Teacher Performance Appraisal (TPA)

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Revised Teacher Performance Appraisal (TPA) Process for Experienced Teachers
All school boards must implement the revised TPA process for experienced teachers no later than September 2007. The Performance Appraisal of Experienced Teachers Technical Requirements Manual 2007 and the Revised Summative Report Form are on the Ministry website at external link iconhttp://www.edu.gov.on.ca/eng/teacher/teachers.html.Components of the Revised TPA Process for Experienced Teachers

  • five year evaluation cycle
  • one appraisal in evaluation year
  • two-point rating scale (satisfactory, unsatisfactory)
  • pre-observation meeting, classroom observation, post-observation meeting
  • one form – summative report
  • 16 competencies (based on five domains)
  • “look fors” – to be used as a resource
  • strengthened Annual Learning Plan (ALP)

Who is the “Experienced Teacher?”

  • A teacher ceases to be a new teacher and is considered “experienced” for the purposes of performance appraisal once he or she successfully completes the New Teacher Induction Program or, subject to any extension provided for in the regulations, his or her 24-month new teaching period has elapsed.
  • Experienced teachers new to a board and not new to the profession will have one appraisal during their first year of employment with the board.

Parent/Student Input

  • The mandatory inclusion of parental/student input in the TPA process has been removed from the legislation.

Teachers may be encouraged to gather parent and student input in developing their ALP each year, and the teacher will determine the appropriateness of this option.

Annual Learning Plan (ALP)

Teachers take responsibility for their own learning and growth as professionals.

  • An experienced teacher must have an ALP each year that includes the teacher’s professional growth objectives, as well as his or her proposed action plan and timelines for achieving those objectives.
  • The ALP is teacher authored and teacher directed and is developed in consultation with the principal.
  • Each year, in collaboration with the principal, the teacher must review and update the ALP.
  • Teachers must take into account their learning and growth over the year and the summative report of their most recent performance appraisal.
  • In an evaluation year, the teacher and principal must review and update the teacher’s current ALP in a meeting as part of the performance appraisal process.
  • In a non-evaluation year, a meeting is not required.

Summative Report Form

The Summative Report Form has been revised. The Evaluator will:

  • comment on competencies identified in discussion with the teacher as the focus of the teacher’s performance appraisal (the principal may also comment on other competencies that were assessed throughout the process);
  • provide an overall rating of the teacher’s performance; and
  • recommend professional growth goals and strategies for the teacher to take into account in developing, reviewing, and updating his or her ALP.

The summative report should also reflect the teacher’s input throughout the process.  There should be no surprises for the teacher upon receipt of the summative report. 

Log of Teaching Practice

This is an optional resource that can be used to record examples of teaching practice related to the competencies.  The sample provided in the Ministry manual on page 59 also includes the shortened list of “look fors”.  They can be used as a resource and samples of observable behaviours.  The “look fors” are not to be used as a required checklist.

School Board Resource Teams

The School Board Resource Team, which includes federation and teacher representatives, will provide joint professional learning opportunities for teachers and principals to promote effective implementation of the revised process.  The performance appraisal process is intended to be supportive, collaborative, transparent, and a meaningful professional growth opportunity.

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