Observations Announced or Unannounced Length of observations
{"Image DocumentName": "Observations Announced or Unannounced Length of observations", "Image ImageDescription": "Frequency of observations. Limitations on when observations may occur. Evidence collection. In some cases observations are announced. The teacher or specialist receives advanced notification of the observation. In other cases, the observation is unannounced and there is no advance notification. The quality of teaching or professional practice should be consistent across both situations. It is strongly recommended that the first observation be announced and of sufficient length to see a lesson from beginning to end. Subsequent observations may be announced or unannounced but should be of sufficient length, at least thirty (30) minutes, so that the evaluator can analyze the lesson or session and accurately assess performance. Appraisal cycles for summative and formative evaluations may be found in Section III of the guides for teachers and specialists. Appraisal cycles vary depending on whether the teacher or specialist is a novice or is experienced and the teacher\u2019s last summative evaluation rating. If a teacher or specialist needs to improve his or her practice, then there must be a reasonable amount of time between observations. Time between observations must be sufficient for teachers or specialists to improve their performance and to have had the opportunity to access appropriate supports. Observations may not begin until students have been in attendance for five (5) full days, unless an Improvement Plan calls for such an observation. Observations must be completed before the last five (5) days during which students are in attendance for the entire day. In a setting where more than one staff member is working with students, only one staff member may be observed during a single observation period. Evidence: Not all components will be observed during every lesson or session the educator provides. Moreover, some observations, including observations related to Improvement Plans or formative feedback expectations, may be targeted to assess educator progress for one component. However, all components must be assessed before the evaluator develops the summative evaluation document. All evidence collected must be: Fact-based. Include specific detail about relevant observed events. Show clear evidence of pre and post-observation conferencing discussions. Be related to components and criteria and. Reflect the appropriate rating as indicated in component rubrics. Evidence may be heard, seen, or touched. The indicators of performance included in the DPAS II Guides are intended to be used as example performances for which an evaluator may collect evidence during observation. Indicators of performance contained in the guides are not exhaustive. Additional types of performance may be observed and evidence about those performances may be collected as long as it is relevant and appropriate for the component being assessed. The evaluator is expected to collect evidence related to each component and criterion throughout the observation cycle; however, the evaluator is not expected to collect evidence related to each indicator of performance within the guide. In addition, the evaluator may collect evidence of performances beyond those listed in the guide. All performances must be aligned to the components, criteria, and/or elements in the guide and reflect proficiency.", "Image XResolution": "37", "Image YResolution": "37", "Image ResolutionUnit": "Pixels/Centimeter", "Image Software": "SlidePlayer", "Image YCbCrPositioning": "Centered"}