For Experienced Teachers
The TPA process for experienced teachers has not undergone any changes since its introduction.
Only in the minds of the administrators has there been an alteration, and this is the reason for this website.
As years went along, I saw that teachers were experiencing an increase of anxiety and stress during their
appraisal years. This seems counterintuitive to the purpose of the process. Our administrators are to provide
guidance and educational leadership. How do we gain this if we are doing all the work and essentially
providing our own report? What lay below are direct quotations from the manual and my advice for ensuring that
you have a positive and informative TPA. To make this a practise that is personal and professional, you need
to take change of the process.
The principal must consider all 16 competencies when assessing the performance of experienced
teachers. However, he or she does not have to comment on all 16 competencies in the summative
report. The pre-observation meeting provides opportunities for principals and teachers to
discuss which competencies should be the focus of the classroom observation and the appraisal.
In the post observation meeting, they may discuss comments related to the competencies that are
to be included in the summative report. However, the principal may comment on competencies
other
than those discussed and should advise the teacher of that fact during the discussions.
Be sure to ask
questions throughout as this will ensure that the process is interactive and collegial.
The following list provides examples of possible sources of evidence that principals and teachers
may reference in the Log of Teaching Practice.
- Age-appropriate assessment tools, including modifications for students
- Classroom assignments and assessments, including modifications/accommodations for students
with learning exceptionalities and special needs
- Differentiated lessons and assessments
- Feedback on assignments from teacher and/or student
- Flyers, pictures, treasure boxes
- Goal-setting activities
- Learning centres
- Lessons and assignments that show authentic assessment practices
- Letters to parents, monthly classroom newsletters that reflect the diversity of the school
community
- List of classroom expectations and routines
- List of daily/weekly routines and use of instructional time
- Log of student remedial support
- Manipulatives, media tools
- Multifaith calendar
- Open house/curriculum night/education week materials
- Parent conference materials
- Parent/teacher/student interviews and conferences
- Plans showing results of collaboration with other teachers (e.g., in English as a Second Language)
- Posters, photos, bulletin boards, displays of student work
- Reading and reasoning targets, data analysis, and prompts
- Records of student achievement
- Reflective journals
- Resources and classroom materials that reflect diversity
- Sample lesson and unit plans using modules, curriculum integration
- Sample progress reports and report cards
- Sample safety routines
- Samples of student reflection
- Samples of student work
- Samples of tests, rubrics, checklists, anecdotal comments
- Self and peer assessments
- Student of the week certificates, positive notes
- Student portfolios
- Student presentations
- Student-designed assignments
- Use of achievement charts/performance standards
- Use of classroom data to improve lessons
- Use of community resources and guest speakers
- Use of curriculum unit planner
- Word wall and classroom visuals
As you look at this list from the manual, note a few elements:
- The items listed span classrooms from K-12
- Principals cannot demand that you produce any of this
- The principal needs to collect the evidence from the pre-observation discussion,
the
classroom
observation or the post-observation discussions. ***None of these statements
from the
manual insist
that there is extra work on your part***
- Note that there is a box for ‘Other Sources of Evidence’ – this is your opportunity to provide
what is unique about your class/course/program
Check the Competency Table for my comments on where the admin should be gathering evidence.
The teacher and principal must have a pre-observation meeting to prepare for the classroom
observation component of the appraisal. The principal must record the date of the
pre-observation meeting in the summative report.
The principal and the teacher use the pre-observation meeting to:
- make certain that the expectations for the appraisal process are clearly understood;
- promote a collegial atmosphere in advance of the classroom observation;
- identify exactly what is expected during the lesson to be observed;
- discuss the teacher’s plan for the classroom observation period;
- identify the expectations for student learning that are the focus of the lesson;
- discuss the unique qualities of the teacher’s class of students;
- discuss how the teacher’s performance will be assessed, including a review of the
competencies that will form the basis of the teacher’s performance appraisal;
- establish procedures in advance;
- set the date and time for the classroom observation.
The purpose and use of the optional Log of Teaching Practice
(see Appendices F and G) should be discussed if it is being used.
For experienced teachers, the pre-observation meeting also provides an opportunity for the
teacher and principal to begin reviewing and discussing the teacher’s current ALP
(see section 8, “The Annual Learning Plan for Experienced Teachers”).
***This is really the only time you have the administrator’s full attention to discuss what you do in
your classroom. ***
Take advantage of this opportunity to highlight, showcase, investigate, question, even advise!
To feel a greater sense of involvement, use the pre-observation meeting to talk about the lesson they
will see and how it fits into the curriculum.
You are only required to give them the lesson plan for that specific class, but a unit and course
outline would be collegial. Hopefully, you already gave one to the students, so it wouldn't be any
more work to give one to the admin.
To assess teachers’ skills, knowledge, and attitudes, each appraisal must include at least one
classroom observation. For the purposes of the performance appraisal, each teacher must be
observed in an instructional setting. With the exception of the teaching assignments summarized
below, the classroom observation involves a visit by the principal to the teacher’s classroom.
However, the definition of “classroom observation” in O. Reg. 99/02 addresses those
circumstances in which a teacher’s usual teaching environment is not a classroom. For such
teachers, classroom observation includes observation of the teacher in his or her ordinary
teaching environment.
For teachers such as physical education teachers, special education
teachers, or guidance counsellors, the ordinary teaching environment would include,
respectively, the gymnasium, a regular classroom where the special education teacher is working
with particular students, or a guidance office or small-group setting where the counsellor is
interacting with students. The board may choose to establish protocols for the performance appraisal of
teachers, such as curriculum consultants, who are
not routinely in an instructional setting with students, by using the mandated competencies and
any additional competencies that the board may develop.
***Make sure that you have the qualification on your OCT for the class chosen for observation***
The administrator cannot assess you teaching a subject you are not qualified to teach.
If you can, choose a lesson you have taught before and one which has the students actively engaged,
to promote full class participation. If you have an expectation of lesson outcomes, then you will have
a stronger and more engaging post-conversation with the administrator.
Do not let the admin tell you when they will be observing. This is your appraisal and it is supposed
to be a collaborative process. If necessary, give them a couple of dates to choose from as we all
know, emergencies can happen on the prospective date.
After the classroom observation, the teacher and principal must meet to review the results of the
observation and discuss other information relevant to the principal’s appraisal of the teacher’s
performance. The post-observation meeting should be held as soon as possible after the classroom
observation. During the post-observation meeting, the teacher and principal must:
- discuss the competencies that they consider to be most relevant to the teacher’s
performance
appraisal. The principal will then comment on these competencies in the summative report.
(see Table 2 in section 5, “Competencies”);
- discuss the teacher’s professional growth goals and strategies to be included in the ALP
(for experienced teachers only);
- discuss how the teacher might gather parental and student input in developing his or her
ALP (this point is optional see section 9, “Gathering Parental and Student Input”).
The emphasis above is mine.
Ideally, this meeting should be held as soon as possible after the observation.
Schedule this meeting in your classroom. Since you are not required to produce
documents that prove the competencies, if the admin did not see something specific you can put your
hand on it right away - not to give it to them - but to demonstrate the competency.
The Summative Report Forms for New and for Experienced Teachers
(see Appendices A and B) are ministry-approved forms that must be used to document
each teacher’s appraisal. The information they contain is summarized in the checklists that
follow.
The completed Summative Report Form for Experienced Teachers must include:
- a record of meeting and classroom observation dates;
- a record of the competencies that the principal and teacher have discussed as those that
were the focus of the classroom observation;
- the principal’s comments regarding the competencies identified in discussions with the
teacher as most relevant to the teacher’s performance appraisal (the principal may also
comment on other competencies that he or she assessed as part of the appraisal);
- the principal’s overall rating of the teacher’s performance;
- recommended professional growth goals and strategies for the teacher to take into
consideration in developing his or her ALP if the teacher’s performance is rated as
Satisfactory.
In the case of both new and experienced teachers, the principal must collect evidence to support
his or her appraisal of the teacher’s performance. This evidence must be either described in the
summative report or attached as supporting documentation.
The principal must sign the Summative Report Form and give the teacher a copy within 20 school
days of the classroom observation. The teacher must sign the copy to acknowledge receipt and can
add comments if he or she wishes. The principal must send a signed copy to the board through the
appropriate supervisory officer.
At the request of either party, the principal and teacher must meet to discuss the performance
appraisal after the teacher receives a copy of the summative report.
It is the administrator's job to complete this report in its entirety. You as the teacher are only
required to sign the report. The contents of this should have been discussed at the post-observation
meeting. If you don't agree with what is there, a discussion with the administrator is necessary. Try
to be objective about your performance and demonstrate your professional standard. If they refuse to
change the wording, you still have to sign it.
If you get an “Unsatisfactory” rating, a new set of guidelines and procedures will apply. See Section
12.3.2 of the TPA manual.
Basically, they must:
- develop a plan for your improvement within 15 days of the Unsatisfactory rating
- you must follow that plan and participate (in the same manner) in another TPA within 60 school days
of receiving the improvement plan
Hopefully they will consult you on the plan and provide you with a mentor. If you feel you are being
bullied, contact your federation/association representative to help you through the process.