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  1. Surveys
  2. 2012
  3. February
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  5. Novato Assessing the Pilot Teacher Evaluation Syst

Novato Assessing the Pilot Teacher Evaluation Syst

Survey to Assess Novato's New Pilot Teacher Evaluation Tool and Process
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Overview: The NUSD Committee for Strengthening Teacher/Principal Effectiveness developed a prototype of a teacher evaluation tool and process that we have been piloting this school year for on-cycle teachers who opted to help us test the tool. The purpose of this survey is to help inform the Committee about what aspects of the tool and process are working and what areas still need improvement.

Instructions: The survey refers to the rubric and evaluation tool, so it would be helpful if you printed this document out while you took this survey. It should be attached to the email you received about taking this survey.
 
 
 
What best describes your involvement with the pilot evaluation tool and process:
 
Principal/Assistant Principal using the pilot tool and process
 
Teacher on-cycle and opted to use the new pilot tool and process
 
Teacher on-cycle and opted NOT to use the new pilot tool and process
 
Teacher off-cycle
 
Other (describe below)
 
 
 
Click on the subject that best describes what you teach
 
Elementary School Multiple Subject (e.g. kindergarten teacher)
 
Special Education
 
Physical Education
 
Art
 
English
 
Math
 
History/Social Studies
 
Science
 
Counselor
 
Other (please describe)
 
 
 
 
Please indicate which grade level best applies to you:
 
Elementary
 
Middle School
 
Secondary School/High School
 
Other (describe below)
 
 
Overarching Questions Regarding the Pilot Tool and Process: Please rate the new tool and process on the following:
1. Strongly agree 2. Agree 3. Agree to some extent 4. Do not agree N/A
The pilot evaluation tool and process is an improvement over the former system.
Overall, I am satisfied with the new evaluation tool and process.
The teaching and learning rubric provides an accurate definition of teacher effectiveness.
The teaching and learning rubric provides a comprehensive definition of teacher effectiveness.
There are no domains or individual standards that are missing from the rubric.
The rubric is comprehensive, while also being accessible (i.e. it is not overwhelming).
The pilot evaluation tool and process invites positive conversations about continual improvement.
The pilot evaluation tool effectively supports administrators and teachers in setting goals and priorities for improvement.
The evaluation tool and process makes it possible to distinguish different levels of teacher effectiveness.
Student achievement/learning data is fairly used in the evaluation process.
There are multiple measures of teacher effectiveness used in the pilot evaluation tool.
The evaluation tool provided me with useful and timely feedback.
There is support (professional development/guidance) to help teachers develop areas of improvement.
The evaluation tool is a good resource for professional growth.
 
 
If you have any comments on the above section, please list them here:
   
 
 
Domain Specific Questions (#1 PLAN): Please rate the new tool and process on the following:
1. Strongly agree 2. Agree 3. Agree to some extent 4. Do not agree N/A
The rubric accurately defines effective planning.
The rubric comprehensively defines effective planning.
The language about planning is clear.
There are no missing elements of planning (if you don't agree please list the missing elements in the comment section below).
The descriptors are effectively differentiated/scaled across the four categories.
The descriptors for the proficient category are feasible, while also establishing high expectations for teachers.
 
 
If you have any comments on the above section, please list them here:
   
 
Domain Specific Questions (#2A Teach Environment): Please rate the new tool and process on the following:
1. Strongly agree 2. Agree 3. Agree to some extent 4. Do not agree N/A
The rubric comprehensively and accurately defines effective teaching as it relates to the environment.
The language about teach-environment is clear.
There are no missing elements in this domain (if you don't agree please list the missing elements in the comment section below).
The descriptors are effectively differentiated/scaled across the four categories.
The descriptors for the proficient category are feasible, while also establishing high expectations for teachers.
 
 
If you have any comments on the above section, please list them here:
   
 
Domain Specific Questions (#2B TEACH INSTRUCTION): Please rate the new tool and process on the following:
1. Strongly agree 2. Agree 3. Agree to some extent 4. Do not agree N/A
The rubric comprehensively and accurately defines effective teaching as it relates to instruction.
The language about teach-instruction clear.
There are no missing elements (if you don't agree please list the missing elements in the comment section below).
The descriptors are effectively differentiated/scaled across the four categories.
The descriptors for the proficient category are feasible, while also establishing high expectations for teachers.
 
 
If you have any comments on the above section, please list them here:
   
 
Domain Specific Questions (#3 Learn): Please rate the new tool and process on the following:
1. Strongly agree 2. Agree 3. Agree to some extent 4. Do not agree N/A
The rubric comprehensively and accurately defines effective learning.
The language about learning is clear.
There are no missing elements of learning (if you don't agree please list the missing elements in the comment section below).
The descriptors are effectively differentiated/scaled across the four categories.
The descriptors for the proficient category are feasible, while also establishing high expectations for teachers.
The rubric effectively includes student learning data of varying types into this domain.
 
 
If you have any comments on the above section, please list them here:
   
 
Domain Specific Questions (#4 Increase Effectiveness): Please rate the new tool and process on the following:
1. Strongly agree 2. Agree 3. Agree to some extent 4. Do not agree N/A
The rubric comprehensively and accurately defines what it means to increase effectiveness.
The language about increasing effectiveness is clear.
There are no missing elements (if you don't agree please list the missing elements in the comment section below).
The descriptors are effectively differentiated/scaled across the four categories.
The descriptors for the proficient category are feasible, while also establishing high expectations for teachers.
 
 
If you have any comments on the above section, please list them here:
   
 
 
 
Which of the following best describes how you feel about the inclusion of student survey data into the evaluation?
 
Student survey data should not be included in the evaluation.
 
Student survey data should be collected, used in the discussion with teachers, but not be considered in the overall assessment of the teacher.
 
Student survey data should be collected and considered in the overall assessment of the teacher.
 
Other/Comment
 
 
 
Please describe your satisfaction level with the categories used in the rubric (e.g. distinguished, proficient, developing and ineffective). Any suggestions for how they might be improved are appreciated.
   
 
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