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Wicomico County Public Schools

Revised September 24, 2015 Margo T. Handy, Ed. D. Assistant Superintendent for Instruction & Student Services

Bonnie H. Ennis, Ed. D. Supervisor of School Improvement, Accountability and Strategic Planning [email protected] Table of Contents

Foreword 1 Introduction 2 Annual Evaluations 2 Non-Tenured Teachers and Ineffective Teachers 2 Tenured Teachers 2 Final Evaluation Reports 2 Which Teachers Are Impacted by the New Evaluation System? 3 Wicomico County Teacher Evaluation Model 5 Professional Practice 5 Professional Practice Rubric 6 Teacher Observations 13 Student Growth 13 Student Learning Objectives (SLOs) 13 Student Learning Objective (SLO) Template – Teacher 15 Student Learning Objective (SLO) Quality Rubric – Teachers Student Learning Objective (SLO) Time Line – Teacher 16 Relating SLOs to Professional Practice 17 Professional Development for Evaluators re: Teacher Evaluation Model 17 Professional Development for Teachers re: Teacher Evaluation Model 17 Tenure 18 Rating of Certificates 18 Procedure for Rating Teachers Second Class 18 Procedure for Evaluating Teachers With a Second Class Rating 19 General Exception 20 Performance Improvement Plan Process 20 Performance Improvement Plan 22 Calculation of Scores for Teacher Evaluations 23 Determination of Final Evaluation Rating 23 Phase-In of Three Year Evaluation Cycle 23 Appeal Procedures 24 Business Rules 25 Declaration of Intent to Submit SLOs 25 Disputes Regarding SLO Approval 25 Adding and Removing Students (Student Challenges) After SLO Approval 25 Target Attainment Challenges After SLO Approval 26 Early SLO Completion 26 Teachers Hired After the Beginning of the School Year 26 Teachers on Approved Leave 27 Appendix A. Process Used to Develop Professional Practice Rubrics for Positions Not Covered by COMAR 13A.12.03 B. Observation/Evaluation Tools for Dean of Students C. Observation/Evaluation Tools for Media Specialist D. Observation/Evaluation Tools for Professional Development Coach E. Observation/Evaluation Tools for School Counselor / Student Advisor Foreword This Handbook is designed to assist users in developing a comprehensive understanding of teacher evaluation, including the structure of the evaluation model, professional practice components, student growth components, and business rules governing implementation. Teacher evaluation is about both self-reflection and gaining useful feedback to improve the capacity of instructional staff to fulfill their primary function: to provide instruction that results in a high degree of learning for all students. The heart of evaluation is a commitment to continuous, data-driven improvement. To be most effective, the evaluation process must be both interactive and recursive, engaging teachers and administrators to focus on actions leading to improved student learning. If teachers and administrators are not constantly improving and growing in their capacity to meet the needs of today’s students, then they are losing ground and failing in their mission. Today, as a profession, educators have access to a vast body of research on high-performing systems of teaching and learning. Through the evaluation process, it is imperative that we put these best practices to work on behalf of improving student learning.

This Handbook for Teacher Evaluation provides a description of the Wicomico County Public Schools teacher evaluation model, process, and procedures for implementation which were agreed upon by the Teacher Evaluation Committee whose members were representative of the Wicomico County Education Association (WCEA), Association of Public School Administrators and Supervisors (APSAS), and the school system.

Evaluation is about building the capacity of instructional staff to fulfill their primary function: to provide instruction that results in a high degree of learning for all students. Introduction Wicomico County Public Schools implemented a new teacher evaluation model in 2013-2014 consistent with the requirements set forth in COMAR 13A.07.09. The model uses a three-year evaluation cycle, meaning that teachers are evaluated once every three years on professional practice and every year on student growth (i.e., Student Learning Objectives or SLOs). Maryland law requires that teachers be rated as Highly Effective, Effective, or Ineffective.

Annual Evaluations Wicomico County will phase in teachers to the evaluation cycle over a three-year period of time beginning in 2013-2014. Approximately one-third of all tenured teachers will be evaluated on professional practice in each of the three years of the evaluation cycle with those teachers who have most recently been evaluated placed furthest out in the time line. Alternative evaluations for teachers who are not evaluated under the new evaluation model (per COMAR) will be developed with stakeholder input and phased-in over the next several years.

Non-Tenured Teachers and Ineffective Teachers A formal conference shall be held at least once each semester for each first, second and third year non- tenured teacher. Each non-tenured teacher will receive a performance review report during the mid- year conference which will be based upon a minimum of two observations by at least two different individuals. The end of year conference will be the annual evaluation and must include the professional practice domains, and if appropriate to the position, the student growth components of the annual teacher evaluation tool.

Tenured Teachers Tenured teachers will be evaluated on both professional practice and student growth in the first year of their evaluation cycle. If in the first year of the evaluation cycle a tenured teacher is determined to be highly effective or effective then in the second year of the evaluation cycle, the tenured teacher will be evaluated using the professional practice rating from the prior year and student growth based on the most recent available data. If in the second year of the evaluation cycle a tenured teacher is determined to be highly effective or effective, then in the third year of the evaluation cycle, the tenured teacher will be evaluated using the professional practice rating from the prior year and student growth based on the most recent available data. In the fourth year of the evaluation cycle, tenured teachers will be evaluated on both professional practice and student growth. The cycle will continue as described above. In any year, a principal may determine, or a teacher may request, that the evaluation be based on a new review of professional practice along with student growth.

Final Evaluation Reports A written evaluation report will be given to the teacher within a reasonable period of time after the conference. The evaluation report will be completed and signed by at least two administrative and/or supervisory personnel. The teacher will sign the report and receive a copy. The teacher’s signature will not necessarily indicate agreement with the evaluation. The teacher may submit, within a reasonable period of time, written comments and reactions which will be attached to the report.

When deemed necessary, the superintendent of schools reserves the right to conduct an evaluation of any Unit I employee at times other than those specified above and, if appropriate, may rate the employee second class. Which Teachers Are Impacted by the New Evaluation System? In 2012, the Maryland State Board of Education approved a change to COMAR regarding the evaluation of teachers. The definition for “teacher” is defined in the regulation as follows:

Teacher: Any individual certificated by MDSE as defined in COMAR 13A.12.02. as a teacher who delivers instruction and is responsible for a student or group of students academic progress in a Pre-K-12 public school setting, subject to local system interpretation.

COMAR Section 13A.12.02. includes certification in early childhood (prekindergarten-grade 3), certification in elementary education (grades 1-6), certification in middle school education (grades 4-9), certification in general secondary academic areas (grades 7-12), data processing (business) (grades 7- 12), family and consumer sciences/career technology education (grades 7-12), health occupations education (grades 7-12), marketing education- teacher-coordinator (grades 7-12), social studies (grades 7-12), technology education (grades 7-12), trades and industry (grades 7-12), work-based learning coordinator (grades 7-12), other academic subjects (grades 7-12), certification in specialty areas (prekindergarten-grade 12), English for speakers of other languages (ESOL) (prekindergarten-grade 12), certification in special education, hearing impaired, severely and profoundly disabled, and visually impaired, certification in American Sign Language (prekindergarten-grade 12); mathematics instructional leader (prekindergarten-grade 6); mathematics instructional leader (grades 4-9); and, specialized professional areas.

Specialists positions listed in COMAR 13A.12.03 which include: guidance counselors, media specialists, pupil personnel workers, reading specialists, reading teachers, pyschometrists, school psychologists, therapists (occupational therapists, physical therapists, speech-language pathologists, or audiologists), school social workers, and gifted and talented education specialists are NOT included in this regulation. The only exception would be if the individual delivers instruction, and is responsible for a group of students’ academic progress in a Pre-K-12 public school setting, subject to local school system interpretation. In Wicomico County, the following positions are included under the new evaluation system per COMAR 13A.12.02: 1. Art Teacher 29. Physics Teacher 2. Band Teacher 30. Pre-K Teacher 3. Biology Teacher 31. Psychology Teacher 4. Business Education Teacher 32. Science Teacher 5. Chemistry Teacher 33. Social Studies Teacher 6. Choral Teacher 34. Spanish Teacher 7. Computer Education Teacher 35. Special Education Teacher 8. Earth Science Teacher 36. Technology Education Teacher 9. English Teacher 37. TI/Automotive Technology Teacher 10. English/Language Arts Teacher 38. TI/ Carpentry Teacher 11. Environmental Science Teacher 39. TI/ Child Care Teacher 12. ESOL Teacher 40. TI/Collision Repair Teacher 13. Family & Consumer Science 41. TI/Computer Drafting & Design Teacher Teacher 14. French Teacher 42. TI/Computer Repair Teacher 15. Grade 1 Teacher 43. TI/ Cosmetology Teacher 16. Grade 2 Teacher 44. TI/ Criminal Justice Teacher 17. Grade 3 Teacher 45. TI/ Culinary Arts Teacher 18. Grade 4 Teacher 46. TI/ Electricity Teacher 19. Grade 5 Teacher 47. TI/ Electronics Teacher 20. Health Education Teacher 48. TI/ Geriatric Nursing Teacher 21. History Teacher 49. TI/ Health Occupations Teacher 22. Kindergarten Teacher 50. TI/Horticulture Teacher 23. Latin Teacher 51. TI/ HVAC Teacher 24. Math Teacher 52. TI/Manufacturing Teacher 25. Music Teacher 53. TI/ Masonry Teacher 26. Orchestra Teacher 54. TI/Plumbing Teacher 27. Physical Education Teacher 55. TI/ Welding Teacher 28. Physical Science Teacher 1. 2. Specialist positions as defined in COMAR 13A.12.03 that are not included in the new evaluation system in Wicomico County include: 1. 3YO-PreK TeacherA 15. School Assessment FacilitatorB 2. 3YO-SPED TeacherA 16. School CounselorC 3. Athletic TrainerB 17. Social WorkerB 4. Behavior Intervention TeacherB 18. Special Education FacilitatorB 5. Dean of StudentsC 19. Special Education Program SpecialistB 6. Family Involvement SpecialistB 20. Science/STEM Resource TeacherB 7. Hearing Impaired TeacherB 21. Student AdvisorC 8. Infant/Toddler Program TeacherB 22. TAD TeacherA 9. Intervention Teacher (Curriculum) A 23. Teachers at Choices Academy (Alt Ed) A 10. JROTC TeacherA 24. Therapist (Occupation, Physical, Speech- 11. Life Skills Teacher (Alt Ed) A language, Audiologist) B 12. Media SpecialistC 25. TI/Work Based CoordinatorB 13. Mentor TeacherC 26. Vision Impaired TeacherB 14. Professional Development CoachC 27. Vocational Support/Diversified Occupations TeacherB 1. Notes: 2. A Evaluation is based upon Domains 1-4 of the teacher evaluation tool only. 3. B Evaluation is based upon Domain 4 of the teacher evaluation tool plus a narrative. 4. C Evaluation tool for this position may be found in the Appendix. 5. Wicomico County Teacher Evaluation Model 6. The Wicomico County Teacher Evaluation Model is comprised of qualitative professional practice (50%) and quantitative student growth (50%) components. The Charlotte Danielson Framework for Teaching was used as the starting framework for the professional practice components. The Framework for Teaching is divided into four domains of professional practice: Planning and Preparation, Classroom Environment, Instruction, and Professional Responsibilities. A committee made up of representatives from the Wicomico County Education Association, Association for Public School Administrators and Supervisors, and central office staff developed indicators and rubrics to describe performance levels specific to Wicomico County. Likewise, the committee developed guidelines for the development and implementation of Student Learning Objectives (SLOs) to address the student growth half of the evaluation model. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. Professional Practice 22. The professional practice component for teacher evaluation is comprised of four domains and a total of twenty (20) indicators. Professional practice contributes 50% to the evaluation rating, with each Domain worth 12.5%. Rubrics have been developed for each indicator which identify performance as being ineffective, developing, effective or highly effective. The rubric for professional practice is shown on the next several pages. 23. 24. 25. Professional Practice Rubric 26. 27. Note: The rubrics for Domains 1, 2 and 3 comprise the teacher observation instrument. The rubrics for Domains 1, 2, 3 and 4 comprise the Professional Practice portion of the teacher evaluation instrument. 28. 29. Domain 1: Planning and Preparation 30. 31. 32. LEVEL OF PERFORMANCE 33. Component 34. INEFFECTIVE 35. DEVELOPING 36. EFFECTIVE 37. HIGHLY EFFECTIVE 38. 1a: 40. The teacher’s planning 41. The teacher’s planning 42. The teacher’s planning 43. The teacher’s planning 39. Demonstrating Knowledge and preparation display lack of and preparation display content and preparation display content and preparation display content of Content and Pedagogy knowledge of the content to be knowledge but do not make knowledge and makes knowledge that reflects and/or taught. connections with other parts of connections within the includes the appropriate the discipline or with other discipline and with other content and process standards. disciplines. disciplines to the real world and The teacher makes frequent and with the learner. meaningful connections within the discipline and with other disciplines to the real world and to the learner. 45. The teacher’s planning 46. The teacher’s planning 47. The teacher’s planning 48. The teacher’s planning and preparation display lack of and preparation display and preparation display and preparation display knowledge and understanding understanding of prerequisite understanding of prerequisite understanding of prerequisite of instructional practices. knowledge and instructional knowledge and instructional knowledge and instructional practices, although such practices. practices, and anticipates knowledge may be incomplete student misunderstandings. or inaccurate. 49. 1b: 51. The teacher 52. The teacher indicates 53. The teacher displays 54. The teacher seeks and 50. Demonstrating Knowledge demonstrates lack of knowledge the importance of knowledge of students’ demonstrates knowledge of of Students of students’ developmental understanding students’ developmental stages, students’ developmental stages, stages, backgrounds, cultures, developmental stages, backgrounds, cultures, skills, backgrounds, cultures, skills, skills, language proficiencies, backgrounds, cultures, skills, language proficiencies, language proficiencies, interests interests, and special needs, and language proficiencies, interests, and special needs, and from a variety of sources, and does not seek such interests, and attains this attains this knowledge for attains this knowledge for understanding. knowledge for the class as a groups of students. individual students. whole. 55. 1c: 57. The teacher’s long and 58. The teacher’s long and 59. The teacher’s long and 60. The teacher’s long and 29. Domain 1: Planning and Preparation 30. 31. 32. LEVEL OF PERFORMANCE 33. Component 34. INEFFECTIVE 35. DEVELOPING 36. EFFECTIVE 37. HIGHLY EFFECTIVE 56. Designing Coherent short-term planning does not short-term planning is aligned to short-term planning provides short-term planning provides Instruction to Meet provide engaging activities, does the curriculum but rigorous engaging activities that rigorous engaging activities that Instructional Outcomes not utilize available resources, inconsistently provides engaging are aligned to the curriculum, are aligned to the curriculum, and does not differentiate activities, utilizes available utilizes available resources, and utilizes available resources, and learning activities. resources, and differentiates differentiates learning activities. differentiates learning activities learning activities. to make them meaningful for all students. 61. 62. Domain 1: Planning and Preparation 63. 64. 65. LEVEL OF PERFORMANCE 66. Component 67. INEFFECTIVE 68. DEVELOPING 69. EFFECTIVE 70. HIGHLY EFFECTIVE 71. 1d: 73. The teacher does not 74. The teacher uses 75. The teacher uses a 76. The teacher uses a 72. Designing and Utilizing use assessments aligned to the assessments that are aligned to variety of assessments that are variety of assessments that are Student Assessments curriculum. the curriculum. aligned to the curriculum, aligned to the curriculum, clearly communicates the adapts the assessments to standards of the assessments to individual student needs and the students. clearly communicates the standards of the assessments to the students. 78. The teacher does not 79. The teacher uses 80. The teacher uses 81. The teacher uses use assessment results in assessment results to plan for assessment results to make multiple assessment results to designing future instruction. future instruction for the class instructional decisions for plan for individuals, groups of as a whole. groups of students. students, and the class as a whole. 82. 83. 84. Domain 2: The Classroom Environment 85. 86. LEVEL OF PERFORMANCE 87. 88. Component 89. INEFFECTIVE 90. DEVELOPING 91. EFFECTIVE 92. HIGHLY EFFECTIVE 93. 2a: 96. Classroom interactions 97. Classroom 98. Classroom interactions 99. Classroom interactions among the teacher and interactions among the among the teacher and individual among the teacher and individual 84. Domain 2: The Classroom Environment 85. 86. LEVEL OF PERFORMANCE 87. 88. Component 89. INEFFECTIVE 90. DEVELOPING 91. EFFECTIVE 92. HIGHLY EFFECTIVE 94. Creating an Environment of individual students are not teacher and individual students are respectful and reflect students are respectful and reflect Respect and Rapport respectful and do not reflect students are generally caring and sensitivity to students’ caring and sensitivity to students’ 95. caring and sensitivity to respectful and free cultures and levels of development. cultures and levels of development. students’ cultures and levels of from conflict but may The teacher addresses and The teacher addresses and development. be characterized by intervenes when conflicts or intervenes when conflicts or occasional displays of misunderstandings occur. misunderstandings occur. The insensitivity or lack of teacher takes proactive measures to responsiveness to achieve civility among members of cultural or the class. developmental differences among students. 100. 2b: 103. The teacher does not 104. The teacher conveys 105. The teacher conveys 106. The teacher conveys 101. Establishing a Culture convey enthusiasm for the enthusiasm for the content and enthusiasm for the content and enthusiasm for the content and for Learning content and is not working is working toward establishing encourages students’ active encourages students’ active 102. toward establishing high high expectations for learning. participation in their learning. participation in their learning. expectations for learning. The teacher establishes and The teacher and students work maintains high expectations for together to establish and learning. maintain high expectations for learning. 107. 108. Domain 2: The Classroom Environment 109. 110. LEVEL OF PERFORMANCE 111. 112. Com 113. INEFFECTIVE 114. DEVELOPING 115. EFFECTIVE 116. HIGHLY EFFECTIVE ponent 117. 2c: 120. The teacher does not 121. The teacher establishes 122. The teacher establishes 123. The teacher maximizes 118. Managing Classroom manage classroom routines and inefficient classroom routines and maintains classroom instructional time by Procedures procedures. and procedures resulting in a routines and procedures to establishing and maintaining 119. loss of instructional time. minimize the loss of classroom routines and instructional time. procedures for seamless transitions, handling of supplies and performance of non- instructional duties. 124. 2d: 126. The teacher does not 127. The teacher has made 128. The teacher establishes 129. The teacher establishes 125. Managing Student establish student behavioral an effort to establish student clear student behavioral clear student behavioral Behavior expectations. The teacher’s behavioral expectations. The expectations aligned with expectations aligned with response to student behavior is teacher tries, with inconsistent county policy. The teacher’s county policy. The teacher’s inappropriate. results, to monitor and respond management of student management of student to student behavior. behavior is sensitive to behavior is proactive, sensitive individual student needs and to individual student needs and respectful of the students’ respectful of the students’ dignity. The teacher’s response dignity. The teacher’s response to student behavior is to student behavior is appropriate. appropriate. 130. 131. 132. Domain 3: Instruction 133. 134. LEVEL OF PERFORMANCE 135. 136. Component 137. INEFFECTIVE 138. DEVELOPING 139. EFFECTIVE 140. HIGHLY EFFECTIVE 141. 3a: 144. The teacher’s oral and 145. The teacher’s oral and 146. The teacher’s oral and 147. The teacher’s oral and 142. Communicating with written communication, written communication, written communication is clear written communication is clear Students directions and procedures are directions and procedures are and correct. The teacher uses and correct. The teacher uses 143. consistently incomprehensible. not clear and therefore require both auditory and visual cues as both auditory and visual cues as clarification to ensure student well as modeling when well as modeling when understanding. appropriate to ensure that appropriate to ensure that directions and procedures are directions and procedures are clear to students. Techniques clear to students. The teacher are in place to check for checks for understanding of understanding. directions and procedures and anticipates possible misunderstandings. 148. 149. Spoken or written 150. Vocabulary is correct 151. Vocabulary is 152. Vocabulary is well- language may contain many but limited or is not appropriate appropriate to students’ age, chosen, appropriate to students’ grammar and syntax errors. to student’s ages, backgrounds, backgrounds, and interests. ages, backgrounds, interests, Vocabulary may be and interests. and enriches the lesson for all inappropriate, vague, or used students. incorrectly, leaving students confused. 153. 3b: 155. The teacher’s questions 156. The teacher’s questions 157. The teacher’s questions 158. The teacher’s questions 154. Using Questioning and are not meaningful to the are meaningful to the content. are meaningful to the content. are meaningful to the content. Discussion Techniques content, are not challenging and The teacher inconsistently uses The teacher consistently uses The teacher consistently uses a do not produce thoughtful discussion techniques and discussion techniques and variety of discussion techniques student responses. higher level questions. higher level questions that elicit and higher level questions that Adequate response time is not thoughtful responses for elicit thoughtful responses for always provided. effective decision making or effective decision making or problem solving. Adequate problem solving. Adequate response time is provided. response time is provided. 159. 3c: 161. The teacher’s methods 162. The teacher makes an 163. The teacher utilizes 164. The teacher utilizes 160. Engaging Students in used to engage students in effort to utilize appropriate varied and appropriate methods varied and appropriate methods Learning understanding the content are methods to engage students in to engage students in to engage students actively in limited or inappropriate. understanding the content. understanding the content. understanding and applying the content. 165. 166. 167. Domain 3: Instruction 168. 169. LEVEL OF PERFORMANCE 170. 171. Component 172. INEFFECTIVE 173. DEVELOPING 174. EFFECTIVE 175. HIGHLY EFFECTIVE 176. 3d: 178. The teacher’s feedback 179. The teacher provides 180. The teacher’s feedback 181. The teacher’s feedback 177. Providing Feedback to to students is of poor quality limited feedback to students to students is of consistent high to students is of consistent high Students and is not given in a timely and its timeliness is quality and timely. quality, timely and provides manner. inconsistent. students with suggestions for improvement. 182. 3e: 184. The teacher does not 185. The teacher attempts 186. The teacher adjusts 187. The teacher adjusts 183. Demonstrating adjust instruction to respond to to adjust instruction to instruction to accommodate instruction to accommodate Flexibility and students’ questions, needs or accommodate students’ students’ questions, needs or students’ questions, needs or Responsiveness levels of proficiency even when questions, needs or levels of levels of proficiency while levels of proficiency while a change will clearly improve a proficiency but may lose the maintaining instructional focus. maintaining instructional focus. lesson. instructional focus. 188. The teacher responds to opportunities to enhance learning through use of an extensive repertoire of strategies. 189. 3f: 191. The teacher does not 192. The teacher makes 193. The teacher utilizes 194. The teacher utilizes a 190. Demonstrating utilize available school resources limited use of available school available school resources and variety of available school Utilization of Resources and does not seek assistance in resources and seeks assistance knows how to gain access to resources and accesses other learning about those resources. in learning about additional other resources. resources to enhance resources. instruction. 195. 196. 197. Domain 4: Professional Responsibilities 200. 198. 199. LEVEL OF PERFORMANCE 201. Component 202. INEFFECTIVE 203. DEVELOPING 204. EFFECTIVE 205. HIGHLY EFFECTIVE 206. 4a: 208. The teacher does not 209. The teacher’s 210. The teacher reflects on the 211. The teacher’s reflection on 207. Reflecting on accurately assess the reflection on the effectiveness of instruction based instruction is thoughtful and Instructional Effectiveness effectiveness of instruction and effectiveness of on student learning. The teacher accurate, citing specific evidence has no ideas about how it could instruction is more identifies the need for specific based on student learning. The be improved. subjective than alternative instructional options for teacher draws on an extensive 197. Domain 4: Professional Responsibilities 200. 198. 199. LEVEL OF PERFORMANCE 201. Component 202. INEFFECTIVE 203. DEVELOPING 204. EFFECTIVE 205. HIGHLY EFFECTIVE objective and does not future teaching. The teacher may repertoire to suggest alternative cite specific evidence of make some specific suggestions as strategies as to how instruction student learning. The to how instruction might be might be improved. teacher recognizes improved. improvement is needed but has limited strategies to improve instruction. 212. 213. 214. Domain 4: Professional Responsibilities 217. 215. 216. LEVEL OF PERFORMANCE 218. Component 219. INEFFECTIVE 220. DEVELOPING 221. EFFECTIVE 222. HIGHLY EFFECTIVE 223. 4b: 225. The teacher’s system 226. The teacher has 227. The teacher’s systems for 228. The teacher’s system for 224. Maintaining Accurate for maintaining records is in systems for maintaining maintaining records are efficient, maintaining records provides Records Aligned to WCPS disarray, resulting in errors or records, but the system accurate, and confidential. The information to teacher, families, and Policies confusion. Lack of access to is rudimentary, and teacher makes effective use of students that is accurate, timely, information by teacher, families, inefficiencies and technology. The teacher, families, confidential, and detailed. and students impedes inaccuracies may occur. and students have timely access to Technology is used efficiently. instruction. Technology is not The teacher, families, information. used, or is used inappropriately. and students lack timely access to information. Technology is used to support record keeping. 229. 4c: 231. The teacher’s 232. The teacher has 233. The teacher provides 234. The teacher provides 230. Communicating with communication with families limited communication information about the instructional information about the instructional Families about the instructional program with families about the program and makes an effort to program and consistently makes an is nonexistent or the teacher instructional program. engage families about individual effort to engage families about makes no attempt to engage The teacher makes student progress. individual student progress in a families about individual student sporadic attempts to variety of ways. progress. engage families about individual student progress. 235. 4d: 237. The teacher avoids 238. The teacher 239. The teacher participates in 240. The teacher participates in 236. Participating in a participation in collaborative inconsistently collaborative teams/professional collaborative teams/professional Professional Community teams or professional learning participates in learning communities meeting learning communities during the communities during the duty collaborative during the duty day (or duty day (or compensated time), day (or compensated time) or teams/professional compensated time) on a regular making contributions toward group subverts the work of the group. learning communities basis, contributing to group analysis learning and individual learning. during the duty day (or of student achievement and to The teacher takes initiative in compensated time). instructional and assessment assuming formal and/or informal planning. leadership in the group’s work. 241. 242. The teacher’s 243. The teacher 244. The teacher maintains 245. The teacher maintains relationships with colleagues are maintains professional professional, cooperative, and professional, cooperative, and negative or unprofessional. relationships with supportive relationships with supportive relationships with 214. Domain 4: Professional Responsibilities 217. 215. 216. LEVEL OF PERFORMANCE 218. Component 219. INEFFECTIVE 220. DEVELOPING 221. EFFECTIVE 222. HIGHLY EFFECTIVE colleagues. colleagues. colleagues. The teacher takes initiative in assuming leadership among the faculty. 246. 247. 248. Domain 4: Professional Responsibilities 251. 249. 250. LEVEL OF PERFORMANCE 252. Component 253. INEFFECTIVE 254. DEVELOPING 255. EFFECTIVE 256. HIGHLY EFFECTIVE 257. 4e: 259. The teacher does not 260. The teacher 261. The teacher participates in 262. The teacher actively 258. Growing and participate in professional participates in professional development pursues professional development developing professionally development opportunities professional opportunities during the duty day opportunities during the duty day during the duty day (or development (or compensated time) and (or compensated time) and compensated time) and/or opportunities during the integrates into instructional implements new strategies. The makes no attempt to integrate duty day (or practices as appropriate. The teacher seeks feedback from new learning into instructional compensated time) but teacher utilizes feedback from supervisors and colleagues to practices. The teacher is limits the integration of supervisors and colleagues. improve instruction. resistant to feedback from new learning into supervisors or colleagues. instructional practices. The teacher acknowledges feedback from supervisors and colleagues. 263. 4f: 265. The teacher has little 266. The teacher has 267. The teacher demonstrates 268. The teacher uses their 264. Showing sense of ethics and a sense of ethics and a high level of ethics and influence to support a high level of Professionalism professionalism and contributes professionalism but professionalism in dealings with ethics and professionalism in to practices that are self-serving shows little initiative in both students and colleagues and dealings with both students and or harmful to students. The gaining knowledge that complies fully with school system colleagues. The teacher displays the teacher fails to comply with would improve the and school regulations. The teacher highest standards of ethical conduct. school system and school ability to serve students. works to ensure that all students The teacher is proactive in ensuring regulations. The teacher complies receive a fair opportunity to that all students have a fair with school system and succeed. opportunity to succeed. school regulations. 269. 270. Teacher Observations 271. Classroom observations of teachers’ professional practice will be conducted by certificated individuals who have completed training that includes identification of teaching behaviors that result in student growth and are consistent with COMAR 13A(.07)(4.1). Classroom observers will use the rubrics for Domains 1, 2 and 3 (Planning and Preparation, The Classroom Environment, and Instruction) of the Professional Practice component. 272. 273. Classroom observations will play a role in the evaluation system, at minimum, in the following ways:  All tenured teachers’ professional practice evaluation will be based on at least two observations by at least two different individuals during the professional practice evaluation year and at least one observation during each other year in the three year evaluation cycle.  An observation will be conducted with full knowledge of the teacher.  Observations will be either announced or unannounced.  Formal classroom observations assessing lesson execution shall be of at least thirty (30) minutes duration or the length of the instructional period, whichever is less.  Within ten (10) school days following any classroom observation, a conference will be held with the teacher.  A written observation report will be provided to the teacher within a reasonable period of time. The teacher will sign the observation report to acknowledge receipt. A copy will be made a part of the teacher’s personnel file.  A teacher may provide written comments and reactions to the observation report, which will be attached to the observation report at the teacher’s request.  An observation shall provide specific guidance in areas deemed less than effective as well as a reasonable timeline to demonstrate improvement in areas marked as ineffective. 274. 275. 276. Student Growth 277. The student growth component represents 50% of the Wicomico County teacher evaluation model. Student Learning Objectives (SLOs) are used to measure student growth. 278. 279. 280. Student Learning Objectives (SLOs) 281. A Student Learning Objective (SLO) is a specific, rigorous, measurable, long-term academic goal for groups of students that teachers establish to guide instructional efforts. They are most often set in a collaborative process by teachers, their supervisors, and their building administrators. SLOs are intended to provide teachers with opportunities to demonstrate the impact of their instruction on student performance by setting ambitious yet attainable goals for student achievement that are aligned to standards and to the instruction that teachers provide on a daily basis. SLOs are based on student learning needs identified by a review of data reflecting students’ baseline skills. A high- quality SLO should be broad enough to represent the most important learning or overarching skills, but be narrow enough to measure. The SLO process allows teachers to focus on the specific objectives they want to achieve with their students and determine student growth using the measures that are most relevant for their student population and content areas. 282. 283. Each teacher may develop 2-4 SLOs with each being weighted equally within the 50% of the student growth component (e.g., if two SLOs are developed they are each worth 25%). Teachers within assessed areas (i.e., grades 3-8 English/language arts and math, grades 5 and 8 science, Algebra I and English 10) must develop at least one SLO that is informed by the state assessment. To help with the transition, information specific to teacher of high school assessed areas is provided below to ensure compliance with the USDE directive received in January 2013. 284. 285. Information specific to Biology and Government teachers: One SLO must be based on actual HSA data. This means that there will be one “lagging” SLO as part of the evaluation of student growth. Each year, the final evaluation is based on the “lagging” HSA SLO from the previous year and the “regular” SLO(s) written in the current evaluation year. 286. 287. S choo 289. What SLOs Are Used for my 288. Biology and Government SLOs Required (Minimum) l Evaluation This Year? Year 290. 2291. 3 SLOs submitted 292. Two SLOs written and scored 013-  Two SLOs written and scored during 2013-2014 during 2013-2014 2014  One “lagging” SLO written based on HSA data that is scored when HSA data is released summer 2014 and will become part of the 2014-2015 evaluation 293. 2294. 2 SLOs submitted  One HSA SLO scored summer 2014 014-  One SLO written and scored during 2014-2015  One SLO written and scored during 2015  One “lagging” SLO written based on HSA data that is scored 2014-2015 when HSA data is released summer 2015 and will become part of the 2015-2016 evaluation 295. 2296. 2 SLOs submitted  HSA SLO that was scored summer 015-  One SLO written and scored during 2015-2016 2015 2016  One “lagging” SLO written based on HSA data that is scored  SLO written and scored during when HSA data is released summer 2016 and will become 2015-2016 part of the 2016-2017 evaluation 297. 298. 299. Information specific to Algebra I and English 10 teachers: With the demise of the Algebra and English HSAs in 2014, the language from USDE changed in the regulations to state the one of the SLOs must be “informed” by the state assessment. Upon advice from MSDE, this is interpreted that to mean that as long as one of the SLOs is targeted to a MDCCRS standard, then it is “informed” by the state assessment. The requirement to submit a “lagging” SLO based on actual HSA data ended with the 2014-2015 evaluation. 300. 301. S choo 303. What SLOs Are Used for my 302. Algebra I and English 10 SLOs Required (Minimum) l Evaluation This Year? Year 304. 2305. 3 SLOs submitted 306. Two SLOs written and scored 013- during 2013-2014 2014  Two SLOs written and scored during 2013-2014  One “lagging” SLO written based on HSA data that is scored when HSA data is released summer 2014 and will become part of the 2014-2015 evaluation 307. 2308. One SLO submitted  HSA SLO that was scored summer 014-  One SLO informed by state assessment (i.e., aligned with 2014 2015 MDCCRS) written and scored during 2014-2015  One SLO written and scored during 2014-2015 309. 2310. 2 SLOs submitted with at least one informed by state 311. Two SLOs written and scored 015- assessment (i.e., aligned with MDCCRS) during 2015-2016 2016 312. 313. SLO Quality Rubric 314. An SLO Quality Rubric is provided on pages 17-19. The rubric is designed to assist teachers improve the quality of their SLOs during the development process and to assist administrators during the SLO approval process. It is recognized that in some instances, circumstances beyond the control of the SLO developer may make it impossible to write a component to meet the highest quality standard. Final SLO approval is at the discretion of the principal; however, no SLO will be approved should one or more of its components fall into Quality Level 0 (Not Approvable) on the rubric. 315. 316. 317. Supervisor and Principal Role in the SLO process 318. Content supervisors and coordinators play an important role in the SLO development and review process by assisting teachers with the alignment of various SLO components to ensure a coherent and rigorous but attainable SLO is written. Supervisors and coordinators at the secondary level and for special areas at the elementary level will work collaboratively with building administrators in the review of SLOs. 319. 320. Supervisors and coordinators will have primary responsibility for review of the following SLO components: Learning Content; Instructional Interval; Evidence of Achievement or Growth; and, Strategies. 321. 322. Building administrators at the secondary level and for special areas at the elementary level will have primary responsibility for review of the following SLO components: Data Review and Baseline Evidence; Student Population; Achievement or Growth Target; and, Target Attainment. 323. Principals at the elementary level for non-special areas will be responsible for reviewing all SLO components with teachers with supervisors and coordinators being available for consultation as requested. Principals are the final approvers of all SLOs at both the elementary and secondary levels. 324. 325. 326. SLO Submission Procedures and Timeline 327.All SLOs must be submitted using the Evaluation Portal accessed through the XIA Links application folder on the WCBOE network computer. The Evaluation Portal contains explicit instructions for completing the SLO template as well as other resources which may be helpful during the development of the SLOs. 328. 329. The template for Student Learning Objectives is provided on page 16 of this Handbook for informational purposes only. All SLO submissions must be completed in the Evaluation Portal. 330. 331. Time lines for SLO submissions is provided on page 20. 332. 333. 334. Scoring SLOs 335. Each SLO will earn scores of 100% for Full Attainment, 75% for Partial Attainment, 50% for Insufficient Attainment, and 0% for failure to submit a Student Learning Objective and/or failure to submit substantiating data for a Student Learning Objective based on the approved submission time line. 336. 337. 338. Rev 4-23-15 339. Wicomico County Public Schools 340. Student Learning Objective (SLO) Template - Teacher 341. SLO 342. Description Component 343. Academic 344. Summarize the long-term academic goal for student learning. Goal 345. Data Review 348. Summarize specific data (e.g., current student learning data including baseline data, and Baseline historical data of current students’ past performance, and historical data of previous classes’ Evidence performance). Be sure to cite the source of the data and how it supports your choice of the 346. students to be targeted, the growth and/or achievement targets, and the selected learning content. 347. Principal 349. 350. Be prepared to submit pre-assessment data, if applicable, for each student during the approval process. 351. Student 354. Select the names of the students included for this SLO. The Portal will automatically Population calculate the percentage of students targeted. Explain why you are targeting these specific 352. students for this SLO including any of their relevant characteristics such as their performance level, abilities, needs, experiences, and interests. 353. Principal 355. Learning 356. Describe the content focus for this SLO. Include reference(s) to the Maryland College and Content Career Ready Standards, Wicomico curriculum, international, national, state, local, and/or industry standards. 357. Why are these particular standards targeted? 358. Instructional 359. Describe the length of the instructional period for this SLO. Explain why this instructional Interval period was chosen and is appropriate for the SLO. 360. Evidence of 361. Upload copies of the materials used to assess student learning on this SLO. Provide Achievement or accurate scoring tools, rubrics, and/or answer keys. Growth 362. 363. Be sure the assessment(s) is(are):  Aligned to the learning content  Challenge students with higher order and/or performance items  Different if using pre-/ post-assessments 364. 365. If using a State or county-developed assessment, citing the assessment is sufficient. Describe the expectations for individual student growth targets for the students included 366. Achievemen 368. in this SLO. Explain how and why the achievement or growth targets were chosen. Include a t or Growth data sheet that clearly shows pre-assessment results (if applicable) and targets for each Target student. 367. Principal 369. Target 371. Define the target attainment for student achievement or growth for the students included Attainment in this SLO. That is, use the knowledge you gleaned during the Data Review and your 370. Principal knowledge of the depth of content and skills students must exhibit on the post-assessment to identify the percentage of students that must meet the SLO growth target to reach Full Attainment. The percentage for Insufficient Attainment should equal the baseline percentage. 338. Rev 4-23-15 339. Wicomico County Public Schools 340. Student Learning Objective (SLO) Template - Teacher 341. SLO 342. Description Component The percentage for Partial Attainment will automatically populate in the chart after Full and Insufficient Attainment figures are inserted. Additionally, explain how you arrived at the full attainment percentage based on baseline data and how close students are relative to the desired achievement or growth target or historical data. 375. Insufficient 373. Full Attainment 374. Partial Attainment Attainment 377. % or more of 378. Between % and 379. % or less of students will show growth % of students will show students will show growth or meet the achievement growth or meet the or meet the achievement target achievement target target 380. Strategies 381. Describe the key instructional strategies to be used to support students in reaching the growth target for this SLO and why they were chosen.

383. Wicomico County Public Schools 384. SLO Quality Rubric (Teacher) 385. This rubric is designed to assist teachers improve the quality of their SLOs during the development process and to assist Administrators during the SLO approval process. In some instances, circumstances beyond the control of the SLO developer may make it impossible to write a component to meet the highest quality standard. Final SLO approval is at the discretion of the Administrator; however, no SLO will be approved should one or more of its components fall into Quality Level 0 (Not Approvable) on the rubric. 386. SLO 387. Not Approvable 388. Quality Improves Compon ent 391. Quality Level 0 392. Quality Level 1 393. Quality Level 2 396. Dat 397. No baseline data, 398. Includes 1 of the following: 399. Includes 1 of the following: 401. a historical data of  Baseline data  Baseline data Review current students’ past  Historical data of current students’  Historical data of current students’  and performance, or past performance past performance  Baseline historical data of  Historical data of previous classes’  Historical data of previous classes’ Evidenc previous classes’ performance performance  e performance is included 400. to support the choice of 1 of to support the choice of the following): 402. targeted student  Targeted student population population,  Growth/achievement targets  growth/achievement  Learning content  targets, and learning  content 404. Stud 405. Targets less than 408. Targets 100%* of students in 411. Describes the performance 414. ent 100% of students in the the class/section as of submission level of the targeted student Populati class/section as of date population on submission date 409. or 412. and 406. or 410. Targets only some of the 413. Targets 100%* of students in 407. Targets students students with a common need as the class/section as of submission randomly without a clearly shown by the data review date or targets all students with a 416. clear rationale common need (explanation included) as clearly shown by the data review 383. Wicomico County Public Schools 384. SLO Quality Rubric (Teacher) 385. This rubric is designed to assist teachers improve the quality of their SLOs during the development process and to assist Administrators during the SLO approval process. In some instances, circumstances beyond the control of the SLO developer may make it impossible to write a component to meet the highest quality standard. Final SLO approval is at the discretion of the Administrator; however, no SLO will be approved should one or more of its components fall into Quality Level 0 (Not Approvable) on the rubric. 386. SLO 387. Not Approvable 388. Quality Improves Compon 391. Quality Level 0 392. Quality Level 1 393. Quality Level 2 ent

420. *Targeting fewer than 100% of students is acceptable if a reasonable explanation is provided. 422. Lear 423. Not aligned with 424. Aligned with only one of the 425. Aligned with at least two of 426. ning MDCCRS or state/ MDCCRS or state/national the MDCCRS or state/national Content national standards for standards for grade/content area standards for grade/content area grade/content area and an explanation for why the and an explanation for why the and/or no explanation targeted standards were selected targeted standards were selected for why the targeted is included is included standards were selected are included 428. 429. 430. 431. 432. 434. Inst 435. The instructional 436. The instructional interval is 437. The instructional interval is 438. ructiona interval is not appropriate for the learning appropriate for the learning l Interval appropriate for the content content and a general explanation learning content for its choice is included 440. Evid 441. Provides 445. Provides assessment(s) that 446. Provides assessment(s) that 447. ence of incomplete and/or are aligned to the learning content are aligned to the learning Achieve inaccurate including accurate scoring tools, content, challenge students with ment or assessment(s) or rubrics, and/or answer keys and higher order and/or performance Growth identical pre- and post- different pre-/ post-assessments items for some of the different (A) assessments are used pre-/ post-assessments. Provides 442. accurate scoring tools, rubrics, 443. and/or answer keys 444. Note: It is understood that pre- 449. and post- assessments that test skills or are performance-based may ask students to complete the same tasks. These cases are not considered “identical” assessments. 451. Evid 452. The post- 453. More than half of the post- 454. Less than half of the post- 455. ence of assessment relies solely assessment relies on assessment relies on Achieve on memorization and is memorization and/or does not memorization and/or does not ment or not performance- require students to demonstrate require students to demonstrate Growth based. how they arrived at their response how they arrived at their (B) response; the remaining part of the assessment requires students 383. Wicomico County Public Schools 384. SLO Quality Rubric (Teacher) 385. This rubric is designed to assist teachers improve the quality of their SLOs during the development process and to assist Administrators during the SLO approval process. In some instances, circumstances beyond the control of the SLO developer may make it impossible to write a component to meet the highest quality standard. Final SLO approval is at the discretion of the Administrator; however, no SLO will be approved should one or more of its components fall into Quality Level 0 (Not Approvable) on the rubric. 386. SLO 387. Not Approvable 388. Quality Improves Compon 391. Quality Level 0 392. Quality Level 1 393. Quality Level 2 ent to apply their learning 457. 464. 465. 466. 467. 458. 459. 460. 461. 462. 463. 469. Achi 470. Sets achievement 471. Sets achievement or growth 474. Sets achievement or growth 477. evement or growth targets targets that are minimally targets that are sufficiently or without providing an challenging challenging (e.g., sufficiently Growth explanation 472. and challenging on a rubric is defined Target 473. Provides a data sheet which as setting targets using the entire clearly shows pre-assessment rubric – not just one component of results (if applicable) for each such as writing conventions) or student sets individual achievement or growth targets utilizing applicable tools if available (e.g., SRI growth targets) 475. and 476. Provides a data sheet which 479. clearly shows pre-assessment results (if applicable) and targets for each student 481.

483. Targ 484. Sets full target 485. Sets full target attainment, 488. Sets full target attainment, 491. et attainment without providing an explanation based on providing an explanation based on Attainm providing an baseline data baseline data and how close ent explanation 486. or students are relative to the desired 487. Sets full target attainment achievement or growth target or that is minimally challenging historical data 489. and 490. Sets full target attainment that is ambitious but attainable 493.

495. Stra 496. Identifies activities 497. Identifies strategies that will 498. Identifies strategies that will 499. tegies that will be used be used be used and why they were chosen

501. 502. Rev 6-24-14 503. Wicomico County Public Schools 504. Student Learning Objective (SLO) Time Line – Teacher 505. 506. Year-long Courses 507. Semester Courses (Semester 1/2) 508. Submission Due 509. October 19 510. Sep 15 for Semester 1/Feb 15 for Dates Semester 2 511. Late Submission 512. A teacher submitting an SLO after 518. Semester 1 Oct 19 may be subject to disciplinary  A teacher submitting an SLO after action. September 15 may be subject to 513. disciplinary action. 514. A teacher submitting an SLO after  A teacher submitting an SLO after Oct 23 may receive 0 points for the October 1 may receive 0 points for the SLO and be subject to additional SLO and be subject to additional disciplinary action. disciplinary action. 515. 519. 516. 520. Semester 2 517.  A teacher submitting an SLO after Feb 15 may be subject to disciplinary action.  A teacher submitting an SLO after Mar 1 may receive 0 points for the SLO and be subject to additional disciplinary action. 521. Re-submission of 522. SLO revisions must be submitted within 10 working days of the request. SLO If Changes are 523. Requested 524. A teacher submitting requested SLO revisions after 10 working days may be subject to disciplinary action. 525. 526. A teacher submitting requested SLO revisions after 15 working days will receive 0 points for the SLO and may be subject to additional disciplinary action. 527. Approval Conference 528. On-time Submission 531. On-time Submission  By November 16th  By Oct 1 for Semester 1/ By Feb 28 for 529. Semester 2 530. Late Submission 532.  By Nov 24th 533. Late Submission  By Oct 15 for Semester 1/By Mar 15 for Semester 2 534. Interim Conference 535. Jan-early Feb 536. Nov/Mid-Mar to early Apr (optional) 537. SLO Final Data 538. Prior to May 6 543. Prior to Jan 10/May 6 Collection, Analysis, and 539. 544. Uploaded to Evaluation 540. A teacher submitting SLO results 545. A teacher submitting SLO results Portal after May 6 may be subject to after Jan 10/May 6 may be subject to disciplinary action. disciplinary action. 541. 546. 542. A teacher submitting SLO results 547. A teacher submitting SLO results after May 15 may receive 0 points for after Jan 25/May 15 may receive 0 502. Rev 6-24-14 503. Wicomico County Public Schools 504. Student Learning Objective (SLO) Time Line – Teacher the SLO and be subject to additional points for the SLO and be subject to disciplinary action. additional disciplinary action. 548. End of Year 549. Prior to June 30 550. Prior to the end of January/June Conference 551. Notes: 1. Should a course be shorter than one semester in length, the principal will establish a reasonable time line for the SLO in consultation with the teacher. 2. Should extenuating circumstances arise which impact SLO submission time lines implementation, or final data collection and analysis, decisions will be made on a case-by-case basis by the building principal. Such decisions are encouraged to be made collaboratively. Appeals may be submitted to the appropriate Director should a mutual agreement not be reached. After considering all the evidence, the decision of the Director will be final. 552. 553. All disciplinary action is determined solely by the building administrator and/or Central Office staff. 554. 555. Relating SLOs to Professional Practice 556. The Wicomico County teacher evaluation model is a comprehensive and coherent system, designed to balance the importance of student outcomes with the value of understanding professional practice. While the SLO component produces student performance data for the evaluation system, the process of reviewing data and collaborating with colleagues to develop, implement, and monitor progress for SLOs demonstrates practitioner efficacy for many of the indicators in the professional practice component rubric. 557. 558. Teachers must review, analyze, and synthesize student data before they develop their SLOs and continue to do so throughout the instructional interval to monitor student progress. They must have a solid knowledge of content, pedagogy, student learning, child development, differentiation, developing and using assessments, and instructional strategies to create appropriate SLOs. Ideally, they are collaborating with their colleagues to review data, develop their SLOs, plan and adjust instruction, and reflect on their own practice. At a minimum, teachers collaborate with their evaluators (e.g., principals) to approve and monitor their SLOs, and plan for future professional development. By using SLOs, teachers have the opportunity to improve their professional practice, and their evaluators are provided with additional data to help identify specific strengths or areas in which the teacher may need assistance. 559. 560. 561. Professional Development for Evaluators re: Teacher Evaluation Model 562. Every administrator who observes and evaluates teachers has completed approximately forty hours of intensive training on the use of the professional practice rubrics including calibration of observation and evaluation results against nationally recognized experts. Additionally, each administrator has successfully passed a rigorous assessment on the application of the rubrics to ensure consistency of expectations across the school system. Teacher evaluators continue to participate in on-going professional development throughout the year and during the summer on the evaluation process. 563. 564. 565. Professional Development for Teachers re: Teacher Evaluation Model 566. In preparation for the transition to the new evaluation system, teachers and administrators were provided professional development on the professional practice and student growth components throughout the 2012-2013 school year. A one-credit Continuing Professional Development (CPD) class was offered during summer 2013 on SLO development. Additional professional development was provided at the start of the 2013-2014 school year and during September 2014 small group sessions on SLO development were facilitated by the School Improvement Coordinator and Teacher Evaluation Specialist assisted by specially trained SLO teacher consultants. New teachers were provided professional development on the evaluation model and process through the new teacher induction program. 567. 568. Each year, professional development will continue to be provided through the new teacher induction program and during faculty meetings. The one-credit CPD will be offered annually as long as demand exists. 569. 570. 571. 572. Tenure 573. Tenure is a right granted to a teacher with a Standard Professional or Advanced Professional Certificate who has successfully passed a period of probationary service and elects to continue in a teaching position in the school system. The probationary period for a teacher holding a professional certificate is three years. During this time, the teacher will be periodically observed and evaluated by the principal and supervisor(s). An eligible teacher is placed on tenure by the county superintendent after a study of the recommendations by the respective principal and supervisor(s). In order to remain on tenure, the teacher must hold a valid professional certificate. Tenure is not transferable from one county system to another. 574. 575. A teacher who does not meet professional certificate renewal requirements will be issued a provisional certificate which means that the teacher no longer has tenure. Teachers with provisional certificates are employed on a one-year basis and are not eligible for tenure. 576. 577. 578. Rating of Certificates 579. Teachers' certificates by law shall be of two classes: First Class and Second Class. All teachers' certificates issued by the State Superintendent of Schools shall, when issued, be of the second class, and shall be subject to classification by the county superintendent. The certificates of all the teachers employed shall be classified by the county superintendent, not less than once in two years. In determining the class of the certificate of a particular teacher, the following points are to be considered:  Scholarship  Executive Ability  Personality  Teaching Efficiency 580. The county superintendent may add such other requirements as are approved by the State Superintendent of Schools. The county superintendent shall keep a record of the kind, grade and class of certificate held by each teacher employed in the county. ('6-103 Annotated Code of Maryland) 581. 582. The second class rating of a tenured teacher is an indication that the teacher's performance is Ineffective as determined by the administrative/supervisory staff of the school system. If the teacher is rated second class, the opportunity to correct existing deficiencies should be provided. After a reasonable period of time, if there is marked improvement in the teacher's performance, the teacher may be reinstated to an Effective status. 583. 584. Procedure for Rating Teachers Second Class 585. If there is sufficient evidence that the teacher's performance is Ineffective, a conference will be held with the teacher and the appropriate administrative/supervisory staff of the school system. During this conference, the teacher must be given reasons for the Ineffective rating. Specific recommendations will be made which should help the teacher improve. The teacher shall be informed that a recommendation for a second class rating will be made if improvement does not occur. A written record of this conference will become a part of the teacher's personnel file. Included in this record will be a list of the ineffective practices and the recommendations made. This document will be signed by the appropriate administrative/supervisory personnel and the teacher. The teacher's signature is required to provide documentation that the teacher has read the document; however, the signature does not imply that the teacher agrees with its content. If the teacher desires, a written response to the evaluation may be placed in the teacher's personnel file. Should the teacher refuse to sign the report, documentation by the appropriate administrative/supervisory staff member(s) should be attached indicating such. 586. Subsequent to notification that a second class rating may be recommended, if the Ineffective rating is based upon classroom performance, the teacher will be observed at least once each month by the administrative/supervisory staff of the school system. Each of the required observations will be followed by a conference and a written record indicating effective or ineffective performance. If the deficiency is related directly to instruction, the appropriate director will accompany the principal on at least one classroom visit. If the Ineffective rating is the result of some other aspect of the teacher's responsibilities, the principal and other appropriate administrative/supervisory personnel will confer with the teacher each month. 587. 588. If the teacher's performance continues to be ineffective, the following will occur: 1. Prior to June 1, the appropriate administrative/supervisory staff member(s) will inform the teacher in a scheduled meeting that a second class rating will be recommended to the superintendent of schools. The reasons for recommending the second class rating will be reviewed. A written record of the meeting will become a part of the teacher's personnel file. 2. Not later than June 1, the superintendent of schools shall be notified, in writing, that a second class rating is being recommended. 3. Not later than June 10, the superintendent of schools will inform the teacher of the recommendation and advise of the right to a hearing before the superintendent of schools concerning the matter. 4. If the teacher wishes a hearing before the superintendent of schools, the teacher must make the request, in writing, to the superintendent of schools on or before June 20. Upon receipt of the request, the superintendent of schools will notify the teacher within 5 working days of the time and place of the hearing. 5. No later than July 15, the superintendent of schools will notify the teacher, in writing, whether or not a second class rating will become effective at the beginning of the next school year and that he/she will not be eligible to receive a salary increment. ('6-301(h) Annotated Code of Maryland) 6. Within 10 days after receipt of notification from the superintendent of schools concerning the second class rating, the teacher may request, in writing, a hearing before the Board of Education of Wicomico County. 589. 590. Procedure for Evaluating Teachers With a Second Class Rating 591. A teacher rated second class will be observed and/or conferred with monthly by the appropriate administrative/supervisory staff. If the second class rating resulted from deficiencies in the classroom instruction, the appropriate director along with the principal and/or instructional supervisor, will observe the teacher's performance at least once during each semester while the teacher is on second class rating. A written summary will be made of all observations and conferences which will include an effective or ineffective rating and will become a part of the teacher's personnel file. 592. 593. Teachers rated second class will be evaluated at the end of each semester by the appropriate administrative/supervisory personnel in accordance with the established evaluation procedures for non-tenured teachers. 594. 595. Not later than May 1, the appropriate administrative/supervisory personnel will notify the teacher, in writing, of the recommendation of status that will be made for the ensuing year. The recommendation will be one of the following: 1. The teacher be reinstated to first class status. 2. The teacher remain on second class status. 3. The teacher be dismissed. 596. Not later than May 15, the superintendent of schools will review the recommendations submitted and inform the teacher that the status for the ensuing year will be one of the following: 1. The teacher be reinstated to first class status. 2. The teacher remain on second class status. 3. The teacher be dismissed. 597. 598. If the teacher wishes a hearing before the superintendent of schools concerning the assigned status for the ensuing year, the teacher must make the request, in writing, to the superintendent of schools on or before May 30. Upon receipt of the request, the superintendent of schools will notify the teacher within five school days of the time and place of the hearing. 599. 600. Not later than June 30, the superintendent of schools will notify the teacher, in writing, of the results of the hearing. 601. 602. Within ten days after receipt of the results of the hearing with the superintendent of schools, the teacher may request, in writing, a hearing before the Board of Education of Wicomico County. 603. 604. General Exception 605. If, in the judgment of the superintendent of schools, a teacher's performance is less than effective at any time, the superintendent may elect to rate the teacher's certificate second class without regard to the aforementioned procedure. 606. 607. 608. Performance Improvement Plan Process 609. Wicomico County Public Schools embraces the significant role the new evaluation models will play in supporting improvement efforts. Research clearly shows the impact effective teachers have on student learning. The evaluation model will be used to guide teachers as they work to assist students in being college- and career-ready. Implications for individualized and focused professional development will be discussed at appropriate times throughout the process and will inform professional development planning at both the school and system levels. Should an evaluation highlight major concerns and/or lead to a rating of Ineffective, the individual will be placed on an improvement plan which prescribes improvement actions and the person(s) responsible for monitoring implementation of the plan and its results. 610. 611. An employee may be placed on a Performance Improvement Plan (PIP) at any time following documented meeting(s), including but not limited to post-observation conference(s), in which concerns are shared. The documentation must be signed by the employee, indicating receipt, and the appropriate administrator(s). It is the responsibility of the employee to work to improve the noted weakness(es), and as such, the employee may request a Performance Improvement Plan (PIP) review conference at any time during the duration of the plan. 612. 613. Utilizing the Wicomico County Public Schools Performance Improvement Plan template, the written Performance Improvement Plan shall include the following: 1. Statement of the problem(s) or concern(s) related to areas of documented unsatisfactory performance of the employee 2. Statement of improvement(s) including specific, measurable action steps or strategies 3. Provisions for assisting the employee including:  who is responsible;  the frequency of the action steps or strategies;  the timeline documentation; and,  the resources to be utilized (such as but not limited to peer coaching, additional training, assignment of a mentor, opportunities for visitation and modeling/demonstration and appropriate print/non-print resources) 4. Progress monitoring date(s) and an end or re-evaluation date (with a minimum of a mid-point monitoring meeting) 5. Signatures of the employee and appropriate administrator(s) 614. 615. Performance Improvement Plan 616. 617. Improvement Plan for: Date: 618. 619. School: Grade: 620. 621. Domain Area: Planning/Preparation Classroom Environment Instruction Professional Responsibilities 622. 623. Specific Concern(s):

624. 625. Action 626. Who is 627. Frequency 628. Timeline 629. Resources Steps or Responsible? Documentation to be Utilized Strategies 630. 631. 632. 633. 634. 635. 636. 637. 638. 639. 640. 641. 642. 643. 644. 645. 646. 647. 648. 649. 650. Feedback: 651. 652. Overall progress on specific concern: (A=achieved; MP=making progress; IP=insufficient progress) 653. 654. September October November December January February March April May June 655. Completion Date: 656. 657. The improvement plan has been developed with the input of the following individuals: 658. 659.

660. Teacher Name Signature Date 661. 662.

663. Administrator Name Signature Date 664. 665.

666. Administrator Name Signature Date 667. 668.

669. Supervisor Name Signature Date 670. 671.

672. Other Signature Date 673. 674.

675. Other Signature Date 676. 677. Additional Comments Provided by the Teacher: 678. 679. 680. 681. 682. 683.

684. 685. 686. 687. Calculation of Scores for Teacher Evaluations 688. 689. Professional Practice 690. Professional Practice accounts for 50 percentage points in the evaluation for teachers. 691. 692. Teachers will be rated on four Domains, equally weighted at 12.5 percentage points each. The possible scores for each Domain are 1-4. To yield the percentage points, the formulas to be used are: 693. 694. For each Domain: 695. (Percentage Contribution x Earned Score)/Highest Possible Score = Earned Points 696. 697. For Professional Practice: 698. Sum of the Earned Points for the four Domains = Points for Professional Practice 699. 700. 701. Student Growth: Student Learning Objectives (SLOs) 702. Student Growth accounts for 50 percentage points in the evaluation for teachers. 703. 704. Teachers may complete 2-4 SLOs with each SLO weighted equally. SLOs are scored as Full Attainment (earns 100% of the points possible), Partial Attainment (earns 75% of the points possible), Insufficient Attainment (earns 50% of the points possible), or Incomplete (earns 0% of the points possible). 705. 707. # Points Earned Per SLO 709. 2 711. 3 713. 4 706. SLO Attainment Level SLOs SLOs SLOs 710. 25 712. 16.67 714. 12.5 pts each pts each pts each 715. Full Attainment (earns 100% of pts possible) 716. 25.00 717. 16.67 718. 12.50 719. Partial Attainment (earns 75% of pts 720. 18.75 721. 12.50 722. 9.38 possible) 723. Insufficient Attainment (earns 50% of pts 724. 12.50 725. 8.34 726. 6.25 possible) 727. Incomplete (earns 0% of pts possible) 728. 0.00 729. 0.00 730. 0.00 731. 732. 733. Determination of Final Evaluation Rating 734. At the end of the 2013-14 school year, the Teacher Evaluation Committee reviewed the results of the final evaluation scores for all teachers who were evaluated under the new system during the year to set cut scores for the designations of Highly Effective and Effective. The Committee shared its recommendations for cut scores with the Superintendent of Schools who made the final determination. 735. 736. On a 100 point scale, the Highly Effective cut score was set at 93.75 points and the Effective cut score was set at 68.75 points. Cut scores will be revisited every three years by the Teacher Evaluation Committee to accommodate changes as needed. 737. 738. Phase-In of Three Year Evaluation Cycle 739. Implementation of the teacher evaluation model follows a three-year cycle. Teachers are divided into three different cohorts and will transition to the new evaluation process according to the schedule below. The professional practices component for Cohort 1 was evaluated during 2013- 2014. The professional practices component for Cohort 2 will be evaluated during 2014-2015 and for Cohort 3 during 2015-2016. 740. 741. 742. Phase-In of Three Year Evaluation Cycle 743. C 744. SY 2014-2015 745. SY 2015-2016 746. SY 2016-2017 ohor t 747. 1748. Evalu 749. Carry 750. Evalu 751. Carry 752. Evalu 753. Evalu ate Over ate Over ate ate Student 2013-14 Student 2013-14 Student Profession Growth Profession Growth Profession Growth al Practice Measures al Practice Measures al Practice Measures Score Score 754. 2755. Evalu 756. Evalu 757. Evalu 758. Carry 759. Evalu 760. Carry ate ate ate Over ate Over Student Profession Student 2014-15 Student 2014-15 Growth al Growth Profession Growth Profession Measures Practices Measures al Practice Measures al Practice Score Score 761. 3762. Evalu 763. Conv 764. Evalu 765. Evalu 766. Evalu 767. Carry ate ert ate ate ate Over Student previous Student Profession Student 2015-16 Growth score to Growth al Practice Growth Profession Measures new Measures Measures al Practice Profession Score al Practice Score 768. 769. To accommodate the phase-in, Wicomico County will use a decision matrix based on Student Growth scores and the previously earned qualitative evaluation rating to determine the teacher’s evaluation rating as shown below. Please note that the carry over only occurs for tenured teachers who have been rated as effective or highly effective in Year 1 of their cycle. 770. 771. Wicomico County Public Schools 772. Phase-In Matrix to Determine Final Evaluation Rating 773. (Based on SLOs = 50 points total) 774. 775. Previous Qualitative Evaluation Rating 776. Student Growth 777. Commendable 778. Satisfactory Points 779. 50 780. Highly Effective 781. Highly Effective 782. 43-49 783. Highly Effective 784. Effective 785. <43 786. Effective 787. Effective 788. 789. 790. Appeal Procedures 791. Teachers and principals have the right to submit written comments and reactions with any observation and/or evaluation report. 792. 793. 794. 795. Business Rules 796. Business rules related to implementation of the teacher evaluation model and process were developed during the 2013-2014 school year in collaboration with members of the Wicomico County Education Association, Association of Public School Administrators and Supervisors, and central office staff. The rules are designed to bring consistency across schools during the implementation phase and to provide guidance when out of the norm situations occurs. 797. 798. Disputes Regarding SLO Approval 799. Should an instance occur in which an administrator and teacher cannot reach agreement that a submitted SLO meets the requirements to be approved, the following procedures will be implemented:  The component involved in the disagreement will be identified by the administrator and/or teacher.  The administrator will contact the content supervisor or coordinator (if not already involved) to help resolve the disagreement.  Should the disagreement continue to be unresolved, the administrator or teacher may request the SLO be reviewed by either the Director of Elementary Education or Director of Secondary Education for a final resolution.  The teacher has the right to submit written comments and to have those written comments attached to the SLO. 800. 801. Adding and Removing Students (Student Challenges) after SLO Approval 802. Teachers may not add any students to the SLO after the SLO is approved. 803. 804. Teachers may request the removal of students from an SLO by issuing a challenge for the student via the Evaluation Portal.  Issued if a student has withdrawn, moved to another class or team, or was placed in another setting (i.e., Choices Academy or ED classroom). Administrators will view the challenge once submitted via the Portal. The type of challenge may be completed at any time during the year.  Issued if a teacher believes a student’s attendance is to blame for the student’s poor performance. Administrators will view the challenge once submitted via the Portal. The type of challenge may be completed at any time during the year. The teacher must provide supporting data and rationale in the comments. It is strongly suggested that administrators not act upon attendance challenges until the end of the SLO instructional time period. If a teacher challenges one student due to absentee days, the teacher must be consistent and remove others with the same number of days. This prevents cases where only certain students would be eliminated from the SLO. Waiting until the end of the SLO time period will give the administrator a chance to see the whole picture as it relates to attendance challenges.  Issued if a teacher believes a student’s behavior is to blame for the student’s poor performance. Administrators will view the challenge once submitted via the Portal. The type of challenge may be completed at any time during the year. The teacher must provide supporting data and rationale in the comments.  It is the teacher’s responsibility to request removal of students and present appropriate evidence for the request. Administrators may or may not approve the requests after reviewing the evidence. 805. 806. 807. 808. Target Attainment Challenges after SLO Approval 809. Teachers may request a change to the Target Attainment criteria by issuing a challenge to the Target Attainment via the Evaluation Portal. Administrators will view the challenge once submitted via the Portal. It is the teacher’s responsibility to present appropriate evidence for the request. Administrators may or may not approve the requests after reviewing the evidence. 810. 811. Early SLO Completion 812. Teachers who wish to finalize an SLO prior to the end of the stated instructional period may request a conference with the administrator as soon as the final assessment results have been uploaded in the Evaluation Portal. 813. 814. Teachers Hired after the Beginning of the School Year 815. Teachers hired on or after October 1 will receive a performance review on only the professional practice components of the evaluation at the end of the school year. Teachers hired on or after October 1 will not be required to submit/complete SLOs during their first year. 816. 817. Teachers on Approved Leave  Teachers on approved leave who begin the school year after the first day of school will not be required to submit SLOs until 5 weeks from the first day they return to work.  Teachers who know they will be on approved leave at the end of the school year should plan their SLO instructional period so as to be finished with SLO implementation and data collection prior to their anticipated last day of work.  Teachers present less than 50% of the time period between October 1 and April 30 will not be required to complete SLOs for the school year. If student growth results exist for the teacher from the previous year, those results will be carried forward for the evaluation during the current year. If student growth results do not exist for the teacher from the previous year, only professional practice results will be used for the evaluation during the current year. The professional practice results may be from the prior year if current year results are not available.  Situations not covered by one or more of the above scenarios will be decided on a case- by-case basis by the building principal Such decisions are encouraged to be made collaboratively. Appeals made be submitted to the appropriate Director should a mutual agreement not be reached. 818. 819. 820. Tips for Using the Evaluation Portal  Access to the Evaluation Portal is through XIA Links using your X2 login and password.  Documents related to the SLO (e.g., pre-assessment, pre-assessment data, and post- assessment) must be uploaded according to directions on the Portal.  There are additional evaluation resources on the Portal on the Home tab. 821. 822. Appendices 823. 824. A. Process Used to Develop Observation/Evaluation Tools for Positions Not Covered by COMAR 13A.12.03 825. B. Observation/Evaluation Tools for Dean of Students 826. C. Observation/Evaluation Tools for Media Specialist 827. D. Observation/Evaluation Tools for Professional Development Coach 828. E. Observation/Evaluation Tools for School Counselor / Student Advisor 829. 830. 831. Process Used to Develop Observation/Evaluation Tools 832. for Positions Not Covered by COMAR 13A.12.03 833. 834. 835. Evaluation tools have also been developed for some of the specialist positions as defined in COMAR 13A.12.03 that are not included in the new teacher evaluation system described in the main section of this Handbook. 836. 837. The process outlined below was used to produce observation/evaluation tools for the positions of Dean of Students, Media Specialist, Professional Development Coach, School Counselor, and Student Advisor. 838. 1. An invitation was sent to all members of the group for which the instrument would be used to participate in the development of the tool. Supervisors of the position were also invited. 2. Meetings were held will members of the group who responded positively to the invitation to develop a draft tool using a consensus approach. 3. The draft tool was shared with the Assistant Superintendent of Instruction and Student Services and the Instructional Directors for their input. 4. Input from the Assistant Superintendent of Instruction and Student Services and the Instructional Directors was shared with the group for consideration and adjustments as needed. 5. The revised draft was shared with everyone in the group and the responsible supervisors. 6. Any additional revisions to the draft were made and the tools were finalized. 7. The position’s supervisor was charged with the task of providing appropriate professional development was provided to all evaluees and observers/evaluators to ensure correct use of the tool. 839. 840. 841. Wicomico County Public Schools 842. Dean of Students – Observation 843. 844. 845. Dean’s Name: Employee #:

846. 847. 848. School: Years in Current Position:

849. 850. 851. Observation Date/Time:

852. (Date) (From) (To) 853. 854. 855. Observer: Employee #:

856. 857. 858. Date and Time of Observation Conference: 859. (Date) (Time) 860. 861. 862. Observation Comments: 863. 864. 865. 866. 867. 868. 869. 870. 871. 872. 873. 874. 875. The overall evaluation rating is:

876. (Choose one: Highly Effective, Effective, Developing or Ineffective) 877.

Wicomico County Public Schools Dean of Students Observation (Rev 5-6-15) 878.

879. 880. 881.

882. Signature of Observer Date 883. 884.

885. Signature of Dean Date 886. 887. 888. 889.

Wicomico County Public Schools Dean of Students Observation (Rev 5-6-15) 890. Wicomico County Public Schools 891. Dean of Students – Evaluation 892. 893. 894. 895. 896. Dean’s Name: Employee #: 897. 898. School: Years in Current Position: 899. 900. Evaluation Period: 901. (From) (To) 902. 903. Evaluator: Employee #: 904. 905. Evaluator: Employee #: 906. 907. Date and Time of Evaluation Conference: 908. 909.

Wicomico County Public Schools Dean of Students Evaluation (Rev 5-6-15) 916. LEVEL OF PERFORMANCE

910. OUTCOME 9 1 911. Rating Scale: 8. INEFFECTIVE (1 point): The Dean has not yet begun to address this outcome. 912. *I 913. DEVELOPING (2 points): The Dean has addressed this outcome with some success. N 921. HIGHLY 914. EFFECTIVE (3 points): The Dean has addressed this outcome with consistent success. EF EFFECTIVE FE 915. HIGHLY EFFECTIVE (4 points): The Dean has addressed this outcome with consistent success resulting in C evidence of systemic or individual improvements within the school. TI V E 1. Accesses and uses multiple sources of data to facilitate the improvement of student achievement, attendance, and behavior by  Being an active participant in conversations as to how standards, curriculum, research-based instructional strategies, and assessments 922. 925. are aligned and integrated into instruction  Reviewing disaggregated academic, attendance, and behavior data 2. Facilitates a safe, secure, and orderly school environment by  Managing student behavior  Handling discipline referrals in a timely and effective manner 926. 929.  Participating on the Student Services Team  Assisting in the management of safety protocols  Supervising co-curricular and extra-curricular events 930. 3. Assists in the management of the school (e.g., maintaining calendars, facility usage, scheduling substitutes and class coverage) 933. 934. 4. Coordinates special programs as assigned 937. 5. Promotes the alignment of all aspects of the school culture with the school’s vision to support student and adult learning by  Collaborating with stakeholder groups to translate the school vision into daily activities and practice 938.  Developing mutual respect, teamwork, and trust in dealings with students, staff, and parents 941.  Fostering high expectations for all students and teachers in a culture of continuous improvement  Participating actively on the Principal’s Leadership Team 6. Engages in professional development to address staff, student, and personal needs by  Assisting in facilitating professional development aligned with the Maryland Teacher Professional Development Standards to address identified curricular, instructional, and assessment needs aligned to school improvement goals as requested 942. 945.  Engaging in professional development activities to improve personal skills and knowledge  Serving on State and/or school system committees, task forces, initiatives, etc. 7. Establishes positive relationships to build community, foster trust, and resolve conflicts by 946. 949.

Wicomico County Public Schools Dean of Students Evaluation (Rev 5-6-15) 916. LEVEL OF PERFORMANCE

910. OUTCOME 9 1 911. Rating Scale: 8. INEFFECTIVE (1 point): The Dean has not yet begun to address this outcome. 912. *I 913. DEVELOPING (2 points): The Dean has addressed this outcome with some success. N 921. HIGHLY 914. EFFECTIVE (3 points): The Dean has addressed this outcome with consistent success. EF EFFECTIVE FE 915. HIGHLY EFFECTIVE (4 points): The Dean has addressed this outcome with consistent success resulting in C evidence of systemic or individual improvements within the school. TI V E  Welcoming parents and caregivers to the school, encouraging them to participate, and providing information and materials to help their children learn  Working to resolve conflicts among stakeholders to improve student success  Building positive interpersonal relationships and/or team building to foster a positive school climate  Facilitating communication among stakeholders 8. Fosters integrity, fairness, and ethics by  Maintaining confidentiality of student, staff and school information 950.  Being attentive to student and staff needs 953.  Encouraging sensitivity to cultural diversity  Adhering to established legal practices, board policy, negotiated agreements and school system procedures 9. Fulfills professional responsibilities by  Maintaining accurate school records  Completing assigned tasks in an accurate and timely manner 954. 957.  Demonstrating the ability to prioritize, be flexible and positive in responding to daily responsibilities  Using technology to increase efficiency and effectiveness (e.g. Outlook Calendar, Email)  Being visible and accessible to stakeholders 958. *All entries in these columns must be supported by comments/plans for growth. 959. 960. The overall evaluation rating is: 961. (Choose one: Highly Effective, Effective, or Ineffective) 962. 963. 964. Comments: 965.

Wicomico County Public Schools Dean of Students Evaluation (Rev 5-6-15) 966. 967. 968. 969. 970.

971. 972. 973. 974. Signature of Evaluator Date 975. 976. 977. 978. Signature of Evaluator Date 979. 980. 981. 982. Signature of Evaluee Date 983.

Wicomico County Public Schools Dean of Students Evaluation (Rev 5-6-15) 984. Wicomico County Public Schools 985. Media Specialist – Observation 986. 987. 988. Observations are to be completed by the Supervisor. The Observation Tool is comprised of Outcomes 1-9. The final Observation Rating is determined by the observer as either Highly Effective, Effective, Developing or Ineffective. 989. 990. 991. 992. Media Specialist: Employee #: 993. 994. School: Years in Current Position: 995. 996. Observation Date: Observation Time: 997. (From) (To) 998. 999. Observer: Employee #: 1000. 1001. Observer: Employee #: 1002. 1003. Date and Time of Observation Conference: 1004. 1005.

Wicomico County Public Schools Media Specialist Observation (Rev 1-20-15) 1006. 1008. LEVEL OF PERFORMANCE

1010. INEFFECTIVE* 1030. HIGHLY 1024. EFFECTIVE 1011. EFFECTIVE 1025. 1012. 1031. The media 1026. specialist has 1007. Outcome 1013. 1027. proactively addressed 1014. 1028. this outcome with 1015. consistent success 1029. The media specialist has addressed and it is reflected in 1016. The media specialist has not yet begun to address this this outcome with consistent success. the climate of the outcome. media center. 1. Promotes student learning 1032. 1034. 1035. and supports instructional goals by  Demonstrating knowledge of content curriculum and process  Demonstrating knowledge of information, media, and digital literacy  Demonstrating knowledge and use of resources  Collaborating with content teachers in the design of instructional experiences 2. Encourages reading and 1036. 1038. 1039. lifelong learning through a promotion of children’s and young adult literature of all genres 3. Develops and maintains 1040. 1042. 1043. the media collection to serve a diverse student population based upon knowledge of students’ developmental levels, skills and knowledge, language Wicomico County Public Schools Media Specialist Observation (Rev 1-20-15) 1008. LEVEL OF PERFORMANCE

1010. INEFFECTIVE* 1030. HIGHLY 1024. EFFECTIVE 1011. EFFECTIVE 1025. 1012. 1031. The media 1026. specialist has 1007. Outcome 1013. 1027. proactively addressed 1014. this outcome with 1028. 1015. consistent success 1029. The media specialist has addressed and it is reflected in 1016. The media specialist has not yet begun to address this this outcome with consistent success. the climate of the outcome. media center. proficiency, interests, cultural heritage, and special needs 4. Establishes a culture for 1044. 1046. 1047. learning by  Creating an environment of respect and rapport  Developing positive interpersonal relations among students and colleagues  Setting expectations for learning  Monitoring and managing student behavior 5. Provides high quality 1048. 1050. 1051. instruction by  Communicating clearly and accurately  Using effective questioning techniques  Engaging students in learning  Assessing student learning and giving quality feedback 6. Facilitates student use of 1052. 1054. 1055.

Wicomico County Public Schools Media Specialist Observation (Rev 1-20-15) 1008. LEVEL OF PERFORMANCE

1010. INEFFECTIVE* 1030. HIGHLY 1024. EFFECTIVE 1011. EFFECTIVE 1025. 1012. 1031. The media 1026. specialist has 1007. Outcome 1013. 1027. proactively addressed 1014. this outcome with 1028. 1015. consistent success 1029. The media specialist has addressed and it is reflected in 1016. The media specialist has not yet begun to address this this outcome with consistent success. the climate of the outcome. media center. effective research techniques and search strategies 7. Demonstrates flexibility 1056. 1058. 1059. and responsiveness as school needs dictate 8. Maintains accurate media 1060. 1062. 1063. center records including catalog, circulation, inventory, usage data, and other required statistics 1064. *All entries in these columns must be supported by comments/plans for growth. 1065. 1066. 1067. 1069. LEVEL OF PERFORMANCE 1071. INEFFECTIVE* 1091. HIGHLY 1085. EFFECTIVE 1072. EFFECTIVE 1086. 1073. 1092. The media 1087. specialist has 1068. Outcome 1074. 1088. proactively addressed 1075. 1089. this outcome with 1076. consistent success 1090. The media specialist has addressed and it is reflected in 1077. The media specialist has not yet begun to address this this outcome with consistent success. the climate of the outcome. media center. 9. Ensures management of 1093. 1095. 1096. the organization, operations, and resources of the media center by Wicomico County Public Schools Media Specialist Observation (Rev 1-20-15)  Managing library procedures (e.g., circulation procedures, scheduling procedures)  Organizing physical space  Managing the media budget  Managing personnel including delegating responsibility, training and supervision 1097. *All entries in these columns must be supported by comments/plans for growth. 1098. 1099. The overall observation rating is: . 1100. 1101. Comments: 1102. 1103. 1104. 1105.

1106. 1107. 1108. 1109. Signature of Observer Date 1110. 1111. 1112. 1113. Signature of Observer Date 1114. 1115. 1116. 1117. Signature of Media Specialist Date

Wicomico County Public Schools Media Specialist Observation (Rev 1-20-15) 1118. Wicomico County Public Schools 1119. Media Specialist – Evaluation 1120. 1121. 1122. Evaluations are to be completed by the Supervisor with input from the Principal(s). The Evaluation Tool is comprised of Outcomes 1-10. The final Evaluation Rating is determined by the evaluator(s) as either Highly Effective, Effective, or Ineffective. 1123. 1124. 1125. 1126. Media Specialist: Employee #: 1127. 1128. School: Years in Current Position: 1129. 1130. Evaluation Period: 1131. (From) (To) 1132. 1133. Evaluator: Employee #: 1134. 1135. Evaluator: Employee #: 1136. 1137. Date and Time of Evaluation Conference: 1138. 1139.

Wicomico County Public Schools Media Specialist Evaluation (Rev 1-20-15) 1140. 1142. LEVEL OF PERFORMANCE 1161. HIGHLY 1144. INEFFECTIVE* 1156. EFFECTIVE EFFECTIVE 1145. 1157. 1162. The media 1146. specialist has 1141. Outcome 1158. 1147. proactively addressed 1159. 1148. this outcome with 1160. The media specialist has addressed consistent success and it is reflected in 1149. The media specialist has not yet begun to address this this outcome with consistent success. outcome. the climate of the media center. 1. Promotes student learning 1163. 1165. 1166. and supports instructional goals by  Demonstrating knowledge of content curriculum and process  Demonstrating knowledge of information, media, and digital literacy  Demonstrating knowledge and use of resources  Collaborating with content teachers in the design of instructional experiences 2. Encourages reading and 1167. 1169. 1170. lifelong learning through a promotion of children’s and young adult literature of all genres 3. Develops and maintains 1171. 1173. 1174. the media collection to serve a diverse student population based upon knowledge of students’ developmental levels, skills and knowledge, language Wicomico County Public Schools Media Specialist Evaluation (Rev 1-20-15) 1142. LEVEL OF PERFORMANCE 1161. HIGHLY 1144. INEFFECTIVE* 1156. EFFECTIVE EFFECTIVE 1145. 1157. 1162. The media 1146. specialist has 1141. Outcome 1158. 1147. proactively addressed 1159. this outcome with 1148. 1160. The media specialist has addressed consistent success and it is reflected in 1149. The media specialist has not yet begun to address this this outcome with consistent success. outcome. the climate of the media center. proficiency, interests, cultural heritage, and special needs 4. Establishes a culture for 1175. 1177. 1178. learning by  Creating an environment of respect and rapport  Developing positive interpersonal relations among students and colleagues  Setting expectations for learning  Monitoring and managing student behavior 5. Provides high quality 1179. 1181. 1182. instruction by  Communicating clearly and accurately  Using effective questioning techniques  Engaging students in learning  Assessing student learning and giving quality feedback 6. Facilitates student use of 1183. 1185. 1186.

Wicomico County Public Schools Media Specialist Evaluation (Rev 1-20-15) 1142. LEVEL OF PERFORMANCE 1161. HIGHLY 1144. INEFFECTIVE* 1156. EFFECTIVE EFFECTIVE 1145. 1157. 1162. The media 1146. specialist has 1141. Outcome 1158. 1147. proactively addressed 1159. this outcome with 1148. 1160. The media specialist has addressed consistent success and it is reflected in 1149. The media specialist has not yet begun to address this this outcome with consistent success. outcome. the climate of the media center. effective research techniques and search strategies 7. Demonstrates flexibility 1187. 1189. 1190. and responsiveness as school needs dictate 8. Maintains accurate media 1191. 1193. 1194. center records including catalog, circulation, inventory, usage data, and other required statistics 1195. *All entries in these columns must be supported by comments/plans for growth. 1196. 1197. 1198. 1200. LEVEL OF PERFORMANCE 1219. HIGHLY 1202. INEFFECTIVE* 1214. EFFECTIVE EFFECTIVE 1203. 1215. 1220. The media 1204. specialist has 1199. Outcome 1216. 1205. proactively addressed 1217. this outcome with 1206. 1218. The media specialist has addressed consistent success and it is reflected in 1207. The media specialist has not yet begun to address this this outcome with consistent success. outcome. the climate of the media center. 9. Ensures management of 1221. 1223. 1224. the organization, operations, and resources of the media center by Wicomico County Public Schools Media Specialist Evaluation (Rev 1-20-15) 1142. LEVEL OF PERFORMANCE 1161. HIGHLY 1144. INEFFECTIVE* 1156. EFFECTIVE EFFECTIVE 1145. 1157. 1162. The media 1146. specialist has 1141. Outcome 1158. 1147. proactively addressed 1159. this outcome with 1148. 1160. The media specialist has addressed consistent success and it is reflected in 1149. The media specialist has not yet begun to address this this outcome with consistent success. outcome. the climate of the media center.  Managing library procedures (e.g., circulation procedures, scheduling procedures)  Organizing physical space  Managing the media budget  Managing personnel including delegating responsibility, training and supervision 10. Fulfills professional 1225. 1227. 1228. responsibilities by  Establishing professional goals and pursuing opportunities to grow professionally  Engaging in reflecting on professional practice  Participating in professional activities within the school community  Communicating with school staff and community to promote and advocate for the media program

Wicomico County Public Schools Media Specialist Evaluation (Rev 1-20-15) 1142. LEVEL OF PERFORMANCE 1161. HIGHLY 1144. INEFFECTIVE* 1156. EFFECTIVE EFFECTIVE 1145. 1157. 1162. The media 1146. specialist has 1141. Outcome 1158. 1147. proactively addressed 1159. this outcome with 1148. 1160. The media specialist has addressed consistent success and it is reflected in 1149. The media specialist has not yet begun to address this this outcome with consistent success. outcome. the climate of the media center.  Upholding the Library Bill of Rights, copyright law, the ethical use of information, and intellectual freedom  Demonstrating a high level of ethics, confidentiality, and professionalism in dealings with both students and colleagues and complying fully with school system and school regulations 1229. *All entries in these columns must be supported by comments/plans for growth. 1230. 1231. 1232. The overall evaluation rating is: . 1233. 1234. 1235.

Wicomico County Public Schools Media Specialist Evaluation (Rev 1-20-15) 1236. 1237. Comments: 1238. 1239. 1240. 1241. 1242. 1243. 1244. 1245.

1246. 1247. 1248. 1249. Signature of Evaluator Date 1250. 1251. 1252. 1253. Signature of Evaluator Date 1254. 1255. 1256. 1257. Signature of Media Specialist Date 1258. 1259.

Wicomico County Public Schools Media Specialist Evaluation (Rev 1-20-15) 1260. Wicomico County Public Schools 1261. Professional Development Coach – Observation 1262. 1263. 1264. Observations are to be completed by the Supervisor. The Observation Tool is comprised of Outcomes 1 and 2. The final Observation Rating is determined by the observer as either Highly Effective, Effective, Developing or Ineffective. 1265. 1266. 1267. 1268. Professional Development Coach: Employee #:

1269. 1270. School: Years in Current Position: 1271. 1272. Observation Date: Observation Time: 1273. (From) (To) 1274. 1275. Observer: Employee #: 1276. 1277. Observer: Employee #: 1278. 1279. Date and Time of Observation Conference: 1280. 1281.

Wicomico County Public Schools Professional Development Coach Observation (Rev 2-2-15) 1282. 1284. LEVEL OF PERFORMANCE 1303. HIGHLY 1286. INEFFECTIVE* 1298. EFFECTIVE EFFECTIVE 1287. 1299. 1304. The coach 1283. Outcome 1288. 1300. has addressed this 1289. 1301. outcome with consistent success, 1290. 1302. The coach has addressed this outcome impacting 1291. The coach has not yet begun to address this outcome. with consistent success. participating teachers’ practice. 1305. Outcome 1: Engages, 1306. 1308. 1309. supports and advances the professional learning of educators by  Using a variety of strategies and resources to respond to professional learning needs and to the learning needs of students  Using knowledge of participating teachers’ background, interests, experiences and needs to plan professional learning  Using reflective conversation skills to engage participating teachers in collaborative problem- solving and self- directed learning  Using applicable data to engage participating teachers in examining and improving practice  Facilitating inquiry, analysis and reflection

Wicomico County Public Schools Professional Development Coach Observation (Rev 2-2-15) 1284. LEVEL OF PERFORMANCE 1303. HIGHLY 1286. INEFFECTIVE* 1298. EFFECTIVE EFFECTIVE 1287. 1299. 1304. The coach 1283. Outcome 1288. 1300. has addressed this 1289. 1301. outcome with consistent success, 1290. 1302. The coach has addressed this outcome impacting 1291. The coach has not yet begun to address this outcome. with consistent success. participating teachers’ practice. to improve participating teacher’s teaching practice.  Designing professional learning to promote understanding and application of content standards, instructional strategies, assessment practices and student learning results  Creating an environment conducive to professional learning 1310. Outcome 2: Creates 1311. 1313. 1314. and maintains collaborative and professional partnerships to support teacher growth by  Working to establish and maintain professional relationships with participating teachers  Working to understand each participating teacher’s school community to foster participating teachers’ success and student achievement Wicomico County Public Schools Professional Development Coach Observation (Rev 2-2-15) 1284. LEVEL OF PERFORMANCE 1303. HIGHLY 1286. INEFFECTIVE* 1298. EFFECTIVE EFFECTIVE 1287. 1299. 1304. The coach 1283. Outcome 1288. 1300. has addressed this 1289. 1301. outcome with consistent success, 1290. 1302. The coach has addressed this outcome impacting 1291. The coach has not yet begun to address this outcome. with consistent success. participating teachers’ practice.  Working to promote development of participating teachers’ professional responsibility and collaboration with families 1315. Note: “Participating teacher” is defined as any teacher with whom the coach is working. 1316. *All entries in these columns must be supported by comments/plans for growth. 1317. 1318. The overall observation rating is: . 1319. 1320.

Wicomico County Public Schools Professional Development Coach Observation (Rev 2-2-15) 1321. Comments: 1322. 1323. 1324. 1325. 1326. 1327. 1328. 1329.

1330. 1331. 1332. 1333. Signature of Observer Date 1334. 1335. 1336. 1337. Signature of Observer Date 1338. 1339. 1340. 1341. Signature of Professional Development Coach Date 1342. 1343.

Wicomico County Public Schools Professional Development Coach Observation (Rev 2-2-15) 1344. Wicomico County Public Schools 1345. Professional Development Coach – Evaluation 1346. 1347. 1348. Evaluations are to be completed by the Supervisor with input from the Principal(s). The Evaluation Tool is comprised of Outcomes 1, 2 and 3. The final Evaluation Rating is determined by the evaluator(s) as either Highly Effective, Effective, or Ineffective. 1349. 1350. 1351. Professional Development Coach: Employee #:

1352. 1353. School: Years in Current Position: 1354. 1355. Evaluation Period: 1356. (From) (To) 1357. 1358. Evaluator: Employee #: 1359. 1360. Evaluator: Employee #: 1361. 1362. Date and Time of Evaluation Conference: 1363. 1364.

Wicomico County Public Schools Professional Development Coach Evaluation (Rev 2-2-15) 1365. 1367. LEVEL OF PERFORMANCE 1386. HIGHLY 1369. INEFFECTIVE* 1381. EFFECTIVE EFFECTIVE 1370. 1382. 1387. The coach 1366. Outcome 1371. 1383. has addressed this 1372. 1384. outcome with consistent success, 1373. 1385. The coach has addressed this outcome impacting 1374. The coach has not yet begun to address this outcome. with consistent success. participating teachers’ practice. 1388. Outcome 1: Engages, 1389. 1391. 1392. supports and advances the professional learning of educators by  Using a variety of strategies and resources to respond to professional learning needs and to the learning needs of students  Using knowledge of participating teachers’ background, interests, experiences and needs to plan professional learning  Using reflective conversation skills to engage participating teachers in collaborative problem- solving and self- directed learning  Using applicable data to engage participating teachers in examining and improving practice  Facilitating inquiry, analysis and reflection

Wicomico County Public Schools Professional Development Coach Evaluation (Rev 2-2-15) 1367. LEVEL OF PERFORMANCE 1386. HIGHLY 1369. INEFFECTIVE* 1381. EFFECTIVE EFFECTIVE 1370. 1382. 1387. The coach 1366. Outcome 1371. 1383. has addressed this 1372. 1384. outcome with consistent success, 1373. 1385. The coach has addressed this outcome impacting 1374. The coach has not yet begun to address this outcome. with consistent success. participating teachers’ practice. to improve participating teacher’s teaching practice.  Designing professional learning to promote understanding and application of content standards, instructional strategies, assessment practices and student learning results  Creating an environment conducive to professional learning 1393. Outcome 2: Creates 1394. 1396. 1397. and maintains collaborative and professional partnerships to support teacher growth by  Working to establish and maintain professional relationships with participating teachers  Working to understand each participating teacher’s school community to foster participating teachers’ success and student achievement Wicomico County Public Schools Professional Development Coach Evaluation (Rev 2-2-15) 1367. LEVEL OF PERFORMANCE 1386. HIGHLY 1369. INEFFECTIVE* 1381. EFFECTIVE EFFECTIVE 1370. 1382. 1387. The coach 1366. Outcome 1371. 1383. has addressed this 1372. 1384. outcome with consistent success, 1373. 1385. The coach has addressed this outcome impacting 1374. The coach has not yet begun to address this outcome. with consistent success. participating teachers’ practice.  Working to promote development of participating teachers’ professional responsibility and collaboration with families 1398. Note: “Participating teacher” is defined as any teacher with whom the coach is working. 1399. *All entries in these columns must be supported by comments/plans for growth. 1400. 1401.

Wicomico County Public Schools Professional Development Coach Evaluation (Rev 2-2-15) 1402. 1404. LEVEL OF PERFORMANCE 1420. HIGHLY 1406. INEFFECTIVE 1416. EFFECTIVE EFFECTIVE 1407. 1403. Outcome 1417. 1421. The coach 1408. 1418. has addressed this 1409. outcome with 1419. The coach has addressed this outcome consistent success 1410. The coach has not yet begun to address this outcome. with consistent success. and it is reflected in the coach’s practice. 1422. Outcome 3: Fulfill 1423. 1425. 1426. professional responsibilities by  Establishing professional goals and pursuing opportunities to grow professionally  Reflecting on the effectiveness of coaching practice and program  Maintaining accurate records aligned to WCPS policies  Participating actively in collaborative teams/professional learning communities  Demonstrating a high level of ethics, confidentiality, and professionalism in dealings with both students and colleagues and complying fully with school system and school regulations  Developing curriculum, resource materials, and assessments as

Wicomico County Public Schools Professional Development Coach Evaluation (Rev 2-2-15) requested  Using coaching and collaboration time effectively

1427. 1428. 1430. Total Points 1431. 1432. Note: “Participating teacher” is defined as any teacher with whom the coach is working. 1433. *All entries in these columns must be supported by comments/plans for growth. 1434. 1435. 1436. The overall evaluation rating is: . 1437. 1438. 1439.

Wicomico County Public Schools Professional Development Coach Evaluation (Rev 2-2-15) 1440. Comments: 1441. 1442. 1443. 1444. 1445. 1446. 1447. 1448.

1449. 1450. 1451. 1452. Signature of Evaluator Date 1453. 1454. 1455. 1456. Signature of Evaluator Date 1457. 1458. 1459. 1460. Signature of Professional Development Coach Date 1461.

Wicomico County Public Schools Professional Development Coach Evaluation (Rev 2-2-15) 1462. Wicomico County Public Schools 1463. School Counselor / Student Advisor – Observation 1464. 1465. 1466. The Observation Tool is comprised of Outcomes 1-3. The final Observation Rating is determined by the observer as either Highly Effective, Effective, Developing or Ineffective. 1467. 1468. 1469. 1470. School Counselor or Student Advisor: Employee #:

1471. 1472. School: Years in Current Position: 1473. 1474. Observation Date: Observation Time: 1475. (From) (To) 1476. 1477. Observer: Employee #: 1478. 1479. Observer: Employee #: 1480. 1481. Date and Time of Observation Conference: 1482. 1483.

Wicomico County Public Schools School Counselor / Student Advisor Observation (Rev 1-20-15) 1484. 1486. LEVEL OF PERFORMANCE 1488. INEFFECTIVE* 1493. DEVELOPING* 1498. EFFECTIVE 1503. HIGHLY 1489. 1494. 1499. EFFECTIVE 1490. 1495. 1500. 1504. The 1485. Outcome 1491. 1496. 1501. counselor/advisor has proactively addressed this 1492. The 1497. The 1502. The outcome with consistent counselor/advisor has not counselor/advisor has counselor/advisor has success and it is reflected yet begun to address this addressed this outcome addressed this outcome in a school climate that outcome. with some success. with consistent success. promotes student success. 1505. Domain 1: Academic Achievement 1506. 1a. Utilizes data and works collaboratively with 1507. 1508. 1509. 1510. stakeholders to monitor and enhance student success 1511. 1b. Demonstrates knowledge of current trends and 1512. 1513. 1514. 1515. research in student development 1516. 1c. Engages and supports students in making decisions, setting goals and taking appropriate action to 1517. 1518. 1519. 1520. achieve their goals 1521. Domain 2: Student Assistance Services 1522. 2a. Assists students in acquiring attitudes, knowledge and interpersonal skills to help them understand 1523. 1524. 1525. 1526. and respect self and others 1527. 2b. Implements prevention programming to support students’ healthy physical, social, emotional, and 1528. 1529. 1530. 1531. academic development 1532. 2c. Provides individual counseling, group counseling, classroom instruction, consultation, and/or crisis 1533. 1534. 1535. 1536. intervention as needed 1537. 2d. Fosters a multicultural and diverse perspective 1538. 1539. 1540. 1541. among stakeholders 1542. 2e. Assists teachers with the integration of 1543. Applies only to 1544. 1545. 1546. counseling activities into the curriculum counselors 1547. Domain 3: Career Development 1548. 3a. Facilitates age appropriate career development 1549. Applies only to 1550. 1551. 1552. activities aligned to state standards counselors 1553. 3b. Helps students understand the relationship 1554. 1555. 1556. 1557.

Wicomico County Public Schools School Counselor / Student Advisor Observation (Rev 1-20-15) 1486. LEVEL OF PERFORMANCE 1488. INEFFECTIVE* 1493. DEVELOPING* 1498. EFFECTIVE 1503. HIGHLY 1489. 1494. 1499. EFFECTIVE 1490. 1495. 1500. 1504. The 1485. Outcome 1491. 1496. 1501. counselor/advisor has proactively addressed this 1492. The 1497. The 1502. The outcome with consistent counselor/advisor has not counselor/advisor has counselor/advisor has success and it is reflected yet begun to address this addressed this outcome addressed this outcome in a school climate that outcome. with some success. with consistent success. promotes student success. 1505. Domain 1: Academic Achievement 1506. 1a. Utilizes data and works collaboratively with 1507. 1508. 1509. 1510. stakeholders to monitor and enhance student success between academic success, personal qualities, education, and career success to support college and career readiness skills 1558. 3c. Supports students in applying decision making 1559. Applies only to skills through course selection and grade level promotion 1560. 1561. 1562. counselors requirements 1563. *All entries in these columns must be supported by comments/plans for growth. 1564. 1565. The overall observation rating is: . 1566.

Wicomico County Public Schools School Counselor / Student Advisor Observation (Rev 1-20-15) 1567. Comments: 1568. 1569. 1570. 1571.

1572. 1573. 1574. 1575. Signature of Observer Date 1576. 1577. 1578. 1579. Signature of Observer Date 1580. 1581. 1582. 1583. Signature of School Counselor or Student Advisor Date 1584. 1585. 1586.

Wicomico County Public Schools School Counselor / Student Advisor Observation (Rev 1-20-15) 1587. Wicomico County Public Schools 1588. School Counselor / Student Advisor – Evaluation 1589. 1590. 1591. The Evaluation Tool is comprised of Outcomes 1-4. The final Evaluation Rating is determined by the evaluator(s) as either Highly Effective, Effective, or Ineffective. 1592. 1593. 1594. School Counselor or Student Advisor: Employee #:

1595. 1596. School: Years in Current Position: 1597. 1598. Evaluation Period: 1599. (From) (To) 1600. 1601. Evaluator: Employee #: 1602. 1603. Evaluator: Employee #: 1604. 1605. Date and Time of Evaluation Conference: 1606. 1607.

Wicomico County Public Schools School Counselor / Student Advisor Evaluation (Rev 1-20-15) 1608. 1610. LEVEL OF PERFORMANCE 1612. INEFFECTIVE* 1617. DEVELOPING* 1622. EFFECTIVE 1627. HIGHLY 1613. 1618. 1623. EFFECTIVE 1614. 1619. 1624. 1628. The 1609. Outcome 1615. 1620. 1625. counselor/advisor has proactively addressed this 1616. The 1621. The 1626. The outcome with consistent counselor/advisor has not counselor/advisor has counselor/advisor has success and it is reflected yet begun to address this addressed this outcome addressed this outcome in a school climate that outcome. with some success. with consistent success. promotes student success. 1629. Domain 1: Academic Achievement 1630. 1a. Utilizes data and works collaboratively with 1631. 1632. 1633. 1634. stakeholders to monitor and enhance student success 1635. 1b. Demonstrates knowledge of current trends and 1636. 1637. 1638. 1639. research in student development 1640. 1c. Engages and supports students in making decisions, setting goals and taking appropriate action to 1641. 1642. 1643. 1644. achieve their goals 1645. Domain 2: Student Assistance Services 1646. 2a. Assists students in acquiring attitudes, knowledge and interpersonal skills to help them understand 1647. 1648. 1649. 1650. and respect self and others 1651. 2b. Implements prevention programming to support students’ healthy physical, social, emotional, and 1652. 1653. 1654. 1655. academic development 1656. 2c. Provides individual counseling, group counseling, classroom instruction, consultation, and/or crisis 1657. 1658. 1659. 1660. intervention as needed 1661. 2d. Fosters a multicultural and diverse perspective 1662. 1663. 1664. 1665. among stakeholders 1666. 2e. Assists teachers with the integration of 1667. Applies only to 1668. 1669. 1670. counseling activities into the curriculum counselors 1671. Domain 3: Career Development 1672. 3a. Facilitates age appropriate career development 1673. Applies only to 1674. 1675. 1676. activities aligned to state standards counselors 1677. 3b. Helps students understand the relationship 1678. 1679. 1680. 1681.

Wicomico County Public Schools School Counselor / Student Advisor Evaluation (Rev 1-20-15) 1610. LEVEL OF PERFORMANCE 1612. INEFFECTIVE* 1617. DEVELOPING* 1622. EFFECTIVE 1627. HIGHLY 1613. 1618. 1623. EFFECTIVE 1614. 1619. 1624. 1628. The 1609. Outcome 1615. 1620. 1625. counselor/advisor has proactively addressed this 1616. The 1621. The 1626. The outcome with consistent counselor/advisor has not counselor/advisor has counselor/advisor has success and it is reflected yet begun to address this addressed this outcome addressed this outcome in a school climate that outcome. with some success. with consistent success. promotes student success. 1629. Domain 1: Academic Achievement 1630. 1a. Utilizes data and works collaboratively with 1631. 1632. 1633. 1634. stakeholders to monitor and enhance student success 1635. 1b. Demonstrates knowledge of current trends and 1636. 1637. 1638. 1639. research in student development between academic success, personal qualities, education, and career success to support college and career readiness skills 1682. 3c. Supports students in applying decision making 1683. Applies only to skills through course selection and grade level promotion 1684. 1685. 1686. counselors requirements 1687. 1688. 1689. 1692. 1693. 1694. 1695. 1690. 1691. 1696. Domain 4: Professional Responsibilities 1697. 4a. Reflects on the effectiveness of the various 1698. 1699. 1700. 1701. components of the counseling or student advisor program 1702. 4b. Maintains accurate records aligned to WCPS 1703. 1704. 1705. 1706. policies 1707. 4c. Participates on Student Services Teams, IEP Teams, 504 Teams, Instructional Leadership Teams, and 1708. 1709. 1710. 1711. other committees as assigned 1712. 4d. Develops professional goals and pursues 1713. 1714. 1715. 1716. opportunities to increase knowledge and skills 1717. 4e. Provides leadership in the school setting as an 1718. 1719. 1720. 1721. advocate for the counseling or student advisor program Wicomico County Public Schools School Counselor / Student Advisor Evaluation (Rev 1-20-15) 1610. LEVEL OF PERFORMANCE 1612. INEFFECTIVE* 1617. DEVELOPING* 1622. EFFECTIVE 1627. HIGHLY 1613. 1618. 1623. EFFECTIVE 1614. 1619. 1624. 1628. The 1609. Outcome 1615. 1620. 1625. counselor/advisor has proactively addressed this 1616. The 1621. The 1626. The outcome with consistent counselor/advisor has not counselor/advisor has counselor/advisor has success and it is reflected yet begun to address this addressed this outcome addressed this outcome in a school climate that outcome. with some success. with consistent success. promotes student success. 1629. Domain 1: Academic Achievement 1630. 1a. Utilizes data and works collaboratively with 1631. 1632. 1633. 1634. stakeholders to monitor and enhance student success 1635. 1b. Demonstrates knowledge of current trends and 1636. 1637. 1638. 1639. research in student development 1722. 4f. Demonstrates effective communication skills 1723. 1724. 1725. 1726. 1727. 4g. Demonstrates a high level of ethics, confidentiality, and professionalism in dealings with both 1728. 1729. 1730. 1731. students and colleagues and complying fully with school system and school regulations 1732. 4h. Plans, organizes and delivers an effective comprehensive school counseling or student advisor program 1733. 1734. 1735. 1736. (within the resources of the school) 1737. 4i. Organizes, manages and/or supports school programs (e.g., graduation, awards, family assistance) as 1738. 1739. 1740. 1741. assigned 1742. *All entries in these columns must be supported by comments/plans for growth. 1743. 1744. 1745. The overall evaluation rating is: . 1746. 1747.

Wicomico County Public Schools School Counselor / Student Advisor Evaluation (Rev 1-20-15) 1748. Comments: 1749. 1750. 1751. 1752. 1753. 1754. 1755. 1756.

1757. 1758. 1759. 1760. Signature of Evaluator Date 1761. 1762. 1763. 1764. Signature of Evaluator Date 1765. 1766. 1767. 1768. Signature of School Counselor or Student Advisor Date 1769. 1770.

Wicomico County Public Schools School Counselor / Student Advisor Evaluation (Rev 1-20-15)

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