TEACHER APPRAISAL PLAN

  • Purpose

     

    It is widely acknowledged in research around quality teacher appraisal systems that the outcomes of effective teacher appraisal systems focus not only on the quality issues associated with effective teaching but, at the same time, learning for the teacher and students.

    In support of these research based outcomes the Elgin Teachers Association (ETA), district Administration and the Board of Education agreed upon specific purposes and outcomes for the U-46 Teacher Appraisal Plan (TAP). The purposes and outcomes for the TAP are to:

    • Support and focus professional growth and development in a quest for distinguished levels of performance
    • Unify certified staff members and administration in its pursuit to maximize student learning
    • Ensure a quality professional staff
    • Provide choice for certified staff
    • Provide a differentiated appraisal plan for ten different certified staff constituents as well as tenured and pre-tenured certified staff

    The TAP, comprised of two well-defined components, Professional Practice and Student Growth, is designed to meet the needs of licensed staff at different points in one’s career journey. During the pre-tenured years, the TAP is dedicated to helping newly hired teachers become successful in their work. New teachers are given the opportunity to accelerate their learning and move more rapidly to proficiency. In those beginning years there is a heavier emphasis on monitoring quality control to assure that effective teachers are maintained in the school district. As teachers move through their career journey and become tenured, the focus of the TAP shifts from a monitoring emphasis to one of professional growth and continuous learning. 

    A rich body of research about teacher evaluation and appraisal was used in the design of the TAP. At the core of this research is Charlotte Danielson’s Enhancing Professional Practice: A Framework for Teaching (ASCD, 2013). The Framework provides the research-based definition of effective teaching in U-46 and is acknowledged as another very important aspect of the U-46 TAP. The Framework for Teaching is defined by four domains:

    The Framework employs the use of a research-based level of performance rubric in order to determine performance range. The levels of performance are:

    • Distinguished
    • Proficient
    • Basic
    • Unsatisfactory

     In order to support the purposes and outcomes the TAP Professional Practice Component has been built around three main elements. They are:

    • Observations
    • Conferences
    • Professional Development 

    The TAP Student Growth Component has two primary elements:

    • Reflective practice with a partner
    • Student Learning Objective (SLO) Process

    These TAP components and use of The Framework, as well as the outcomes and purposes are supported by a set of shared values and beliefs around how to use the TAP with efficacy and fidelity. It is with shared agreement by all parties using the TAP, and a commitment to using all aspects of the TAP with fidelity and efficacy that will allow these stated purposes and outcomes to be realized.

    • Planning and Preparation
    • Classroom Environment (The Environment)
    • Instruction (or Delivery of Service)
    • Professional Responsibilities 

    Click here for access to TAP Online System

    Click here for access to the TAP website

     

    Contact the Teacher Effectiveness Initiatives Department with questions regarding the Teacher Appraisal Plan.

            Amanda Sanders                                            Stacey Bartkowski                                           
            Teacher Leader for TAP &                                Systems Manager for TAP & PAR
            Ext. 4285                                                         Ext. 5494