Admin

Questions and Answers

Evaluations and Scoring

1. Why is it that, if you miss some days, it is unsatisfactory?

The district has always valued good attendance from teachers because it is in the best interest of students to have their regular teacher in class. The components summary sheet lists the specific ratings for attendance: 0 absences – distinguished; 1-3 absences – proficient; 4-5 – basic; 6 or more – unsatisfactory.  


2. Explain how student-led lessons tie into INVEST scoring.

The component summaries, particularly under Classroom Environment, provide detailed information about the roles and contributions of students.  Different components look for different student contributions. 


3. How many formal or informal walk-throughs can you receive?

There is no maximum number of walk-throughs, but there are minimums that are different for different tracks. Refer to the Annual Appraisal Timeline for your track.  Track 1A and 1B will receive a minimum of 2 walk-throughs each semester. Track 2 will receive a minimum of 2 walk-throughs during the first semester and 1 walk-through during the second semester. 


4. Are the walk-throughs averaged together?

Yes, the walk-throughs will be averaged by component, then by domain.


5. How are evaluations averaged for a final score?

From PART A — The Danielson Framework: First, the components and the domains will be averaged. The score given for each component will be derived as follows: 50% from the formal observation score, and 50% from the cumulative score of all walk-throughs. The domain average will then fall into an overall proficiency range. Based on each overall proficiency range, a specific overall rating is scored using a specific set of rules.


6. Are new teachers expected to have all 3s and 4s?

The goal is for all teachers to earn a Proficient (3) or Distinguished (4) level during observations.


7. What do we have to do to earn/get a 4?

The component summary document provides detailed information about how to earn 4s in each area. The modules — Teachscape Focus — also have detailed examples of level 4 performance.


8. Can an evaluation be deleted/edited if there is a gross misrepresentation of the scoring/rating?

No, evaluations cannot be deleted. If a teacher disagrees with the written formal observation summary, a second appraisal can be requested in writing within 10 workdays after receiving feedback from the first formal observation. If a second appraisal is requested by a teacher, a formal appraisal rating will be determined by using 60% of the ratings from the first appraisal and 40% of the ratings from the second appraisal.


9. How many domain categories are fair to use during a 15-minute evaluation?

Domains 2 & 3 will be used to rate teaching performance during a walk-through. Based on the lesson, some or all of the components for those domains may be scored.


10. How and when are your goals used during each evaluation, i.e., 15-minute and 45-minute?

Goals and action plans may be monitored throughout the year and could be used as supporting evidence for component ratings.


11. Can scores be changed after the rater has submitted them? For example, can a 3 be changed to a 4?

Yes, teachers may submit artifacts to support a particular rating. Also, post-conference feedback may be used to determine if a rating change is warranted. The final decision will be made by the appraiser based on the quality of the evidence submitted.


12. What if you are scored on a domain that your rater did not witness? Can “N/A” be entered as a score?

For walk-throughs, Domains 2 & 3 will be rated. Formal observations will include Domains 1-3. If evidence is not collected for a particular component during a walk-through or a formal observation, that score will be left blank. The teacher WILL NOT be penalized if evidence is not present.


13. The reference to the manual is great, but I need the actual rubric used to rate me. The verbiage is vague – I don’t want to learn the philosophy behind how it’s going to be used or examples. Show me the actual scoring for my performance, otherwise all of my evaluations will be up for debate. Why is it rare that teachers are a 4 rather than the other way around?

The component summary document provides the most detailed information; each component, if observed, will receive a rating of 1-4. Teachers may also access modules that demonstrate the various levels of performance using Teachscape Focus. In Enhancing Professional Practice: A Framework for Teaching (2007), Charlotte Danielson wrote, “Distinguished-level performance is a good place to visit, but don’t expect to live there.”


14. If a teacher is out on FMLA and misses one of the district required staff developments, does that teacher need to make it up?  

Since FMLA is protected leave, the principal may approve a make-up for one session, but it cannot be required.  Therefore, the teacher cannot be penalized for missing a district staff development day if on FMLA.  


15.  If a teacher is out on FMLA and misses one of the district required staff developments, can that teacher still earn a rating of "Basic" for having attended all of the other staff developments?

Yes, if the teacher did not meet the following requirement: Participates in an additional 24-36 staff development hours.  The specific requirements may be found in Domain 4 of the Components Summary document.


Specialist Evaluations

1. Is the district working on specific evaluations for specialists, such as skills coordinators?

The plan for skills specialists’ evaluations is under discussion.


2. Has there been any further discussion on the SLC classroom teachers and how they will be evaluated? TSC-SLC teachers as well, my classroom is out on the job site.

No, SLC teacher’s duties are congruent with that of teachers; therefore, SLC teachers will follow the same rubric as teachers. Members of the special education department are available to clarify how SLC practices fit within the teacher rubric.


3. I was told that teachers who work with non-verbal SLC students would not be able to earn 4s — is that accurate? Can the appraiser say across the board “no 4s”?

No, SLC teachers can and have earned 4s. It is important to discuss room dynamics and relevant student needs with your administrators.


4. For Domains 2 & 3 it seems to be difficult to attain 4s with SLC students – will areas be rewritten to include these teachers?

No, SLC teachers will continue to use the teacher rubric. (See question #2)


5. Are all areas of teaching – teachers in
all areas of teaching and related service personnel – subject to the same requirements?

Yes. All staff is evaluated for teacher practices using individualized rubrics. Rubrics are used for all teachers and “other staff.” They represent position-specific job responsibilities. All staff will also be evaluated using either SGP or SLO outcomes.


6. A skills specialist does not have a classroom of his or her own. Is it fair to evaluate a person in somebody else’s classroom?

The plans for specialists’ evaluations are still under discussion. Skills specialists will continue to be evaluated with the teacher rubric unless a change is submitted and approved by the board.


7. On the INV10 – Artifacts, Domain 1lists Benchmarks and fluency data as a Scorecard requirement.  However this is not used with SLC. Will we be marked down because of this?

Teachers will not be marked down for areas that do not apply to their specific content area. The comment “if applicable to position” has been added to the form to clarify this point.  Talk with your administrator if you have questions related to this. For example, a good discussion to have with your administrator might be about whether IEPs could be used as benchmark data.


8. It seems that Special Ed. was not figured into this program. Will changes be made to have all areas of education represented?

Some individualized rubrics were created for some special education programs. All others will follow the general teacher rubric. Section I of the manual contains a list of the other staff rubrics.


9. I am a rotation teacher for music at my school; I see every student on my campus. Some groups and/or grade levels I feel can perform consistently in the 3-4 range, while others are consistently more in the 2 or even 1 range. It feels at times that my observation scores will be dictated by whoever happens to be on my schedule. How can I be sure that my evaluation is accurate?

Communication is the key. Be sure to schedule a time with your appraiser to share your concerns. Ratings are earned based on teaching performance not student groups.


Artifacts

1. Do we have to have an artifact for every domain and every component?

Form INV10 lists required artifacts for each domain that must be submitted. Optional artifacts are just that — optional. Additional artifacts not listed on INV10 can be submitted using Form INV7. Teachers can make decisions about what evidence to include and for which components. Teachers will not be penalized for not submitting optional artifacts. Also, optional artifacts do not guarantee higher ratings.


2. For all of the required artifacts listed, do you need to have all of them or at least one?

All of the required artifacts must be turned in if they relate to your program or content area.  If a required artifact does not relate to your program or content area, discuss it with your administrator.


3. What are you supposed to do with your artifacts?

The collection of artifacts may vary by campus.  The principal at each campus will develop an artifact collection process.


4. What happens if a teacher does not have a required artifact?

If a required artifact is not submitted, this action may be used as evidence to support a particular rating.


5. Is there a central location for “good” examples of binder artifacts and reflections?

Not at this time.


6. Scorecard requirements for Domain 3 — what is the journal? What does it consist of?

This has been revised to read Student Journal, and is a required artifact for Domain 3.  If a required artifact does not relate to your program or content area, discuss it with your administrator.


Goal Setting, Action Plans, and Other Documents

1. Can a teacher make changes to the Beginning of the Year (BOY) Goal-Setting and Action Plan document if his or her goals change mid-year?

Changes to Goals and Action Plans can only take place during the BOY process.  Your administrator will help ensure that your goals are valid and attainable at your Goal Setting and Action Plan conference.


Pre- and Post-Conferences

1. Is the pre-conference required before a 15-minute evaluation?

No, pre-conferences are not required for walk-throughs.


2. Is the post-conference required after a 15-minute evaluation?

Post-conferences for Track 1A teachers are required for walk-throughs. For Track 1B & 2, if unsatisfactory in any component, post-conferences are required, otherwise post-conferences are optional


3. How many conferences are required?

The number of conferences required depends on a teacher’s track. For details on the different tracks and the number of conferences for each, refer to the Appraisal Timeline, which can be found on ePortal.

 

Attendance

1. Are you marked down if you do not attend staff developments?

Yes. The Component Professional Education hours will be rated in a Domain 4 component. The expectations are the same as those outlined in the Aldine Continuing Professional Education Brochure. One district-allocated staff development day (6 hours) may be made up if approved by the principal. The sessions must be completed outside of the school day.


2. Why is it that, if you miss some days, it is unsatisfactory?

The district has always valued good attendance from teachers because it is in the best interest of students to have their regular teacher in class. The components summary sheet lists the specific ratings for attendance: 0 absences – distinguished; 1-3 absences – proficient; 4-5 – basic; 6 or more – unsatisfactory. 


Student Growth

1. What test/data is being used for the student growth component for first grade?

The Stanford 9 or Aprenda test is being used to determine student growth.


2. Can classroom portfolios be used as part of measuring student growth?

Classroom portfolios are considered artifacts, so they could potentially influence the Part A: Teacher Practices rating, but not student growth.


3. If a student gets a schedule change and comes to me from a different teacher after the snap shot date, does his score count for me or for the other teacher?  

The student will be attributed to the teacher if they were enrolled prior to the ‘as-of date’ and are still enrolled in the class on the ‘verification date.’


4. If a student comes to me after the snap shot date from a different school, but in the same district, does his score affect me?  

No, it does not. (See question #3)


5. If a student comes from out of the state after the snap shot date, does this score count towards me or not?  

No, it does not. (See question #3)


6. If a student was with me before the snap shot date but withdrew and comes back to me after the snap shot date, does this score count toward me?  

No, it does not. (See question #3) 


7. What is a growth model?

The term growth model describes a method of measuring students’ learning progress on statewide assessments by tracking the test scores of the same students from one year to the next.


8. How will Aldine measure student growth?

Aldine will measure growth for an individual student by comparing the change in his/her TAKS/STAAR performance to all other students in Aldine who had similar TAKS/STAAR achievement results in previous years (the student’s “academic peers”). This change will be reported as a Student Growth Percentile (SGP) from 1 to 99.


9. What is a student growth percentile?

Student Growth Percentiles, or SGP, measure how much a student has learned compared to his or her academic peers. Growth percentiles are reported on a normative scale from 1 to 99 with higher percentiles indicating greater growth. The 50th growth percentile represents average growth.


10. Who are the academic peers against whom a student’s being compared to generate SGPs?

Academic peers are students who have similar TAKS/STAAR test score histories. SGP allows educators to see whether a student has progressed similar to, greater than, or less than comparable students.


11. What do growth reports show that TAKS/STAAR and AYP reports don’t?

Growth reports show the academic progress students made in relation to their academic peers (students with a similar TAKS/STAAR test results).
TAKS/STAAR test results show the achievement level of students at the end of each school year (e.g., the percent of students who Did Not Meet Standard, Met Standard or achieved Commended Performance).

Adequate Yearly Progress (AYP) shows the increase or decrease in the percent of students that reached proficiency. It compares grade-level cohorts (e.g., this year’s 4th graders to last year’s 4th graders), not individual student’s growth.


12. If my school made AYP, does that mean my students are growing faster than their academic peers?

No. AYP determinations are based on absolute performance, and do not compare the same students’ growth over time.


13. Is growth a better measure of student performance than TAKS/STAAR scores?

If you want to know how well a student achieved on the standards for mathematics by the end of 6th grade, the TAKS/STAAR score will answer that question. If you are trying to determine how much a student’s performance changed from year to year relative to the student’s academic peers, the growth score will answer that question.


14. What questions can a growth model help answer?

Growth models help schools identify promising and underperforming programs, practices, and teachers. A growth model can answer questions such as:

  • How much academic progress did an individual or group of students make in one or more years?
  • How does an individual student’s growth compare to that of students with similar prior TAKS/STAAR test scores?
  • Is a student, school or teacher’s growth higher than, lower than, or similar to the growth of comparable students, schools or teachers?
  • Which schools or teachers demonstrate better than (or less than) average growth?



15. Why did Aldine develop a growth model?

Aldine developed a growth model to measure students’ academic progress and use that data to improve learning and instruction. Aldine aims to provide every student with a highly effective teacher.


16. When will growth reports be available?

Within the first eight weeks of the following school year.


17. How will growth data be disseminated?

Growth data will be delivered via a password protected secure Web site (https://thevaanetwork.com).  Aldine administrators will enroll their teachers and school staff.


18. What additional information will Aldine provide to teachers, administrators, and other education stakeholders about Aldine’s Measure of Student Learning Growth?

Aldine principals will be trained during horizontal and vertical district meetings. In turn, they will deliver face-to-face presentations to teachers about the growth model. Several recorded Webinars describing the Aldine Growth Model can be viewed at https://thevaanetwork.com. A Quick Start Growth Guide will also answer additional questions.


19. What does the median student growth percentile at my school, grade level, and classroom represent?

The median student growth percentile is the midpoint of student growth percentiles in the school, grade level or classroom. Half of the students had student growth percentiles higher than the median; half had lower.


20. Can the student growth percentile be interpreted the same way regardless of the grade level or subject matter?

Yes. A student with a growth percentile of 70 improved more than 70 percent of his academic peers, whether that student is enrolled in grade 4, 5, 6, etc. Moreover, a student with a growth percentile of 70 in reading improved more than 70 percent of his academic peers in reading. And, a student with a growth percentile of 70 in mathematics improved more than 70 percent of his academic peers in mathematics.


21. Can students who perform at the top range of the test, the Commended Performance level show growth?

Yes. One of the strengths of the Student Growth Percentile model is that it measures growth at the top and bottom of the TAKS/STAAR performance scale equally well. All students, no matter where they start, have the opportunity to exhibit growth from the 1st to 99th percentile. SGP accounts for this by measuring each student’s growth relative to his or her academic peers.


22. Research shows that there are correlations between a student’s socio-economic status and their achievement. Is the same true with growth?

No. Numerous studies have established that the correlation between growth and economically disadvantaged students is weak and statistically insignificant.


23. How many students are needed to calculate a teacher’s classroom growth?

Ten students is the minimum.

 

24. Is the Student Growth Percentile (SGP) approach as rigorous and fair as value-added analysis?

The correlations between SGPs and VAM are high (.82 to .91), showing that both types of statistical analyses produce similar results.


INVEST and your career

1. Do bad scores in INVEST affect whether you can be hired in Aldine?

All rehire candidates will be considered based on their qualifications.


2. How are teacher bonuses going to be attached to teacher evaluations?

The district will be moving from a single salary statement to a compensation plan that is aligned to teaching performance. The plan is in the design stage. The goal is to recognize and reward highly effective teaching.

 

ISP and PGP

1. Why would a teacher be placed on ISP?

An ISP may be developed at any time if an appraiser has documentation of an event or pattern of teacher practice that could potentially produce a rating of basic or unsatisfactory in any of the four domains. An ISP can also be developed if a teacher receives a basic rating in two or more domains or an unsatisfactory rating in one or more domains. ISPs can be extended into the next school year.


2. What if your cumulative score is 2.5 or higher and you still have more than three 2s on a 45-minute observation – can you be put on ISP?

Yes, for the same reasons as listed above.


3. How do you know if your evaluation results have placed you in a PGP?

A PGP will be developed if all targeted components in the ISP do not have at least a .5 increase during the ISP period as demonstrated by walk-throughs and do not score at least proficient and/or 100% of the professional activities identified in the ISP are not successfully completed.  A meeting will be held at the conclusion of the ISP where a formal letter will be given to the teacher reiterating the results of the ISP that contributed to the development of a PGP.


4. Can you be placed on an ISP after a 15-minute walk-through or after the formal observation?

Yes, an ISP may be developed at any time if an appraiser has documentation of an event or pattern of teacher practice that could potentially produce a rating of basic or unsatisfactory in any of the four domains. An ISP can also be developed if a teacher receives a basic rating in two or more domains or an unsatisfactory rating in one or more domains. ISPs can be extended into the next school year.


INVEST Roll-Out

1. Are there any parts of INVEST that will slowly be coming to us? (I ask because every time I get my binder organized, I am given another form to fill out and add describing my artifacts)

There are only two forms associated with Artifacts for INVEST:

• INV10 – a form designed as a reference tool and a table of contents

• INV7 – a form designed for optional artifacts only


2. Would it be possible to get a paper copy of the manual for those who don’t prefer the online manual? I find it easier to look at all the documentation on paper, so it can be easier to refer back to.

The manual may be accessed and printed from ePortal.


General INVEST Questions

1. On my campus, the principal always relates everything to INVEST. He or she almost holds it over staff heads. Example: Who’s signed up for  _________? (If no one has signed up, then INVEST is mentioned.) What is required?

INVEST is not an isolated system. It is designed to evaluate the effectiveness of the person in carrying out the responsibilities of their job. Therefore, daily actions and requirements will directly affect performance ratings.


2. After I watched my videos on Teachscape, they were no longer available anymore. Is there another way to re-watch the videos?

Every employee has access to the modules, FOCUS. They should be available throughout the school year.  However, you must re-register each year. Principals will be able to guide you through the procedure.


3. This is the first time I have heard of anything being on the ePortal. Could this important information be sent out by the district since I have never been told of these resources by my school?

Administrators should inform employees about the ePortal during INVEST training.


4. What happened to the Teachscape videos made by PK in Aldine a few years ago? There was never any feedback or availability for the teachers to view scored ones.

Some PK videos were selected for training purposes. However, LEARN is available for teachers to view. There is an early childhood series in the library for teachers to access. Ask your principal for more information about accessing the videos.


Administrators

1. On the ISP, is there a specific outline for administrators to follow as far as what they ask the teacher to do? In observations of others? So many hours of in-service? Is that in the manual someplace?

The development of an ISP should be tailored to the individual needs of the teacher. The areas to be addressed should align with one or more of the individual components in which the teacher is struggling.  However, a structured framework is identified on INV 5. A minimum of 3 walk-throughs is required during an ISP. Post-conferences are also required after each walk-through. An ISP is to be developed collaboratively between the teacher and the appraiser.

2. What training do administrators have in the INVEST “conversation” component about explaining ratings and talking to the teacher in a professional way after a walk- through? Some need more.

EndFragment

Principals are trained in various formats on enhanced communication through using specific feedback and on critical elements for INVEST, including difficult conversations.