Teacher Evaluation

Statewide Evaluation Process Designed to develop a collaborative process

between administrators and teachers focused on improving professional practices

Intended to improve instruction leading to student achievement gains

Develops consistency statewide

Components of Teacher Quality Legislation Mentoring and induction Comprehensive evaluation Performance review Individual Teacher Professional Development

Plans Intensive assistance

Mentoring and Induction All first and second year teachers Paired with building mentor Receive support from Mentor Coach Attend book study groups 2x per year (more

details to follow) Observation and coaching in building Based on Iowa Teaching Standards Preparation for comprehensive evaluation

Comprehensive Evaluation 1st year

Ongoing collection and discussion of artifacts Summative evaluation No licensure decision

End of second year of teaching Meets all standards and recommended for standard license

Evidence of proficiency in Iowa Teaching Standards Artifacts and observation

Conversion of license from initial to standard Use Board of Educational Examiners form

Recommendation for a third year If a third year is necessary the administrator is responsible for

contacting the Human Resources Department prior to January 30 Failure to meet standards

Not eligible for standard license Employment terminated

Performance Review Career teachers Minimum every 3 years

Prior to September 15th of any school year, the building principal or the employee may request an additional evaluation

PLA schools are required to conduct an evaluation each year for all teachers

Focused on; Continuous improvement Teacher’s competence on Iowa Teaching Standards

and Criteria An artifact is not necessary for each criterion

Identification of need to improve

Performance Review (cont.) Based on supporting documentation

including: Teachers Parents Students

Certified Staff Evaluation Process (Article XIII) Notice of evaluation

Completed within the first 3 weeks of the school year Procedures Provide Iowa Teaching Standards and Criteria and

model evidence The teacher’s responsibility is to provide evidence of the eight

standards. Teachers are not expected to provide a separate artifact for each criterion. Artifacts may align to multiple criteria or be observed.

Teachers may determine the format in which they present their artifacts. A portfolio is not required.

Evaluation instruments: forms can be found on the Human Resources Evaluation/Performance Management site. First year beginning teacher Second year beginning teacher Career teacher

Evaluation Process (cont.) Formal observations

A minimum of two observations will be conducted. One of the observations requires a five day advance

notification. Each observation must be a minimum of 30 minutes in

length. Pre-observation form and conference

Teacher completes pre-observation form which guides observation and conversation

A pre-observation conference should be held. Held within five days after the observation, under

normal circumstances.

Evaluation Process (cont.) Informal observations

Observations are routinely done at the discretion of the administrator (walkthroughs, unannounced observations, professional behaviors in a variety of settings).

Summative evaluation conference The summative evaluation conference will be

completed prior to March 25 to include conversation regarding artifacts and observations aligned to the Iowa Teaching Standards and Criteria.

Evaluation Process Timeline August

Notice of evaluation as required by contract(Article XIII) Must take place within the first 3 weeks of the school year

September-October Beginning conversation regarding progress with collection of artifacts

October-December First 30-minute observation with feedback conference

January-February Second 30-minute observation with feedback conference

March Summative conference regarding artifact collection and observations

March 25 Completed, signed evaluation forms due to Human Resources

Intensive Assistance Teacher not meeting one or more of the Iowa

Teaching Standards 1-8* Based on evaluator’s recommendation No more than 12 months in length Career teachers only Contract implications-not eligible for voluntary

transfer

*New with SF 277

Individual Teacher Development Plans Based On:

Iowa Teaching Standards and Criteria Student achievements goals of the district and

building Teacher needs

Aligned With: District professional development plan Attendance center professional development plan

( TQ funds now available to support building work) For teacher leaders: the ITPD must include the Iowa

Teaching Standards AND the Teacher Leader Model Standards

Individual Teacher Development Plans (cont.) All career teachers

Plan due on October 1 each year Annual review with evaluator

Conferences with administrators will be scheduled again this fall to support implementation of the TQ legislation

Individual Teacher Development Plans (cont.) Teacher and evaluator meet annually

Evidence of progress Review of progress on goals Modifications as needed

Individual Teacher Development form For more information regarding evaluation

and Individual Career Development Plans visit the Human Resources Evaluation/Performance Management site

Many of us believe that achievement is a function of the neighborhood a kid comes from, but research shows us that most of what accounts for success has to do with the teacher and the classroom.

Mike Schmoker, November 1998

Good teachers are unquestionably the thing that matters most. Studies indicate students with more effective teachers showed 6 times greater gains than those with less effective teachers, regardless of the students’ background.

Kati Haycock, Iowa FINE Conference, November 2002