Overall Feedback Commendations Recommendations and expectations
{"Image DocumentName": "Overall Feedback Commendations Recommendations and expectations", "Image ImageDescription": "Difference between expectations and recommendations. How expectations are communicated. How expectations are documented. How evaluators assess teacher and specialist performance toward expectation outcomes. Documenting completed expectations. Additional feedback. At the end of both the formative and summative forms the evaluator writes his or her overall feedback on the teacher\u2019s or specialist\u2019s performance. First, the evaluator records commendations, recommendations and/or expectations for the educator. Next, the evaluator records other relevant feedback for that teacher or specialist. Commendations should be reserved for teachers and specialists who show high levels of performance or in the case of novice teachers and specialists, those who have demonstrated substantial professional growth. Teachers and specialists who perform above expectations and/or who clearly excel in any criterion or element are eligible for a commendation. Commendations are not intended for teachers showing expected levels of performance. Recommendations are designed to help the teacher or specialist improve his or her performance. They are a suggested course of action promoting continuous improvement that the teacher or specialist can consider. Recommendations are not binding. Expectations are specific standards of conduct or performance that must be carried out within the specific timeline indicated. The evaluator is expected to come to the Post-observation Conference prepared to discuss expectations for improvement if basic or unsatisfactory performance for any component is being discussed. After the Post-observation Conference the expectations must be clearly documented on the Formative Feedback form. A teacher with an overall rating of Effective but with less than four (4) Satisfactory Appraisal Components on the Summative Evaluation must have clear and specific improvement expectations outlined in the teacher\u2019s written evaluation documentation. This is required by state regulation. If expectations for improvement are included in either a Formative or Summative Evaluation, they must be clear and specific and include a description of the evidence the teacher must exhibit/provide. There must also be clear timelines for when the teacher must show evidence of meeting the expectation. If a teacher or specialist is given expectations in the written feedback, must that teacher or specialist undergo additional observations? Not necessarily. It depends upon the expectations and the evidence required to show the expectation is met. For instance, if a teacher is expected to learn and use certain instructional strategies, then an observation would be required to assess whether or not the teacher is using those strategies. However, if the expectation is for a specialist to enter data into the online system in a timely manner, then progress can be assessed by regular checks of that specialist\u2019s data entries. Regardless, expectations should be clearly and explicitly written in the evaluation document. This includes a description of the evidence the teacher or specialist must exhibit or provide, clear timelines for when the teacher or specialist must show evidence of meeting the expectation, and clear information about any supports being provided to the teacher or specialist. Additional questions are answered in the DPAS II Non-regulatory Guidance document.", "Image XResolution": "37", "Image YResolution": "37", "Image ResolutionUnit": "Pixels/Centimeter", "Image Software": "SlidePlayer", "Image YCbCrPositioning": "Centered"}