A presentation for St. Mary School staff, a member of the Diocese of Columbus, related to Teacher Evaluation.

1. Be sure your
sound is
turned on and
the volume up
prior to
starting the Diocese of Columbus
presentation.
Teacher Evaluation System
Overview Presentation—summer 2012

2. 1: Teachers in the Catholic Schools of the Diocese of
Columbus know, understand and contribute to the
integration of Catholic teachings and virtues
throughout the curriculum and school culture as it
supports faith formation and student learning.
2: Teachers understand student learning, development,
and faith formation while respecting the diversity of
students.
3: Teachers know and understand the content for which
they have instructional responsibility.
4: Teachers understand and use varied assessments to
inform instruction, evaluate and ensure student
learning.

3. 5: Teachers plan and deliver effective instruction that
advances the learning of each individual student.
6: Teachers create Christ-centered learning
environments that promote high levels of learning
and achievement for all students.
7: Teachers collaborate and communicate with
students, parents, other educators, administrators
and the faith community to support student
development, learning and faith.
8: Teachers assume responsibility for their professional
academic/spiritual growth, performance, and
involvement as an individual and as a member of a
Catholic learning community.

4. Individual teacher growth is supported
through:
 Clarification of Expectations
 Feedback Process
 Facilitating Collaboration
 Directed Professional Development

5. I. Self Assessment through the Diocesan
Standards for Teachers
II. Goal Setting and Professional Growth Plan
III. The Formal Observation Process
IV. Coaching and Formative Assessment
V. Collection of Artifacts and Evidence
Indicators
VI. Written Summative Evaluation

7. The Formative Year allows a teacher to work on
their mutually agreed upon professional
development plan.
The Summative Year will include the full
summative evaluation process of Pre/post
observation, reflections and meetings, the
formal classroom observation visit, the
summation of the formative years work and the
summative standards based rubric evaluation.
If there is a determination that a more directed
remediation program needs to be designed, the
Remediation Plan Form is to be completed,
signed and implemented with regular check-in

8. A form similar to the Diocesan Teacher Working
Goals form was established for St. Mary
School teachers and is included with
contracts that are offered. This form lists
the teachers individual stated goal, school
accreditation goals, and principal directed
goals. The only “goal” missing from the form
is the teachers IPDP goal, however, that most
likely relates to the Accreditation goals of
the school.

9. ½ of the staff will start in the formative
process
½ of the staff will complete the full summative
process this school year
*Those in the summative process will not have
as extensive of a portfolio given the
timeline.

10. Year 1 of the process for those not
starting as a Resident Educator

11.  The formative year could best be described
as a year of self-study and individual teacher
directed learning toward their goals
 Teachersresponsible for managing their own
professional and personal growth

12. Teacher self assessment 
Identify Priority Goal area 
Self-study/improvement related to goals 
Begin citing/gathering evidence related to
Diocesan Teacher standards and your study

Gather data that supports student learning 
Create individual portfolio 

13. Examples of possible evidence for each standard are available in the
complete Diocesan packet. It should be noted that these are possible
ideas for evidence and that many more examples would also be suitable.

15. Year 2 of the process for those not
starting as a Resident Educator

16.  The summative year could best be described
as a year formal review related to a
teacher’s professional and personal growth.
 Itis an opportunity for teachers to showcase
their portfolio of work, improvement, and
data related to student learning
 The completion of the summative process
will take a teacher back to the start of the
formative process

18.  Prior to the  Following observation,
observation, the teacher will complete
teacher will complete the 10 Post-Observation
10 Pre-Observation Reflection questions
questions and turn into and submit to the
the Principal 3 days Principal within 3 days
prior to meeting of the observation.
 Teacher will complete  Teacher will complete
the pre-observation the Post Observation
conference form which form that will be
will be discussed with discussed with the
Principal Principal

20. This example of the summative rubric in standard 7 shows the
importance of teachers providing some evidence and documentation to
help the Principal. Some teacher accomplishments may not be known by
the Principal.

21. This is a sample of the Formal Summative Evaluation Form that the
Principal will complete for all 8 diocesan teacher standards. An indicator
level will be selected along with evidence to support the indicator. The
evidence could be both principal and teacher identified evidence.

22. Teachers in the 4 year RE licensure area

23. The key difference in the Resident Educator indicator levels is the
removal of the ‘Distinguished’ Level. The philosophy is that
teachers new to the profession are unable to demonstrate
consistent performance the distinguished level.

24. Used as needed following a summative
observation

25. Here is part of the Remediation Goal Setting form that would be used to
help teachers further develop their professional skills to meet the
Diocesan expectations. This form is much more specific with teachers
identifying action steps and documenting progress toward improvement.

26. Formative, Summative, and RE timeline
for this academic year

27. FORMATIVE SUMMATIVE
 Self-assessment and goals  Self-assessment and goals are
are already established already established
 Begin self-study and  Begin gathering some
gathering of evidence, evidence, documentation, data
documentation, data
 Summative evaluations
December-February (teachers
 Create portfolio for your will sign-up)
summative evaluation in
2013-2014
 Teachers will complete self-
assessment in early April
**Portfolio for 2013-14
summative should be well **Portfolio this year will be
established smaller in size given timing

28.  RE teachers will
participate in all  RE teachers will be
Diocesan RE programs
observed by the mentor
and/or mentor meetings
teacher using the RE
rubric prior to the
 RE teachers will have a administrator led
summative evaluation summative evaluation.
completed by the
Principal. A basic
portfolio should begin
to be established.
RESIDENT EDUCATOR (RE)

29.  Detailedinformation and all forms are
available on the document share at
www.cdeducation.org/dshare under
personnel and teacher evaluation
 Wewill dedicate 5-10 minutes for
questions/answers at the opening teacher
meetings.
Ihope you find this presentation (flipped
meeting) a helpful resource you can refer to
as you navigate the process.

30. Some content from this presentation was taken directly from the Diocese of Columbus Teacher
Evaluation System packet.
PowerPoint presentation and narration created by Ryan Schwieterman.