School Improvement Project. The teacher will develop a school project or refine a school process as part of a school improvement effort. Examples might include leading Every adult helping every child learn and grow every day! the process of reviewing and revising the student code of conduct, developing a proposed school-wide policy, or creating a student/parent informational guide. Use Track II Planning and Assessment Form (Form A) to document this activity. TRACK III Exploring Professional Growth The purpose of Track III is to support and assess veteran practitioners relative to their success in designing and carrying out an individualized or collaboratively planned, professional growth project. It is designed to provide veteran practitioners with the autonomy to pursue professional growth through Action Research or pursing National Board Certification. Who qualifies for Track III? Any teacher who is not on formal evaluation, and with the mutual agreement of his or her administrator, may participate in Track III assessment. Administrators with concerns regarding a teacher’s professional performance may require the teacher to participate in either formal evaluation or Track II of the assessment process rather than Track III. Teachers may, with the permission of their evaluator, pursue a Track III project while being required to focus on a Track II activity. Should the teacher and administrator be unable to mutually agree on this arrangement, the administrator shall refer the matter to a Review Board consisting of the Superintendent, one other administrator of the Superintendent’s designation, and two (2) teacher representatives designated by the Licking Valley Education Association. Track III projects/activities may be done in conjunction with other formal higher education pursuits in which the teacher may be engaged.
School Improvement Project. A school improvement project supporting the school’s strategic plan will be designed collaboratively between faculty and administration at each site. The project should be based on student achievement data using Standard-Based assessments and be rigorous, yet achievable. Each plan will be submitted to the Superintendent by October 1 and shall include: ● Goals ● Objectives that support the goals ● Assessment tools ● Benchmarks and dates ● Summary of the collaborative design process ● Signatures & titles of process participants Compensation for Part B is dependent on achievement of the stated goal or 7 or more of the individual grade levels reaching the stated goal. School Improvement is 1/3 of Part I of the teacher performance allocation. APPEAL PROCESS FOR SCHOOL IMPROVEMENT PROJECTS: A school, committee or representative may appeal to the Superintendent or designee if there was a problem beyond the ability of the school to control.
School Improvement Project. The teacher will develop a school project or refine a school process as part of a school improvement effort. Examples might include leading the process of reviewing and revising the student code of conduct, developing a proposed school-wide policy, or creating a student/parent informational guide. ❖ Use the Less Frequent Evaluation Cycle Planning and Assessment Form to document this activity. Professional Growth Plan LICKING VALLEY SCHOOLS Every adult helping every child learn and grow every day! The Professional Growth Plan helps the teacher identify areas of professional development that will enable the teacher to enhance practice. The teacher is accountable for implementing and completing the plan. The plan must align to the Instructional Core Plan. The Professional Growth Plan is developed annually. It is to be reviewed regularly and updated as necessary based on collaborative conversations between the evaluator and the teacher. The Professional Growth Plan should reflect the evidence available and focus on the most recent evaluation and observations. The Professional Growth Plan should be individualized to the needs of the teacher. The school or district should provide for professional development opportunities and support the teacher by providing resources (e.g., time, financial). The Professional Growth Plan must be clear and comprehensive. It is aligned to the most recent evaluation results and proposes a sequence of appropriate activities leading to progress toward the goals. One goal required, additional goals may be added Teacher Name: Evaluator Name: Self-Directed (Accomplished) Jointly Developed (Skilled) Evaluator Guided (Developing) Choose the Domain(s) aligned to the goal(s). Focus for Learning Classroom Environment Knowledge of Students Assessment of Student Learning Lesson Delivery Professional Responsibilities Goal Statement(s) Demonstrating Performance on Ohio Standards for the Teaching Profession Action Steps & Resources to Achieve Goal(s) Qualitative or Quantitative Measurable Indicators: Evidence Indicating Progress on the Goal(s) Dates Discussed Describe the alignment to the Instructional Core Plan: Comments: Teacher’s Signature: Date: Evaluator’s Signature: Date: The evaluator’s signature on this form verifies the proper procedures as detailed in the local contract have been followed LICKING VALLEY SCHOOLS Every adult helping every child learn and grow every day! Professional Growth Plan Teacher Name: Evaluator Name:
