failures in the positive pursuit of our objectives, goals, aspirations, and dreams. We practice patience and persistence in all situations, especially when they are challenging or uncomfortable.
We show courage by taking action and inspiring others to serve and contribute positively to our interconnected world. Leaders develop a vision, plan appropriately, and work collaboratively to achieve results.
Thinkers
VISION FOR AN AISC LEARNER
Versatile We adapt to changing circumstances, balancing our commitments and showing courage as we take on new challenges. We seek new opportunities for learning, growth, and renewal.
Empathetic We appreciate our own cultures and personal histories while respecting the values and traditions of others, believing each person has equal intrinsic value. We are sensitive to the needs of others and show compassion by making positive contributions to our local and global communities and the environment.
At AISC, successful learners are… Leaders
Collaborators
We develop a deeper understanding by listening carefully to others’ perspectives and confidently articulating personal viewpoints in the pursuit of common goals
Explorers
Innovators
Ethical We show responsibility for our choices and consider their effects on ourselves, others, and the environment. We act on our principles and ideals because we value the dignity of others.
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We investigate new interests with curiosity, inquiring with purpose, and seeking deeper understanding and fulfillment through their independent pursuits.
Defining annual goals with indicators of success will be meaningful for faculty when using multiple data sources as evidence.
✓ Provide a clear process with support for continual and individualized professional development and learning;
✓ Provide opportunities for professionals to help each other grow professionally;
✓ Focus on the professional's role in student learning and achievement;
✓ Communicate clear and specific performance standards and criteria;
✓ Require information on performance from multiple sources;
✓ Be fair and extend due process to all parties; and
▪
The assumptions of a data-informed, collaborative, and formative process are:
ASSUMPTIONS
AISC will use a Professional Growth and Evaluation system to:
AISC PROFESSIONAL GROWTH AND EVALUATION
▪
✓ Promote mutual trust and shared responsibility among faculty, administration, peers, students, and parents;
Professional learning requires a supportive formative evaluation process using multiple input sources to promote ongoing, individualized professional growth for all employees. Implementation of a formative process featuring data (qualitative and quantitative) from multiple sources about performance responds to the need for broader and deeper sources of performance data than solely their supervisor’s observation and analysis alone
✓ Provide information to assist in personnel decisions, including assignment, transfers, and continuing employment.
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▪
▪ Effective assessment is best accomplished using a judicial blend of assessment methods.
▪ When students provide feedback to professionals about climate and learning, there results a positive impact on student learning (Price, 1990, Wilcox, 1995).
Professionals want to take an active role in their professional development and learning and want to have a choice in how they respond to formative assessment.
▪ Professionals want to receive appropriate assessment information from principals, students, and parents or another appropriate constituency group.
Reflective We pause to think about our goals, learning, and growth in order to develop and sustain our creativity and lifelong learning. We review and examine our own ideas and experiences in relation to the world and consider our interdependence and impact on others. PROCESS ASSUMPTIONS
The research on multiple input feedback indicates that the professionals's self-assessment is closely correlated to the results of student surveys; both relate positively to student learning outcomes (Manatt, 1997).
Using the process described in this handbook, we hope to achieve the following goals:
✓ Implement and support the AISC Mission and Core Values;
What are these standards? These standards are a framework for success as a professional at AISC. They describe specific competencies, based on research and current practice, that influence student achievement and job satisfaction. What will these standards be used for? Self-reflection and professional growth. By clearly stating expectations in the form of standards, professionals are provided a great breadth of indicators on which to reflect on their performance, analyze strengths and areas of growth, and integrate what is learned from various data sources and inputs, including student and parent feedback into their practices.
AMERICAN
AMERICAN INTERNATIONAL SCHOOL CHENNAI STANDARDS OVERVIEW
Multiple-input feedback is not an evaluation of an employee’s performance; it is a source of data to enrich perspective about your professional performance. While the information from this process can be used by the facilitator as assistance in making a decision about placing a teacher on the Professional Improvement Pathway, it must be stressed that this is a formative process.
What are AISC’s standards? The following are the broad definitions of AISC’s Professional Standards. An overview of the standards by year can be found in Appendix 1. Examples of each standard along with sample success criteria and evidence can be found in Appendix 2.
INSTRUCTION MATTERS At AISC, everyone is focused—through their everyday endeavors, on high-quality instruction, and support for students. We wish to emphasize in this handbook the ongoing and fluid nature of professional development and learning, and that the processes and practices on which it depends are inherent to the life-long growth of a professional.
Evaluation. When performance is high and meets American International School Chennai standards, the focus remains on continuous improvement, professional development and learning. If a professional doesn’t meet one or more standards, the professional may be placed on the Professional Improvement Pathway. In this case, focused support from the supervisor is provided for improvement of performance so that standards are being met. This support will be decided by the supervisor for the professional with clear, observable expectations outlined in the improvement plan. By defining our expectations through the AISC Standards, thus allowing greater responsibility by our employees to take ownership in their professional growth, a considerable amount of professional development and learning decision-making is given back to each professional.
COLLECTING MULTIPLE-INPUT DATA
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Standard 1: Embraces Responsibility
Professionals practice wellbeing with intention and leverage an explicit plan or approach. Professionals model and share their wellbeing practices with others.
Standard 2: Models Personal and Professional Growth
Standard 3: Leads Others Outside the Classroom
Professionals lead and/or mentor students, parents, and/or colleagues beyond the academic day. Professionals integrate with and support students and colleagues through engagement with community events.
Professionals create, seek, and engage with opportunities to collaborate with parents, students, and/or community members on meaningful work. Professionals model AISC’s Norms of Collaboration, take responsibility for supporting balanced participation and practice inquiry before advocacy.
Professionals create a culture for learning in which students and colleagues are both nurtured and challenged. Professionals regularly use data to inform instruction and other decisions. Professionals remain responsive to input from community members.
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Standard 8: Embeds Wellbeing
Professionals exhibit high standards of integrity and honesty. Professionals act in keeping with shared ethical practices within the organization. Professionals assume responsibility for outcomes, actions, and conversations. Professionals admit mistakes, make amends, and commit to improvement.
Standard 4: Innovates Practices and Programs
Professionals meet all obligations by keeping current with school policies, procedures, and publications. Professionals ensure timely, proactiv, and appropriate communication with all. Professionals share feedback and progress with team members, students, parents, and leaders
Professionals volunteer, participate, and engage with AISC initiatives, events, and programs to support building community. Professionals share expertise and passions through such participation.
Standard 5: Collaborates with All Community Members
Standard 9: Demonstrates Ethics and Integrity in All Interactions
Professionals engage in lifelong learning by continually developing their craft in their areas of responsibility. Professionals focus on improving student learning as well as systems, processes, and structures that support student growth.
Standard 7: Builds Community through Action
Professionals engage in reading, networking, and learning related to their areas of responsibility as well as progressive and emerging trends. Professionals ideate, empathize, experiment, and refine. Professionals share their learning with others.
Standard 6: Communicates with All Community Members
As such, professionals in their first year at AISC will focus on the following standards: ● Standard 1: Embraces Responsibility ● Standard 6: Communicates ● Standard 8: Embeds Wellbeing
Over their tenure at AISC, professionals will track their growth through a portfolio. The format of this portfolio is up to the employee and will be approved by their supervisor. Documentation can be as simple as maintaining data and reflection in the provided Standards Worksheet or as robust as building a website or blog over time.
❑ By October 1st, the professional will meet with their supervisor to identify two to three indicators of success for each of the three standards. Potential evidence and data to collect in support of these indicators will also be noted. The employee also selects the format desired for the evaluation process. During the first semester the supervisor will provide feedback and have “check-in” dialogues regarding progress toward the standards.
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The American International School Chennai Professional Growth and Evaluation Process provides for four performance review pathways. Each pathway, based on the professional’s tenure at AISC and performance, is described below.
I. YEAR ONE THE TRANSITION PATHWAY
THE PROFESSIONAL GROWTH AND EVALUATION PROCESS Components, Timeline, Procedures, and Protocol
❑
We recognize that teachers new to AISC face a variety of issues that relate to both their professional and personal lives. This pathway is designed to provide an appropriate level of support for new teachers as they transition into the School and their new home in India.
❑ The AISC Professional Growth Process is introduced during the New Faculty Orientation.
❑ Before winter vacation, the supervisor will draft a mid-year report and meet to discuss progress with the professional. After this meeting, the supervisor will finalize the progress report and provide a copy to the employee. If significant performance concerns are observed, by contract, the professional may be placed on a Professional Improvement Plan or their contract may not be renewed. 10 AMERICAN INTERNATIONAL SCHOOL CHENNAI
Completed by October 1st Supervisor Draft success indicators and provide possible evidence to supervisor before meeting Supervisor Drafts Progress Report and Meets with Professional Supervisor drafts report, meets with teacher, and finalizes report based on discussion. Employee can reply to the report if desired. Supervisor files it with Business Office. regarding continued employment or placement on an alternative pathway. More than one informal observation will be completed before the mid year meeting for all teaching staff
❑
April/May
❑ Informal
❑ Note:
By the end of Semester One Professional/ Supervisor Mid year progress report Collection and Reflection Survey data collected as appropriate and formal reflection on data collected Ongoing informal and/or scheduled classroom observations and discussions with supervisor Throughout school year Professional/ Supervisor Data Reflections of Year Reflection Meeting submits written reflection and meets with supervisor to present data, reflections, and progress toward success indicators Supervisor drafts evaluation, meets with teacher, and finalizes report based on discussion. Employee can reply to the report if desired. Supervisor files it with Business Office. Professional/ Supervisor Completed Reflection and Evaluation
❑
End
CYCLE PLANNER Assessment Activity Calendar Responsibilities Product(s) New Faculty Introduction ❑ Orientation to Professional Growth and Evaluation Process. ❑ Review the handbook including standards, purpose, pathway, etc. August Supervisor Collaborative Meeting between New Professional and the Supervisor ❑ Formalize success indicators and possible evidence in each of the three standards. ❑ Professional identifies support the supervisor can offer during the process. ❑ Professional identifies format for data collection, reflection, and evaluation portfolio.
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❑ Note:
❑ Professional
Professional/
Data
❑
❑ Decision
II. YEAR TWO THE TEACHING & LEARNING PATHWAY We believe that teachers in their second year at AISC are prepared to focus on teaching and learning in a more robust way than during their transition. This pathway is designed to provide an appropriate level of support for second-year teachers as they settle into the community and begin to live AISC’s Mission more intentionally. As such, professionals in their first year at AISC will focus on the following standards: ● Standard 2: Models Growth ● Standard 5: Collaborates ● Standard 7: Builds Community ❑ By September 15th, the professional will meet with their supervisor to identify two to three indicators of success for each of the three standards. Potential evidence and data to collect in support of these indicators will also be noted. ❑ Before February, the supervisor will provide feedback and have at least one “check-in” dialogue regarding progress toward the standards. Professionals can request more regular “check-ins” to support their growth as needed. CYCLE PLANNER Assessment Activity Calendar Responsibilities Product(s) Collaborative Meeting between New Professional and the Supervisor ❑ Formalize success indicators and possible evidence in each of the three standards ❑ Professional identifies support the supervisor can offer during the process. Completed by September 15th Professional/ Supervisor Draft success indicators and provide possible evidence to supervisor before meeting Supervisor Check In ❑ Supervisor meets with professional at least once to hear about progress and give feedback. By the end of February Professional/ Supervisor None Data Collection and Reflection ❑ Survey data collected as appropriate. ❑ Informal and formal reflection on data collected. ❑ Note: Ongoing informal classroom observations can be expected by teaching staff. Throughout school year Professional/ Supervisor Data Reflections 12 AMERICAN INTERNATIONAL SCHOOL CHENNAI
and
INTERNATIONAL
❑
❑
III. YEAR
EYOND
HE
ROWTH
ATHWAY
YCLE
In support of continued professional growth, employees in year three and beyond will focus on standards as mutually agreed upon with their supervisor. Ideally, all nine standards are addressed every three years meaning that professionals in their third year at AISC will likely address Standards 3 (Leading Others), Standard 4 (Innovates) and Standard 9 (Demonstrates Integrity) before returning to previously addressed standards. However, as some goals and success indicators related to particular standards may take more than one year to achieve, professionals can request to repeat standards for more than one year. Employees are encouraged to challenge themselves to address all standards during their tenure at AISC. By September 15th, the professional will meet with their supervisor to identify two to three indicators of success for each of the three standards. Potential evidence and data to collect in support of these indicators will also be noted. Before February, the supervisor will provide feedback and have at least one “check-in” dialogue regarding progress toward the standards. Professionals can request more regular “check-ins” to support their growth as needed.
ROFESSIONAL
Collaborative Meeting between New Professional and the Supervisor Formalize success indicators and possible evidence in each of the three standards Professional identifies support the supervisor can offer during the process Completed by September 15th Professional/ Supervisor Draft success indicators and provide possible evidence to supervisor before meeting Supervisor Check-In Supervisor meets with professional at least once to hear about progress and give feedback.
❑
April/May Professional/ Supervisor Completed
❑
LANNER
❑
❑
C P
❑
By the end of February Professional/ Supervisor None 13 AMERICAN SCHOOL CHENNAI
End of Year Reflection Meeting Professional submits written reflection and meets with supervisor to present data, reflections, and progress toward success indicators Supervisor drafts evaluation, meets with teacher, and finalizes report based on discussion Employee can reply to the report if desired. Supervisor files it with Business Office. Reflection Evaluation T B T P G P
Assessment Activity Calendar Responsibilities Product(s)
HREE AND
Data Collection and Reflection ❑ Survey data collected as appropriate ❑ Informal and formal reflection on data collected ❑ Note: Ongoing informal classroom observations can be expected by teaching staff Throughout school year Professional/ Supervisor Data Reflections End of Year Reflection Meeting ❑ Professional submits written reflection and meets with supervisor to present data, reflections, and progress toward success indicators. ❑ Supervisor drafts evaluation, meets with teacher, and finalizes report based on discussion. Employee can reply to the report if desired. Supervisor files it with Business Office. April/May Professional/ Supervisor Completed Reflection and Evaluation 14 AMERICAN INTERNATIONAL SCHOOL CHENNAI
❑ At the end of the prescribed intensive assistance timeline, a formal review will take place. At this time a decision concerning renewal of contract or placement on a specific performance growth pathway will be made. The supervisor makes a written recommendation to the Head of School.
❑ A contract for the next work year will not be offered until performance concerns are resolved.
Professionals may begin the school year on the Professional Improvement Pathway or they may be placed on this pathway at any time during the academic year
❑ An employee placed on the PIP will be given at least 90 calendar days to address concerns before a non-renewal decision can be made.
This pathway is designed to address significant concerns the supervisor has with the performance of a professional related to one or more standards.
❑ The professional also receives a letter in which they acknowledge written notification being received as to placement on the Professional Improvement Pathway. This letter must be returned to the supervisor within five working days.
❑
Refusal to be placed on Professional Improvement or refusal to acknowledge the standards-based concerns raised by the supervisor as significant professional improvement issues will result in non-renewal of contract.
❑ The supervisor arranges a conference with the employee. The supervisor provides written notice, also signed by the Head of School, with an explanation and reasons why the professional is being placed on the Professional Improvement Pathway (PIP).
❑ Within two weeks of being notified, the supervisor will meet with the Principal and create a Professional Improvement Plan to address performance concerns.
❑ The employee implements the plan and begins to collect data into a Professional Improvement Plan Portfolio.
❑ An employee whose performance does not meet teaching standards with a prior placement on the Professional Improvement Pathway may face contract non-renewal.
At least every two weeks, the employee will meet with the supervisor to review progress associated directly to the actions prescribed in the plan. Written suggestions for improvement aligned with standards will be provided at each meeting. This written feedback will be signed by the employee and supervisor.
A professional who does not meet an acceptable level of performance on one or more of the standards may be placed on the Professional Improvement Pathway by their supervisor in collaboration with the Head of School.
IV. PROFESSIONAL IMPROVEMENT PATHWAY FOR TEACHERS
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❑ The plan must address the specific concerns, based on the standards that arise from collected data and must contain actions that are measurable by the supervisor and rationales for desired results
❑ An employee may request a peer advocate at any time during the process.
PROFESSIONAL IMPROVEMENT PATHWAY CYCLE PLANNER Elements Calendar Responsibilities Product Orientation to Intervention and Assistance Pathway ❑ Written notice and explanation (signed by supervisor, employee, and Head of School) ❑ Conference ❑ Sign a document stating that notification and explanation has been given and that there is an assistance plan and set amount of time to solve the concerns, with the knowledge that a contract will not be offered until performance concerns are resolved Upon designation to pathway Professional/ Supervisor/ Head of School Signed Notice Create a Professional Improvement Plan: goal(s), actions, assistance, evaluation, timeline ❑ Professional Improvement Plan conference ❑ Sign off on plan by employee and supervisor ❑ Employee may request a peer advocate anytime within the process Within fourteen days of designation Professional/ Supervisor Professional Improvement Plan Teacher implements strategies as outlined in improvement plan and meets with the facilitator at least every two weeks to review progress Throughout Professional Improvement Plan Professional/ Supervisor Data Written Feedback Formal Review ❑ Analyze information ❑ Written report ❑ Review conference ❑ Decision Renewal of Contract ❑ Supervisor makes recommendation to Head of School regarding possible non renewal of contract or placement on a specific pathway At conclusion of 90 days Professional/ Supervisor/ Head of School Written notice of placement on other than Professional Improvement Pathway or non renewal of contract 16 AMERICAN INTERNATIONAL SCHOOL CHENNAI
APPENDICES Appendix1:OverviewofStandardsbyYear Year atAISC→ Standard↴ Year 1: Focus on Transition Year 2: Focus on Teaching & Learning Year 3: Focus on Personalized Growth Year 4: Focus on Personalized Growth Year 5: Focus on Personalized Growth 1 - Embraces Responsibility ✅ Professionals, in consultation with their supervisor, select three standards per year such that all nine are addressed over three years. This process continues in cycles of three years for the remaining tenure of the professional 2 Models Growth ✅ 3 - Leads Others 4 - Innovates 5 - Collaborates ✅ 6 - Communicates ✅ 7 Builds Community ✅ 8 - Embeds Wellbeing ✅ 9 - Demonstrates Integrity Appendix2:Extendeddefinitionsofstandardswithsamplesuccesscriteriaandevidence. 17 AMERICAN INTERNATIONAL SCHOOL CHENNAI
Finally,
Process for Professional Growth for Excellence
Ultimately
Professionals in their first two years atAISC will define success indicators with support of their supervisor in pre-selected standards from year three onward, professionals, in consultation with their supervisor, will select three standards per year such that all nine are addressed over three Should a professional find a particular standard challenging, it can be repeated for consecutive years with approval of the supervisor Further, a supervisor can request that a standard be repeated if adequate progress toward success indicators was not made should a supervisor have a specific, ongoing, concern about performance in one or more standards, the professional may be moved to the Professional Improvement Pathway for more intensive support consultation with
years
Then,
AISC’s Professional Growth for Excellence process offers one pathway with infinite possibilities for personalization professionals will be asked to show growth in the nine professional standards which represent the talents, knowledge and skills identified as necessary to be a fulfilled and successful professional
atAISC
The form for annual initial and final submission can be found here Year atAISC→ Standard↴ Year 1: Focus on Transition Year 2: Focus on Teaching & Learning Year 3: Focus on Personalized Growth Year 4: Focus on Personalized Growth Year 5: Focus on Personalized Growth 1 - Embraces Responsibility ✅ Professionals, in
their supervisor, select three standards per year such that all nine are addressed over three years This process continues in cycles of three years for the remaining tenure of the professional 2 - Models Growth ✅ 3 - Leads Others 4 Innovates 5 - Collaborates ✅ 6 - Communicates ✅ 7 - Builds Community ✅ 8 - Embeds Wellbeing ✅ 9 Demonstrates Integrity 18 AMERICAN INTERNATIONAL SCHOOL CHENNAI
Professionals regularly use data to inform instruction and other decisions Professionals remain responsive to input from community members
● Student feedback survey results indicating a positive change from semester one to semester two in relevant questions.
Professionals create a culture for learning in which students and colleagues are both nurtured and challenged
● Having an awareness of each student’s strengths and areas of growth as evidenced by photos of artifacts or videos of classroom interactions that illustrate nurture and challenge
● To use student feedback data to measure perceived levels of challenge and support Sample evidence: ● Student feedback data (exit tickets, other surveys, etc )
What might this look like?
Sample success criteria:
● Considering and acting on student feedback with evidence of actions taken as a result
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● To offer differentiated instruction as a means of providing individualized levels of challenge and support.
What is your success criteria? (2 - 3 statements) What evidence might you collect? (2 - 3 pieces of evidence)
STANDARD 1: Embraces Responsibility for Student Learning (# Embraces Responsibility)
Standards for Professional Growth for Excellence
● Using a system for collecting, reviewing and acting on student input with student testimonials, exit tickets and survey data as support.
● Using theATLAS protocol to consider student data with annotated student work, reflections and action steps for improvement
● Using data to pivot at the lesson, unit and course level to improve student learning
● Other as determined in consultation with your supervisor.
● Reflection on feedback, next steps I identified, action taken and impact of the action
STANDARD 2: Models Personal and Professional Growth (#Models Growth) Professionals engage in lifelong learning by continually developing their craft in their areas of responsibility Professional focus on improving student learning as well as systems, processes and structures that support student growth What might this look like? ● Engaging in professional learning (eg: strand, webinar, conference) with evidence of putting learning into action in the classroom ● Engaging in a coaching cycle to improve an aspect of teaching ● Refining of an aspect of curriculum, instruction or assessment with reflections and evidence (eg: photos, video, documentation) of improvement. ● Identifying and taking action for improvement of collective and/or individual learners with reflections and evidence (eg: before and after annotated student work) ● Using theATLAS protocol to consider student data with annotated student work, reflections and action steps for improvement ● Other as determined in consultation with your supervisor What is your success criteria? (2 - 3 statements) What evidence might you collect? (2 - 3 pieces of evidence) Sample success criteria: ● To learn about differentiating instruction ● To identify areas of strength and growth in students in mathematics. ● To differentiate instruction to maximize individual and collective student growth Sample evidence: ● Reflections from professional development strand of data & differentiation ● Summary of individual student strengths/growth areas. ● An annotated list of differentiation moves used in the classroom ● A reflection on MAP growth in mathematics from fall to spring 20 AMERICAN INTERNATIONAL SCHOOL CHENNAI
STANDARD 3: Leads Others Outside the Classroom (#Leads Others) Professionals lead and/or mentor students, parents and/or colleagues beyond the academic day Professionals integrate with and support students and colleagues through engaging with community events What might this look like? ● Leading anASA, sport, club or extracurricular activity as evidenced by theActivity Office log, goals and reflection ● Serving as an HOD, GTLor Council lead with explicit facilitation, mentorship or leadership goals and supporting evidence ● Supporting professional learning for students, parents or colleagues (eg: coffees, meeting sessions, strand, book clubs, etc.) as evidenced by the development of materials, session outcomes and participant feedback ● Other as determined in consultation with your supervisor What is your success criteria? (2 - 3 statements) What evidence might you collect? (2 - 3 pieces of evidence) Sample success criteria: ● To ensure balanced participation on my team ● To facilitate the collective growth of my team in the understanding of using data. Sample evidence: ● Research and reflection notes on moves to ensure balanced participation ● Session plans for teaching teammates about data use ● Survey data and reflection on feedback from colleagues about both product and process 21 AMERICAN INTERNATIONAL SCHOOL CHENNAI
STANDARD 4: Innovates Practices and Programs (#Innovates) Professionals engage in reading, networking and learning related to their areas of responsibility as well as progressive and emerging trends Professionals ideate, empathize, experiment and refine Professionals share their learning with others What might this look like? ● Engaging in professional learning specific to innovative practices (eg: strand, webinar, conference) with reflection notes and possible next steps ● Engaging with one new research based practice with evidence of putting learning into action in the classroom ● Modeling innovation in the classroom through peer observation, feedback and reflection ● Engaging in an “iLab” as evidenced by contribution to the group. ● Other as determined in consultation with your supervisor What is your success criteria? (2 - 3 statements) What evidence might you collect? (2 - 3 pieces of evidence) Sample success criteria: ● To develop student capacities for peer feedback in my classroom ● To improve student self direction and academic achievement through a more developed understanding of classroom assessments, rubrics and success indicators Sample evidence: ● Developed peer feedback protocols with video footage of their use ● Student reflection data regarding peer feedback and its impact on clarity of understanding. ● Student data on academic achievement, learning habits and exit ticket comments analyzed and reflected on through the lens of self direction and achievement 22 AMERICAN INTERNATIONAL SCHOOL CHENNAI
●
●
● Focuses on the development or refinement of one or two aspects of collaborative behavior as evidenced by reflection, testimonials or visual/video evidence
STANDARD 5:
● Meeting and planning notes from conversations with experts Video recording(s) of expert visits Student data from exit tickets measuring level of engagement and understanding.
Sample evidence:
Collaborates withAll Community Members (#Collaborates)
● Engaging with parent, student or community volunteers to enhance classroom experiences with evidence of pre and post planning and reflection
● Co planning, co teaching, co assessing and co reflecting with a team member (eg: EAL co teacher, grade team member, department member, etc.) with supporting unit development and documentation.
● Other as determined in consultation with your supervisor. What is your success criteria? (2 - 3 statements) What evidence might you collect? (2 - 3 pieces of evidence)
Sample success criteria:
Professionals create, seek and engage with opportunities to collaborate with parents, students and/or community members on meaningful work Professionals model AISC’s Norms of Collaboration, take responsibility for supporting balanced participation and practice inquiry before advocacy
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● To co-create classroom experiences with identified experts to make them both relevant to the curriculum but inspiring and engaging for students
● To include authentic professional voices in the science classroom.
● A list of potential professionals from inside and outside our communities.
What might this look like?
STANDARD 6: Communicates withAll Community Members (#Communicates) Professionals meet all obligations by keeping current with school policies, procedures and publications Professionals ensure timely, proactive and appropriate communication with all Professionals share feedback and progress with team members, students, parents and leaders What might this look like? ● Reading all newsletters and publications, making note of upcoming events and deadlines in personal calendars and planning documents ● Answering emails, submitting required documentation and communicating with colleagues, students and parents without prompting or reminders ● Raising awareness of events and initiatives by contributing to communication bulletins and newsletters. ● Clarifying understanding of achievement by sharing annotated student work/exemplars ● Other as determined in consultation with your supervisor What is your success criteria? (2 - 3 statements) What evidence might you collect? (2 - 3 pieces of evidence) Sample success criteria: ● To increase direct communication with parents ● To balance the communication of positive achievement and areas of growth. ● To celebrate the collective progress of my class monthly Sample evidence: ● Sample emails to parents. ● A log of connection points with parents (emails, calls, etc ) with at least one separate positive contact for each concern ● Sample Seesaw posts celebrating collective student growth. 24 AMERICAN INTERNATIONAL SCHOOL CHENNAI
STANDARD 7: Builds Community ThroughAction (#Builds Community) Professionals volunteer, participate and engage with AISC initiatives, events and programs to support building community Professionals share expertise and passions through such participation What might this look like? ● Shows support for the community by volunteering in support of various events (eg: Raptorthon, International Day, Diwali Mela, etc ) ● Shows investment in school improvement by serving on and contributing to school initiatives (eg: community planning team, councils, HRT, etc ) ● Shows interest in community development by attending and contributing to optional community education events (eg: inspiration conversations, portal project dialogues, etc.). ● Shares interests by offering sessions to colleagues, students or parents (eg: wellness academy, discovery days, India month, etc ) ● Other as determined in consultation with your supervisor What is your success criteria? (2 - 3 statements) What evidence might you collect? (2 - 3 pieces of evidence) Sample success criteria: ● To indicate my investment in our community by attending all sectional events ● To indicate my investment in our community by volunteering for 2 all-school events in the year Sample evidence: ● A list of sectional events attended (as chaperone, participant, etc ) for the academic year ● An outline of duties performed during the two all school events (MC at Raptorthon and Australian representative at International Day booth) ● A reflection on my experiences 25 AMERICAN INTERNATIONAL SCHOOL CHENNAI
STANDARD 8: Embeds Wellbeing (#Embeds Wellbeing) Professionals practice wellbeing with intention and leverage an explicit plan or approach. Professionals model and share their wellbeing practices with others What might this look like? ● Modeling a wellbeing practice by leading a wellness academy or wellbeing afternoon session. ● Sharing an interest or passion by facilitating a book club or learning series (eg: mindfulness, diversity book club, etc ) ● Practicing personal wellbeing by developing a plan and tracking progress ● Other as determined in consultation with your supervisor What is your success criteria? (2 - 3 statements) What evidence might you collect? (2 - 3 pieces of evidence) Sample success criteria: ● To cultivate a mindfulness practice to support my personal wellbeing ● To introduce a mindful moment to my class before each in class assessment to support student learning Sample evidence: ● A log of learning, research and reflection of my personal mindfulness journey. ● Sample scripts from classroom mindful moments ● Reflections on comparative survey data from students from the start and end of the year regarding mindful moments. 26 AMERICAN INTERNATIONAL SCHOOL CHENNAI
STANDARD 9: Demonstrates Ethics and Integrity inAll Interactions (#Demonstrates Integrity) Professionals exhibit high standards of integrity and honesty Professionals act in keeping with shared ethical practices within the organization Professionals assume responsibility for outcomes, actions and conversations Professionals admit mistakes, make amends and commit to improvement What might this look like? ● Embraces constructive feedback of all kinds ● Meets professional obligations regarding all submissions, deadlines and expectations without redirection or correction. ● Admits mistakes, apologizes and takes action not to repeat mistakes with colleagues, students and parents ● When disagrees with decisions, seeks to understand and process with grace ● Fosters growth by engaging with data honestly and without excuses ● Other as determined in consultation with your supervisor. What is your success criteria? (2 - 3 statements) What evidence might you collect? (2 - 3 pieces of evidence) Sample success criteria: ● To reflect on, accept and act on feedback that may make me feel uncomfortable or push me to grow ● To see opportunities for growth in difficult conversations, even when in disagreement Sample evidence: ● Evidence of embracing constructive feedback from a student, colleague, parent, or supervisor by adapting practice ● Documentation of and reflection on a meeting to discuss a decision you disagreed with 27 AMERICAN INTERNATIONAL SCHOOL CHENNAI
Evaluation The process of determining the merit, worth or value of something, appropriately based on measures and synthesis of other valid evidence.
Improvement Plan
Behavior that displays commitment to treat the welfare of others as comparable to one’s own. Ethical behavior includes obligations to scientific practice, prudence, family, culture, and nation.
Professional Improvement Pathway
Assessment Processes that are focused on quantitative and/or testing approaches and less on judgment.
The on-going collection of data used in the professional growth process.
Informal Observation This casual, day-to-day observation can be of any length; doesn’t require conferences.
The process used when an employee has not met certain specific performance standards. The employee is provided with assistance for improvement of teaching performance.
A plan to assist a teacher whose performance does not meet AISC teaching standards.
GLOSSARY
Accountability To be answerable for; to act in a credible manner.
Authentic Assessment
Ethical Behavior
Excellence Ever increasing quality of programs and products.
Protection for an employee for proper procedure and fair treatment. In the case of performance evaluation it includes notice, explanation, assistance, and time.
Due Process
Sometimes called nontraditional assessment, it is an act or procedure that is nearer to measuring the real ability and achievement of a student than traditional, especially multiple-choice, tests. Examples might be products, portfolios, performances, and personal communication.
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Formative Evaluation
Assistance Teams Log A diary maintained by the Principal of an assistance team detailing activities and resources provided in the assistance effort. Dates, meeting times, and funds expended are included.
Professional Growth Portfolio
Acquiring data about teaching performance from members of various stakeholder groups– students, parents, colleagues, and supervisors.
Post-observation Conference
Peer Advocate
Multiple Sources of Input
A teacher, requested by a teacher who is placed on the Professional Improvement Pathway, who assists intensive assistance colleague to meet performance improvement goals, clarifies performance expectations and helps to assure due process.
Self-Assessment
While the process for the Self-Assessment Pathway is similar to the Performance Growth Pathway, the key difference is that on this pathway the teacher is responsible for assessing their performance against all fifteen of the AISC teaching standards. In a majority of the cases, a teacher would follow this pathway every three years.
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The emphasis of this pathway is on setting goal(s) that are linked to the AISC teaching standards and then assessing achievement of the goal(s), after collecting multiple input data throughout the year
A process comprised of pre-observation, conf. class visit, and post-observation, goal(s), timeline, and assessment of goal(s).
Self-Assessment Pathway
New Teacher Pathway
A plan with goal(s), methods for achieving them, designed to stimulate on-going professional growth for a staff member.
Professionalism
Self-rating by an employee based on AISC teaching standards
Ongoing evaluation for a 120-day probationary period (formative/summative).
A portfolio of supporting data about teaching performance. The examples may include, but not be limited to, work samples, student’s work, student, peer and parent feedback, assessments samples, growth plans, etc.
Scheduled Observation
Professional Growth Plan
To meet the teaching standards, to have strong and current content knowledge, to take initiative, to take risks, and take responsibility for continuously improving instructional practices to add value for our students, colleagues and our school.
Professional Growth Pathway
This conference is held following a scheduled observation for the purpose of discussing the observation and other factors relevant to the staff member’s performance of responsibilities as listed in the teaching standards.
This casual, day-to-day observation can be of any length; its purposes are to validate and support effective performance and to monitor overall performance.
School Values
The principal, assistant principal, coordinator or upper school department chair assigned to set goals and monitor attainment of goals with teacher.
Teaching Standard Statements that describe observable behaviors which, when performed, indicate fulfillment of teaching responsibilities.
Supervisor/Goal Setting Facilitator
Feedback instruments to determine client satisfaction.
Honesty, Respect, Responsibility, and Kindness (may be modified after strategic planning).
Teaching Assessment Conference
This conference is held following an announced observation for the purpose of discussing the observation and other factors relevant to the staff member's performance of responsibilities as listed in the position description.
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Unscheduled Observation
Stakeholders
All persons in the school who have a stake in quality education; students, parents, teachers, staff members, supervisors, board of education, and community members.
Student/Parent Surveys
