INDEPENDENT SCHOOL DISTRICT 196 Rosemount, Minnesota Educating our students to reach their full potential Administrative TDE Planning Committee Goal To develop and implement a Teacher Development and Evaluation professional development pian for administrators to ensure that the union/school board approved model is implemented with fidelity Desired Results ‘plan that will provide training for administrators to ensure that teachers will have the ‘same evaluation cycle opportunities because of the administrators’ inter-rater reliability Responsibilities To review research on professional development for teacher evaluation models and design a training component for administrators which includes training on Danielson’s frameworks, observation and data collection, pre and post conferencing, feedback during formative conferences, and the summative conference process Authority The committee recommends to the Superintendent's Cabinet. Decisions made by attending members at each meeting are not subject to alteration by absent members at subsequent meetings. Communication Copies of minutes will be sent to Cabinet members, DCUE president and the committee members. Timelines Recommendations will be completed by September 2014. Implementation will begin after October 2014 so that all administrators are prepared to implement the TDE process in the 2015-16 school yeer. Expectations for Membership ‘+ Everyone participates. Deal with important issues, even if they are dificult ‘Work as peers. Reflect diverse perspectives. Work for the good of the entire organization. Attendance: Members are expected to attend all regularly scheduled meetings.What's in the Law? ‘The language states that teacher development and evaluation plans must: Establish a three-year professional review cycle for each teacher that includes an individual | «rom and development plan, a peer review process and the opportunity to participate in a profesional Iearning community. Coordinate staff development activities with this evaluation process and teachers’ evaluation outcomes (The plan also may provide time during the schoo! day and schoo! year for peer coaching and teacher collaboration.) Provide forall evaluations of probationary teachers curently required by lav (The plan also ‘may include mentoring and induction programs} Evaluate teachers by peer review forthe years when a tenured teacher isnot evaluated by @ ‘qualified and trained evaluator. Provide atleast one summative evaluation, performed by a qualified and trained evaluator ssuch as a school administrator, during the three-year review cycle Be based on professional teaching standards established in rule Include an option for teachers to develop and present a portfolio demonstrating evidence of reflection and professional growth, and include teachers’ own performance assessment based on stent work samples and examples of teachers’ work, which may include video among other activities forthe summative evaluation. Give teachers not meeting professional teaching standards support to improve through @ ‘acter improvement process that indudes established goals and timelines Discipline a teacher for not making adequate progress inthe teacher improvement process. Use growth data from assessments that are valid liable and aligned to standards. Use longitudinal data on student engagement and connection, and other student outcome ‘measures explicitly aligned with the elements ofcuriculum for which teachers are responsible