INDEPENDENT SCHOOL DISTRICT 196

Rosemount-Apple Valley-Eagan Public Schools

Educating our students to reach their full potential

District 196
Teacher Development and Evaluation:
Student Engagement and Connection
Fall 2014

For additional information, go to I-196 at http://staff.district196.org

Teacher Development and Evaluation

Overview
Public school districts in Minnesota must have a Teacher Development and Evaluation plan that meets
statutory requirements by the 2014-15 school year. A committee of Dakota County United Educators
and administrators viewed teacher development and evaluation as an opportunity to have rich teacheradministrator conversations about teaching and learning while providing time to reflect on strengths, areas
of improvement and overall professional growth. To prepare for the implementation, the committee created
a plan, which was approved by teachers and the School Board in May 2014.
We are fortunate to have many requirements of the Teacher Development and Evaluation Plan (TDE) already
in place:

mentoring and support for new teachers;

administrative support and evaluation for probationary teachers;

professional standards for teaching (Danielsons A Framework for Teaching);

peer review support through Q Comp;

Individual Growth Plans (IGP) tied to site and individual goals;

professional learning communities, and

strong professional development support.

New Requirement
As part of the Teacher Development and Evaluation process, all non-probationary/tenured* teachers are
required to collect and examine longitudinal data related to student engagement and connection each year.
This data collection will begin in Fall 2014.
Longitudinal data on student engagement and connection helps teachers identify trends and can be used
for reflection and continuous improvement. This data is shared with the administrator during the year the
teacher has a summative evaluation.
The committee agreed on the definitions of longitudinal data, student engagement and connections.

Longitudinal data is information collected repeatedly over time.

Student engagement and connection examines a students commitment to learning and includes
academic, behavioral, cognitive and affective components.
There are three sources for evidence of student engagement and connection data:

Surveys of students and/or parents at the school or classroom level;

Observations by trained observers such as administrators or peer leaders,

Observations in which a teacher monitors his/her students.
* Please note the term non-probationary will replace the term tenured.
District 196 School Board
Rob Duchscher, Chairperson
Jackie Magnuson, Vice Chairperson
Gary Huusko, Clerk
Art Coulson, Treasurer
Joel Albright, Director
Mike Roseen, Director
Bob Schutte, Director
Jane K. Berenz, Superintendent

Teacher Development and Evaluation

How do I begin?
Step 1: Components
Determine which component (academic, behavioral, cognitive or affective) of student engagement would
provide meaningful data for reflection, development and evaluation for this school year. You may continue
to use the same component each year, but that is your decision to make each year.
Step 2: Options for Collecting Data
After selecting a component, consider some possible options for collecting longitudinal data. Below are
some examples. You may also use Danielsons A Framework for Teaching for additional options.
Teacher-Focused

Student-Focused

L evels of rigor in classroom instruction and

assignments
S trategies for connecting content to students lives
R
 elationships with students
F requently monitoring student behavior
S trategies for minimizing classroom disruptions and
off-task behavior
M
 anagement of transitions
E fficiency and consistency of classroom routines
O
 rganization of learning groups
C
 ommunication of explicit learning objectives
F acilitation of student questions and responses
Q
 uality and frequency of feedback
I nstructional match to student abilities and needs
U
 se of multiple teaching methods
D
 elivery of instruction at a quick, smooth, efficient pace
C
 larity of directions
U
 se of homework to enhance learning
U
 se of student-mediated strategies
- Metacognitive strategies
Study skills
Self-monitoring procedures
Self-management skills
Student goal setting

Student responses to a perception survey

Student responses to teacher interactions
Student attention to learning activities
Assignment completion rates
Levels at which students express ideas and pose
questions relevant to learning
Levels at which students initiate and complete tasks
Levels at which students are on-task and working
independently or in groups
Student body postures
Frequency of disruptions
Levels at which students regulate emotions and
behaviors to meet classroom demands
Levels at which students express a desire to do well and
to learn
Levels at which students enjoy the class, content and
teacher
Levels at which students see themselves represented in
the class or content
Classroom community
Levels of rigor in student goals

Step 3: Collection Method

Choose a data collection method that makes sense for you and that aligns with your component. Although
you will collect data every year, the amount of data you collect is your decision. You will want to collect
enough data to identify trends and have a reflective conversation with your administrator. You may collect
data on one student, a group of students, a single class or multiple classes.
Step 4: Collecting and Saving Data
You are responsible for collecting and saving your data. The data will be shared with your administrator at
your summative evaluation meeting which occurs every three years.
Step 5: Support
If you have questions, consider talking with the following people:

your administrator;

your peer leader. Your peer leader may even

your collegial team;
help you collect data during your Q Comp

y our department/grade level colleagues and/or,
observation cycle.

Teacher Development and Evaluation

Frequently Asked Questions

The Teacher Development and Evaluation brochure may answer some of your questions. http://www.
district196.org/district/departments/Communications/RelatedNewsReleaseFiles/TDAEbrochure.pdf
Q: Can my collegial team and I develop and use the same component and data collection tool?
A: Yes, but you are responsible for collecting and saving your data.
Q: What are some possible resources I could use?
A: You may want to use a data collection tool you are already using. See the chart below for some examples.
Teacher

Resource

Any teacher

Culturally Responsive Instruction (planning

documents, artifacts and/or observations)

Leveled Literacy Intervention (LLI) teacher

Direct Behavior Rating Form

Secondary English Language Arts (ELA) and

Reading teachers

Rigor and Talk Checklist

The Reader Self-Perception Scale
An Inquiry-Based Approach to Secondary ELA
Continuum

Grade 6 Strategic Reading teachers

Survey of Academic Self Academic Self Esteem

Special educators

A students Individualized Education Program (IEP)

Any staff member

A survey or focus group questions created by the

staff member (Sample surveys will be available on
the district intranet at a later date.)

Q: I do not work directly with students, but I work with adults. Who are my students?
A: Your students are the adults with whom you work.
Q: I am a probationary teacher. What are my responsibilities?
A: You will follow the requirements of the Performance Appraisal System (PAS). If you are interested in
collecting student engagement and connection data, discuss it with your administrator.
Q: Is there additional data I should be collecting?
A: In addition to collecting student engagement and connection data, as part of the Teacher Development
and Evaluation Process, all teachers are required to collect student growth data to share with their
administrator during the summative evaluation. You may use your student achievement goal from your
IGP to demonstrate student achievement.

Teacher Development and Evaluation

Three-Year Teacher Development and Evaluation Process

Q Comp: All Staff
Year One

Year Two

Year Three:
Summative
Evaluation

Year Four

IGP
Observations by Peer
Leader
Collegial forms
Summative conversation
with Peer Leader
IGP
Observations by Peer
Leader
Collegial forms
Summative conversation
with Peer Leader
IGP (shared with the
administrator)
Observations by Peer
Leader
Collegial forms
Summative conversation
with Peer Leader

Continue Q Comp
responsibilities

TDE: Non-Probationary
Staff*
Collect and save data on
student engagement and
connection

TDE: Probationary Staff

Participation in PAS
including observations
and written evaluations by
administrator

Collect and save data on

student engagement and
connection

Participation in PAS
including observations
and written evaluations by
administrator

Share IGP with

administrator
Collect and save data on
student engagement and
connection
Observations by
administrator
Summative meeting with
administrator

Participation in PAS
including observations
and written evaluations by
administrator

Return to Year One of TDE

process

Begin Year One of

TDE process for nonprobationary teachers

* In the spring of 2015 all non-probationary staff will be selected through a lottery for the year in which their
summative evaluation will be completed. Building/supervising administration and worksite representatives
will conduct the lottery process.
Fall
2015
2016
2017
2018

Cycle 1
Year Three
Year One
Year Two
Year Three

Cycle 2
Year One
Year Two
Year Three
Year One

Cycle 3
Year Two
Year Three
Year One
Year Two

Teacher Development and Evaluation

Non-Probationary Teacher
Summative Evaluation Year
Timeline and Process
Date
August-September

September-October

Administrator Role
Review process and timeline with
non-probationary staff in evaluation
year
Meet with non-probationary teacher
to review IGP between September 15
and October 31

September-November

Observation Window 1
(2-3 informal or 1 formal)

November-February

Observation Window 2
(2-3 informal or 1 formal)
Observation Window 3
(2-3 informal or 1 formal)

February-April
March 1-April 15

April 15-May 30

Summative Evaluation Meeting

Review:
Evidence of student growth data
Evidence of student longitudinal
engagement and connection
data
Portfolio (optional)
Self-reflection
Your comments

Non-Probationary Teacher Role

Develop IGP
You may use the Q Comp IGP or develop
an additional one for the summative
evaluation year.
Review administrators comments
Continue to collect data on student
engagement and connection
Collect data on student achievement
Review administrators comments
Review administrators comments
Complete:
Evidence of student growth data
Evidence of student longitudinal
engagement and connection data
Self-reflection on summative
evaluation form
Summative Evaluation Meeting
Review:
Evidence of student growth data
Evidence of student longitudinal engagement and connection data
Portfolio (optional)
Self-reflection
Your comments

The supervising administrator will conduct observations throughout the year. At least one formal or two to
three informal observations will be completed during each observation window.
Informal observations would be unscheduled and often for a shorter period of time.
Formal observations would be scheduled generally for longer periods of time with pre- and postobservation conferences.
All observations should include a feedback component (e.g. verbal, notes, email).

Teacher Development and Evaluation

INDEPENDENT SCHOOL DISTRICT 196

Rosemount-Apple Valley-Eagan Public Schools
Educating our students to reach their full potential

Non-Probationary Teacher: Summative Evaluation

Teacher_________________________________________________ Employee Number__________________
Supervising Administrator__________________________________ Building___________ Date___________

Evidence of Student Growth Data from IGP completed

Evidence of Student Longitudinal Engagement and Connection Data completed

This report is to be completed by the non-probationary teacher and submitted to the supervising
administrator at least two school days prior to the summative evaluation meeting. The supervising
administrator will complete the rubric prior to the meeting. Comments under each Domain are optional
unless an administrator has indicated unsatisfactory. The supervising administrator must comment on
items checked Unsatisfactory.
Domain

Planning and Preparation

1a.

Demonstrating Knowledge of Content

and Pedagogy

1b.

Demonstrating Knowledge of Students

1c.

Setting Instructional Goals

1d.

Demonstrating Knowledge of
Resources

1e.

Designing Coherent Instruction

1f.

Designing Student Assessments

Unsatisfactory

Developing

Proficient

Distinguished

draft

Teacher comments:

Supervising administrator comments:

Domain

The Classroom Environment

2a.

Creating an Environment of Respect

and Rapport

2b.

Establishing a Culture for Learning

2c.

Managing Classroom Procedures

2d.

Managing Student Behavior

2e.

Organizing Physical Space

Teacher comments:

Supervising administrator comments:

Unsatisfactory

Developing

Proficient

Distinguished

Teacher Development and Evaluation

Domain
3a.
3b.
3c.
3d.
3e.

Instruction
Communicating with Students
Using Questioning and Discussion
Techniques
Engaging Students in Learning
Using Assessment in Instruction
Demonstrating Flexibility and
Responsiveness

8
Unsatisfactory

Developing

Proficient

Distinquished

Unsatisfactory

Developing

Proficient

Distinquished

Teacher comments:
Supervising administrator comments:

Domain
4a.
4b.
4c.
4d.
4e.
4f.

Professional Responsibilities
Reflecting on Teaching
Maintaining Accurate Records
Communicating with Families
Participating in a Professional
Community
Growing and Developing
Professionally
Showing Professionalism

Teacher comments:
Supervising administrator comments:

draft

Overall teacher comments:

Overall supervising administrator comments:

Teachers signature_______________________________________________________ Date______________

Administrators signature__________________________________________________ Date______________

Dept/Staff Dev/Teacher Development and Evaluation/Student Engagement and Connection.indd/District 196 Graphics/8-14-14