PROFESSIONAL GROWTH AND EVALUATION PROCESS The professional growth and evaluation process at AISJ has, at its core, our promise to provide the best possible learning experience for our students every day. Drawing deeply on current research, the AISJ teaching rubrics detail the practices that best provide for this experience. We believe a culture of continuous ongoing self-reflection for professional learning and growth, based on the rubrics and supported by feedback, empower our teachers to enrich student learning and to courageously make a difference.
Guiding Principles The AISJ Professional Growth and Evaluation process:
Recognizes that teaching is a complex craft and that evaluation of effective teaching should be based on close examination of a variety of variables through quantitative and qualitative data. Seeks to establish a climate of collaboration in our school where the focus of conversations center on teaching, learning and improvement. Uses one comprehensive and coherent system of supervision and evaluation for use in all divisions and both campuses. Is designed, developed and implemented based on current research that will enhance teacher effectiveness and student learning. Begins with a common set of teaching practice rubrics that is aligned with curriculum learning principles as well as assessment and instructional design practices. Is growth-oriented while documenting progress/achievement of individual professional goals. Allows for additional differentiation and personalization based on individual teacher need. Is manageable. Is committed to continuous improvement of the school and the quality of teaching to improve student learning.
The Professional Learning Plan Professional growth is an on-going endeavor. We recognize that there is always something new to learn and something that we can incorporate into our practice that will make us better teachers. As we improve as professionals we improve student learning. The goal setting process is intended be aspirational and progress oriented—it does not try to change everything at once, it does spell out a specific change in teacher practice, it is achievable in a reasonable period of time, and it identifies something the teacher will no longer do or do less of (Wiliam, 2017). Supervisors have the responsibility of ensuring that teachers are engaged in professional growth and that they are using best practices in their teaching. To do this effectively a supervisor must work with a teacher to determine areas of growth, provide support and supervision during a determined period, and evaluate the progress made in the targeted growth area.
Steps in AISJ’s Professional Growth and Evaluation Process The process includes several distinct steps: I.
Teachers spend time reviewing the opening narrative and the descriptors.
II.
For each rubric, teachers respond to three to six descriptors that best reflect what they want to improve and/or enhance during this school year— a. The three to six descriptors should not all come from the same column, i.e. not all from “applying”. b. Notes/narratives for how the teacher would describe where their practice was in relation to the selected descriptors should be recorded. c. The way the teacher intends to record his or her notes might dictate the number to work with—i.e. using extended narratives might suggest selecting three; whereas, using bulleted lists might make responding to six more feasible.
III.
Based on the teacher’s reflection, feedback from the previous year’s review, or direction from the supervisor, the teacher will select an area of focus within each teacher rubric.
IV.
The teacher will generate an overall self-rating for each rubric (this will help inform planning for future professional learning opportunities).
V.
After completing all four rubrics, the teacher selects one of their focus areas to expand into their year-long Professional Learning Plan.
VI.
T&L will devote PGCT sessions to supporting teachers develop the goal into an action plan. Additional sessions throughout the year will also differentiate the support provided to teachers based on the rubric the selected goal is from—and the collaborative discussions will be personalized based on the individual’s specific goal.
VII.
Each staff member will have a meeting with the division principal or assistant principal. Goals for the year will be agreed upon and finalized. The supervisor’s role in this meeting is to help further the precision and viability of the goals as well as to provide as much support as possible in the achievement of the goals.
Mid – Year Reflection: VIII.
Over the course of the year the supervisor will visit classes, dialogue with teachers, and collect feedback on progress made towards achieving goals. Teachers will share mid-year progress with supervisors; the process for sharing should be agreed upon prior to. This is intended to review progress to date and assist in planning the course for the remainder of the year.
End of Year Evaluation: IX.
An end-of-year conference will be scheduled with each teacher to review the rubrics and goals. The supervisor will complete an evaluation and together with the teacher identify possible goals directions for the next academic year.
I. DEVELOPING COLLECTIVE EFFICACY We believe that teaching is an interactive process and that our classroom interactions must reflect high expectations and positive beliefs about all learners. In our classroom environment, all feel valued, voices are honored, learners are comfortable taking risks, and everyone willingly engages in challenging experiences. We clearly articulate to students what the learning targets and success criteria are and ensure that these are understood. We ensure resources and instructional strategies are relevant, accessible, and at the appropriate level of challenge for all students. We strive to create a culture of inclusivity and peer support. We believe in the importance of learning and taking learners from where they are and moving them forward.
II. Beginning to Transitioning
Applying
I think I am beginning in this descriptor. It is important to help learners understand where they are at and how to move forward. At the moment, in my class, I rarely model my thinking in front of the learners. I do ask for reflection, but learners responses do not show me that they are reflecting on the way they learn and so they aren’t able to find ways to move forward as a result of these reflections. I know there are strategies and protocols that support metacognition in the classroom and I could explore these to enhance the learning in my classroom.
The teacher… …models and explicitly teaches metacognition.
…uses formative assessment to make in-the-moment instructional adjustments, modify lessons, and give immediate targeted feedback to students.
… differentiates learning for all students through the effective use of strategies that maximize and personalize instructional time.
In Transitioning:
Leading
I know learners should understand where they are and how to move forward My students’ reflections lack depth and a ‘learning’ focus I know I should spend time helping students develop effective study habits …modelstoand shares structures and protocols for I model my thinking but I’m not surestudents studentsthat understand the connection between my actions and my promote collaboration and leadership. purpose I’m not sure of the metacognitive strategies and protocols that might enhance the leaning in my classroom
III. Your focus for the school year in “Developing Collective Efficacy”: I would like to intentionally incorporate a metacognitive strategy in each unit this year. I would like to model my thinking more regularly and teach kids how to do so as well—I think this could easily be adopted into my writing lessons.
IV. Current, Overall Self-Rating for “Developing Collective Efficacy”: Beginning
Transitioning
Applying
Leading
PLANNING FOR LEARNING We work with colleagues to plan, evaluate and modify teaching and learning to create productive environments that engage all students. We communicate and liaise on a regular basis with colleagues in regards to articulation, planning, assessment, and parent and community contact. Our teams work together to achieve common goals about student learning. Our curriculum is well-sequenced to ensure that students have the foundational knowledge they need to master new ideas and concepts. We identify student needs and plan accordingly, using backwards design to develop short, medium and long-term planning. Our units are recorded in ATLAS in real-time.
Beginning to Transitioning
Applying The teacher… …uses expert knowledge of the subject, curriculum, and learner to select appropriate targets, knowledge, skills, and understanding that challenge and personalize learning.
…plans units to ensure continuity in learning and steady progress for learners by building on prior knowledge and reinforcing new concepts and ideas.
…co-plans with specialists, learning support, coaches, etc. vertically and horizontally to ensure consistency across divisions, subjects, and teams.
…plans for conceptual inquiry in all units, allowing for choice in learning activities, how learners might demonstrate their understanding, and for variances in time needed for mastery.
…plans so that units access global and/or local information networks and consistently promote authentic integration and connections between disciplines.
…draws from and/or develops a broad repertoire of resources to supplement learning.
…creates plans that reflect relevant and effective pedagogical approaches and anticipates learner misconceptions.
…plans lessons that engage learner’s intellect, creativity or interest that use groupings, activities, and appropriate resources to maintain and cultivate that interest.
Exemplary to Leading
…plans lessons that reflect learning progressions and how these might be represented and sequenced.
…plans so that all learners show evidence of application and transfer of knowledge, skills and understanding.
…plans opportunities to reflect on the learning process, concepts, goals, and themselves as learners.
Your focus for the school year in “Planning for Learning” *:
Current, Overall Self-Rating for “Planning for Learning”: Beginning
Transitioning
Applying
Leading
MAXIMIZING TEACHER EFFICACY
We believe that teaching is an interactive process and that our classroom interactions must reflect high expectations and positive beliefs about all learners. In our classroom environment, all feel valued, voices are honored, learners are comfortable taking risks, and everyone willingly engages in challenging experiences. We clearly articulate to students what the learning targets and success criteria are and ensure that these are understood. We ensure resources and instructional strategies are relevant, accessible, and at the appropriate level of challenge for all students. We strive to create a culture of inclusivity and peer support. We believe in the importance of learning and taking learners from where they are and moving them forward.
Beginning to Transitioning
Applying The teacher… …expects learners to be exploratory and critical rather than passive recipients of information, creating a student-centered learning process.
…selects from a flexible and effective repertoire of relevant strategies to suit the physical, social, and intellectual development and characteristics of learners.
…utilizes research-informed / evidenced-based strategies to differentiate instruction and enhance learning.
…involves learners in setting goals and monitoring their own progress; learners are aware of, and there is evidence that they have contributed to the assessment criteria.
…challenges learners to generate and construct inquiries that consider multiple perspectives.
…utilizes global networks to link concepts, other subject areas, real world experiences and applications with past and future learning.
…asks different types of questions at varying difficulty levels and checks the response of all learners, providing appropriate wait time.
…teaches learners how to generate wide-ranging questions at varying difficulty levels that can be used to further learning opportunities.
…models and explicitly teaches metacognition.
Leading
…uses formative assessment to make in-the-moment instructional adjustments, modify lessons, and give immediate targeted feedback to students.
… differentiates learning for all students through the effective use of strategies that maximize and personalize instructional time.
…models and shares structures and protocols for students that promote collaboration and leadership.
Your focus for the school year in “Maximizing Teacher Efficacy”:
Current, Overall Self-Rating for “Maximizing Teacher Efficacy”: Beginning
Transitioning
Applying
Leading
REFLECTING AS PRACTITIONERS We believe that teaching is an interactive process and that our classroom interactions must reflect high expectations and positive beliefs about all learners. In our classroom environment, all feel valued, voices are honored, learners are comfortable taking risks, and everyone willingly engages in challenging experiences. We clearly articulate to students what the learning targets and success criteria are and ensure that these are understood. We ensure resources and instructional strategies are relevant, accessible, and at the appropriate level of challenge for all students. We strive to create a culture of inclusivity and peer support. We believe in the importance of learning and taking learners from where they are and moving them forward.
Beginning to Transitioning
Applying The teacher… …expects learners to be exploratory and critical rather than passive recipients of information, creating a studentcentered learning process.
…selects from a flexible and effective repertoire of relevant strategies to suit the physical, social, and intellectual development and characteristics of learners.
…utilizes research-informed / evidenced-based strategies to differentiate instruction and enhance learning.
…involves learners in setting goals and monitoring their own progress; learners are aware of, and there is evidence that they have contributed to the assessment criteria.
…challenges learners to generate and construct inquiries that consider multiple perspectives.
…utilizes global networks to link concepts, other subject areas, real world experiences and applications with past and future learning.
…asks different types of questions at varying difficulty levels and checks the response of all learners, providing appropriate wait time.
…teaches learners how to generate wide-ranging questions at varying difficulty levels that can be used to further learning opportunities.
Exemplary to Leading
…models and explicitly teaches metacognition.
…uses formative assessment to make in-the-moment instructional adjustments, modify lessons, and give immediate targeted feedback to students.
… differentiates learning for all students through the effective use of strategies that maximize and personalize instructional time.
…models and shares structures and protocols for students that promote collaboration and leadership.
Your focus for the school year in “Reflective Practitioners”:
Current, Overall Self-Rating for “Reflective Practitioners”: Beginning
Transitioning
Applying
Leading
PROMOTING RELATIONSHIPS, COMMUNITY, & CULTURE We build and value relationships and ensure that everyone is respected in our school community. We model the highest standards of honesty, integrity, and confidentiality, while communicating clearly and respectfully with all community members. We take an active role in sustaining a collaborative and caring culture through participation, communication, and mutual respect. We use our knowledge of child development, students as individuals, and as learners to develop and strengthen relationships that enhance learning and build community. We demonstrate enthusiasm for the school community, both in the classroom and beyond it, and use it to motivate and inspire learners. We integrate, connect, and support the culture of service learning through genuine engagement and meaningful, collaborative action in authentic contexts.
Beginning to Transitioning
Applying The teacher… …cultivates partnerships with families and the wider community to enhance teaching and support learning.
…is cognizant of the changes that occur in society and in education; they thoughtfully and proactively analyze and respond to change as it affects their learners and their profession.
…systematically acquires an understanding from several sources about individual learners’ varied approaches to learning, their needs, and interests and cultural heritage.
…leverages the understanding of individual learners’ varied approaches to learning, their needs, and interests and cultural heritage to enhance growth and social wellbeing.
…encourages learners to take risks and embrace mistakes as opportunities to further their learning.
…nurtures attitudes of personal responsibility, motivation and ownership of learning in students.
…actively participates in school events, activities, service, and projects that contribute to the school and wider community.
…makes a concerted effort to challenge negative attitudes or stereotypical practices to ensure that all communities are honored.
Leading
…actively pursues learner perspectives to apply real life contexts to their learning and reflect upon cultural and community links.
Your focus for the school year in “Relationships, Community, and Culture”:
Current, Overall Self-Rating for “Relationships, Community, and Culture”: Beginning
Transitioning
Applying
Leading
DEVELOPING YOUR PROFESSIONAL LEARNING PLAN (PLP) – STEP BY STEP Step 1: Gather Evidence o
What do we know right now and how do we know it?
Step 2: Baseline Evidence Statements o
Short, succinct statements that summarize what the evidence tells us.
Step 3: Choosing a Focus Area o o
You have four areas that you will focus on from the rubrics, which of these will you expand into a year-long impact plan / action research project / professional learning experience. You can’t do everything at once, so choose a main area to focus on; this may be made up of different parts.
Step 4: My Learning Needs o o
Think about: what do I need to know, what skills do I need to develop, and what practices will I need to learn about? Once you know what you want to learn, you need to decide how you will learn it: professional reading, conversation with colleagues, observations of colleagues, targeted professional development, online videos or forums, working with a coach, etc.
Step 5: Identify New Practices o
Think about changes that might need to be made in relation to yourself, your students, and their families to help meet your goal—what might you need to do less of, more of, or learn?
Step 6: Setting Targets and Monitoring Structures o o o
Set PEERS targets: Powerful, Easy, Emotionally Compelling, Relevant, and StudentFocused…or… SMART-ER: specific, measurable, ambitious, relevant, time-bound (evaluate, re-evaluate) How will you keep track of whether you are reaching or have reached your target(s)?
Step 7: Implementation o o
This is broken into a series of progressive steps/actions. Regularly reflect on how well each part of the series has gone, noting what has gone well and areas that need further attention.
Step 8: Impact Statements o o
Again, a succinct description of the evidence that has been gathered throughout your PLP. Should try to include a comparison between the baseline statements and the current reality.
Step 9: Planning Where to Next o
Short statement about where to go next based on this PLP—continue, explore a related topic, or develop a new plan.
DEVELOPING YOUR PROFESSIONAL LEARNING PLAN Step 3: Choosing a focus area Often when we look at evidence, there might be quite a few different things that emerge that we could focus on. You can’t do everything at once, so within the impact cycle, we’d like you to choose one main area to focus on (which may be made up of different parts). Your evidence will generally guide you as to where to next, but here are some areas that we find participants commonly focus on: •
defining what an effective learner looks like
•
developing a shared language of learning for the class
•
developing clear and meaningful learning intentions and success criteria
•
co-constructing success criteria with students
•
metacognitive strategies (for example, learning journals)
•
developing student understanding of assessment tasks/results
•
developing student understanding of learning progressions
•
visual displays of learning progressions (such as the rock wall)
•
student self-assessment
•
creating a culture of success – where challenge is valued and not knowing is OK.
What are my learning needs in relation to the student needs?
- - - - - - - - New Cycle --------------------- Continuation of Cycle
Identifying and attending to my learning needs
Step 4: My learning needs At this stage, you need to think about what you need to learn based on what your evidence told you and what you have chosen as your focus area. Think about: •
What do I need to know?
•
What skills do I need to develop?
•
What practices will I need to learn about?
Then once you know what you want to learn, you need to decide how you’ll learn it, for example, it might be: •
professional reading
•
conversations with colleagues
•
observations of colleagues
•
targeted professional development from a local provider
•
online videos / forums. ™
Step 5: Identifying the required changes We suggest that you think about the required changes in relation to yourself (the teacher), your students and their families. When all of these groups are working together there is a much greater likelihood of success.
tudents
Step 6: Target setting and monitoring Setting SMART+ER targets that are specific, measurable, ambitious, relevant and time-bound and that are evaluated and re-evaluated will help keep focus. It is also important to consider how you will monitor whether you are reaching or have reached you target. My SMART target
How will I monitor/evaluate?
Rewrite this target and make it SMART+ER: “My students will get better about talking about howwell they did on their math tests.�
™
Step 7: Implementation Now that you are clear what you are focused on, what changes need to take place and what your targets are, you’ll need to plan and implement change. We suggest that you break this into a series of chunks and, to ensure that you keep the mindframe of an evaluator, that you use a journal to regularly note down the impact of the changed action on your students. If you keep these notes as you go, it’ll also be much easier for you when you write up your final impact cycle. You might like to use the planning template below. Activity
Date/time
Analysis/reflection
When you write up your impact cycle to share with your colleagues, this section will include a record of what you did and your analysis/reflection — here’s an example of one action. What I did
Analysis/contribution to outcomes
I started the unit by looking at an exemplar of a research report. I worked with the students toanalyze the exemplar to determine the success criteria for an effective research report. The success criteria were prominently displayed around the room.
I have to say I was really surprised that the students were able to identify the key features of the research report that made it effective. I’ve always figured out the success criteria for the students, but this worked so much better – the students were really engaged, and because they’d come up with the success criteria, they seemed to have real ownership and understanding of it.
GLOSSARY Conceptual Inquiry The investigation of concepts. Since concepts are present in every discipline, conceptual inquiry cuts across disciplinary boundaries. Criteria
A principle or standard by which something may be judged or decided. Criteria are not differentiated, they are the same for all students (unless a modified program has been developed by LS teachers).
Dispositions Dispositions are knowing when and how to behave and being inclined to do so. Dispositional standards at AISJ are modelled on the IB learner profile and drawing from the various practices of all four divisions. Experts Experts differ from novices in three important ways: experts have detailed mental models, experts recognize patterns, and experts think rapidly and accurately. Feedback (loop) The process by which feedback is given to a student, the student reflects on the feedback, the teacher allows the student to act upon the feedback to improve their performance, feedback is given again and the cycle continues. This is also applicable with adults. Formative Assessments On-going assessments, observations, summaries and reviews that inform teacher instruction and provide students feedback daily. Formative assessments are used in every lesson for teachers and students to gauge their understanding of the concepts, skills and knowledge. Formative assessments are NOT used for reporting grades. Foundational Knowledge Is the knowledge students have obtained from previous experience, study or reading. This is the knowledge, skills and understandings students come into your class already possessing. Some of this knowledge may be incorrect (misconceptions) and some of it may be accurate and can be deepened. Inquiry Inquiry is an approach to teaching that involves a process of exploring the natural or material world, that leads to asking questions and making discoveries in the search of new understandings. Learner Profile A record of a students’ learning preferences, previous grades, interests, background, culture, language, etc. which helps the teacher understand the way in which the student learns. Learning Progression The term refers to the purposeful sequencing of teaching and learning expectations across multiple developmental stages, ages, or grade levels. Metacognitive Reflection Both metacognition and reflection are concerned with the process of monitoring, regulating and controlling the individual’s thinking about their thinking. It is useful to consider reflection as the verb of the process of thinking whereas metacognition is the adjective used to describe the awareness of thinking. (D. Daniels, 2002).
Real-Time Time in which the occurrence of an event and the reporting or recording of it are almost simultaneous. Risk Taker Risk Takers demonstrate a willingness to approach new and difficult situations and make mistakes without being deterred from trying again (from our dispositional standards) Student-Centered Instruction Student-centered instruction places students at the center of the educational process. They partner with teachers to actively engage in their education. The student-centered approach changes but doesn’t eliminate the role of the instructor in the learning equation. Learning outcomes based on instructordetermined teaching goals are integral to the success of student-centered learning. Summative Assessments Are used to measure the student's achievement relative to the subject's overall learning goals as set out in the relevant curriculum standards. These usually occur after a defined instructional period. Transfer The ability to extend what has been learned in one context to new contexts. Wider Community The term implicitly recognizes the social and emotional attachments that community members may have to a school, whether those attachments are familial (the parents and relatives of students, for example), experiential (alumni and alumnae), professional (those who work in and derive an income from the school), civic (the Board or who volunteer time and services), or socioeconomic (interested local businesses).
BIBLIOGRAPHY American International School of Johannesburg. (2012). AISJ Professional Teaching Rubrics [PDF]. Johannesburg, South Africa. Australian Institute for Teaching and School Leadership. (2018). Highly Accomplished and Lead Teacher Standards [PDF]. Buffum, A., & Mattos, M. (2011). Simplifying response to intervention: Four essential guiding principles. Solution Tree Press. Carbaugh, B., Toth, M., & Marzano, R. (2017). The Marzano Focused Teacher Evaluation Model: A focused, scientific-behavioral evaluation model for standards-based classrooms [PDF]. West Palm Beach, Florida: Learning Sciences Marzano Center. Center for Educational Leadership. 5 Dimensions of Teaching and Learning [PDF]. Seattle, Washington: University of Washington. Claxton, G. (2017). The Learning Power Approach: Teaching Learners to Teach Themselves. Corwin Press. Cordingley, P., Higgins, S., Greany, T., Buckler, N., Coles-Jordan, D., Crisp, B., ... & Coe, R. (2015). Developing great teaching: lessons from the international reviews into effective professional development [PDF]. London: Teacher Development Trust. Danielson, C. (2013). The Framework for Teaching Evaluation Instrument, 2013 Instructionally Focused Edition. Princeton, NJ: The Danielson Group. Deans for Impact (2015). The Science of Learning. Austin, TX: Deans for Impact. Hattie, J., & Zierer, K. (2017). 10 Mindframes for Visible Learning: Teaching for Success. Routledge. Kim, A., & Gonzales-Black, A. (2018). The NEW School Rules: 6 Vital Practices for Thriving and Responsive Schools. Corwin Press. Marzano, R. J. (Ed.). (2009). On excellence in teaching. Solution Tree Press. McCrae, P. (2018). “Expert Teaching: What it is, and how might we develop it?”. [PDF]. Institute for Teaching. National Board for Professional Teaching Standards. (2016). National Board Standards [PDF]. Singapore American School. (2014). Professional Growth & Excellence System. [PDF]. Singapore. Stronge, J. (2012). Stronge Teacher Effectiveness Performance Evaluation System [PDF]. Sutton, R. M., Hornsey, M. J., & Douglas, K. M. (2012). Feedback: The communication of praise, criticism and advice. Peter Lang. Wooranna Park Primary School. (2005). Raison d’etre [PDF].
“This format and overall global thinking is very professional, thoughtful and will help educators reflect on their practice. The details in the lists are good too…Overall, it looks great! Well done…You have an excellent working document here.”
“The single-point rubric works well; certainly, streamlines things greatly. I think this rubric would make goal setting easy especially with the bottom
section for notes / ideas…having a single ‘rating’ for each broad category is more holistic and potentially easier to manage for teachers.”
“MUCH more user-friendly than the previous ones, which were far too long and jargonfilled; based on the bibliography, the new rubrics appear to be very well-researched; I also like that the technology standards have now been integrated into the other areas, rather than treated as a separate add-on.” “I like the idea of a 1- scale rubric as I can see how it is beneficial for all teachers without letting them feel overwhelmed by it. It will definitely support our goal setting process as well. I was excited as I read through them as I could easily see how I could use this tool to drive my personal growth.” “I like that the first and last columns are left blank for teachers to add comments…the option of writing one’s own comments leads to more thoughtful reflection than just ticking boxes; it leaves more scope for teachers to apply the criteria in ways that are potentially more creative or even subject specific.” “These rubrics line up well with what we are trying to achieve
as a school therefore including them into PLN’s will be
welcomed. Having access to all teachers’ rubric data will give good insight into which areas teachers feel that they need more PD on and areas that they would like to focus and grow…these
are all in line with our strategic plan and if all teachers are accomplishing the descriptors in the ‘Applying’ column then I feel that we are in an amazing place as a school.”