OntTPAs - Experienced Teachers

TPAs by the Manual

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.

Competency Table with Notes

Possible Sources of Evidence

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.

Section 10.2.1 Overview of Performance Appraisal Steps

In accordance with the regulations, all performance appraisals must include the following elements:

a pre-observation meeting;
a classroom observation;
a post-observation meeting;
a summative report that includes a rating of the teacher’s overall performance.

In instances where a teacher’s performance appraisal results in a Development Needed or Unsatisfactory rating, additional steps are required. For further details please refer to section 12, “Procedures Following a Performance Rating”.

In short, these are your required time elements with the administrator:

attend the meeting for a pre-discussion – and provide what you would like – to the administrator
have the administrator in a specific class for a specific lesson for the entire class time
attend another meeting for post-discussion
sign the report (even if you don’t agree with it, you must sign it). Essentially, you are signing that you have read it! If you are unsatisfied, call your union representative at the district office.

Section 10.2.2 The Pre-observation Meeting

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.

Section 10.2.3 The Classroom Observation

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.

Section 10.2.4 The Post-Observation Meeting

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.

Section 10.2.5 The Summative Report

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.

From the FAQs

40. What is the purpose of the pre-observation meeting?

Principals and teachers use the pre-observation meeting to prepare for the classroom observation. To do so, they should:

Set the date and time for the classroom observation;
Make sure that the expectations for the appraisal process are clearly understood;
Promote a collegial atmosphere prior to 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;
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.

The pre-observation meeting also provides an opportunity to discuss the experienced teacher’s Annual Learning Plan.

The emphasis above is mine.

This is your opportunity to tell your administrator all about the course and how you are teaching it - they have to listen to you! This should be the most enjoyable part of the process. Your attitude here can change how an administrator sees you and your efforts. I have seen funding come from these meetings!

This is also the same as Section 10.2.2. The order and wording is slightly different, for those of you looking for that.

43. What happens in the post-observation meeting, and when does it take place?

The post-observation meeting should take place as soon as possible after the classroom observation. The teacher and principal review the results of the classroom observation and discuss other information relevant to the principal’s appraisal of the teacher’s performance. During the post-observation meeting, the teacher and principal should:

Discuss the competencies they consider to be most relevant to the teacher’s performance appraisal;
Discuss and finalize the teacher’s professional growth goals and strategies and/or the areas for improvement to be considered in the teacher’s learning plan (ALP, INS, or Enrichment/Improvement Plan);
If the teacher wishes to do so, discuss how the teacher might gather parental and student input to inform development of his/her learning plan (ALP or INS).

Again, the emphasis is mine.

This is a discussion, not an assignment submission! My last TPA occurred in my last semester of teaching. I happened to have a prep right after the class so we just sat down in my room and discussed what happened. When asked about a specific competency that was not shown in the lesson, I was able to open up my desk files and show (not give) the administrator proof that I had that covered. An example of this could be a log of parent contact or to highlight something specific in your teaching space.

45. Can a principal include comments on competencies that were not previously identified during the pre-observation meeting?

For appraisals of experienced teachers, a principal can provide comments on any of the competencies set out in Schedule 1 of O. Reg. 99/02, even if they weren’t discussed at the pre-observation meeting, if the principal thinks it is appropriate to do so in light of the classroom observation. However, principals should discuss these additions with the teacher during the post-observation meeting, so that the additions will not come as a surprise when the teacher receives the summative report.

This specifically says that the summative report should not be a surprise. All aspects should have been covered in the post-observation meeting.

If you think that you will have another TPA with this same administrator sometime in the future, take the time to read the whole document. They should have spent several hours completing this rating and, to be collegial, taking time to review it carefully builds trust between professionals.