Comments, Questions, and Feedback
The Monroe County bargaining team established the Educational Performance Incentive Compensation Committee to serve as a subcommittee to the district's bargaining unit. The committee is charged wtih the development of the Monroe County School District Teacher Evaluation Plan among other duties. Central to this effort is the establishment of thresholds through which instructional staff incentives can be accessed for exemplary educational practice. The committee is composed of teachers, union representatives/leadership and district leadership. The premise upon which the committee rests ins the Charlotte Danielson research model.
FAQs - Your Questions Answered
Questions/comments/feedback can also be sent to EPIC@KeysSchools.com for a more personalized response.
Questions for Domain 1
Q - Will there be help to develop a lesson plan template for effective use when teaching students who are highly individualized? How can we use the IEP goals in the plans and assessments to create one document that will "tell the whole story" Can video modeling or technology be used to provide the evaluator with a comprehensive view of what the students are accomplishing at off campus job sites?
A - Grade Level and Subject Area templates will be made available for teacher use or to serve as models for teachers to create their own. The overall class lesson plan will be used. Individual student lesson plans can be added to portfolio and shared with your principal. Access point and IEP goals can be used to drive student lesson plans. Portfolios to document teacher performance may include a variety of sources including: videos, pictures, and teacher-created supporting documents. These artifacts would be utilized mainly in Domains 1 and 4.
Q - How will these be measured and evaluated? Observation?
A - The observation cycle will include a pre-observation conference and a post-observation conference which include forms with guiding questions.
Questions for Domain 2
Q - 2e-How will we show you the physical space that is used in CBWE session for students who are in the nontraditional classroom setting, students with special needs ages 18-22 who are completing the lesson objectives in a real life setting with a real employer?
A - The physical space of the observation site will be one element of the observation. Unique situations should be discussed as part of the pre-observation conference process.
Questions for Domain 3
Q - 3f-will video and pictorial portfolios be acceptable to assess student performance for students who do not take FCAT or Alternative Assessment? Will students ages 18-22 who do not take traditional assessments, who are evaluated according to the IEP goals with checklists, rubrics and other teacher devised items be looked at? It is frustrating to make the nontraditional student and setting "fit" on paper. This is a wonderful opportunity for us to use a standard procedure for evaluating the students that....video, pictures, teacher made rubrics and Task analysis that many teachers in the county use are wonderful. Can we take the best of the best and agree on a Standard Operating Procedure of evaluation to make everyone’s life easier and not have to recreate what may already exist?
A - Videos, pictures, and teacher-created supporting documents can be included in the portfolio and discussed during pre-observation and post-observation conferences.
Questions for Domain 4
Q - 4a-When I did my National Board teaching certificate, this was the most valuable and the hardest piece to understand and do effectively-the National Board model is great, will it be used and considered as the badge of excellence that it is for those of us who achieved it?
A - National Board completion or recertification could be included in the teacher portfolio the year of completion. This observation instrument is focused on classroom practice. Other elements of the overarching EPIC plan, including career ladder implementation, are yet to be determined.
General Feedback – (Comments/Responses)
C - I am thrilled we are doing this! It will be wonderful to have a standard that is considered good teaching that we all adhere to and agree upon. Sometimes it feels as if we are all trying to obtain a brass ring, then someone moves it and we have to try to find it again!
R - Thank you!
C - I would have appreciated more details on how the evaluation instrument will be tied to our pay. I received training on these 4 frameworks in another district (Pathwise Training). I am wondering if we will be required to keep our own portfolio of evidence as part of our evaluation. Thank you.
R - The nature of the four domains lend themselves to different evidence options. Creation of a portfolio to demonstrate various aspects of teacher practice may be especially helpful in domains 1 and 4.Elements of the EPIC plan include redesigning the teacher evaluation process, performance pay, and a career ladder. The agreement between MCSD and UTM is available on the UTM website, pages 115-117 of the UTM contract. www.utmonline.org
C - It will be important to address the various domains and how they can be efficiently implemented and or adapted for counselors, media specialists and other professionals.
R - Charlotte Danielson has created rubrics to address instructional non-classroom positions. The task force anticipates utilizing the Danielson models for these positions as well.
C - Is there an evaluation instrument for media specialists?
R - Charlotte Danielson's research includes rubrics for media specialists, guidance counselors, etc. that are being reviewed by the EPIC committee.
This folder contains the six evaluation instruments in both pdf and doc formats.
This folder contains six (6) Instructional Personnel Feedback Forms (previously known as Form C) for ALL employees
Approved forms informal classroom observation.
Pre-Observation and Observation Documents