2024-2025 Revised July 2024
Table of Contents Which Teachers Are Impacted by the New Evaluation System? 4 Teacher Observation and Evaluation Non-Tenured Teachers 7 Teachers Holding Standard or Advanced Professional Certificates 8 Teacher Observation Form 10 Wicomico County Teacher Evaluation Model 11 Professional Practice 11 Determination of Final Evaluation Rating Cut Scores 11 Teacher Professional Practice Form - Domains 1-4 12 Professional Practice Rubric 14 Student Growth 28 Student Learning Objectives (SLOs) 28 Student Learning Objective (SLO) Quality Approval Rubric Information 28 SLO Quality Approval Rubric 30 Supervisor and Principal Role in the SLO Process 36 SLO Submission Procedures and Timeline 36 Scoring SLO’s 36 Student Learning Objective (SLO) Timeline – Teacher 37 Student Learning Objective (SLO) Template - Teacher 38 Disputes Regarding SLO Approval 39 Adding and Removing Students (Student Challenges) After SLO Approval 39 Target Attainment Challenges After SLO Approval 39 Early SLO Completion 40 Teachers Hired After the Beginning of the School Year 40 Teachers on Approved Leave 40 Relating SLO’s to Professional Practice 41
Determination of Final Evaluation Rating 41 Calculation of Scores for Teacher Evaluations 41 Appeal Procedures 42 Lesson Plans 42 Performance Improvement Plan Process 42 Rating of Certificates 43 Procedure for Rating Teachers Second Class 43 Procedure for Evaluating Teachers with a Second-Class Rating 45 General Exception 45 Performance Improvement Plan 46 Links to Related Policies and Procedures 47 Appendix A. Observation/Evaluation Tools for Dean of Students 49 B. Observation/Evaluation Tools for Media Specialist 50 C. Observation/Evaluation Tools for Professional Development Coach 72 D. Observation/Evaluation Tools for School Counselor / Student Advisor 86
1 Teacher Observation and Evaluation Which Teachers Are Impacted by the Evaluation System? In 2012, the Maryland State Board of Education approved a change to COMAR regarding the evaluation of teachers. The definition for “teacher” is defined in the regulation as follows: Teacher: Any individual certificated by MDSE as defined in COMAR 13A.12.02. as a teacher who delivers instruction and is responsible for a student or group of students academic progress in a Pre-K-12 public school setting, subject to local system interpretation. COMAR Section 13A.12.02. includes certification in early childhood (prekindergarten-grade 3), certification in elementary education (grades 1-6), certification in middle school education (grades 4-9), certification in general secondary academic areas (grades 7-12), data processing (business) (grades 7-12), family and consumer sciences/career technology education (grades 7-12), health occupations education (grades 7-12), marketing education- teacher-coordinator (grades 7-12), social studies (grades 7-12), technology education (grades 7-12), trades and industry (grades 7-12), work-based learning coordinator (grades 7-12), other academic subjects (grades 7-12), certification in specialty areas (prekindergartengrade 12), English for speakers of other languages (ESOL) (prekindergarten-grade 12), certification in special education, hearing impaired, severely and profoundly disabled, and visually impaired, certification in American Sign Language (prekindergarten-grade 12); mathematics instructional leader (prekindergarten-grade 6); mathematics instructional leader (grades 4-9); and, specialized professional areas. Specialists positions listed in COMAR 13A.12.03 which include: guidance counselors, media specialists, pupil personnel workers, reading specialists, reading teachers, pyschometrists, school psychologists, therapists (occupational therapists, physical therapists, speech-language pathologists, or audiologists), school social workers, and gifted and talented education specialists are NOT included in this regulation. The only exception would be if the individual delivers instruction, and is responsible for a group of students’ academic progress in a Pre-K-12 public school setting, subject to local school system interpretation. In Wicomico County, the following positions are included under the evaluation system per COMAR 13A.12.02: 1. Art Teacher 2. Band Teacher 3. Biology Teacher 4. Business Education Teacher 5. Chemistry Teacher 6. Choral Teacher 7. Computer Education Teacher 8. Earth Science Teacher 9. Elementary Certificated Media Specialist 10. English Teacher 11. English/Language Arts Teacher 12. Environmental Science Teacher 13. ESOL Teacher 14. Family & Consumer Science Teacher 15. French Teacher 16. Grade 1 Teacher 17. Grade 2 Teacher 18. Grade 3 Teacher 19. Grade 4 Teacher 20. Grade 5 Teacher 21. Health Education Teacher 22. History Teacher 23. Kindergarten Teacher 24. Latin Teacher 25. Math Teacher 26. Music Teacher
2 27. Orchestra Teacher 28. Physical Education Teacher 29. Physical Science Teacher 30. Physics Teacher 31. Pre-K Teacher 32. Psychology Teacher 33. Science Teacher 34. Social Studies Teacher 35. Spanish Teacher 36. Special Education Teacher 37. Technology Education Teacher 38. TI/Automotive Technology Teacher 39. TI/ Carpentry Teacher 40. TI/ Child Care Teacher 41. TI/Collision Repair Teacher 42. TI/Computer Drafting & Design Teacher 43. TI/Computer Repair Teacher 44. TI/ Cosmetology Teacher 45. TI/ Criminal Justice Teacher 46. TI/ Culinary Arts Teacher 47. TI/ Electricity Teacher 48. TI/ Electronics Teacher 49. TI/ Geriatric Nursing Teacher 50. TI/ Health Occupations Teacher 51. TI/Horticulture Teacher 52. TI/ HVAC Teacher 53. TI/Manufacturing Teacher 54. TI/ Masonry Teacher 55. TI/Plumbing Teacher 56. TI/ Welding Teacher Specialist positions as defined in COMAR 13A.12.03 that are not included in the new evaluation system in Wicomico County include: 1. 3YO-PreK TeacherA 2. 3YO-SPED TeacherA 3. Athletic TrainerB 4. Behavior Intervention TeacherB 5. Dean of StudentsC 6. Family Involvement SpecialistB 7. Hearing Impaired TeacherB 8. Infant/Toddler Program TeacherB 9. Intervention Teacher (Curriculum) A 10. JROTC TeacherA 11. Life Skills Teacher (Alt Ed) A 12. Media SpecialistsC 13. Mentor TeacherC 14. Professional Development CoachC 15. Reading SpecialistA 16. School Assessment FacilitatorB 17. School CounselorC 18. Social WorkerB 19. Special Education FacilitatorB 20. Special Education Program SpecialistB 21. Science/STEM Resource TeacherB 22. Student AdvisorC 23. TAD TeacherA 24. Teachers at Choices Academy (Alt Ed) A 25. Therapist (Occupation, Physical, Speechlanguage, Audiologist) B 26. TI/Work Based CoordinatorB 27. Vision Impaired TeacherB 28. Vocational Support/Diversified Occupations TeacherB Notes:A Evaluation is based upon Domains 1-4 of the teacher evaluation tool only .B Evaluation is based upon Domain 4 of the teacher evaluation tool plus a narrative. C Evaluation tool for this position may be found in the Appendix
3 TEACHER OBSERVATION AND EVALUATION (Refer to the current Negotiated Agreement between the Wicomico County Board of Education and the Wicomico County Education Association). Non Tenured Teachers Observation Classroom observations of teachers’ professional practice will be conducted by certificated individuals who have completed training that includes identification of teaching behaviors that result in student growth and are consistent with COMAR 13A(.07)(4.1). Classroom observers will use the rubrics for Domains 1, 2 and 3 (Planning and Preparation, The Classroom Environment, and Instruction) of the Professional Practice component. First, second and third year (non-tenured) teachers in Wicomico County will be observed at least four (4) times during the school year by administrative and/or supervisory personnel designated by the superintendent of schools or designee. These observations shall be either announced or unannounced and of sufficient time to adequately appraise the classroom or instructional activity. Evaluation of teachers will be completed only by certified administrators and/or supervisors. Certificated employees who have achieved tenure in another Maryland public school system, will be awarded tenure one year from the effective date of employment on the first day of the teacher’s second year with an effective evaluation and current MD Educator Certificate. Within ten (10) school days following any classroom observation, a conference will be held between the observer(s) and the teacher. At this conference, the observation shall be discussed and any criticisms, favorable comments, or recommendations will be given by the observer(s). The teacher shall be given an opportunity to explain any techniques or methods employed in the observed lesson. A written report of this observation and conference shall be submitted to the teacher within a reasonable period of time. Evaluation A formal evaluation including a conference shall be made at least once each semester for each non-tenured teacher. Each non-tenured teacher will receive a performance review report during the mid-year conference which will be based upon a minimum of two observations by at least two different individuals. In the event of an ineffective rating, the second evaluation conference should be scheduled before April 15. The final evaluation shall be based on the conclusions and assessments reached by at least two (2) administrative and/or supervisory personnel and if appropriate to the position, the student growth components of the annual teacher evaluation tool.
4 The evaluation shall be based upon the observation of the teacher's performance and may include but not be limited to the following: a. The teacher's ability to successfully reflect on their instructional effectiveness b. The teacher's ability to maintain accurate records aligned to WCPS policies c. The teacher's efforts in communicating with families. d. The teacher's willingness to participate in a professional community e. The teacher's efforts in growing and developing professionally f. The teacher's demonstration of professionalism The overall yearly assessment by administrative and/or supervisory personnel will clearly indicate a highly effective, effective or ineffective rating. A written evaluation report shall be given to the teacher within a reasonable period of time after the conference. The evaluation will be written by one of the administrative and/or supervisory personnel and signed by both indicating they have reviewed the letter. The teacher shall sign the report and receive a copy. The teacher's signature will not necessarily indicate agreement with the evaluation. The teacher may submit within a reasonable period of time written comments and reactions which will be attached to the evaluation report. When deemed necessary, the Superintendent of Schools reserves the right to conduct an evaluation of any Unit I employee at times other than those specified above and, if appropriate, may rate the employee second class. Tenure Tenure is a right granted to a teacher with a Standard Professional or Advanced Professional Certificate who has successfully passed a period of probationary service and elects to continue in a teaching position in the school system. The probationary period for a teacher holding a professional certificate is three years. During this time, the teacher will be periodically observed and evaluated by the principal and supervisor(s). An eligible teacher is placed on tenure by the county superintendent after a study of the recommendations by the respective principal and supervisor(s). In order to remain on tenure, the teacher must hold a valid professional certificate. Tenure is not transferable from one county system to another. A teacher who does not meet professional certificate renewal requirements will be issued a provisional certificate which means that the teacher no longer has tenure. Teachers with provisional certificates are employed on a one-year basis and are not eligible for tenure.
5 Teachers Holding Standard or Advanced Professional Certificates (COMAR 13A.07.09.04 effective January 1995) Observation Classroom observations of teachers’ professional practice will be conducted by certificated individuals who have completed training that includes identification of teaching behaviors that result in student growth and are consistent with COMAR 13A(.07)(4.1). Classroom observers will use the rubrics for Domains 1, 2 and 3 (Planning and Preparation, The Classroom Environment, and Instruction) of the Professional Practice component. Classroom observations will play a role in the evaluation system, at minimum, in the following ways: • All tenured teachers’ professional practice evaluation will be based on at least two observations by at least two different individuals during the professional practice evaluation year and at least one observation during each other year in the three-year evaluation cycle. • An observation will be conducted with full knowledge of the teacher. • Observations may be either announced or unannounced. • Formal classroom observations assessing lesson execution shall be of at least thirty (30) minutes duration or the length of the instructional period, whichever is less. • Within ten (10) school days following any classroom observation, a conference will be held with the teacher. • An observation report will be provided to the teacher within a reasonable period of time. The teacher will sign the observation report to acknowledge receipt. A copy will be made a part of the teacher’s personnel file. • A teacher may provide written comments and reactions to the observation report, which will be included in the teacher’s file. • An observation shall provide specific guidance in areas deemed less than effective as well as a reasonable timeline to demonstrate improvement in areas marked as ineffective. Evaluation Wicomico County Public Schools implemented a new teacher evaluation model in 2013-2014 consistent with the requirements set forth in COMAR 13A.07.09. The model uses a three-year evaluation cycle, meaning that teachers are evaluated once every three years on professional practice and every year on student growth (i.e., Student Learning Objectives or SLOs). For final evaluations, Maryland law requires that teachers be rated as Highly Effective, Effective, or Ineffective. Approximately one-third of all tenured teachers in Wicomico County will be re- evaluated on professional practice in each of the three years of the evaluation cycle with those teachers who have most recently been evaluated placed furthest out in the time line. Alternative evaluations for teachers who are not evaluated under the new evaluation model (per COMAR) will be developed with stakeholder input and phased-in over the next several years.
6 Tenured teachers will be evaluated on both professional practice and student growth in the first year of their evaluation cycle. If in the first year of the evaluation cycle a tenured teacher is determined to be highly effective or effective, then in the second year of the evaluation cycle the tenured teacher will be evaluated using the professional practice rating from the prior year and student growth based on the most recent available data. If in the second year of the evaluation cycle a tenured teacher is determined to be highly effective or effective, then in the third year of the evaluation cycle, the tenured teacher will be evaluated using the professional practice rating from the prior year and student growth based on the most recent available data. In the fourth year of the evaluation cycle, tenured teachers will be evaluated on both professional practice and student growth. The cycle will continue as described above. In any year, a principal may determine, or a teacher may request, that the evaluation be based on a new review of professional practice along with student growth. Any overall evaluation of ineffective will result in an evaluation the following year. A written evaluation report will be given to the teacher within a reasonable period of time after the conference. The evaluation report will be completed and signed by at least two administrative and/or supervisory personnel. The teacher will sign the report and receive a copy. The teacher’s signature will not necessarily indicate agreement with the evaluation. The teacher may submit, within a reasonable period of time, written comments and reactions which will be attached to the report. When deemed necessary, the superintendent of schools reserves the right to conduct an evaluation of any Unit I employee at times other than those specified above and, if appropriate, may rate the employee second class.
7 Teacher Observation Form
8 On a 100 point scale, the Highly Effective cut score is set at 93.75 points and the Effective cut score is set at 68.75 points. Cut scores will be reviewed by the Teacher Evaluation Committee to accommodate changes as needed. Wicomico County Teacher Evaluation Model The Wicomico County Teacher Evaluation Model is comprised of qualitative professional practice (50%) and quantitative student growth (50%) components. The Charlotte Danielson Framework for Teaching was used as the starting framework for the professional practice components. The Framework for Teaching is divided into four domains of professional practice: Planning and Preparation, Classroom Environment, Instruction, and Professional Responsibilities. A committee made up of representatives from the Wicomico County Education Association, Association for Public School Administrators and Supervisors, and central office staff developed indicators and rubrics to describe performance levels specific to Wicomico County. Likewise, the committee developed guidelines for the development and implementation of Student Learning Objectives (SLOs) to address the student growth half of the evaluation model. Professional Practice The professional practice component for teacher evaluation is comprised of four domains and a total of twenty (20) indicators. Professional practice contributes 50% to the evaluation rating, with each Domain worth 12.5%. Rubrics have been developed for each indicator which identify performance as being ineffective, developing, effective or highly effective. See pages 13-19 for Professional Practice Rubric. Wicomico County Teacher Evaluation Model Professional Practice (50%) • Planning & Preparation (12.5%) • Classroom Environment (12.5%) • Instruction (12.5%) • Professional Responsibilities (12.5%) Student Learning Objectives (SLOs) (50%) • 2-4 SLOs may be developed • Each SLO is weighted equally • One SLO must be informed by state assessment data for those teachers in state assessed content areas
9 Teacher Professional Practice Form
10 Professional Practice Rubric Note: The rubrics for Domains 1, 2 and 3 comprise the teacher observation instrument. The rubrics for Domains 1, 2, 3 and 4 comprise the Professional Practice portion of the teacher evaluation instrument. Domain 1: Planning and Preparation LEVEL OF PERFORMANCE Component INEFFECTIVE DEVELOPING EFFECTIVE HIGHLY EFFECTIVE 1a: Demonstrating Knowledge of Content and Pedagogy The teacher’s planning and preparation display lack of knowledge of the content to be taught. The teacher’s planning and preparation display content knowledge but do not make connections with other parts of the discipline or with other disciplines. The teacher’s planning and preparation display content knowledge and makes connections within the discipline and with other disciplines to the real world and with the learner. The teacher’s planning and preparation display content knowledge that reflects and/or includes the appropriate content and process standards. The teacher makes frequent and meaningful connections within the discipline and with other disciplines to the real world and to the learner. The teacher’s planning and preparation display lack of knowledge and understanding of instructional practices. The teacher’s planning and preparation display understanding of prerequisite knowledge and instructional practices, although such knowledge may be incomplete or inaccurate. The teacher’s planning and preparation display understanding of prerequisite knowledge and instructional practices. The teacher’s planning and preparation display understanding of prerequisite knowledge and instructional practices, and anticipates student misunderstandings. 1b: Demonstrating Knowledge of Students The teacher demonstrates lack of knowledge of students’ developmental stages, backgrounds, cultures, skills, language proficiencies, interests, and special needs, and does not seek such understanding. The teacher indicates the importance of understanding students’ developmental stages, backgrounds, cultures, skills, language proficiencies, interests, and attains this knowledge for the class as a whole. The teacher displays knowledge of students’ developmental stages, backgrounds, cultures, skills, language proficiencies, interests, and special needs, and attains this knowledge for groups of students. The teacher seeks and demonstrates knowledge of students’ developmental stages, backgrounds, cultures, skills, language proficiencies, interests from a variety of sources, and attains this knowledge for individual students. 1c: Designing Coherent Instruction to Meet Instructional Outcomes The teacher’s long and short-term planning does not provide engaging activities, does not utilize available resources, and does not differentiate learning activities. The teacher’s long and short-term planning is aligned to the curriculum but inconsistently provides engaging activities, utilizes available resources, and differentiates learning activities. The teacher’s long and short-term planning provides rigorous engaging activities that are aligned to the curriculum, utilizes available resources, and differentiates learning activities. The teacher’s long and short-term planning provides rigorous engaging activities that are aligned to the curriculum, utilizes available resources, and differentiates learning activities to make them meaningful for all students.
11 Domain 1: Planning and Preparation LEVEL OF PERFORMANCE Component INEFFECTIVE DEVELOPING EFFECTIVE HIGHLY EFFECTIVE 1d: Designing and Utilizing Student Assessments The teacher does not use assessments aligned to the curriculum. The teacher uses assessments that are aligned to the curriculum. The teacher uses a variety of assessments that are aligned to the curriculum, clearly communicates the standards of the assessments to the students. The teacher uses a variety of assessments that are aligned to the curriculum, adapts the assessments to individual student needs and clearly communicates the standards of the assessments to the students. The teacher does not use assessment results in designing future instruction. The teacher uses assessment results to plan for future instruction for the class as a whole. The teacher uses assessment results to make instructional decisions for groups of students. The teacher uses multiple assessment results to plan for individuals, groups of students, and the class as a whole. Domain 2: The Classroom Environment LEVEL OF PERFORMANCE Component INEFFECTIVE DEVELOPING EFFECTIVE HIGHLY EFFECTIVE 2a: Creating an Environment of Respect and Rapport Classroom interactions among the teacher and individual students are not respectful and do not reflect caring and sensitivity to students’ cultures and levels of development. Classroom interactions among the teacher and individual students are generally respectful and free from conflict but may be characterized by occasional displays of insensitivity or lack of responsiveness to cultural or developmental differences among students. Classroom interactions among the teacher and individual students are respectful and reflect caring and sensitivity to students’ cultures and levels of development. The teacher addresses and intervenes when conflicts or misunderstandings occur. Classroom interactions among the teacher and individual students are respectful and reflect caring and sensitivity to students’ cultures and levels of development. The teacher addresses and intervenes when conflicts or misunderstandings occur. The teacher takes proactive measures to achieve civility among members of the class. 2b: Establishing a Culture for Learning The teacher does not convey enthusiasm for the content and is not working toward establishing high expectations for learning. The teacher conveys enthusiasm for the content and is working toward establishing high expectations for learning. The teacher conveys enthusiasm for the content and encourages students’ active participation in their learning. The teacher establishes and maintains high expectations for learning. The teacher conveys enthusiasm for the content and encourages students’ active participation in their learning. The teacher and students work together to establish and maintain high expectations for learning.
12 Domain 2: The Classroom Environment LEVEL OF PERFORMANCE Component INEFFECTIVE DEVELOPING EFFECTIVE HIGHLY EFFECTIVE 2c: Managing Classroom Procedures The teacher does not manage classroom routines and procedures. The teacher establishes inefficient classroom routines and procedures resulting in a loss of instructional time. The teacher establishes and maintains classroom routines and procedures to minimize the loss of instructional time. The teacher maximizes instructional time by establishing and maintaining classroom routines and procedures for seamless transitions, handling of supplies and performance of noninstructional duties. 2d: Managing Student Behavior The teacher does not establish student behavioral expectations. The teacher’s response to student behavior is inappropriate. The teacher has made an effort to establish student behavioral expectations. The teacher tries, with inconsistent results, to monitor and respond to student behavior. The teacher establishes clear student behavioral expectations aligned with county policy. The teacher’s management of student behavior is sensitive to individual student needs and respectful of the students’ dignity. The teacher’s response to student behavior is appropriate. The teacher establishes clear student behavioral expectations aligned with county policy. The teacher’s management of student behavior is proactive, sensitive to individual student needs and respectful of the students’ dignity. The teacher’s response to student behavior is appropriate.
13 Domain 3: Instruction LEVEL OF PERFORMANCE Component INEFFECTIVE DEVELOPING EFFECTIVE HIGHLY EFFECTIVE 3a: Communicating with Students The teacher’s oral and written communication, directions and procedures are consistently incomprehensible. The teacher’s oral and written communication, directions and procedures are not clear and therefore require clarification to ensure student understanding. The teacher’s oral and written communication is clear and correct. The teacher uses both auditory and visual cues as well as modeling when appropriate to ensure that directions and procedures are clear to students. Techniques are in place to check for understanding. The teacher’s oral and written communication is clear and correct. The teacher uses both auditory and visual cues as well as modeling when appropriate to ensure that directions and procedures are clear to students. The teacher checks for understanding of directions and procedures and anticipates possible misunderstandings. Spoken or written language may contain many grammar and syntax errors. Vocabulary may be inappropriate, vague, or used incorrectly, leaving students confused. Vocabulary is correct but limited or is not appropriate to student’s ages, backgrounds, and interests. Vocabulary is appropriate to students’ age, backgrounds, and interests. Vocabulary is well-chosen, appropriate to students’ ages, backgrounds, interests, and enriches the lesson for all students. 3b: Using Questioning and Discussion Techniques The teacher’s questions are not meaningful to the content, are not challenging and do not produce thoughtful student responses. The teacher’s questions are meaningful to the content. The teacher inconsistently uses discussion techniques and higherlevel questions. Adequate response time is not always provided. The teacher’s questions are meaningful to the content. The teacher consistently uses discussion techniques and higher-level questions that elicit thoughtful responses for effective decision making or problem solving. Adequate response time is provided. The teacher’s questions are meaningful to the content. The teacher consistently uses a variety of discussion techniques and higherlevel questions that elicit thoughtful responses for effective decision making or problem solving. Adequate response time is provided. 3c: Engaging Students in Learning The teacher’s methods used to engage students in understanding the content are limited or inappropriate. The teacher makes an effort to utilize appropriate methods to engage students in understanding the content. The teacher utilizes varied and appropriate methods to engage students in understanding the content. The teacher utilizes varied and appropriate methods to engage students actively in understanding and applying the content.
14 Domain 3: Instruction LEVEL OF PERFORMANCE Component INEFFECTIVE DEVELOPING EFFECTIVE HIGHLY EFFECTIVE 3d: Providing Feedback to Students The teacher’s feedback to students is of poor quality and is not given in a timely manner. The teacher provides limited feedback to students and its timeliness is inconsistent. The teacher’s feedback to students is of consistent high quality and timely. The teacher’s feedback to students is of consistent high quality, timely and provides students with suggestions for improvement. 3e: Demonstrating Flexibility and Responsiveness The teacher does not adjust instruction to respond to students’ questions, needs or levels of proficiency even when a change will clearly improve a lesson. The teacher attempts to adjust instruction to accommodate students’ questions, needs or levels of proficiency but may lose the instructional focus. The teacher adjusts instruction to accommodate students’ questions, needs or levels of proficiency while maintaining instructional focus. The teacher adjusts instruction to accommodate students’ questions, needs or levels of proficiency while maintaining instructional focus. The teacher responds to opportunities to enhance learning through use of an extensive repertoire of strategies. 3f: Demonstrating Utilization of Resources The teacher does not utilize available school resources and does not seek assistance in learning about those resources. The teacher makes limited use of available school resources and seeks assistance in learning about additional resources. The teacher utilizes available school resources and knows how to gain access to other resources. The teacher utilizes a variety of available school resources and accesses other resources to enhance instruction. Domain 4: Professional Responsibilities (Used only as part of the Evaluation) LEVEL OF PERFORMANCE Component INEFFECTIVE DEVELOPING EFFECTIVE HIGHLY EFFECTIVE 4a: Reflecting on Instructional Effectiveness The teacher does not accurately assess the effectiveness of instruction and has no ideas about how it could be improved. The teacher’s reflection on the effectiveness of instruction is more subjective than objective and does not cite specific evidence of student learning. The teacher recognizes improvement is needed but has limited strategies to improve instruction. The teacher reflects on the effectiveness of instruction based on student learning. The teacher identifies the need for specific alternative instructional options for future teaching. The teacher may make some specific suggestions as to how instruction might be improved. The teacher’s reflection on instruction is thoughtful and accurate, citing specific evidence based on student learning. The teacher draws on an extensive repertoire to suggest alternative strategies as to how instruction might be improved.
15 Domain 4: Professional Responsibilities LEVEL OF PERFORMANCE Component INEFFECTIVE DEVELOPING EFFECTIVE HIGHLY EFFECTIVE 4b: Maintaining Accurate Records Aligned to WCPS Policies The teacher’s system for maintaining records is in disarray, resulting in errors or confusion. Lack of access to information by teacher, families, and students impedes instruction. Technology is not used, or is used inappropriately. The teacher has systems for maintaining records, but the system is rudimentary, and inefficiencies and inaccuracies may occur. The teacher, families, and students lack timely access to information. Technology is used to support record keeping. The teacher’s systems for maintaining records are efficient, accurate, and confidential. The teacher makes effective use of technology. The teacher, families, and students have timely access to information. The teacher’s system for maintaining records provides information to teacher, families, and students that is accurate, timely, confidential, and detailed. Technology is used efficiently. 4c: Communicating with Families The teacher’s communication with families about the instructional program is nonexistent or the teacher makes no attempt to engage families about individual student progress. The teacher has limited communication with families about the instructional program. The teacher makes sporadic attempts to engage families about individual student progress. The teacher provides information about the instructional program and makes an effort to engage families about individual student progress. The teacher provides information about the instructional program and consistently makes an effort to engage families about individual student progress in a variety of ways. 4d: Participating in a Professional Community The teacher avoids participation in collaborative teams or professional learning communities during the duty day (or compensated time) or subverts the work of the group. The teacher inconsistently participates in collaborative teams/professional learning communities during the duty day (or compensated time). The teacher participates in collaborative teams/professional learning communities meeting during the duty day (or compensated time) on a regular basis, contributing to group analysis of student achievement and to instructional and assessment planning. The teacher participates in collaborative teams/professional learning communities during the duty day (or compensated time), making contributions toward group learning and individual learning. The teacher takes initiative in assuming formal and/or informal leadership in the group’s work. The teacher’s relationships with colleagues are negative or unprofessional. The teacher maintains professional relationships with colleagues. The teacher maintains professional, cooperative, and supportive relationships with colleagues. The teacher maintains professional, cooperative, and supportive relationships with colleagues. The teacher takes initiative in assuming leadership among the faculty.
16 Domain 4: Professional Responsibilities LEVEL OF PERFORMANCE Component INEFFECTIVE DEVELOPING EFFECTIVE HIGHLY EFFECTIVE 4e: Growing and developing professionally The teacher does not participate in professional development opportunities during the duty day (or compensated time) and/or makes no attempt to integrate new learning into instructional practices. The teacher is resistant to feedback from supervisors or colleagues. The teacher participates in professional development opportunities during the duty day (or compensated time) but limits the integration of new learning into instructional practices. The teacher acknowledges feedback from supervisors and colleagues. The teacher participates in professional development opportunities during the duty day (or compensated time) and integrates into instructional practices as appropriate. The teacher utilizes feedback from supervisors and colleagues. The teacher actively pursues professional development opportunities during the duty day (or compensated time) and implements new strategies. The teacher seeks feedback from supervisors and colleagues to improve instruction. 4f: Showing Professionalism The teacher has little sense of ethics and professionalism and contributes to practices that are self-serving or harmful to students. The teacher fails to comply with school system and school regulations. The teacher has a sense of ethics and professionalism but shows little initiative in gaining knowledge that would improve the ability to serve students. The teacher complies with school system and school regulations. The teacher demonstrates a high level of ethics and professionalism in dealings with both students and colleagues and complies fully with school system and school regulations. The teacher works to ensure that all students receive a fair opportunity to succeed. The teacher uses their influence to support a high level of ethics and professionalism in dealings with both students and colleagues. The teacher displays the highest standards of ethical conduct. The teacher is proactive in ensuring that all students have a fair opportunity to succeed.
17 Student Growth Student Growth The student growth component of the evaluation represents 50% of the Wicomico County teacher’s overall evaluation model. Student Learning Objectives (SLOs) are used to measure student growth. Student Learning Objectives (SLOs) A Student Learning Objective (SLO) is a specific, rigorous, measurable, long-term academic goal for groups of students that teachers establish to guide instructional efforts. They are most often set in a collaborative process by teachers, their supervisors, and their building administrators. SLOs are intended to provide teachers with opportunities to demonstrate the impact of their instruction on student performance by setting ambitious yet attainable goals for student achievement that are aligned to standards and to the instruction that teachers provide on a daily basis. SLOs are based on student learning needs identified by a review of data reflecting students’ baseline skills. A high-quality SLO should be broad enough to represent the most important learning or overarching skills but be narrow enough to measure. The SLO process allows teachers to focus on the specific objectives they want to achieve with their students and determine student growth using the measures that are most relevant for their student population and content areas. Each teacher will develop 2-4 SLOs with each being weighted equally within the 50% of the student growth component (e.g., if two SLOs are developed they are each worth 25%). Teachers within assessed areas (i.e., grades 3-8 English/language arts and math, grades 5 and 8 science, Algebra I, Government and English 10) must develop at least one SLO that is informed by the Maryland College and Career Ready Standards (MDCCRS). SLO Quality Rubric An SLO Quality Rubric is provided on the next three pages. The rubric is designed to assist teachers improve the quality of their SLOs during the development process and to assist administrators during the SLO approval process. In some instances, circumstances beyond the control of the SLO developer may make it impossible to write a component to meet the highest quality standard. Final SLO approval is at the discretion of the principal; however, no SLO will be approved should one or more of its components fall into the Not Approvable range on the rubric.
18 Wicomico County Public Schools SLO Quality Rubric (Teacher) This rubric is designed to assist teachers improve the quality of their SLOs during the development process and to assist Administrators during the SLO approval process. In some instances, circumstances beyond the control of the SLO developer may make it impossible to write a component to meet the highest quality standard. Final SLO approval is at the discretion of the Administrator; however, no SLO will be approved should one or more of its components fall into Quality Level 0 (Not Approvable) on the rubric. SLO Component Not Approvable Quality Improves Quality Level Quality Level 0 Quality Level 1 Quality Level 2 Quality Level 3 Data Review and Baseline Evidence Building Admin No baseline data, historical data of current students’ past performance, or historical data of previous classes’ performance is included to support the choice of targeted student population, growth/achievement targets, and learning content Includes 1 of the following: • Baseline data • Historical data of current students’ past performance • Historical data of previous classes’ performance Includes 1 of the following: • Baseline data • Historical data of current students’ past performance • Historical data of previous classes’ performance to support the choice of 1 of the following): • Targeted student population • Growth/achievement targets • Learning content Includes 2 or more of the following: • Baseline data • Historical data of current students’ past performance • Historical data of previous classes’ performance to support the choice of 2 or more of the following): • Targeted student population • Growth/achievement targets • Learning content Student Population Building Admin Targets less than 100% of students in the class/section as of submission date or Targets students randomly without a clear rationale Targets 100%* of students in the class/section as of submission date or Targets only some of the students with a common need as clearly shown by the data review Describes the performance level of the targeted student population and Targets 100%* of students in the class/section as of submission date or targets all students with a common need (explanation included) as clearly shown by the data review Describes the performance level and other relevant characteristics of the targeted student population (i.e., abilities, needs, experiences and interests) and Targets 100%* of students in the class/section as of submission date or targets all students (explanation included) with a common need as clearly shown by the data review *Targeting fewer than 100% of students is acceptable if a reasonable explanation is provided. Learning Content Secondary/Special Area Supervisors Not aligned with MDCCRS or state/ national standards for grade/content area and/or no explanation for why the targeted standards were selected are included Aligned with only one of the MDCCRS or state/national standards for grade/content area and an explanation for why the targeted standards were selected is included Aligned with at least two of the MDCCRS or state/national standards for grade/content area and an explanation for why the targeted standards were selected is included Aligned with the majority of the MDCCRS or state/national standards for grade/content area Instructional Interval Secondary/Special Area Supervisors The instructional interval is not appropriate for the learning content The instructional interval is appropriate for the learning content The instructional interval is appropriate for the learning content and a general explanation for its choice is included The instructional interval is appropriate for the learning content and a detailed explanation for its choice is included
19 Wicomico County Public Schools SLO Quality Rubric (Teacher) This rubric is designed to assist teachers improve the quality of their SLOs during the development process and to assist Administrators during the SLO approval process. In some instances, circumstances beyond the control of the SLO developer may make it impossible to write a component to meet the highest quality standard. Final SLO approval is at the discretion of the Administrator; however, no SLO will be approved should one or more of its components fall into Quality Level 0 (Not Approvable) on the rubric. SLO Component Not Approvable Quality Improves Quality Level Quality Level 0 Quality Level 1 Quality Level 2 Quality Level 3 Evidence of Achievement or Growth (A) Secondary/Special Area Supervisors Provides incomplete and/or inaccurate assessment(s) or identical pre- and post- assessments Note: It is understood that pre- and post- assessments that test skills or are performance-based may ask students to complete the same tasks. These cases are not considered “identical” assessments. Provides assessment(s) that are aligned to the learning content including accurate scoring tools, rubrics, and/or answer keys and different pre-/ post-assessments are used Provides assessment(s) that are aligned to the learning content, challenge students with higher order and/or performance items for some of the different pre-/ postassessments. Provides accurate scoring tools, rubrics, and/or answer keys Provides assessment(s) that are aligned to the learning content, challenge students with higher order and/or performance items for a majority of different pre-/ postassessments. Provides accurate scoring tools, rubrics, and/or answer keys. or Uses state and/or county-developed assessments Evidence of Achievement or Growth (B) Secondary/Special Area Supervisors The post-assessment relies solely on memorization and is not performance-based. More than half of the postassessment relies on memorization and/or does not require students to demonstrate how they arrived at their response Less than half of the post-assessment relies on memorization and/or does not require students to demonstrate how they arrived at their response; the remaining part of the assessment requires students to apply their learning The entire post-assessment requires students to apply their learning Achievement or Growth Target Building Admin Sets achievement or growth targets without providing an explanation Sets achievement or growth targets that are minimally challenging and Provides a data sheet which clearly shows pre-assessment results (if applicable) for each student Sets achievement or growth targets that are sufficiently challenging (e.g., sufficiently challenging on a rubric is defined as setting targets using the entire rubric – not just one component of such as writing conventions) or sets individual achievement or growth targets utilizing applicable tools if available (e.g., SRI growth targets) and Sets achievement or growth targets that are sufficiently challenging (e.g., sufficiently challenging on a rubric is defined as setting targets using the entire rubric – not just one component of such as writing conventions) or sets individual achievement or growth targets utilizing applicable tools if available (e.g., SRI growth targets) and
20 Wicomico County Public Schools SLO Quality Rubric (Teacher) This rubric is designed to assist teachers improve the quality of their SLOs during the development process and to assist Administrators during the SLO approval process. In some instances, circumstances beyond the control of the SLO developer may make it impossible to write a component to meet the highest quality standard. Final SLO approval is at the discretion of the Administrator; however, no SLO will be approved should one or more of its components fall into Quality Level 0 (Not Approvable) on the rubric. SLO Component Not Approvable Quality Improves Quality Level Quality Level 0 Quality Level 1 Quality Level 2 Quality Level 3 Provides a data sheet which clearly shows pre-assessment results (if applicable) and targets for each student Provides a data sheet which clearly shows pre-assessment results (if applicable) and targets for each student and Provides an explanation for the targets based on an analysis of baseline student data Target Attainment Building Admin Sets full target attainment without providing an explanation Sets full target attainment, providing an explanation based on baseline data or Sets full target attainment that is minimally challenging Sets full target attainment, providing an explanation based on baseline data and how close students are relative to the desired achievement or growth target or historical data and Sets full target attainment that is ambitious but attainable Sets full target attainment, providing an explanation based on multiple data points including past student performance and teacher knowledge of depth of content and skills students must exhibit on the postassessment and Sets full target attainment that is ambitious but attainable Strategies Secondary/Special Area Supervisors Identifies activities that will be used Identifies strategies that will be used Identifies strategies that will be used and why they were chosen Identifies strategies that will be used and why they were chosen; articulates a plan to adjust instruction based on ongoing assessment results
21 Supervisor and Principal Role in the SLO process Content supervisors and coordinators play an important role in the SLO development and review process by assisting teachers with the alignment of various SLO components to ensure a coherent and rigorous but attainable SLO is written. Supervisors and coordinators at the secondary level and for special areas at the elementary level will work collaboratively with building administrators in the review of SLOs. Secondary Supervisors, Supervisors of special areas and Coordinators will have primary responsibility for review of the following SLO components: From the General tab: Instructional Interval and Strategies, Learning Content. From the Final Data tab: Evidence of Achievement or Growth (this part has two ratings, Quality Rating A and B. Building administrators at the secondary level will have primary responsibility for review of the following SLO components: Baseline Data. From the Student Population tab: Student Population Explanation; Student Achievement or Growth Target; and Target Ranges: Basic Attainment Table. Principals at the elementary level for non-special areas will be responsible for reviewing all SLO components with teachers with supervisors and coordinators being available for consultation as requested. Principals are the final approvers of all SLOs at both the elementary and secondary levels. SLO Submission Procedures and Timeline All SLOs must be submitted using eDoctrina accessed through the XIA Links application folder on the WCBOE network computer or through www.edoctrina.org. The eDoctrina site contains explicit instructions for completing the SLO template as well as other resources which may be helpful during the development of the SLOs. Teachers with total caseloads ≤ 10 as of October1st will not be required to complete an SLO for that school year. Scoring SLOs Each SLO will earn scores of 100% for Full Attainment (25 pts), 75% for Partial Attainment (18.75 pts), 50% for Insufficient Attainment (12.50 pts), and 0% for failure to submit a Student Learning Objective and/or failure to submit substantiating data for a Student Learning Objective based on the approved submission timeline.
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