teacher evaluation system and effectiveness & … rules and procedures (rev. august 2017) 1...

Harrison School District Two

1060 Harrison Road

Colorado Springs, CO 80905


Harrison has been committed to its students’ success since its establishment over a

century ago. We are a district that demands the best efforts of all staff. Together with

parents and our growing community, Harrison strives constantly to provide the best

education for our children.

Teacher

Evaluation System

and

Effectiveness & Results

(E&R)

Teacher Evaluation System and

Effectiveness & Results (E&R)

Rules and Procedures

Originally Adopted January 5, 2010 Revised August 2017

Foreword: Rules and Procedures (Rev. August 2017) 1

TEACHER EVALUATION SYSTEM AND E&R HANDBOOK

By signing below, I acknowledge that I have received instructions on how to access an electronic copy of the Teacher Evaluation System and E&R Handbook adopted January 5, 2010, last revised August 2017, on the Harrison School District Two website (www.hsd2.org). I understand that I will be notified of any changes that are made to the evaluation system via email notification, and that it will be my responsibility to update any printed copies of the handbook that I may have at that time.

Teacher Name Printed Signature Date

Administrator Name Printed Signature Date

Harrison School District Two 1060 Harrison Road

Colorado Springs, Colorado 80905

http://www.hsd2.org/



1060 Harrison Road Colorado Springs, Colorado 80905

Mission

Graduate college and career ready students with the knowledge, skills, attitudes and behaviors

to personally succeed and contribute to the common good.

Board of Education

Ms. Eileen L. Gonzalez, President

Ms. Doriena S. Longmire, Vice President

Ms. Joyce L. Leigh, Secretary

Mr. Steven R. Seibert, Treasurer

Ms. Yesenia S. Torres, Director

Administration

Dr. Andre D. Spencer, Superintendent

Dr. Karla Loria, Human Capital & Scholar Development Officer

Ms. Teresa Lance, School Leadership Officer

Mr. Rupak Gandhi, Research, Data and Accountability Officer

Dr. Michael Claudio, Human Capital Executive Director

Ms. Pamela Aragon, Human Capital Director

Originally Adopted: January 5, 2010 Revised: August 2017


HARRISON SCHOOL DISTRICT TWO

DISTRICT ADVISORY COMMITTEE (DAC)

Personnel Evaluation Council Subcommittee School Year 2016-2017

Charge This subcommittee of the DAC has been charged with reviewing the Teacher Evaluation System of Harrison School District Two. CRS § 22-9-107 (2) Said council shall consult with the local board or board of cooperative services as to the fairness, effectiveness, credibility, and professional quality of the licensed personnel performance evaluation system and its processes and procedures and shall conduct a continuous evaluation of said system. Membership CRS § 22-9-107 (1) (a) In the case of a school district, one teacher, one administrator, and one principal from the school district; one resident from the school district who is a parent of a child attending a school within said district; and one resident of the school district who is not a parent with a child in the district . Members Joseph LaCombe Teacher Sand Creek Elementary Stephanie Marotto Teacher, District Parent Turman Elementary Marisa Murphy Teacher Wildflower Elementary Gina Oellig Teacher Soaring Eagles Elementary Kirsten Olson Teacher Oak Creek Elementary Ryan Pinkston Teacher, Resident Fox Meadow Middle School Noemi Espinoza Administrator, Resident CLDE Kelli O’Neil Administrator Soaring Eagles Elementary Dr. Elizabeth Domangue Administrator Panorama Middle School Edwin Saunders Administrator School Leadership Teresa Lance Administrator School Leadership Rupak Gandhi Administrator Research, Data & Accountability Dr. Karla Loria Administrator Human Capital Dr. Michael Claudio Administrator Human Capital Pamela Aragon Administrator Human Capital


TABLE OF CONTENTS

TEACHER EVALUATION PROCESS

Foreword Rules and Procedures

Section 1 Introduction

Section 2 The Evaluation Process

Section 3

Evaluation Process Components

Informational Meeting

Professional Growth Plan

Formal Observations

Spot Observations

Informal Observations

Mid-year Review

Student Achievement Results

The Written Summative Evaluation

Section 4 Overview of Teacher Performance Standards and Scoring

Section 5

Performance Standards Rubrics

Preparation for Instruction

Use of Data to Inform Instruction

Delivers Quality Instruction

Interventions to Meet Diverse Student Needs

Classroom Environment

Leadership

Professionalism

Section 6 Professional Growth Plan Guidelines and Forms

Mid-year Review Form Individual Goal Rubric

Section 7 Spot Observation Forms

Section 8 Formal Observation Forms

Section 9 Written Summative Evaluation Forms

EFFECTIVENESS & RESULTS (E&R) PROCESSES

Section 10 District Distinguished Teacher Evaluation Guidelines and Forms

Section 11 Effectiveness & Results Plan

OTHER RESOURCES

Section 12 Remediation Plan Guidelines and Forms

Section 13

Appendices

Policies & Guidelines

Reassignment Safeguard

Longevity Pay

Section 1: Introduction


Section 1: Introduction (Rev. August 2017) 1

Section 1: Introduction

Colorado Revised Statute (CRS) § 22-9-102 states that the purpose of the evaluation shall be to serve as a basis for the improvement of instruction, to enhance the implementation of programs of curriculum, to serve as a measurement of the professional growth and development of licensed personnel, to evaluate the level of performance based on the effectiveness of licensed personnel, and to provide a basis for making decisions in the areas of hiring, compensation, promotion, assignment, professional development, earning and retaining non-probationary status, dismissal, and non-renewal of contract.

The primary purpose of evaluation in Harrison School District Two (HSD2) is to foster the growth and development of the teacher, while maintaining compliance with CRS § 22-9-106. Evaluation is intended to promote excellent professional practices that enhance student achievement and well-being. The components of the HSD2 Teacher Evaluation System are (1) The Informational Meeting, (2) The Professional Growth Plan with Goal Setting, (3) Formal Observations, (4) Spot Observations, (5) Informal Observations, (6) Mid-Year Review, (7) Student Achievement Data, and (8) The Written Summative Evaluation. During the entire comprehensive evaluation process, there are many opportunities for the teacher to have input into his or her professional development and to facilitate a conversation with the teacher’s evaluator(s) concerning expectations and accomplishments. This handbook will provide an explanation of the HSD2 Teacher Evaluation System for teachers and their evaluators, as well as principles and parameters of HSD2’s pay for performance plan, known as the Effectiveness & Results (E&R) Plan. Colorado Law The Colorado Legislature, through passage of House Bills 1338, 1159, 1089 and the Colorado Educator Licensing Act, requires that each school district in the state of Colorado develop a written instrument for evaluating teachers. The Harrison School District Two Teacher Evaluation System is aligned with the state statutes and the state licensure requirements. Note that the law requires districts to evaluate all teachers annually. District Policy GCOA, as well as the guidelines, procedures and regulations outlined in this manual, governs the evaluation of teachers. These policies and regulations are in full compliance with CRS § 22-9-106(1)(c).

Section 1: Introduction (Rev. August 2017) 2

Performance and Student Achievement The evaluation of teachers will be based on 1) “performance,” focused on the quality of instruction and other professional responsibilities as outlined in the “Performance Evaluation Rubrics” (see Section 5: Performance Standards Rubrics), and 2) “student achievement results,” which comprise multiple measures of student achievement and performance. For all teachers, student achievement data measures are outlined in “achievement pies” (see Section 3: Evaluation Process Components). Additionally, a subset of teachers, those receiving greater than Proficient I performance evaluations from their evaluators and having greater than Proficient I data on achievement, may be eligible for the District Distinguished Teacher Evaluation Process as part of the E&R Plan (see Section 10: District Distinguished Teacher Evaluation Guidelines & Forms). Teacher Evaluation Ratings Harrison’s Teacher Evaluation System and E&R Plan use different terminology than Colorado’s teacher and principal effectiveness legislation (SB 10-191). For the purposs of aligning with SB 10-191, we adopt the following definitions:

An “effective” teacher in the Harrison School District is one who attains an annual evaluation rating (based on the teacher’s performance and student achievement data) of Proficient I. A “highly effective” teacher is one who attains an annual evaluation rating of Proficient II, Proficient III, or Exemplary.

A “partially-effective” teacher is one who attains an annual evaluation rating of Progressing I or Progressing II.

Teachers whose annual evaluation rating is Unsatisfactory shall be considered “ineffective.”

Section 2: The Evaluation Process


Section 2: The Evaluation Process (Rev. August 2017) 1

Section 2: The Evaluation Process Definition of Teacher CRS § 22-63-103(11) “Teacher” means any person who holds a teacher’s license issued pursuant to the provisions of article 60.5 of this title and who is employed to instruct, direct, or supervise the instructional program. Probationary Teachers and Non-Probationary Teachers CRS § 22-63-103(7) “Probationary teacher” means a teacher who has not completed three consecutive years of demonstrated effectiveness or a non-probationary teacher who has had two consecutive years of demonstrated ineffectiveness, as defined by rule adopted by the general assembly pursuant to CRS § 22-9-105.5 Effective as of the 2013-14 school year, teachers are required to have three consecutive years of effective (Proficient I) or highly effective (Proficient II, Proficient III or Exemplary) annual evaluation ratings to earn “non-probationary teacher” status. A non-probationary teacher shall lose his or her non-probationary status after receiving two consecutive annual evaluation ratings of either ineffective (Unsatisfactory) or partially effective (Progressing I or Progressing II). Example of annual evaluation ratings for non-probationary teachers:

Non-probationary Teacher A

Non-probationary Teacher B

Non-probationary Teacher C

2014-15 annual evaluation rating

Proficient I Progressing II Proficient I


Progressing II Proficient I Progressing II


Proficient I Progressing II Progressing II

In this example, “Teacher A” would enter the 2017-18 school year as a non-probationary teacher as he or she has not received two consecutive annual evaluation ratings of ineffective or partially effective. “Teacher B” would also enter the 2017-18 school year as a non-probationary teacher. Teacher B received two partially effective annual evaluation ratings (Progressing II), but they have not been consecutive. “Teacher C” would enter the 2017-18 school year as a probationary teacher as the teacher has lost his or her non-probationary status after receiving two partially effective (Progressing II) annual evaluation ratings. Probationary teachers will receive a minimum of 16 spot observations and two (2) formal documented observations concluding with a written summative evaluation report each school year.

Section 2: The Evaluation Process (Rev. August 2017) 2

Non-probationary teachers will receive a minimum of eight (8) spot observations and one (1) formal documented observation concluding with a written summative evaluation report each school year. Multiple, ongoing informal observations will occur throughout the year. In addition, the District requires all teachers to complete an annual Professional Growth Plan. Nothing contained, herein, shall preclude an evaluator from implementing a formal evaluation process of a probationary or non-probationary teacher at any time. The Statewide Definition of Effective Teaching Effective teachers in the state of Colorado have the knowledge, skills, and commitments that ensure equitable learning opportunities and growth for all students. They strive to close achievement gaps and to prepare diverse student populations for postsecondary success. Effective teachers facilitate mastery of content and skill development, and identify and employ appropriate strategies for students who are not achieving mastery. They also develop in students the skills, interests and abilities necessary to be lifelong learners, as well as skills needed for democratic and civic participation. Effective teachers communicate high expectations to students and their families and find ways to engage them in a mutually supportive teaching and learning environment. Because effective teachers understand that the work of ensuring meaningful learning opportunities for all students cannot happen in isolation, they engage in collaboration, continuous reflection, on-going learning and leadership within the profession. Additional Resources Data collection and reflection tools are available on the Human Capital evaluations web page. The tools are optional and may be used to help prepare for an observation or be used as part of a post-conference dialogue. Evaluators may require that certain data collection and reflection tools be used as part of the teacher evaluation process. Forms may be modified as needed to promote professional growth. Revisions Pursuant to CRS § 22-9-107(2), the Personnel Evaluation Council shall consult with the Board of Education as to the fairness, effectiveness, credibility, and professional quality of the teacher performance evaluation system and its processes and procedures and shall conduct a continuous evaluation of said system.

Section 3: Evaluation Process Components


Section 3: Evaluation Process Components (Rev. August 2017) 1

Section 3: Evaluation Process Components I: Informational Meeting A mandatory informational meeting will be held with teachers and evaluators at the beginning of the school year to explain the evaluation process and forms to be used. A sign-in sheet must be completed for participants in order to ensure that information regarding performance standards criteria used in the evaluation system is available to all teachers and are communicated and discussed by the evaluator prior to the course of evaluation. II: Professional Growth Plan Professional Growth Plans are a required component of the Teacher Evaluation System for all teachers. The development of a Professional Growth Plan through the goal setting process is a mutual effort between the teacher and evaluator. The purpose is to improve instruction as evidenced through increased student achievement and to improve professional teaching practices (see Section 6: Professional Growth Plan Guidelines and Forms). III: Formal Observation Probationary teachers receive at least two (2) formal observations each academic year. Non-probationary teachers receive at least one (1) formal observation each academic year. Evaluators may conduct additional formal observations as needed to provide feedback and monitor progress. During the pre-observation conference, a formal observation is arranged between the evaluator and the teacher. A formal observation consists of a visitation of a class period or the viewing of a class lesson, meeting or training. The observation should be conducted for an entire class period, lesson, meeting or training, or a minimum of 40 minutes. A formal observation record completed by the evaluator must be used to document each formal observation (see Section 8: Formal Observation Forms). During the formal observation, the evaluator determines the level of performance at which the teacher meets the established teaching practices criteria – Unsatisfactory, Progressing I or II, Proficient I, II or III, or Exemplary. In addition, formal observation records may include a script, a summary, or any other written instruments. Formal observations will not include videotaping or sound recordings. A record of the date(s) and time(s) of the formal observation will be kept. Conclusions and findings from the formal observations are used as data sources in the written summative evaluation report. The results of all formal observations are reviewed with the teacher during the post-observation conference.


Pre-Observation Conference Pre-observation communication is required for each formal observation. The communication takes place during a formal meeting and a record of the date(s) must be kept. The purpose of the pre-observation conference is to provide the evaluator with an opportunity to discuss the following:

information regarding the standards to be taught

the objectives of the lesson to be observed

the prior learning experiences of the students

the instructional strategies that will be used to meet the lesson objectives

relevant characteristics of the learning environment

how student knowledge will be assessed

The pre-observation conference is an opportunity for the teacher to clarify with the evaluator both the evaluation process and the components of the evaluation instrument. It also gives the teacher an opportunity to identify areas in which he or she would like focused feedback. The teacher will complete a pre-observation form when preparing for the pre-observation conference (see Section 8: Formal Observation Forms).

Post-Observation Conference

A post-observation conference is required for each formal observation and the time between observation and post-observation conference should be short - three (3) to five (5) work days. There is a greater potential for accurate feedback and more successful dialogue when the time-span between the formal observation and the post-observation conference is short.

The conference will focus on discussion about the formal observation record and other factors deemed relevant to the performance of the teacher. The evaluator reviews the decision regarding the level of performance (Unsatisfactory, Progressing I or II, Proficient I, II or III, Exemplary) relative to the teacher performance standards and practices. The teacher may choose to share additional information related to his or her performance during the formal observation. In addition to the formal observation record, other data sources may be discussed that include, but not be limited to, student achievement data, lesson plans, examples of student products, spot observation forms, parent or student input, or other appropriate materials to substantiate performance ratings. Strengths and/or weaknesses will be discussed in relationship to District performance standards and the teacher’s goals.

IV: Spot Observations

Spot observations are brief, regular classroom visits that provide valuable data to guide instruction, initiate reflection and improve learning. Spot observations are at least 10 minutes in duration. However, observers or evaluators may choose to spot observe for a longer period of time. The District Instructional Feedback Form shall be used to


document information which provides immediate feedback to teachers in order to improve instruction and monitor the progress of the implementation of instructional practices and District initiatives (see Section 7: Spot Observation Forms). The time between spot observation and feedback should be short - three (3) to five (5) work days. While spot observations provide a focus on valued District instructional practices, they also are used to validate what is working well and serve as an accountability measure for District goals. Probationary teachers receive at least 16 observations each academic year. Non-probationary teachers receive at least eight (8) spot observations each academic year. Evaluators may conduct additional spot observations as needed to provide feedback and monitor progress. For teachers employed the full school year, half of the required spot observations should be completed each semester whenever possible. For teachers who are hired after the school year begins, the number of spot observations will be proportionate to the months worked. V: Informal Observations Informal observations of the teacher occur during day-to-day interactions within the educational setting. Such observations are a natural process, which acknowledges performance beyond that seen in the formal observation. Examples include, but are not limited to, walk-through supervision, casual visits and on-going observation of the teacher’s interaction with students, parents and other staff. Informal observations may be of any duration and conducted as often as the evaluator considers appropriate. VI: Mid-year Review As required by Senate Bill 10-191, the teacher and evaluator will meet to review progress toward achieving school and District goals, as well as progress on the Professional Growth Plan. A mid-year review form will be completed by the evaluator to document the teacher’s progress toward achieving the individual goals established in the Professional Growth Plan (see Section 6: Professional Growth Plan Guidelines and Forms). As a result of the review, the teacher should have a clear understanding of his or her potential effectiveness rating based on evidence available to date. VII: Student Achievement Results The evaluation of teachers is based on 1) “performance,” focused on the quality of instruction and other professional responsibilities and 2) “student achievement results,” which comprise multiple measures of student achievement. Senate Bill 10-191 requires that 50% of an educator’s evaluation in Colorado be based on educator impact on student learning determined by using multiple measures in relationship to the Colorado Academic Standards.


For those teachers compensated on the pay-for-performance plan, relevant student achievement data are outlined in “pies” for each grade and subject (see “Evaluation of Student Achievement Pies” on the Research, Data & Accountability web page). For teachers who are not compensated on the pay-for-performance plan, or who do not generate adequate data from an “E&R Pie,” summative evaluations will consider multiple measures of student achievement and performance as determined by a “Non-E&R Pie” (see Section 6: Professional Growth Plan Guidelines and Forms). VIII: Written Summative Evaluation All teachers shall receive a written summative evaluation report at least two weeks before the last class day of the school year. Systematic data gathering sources used to contribute to the conclusions and findings in the written summative evaluation shall include:

Formal observation(s) Informal observations Spot observations Multiple measures used to document student achievement

At least one of the measures of performance shall be gathered using observations. In addition, at least one of the measures of performance shall be one of the following:

student perception measures (e.g. surveys), where appropriate and feasible peer feedback feedback from parents or guardians review of teacher lesson plans or student work samples

Written summative evaluations shall be documented on the standard summative evaluation report form (see Section 9: Written Summative Evaluation Forms) and must include the following:

Date when direct observation(s) were made Identification of the data sources

Specific identification of annual evaluation rating Comments regarding overall strengths and areas for growth

Evaluation of the Professional Growth Plan and the accompanying Individual

Goal Rubric

Date when the written summative evaluation conference was held The signature of the teacher and the evaluator (with the dates of each signature)


Signature that indicates the written summative evaluation was reviewed by a supervisor of the evaluator

Both the teacher and the evaluator will receive a copy of the written summative evaluation report. The teacher may respond with his or her own written statement or rebuttal within five (5) working days of receipt of the written summative evaluation report. Summative evaluation packets for teachers will be submitted to the Human Capital Department and will include the following:

The Formal Observation(s)

The Evaluation of the Professional Growth Plan

The Individual Goal Rubric for each SMART Goal

The Summative Evaluation Report All other documentation will be kept on file at the building site. IX: Evaluation Results Except when the written summative evaluation results in an annual evaluation rating of Unsatisfactory, Progressing I or Progressing II for a non-probationary teacher, the conclusions of the evaluator during any part of the evaluation process will not be subject to further review. Per District Policy GCOA, the content of the evaluation, the ratings given and any remediation plan shall not be grievable under the District’s formal grievance process. Some flexibility is necessary for proper administration of the evaluation system. Minor deviations or variances in the procedures will be permitted as long as the variances do not result in significant hardship for or malicious treatment of the teacher. Informal evaluations or spot observations may be made whenever appropriate. X: Appeal Process The teacher evaluated may appeal the application of the evaluation procedures by submitting a request for review to the supervisor of the evaluator to determine if the procedures were followed during the evaluation.

A non-probationary teacher may appeal his or her rating of ineffective (Unsatisfactory) or partially effective (Progressing I or Progressing II) in accordance with the following:

1. The non-probationary teacher shall file a written appeal with the Superintendent within fifteen (15) calendar days of the teacher's receipt of the District's written notice informing the teacher of his or her performance rating of ineffective or partially effective.


2. A non-probationary teacher's grounds for appealing an ineffective or partially effective rating shall be limited to the following:

a. The evaluator did not follow evaluation procedures that adhere to the requirements of applicable law and that failure had an impact on the teacher's performance rating; or

b. The data relied upon was inaccurately attributed to the teacher.

3. The non-probationary teacher shall have the burden of demonstrating that a rating of effectiveness was appropriate.

4. The Superintendent or designee shall review the non-probationary teacher's appeal and provide the teacher with a written decision regarding the appeal within thirty (30) calendar days of the Superintendent's receipt of such appeal. The Superintendent's decision shall be final.

The appeal process for non-probationary teachers receiving their second consecutive annual evaluation rating of ineffective or partially effective shall be the final determination in regard to the final evaluation rating and loss or retention of non-probationary status.

A teacher who has received his or her second consecutive annual evaluation rating of ineffective or partially effective loses non-probationary status if:

An appeal is not requested within 15 calendar days after receiving the second consecutive “ineffective/partially effective” rating; or

An appeal is requested and the Superintendent makes a final determination that the second consecutive rating of ineffective or partially effective is confirmed, within the 45-day appeal window.

The appeal process is voluntary for the teacher, and initiated only if he or she chooses to file an appeal. The teacher filing an appeal shall include all grounds for the appeal within a single written document not to exceed four single-sided pages. Any grounds not raised at the time the written appeal is filed shall be deemed waived. A teacher is permitted only one appeal for the second consecutive annual evaluation rating of ineffective or partially effective.

Section 4: Overview of Teacher Performance Standards and Scoring


Section 4: Overview of Teacher Performance Standards and Scoring (Rev. August 2017) 1

Section 4: Overview of Teacher Performance Standards and Scoring

The evaluation system consists of seven (7) Teacher Performance Standards for which all teachers are held accountable and against which their performance is measured. The “Performance Standards” provide a common language and a vision of the scope and complexity of teaching by which all teachers can define and develop their practice. The Performance Standards are used by the teacher to prompt reflection about teaching and learning; develop professional growth goals; and guide, monitor and assess the progress of the quality of the teacher’s practice toward improving student achievement. Research clearly suggests that teachers and the quality of their instruction have a direct “effect” on student “results.” Further, a substantial body of research has supported the positive effects of certain teaching practices that enhance student achievement. Those “Teaching Practices” and “Teaching Responsibilities” that support the Performance Standards are described as what educators should know and be able to do (also referred to as “elements” of the standard). Each “Teaching Practice” and “Teaching Responsibility” is evaluated on a rubric using “Levels of Performance” - Unsatisfactory, Progressing (I or II), Proficient (I, II or III) and Exemplary (see Section 5: Performance Standards Rubrics). Indicators of Effectiveness are used to determine the overall rating of each teaching practice and teaching responsibility. The Indicators of Effectiveness provide an opportunity for shared discussions between evaluator and teacher in defining the quality of the teaching practices and responsibilities.

Teacher Performance Standards

1. Teachers prepare for quality instruction using a comprehensive approach. 2. Teachers use assessment data to inform instruction.

3. Teachers deliver quality instruction.

4. Teachers increase the probability of advancing individual student

achievement.

5. Teachers establish a culture that is conducive to student well-being and learning.

6. Teachers are responsible for professional growth and positive leadership.

7. Teachers have a responsibility to the profession, District, parents, students

and the public.


Description of Levels of Performance

■ Unsatisfactory ■ Progressing ■ Proficient ■ Exemplary Unsatisfactory

Teaching practices at this level do not meet District standards. An unsatisfactory rating indicates a deficiency in, or an inability or an unwillingness to demonstrate necessary knowledge, skills, attitude and/or aptitude. Unsatisfactory ratings signal an immediate need for improvement. The scoring criteria guidelines outline the conditions under which an unsatisfactory rating is given for individual teaching practices and teaching responsibilities, for the overall performance rating of a standard and for the summative evaluation report. When the overall rating on the summative evaluation is considered to be unsatisfactory, it signals the need for a remediation plan, non-renewal or dismissal.

Progressing

The progressing rating is used to acknowledge that teachers are at various developmental stages with regard to successful implementation of the teaching practices or teaching responsibilities. This rating should be used when a particular teaching practice is evident, but requires improvement to be effective. This rating requires further growth and development.

As areas of growth and development are identified, it is expected that teachers will apply the necessary effort and accept support to make progress in the identified indicators of effectiveness. A teacher should not remain in the “progressing” rating for any one performance element or standard for more than five years. Failure to move out of this range after five years could lead to an unsatisfactory rating, and/or the development of a remediation plan to further support the achievement of a proficient rating in identified teaching practices or responsibilities.

Proficient

The teacher performing at the proficient level clearly understands the concepts underlying the teaching practices and teaching responsibilities and implements them well, as evidenced by the indicators of effectiveness. Teachers at the proficient level know their content and use assessment results to inform their instruction. Proficient teachers know how to meet diverse student needs and have a broad repertoire of strategies and activities to use with all students. Teachers performing at the proficient level demonstrate competency in the art of teaching while continuing to work on improving their practice.

Exemplary

Teachers performing at the exemplary level are model teachers and make a contribution to education both inside and outside their classroom. Their classrooms operate at a qualitatively different level from those of proficient teachers. Such classrooms consist of a community of learners, characterized by rigorous instruction and high student engagement. Exemplary teaching is seamless; students have been well prepared and assume considerable responsibility for their own learning.


Scoring for Indicators of Effectiveness & Elements

In evaluating performance on the Performance Standards Rubric, use the following point values for each indicator of effectiveness.

Indicator of Effectiveness Rating

Point Value

Unsatisfactory 0

Progressing 2

Proficient 4

Exemplary 7

Unless the two exceptions below apply, add the point value for each indicator of effectiveness and average (truncated at the tenth’s place, do not round up) to determine the overall element rating based on the scoring range that follows.

Exceptions:

If two indicators are “Unsatisfactory,” the overall element rating is “Unsatisfactory.”

If one indicator is “Unsatisfactory,” the overall element rating is “Progressing I,” unless the average of the indicators is less than 2.0 in which case the element rating would be “Unsatisfactory.”

Overall Element Rating

Unsatisfactory Progressing I Progressing II Proficient I Proficient II Proficient III Exemplary

0-1.9 2.0-2.9 3.0-3.9 4.0-4.9 5.0-5.9 6.0-6.9 7.0

Examples:

Indicator of Effectiveness Ratings Point Value Average Overall

Element Rating

1. Progressing Unsatisfactory Progressing 2 0 2 1.3 Unsatisfactory

2. Progressing Progressing Proficient 2 2 4 2.6 Progressing I

3. Progressing Proficient Exemplary 2 4 7 4.3 Proficient I

4. Proficient Exemplary Exemplary 4 7 7 6.0 Proficient III


Scoring for “Overall Ratings” in Performance Standards

Unless the two exceptions below apply, add the point value for each element from the previous step (truncated at the tenth’s place, do not round up) and average (truncated at the tenth’s place, do not round up) to determine the overall performance standard rating based on the scoring ranges that follow.

Exceptions:

If two elements are “Unsatisfactory,” the overall standard rating is “Unsatisfactory.”

If one element is “Unsatisfactory,” the overall standard rating is “Progressing I,” unless the average of the elements is less than 2.0 in which case the standard rating would be “Unsatisfactory.”

NOTE:

The scoring range for Standards 1, 2, 4, 5, 6 and 7 is 0-7 points.

The scoring range for Standard 3 is 0-8points. 1

If the total average score for Standard 3 is 4.0 or higher, add “1” full point to the total average score before assigning a rating on the Standard 3 scoring range below.

Overall Performance Standard Rating – Standards 1, 2, 4, 5, 6, 7


0-1.9 2.0-2.9 3.0-3.9 4.0-4.9 5.0-5.9 6.0-6.9 7.0

Overall Performance Standard Rating – Standard 3


0-1.9 2.0-2.9 3.0-3.9 5.0-5.9 6.0-6.9 7.0-7.9 8.0

1 Increasing the scoring range of Standard 3 to a maximum of 8 points allows teachers the opportunity to earn a total

of 50 points collectively for all standards. Principals have identified Standard 3 as the standard in which

demonstration of proficiency most impacts student achievement.


Example 1:

2.6 + 5.0 + 3.3 = 10.9

Divide by the number of elements to calculate the average point value for that performance standard:

10.9 / 3 = 3.6

The rating for Standard #1 is Progressing II.

Example 2:

4.3 + 6.0 + 4.3 + 5.0 + 7.0 + 4.0 + 5.3 = 35.9

Divide by the number of elements to calculate the average point value for that performance standard:

35.9 / 7 = 5.1

Add “1” full point because 5.1 is greater than 4.0.

5.1 + 1 = 6.1

The rating for Standard #3 is Proficient II.

Standard #1

(three elements)

1a. Progressing I (avg = 2.6)

1b. Proficient II (avg = 5.0)

1c. Progressing II (avg = 3.3)

Standard #3

(seven elements)

3a. Proficient I (avg = 4.3)

3b. Proficient III (avg = 6.0)

3c. Proficient I (avg = 4.3)

3d. Proficient II (avg = 5.0)

3e. Exemplary (avg = 7.0)

3f. Proficient I (avg = 4.0)

3g. Proficient II (avg = 5.3)


Determining the Teacher Performance Evaluation Score

First review the conditions below. If either apply, use the point values stated to determine the overall teacher performance evaluation score.

A teacher with two or more performance standard ratings of “Unsatisfactory” would

receive an overall performance evaluation rating of “Unsatisfactory” with a maximum score of 8.

A teacher with one performance standard rating of “Unsatisfactory” would receive an overall performance evaluation rating of “Progressing I” with a maximum score of 11.

If neither of these conditions apply, add the average point values of each standard (including the additional point for Standard 3, if applicable) from the previous step (truncated at the tenth’s place, do not round up) to calculate a final overall performance score (truncated at the tenth’s place, do not round up). To determine the overall performance evaluation rating, use the scoring range that follows.

Overall Performance Evaluation Rating


0-10.9 11.0-17.9 18.0-24.9 25.0-31.9 32.0-38.9 39.0-45.9 46.0-50.0

Example:

Standard Rating

1 Proficient I (4.4)

2 Progressing II (3.5)

3 Proficient II (5.8) (includes additional point)


5 Proficient III (6.0)

6 Progressing II (3.3)


In this example, the final overall performance score would be 31.1 points.

For 31.1 points, the overall performance evaluation rating is Proficient I.


Determining the Student Achievement Score

Each teacher has an assigned distribution (or pie) to determine their evaluation of student achievement score, which is the achievement portion of the written summative evaluation. The teacher may earn up to 50 points based on multiple measures of student achievement as outlined in the distributions (or pies). Scoring ranges for student achievement are outlined on the written summative evaluation report form (see Section 9: Written Summative Evaluation Forms).

Determining the Written Summative Evaluation Rating A teacher receives up to 50 points for performance and up to 50 points for student achievement data. The score from the performance rubric is added to the score from the evaluation of student achievement to get the teacher’s evaluation rating or annual summative rating. Scoring ranges for the final evaluation rating are outlined on the written summative evaluation report form (see Section 9: Written Summative Evaluation Forms).

Section 5: Performance Standards Rubrics Performance Standards Teaching Practices Teaching Responsibilities Indicators of Effectiveness


Section 5: Performance Standards Rubrics (Rev. August 2017) 2

Section 5: Performance Standards Rubrics

Teacher Performance Standards

1. Preparation for Instruction

Teachers prepare for quality instruction using a comprehensive approach. 2. Use of Data to Inform Instruction

Teachers use assessment data to inform instruction.

3. Delivers Quality Instruction

Teachers deliver quality instruction.

4. Interventions to Meet Diverse Needs

Teachers increase the probability of advancing individual student achievement.

5. Classroom Environment

Teachers establish a culture that is conducive to student well-being and learning.

6. Leadership

Teachers have a responsibility for professional growth and positive leadership.

7. Professionalism

Teachers have a responsibility to the profession, District, parents, students and the public.

TEACHER PERFORMANCE STANDARDS

PERFORMANCE STANDARD #1: PREPARATION FOR INSTRUCTION Adopted: January 5, 2010 (Rev. August 2017)

Name: . Date: ___

PERFORMANCE STANDARD #1: PREPARATION FOR INSTRUCTION Teachers prepare for quality instruction using a comprehensive approach.

Teachers should know and be able to:

1a. Establish a culture of high expectations for learning and achievement.

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UNSATISFACTORY PROGRESSING PROFICIENT EXEMPLARY

Ex

pecta

tio

ns

& I

nclu

sio

n

Teaching practices

maintain the status quo and

do not contribute to the

building culture of high

expectations for students.

Acts in ways that demonstrate support

of the building culture as one of

inclusion and high expectations for

most students.

Teaching practices reinforce and

strengthen the building culture as one of

inclusion and high expectations for all

students.

Initiates and engages in problem-

solving to advance the culture of the

building as one of inclusion and high

expectations for all students.

Cu

ltu

re o

f E

xcell

en

ce

The culture in the

classroom reinforces low

level learning expectations

and/or plans to meet even

minimal student

achievement goals are not

clear.

The classroom culture supports

student improvement efforts suitable

for most students and the teacher

outlines the steps to meet student

achievement goals.

Establishes a culture in the classroom

that challenges all students to

continuously improve. Develops a plan

to measure progress toward meeting

challenging student achievement goals.

Creates a culture of excellence in the

classroom that focuses on stretching

student achievement for all student

groups. Differentiated plans to meet

rigorous student achievement goals

are developed and there is a system

in place to continuously measure

progress toward goal attainment.

Co

mm

un

icati

ng

Ex

pecta

tio

ns There is little to no

evidence that achievement

expectations have been

communicated to students

in advance and/or

achievement goals are low.

Achievement expectations are not

communicated well to students and/or

the achievement goals are not high

enough for some students.

Achievement expectations are

communicated to students and the teacher

provides examples of how students can

meet challenging achievement goals.

Achievement expectations are

communicated in advance and if

asked, the student is able to articulate

what the goals are. It is evident that

students know where they are in

relation to the goals.

1a. PERFORMANCE

ELEMENT RATING





1b. Use District adopted curriculum maps and content knowledge to design coherent lessons.

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Cu

rric

ulu

m a

nd

Ass

ess

men

t A

lig

nm

en

t Lesson plans, when available,

do not align with the District

adopted curriculum maps

and/or District assessments.

Lesson plans are partially aligned to

the District adopted curriculum maps

and District assessments.

Lesson plans closely align to the

District adopted curriculum maps

and District assessments.

Lesson plans are based on a thorough

understanding of how to “unpack” the

District adopted curriculum maps and

alignment of District assessments.

Co

nte

nt

Kn

ow

led

ge Lesson plans reference

outdated content knowledge.

Information presented in

class contains content errors.

Lesson plans are based on a general

understanding of content knowledge.

While information presented in class

is accurate, it may not reflect the most

current knowledge of the discipline.

Lessons plans are based on solid

content knowledge. Information

presented in class is accurate and

current.

Lesson plans are based on extensive

content knowledge. Information

presented in class is accurate, current

and consistent with well-established

concepts or sound practices of the

discipline.

Less

on

an

d/

or

Un

it

Desi

gn

Lesson and unit planning is

inadequate. Learning

activities do not follow an

organized progression and

time allocations are

unrealistic.

Lesson plans or units are based on

activities or resources, rather than

focused on objectives. Progression

and pacing of learning activities is

sporadic, thus, time allocations are

not always reasonable.

Lesson or unit is planned in detail

around clearly defined lesson

objectives. Progression and pacing

of the planned learning time

(instructional strategies, student

activities, use of resources,

assessment tasks) is constant, with

reasonable time allocations.

Lesson or unit is precisely planned with

explicit attention to detail leading to the

demonstration of learning of the lesson

objectives. The progression and pacing

of planned learning time (instructional

strategies, accessing materials, use of

resources, student activities, and

assessment tasks) is highly coherent.

1b. PERFORMANCE

ELEMENT RATING

Unsatisfactory

Progressing I

Progressing II

Proficient I

Proficient II

Proficient III

Exemplary




1c. Post aligned lesson objectives and plan for demonstrations of learning.

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Po

sts

Less

on

Ob

jecti

ves

Lesson objectives cannot

be found or the teacher

simply posts a list of

activities.

Posts lesson objectives that reference

grade level and/or course content.

The objectives are used to re-focus

students’ attention to task.

Posts lesson objectives that align to a

grade level or course essential

content or skills. The lesson

objective effectively focuses student

attention at the beginning of the

lesson and they are used to refocus

students’ attention to task.

Posts lesson objectives that align to

cross disciplinary grade-level course

essential content and skills. The

objectives serve to effectively focus

students’ attention to learning targets

throughout the lesson.

Stu

den

t U

nd

ers

tan

din

g o

f

Less

on

Ob

jecti

ves

Lesson objectives are not

known to students and

students do not know

what they are expected to

know and be able to do.

Although students are aware of

where to find the posted lesson

objectives, they rely on teacher

direction to focus them on what they

are expected to know and be able to

do.

Lesson objectives are written in

student-friendly language and

students understand what they are

expected to know and be able to do

by the end of each lesson.

Students have been well prepared to

know that the lesson objective and the

demonstration of learning provide

direction for them in understanding

exactly what they are expected to

know and be able to do. This clarity

promotes both autonomy and

independence in accomplishment of

student tasks.

Pla

ns

for

DO

Ls

The Demonstration of

Learning (DOL) is not

developed in advance of

instruction and/or not

aligned with the lesson

objective.

The Demonstration of Learning

(DOL) is minimally developed

and/or may be loosely connected to

the lesson objective.


(DOL) is developed in advance of

instruction and is aligned with the

lesson objective.

The Demonstrations of Learning

(DOL) are designed in advance of

instruction, tie closely with the lesson

objective and provide multiple ways

for students to demonstrate what they

have learned.

1c. PERFORMANCE

ELEMENT RATING

Unsatisfactory

Progressing I

Progressing II

Proficient I

Proficient II

Proficient III

Exemplary



PERFORMANCE STANDARD #1: PREPARATION FOR INSTRUCTION

Overall Rating

Unsatisfactory

Progressing I

Progressing II

Proficient I

Proficient II

Proficient III

Exemplary

Comments:


PERFORMANCE STANDARD #2: USE OF DATA TO INFORM INSTRUCTION Adopted: January 5, 2010 (Rev. August 2017)

Name: . Date: ___

PERFORMANCE STANDARD #2: USE OF DATA TO INFORM INSTRUCTION

Teachers use assessment data to inform instruction. Teachers should know and be able to:

2a. Use data to improve the quality of instruction.

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Use

of

Ele

ctr

on

ic

Data

Man

ag

em

en

t

To

ols

Relies on someone else to

provide student

achievement data.

Accesses electronic data

management tools to view class

achievement results.

Uses electronic data management tools

to access and exhibit achievement

results for individuals and groups of

students.

Regularly accesses and

systematically uses electronic data

management tools to retrieve data,

organize data tables and create

profiles on multiple measures of

individual and group student

achievement results.

Use

s D

ata

to

Info

rm

Inst

ructi

on

Even when data is

provided, there is no

evidence that the

information is used to make

instructional decisions.

Attempts to make instructional

decisions linked to analysis of

data, although inferences about

the data may not be complete.

Makes accurate use of student

achievement data when making

instructional decisions.

Accurately draws inferences from

multiple data sources with which to

make decisions about instruction for

both whole group and individual

student instruction.

Use

s D

isag

gre

gate

d

Data

to

Refi

ne

Inst

ructi

on

No data is considered with

which to make changes in

instruction.

Examines data at the group level

and uses these data when planning

instruction.

Examines data at the item level to find

strengths and challenges for

disaggregated groups of students which

is appropriately used when planning

instruction for whole and small groups.

Systematically examines data at the

item level to find strengths and

challenges both for disaggregated

groups and for individual students.

Uses these data to accurately refine

and modify instruction for whole

groups, small groups and for specific

individuals.

2a. PERFORMANCE

ELEMENT RATING

Unsatisfactory

Progressing I

Progressing II

Proficient I

Proficient II

Proficient III

Exemplary




2b. Use a variety of assessment methods when designing classroom assessments.

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SS


Ass

ess

men

t M

eth

od

s A single type of classroom

assessment method is used

that is not aligned with the

evidence outcomes in the

curriculum map.

Uses a limited number of

classroom assessment methods

(e.g., end of chapter or selected

response tests) to assess all types

of learning, which may be loosely

aligned to the evidence outcomes

in the curriculum map.

Appropriately matches classroom

assessment methods (e.g., personal

communication, selected response,

constructed response, portfolios and

performance tasks) with evidence

outcomes in the curriculum map.

Evidence of a well-balanced

classroom assessment system is in

place which uses a variety of

assessment methods (e.g. personal

communication, selected response,

constructed response, portfolios and

performance tasks) that matches

intended purpose and is closely

aligned with evidence outcomes in

the curriculum map.

Cla

ssro

om

Ass

ess

men

ts

Classroom assessments are

of poor quality.

Uses prepared assessments with

multiple choice responses as the

main criteria for determining what

students know.

Creates a variety of classroom

assessments that are a good measure of

student learning of the lesson or unit

objectives. Assessment tasks provide

varied options for students to

demonstrate what they know and are

able to do.

Designs high-quality classroom

assessments that accurately measure

student learning of the lesson or unit

objectives. Classroom assessments

are a function of learning and not

time. Assessment tasks may be

embedded within the lesson and/or

require a performance component for

students to demonstrate what they

know and are able to do.

Co

mm

on

Ass

ess

men

ts Does not implement or

contribute to the

development of common

assessments.

Cooperates with colleagues to

implements common assessments.

Compares results.

Collaborates with colleagues to develop

and implement common assessments.

Engages in data-dialogues with

colleagues to better understand how to

use common assessment results to

improve future instruction.

Collaborates with colleagues to

design and implement common

assessments. Actively participates in

data-dialogues with colleagues to

evaluate the results from common

assessment tasks and uses that

information to re-teach or improve

future lessons.

2b. PERFORMANCE

ELEMENT RATING

Unsatisfactory

Progressing I

Progressing II

Proficient I

Proficient II

Proficient III

Exemplary




2c. Involve students in assessing their own learning.

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Sco

rin

g C

rite

ria

Students are not made aware

of the assessment scoring

criteria in advance of the

lesson or unit.

Students are provided with the

scoring criteria for success too late

in the process to allow adequate

time for practice prior to taking

assessments. Students may not be

able to identify what they need to

do to improve performance.

Students have the scoring criteria in

advance of the lesson or unit. Based

on the scoring criteria, students can

identify what they need to do to

improve performance.

Students are very familiar with or

involved in designing the scoring

criteria provided in advance of the

lesson or unit. Based on the scoring

criteria, students are able to take

responsibility for improvements to their

work by focusing on what needs to be

done to move to the next performance

level.

Stu

den

t

Self

-Mo

nit

ori

ng

The teacher does not have a

system in place for tracking

student achievement results

and/or does not have a

system set up for students to

know how they are doing.

The teacher takes responsibility

for monitoring achievement results

for students. Without active

involvement in monitoring their

own learning, students wait for the

teacher to let them know their

level of proficiency.

The teacher has a system in place

that requires active teacher

prompting in order for students to

monitor their achievement results

over time. Students have

opportunities to practice self-

monitoring. By using the system,

students know their level of

proficiency against the achievement

criteria.

The teacher has established a system

that empowers students to become

active partners in monitoring their own

achievement results over time.

Feedback is provided to students on the

quality of their self-monitoring. The

system includes an organized way for

students to keep artifacts that document

their level of proficiency against

established achievement criteria.

Stu

den

t G

oal

Sett

ing

Periodically provides

anecdotal information to

students about how they are

doing.

Provides students with information

about how to understand

achievement data. The teacher

sets goals and monitors progress

for students.

Coaches students to understand how

to interpret their own achievement

data and to set focused, yet realistic

goals for improving their

performance. Students are supported

in monitoring their progress.

Provides visible opportunities for

students to analyze their own

achievement data and supports students

in setting specific, yet challenging goals

to improve performance. Students

create a plan to keep track of their

progress over time.

2c. PERFORMANCE

ELEMENT RATING

Unsatisfactory

Progressing I

Progressing II

Proficient I

Proficient II

Proficient III

Exemplary



PERFORMANCE STANDARD #2: USE OF DATA TO INFORM INSTRUCTION

Overall Rating

Unsatisfactory

Progressing I

Progressing II

Proficient I

Proficient II

Proficient III

Exemplary

Comments:


PERFORMANCE STANDARD #3: DELIVERS QUALITY INSTRUCTION Adopted: January 5, 2010 (Rev. August 2017)

Name: . Date: ___

PERFORMANCE STANDARD #3: DELIVERS QUALITY INSTRUCTION Teachers deliver quality instruction.


3a. Instruct bell to bell.

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En

gag

es

Wit

hin

1

Min

ute

The teacher wastes too

much time getting the

attention of students to

begin the lesson.

The teacher may lose instructional time

but is progressing toward engaging

students in the learning from bell to

bell.

The teacher engages students within

one minute of bell.

Students are taught to be self-directed

learners who engage in learning

activities within one minute of the

bell.

Tra

nsi

tio

ns Transitions are chaotic,

with much time lost

between lesson segments.

Not all transitions are efficient but

the teacher is progressing toward

increasing purposeful instructional

time. However, teacher prompting is

required for students to move from

one learning segment to the next.

The teacher ensures transitions are

smooth with no loss of instructional

time. Students move efficiently from

one learning segment to the next.

Transitions are designed as rigorous

and purposeful instructional

opportunities. Students are able to

self-progress from one learning

segment to the next through well-

established routines.

Pu

rpo

sefu

l C

losu

re

The lesson ends abruptly

without purposeful closure.

Lesson closure engages a limited

number of students. Lesson closure

is perfunctory in nature and does not

effectively prepare all students for

follow-up practice and/or to link the

lesson to future learning.

All students are engaged in

purposeful closure to the lesson.

Teachers use this time as an

opportunity to guide reflection upon

the learning accomplished, prepare

students for follow-up practice and/or

make connections to future learning.

All students are engaged in

purposeful closure to the lesson. As a

result, students leave the classroom

with a clear sense of

accomplishment, are prepared for

follow-up practice, can make

connections with future learning and

are better able to self-start the next

lesson.

3a. PERFORMANCE

ELEMENT RATING

Unsatisfactory

Progressing I

Progressing II

Proficient I

Proficient II

Proficient III

Exemplary




3b. Use a variety of instructional strategies to focus instruction.

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ICA

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OF

EF

FE

CT

IVE

NE

SS


Sele

cti

on

of

Inst

ructi

on

al

Str

ate

gie

s

Lacking instructional

focus, classroom time is

often filled with activities

that merely consume time.

Selects instructional strategies

specific to the subject matter to

support student understanding.

Selects multiple instructional

strategies that serve to maintain focus

and cognitively engage students.

Strategically selects from an

extensive repertoire of instructional

strategies to design meaningful

learning experiences that challenge

all students to be cognitively

engaged throughout the lesson.

Inst

ructi

on

al

Deli

very

Instructional delivery is

poorly executed and

significantly lacks learning

experiences that engage

students.

Instructional delivery (activities,

groupings of students, materials, and

resources) engages some, but not all,

of the students in the learning of

content and skills.

Instructional delivery (activities,

groupings of students, materials and

resources) is effective in engaging

students in important learning of

content and skills.

Instructional delivery is well

executed (activities, groupings of

students, materials and resources)

and effectively leads to student

engagement in significant learning of

content and skills.

Dir

ecti

on

s an

d

Ex

pecta

tio

ns

The teacher’s written

and/or oral directions are

confusing to the students,

leaving them with

questions about what they

are supposed to do.

The teacher’s written and/or oral

directions are sometimes unclear,

causing students to frequently ask the

teacher to repeat the directions.

Explanations of content do not

prepare all students to engage in

classroom experiences without

further guidance.


directions contain an appropriate

level of detail and are clear to

students. Explanations of content and

pre-teaching important vocabulary

effectively prepare students to

engage in appropriate classroom

experiences.


directions anticipate possible student

misunderstanding and plans

accordingly. The teacher prepares

students well for understanding

significant content by pre-teaching

that vocabulary, scaffolding of more

complex ideas and insuring that

classroom experiences are

appropriate, yet challenging.

3b. PERFORMANCE

ELEMENT RATING

Unsatisfactory

Progressing I

Progressing II

Proficient I

Proficient II

Proficient III

Exemplary




3c. Engages students in purposeful learning.

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SS


Acti

ve

En

gag

em

en

t Allows learning in the

classroom to be passive

rather than active. Lecture

and/or busy work

characterize the learning

experiences.

Although learning experiences are

primarily teacher-directed, the

teacher experiments with

engagement strategies.

Creates an expectation around

engagement that learning is a

purposeful, focused activity or strategy.

The teacher facilitates learning

experiences that promote collaboration.

Creates an expectation that learning is

active not passive. Facilitates

challenging learning experiences that

requires collaboration, independent

learning and choice for all students.

Mu

ltip

le R

esp

on

se

Tech

niq

ues

Calls on one student at a time

to respond.

Frequently attributes the correct

responses of a few students to the

entire class.

Solicits responses from all students

(e.g. to write a response, to give a

thumbs up or down, to ask questions,

to hold up an answer on a dry erase

desk board) to show they are

understanding.

Requires responses from all students

(e.g. to write a response, to give a

thumbs up or down, to ask questions,

to hold up an answer on a dry erase

desk board) that show they are

deepening their understanding of the

lesson.

Cla

ss D

iscu

ssio

ns The teacher monopolizes

class discussions.

The teacher has limited success in

engaging all students in class

discussions and/or a few students

dominate discussions.

The teacher successfully engages all

students in class discussions.

Students are provided with

opportunities to practice discussion

skills.

The teacher organizes the classroom

and skillfully prepares students to

effectively contribute to class

discussions. In addition, students are

taught to take an active role to ensure

that all voices have an opportunity to

be heard in discussions.

3c. PERFORMANCE

ELEMENT RATING

Unsatisfactory

Progressing I

Progressing II

Proficient I

Proficient II

Proficient III

Exemplary




3d. Continually checks for understanding.

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Less

on

Seq

uen

ce

an

d P

acin

g

The teacher does not use

checks for understanding

during the lesson. Without

checks for understanding no

adjustments are made to the

lesson sequence or pacing

when students are confused.

The teacher does not incorporate

enough checks for understanding

during the lesson. However, the

teacher may adjust future lessons

based on student response data at the

conclusion of the lesson.

The teacher uses a variety of checks

for understanding during the lesson.

Based on classroom response data

the teacher adjusts the lesson

sequence and pacing during the

lesson.

The teacher plans for a variety of

checks for understanding during

strategic points in the lesson. The

teacher quickly adjusts the lesson

sequence and pacing based on

student response data to support

individual student success.

Qu

est

ion

ing

Str

ate

gie

s

Teacher questioning is of

poor quality presenting low

cognitive challenge to

students.

Only some teacher questioning

strategies invite a thoughtful

response.

Teacher questioning strategies require

students to extend their thinking and

elaborate their answers.

Strategic teacher questioning

strategies require students to think

critically and defend or justify their

answers. Thoughtful questions serve

to deepen the discussion.

Imp

lem

en

tati

on

of

DO

Ls

There is no Demonstration of

Learning (DOL) or the daily

lesson simply ends abruptly.

The Demonstration of Learning (DOL)

is cumbersome, and is not tied to daily

lesson objectives.

The Demonstration of Learning (DOL)

is completed in a short period of time

and is directly tied to daily lesson

objectives.


(DOL) is completed in five to ten

minutes and is quickly reviewed by

the teacher to assess learning. The

DOL is focused and varies from day

to day and it is obvious that the result

of the DOL will lead to a change in

instruction.

3d. PERFORMANCE

ELEMENT RATING

Unsatisfactory

Progressing I

Progressing II

Proficient I

Proficient II

Proficient III

Exemplary




3e. Deliver rigorous and relevant content.

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EF

FE

CT

IVE

NE

SS


Rig

oro

us

an

d

Rele

van

t

Cu

rric

ulu

m Lessons and/or units are too

easy for the majority of

students and/or class time is

spent on busy work with low

intellectual engagement.

Lessons and/or units spend the

majority of class time on

knowledge level tasks that may

require only some intellectual

engagement.

Lessons and/or units provide

students with rigorous curriculum

that is intellectually engaging.

Lessons and/or units are intentionally and

purposefully designed to maximize

productive time that demonstrates high

levels of rigor to challenge all students to

be intellectually engaged throughout.

Pri

or

Kn

ow

led

ge a

nd

Mak

ing

Co

nn

ecti

on

s Presentation of new content is

either inappropriate for the

grade level, poorly presented

and/or does not connect with

prior learning and knowledge.

The teacher does not explain

or leaves out information that

would help students

understand the relevancy of

the concepts to their lives.

Assumes that students are able to

make the link to prior learning and

knowledge when presenting new

content. The teacher spends very

little time helping students

understand the relevance of

concepts to their lives.

Presentation of new content is

grade level appropriate and

students are able to connect prior

knowledge and experiences with

the new material being introduced.

The teacher uses current examples

and prerequisite knowledge known

to students to illustrate concepts

and make the content relevant for

students’ lives.

Presentation of new content is

challenging, appropriate and links well

with students’ prior knowledge and

experiences. The teacher adeptly uses

prerequisite knowledge known to

students to illustrate concepts and

skillfully bridges connections regarding

the relevancy of the learning to

students’ lives.

Rele

van

ce f

or

Stu

den

ts Presentation of lesson is not

interesting. Students are bored

and uninvolved in learning.

Whether or not they find it

interesting, the students follow the

teacher’s directions and do what is

asked of them.

Students are interested and

engaged in the lesson and can state

how the subject being studied is

relevant to their own learning.

Students find the lesson engaging and

can explain how the subject being

studied is relevant to other disciplines.

3e. PERFORMANCE

ELEMENT RATING

Unsatisfactory

Progressing I

Progressing II

Proficient I

Proficient II

Proficient III

Exemplary




3f. Integrate 21st Century Skills in instruction.

IND

ICA

TO

RS

OF

EF

FE

CT

IVE

NE

SS


Sk

ills

of

a 2

1st C

en

tury

Learn

er

Lesson and/or unit design

does not help to prepare or

teach students to develop

21st Century Skills (e.g.,

critical thinking and

reasoning, problem-solving,

information literacy,

collaboration, self-direction

and/or invention).

Lesson and/or unit design helps

students to develop skills in using

at least one 21st Century Skill (e.g.

critical thinking and reasoning,

problem-solving, information

literacy, collaboration, self-

direction and/or invention).

Lesson and/or unit design includes

strategies for teaching 21st Century

Skills (e.g., critical thinking and

reasoning, problem-solving,

information literacy, collaboration,

self-direction and/or invention).

Lesson and/or unit design strategically

provides opportunities for students to

demonstrate 21st Century Skills (e.g.,

critical thinking and reasoning,

problem-solving information literacy,

collaboration, self-direction and/or

invention).

Mate

rials

an

d

Reso

urc

es Instructional materials and

resources are inappropriate

for the grade level or course

and/or are used ineffectively.

Instructional materials and

resources limit student access to

different perspectives.

Selects a variety of appropriate

instructional materials and resources

that provide students with different

perspectives.

Secures a variety of relevant materials

and resources to enhance and extend

instructional experiences reflective of

diverse perspectives and issues.

Tech

no

log

y

Inte

gra

tio

n

Technology that is available

is not used to promote

organizational efficiency,

support instruction, and/or is

used inappropriately.

The teacher experiments with

available technology to promote

organizational efficiency or

support the subject matter.

However, the technology may

serve as a distraction from

accomplishing the lesson or unit

objectives.

When available technology is used, it

promotes organizational efficiency,

students’ understanding of content,

and is appropriate to accomplishing

the lesson or unit objectives.

Integrates available technology into the

classroom which serves to maximize

organizational efficiency, extend

students’ expertise of both content and

available technology, and is always

appropriate to accomplishing the lesson

or unit objectives.

3f. PERFORMANCE

ELEMENT RATING

Unsatisfactory

Progressing I

Progressing II

Proficient I

Proficient II

Proficient III

Exemplary




3g. Provide feedback to students and parents about proficiency.

IND

ICA

TO

RS

OF

EF

FE

CT

IVE

NE

SS


Tim

ely

Feed

back

When feedback is given, it

is too little, too late.

Feedback is provided at the end of

units of study. This level of

feedback generally does not

provide information for students to

make error corrections soon

enough to improve performance

for the next assigned task.

Feedback on assignments is provided

in a timely manner. Students are

clear on what areas need

improvement for the next assigned

task.

Feedback on assignments, assessments

and major activities is timely and

reinforces what students did well.

Further, the feedback outlines specific

strategies for students to practice in

order for them to improve upon their

performance for the next assigned task.

Ho

mew

ork

Ex

pecta

tio

ns

Homework expectations are

not clear to students.

Homework assigned as

busywork and/or may be

confusing to students. There

is not a system in place for

assigning and managing

homework.

Homework is planned as part of

the lesson, although there is not

always a clear connection between

the concepts and skills taught in

the lesson and the homework.

Student may have difficulty

understanding what is expected of

them. Assigning and managing

homework is time consuming.

Homework is designed to reinforce

and practice key concepts and skills

from the lesson. Students know the

expectations for homework

completion and how it will be

evaluated. Students know the system

that is in place to assign and manage

homework.

Homework is designed as an extension

of the lesson to reinforce and expand

the most important learning concepts

and skills. The scoring criteria for

successful completion of homework are

provided in advance. An efficient

system is in place for assigning and

managing homework with shared

responsibility by the teacher and

students.

Gra

din

g a

nd

Rep

ort

ing

Stu

den

t L

earn

ing

Grading is inconsistent, may

be subjective, and students

generally do not know what

their cumulative grade will

be until the end of the

quarter or semester. Grading

of assignments is

incomplete.

Grading and reporting student

learning is completed at the end of

the unit. Grades and progress

reports are completed per the

school schedule.

The teacher has designed a grading

and reporting system for

documenting student learning. This

is shared with students and parents in

advance. Grades and progress reports

are completed and updated regularly

to allow students to check their own

progress.

The teacher is proactive in establishing

and clearly communicating the system

used for grading and reporting student

learning. The grading system is

weighted to reflect proficiency of

learning targets on the most recent and

the most important evidence of student

proficiency. Grades and progress

reports are completed and updated

regularly to allow students to monitor

their own proficiency.

3g. PERFORMANCE

ELEMENT RATING

Unsatisfactory

Progressing I

Progressing II

Proficient I

Proficient II

Proficient III

Exemplary



PERFORMANCE STANDARD #3: DELIVERS QUALITY INSTRUCTION

Overall Rating

Unsatisfactory

Progressing I

Progressing II

Proficient I

Proficient II

Proficient III

Exemplary

Comments:


PERFORMANCE STANDARD #4: INTERVENTIONS TO MEET DIVERSE NEEDS Adopted: January 5, 2010 (Rev. August 2017)

Name: . Date: ___

PERFORMANCE STANDARD #4: INTERVENTIONS TO MEET DIVERSE NEEDS Teachers increase the probability of advancing individual student achievement.


4a. Differentiate instruction based on student needs and background

IND

ICA

TO

RS

OF

EF

FE

CT

IVE

NE

SS


Dif

fere

nti

ati

on

Tech

niq

ues

Does not differentiate

instruction based on the

needs of all learners.

Experiments with differentiated

instructional techniques for all student

learning needs without clearly defining

the students’ needs that are being

addressed by the use of the strategy.

Appropriately implements

differentiated instructional techniques

to meet all student learning needs.

Analyzes student achievement data to

effectively design and differentiate

instruction to challenge all student

learning needs.

Dif

fere

nti

ate

s fo

r

Learn

ing

Sty

les

an

d A

bil

itie

s Does not differentiate

instruction to address

needs of students with

varying learning styles

and abilities.

Requires support from others to be able

to differentiate instruction for students

with varying learning styles and

abilities.

Provides evidence of incorporating

various differentiated instructional

strategies (e.g., tiering or compacting

lessons) to meet the needs of students

with varying learning styles and

abilities.

Efficiently and appropriately

differentiates instruction and

assessment by content, process

and/or product to address the unique

learning differences of students that

have a wide range of learning styles

and abilities.

Stu

den

t

Back

gro

un

ds

an

d I

nte

rest

s Lessons are planned

using a “one size fits all”

approach, with no

variation for addressing

diverse student

backgrounds or interests.

Although lessons are planned for whole

group instruction, there is some “on the

spot” adaptations to meet student

interests.

Takes into consideration diverse

student backgrounds and student

interests when designing and

implementing instruction.

Effectively designs and implements

lessons using culturally responsive

teaching strategies that demonstrate

consideration of diverse student

backgrounds and incorporate

individual student interests.

4a. PERFORMANCE

ELEMENT RATING

Unsatisfactory

Progressing I

Progressing II

Proficient I

Proficient II

Proficient III

Exemplary




4b. Implements interventions with fidelity and adjusts interventions based on results

IND

ICA

TO

RS

OF

EF

FE

CT

IVE

NE

SS


Resp

on

se t

o

Inte

rven

tio

n

Assumes minimal

responsibility in the RTI

process and does not

collaborate with special

service providers to support

students with unique

learning needs.

Attends RTI meetings to discuss

concerns for specific students and

is progressing toward embedding

protocols within their lessons and

expectations.

Participates fully in the RTI process,

adhering to building RTI protocols and

consults with special service providers

to support student needs.

Assumes an active role as a member/or

contributor to the RTI team working

collaboratively with special service

providers to support students with

unique needs.

Inte

rven

tio

n

Imp

lem

en

tati

on

Makes no effort to

implement interventions or

maintain fidelity to the

intervention model for

students who have learning

differences.

Requires additional skill

development in effectively

implementing selected

interventions for students who

have learning differences.

Implements interventions for individual

students who have learning differences

while maintaining fidelity to the

intervention model.

Strategically implements and

manages various research-based

interventions for multiple students

while maintaining fidelity to the

intervention model(s).

Pro

gre

ss

Mo

nit

ori

ng

Progress monitoring data is

not available.

Progress monitoring data is

recorded.

Records progress monitoring data to

determine if interventions are effective.

For students who require more intense

interventions, the frequency of progress

monitoring is increased.

Maintains progress monitoring data,

and analyzes discreet data points to

improve intervention effectiveness.

Uses many forms of progress

monitoring tools appropriately and

accurately interprets results to adjust

instruction accordingly.

4b. PERFORMANCE

ELEMENT RATING

Unsatisfactory

Progressing I

Progressing II

Proficient I

Proficient II

Proficient III

Exemplary




4c. Adapt and modify instruction for the unique needs of learners

IND

ICA

TO

RS

OF

EF

FE

CT

IVE

NE

SS


Pla

n f

or

Sp

ecia

l

Learn

ing

Need

s Student information is not

used to plan instruction for

learners in the general

education classroom who

have special needs (e.g.,

ELL, GT, Special Education

and 504 students).

Uses student information that is

provided by others to plan for learners

with special needs (e.g., ELL, GT,

Special Education and 504 students)

who are in the general education

classroom.

Accesses and uses student information

to plan instruction for students in the

general education classroom who

have special learning needs (e.g.,

ELL, GT, Special Education, and 504

students).

A system is in place for accessing,

retrieving, organizing, and analyzing

information for planning instruction

for students with special learning

needs who are in the general

education classroom (e.g., ELL, GT,

Special Education and 504 students).

Ind

ivid

ual

Stu

den

t

Pla

ns

Fails to implement

accommodations and/or

modifications as specified in

individual student plans (e.g.,

IEPs, ILPs, ALPs, ELLPs

and 504s) when students are

in the general education

classroom.

Is progressing toward implementation

of required accommodations and/or

modifications outlined in individual

student plans (e.g., IEPs, ILPs, ALPs,

ELLPs and 504s) with support from

others when students are in the general

education classroom, but may not

monitor their effectiveness.

Appropriately implements

accommodations and/or modifications

as prescribed by individual student

plans (e.g., IEPs, ILPs, ALPs, ELLPs

and 504s) when students are in the

general education classroom.

Uses individual student plans (e.g.,

IEPs, ILPs, ALPs, ELLPs and 504s)

to effectively implement

accommodations and/or modifications

when students are in the general

education classroom.

Inte

rdep

en

den

ce Resists or is passive in

collaborating with others to

implement and monitor

individual student plans.

Allows others to take the lead in

directing, implementing and

monitoring individual student plans.

Collaborates and/or co-teaches with

other educators to implement and

monitor individual student plans.

Forms partnerships and works

interdependently as a team with other

educators to continually monitor and

adjust individual student plans.

4c. PERFORMANCE

ELEMENT RATING

Unsatisfactory

Progressing I

Progressing II

Proficient I

Proficient II

Proficient III

Exemplary



PERFORMANCE STANDARD #4: INTERVENTIONS TO MEET DIVERSE NEEDS

Overall Rating

Unsatisfactory

Progressing I

Progressing II

Proficient I

Proficient II

Proficient III

Exemplary

Comments:


PERFORMANCE STANDARD #5: CLASSROOM ENVIRONMENT Adopted: January 5, 2010 (Rev. August 2017)

Name: . Date: ___

PERFORMANCE STANDARD #5: CLASSROOM ENVIRONMENT Teachers establish a culture that is conducive to student well-being and learning.


5a. Contribute to a safe and orderly learning environment.

IND

ICA

TO

RS

OF

EF

FE

CT

IVE

NE

SS


Ru

les

an

d R

eg

ula

tio

ns Disregards, defies, or ignores

school behavioral rules and

regulations. Student safety is

compromised by teacher’s

lack of compliance with

emergency procedures. Is

non-compliant and/or

negligent with regard to

supervision of students

inside and outside the

classroom setting.

Does not consistently reinforce school

behavioral rules and regulations and/or

is not clear about established

procedures in emergency situations.

Supervision of students inside and

outside the classroom lacks an

appropriate level of attention.

Complies with school behavioral

rules and regulations and established

emergency procedures to insure

student safety needs are met. The

supervision of students both inside

and outside the classroom is at an

appropriate level of attention.

Implements and continually reinforces all

school behavioral rules and regulations

and established emergency procedures to

insure student safety needs are

consistently met. Is fully engaged at all

times with active supervision of students

both inside and outside the classroom

setting. There is evidence of students as

active partners in assuming responsibility

for enforcement of school rules.

Safe

&

Org

an

ized

En

viro

nm

en

t The classroom arrangement is

either unsafe or the use of

space impedes learning.

Creates an environment that is safe, but

has a “neutral” feel to it. Limited

attention has been given to use of

space. The classroom arrangement,

while not causing significant

management problems, does not

contribute to varied learning

possibilities.

The classroom environment is safe,

organized and designed to support a

student focus on learning purposes.

Makes efficient use of available

space.

Establishes a comfortable, safe, and

inviting learning environment that is

organized to facilitate a focus on learning.

Maximizes efficient use of all available

space to support a variety of instructional

purposes.

Ph

ysi

cal

Reso

urc

es Uses physical resources (e.g.,

furniture arrangement,

technology, learning

stations) poorly and/or

learning is not accessible to

some students.

The use of physical resources (e.g.,

furniture arrangement, technology,

learning stations) limits engagement

and does not necessarily promote

learning activities that are accessible to

all students.

The use of physical resources (e.g.,

furniture arrangement, technology,

learning stations) contributes to all

students being able to access

learning opportunities.

Uses physical resources (e.g., furniture

arrangement, technology, learning

stations) optimally to ensure that all

learning is equally accessible to all

students. The physical arrangement of the

classroom is flexible to maximize student

engagement strategies. Takes into

account individual needs of students when

arranging the classroom environment.

5a. PERFORMANCE

ELEMENT RATING

Unsatisfactory

Progressing I

Progressing II

Proficient I

Proficient II

Proficient III

Exemplary




5b. Use effective classroom management procedures.

IND

ICA

TO

RS

OF

EF

FE

CT

IVE

NE

SS


Ro

uti

nes

an

d

Pro

ced

ure

s

There are no established

classroom routines and /or

procedures are not

reinforced. Students do not

know classroom procedures

resulting in confusion and a

significant loss of learning

time characterized by

student time off-task.

Procedures to manage classroom

routines are outlined, although

they are inconsistently followed by

the students and/or teacher. The

teacher spends too much

instructional time redirecting

student behavior.

Procedures to manage routine tasks and

materials are in place resulting in

efficient practices that do not interfere

with learning time. Routines and

responsibilities for management of

tasks is known to students and

accomplished efficiently and in ways

that do not contribute to “down time.”

Procedures to facilitate student

management for carrying out routine

tasks and materials management are

in place resulting in highly efficient

practices that maximize time for

learning. Procedures and routines

are efficiently managed by self-

directed learners.

Learn

ing

Ex

peri

en

ces

an

d A

cti

viti

es

Learning experiences and

activities are disorganized

and poorly managed.

Learning experiences and activities

are primarily managed by the

teacher resulting in loss of learning

time for some students who must

wait for teacher directions. There

are some inefficiencies in

managing routine tasks that take

time away from learning.

Learning experiences and activities are

routinely organized by the teacher in

such a way that students can maximize

time for learning.

Learning experiences and activities

are highly organized and efficiently

facilitated by both the teacher and

students who each assume

responsibility for maximizing time

for learning.

Ind

ep

en

den

t an

d

Co

op

era

tive

Wo

rk

Procedures for independent

and/or cooperative group

work are not established

and/or not reinforced -

resulting in considerable

“down-time” where students

are not productively engaged

in learning.

In the absence of known

procedures, students spend time

waiting for teacher re-direction in

order to engage in independent

work or cooperative group work.

Procedures for independent and/or

cooperative group work are known in

advance and most students are engaged

throughout the lesson in purposeful

learning.

Students consistently assume

responsibility for following

procedures for independent and/or

cooperative group work and hold

themselves accountable for

contributing productively to their

own learning.

5b. PERFORMANCE

ELEMENT RATING

Unsatisfactory

Progressing I

Progressing II

Proficient I

Proficient II

Proficient III

Exemplary




5c. Effectively manage student behavior.

IND

ICA

TO

RS

OF

EF

FE

CT

IVE

NE

SS


Beh

avi

or

Man

ag

em

en

t P

lan

Has not established

classroom rules and/or

procedures. Standards of

conduct are unclear to

students. The teacher

attempts to control the

classroom through threats

of referral or by increasing

vocal intensity. The

teacher spends an

inordinate amount of time

dealing with behavior

issues.

Most students seem to understand

the classroom rules and standards

of conduct. Consequences for

inappropriate behavior are

inconsistently applied. The

teacher is generally aware of

student behavior, but may miss the

misbehavior of some students.

Explicit classroom rules and

standards of conduct are clear to all

students. Consequences for

inappropriate behavior are reasonable

and consistently applied. The teacher

demonstrates awareness of events in

the classroom and often anticipates

and prevents potential problems.

Students contributed to designing the

classroom rules and standards of

conduct upheld by all members of the

classroom. Consequences for

inappropriate behavior are reasonable,

clear, and consistently applied.

Monitoring by the teacher of events in

the classroom is subtle and proactive.

Re-d

irecti

on

Tech

niq

ues

Lessons have numerous

disruptions.

The teacher’s repertoire of

techniques to manage student

behavior is limited; resulting in too

much time spent redirecting

student misbehavior.

While students self-monitor their own

behavior, the teacher is skilled at

using a variety of techniques to re-

direct students back to the task of

learning.

Students monitor their own and their

peers’ behavior, correcting one another

respectfully. The focus of behavior

management is to maximize student

learning time and students show a

respect for the rights of other students

to learn.

Cir

cu

lati

on

Du

rin

g

Inst

ructi

on

Remains basically

stationary and is often

inaccessible to many

students.

Utilizes proximity to students

during learning activities to

prevent disruptive behavior.

Circulates during instruction and

learning activities to support

engagement, interact with students

and monitor behavior and learning.

Circulates during instruction and

learning activities to interact with

students, prompt student thinking and

assess progress. Exhibits a heightened

awareness of the learning that occurs in

all areas of the classroom.

5c. PERFORMANC

E ELEMENT

RATING

Unsatisfactory

Progressing I

Progressing II

Proficient I

Proficient II

Proficient III

Exemplary




5d. Foster collaboration and self-regulation in students.

IND

ICA

TO

RS

OF

EF

FE

CT

IVE

NE

SS


Fo

sters

Self

-Reg

ula

tio

n

in S

tud

en

ts

Uses a one dimensional

approach to directing

student learning.

Students are passive

learners.

Primary responsibility for the

students staying on task and focused

on learning rests with the teacher.

The emphasis is more on the “teacher

as worker.”

Fosters self-regulation in students so

that they are able to take

responsibility for staying on task and

focusing on improving their

performance. There is an emphasis

on the “student as learner.”

Develops self-regulating students who

acknowledge they are being challenged

academically and they assume

responsibility for staying on task and

focused on moving from one

performance level to the next. There is

a strong emphasis on the “student as

producer.”

Co

llab

ora

tive

Decis

ion

Mak

ing

Does not promote

student collaboration or

decision making.

Uses a few strategies to engage

students in collaborative activities

that promote cooperation of students

within the class.

Engages all students in collaborative

activities that promote

communication, decision making and

group responsibility to the classroom

community.

Facilitates the conditions under which

students demonstrate strategies for

collaboratively solving problems and

engaging in decision making in the

classroom and/or school community.

Stu

den

t

Lead

ers

hip

There is no evidence that

student leadership

opportunities are

fostered.

The teacher creates opportunities for

individual students to have classroom

responsibilities.

Students are given opportunities for

leadership in the classroom. There is strong evidence that the teacher

fosters student leadership within the

classroom and/or the school

community.

5d. PERFORMANC

E ELEMENT

RATING

Unsatisfactory

Progressing I

Progressing II

Proficient I

Proficient II

Proficient III

Exemplary




5e. Promote positive and respectful rapport.

IND

ICA

TO

RS

OF

EF

FE

CT

IVE

NE

SS


Stu

den

t-to

-Stu

den

t

Inte

racti

on

s

The teacher allows student-

to-student interactions

characterized by conflict,

sarcasm or put-downs.

Student interactions in the

classroom are disrespectful.

The teacher reinforces student-to-

student interactions that are

appropriate, but there may be an

occasional display of insensitivity to

cultural or developmental differences

among students.

The teacher fosters student-to-student

interactions that are polite and

respectful. Student individuality and

the dignity of each student are

consistently maintained.

The teacher fosters a classroom

culture in which student-to-student

interactions are highly respectful. As

a class, students have learned to be

supportive of one another’s

individuality and developmental

levels. The dignity of each student is

consistently maintained and honored.

Teach

er-

to-S

tud

en

t

Inte

racti

on

s

Teacher-student interactions

reflect a lack of rapport

between the teacher and

students.

Teacher-student interactions are

cordial, but may not transfer to

positive teacher-student

relationships.

Teacher-student interactions are positive

and respectful rapport is demonstrated.

Positive teacher-student relationships

serve as a model for student learning

and practicing of behaviors that

contribute to a learning community.

Teacher-student interactions serve as

a model of positive and respectful

rapport. Positive teacher-student

relationships promote the

development of socially competent

students who are able to demonstrate

behaviors that contribute to a

learning community.

To

lera

nce a

nd

Resp

ect

for

Div

ers

ity

The teacher does not teach

or model tolerance

strategies. Teacher

actions/words embarrass

and/or devalue students.

The teacher is beginning to address

issues related to tolerance and respect

for cultural differences, although

expectations may not be consistently

enforced.

The teacher incorporates lessons on

teaching tolerance strategies to students

fostering respect for multicultural

students. The teacher reinforces high

expectations for demonstrations of

civility among members of the class.

The teacher is intentional about

teaching tolerance strategies and

reinforces classroom interactions that

are respectful of multicultural

students. Students take responsibility

for ensuring high levels of civility

among members of the class.

5e. PERFORMANCE

ELEMENT RATING

Unsatisfactory

Progressing I

Progressing II

Proficient I

Proficient II

Proficient III

Exemplary



PERFORMANCE STANDARD #5: CLASSROOM ENVIRONMENT

Overall Rating

Unsatisfactory

Progressing I

Progressing II

Proficient I

Proficient II

Proficient III

Exemplary

Comments:


PERFORMANCE STANDARD #6: LEADERSHIP Adopted: January 5, 2010 (Rev. August 2017)

Name: . Date: ___

PERFORMANCE STANDARD #6: LEADERSHIP Teachers have a responsibility for professional growth and positive leadership.


6a. Understand their role and responsibility in implementing the District and/or building goals.

IND

ICA

TO

RS

OF

EF

FE

CT

IVE

NE

SS


Lead

ers

hip

Sk

ills

Allows others to fulfill the

goals and priorities

outlined in the building

goals.

Works collaboratively with

leadership to fulfill the goals and

priorities outlined in the building

goals.

Actively participates in positively

contributing to fulfillment of the

building goals and priorities by

serving in a building leadership

capacity (e.g., Department Chair,

Mentor, Content Collaborator,

Building Leadership Team, and/or

building committees), and

demonstrates Level I Leadership

Skills.

Assumes a positive role in seeking more

effective, solution-oriented ways to fulfill

the building and District goals and

priorities (e.g., member of the building

leadership team, may be a Department

Chair, Mentor, and/or serves on building

or District level committees), and

demonstrates Level II Leadership Skills.

Co

lleg

ial

Part

ners

hip

s

Does not act in ways that

reinforce the

implementation of school

improvement efforts.

Maintains relationships with

colleagues to fulfill duties that the

school requires.

Provides mutual support and

cooperation with colleagues and

administrators that contributes to

improving the functioning of the

school.

Initiates positive relationships and forms

collegial partnerships with colleagues,

support staff, administrators, parents and

others to contribute to the effective

functioning of the school and/or programs

within the District.

Fo

cu

ses

on

Qu

ali

ty

Inst

ructi

on

Engages in disagreements

and/or is unsupportive of

school improvement

efforts.

Supportive of the school’s focus on

improving the quality of

instruction for students.

Steps forward to support and promote

the school’s focus on improving the

quality of instruction for all students.

Works in mutually reinforcing ways to

promote and protect the school’s focus on

improving the quality of instruction for all

students. Displays a sense of self-efficacy.

6a. PERFORMANCE

ELEMENT RATING

Unsatisfactory

Progressing I

Progressing II

Proficient I

Proficient II

Proficient III

Exemplary




6b. Promote the concept of Professional Learning Communities through collaboration and purposeful involvement.

IND

ICA

TO

RS

OF

EF

FE

CT

IVE

NE

SS


PL

C P

art

icip

ati

on

Works in isolation with little

evidence of collaboration

with colleagues to

implement the concepts of

PLCs.

Requires additional skill

development and practice for

effectively implementing the

concepts of PLCs.

Actively participates in a PLC to

articulate the essential curriculum,

design and gather relevant

assessment data to inform instruction

and implement and monitor

effectiveness of intervention

strategies.

Exhibits highly collaborative skills that

support the PLC members in working

interdependently to achieve common

goals, develop strategies to achieve

those goals, gather and use relevant

data and continuously learn from one

another.

Pro

fess

ion

al

Inq

uir

y No time is devoted to

dialogue with colleagues in

PLCs to improve student

outcomes.

Takes some initial steps to engage

in dialogues with colleagues in

PLCs.

Actively participates in a culture of

professional inquiry with colleagues

to improve best practices in PLCs,

stays focused and moves the

discussion forward.

Facilitates dialogues that challenge self

and others on the PLC team to

continually improve PLC effectiveness

(e.g., engaging in collective inquiry on

questions specifically linked to student

achievement, use of protocols,

engaging in action research and

practicing sense-making).

Pro

fess

ion

al

Learn

ing

Makes no effort to share

knowledge with others or to

contribute productively to

the professional learning of

the team.

Exchanges ideas with other

teachers and members of the team

regarding such things as

instructional materials and

teaching strategies.

Volunteers to participate in school or

District professional learning making

an important contribution to the work

of the team.

Shares best practice strategies with

others through modeling or conducting

professional development both inside

and outside the school and/or District.

6b. PERFORMANCE

ELEMENT RATING

Unsatisfactory

Progressing I

Progressing II

Proficient I

Proficient II

Proficient III

Exemplary




6c. Continue professional growth.

IND

ICA

TO

RS

OF

EF

FE

CT

IVE

NE

SS


Lif

e-l

on

g

Learn

ing

Does not engage in

professional

development activities

other than for licensure

renewal.

Participates in professional

development opportunities to gain

new skills. Seeks to improve

teaching practices.

Actively reflects on improving

teaching practices, seeking new

professional development

opportunities to grow professionally.

Challenges self to grow professionally

providing evidence of life-long

learning. Evidence of life-long learning

is integrated into teaching practices

enhancing effectiveness.

Men

tors

hip

an

d P

eer

Feed

back

Does not seek or accept

feedback from mentors

or peers.

Seeks and accepts support from a

mentor and/or peers.

Positively impacts the work of other

educators through mentorship and/or

peer feedback.

Serves as a skilled mentor for other

educators. Takes leadership role in

peer feedback and/or establishes

mentorship opportunities for students.

Perf

orm

an

ce

Go

al

Sett

ing

Sets low performance

goals for self and/or has

difficulty providing

evidence of monitoring

or meeting individual

performance goals.

Develops individual performance

goals and monitors as required.

Establishes individual, measurable

performance goals that align with the

building goals and has a strategy for

monitoring own progress in reaching

these goals.

Establishes challenging individual,

measurable performance goals that

meet and/or exceed the goals of the

District/building and monitors own

progress in reaching these goals.

6c. PERFORMANCE

ELEMENT RATING

Unsatisfactory

Progressing I

Progressing II

Proficient I

Proficient II

Proficient III

Exemplary



PERFORMANCE STANDARD #6: LEADERSHIP

Overall Rating

Unsatisfactory

Progressing I

Progressing II

Proficient I

Proficient II

Proficient III

Exemplary

Comments:


PERFORMANCE STANDARD #7: PROFESSIONAL RESPONSIBILITIES Adopted: January 5, 2010 (Rev. August 2017)

Name: . Date: ___

PERFORMANCE STANDARD #7: PROFESSIONAL RESPONSIBILITIES Teachers have a responsibility to the profession, District, parents, students and the public.


7a. Adhere to federal laws, state statutes and regulations pertaining to education, the Board of Education (BOE) and District policies, the Agreement of Trust and Understanding (ATU),

Human Capital Operational Guidelines and school rules

IND

ICA

TO

RS

OF

EF

FE

CT

IVE

NE

SS


Leg

al

an

d

Pro

fess

ion

al

R

esp

on

sib

ilit

ies

Disregards or has no

awareness of legal and

professional

responsibilities

pertaining to education.

Has a limited understanding and

seeks to raise awareness of their legal

and professional responsibilities


Understands and abides by the legal

and professional responsibilities


Fully understands, abides by and

supports the legal and professional

responsibilities pertaining to education.

The teacher acts proactively in seeing

that colleagues comply with standards

of excellence.

Co

mp

lian

ce

Does not comply with

school rules and HSD2

policies and procedures.

Inconsistently complies with school

rules and HSD2 policies and

procedures.

Complies fully with school rules and

HSD2 policies and procedures.

Complies with school rules and HSD2

policies and procedures. Actively

contributes to solutions that promote

effective implementation of policies

and procedures.

Co

nfi

den

tiali

ty

Disregards the legal and

professional aspects of

confidentiality practices.

Seeks clarification and understanding

of confidentiality practices. Takes

initiative to do research, ask

questions, and communicate with

colleagues about best practice with

regard to confidentiality laws.

Maintains the legal and professional

aspects of confidentiality practices.

Has a working knowledge of the law

as evidenced by the decisions made

regarding how, when, where, why,

and with whom confidential

information is shared and stored.

Demonstrates respect for and prohibits

others from sharing confidential

information inappropriately. Acts in

reinforcing ways to support decisions

made regarding how, when, where,

why, and with whom confidential

information is shared and stored.

7a. PERFORMANCE

ELEMENT RATING

Unsatisfactory

Progressing I

Progressing II

Proficient I

Proficient II

Proficient III

Exemplary




7b. Demonstrate professionalism

IND

ICA

TO

RS

OF

EF

FE

CT

IVE

NE

SS


Resp

ectf

ul

Wo

rkp

lace

Exhibits disrespectful

behavior when interacting

with students, parents, staff

and/or the community, as

evidenced by feedback

from a climate survey.

Violates respectful

workplace behaviors.

Interactions with students, parents,

staff and the community are neutral,

as evidenced by feedback from a

climate survey. Complies with

respectful workplace behaviors.

Consistently models respect for

others when interacting with

students, parents, staff and the

community, as evidenced by

feedback from a climate survey.

Models respectful workplace

behaviors.

Promotes a culture focused on

exemplifying respect for others, as

evidenced by feedback from a

climate survey. Adheres to high

standards of professionalism

characteristic of respectful workplace

behaviors.

Ho

nest

y a

nd

Inte

gri

ty Displays unethical or

dishonest conduct when

dealing with students,

parents and/or colleagues.

Uses poor judgment when dealing

with students, parents and/or

colleagues.

Deals with students, parents and/or

colleagues with honesty and

integrity.

Displays the highest level of ethical

and professional conduct acting

honestly and with integrity when

dealing with students, parents,

colleagues and/or the community.

Oth

er

Du

ties

as

Ass

ign

ed

Absent from assignment

and assigned duties and/or

is habitually late.

Performs assignment and other duties

as assigned. Is usually present and on

time.

Assumes responsibility for the

successful implementation of their

assignment and other duties as

assigned. Is present and on time.

Assumes full responsibility for, and

improves upon, the effective and

efficient implementation of their

assignment and other duties as

assigned.

7b. PERFORMANCE

ELEMENT RATING

Unsatisfactory

Progressing I

Progressing II

Proficient I

Proficient II

Proficient III

Exemplary




7c. Effectively communicates and solves problems.

IND

ICA

TO

RS

OF

EF

FE

CT

IVE

NE

SS


Co

mm

un

icati

on

Poorly communicates to

students, staff, families,

colleagues and/or the

community.

Communication neither

is accurate,

understandable nor is it

sent in a timely fashion.

Communicates information adequately

using oral, written and/or electronic

methods.

Consistently communicates clear,

understandable and accurate

information in an efficient and timely

manner with multiple audiences

using a variety of communication

methods.

Effectively communicates with

diverse audiences in a manner that

supports the welfare and success of

students and the organization.

Communication serves to advance

understanding in challenging

situations.

Co

nfl

ict

Reso

luti

on

an

d

Decis

ion

Mak

ing

Minimal involvement in

identifying and seeking

solutions to issues.

Solutions may even have

an adverse impact.

Makes limited contributions when

identifying and seeking solutions to

effectively address building or

academic issues.

Actively participates to identify and

seek solutions using conflict

resolution and decision making

strategies that effectively address

building or academic issues.

Facilitates and models strategies for

identifying and seeking solutions to

building/District level professional

and/or academic issues.

Pro

fess

ion

al

Co

mp

osu

re Loses composure or

becomes defensive when

faced with a difficult

problem.

Requires reassurance from others to

maintain composure in the face of

conflict or difficult issues.

Assumes responsibility for

maintaining professional composure

in the face of conflict or difficult

situations.

Anticipates and diffuses conflicts

using a variety of communication

methods, as well as conflict

resolution techniques. Is a calming

presence when faced with conflict or

challenges.

7c. PERFORMANCE

ELEMENT RATING

Unsatisfactory

Progressing I

Progressing II

Proficient I

Proficient II

Proficient III

Exemplary



PERFORMANCE STANDARD #7: PROFESSIONAL RESPONSIBILITIES

Overall Rating

Unsatisfactory

Progressing I

Progressing II

Proficient I

Proficient II

Proficient III

Exemplary

Comments:

Section 6: Professional Growth Plan Guidelines and Forms


Section 6: Professional Growth Plan Guidelines and Forms (Rev. August 2017) 1

Section 6: Professional Growth Plan Guidelines and Forms

Professional Growth Plans with Goal Setting

Professional Growth Plans are a required component of the Teacher Evaluation System. The development of a Professional Growth Plan through the goal setting process is a mutual effort between the teacher and evaluator. The purpose is to improve professional teaching practices and improve instruction as evidenced through increased student achievement. All teachers will participate in a Professional Growth Plan with a Goal Setting Conference as part of the Summative Evaluation Process. To determine which goals to set, teachers must reflect on:

student achievement data teaching practices and responsibilities that advance student achievement

Write in SMART goal format: Specific Measurable Attainable, but challenging Relevant Time bound

Two SMART goals are required as part of the Professional Growth Plan for teachers who have an E&R student achievement pie. SMART Goal #1: This goal focuses on improving teaching practices and responsibilities relative to the Teacher Performance Standards.

The Professional Growth Plan with goal-setting encourages teacher reflection based on instructional feedback. Teachers are empowered to determine the selection of their own professional growth goal based on their level of performance as evidenced in the Teacher Performance Standards. The process places emphasis on improving student achievement through continual professional development of the teacher.

SMART Goal #2: This goal focuses on advancing student achievement based on an analysis of student achievement data.

Effective teachers monitor student learning on an ongoing basis and use the information to improve their teaching. Each teacher will establish annually an individual goal tied to raising student achievement.


Additional SMART Goals: A third goal is optional for teachers with an E&R achievement pie depending on the needs of the teacher, and may be required by the supervising administrator. For teachers assigned to a “non-E&R student achievement pie,” a total of four (4) goals focusing on advancing student achievement based on an analysis of student achievement data are required1 as follows:

1. One SMART goal must focus on improving teacher practices and responsibilities by focusing on improvement in one or more of the professional performance standards.

2. Three separate SMART goals must be tied to the improvement of student achievement. These goals make up the Student Learning Objective measures on the non-E&R pies and the data will be used in calculating the teacher’s student achievement score for his or her summative evaluation.

Goal accomplishment for all teachers will be assessed annually or during the summative evaluation using the Individual Goal Rubric, which can be found in this section.

1 This excludes the non-E&R student achievement pies for teachers at Mountain Vista Home School Academy and Spring

Creek Youth Services Center.


Name:

School Year:

Grade Level:

Assignment:

Name of Evaluator:

Building:

Date of Goal Setting Conference:

Professional Growth Goal 1: Performance Standard

1. Performance Growth Goal: (Indicate Performance Standard(s) addressed in this goal.)

Performance Standard #1: Preparation for Instruction

Performance Standard #2: Use of Data to Inform Instruction

Performance Standard #3: Delivers Quality Instruction

Performance Standard #4: Interventions to Meet Diverse Needs

Performance Standard #5: Classroom Environment

Performance Standard #6: Leadership

Performance Standard #7: Professionalism

2. State the goal. (Use SMART format – Specific, Measurable, Attainable, Relevant, Time Bound.)

3. Describe data sources consulted and a summary analysis of the data that indicate the need for the goal.

4. Plan of action. (Outline what you will do, including the timeline(s).)

5. Evaluation of the goal. (How will success be measured?)

Teacher’s Signature: Date: Evaluator’s Signature: Date:

Harrison School District Two Professional Growth Plan - Teacher


Name:

School Year:

Grade Level:

Assignment:

Name of Evaluator:

Building:


Professional Growth Goal 2: Student Achievement CRS 22-9-106(1)(V)(e) “One of the standards for measuring teacher performance shall be directly related to

classroom instruction and shall include multiple measures of student performance.”








Name:

School Year:

Grade Level:

Assignment:

Name of Evaluator:

Building:


Professional Growth Goal 3 (Optional): Performance Standard

1. Performance Growth Goal: (Indicate Performance Standard(s) addressed in this goal.)

Performance Standard #1: Preparation for Instruction

Performance Standard #2: Use of Data to Inform Instruction

Performance Standard #3: Delivers Quality Instruction

Performance Standard #4: Interventions to Meet Diverse Needs

Performance Standard #5: Classroom Environment

Performance Standard #6: Leadership

Performance Standard #7: Professionalism









Name:

School Year:

Grade Level:

Assignment:

Name of Evaluator:

Building:


Professional Growth Goal 3: Student Achievement (Required for non-E&R teachers or optional for E&R teachers)

CRS 22-9-106(1)(V)(e) “One of the standards for measuring teacher performance shall be directly related to classroom instruction and shall include multiple measures of student performance.”







Professional Growth Plan - Teacher


Name:

School Year:

Grade Level:

Assignment:

Name of Evaluator:

Building:


Professional Growth Goal 4: Student Achievement (Required for non-E&R teachers)

CRS 22-9-106(1)(V)(e) “One of the standards for measuring teacher performance shall be directly related to classroom instruction and shall include multiple measures of student performance.”







Professional Growth Plan - Teacher


Goal 1:

Status of Action Steps

Barriers to Successful Completion by Year End

Strategies to Address Barriers

Comments:

Goal 2:




Comments:

Goal 3:




Comments:

Goal 4:




Comments:


Name :

S School Year:

Grade Level:

Assignment:

Name of Evaluator:

Building:

Date of Mid-Year Review:

Harrison School District Two Mid-Year Review – Teacher

Note: This form is used to review the teacher’s progress toward achieving each of the SMART goals established at the beginning of the school year.



Level of Performance for Goal Attainment from Individual Goal Rubric:


Comments

Evaluator:

Teacher:

Professional Growth Goal 2: Student Achievement

Performance Level of for Goal Attainment from Individual Goal Rubric:


Comments

Evaluator:

Teacher:

Professional Growth Goal 3 (Optional): Student Achievement or Performance Standard

Performance Level of for Goal Attainment from Individual Goal Rubric:


Comments

Evaluator:

Teacher:


Name :

School Year:

Grade Level:

Assignment:

Name of Evaluator:

Building:

Date of Evaluation:

Harrison School District Two Evaluation of Professional Growth Plan – Teacher (on E&R)

Note: This form will be attached to the written summative evaluation report.


Page 1 of 2

Name :

School Year:

Grade Level:

Assignment:

Name of Evaluator:

Building:

Date of Evaluation:




Comments

Evaluator:

Teacher:




Comments

Evaluator:

Teacher:

Harrison School District Two Evaluation of Professional Growth Plan – Teacher (Non-E&R)



Page 2 of 2

Name :

School Year:

Grade Level:

Assignment:

Name of Evaluator:

Building:

Date of Evaluation:




Comments

Evaluator:

Teacher:




Comments

Evaluator:

Teacher:


Harrison School District Two Evaluation of Professional Growth Plan – Teacher (Non-E&R)



Individual Goal Rubric Note: Attach this rubric to the summative evaluation report.

Revised August 2017

Unsat Prog. I Prog. II Prof. I Prof. II Prof. III Exemplary

Go

al

Se

ttin

g

□ Goal is tied to student achieve. or performance

□ Proficiently written as a SMART goal



□ Challenging and attainable



□ Challenging and attainable



□ Goal stretches the employee, requiring new learning, skill, or collaboration




□ Goal supports the work of others or the school




□ Goal is tied to the success of the team, depart., school, or District




□ Goal is tied to the success of the team, depart., school, or District

AND AND AND AND AND AND AND

Go

al A

cc

om

pli

sh

me

nt

□ Employee accomplishes part of the goal [on a scale from 1 to 10, goal accomplishment would rate at or below 3]

□ Employee accomplishes part of the goal [on a scale from 1 to 10, goal accomplishment would rate above 3]

□ Employee accomplishes part of the goal [on a scale from 1 to 10, goal accomplishment would rate above 4]

□ Employee accomplishes the goal [on a scale from 1 to 10, goal accomplishment would rate above 5]




AND AND

□ Accomplishment has positively impacted the success of the team, dept., school, or Dist.

□ Accomplishment has positively impacted the success of the team, dept., school, or Dist.

This is a minimum criteria rubric. Start at the lowest level of performance (at the left). The employee must meet each criterion at the lower level before being considered for the next higher level. Assign the rating associated with the last level at which the employee met all the criteria at that level.

Section 7: Spot Observation Forms


HARRISON SCHOOL DISTRICT TWO, INSTRUCTIONAL FEEDBACK FORM (August 2013)

Section 7: Spot Observation Forms (Rev. August 2017) 1

Standard 2: Use of Data to Inform Instruction 2b. Assessment Method: U PR P E N/O (P) Methods appropriately match evidence outcomes in curriculum guides Type Observed:_________________________

COMMENTS:

2b. Classroom Assessments: U PR P E N/O (P) Creates a variety of classroom assessments that are a good measure of student learning

Standard 3: Delivers Quality Instruction 3a. Engages Quickly and Transitions: U PR P E N/O (P) Teacher quickly engages learners within lesson and ensures smooth transitions

COMMENTS:

3a. Purposeful Closure: U PR P E N/O (P) Teacher uses time as an opportunity to guide reflection upon accomplished learning & connects to future lesson(s)

3b. Instructional Strategies & Delivery: U PR P E N/O (P) Selects multiple instructional strategies & delivers instruction that is effective in engaging students

3b. Directions & Expectations: U PR P E N/O (P) Written and/or oral directions contain appropriate detail & are clear to students

3c. Engagement, Multiple Response, Class Discussion: U PR P E N/O (P) Creates an expectation of engagement in the learning process for all students and uses multiple response techniques to solicit answers from all students 3d. Lesson Sequence & Pacing: U PR P E N/O (P) Uses a variety of checks for understanding & adjusts instruction based on student responses

3d. Questioning Strategies: U PR P E N/O (P) Questions require students to extend their thinking & elaborate on responses

3e. Rigorous & Relevant: U PR P E N/O (P) Lesson is designed to provide students with rigorous curriculum that is intellectually engaging

3e. Prior Knowledge & Making Connections: U PR P E N/O (P) Teacher presents new content that is grade level appropriate and uses current examples and prior knowledge to illustrate concepts and make the content relevant

Teacher: Observer: Date:

Grade and Subject:

Time in: Time out:

Posted Objective (s):

Posted DOL (s):

*Evaluator comments are required for ratings of Unsatisfactory or Progressing.

U=Unsatisfactory PR= Progressing P=Proficient E=Exemplary N/O=Not Observed

Standard 1: Preparation for Instruction 1a. Culture of Excellence: U PR P E N/O

(P) Establishes a classroom culture that challenges ALL students to improve COMMENTS:

1a. Communicating Expectations: U PR P E N/O (P) Expectations are communicated in advance to students

1b. Content Knowledge: U PR P E N/O (P) Information presented is accurate and current

1b. Lesson Design: U PR P E N/O

(P) Progression and pacing is constant and reasonable

1b. Curriculum & Assessment Alignment: U PR P E N/O

(P) Lesson plans closely align to the district curriculum and assessments

1c. Posts Lesson Objectives: U PR P E N/O

(P) Objectives align to grade level content & written in ‘student-friendly’ language

1c. Plans for DOLs: U PR P E N/O

(P) Demonstration of learning is developed in advance and aligns with objective

Section 7: Spot Observation Forms (Rev. August 2017) 2

3f. 21st Century Skills: U PR P E N/O (P) Lesson includes strategies for teaching 21st Century Skills (critical thinking, problem solving, information literacy, collaboration, self-direction, and/or intervention)

3f. Materials & Resources: U PR P E N/O (P) Selects a variety of appropriate materials & resources that provide different perspectives

3f. Technology Integration: U PR P E N/O (P) When technology is used, it promotes student understanding of content Standard 4: Interventions to Meet Diverse Needs 4a. Differentiation: U PR P E N/O (P) Provides differentiated instruction to meet the needs of students with varying learning styles

COMMENTS: 4a. Student Backgrounds and Interests: U PR P E N/O (P) Takes into consideration diverse student backgrounds and interests when designing lessons

Standard 5: Classroom Environment 5a. Safe & Organized Environment: U PR P E N/O (P) Classroom environment is safe, organized and allows students to focus on learning

COMMENTS: 5b. Classroom Management Procedures: U PR P E N/O (P) Routines and procedures promote self-direction and maximizes instructional time

5c. Manage Student Behavior: U PR P E N/O (P) Classroom rules are explicit, teacher circulates during instruction and uses a variety of strategies to redirect student behavior

5d. Student Collaboration: U PR P E N/O (P) Engages students in collaboration activities that promote communication, decision making, and group responsibility

5e. Promote positive and respectful rapport: U PR P E N/O (P) Interactions between all learners are respectful in support of one another

Teacher Comments:

Teacher Signature:

Administrator Signature:

Section 8: Formal Observation Forms


Section 8: Formal Observation Forms (Rev. August 2017) 1

Name :

School Year:

Grade Level:

Assignment:

Name of Evaluator:

Building:

Date of Evaluation:

Date of Pre-Observation

Conference

Date/Time of

Formal Observation

Date of Post-Observation

Conference

1st Semester /

2nd Semester /

Additional /

Overall Level of Effectiveness

Performance Standards 1. Preparation


2. Use of Data to Inform Instruction


3. Delivers Quality Instruction


4. Interventions to Meet Diverse Needs


5. Classroom Environment


Evaluator’s Comments (required)

Strengths: Recommended Areas for Growth: Note: Both satisfactory and unsatisfactory ratings must be supported with a written explanation.

I have reviewed this evaluation and discussed it with my evaluator. My signature indicates that I have been advised of my performance status; it does not necessarily imply that I agree with this evaluation.


Harrison School District Two Formal Observation Report



Name:

School Year:

Grade Level:

Assignment:

Name of Evaluator:

Building:


Standard #1: Teachers prepare for quality instruction using a comprehensive approach.

Teaching Practices: Teachers should know and be able to: 1a. establish a culture of high expectations for learning and achievement.


1b. use District adopted curriculum maps and content knowledge to design coherent lessons.


1c. post aligned lesson objectives and plan for demonstrations of learning.


Standard #1 Overall Performance Rating


Standard #2: Teachers use assessment data to inform instruction.

Teaching Practices: Teachers should know and be able to: 2a. use data to improve quality of instruction


2b. use a variety of assessment methods when designing classroom assessments.


2c. involve students in assessing their own learning.




Harrison School District Two Teacher Standards Checklist – Formal Observation


Standard #3: Teachers deliver quality instruction.

Teaching Practices: Teachers should know and be able to: 3a. instruct bell to bell.


3b. use a variety of instructional strategies to focus instruction.


3c. engage students in learning.


3d. continually check for understanding.


3e. deliver rigorous and relevant content.


3f. integrate 21st Century skills in instruction.


3g. provide feedback to students and parents about proficiency.




Standard #4: Teachers increase the probability of advancing individual student achievement.

Teaching Practices: Teachers should know and be able to: 4a. differentiate instruction based on student needs and background.


4b. implement interventions with fidelity and adjust instruction based on results.


4c. adapt and modify instruction for the unique needs of learners.




Section 8: Formal Observation Forms (Rev. August 2017) Page 4

Standard #5: Teachers establish a culture that is conducive to student well-being and learning.

Teaching Practices: Teachers should know and be able to: 5a. contribute to a safe and orderly learning environment.


5b. use effective classroom management procedures.


5c. effectively manage student behavior.


5d. foster collaboration and self-regulation in students.


5e. promote positive and respectful rapport.





TEACHER PRE-OBSERVATION PLANNING

Name:_ _________________________ Position:__ ______________ Evaluator: __ ___________________ Building: _ ______________ Date and Time of Lesson: __ _______________________________________ Pre-Observation Conference Date: __ ________________________________ Lesson objective(s) (What should students know and be able to do?)

Prior learning (What learning has preceded the lesson to be observed?)

Assessment data to guide instruction (What assessment data was examined in planning this lesson or how will student knowledge be pre-assessed? Bring the pre-assessment or data analysis to the pre-conference.)

Use a variety of instructional strategies (What instructional strategies, methods, or materials will be used to engage students?)

Differentiate instruction based on needs of students (How will the strategies address the learning styles and educational needs of all students?)

Monitoring instruction (How will checks for understanding and feedback be provided to students?)


Demonstration of Learning (DOL) (How will student learning of the lesson objective be measured? Please describe the assessment or bring a copy to the pre-conference.)

Characteristics of the learning environment (What information regarding the learning environment would be helpful to the observer?)

Observer focus (Are there specific areas on which you would like the observer to focus and provide feedback?)

Comments: Date & Time of Post-Observation Conference: _________________________


TEACHER POST-OBSERVATION PLANNING

The purpose of the post-observation conference is to provide reflection and feedback on the observed lesson, to share performance level ratings, and to identify strategies and resources for the teacher to continue increasing effectiveness. Reminder to teachers prior to the post-conference: Bring: The completed “Teacher Post-Observation Reflection Sheet.” Any Demonstrations of Learning, student papers or assessment results from the

lesson, if applicable, that will reflect student learning. Possible agenda items for the post-observation conference: Discuss the “Teacher Post-Observation Reflection Sheet.”

Review student papers, products or assessment results from the lesson.

Provide feedback on overall impressions of the lesson and specific feedback and a

rating on each of the “Teacher Performance Standards.” Specifically provide evidence of areas of strength and areas needing improvement.

Comment and provide feedback on any “look fors” requested by the teacher.

Discuss “Professional Growth Plan Goals” which may, or may not, apply to this

particular lesson. Identify next steps in terms of any additional resources, assistance or professional

development that will support the educator in moving forward.


TEACHER POST-OBSERVATION REFLECTION SHEET

Name:_ ______________________ Date of Lesson:_ _______________ 1. What were the strengths of this lesson?

2. As I reflect on the lesson, to what extent were students productively engaged?

3. Did the students learn the objective? How do I know, or how and when will I know?

4. Did I alter the objective or my plan as I taught the lesson? Why?

5. If I had the opportunity to teach this lesson again to this same group of students, what would I do differently? Why? Note: This reflection sheet may be used by teachers at any time throughout the school year. It will be most useful following a lesson that has been observed by the evaluator and brought to the post-observation conference.

Section 9: Written Summative Evaluation

Forms


Section 9: Written Summative Evaluation Forms (Rev. August 2017) Page 1


Teacher Summative Evaluation Report

Name: School Year: Grade Level: Assignment: Name of Evaluator: Building: Date of the Summative:

Teacher Status:

Probationary Non-probationary

Data sources* upon which conclusions are drawn and findings are based: Spot Observations Student or Teacher Products

Informal Observations Parent and/or student survey data Formal Observations Peer or community input Student Achievement Summary (Form A) Memos and letters Professional Growth Plans Awards and recognitions Other:

Date of Pre-Observation

Conference

Date/Time of

Formal Observation

Date of Post-Observation

Conference

1st Semester /

2nd Semester /

Optional /

/

Spot Observations Dates:

1st Semester

2nd Semester

* At least one of the measures of performance shall be gathered using observations. In addition, at least one of the measures of performance shall be one of the following:

student perception measures (e.g. surveys), where appropriate and feasible peer feedback feedback from parents or guardians review of teacher lesson plans or student work samples


Overall Performance Rating

Standard 1. Preparation for Instruction


(0–1.9) (2.0-2.9) (3.0-3.9) (4.0-4.9) (5.0-5.9) (6.0-6.9) (7.0)

1a.

establish a culture of high expectations for learning and achievement. use district adopted curriculum maps and content knowledge to design coherent lessons. post aligned lesson objectives and plan for demonstrations of learning.

1b.

1c.

Standard 2. Use of Data to Inform Instruction


(0–1.9) (2.0-2.9) (3.0-3.9) (4.0-4.9) (5.0-5.9) (6.0-6.9) (7.0)

2a.

use data to improve quality of instruction. use a variety of assessment methods when designing classroom assessments. involve students in assessing their own learning.

2b.

2c.

Standard 3. Delivers Quality Instruction


(0–1.9) (2.0-2.9) (3.0-3.9) (5.0-5.9) (6.0-6.9) (7.0-7.9) (8.0)

3a.

instruct bell to bell. use a variety of instructional strategies to focus instruction. engage students in learning. continually check for understanding. deliver rigorous and relevant content. integrate 21st Century skills in instruction. provide feedback to students and parents about proficiency.

3b.

3c.

3d.

3e.

3f.

3g.

Standard 4. Interventions to Meet Diverse Needs


(0–1.9) (2.0-2.9) (3.0-3.9) (4.0-4.9) (5.0-5.9) (6.0-6.9) (7.0)

4a.

differentiate instruction based on student needs and background. implement interventions with fidelity and adjust instruction based on results. adapt and modify instruction for the unique needs of learners.

4b.

4c.

Standard 5. Classroom Environment


(0–1.9) (2.0-2.9) (3.0-3.9) (4.0-4.9) (5.0-5.9) (6.0-6.9) (7.0)

5a.

contribute to a safe and orderly learning environment. use effective classroom management procedures. effectively manage student behavior. foster collaboration and self-regulation in students. promote positive and respectful rapport.

5b.

5c.

5d.

5e.

Harrison School District Two Teacher Summative Evaluation Report


Standard 6. Leadership


(0–1.9) (2.0-2.9) (3.0-3.9) (4.0-4.9) (5.0-5.9) (6.0-6.9) (7.0)

6a.

understand their role and responsibility in implementing the District and/or Building goals. promote the concept of Professional Learning Communities through collaboration and purposeful involvement. continue professional growth.

6b.

6c.

Standard 7. Professionalism


(0–1.9) (2.0-2.9) (3.0-3.9) (4.0-4.9) (5.0-5.9) (6.0-6.9) (7.0)

7a.

adhere to federal laws, state statutes and regulations pertaining to education, the Board of Education (BOE) and District policies, the Agreement of Trust and Understanding (ATU), Human Capital Operational Guidelines and school rules. demonstrate professionalism. effectively communicate and solve problems.

7b.

7c.

With the exception of the conditions outlined below, total the points for each rating of standards 1-7

(point ranges are in parenthesis).

A teacher with two or more performance standard ratings of “Unsatisfactory” would receive an

overall performance evaluation rating of “Unsatisfactory” with a maximum score of 8.

A teacher with one performance standard rating of “Unsatisfactory” would receive a maximum

overall performance evaluation rating of “Progressing I” with a maximum score of 11.

Evaluation of Performance


0-10 11-17 18-24 25-31 32-38 39-45 46-50


Evaluation of Performance Points Earned: ___ [See Section 5: Performance Standards Rubrics]


0-10 11-17 18-24 25-31 32-38 39-45 46-50

Evaluation of Student Achievement Points Earned: ___ [This score must reflect the Final Student Achievement Score from the Score Compiler Report in Galileo.]


0-7 8-15 16-22 23-34 35-43 44-50 Verified by

RDA

Add the total points recorded above for Evaluation of Performance in section 1 and Evaluation of Student Achievement in section 2.

Combined Performance and Achievement

Unsat. Prog. I Prog. II Prof. I Prof. II Prof. III Exemplary

0-18 19-33 34-47 48-66 67-81 82-85 86-100

Eligible for Distinguished Eval:**

YES NO

** To be eligible for a Distinguished Teacher Evaluation (DTE), a teacher must meet all of the criteria outlined in Section

10 of the Teacher Evaluation and E&R Handbook. Teachers who score 67 points or more on the summative evaluation but do not meet the established criteria for DTE are only eligible for a 1-step increase in Overall Effectiveness Level (salary placement), not to exceed Proficient I.

Unsatisfactory on performance will result in an overall unsatisfactory evaluation.

Subset Summary

Harrison School District Two Teacher Summative Evaluation Report

Evaluation Summary

2

1


Exemplary

Proficient III If eligible for Distinguished Evaluation, page 6 must be completed.

Proficient II

Proficient I Progressing II

Progressing I

Unsatisfactory *The Summative Evaluation Rating is a one-year rating that reflects a teacher’s evaluation of performance

and student achievement during a specific year. The Summative Evaluation Rating may differ from the Overall Effectiveness Level at which teachers are placed if they are on the pay-for-performance (E&R) compensation plan. Further Action (if applicable)

Remediation Plan needed

Recommend non-renewal or dismissal

Evaluator Comments (required) Strengths: Recommended Areas of Growth: Note: unsatisfactory ratings must always be supported with a written explanation

Teacher’s Summative Evaluation Rating*


Eligible for District Distinguished Evaluation (initial one of the following)

Teacher agrees to submit an application for a District Distinguished

Evaluation within the established DTE timeline. ______ (initials)

Teacher is not currently a distinguished teacher and declines invitation to submit an application for a District Distinguished Evaluation. Teacher’s Overall Effectiveness Level will not exceed “Proficient I.” ______ (initials)

Teacher is currently a distinguished teacher and declines invitation to submit an application for District Distinguished Evaluation. Teacher understands that a District Distinguished Evaluation is required to advance in Overall Effectiveness Level. ______ (initials)

If a distinguished teacher has attained a student achievement rating that is lower than the teacher’s current Overall Effectiveness Level for two consecutive years (this school year and the previous school year), the teacher must submit an application for Paper Review to determine whether the teacher will maintain his or her current Overall Effectiveness Level. A Paper Review application will be submitted. (circle one) YES NO* *Failure to submit a Paper Review application will result in an automatic decline of one Overall Effectiveness Level.

Distinguished Teacher Evaluation Acknowledgement


I have reviewed this evaluation and discussed it with my evaluator. My signature indicates that I have been advised of my performance status; it does not necessarily imply that I agree with this evaluation.

Teacher’s Signature: Date: Evaluator’s Signature: Date: Evaluator’s Supervisor Signature: Date:

The Evaluator’s Supervisor Signature on this form verifies that the report has been reviewed and that the proper procedure appears to have been followed.

Teacher’s Summative Evaluation Report Signature Page

Section 10: District Distinguished Teacher Evaluation Guidelines and Forms


Section 10: District Distinguished Teacher Evaluation Guidelines & Forms (Rev. August 2017) 1

Section 10: District Distinguished Teacher Evaluation Guidelines and Forms Harrison’s Distinguished Teacher Evaluation (DTE) Criteria To be eligible for a DTE District Review, a teacher must meet the following eligibility requirements:

To be eligible for “Proficient II,” the teacher must have a current Overall Effectiveness Level of Proficient I, a rating of Proficient II or higher on performance in the current year, and a final student achievement score of Proficient II. (Per multi-year criteria, a final student achievement score of Proficient II denotes Proficient II achievement data in the current year and in 1 of the 2 previous years).

To be eligible for “Proficient III,” the teacher must have a current Overall Effectiveness Level of Proficient II, a rating of Proficient II or higher on performance in the current year, and a final student achievement score of Proficient II. (Per multi-year criteria, a final student achievement score of Proficient II denotes Proficient II achievement data in the current year and in 1 of the 2 previous years).

To be eligible for “Exemplary I,” the teacher must have a current Overall Effectiveness Level of Proficient III or higher, a rating of Proficient II or higher on performance in the current year, and a final student achievement score of Proficient II. (Per multi-year criteria, a final student achievement score of Proficient II denotes Proficient II achievement data in the current year and in 1 of the 2 previous years).

A teacher will be considered an “Exemplary II” teacher if he or she has a current Overall Effectiveness Level of Exemplary I, final student achievement score of Exemplary, and an Exemplary II rating from the DTE Review Team. A teacher will be considered a “Master” teacher if he or she has an Overall Effectiveness Level of Exemplary II for at least two consecutive years.

The teacher must have physically worked 2/3 of his or her full-year work calendar to be eligible for movement to the next Overall Effectiveness Level, although the time does not need to be contiguous.

The teacher must have met all of the data requirements for their E&R student achievement pie.

Harrison’s DTE Process

Teachers who are eligible for a DTE District Review for placement above Proficient I on the Pay for Performance (E&R) compensation scale will complete the DTE application which is posted annually on both the Human Capital and School Leadership websites. Supervising Administrators will complete a feedback form that may be used in the review process of the candidate’s written packet. If an eligible teacher chooses not to complete the application, he or she is not able to move up on the Pay for Performance (E&R) compensation scale.


All teachers who qualify for a District Review based on the evaluation process will be identified by principals. Candidates will submit a packet to the School Leadership Department within the DTE review cycle. Upon receipt of the application, the candidate will be assigned to a team led by a member of the School Leadership Department. Observations may begin immediately once names are submitted by the principal. DTE Review Committees will consist of teams of three (minimum) which will be formed with a member of the School Leadership Department, another District level administrator, and a school-based administrator. These teams will review the packets of information based on the rubric, as well as conduct two classroom observations. Each team will conduct two classroom observations at least 40 minutes in length. Each team will also interview the candidate for up to 40 minutes, with 20 minutes of time being allotted for the candidate to share information or a portfolio around observed lessons, leadership, lifelong learning, and contributions to the profession. The interview will occur after the second and final classroom observation. Should independent scoring of the applicant package lead to scores on the Distinguished Teacher Evaluation Rubric that are different by 2 or more points in any one area (scale of 1-10), a second blind scoring will be conducted by an independent team of three other administrators. This blind scoring will also be conducted should a difference of more than one level exist between the Evaluation Rubric and the student achievement placement. Of the seven independent scores (one team of four and one team of three), the average of the remaining scores with highest and lowest scores removed (total of five remaining) will be utilized for final scoring of the section in question. Upon completion of the classroom observations, interview, and application scoring, a final summary will be completed outlining the scoring in all four areas (quality of instruction, leadership, lifelong learning, and contributions to the profession). If the teacher’s distinguished evaluation results in a rating that is one or more levels higher than the teacher’s current Overall Effectiveness Level (up to Exemplary I), the teacher will advance one Overall Effectiveness Level. Should the final scoring of the DTE review team based on the rubric contain more than one level difference when comparing performance to student achievement, the building principal may request an independent review by a team of District administrators. The evaluation criteria for the DTE District Review will be weighted as follows:

Criteria Weight Actual instruction 2x Leadership 1x Lifelong learning 1x Contributions to the profession 1x

This documentation will be provided to Human Capital and the Building Principal. Each observation team lead will be available to meet with a teacher to review their scoring results.


Harrison’s Paper Review Process

Beginning with the 2017-18 school year, teachers who have attained a distinguished teacher placement will only be required to participate in a paper review process if their evaluation of student achievement rating is below their current Overall Effectiveness Level for two consecutive years (the current school year and the previous school year). In the paper review process, the responsibility will be on the teacher to provide sufficient evidence (e.g. data points not included in the E&R pie) to support maintaining his or her current Overall Effectiveness Level despite exhibiting a decline in student achievement data. If it is determined through the paper review that the teacher has not maintained his or her current distinguished placement, the teacher will move to the next lower Overall Effectiveness Level on the E&R Salary Scale for the school year immediately following their second consecutive year of lower data.

If a distinguished teacher is allowed to keep his or her distinguished placement through the paper review process but attains an achievement rating that is lower than his or her Overall Effectiveness Level the following school year (third consecutive year of achievement data that does not meet or exceed the current distinguished placement), the teacher will automatically move to the next lower Overall Effectiveness Level on the E&R Salary Scale for the school year immediately following their third consecutive year of lower data. The paper review process is conducted by the School Leadership Department. Teachers who meet the criteria for the paper review process must complete the paper review application which is posted annually on both the Human Capital and School Leadership websites. Failure to submit a paper review application within the established timeline will result in an automatic decline of one Overall Effectiveness Level.

Increases in placement are not granted through the paper review process. In order to attain a higher placement, the teacher must submit an application for a full Distinguished Teacher Evaluation review.


DISTRICT DISTINGUISHED TEACHER EVALUATION

SAMPLE APPLICATION Please submit this completed application to the School Leadership Department. Incomplete applications will not be considered.

Applicant Name: Date application submitted: Current school of employment: Grade/Dept: Total years of teaching experience: Years in Harrison District 2:

Use the sheets in this packet to submit your responses for items 2 through 5 below.

1) Copy of most recent summative evaluation including the Student Achievement Distribution for subject area or grade level taught

2) Evidence of demonstrated leadership outside the classroom (Limit – 2 pages)

3) Evidence of being a lifelong learner (Limit – 2 pages)

4) Evidence of contributions to the profession (Limit – 2 pages)

5) Daily classroom schedule for the month of ____, including days when instruction may be impacted by building activities (i.e., fieldtrips, assessment, etc.)

Teacher Signature: __________________________________ Date: _________________ Administrator Name: _______________________________________________________ Signature: _________________________________________ Date: ________________



Evidence of Demonstrated Leadership Outside the Classroom Please describe examples of recent leadership experiences. Examples of leadership experience might include training colleagues on “The Write Tools”; organizing a professional book club around best practices in instruction; chairing the budget committee; leading the alignment process in the building; attending and successfully completing a leadership program; serving on and actively participating on a District-level committee or subcommittee such as the Collaborative Decision Making Team (CDMT), Effectiveness & Results (E&R) Focus Group, District Accountability Committee (DAC), etc; service on a Building Leadership Team, service as a Mentor, Curriculum Collaborator, or as a Department Chair. Use no less than 12 point font.



Evidence of Being a Lifelong Learner Please provide evidence of your professional growth & development. You must have completed or be enrolled in classes/workshops that are focused on improving instruction within the last three years. Examples of lifelong learning include completing a workshop on the Response to Intervention model; taking an advanced degree course in technology; attending a conference on professional learning communities; or watching video tapes of one’s teaching to improve his/her practice. Use no less than 12 point font.



Evidence of Contributions to the Profession Please describe how you support others in the profession of education. Examples of contributions to the profession include: collaborating and supporting colleagues, providing professional development, serving as a mentor to new teacher(s), participating in a professional association or organization, presenting at conferences, teaching a university class, or writing for a professional journal or website. Please provide dates and references for each activity. Use no less than 12 point font.


Distinguished Teacher Evaluation: Administrator Feedback

Teacher Name: ________________________________ School: ___________________

Administrator Name:________________________________________________________

Leadership: Don’t Know

Rarely ----------- Frequently 1 2 3 4

Contributes to staff meetings in a way that positively affects the attitudes and abilities of others. □ □ □ □ □

Mentors or coaches others. □ □ □ □ □

Assumes a leadership position or role in at least some aspect of school life. □ □ □ □ □

Works to ensure the success of students and the organization by contributing time and resources outside of operational school hours. □ □ □ □ □

Knows the goals and supports the philosophy and vision of the school and District and takes action to accomplish those goals. □ □ □ □ □

Has taken time to learn and understand the interests of different groups or parts of the organization. □ □ □ □ □

Helps to effect change in ways that secure staff cooperation. □ □ □ □ □

Challenges the status quo, seeking more effective ways to accomplish goals and improve the organization. □ □ □ □ □

Contributes to the leadership density within the District by actively participating on committees and focus groups. □ □ □ □ □

Inspires or gives hope to others. □ □ □ □ □

Demonstrates high standards of personal integrity and a commitment to a cause or an idea. □ □ □ □ □

Lifelong Learning: Don’t Know

Rarely ------------ Frequently 1 2 3 4

Actively seeks feedback in order to assess instructional strengths and areas for growth. □ □ □ □ □

Takes advantage of multiple learning opportunities over a number of years, demonstrating a commitment to growth and mastery of the educational craft.

□ □ □ □ □

Successfully completes relevant coursework at institutions of higher learning or completes other professional programs. □ □ □ □ □

Earns a Master’s degree, Doctorate degree or certification to advance the profession. □ □ □ □ □

Reads educational articles or publications. □ □ □ □ □

Stays informed of major education legislation and policies. □ □ □ □ □

Acquires knowledge in more than one discipline. □ □ □ □ □

Positively influences the attitude of students and colleagues toward lifelong learning. □ □ □ □ □

Reflects on personal behavior, abilities, and instruction in order to be challenged and to continue to grow professionally. □ □ □ □ □

Has learned to incorporate technology into instruction in motivating, effective and meaningful ways. □ □ □ □ □


Contributes to the profession: Don’t Know

Rarely -------------- Frequently 1 2 3 4

Develops and shares materials and resources with other teachers as well as contributes ideas and offers suggestions in order to improve instructional practices and expand capacity.

□ □ □ □ □

Offers ideas and exhibits constructive efforts toward advancing the goals of the team, department, or school. □ □ □ □ □

Conducts non-evaluative spot observations for peers and offers feedback. □ □ □ □ □

Participates in and contributes to the professional development and growth of others in the school or District (i.e. presents at workshops, teaches a Harrison cohort for UCCS, provides professional development at another school, etc.).

□ □ □ □ □

Collaborates on multiple teams in order to improve student achievement and instructional practices within the school or District. □ □ □ □ □

Collaborates and exhibits active effort, in conjunction with school, District and community members, to improve or influence educational practices or policies that have an impact beyond the school or District.

□ □ □ □ □

Shares ideas or works in ways that advance the profession through media that reach the larger educational community (i.e. through journals, books, websites, articles, etc.).

□ □ □ □ □

Formally teaches other professionals outside of the District (i.e. presents at conferences, teaches a university class, conducts a workshop for another district, etc.).

□ □ □ □ □

Serves as a contributing member, by presenting research, data, or other pertinent information toward the mission of committees or boards at the school or District level.

□ □ □ □ □

Serves as a contributing member on a state or national committee, or board. □ □ □ □ □

Initiates important efforts, activities or programs to solve significant problems or to improve professional practice among teachers. □ □ □ □ □

Comments:

Administrator Signature: ____________________________________ Date:___________


District Distinguished Teacher Evaluation Rubric

Name:_____________________________________________ Site: ___________________________

Evaluation Team Members: ___________________________________________ Date: ___________

Revised August 2017

Qu

ali

ty o

f In

stru

ctio

n

Proficient Exemplary

< 33 34-38 39 – 43 44-48 49-53 >53

5 6 7 8 9 10

A classroom observation rubric will be completed based on two observations (at least 40 minutes each in duration) and the final interview/discussion with the teacher. Teachers may present a portfolio to the review team at the interview/discussion session to support the indicators within this rubric. Review teams will consist of four members. At least three observers of the team must be present during each observation. At least four different observers must participate in a review of a teacher’s actual instruction.

Lea

der

ship

Proficient Exemplary

5 6 7 8 9 10

Helps to make sense of information and contributes to professional dialogue and problem solving.

Assumes a leadership position with adults in some aspect of school life.

Works to overcome challenges when encountered in role or position.

Demonstrates commitment to the goals of the school or District.

Recognizes and demonstrates an understanding that they are part of a larger organization and their actions impact other segments of the school.

Helps to affect change through sense-making that secures

staff cooperation and advances the goals of the school or District.

Helps expand the leadership density in the school or District.

Challenges the status quo by seeking more effective ways to accomplish goals and improving the organization.

Helps the leadership team attain the vision of the school or District.

Demonstrates high standards of professionalism and a commitment to a cause or an idea and through their actions, advances the entire organization.


Life

long

Lea

rner

Proficient Exemplary 5 6 7 8 9 10

Takes advantage of multiple learning opportunities,

including workshops or conferences, to grow personally and professionally.

Acts upon feedback on instruction and professional behavior to improve performance.

Reads books, educational articles, or publications to keep informed on current practice, policy and/or legislation.

Attains the knowledge of technology and how to use it in the classroom.

Successfully completes relevant coursework at institutions of higher learning or other professional programs.

Completes multiple professional development programs in

more than one discipline that demonstrates a commitment to growth and mastery of the educational craft.

Actively seeks and acts on feedback that challenges self to continue to grow professionally.

Remains current in the field through demonstration and application of knowledge gained through relevant literature.

Embeds and utilizes technology to enhance instructional practice.

Earns a Master’s or higher degree.

Con

trib

utio

ns to

the

Prof

essi

on

Proficient Exemplary 5 6 7 8 9 10

Shares work and ideas with other teachers in my school or

District. Contributes to the development and growth of others

through mentoring, coaching, or providing non-evaluative feedback.

Serves on committees or boards at school, or District or community level.

Formally teaches other professionals in the District (i.e., presents at workshops, teaches a Harrison cohort for UCCS, provides professional development at another school, etc.).

Collaborates with a team to improve the educational practices in the school or District.

Shares ideas or work in ways that advance the profession

and through media that reach a larger educational community (i.e., through journals, books, websites, articles, etc.).

Based on feedback provided to others, materials are developed, shared, or modeled that result in implementation to improve instruction and performance.

Serves on a state or national committee or board.

Formally teaches other professionals inside and outside of the District (i.e., presents at conferences, teaches a university class, conducts a workshop for another district, etc.).

Collaborates with others to improve or influence educational practices or policies that have an impact beyond the school and District.


District Distinguished Teacher Evaluation Results

Evaluation of Student Achievement (Forwarded from written summative evaluation)

Evaluation of Performance (DTE Performance Review)

Overall DTE Rating (Combined Performance and Achievement)

Prof II Prof III Exemplary 35-43 44-50 Verified by RDA

Criteria Weight Rubric Pts. Total

Actual Instruction 2x /20

Leadership 1x /10

Lifelong learning 1x /10

Contributions to the profession 1x /10

GRAND TOTAL /50

Prof. I Prof. II Prof. III Exem. I Exem. II

< 35 35 – 37 38 – 41 42–45 > 45

Prof. I Prof. II Prof. III Exem. I Exem. II Master

<70 70-81 82-85 86-100 86-100** 86-100***

Exemplary and Master Teachers

**A teacher will be considered an

“Exemplary II” teacher if he or she has:

a current Overall Effectiveness Level of Exemplary I,

an Evaluation of Student Achievement rating of Exemplary (verified by RDA), and

an Exemplary II rating from the DTE Review Team.

*** A teacher will be considered a “Master” teacher if he or she has an Overall Effectiveness Level of Exemplary II for at least two years in a row.


Distinguished Teacher

Evaluation

Classroom Observation

Teacher Name: _Date: :

Observer: _Time: :

First Observation Second (Final) Observation


Classroom Observation Report Educators should know

and be able to: Progressing (1) Proficient (2) Exemplary (3)

3b

– In

dic

ato

rs o

f E

ffecti

ven

ess

Use a variety of instructional strategies to focus instruction.

Score: _____

Sel

ectio

n of

Inst

ruct

iona

l

Str

ateg

ies

Selects instructional strategies specific to the subject matter to support student understanding.

Selects multiple instructional strategies that serve to maintain focus and cognitively engage students.

Strategically selects from an extensive repertoire of instructional strategies to design meaningful learning experiences that challenge all students to be cognitively engaged throughout lesson.

Inst

ruct

iona

l

Del

iver

y Instructional delivery (activities, groupings of students, materials, and resources) engages some, but not all, of the students in the learning of content and skills.

Instructional delivery (activities, groupings of students, materials and resources) is effective in engaging students in important learning of content and skills.

Instructional delivery is well executed (activities, groupings of students, materials and resources) and effectively leads to student engagement in significant learning of content and skills.

Dire

ctio

ns a

nd E

xpec

tatio

ns

The teacher’s written and/or oral directions are sometimes unclear, causing students to frequently ask the teacher to repeat the directions. Explanations of content do not prepare all students to engage in classroom experiences without further guidance.

The teacher’s written and/or oral directions contain an appropriate level of detail and are clear to students. Explanations of content and pre-teaching important vocabulary effectively prepare students to engage in appropriate classroom experiences.

The teacher’s written and/or oral directions anticipate possible student misunderstanding and plans accordingly. The teacher prepares students well for understanding significant content by pre-teaching that vocabulary, scaffolding of more complex ideas and insuring that classroom experiences are appropriate, yet challenging.

Educators should know and be able to:

Progressing (1) Proficient (2) Exemplary (3)

3c –

In

dic

ato

rs o

f E

ffecti

ven

ess

Expect all students to participate.

Score: _____

Act

ive

Eng

agem

ent

Although learning experiences are primarily teacher-directed, the teacher experiments with engagement strategies.

Creates an expectation around

engagement that learning is a purposeful, focused activity or strategy. The teacher facilitates learning experiences that promote collaboration.

Creates an expectation that learning is active not passive. Facilitates challenging learning experiences that requires collaboration, independent learning and choice for all students.

Mul

tiple

Res

pons

e

Tec

hniq

ues Frequently attributes the correct

responses of a few students to the entire class.

Solicits responses from all students (e.g. to write a response, to give a thumbs up or down, to ask questions, to hold up an answer on a dry erase desk board) to show they are understanding.

Requires responses from all students (e.g. to write a response, to give a thumbs up or down, to ask questions, to hold up an answer on a dry erase desk board) that show they are deepening their understanding of the lesson.

Cla

ss

Dis

cuss

ions

The teacher has limited success in engaging all students in class discussions and/or a few students dominate discussions.

The teacher successfully engages all students in class discussions. Students are provided with opportunities to practice discussion skills.

The teacher organizes the classroom and skillfully prepares students to effectively contribute to class discussions. In addition, students are taught to take an active role to ensure that all voices have an opportunity to be heard in discussions.


Educators should

know and be able to: Progressing (1) Proficient (2) Exemplary (3)

3d

– In

dic

ato

rs o

f E

ffecti

ven

ess

Continually checks for understanding.

Score: _____

Les

son

Seq

uenc

e an

d

Pac

ing

The teacher does not incorporate enough checks for understanding during the lesson. However, the teacher may adjust future lessons based on student response data at the conclusion of the lesson.

The teacher uses a variety of checks for understanding during the lesson. Based on classroom response data the teacher adjusts the lesson sequence and pacing during the lesson.

The teacher plans for a variety of checks for understanding during strategic points in the lesson. The teacher quickly adjusts the lesson sequence and pacing based on student response data to support individual student success

Que

stio

ning

Str

ateg

ies Only some teacher questioning

strategies invite a thoughtful response.

Teacher questioning strategies require students to extend their thinking and elaborate their answers.

Strategic teacher questioning strategies require students to think critically and defend or justify their answers. Thoughtful questions serve to deepen the discussion.

Impl

emen

tatio

n of

DO

Ls

The Demonstration of Learning (DOL) is cumbersome, and is not tied to daily lesson objectives.

The Demonstration of Learning (DOL) is completed in a short period of time and is directly tied to daily lesson objectives.

The Demonstration of Learning (DOL) is completed in five to ten minutes and is quickly reviewed by the teacher to assess learning. The DOL is focused and varies from day to day and it is obvious that the result of the DOL will lead to a change in instruction.



3e –

In

dic

ato

rs o

f E

ffecti

ven

ess

Deliver rigorous and relevant content.

Score: _____

Rig

orou

s

and

Rel

evan

t

Cur

ricul

um

Lessons and/or units spend the majority of class time on knowledge level tasks that may require only some intellectual engagement.

Lessons and/or units provide students with rigorous curriculum that is intellectually engaging.

Lessons and/or units are intentionally and purposefully designed to maximize productive time that demonstrates high levels of rigor to challenge all students to be intellectually engaged throughout.

Prio

r K

now

ledg

e an

d

Mak

ing

Con

nect

ions

Assumes that students are able to make the link to prior learning and knowledge when presenting new content. The teacher spends very little time helping students understand the relevance of concepts to their lives.

Presentation of new content is grade level appropriate and students are able to connect prior knowledge and experiences with the new material being introduced. The teacher uses current examples and prerequisite knowledge known to students to illustrate concepts and make the content relevant for students’ lives.

Presentation of new content is challenging, appropriate and links well with students’ prior knowledge and experiences. The teacher adeptly uses prerequisite knowledge known to students to illustrate concepts and skillfully bridges connections regarding the relevancy of the learning to students’ lives.

Rel

evan

ce

for

Stu

dent

s

Whether or not they find it interesting, the students follow the teacher’s directions and do what is asked of them.

Students are interested and engaged in the lesson and can state how the subject being studied is relevant to their own learning.

Students find the lesson engaging and can explain how the subject being studied is relevant to other disciplines.


Educators should

know and be able to: Progressing (1) Proficient (2) Exemplary (3)

5a –

In

dic

ato

rs o

f E

ffecti

ven

ess

Contribute to a safe and orderly learning environment.

Score: _____ R

ules

and

Reg

ulat

ions

Does not consistently reinforce school behavioral rules and regulations and/or is not clear about established procedures in emergency situations. Supervision of students inside and outside the classroom lacks an appropriate level of attention.

Complies with school behavioral rules and regulations and established emergency procedures to insure student safety needs are met. The supervision of students both inside and outside the classroom is at an appropriate level of attention.

Implements and continually reinforces all school behavioral rules and regulations and established emergency procedures to insure student safety needs are consistently met. Is fully engaged at all times with active supervision of students both inside and outside the classroom setting. There is evidence of students as active partners in assuming responsibility for enforcement of school rules.

Saf

e &

Org

aniz

ed

Env

ironm

ent

Creates an environment that is safe, but has a “neutral” feel to it. Limited attention has been given to use of space. The classroom arrangement, while not causing significant management problems, does not contribute to varied learning possibilities.

The classroom environment is safe, organized and designed to support a student focus on learning purposes. Makes efficient use of available space.

Establishes a comfortable, safe, and inviting learning environment that is organized to facilitate a focus on learning. Maximizes efficient use of all available space to support a variety of instructional purposes.

Phy

sica

l Res

ourc

es

The use of physical resources (e.g., furniture arrangement, technology, learning stations) limits engagement and do not necessarily promote learning activities that are accessible to all students.

The use of physical resources (e.g., furniture arrangement, technology, learning stations) contributes to all students being able to access learning opportunities.

Uses physical resources (e.g., furniture arrangement, technology, learning stations) optimally to ensure that all learning is equally accessible to all students. The physical arrangement of the classroom is flexible to maximize student engagement strategies. Takes into account individual needs of students when arranging the classroom environment.



5b

– In

dic

ato

rs o

f E

ffecti

ven

ess

Use effective classroom management procedures.

Score: _____

Rou

tines

and

Pro

cedu

res

Procedures to manage classroom routines are outlined, although they are inconsistently followed by the students and/or teacher. The teacher spends too much instructional time redirecting student behavior.

Procedures to manage routine tasks and materials are in place resulting in efficient practices that do not interfere with learning time. Routines and responsibilities for management of tasks is known to students and accomplished efficiently and in ways that do not contribute to “down time.”

Procedures to facilitate student management for carrying out routine tasks and materials management are in place resulting in highly efficient practices that maximize time for learning. Procedures and routines are efficiently managed by self-directed learners.

Lear

ning

Exp

erie

nces

and

Act

iviti

es Learning experiences and activities are

primarily managed by the teacher resulting in loss of learning time for some students who must wait for teacher directions. There are some inefficiencies in managing routine tasks that take time away from learning.

Learning experiences and activities are routinely organized by the teacher in such a way that students can maximize time for learning.

Learning experiences and activities are highly organized and efficiently facilitated by both the teacher and students who each assume responsibility for maximizing time for learning.

Inde

pend

ent

and

Coo

pera

tive

Wor

k

In the absence of known procedures, students spend time waiting for teacher re-direction in order to engage in independent work or cooperative group work.

Procedures for independent and/or cooperative group work are known in advance and most students are engaged throughout the lesson in purposeful learning.

Students consistently assume responsibility for following procedures for independent and/or cooperative group work and hold themselves accountable for contributing productively to their own learning.




5c –

In

dic

ato

rs o

f E

ffecti

ven

ess

Effectively manage student behavior.

Score: _____

Beh

avio

r M

anag

emen

t

Pla

n

Most students seem to understand the classroom rules and standards of conduct. Consequences for inappropriate behavior are inconsistently applied. The teacher is generally aware of student behavior, but may miss the misbehavior of some students.

Explicit classroom rules and standards of conduct are clear to all students. Consequences for inappropriate behavior are reasonable and consistently applied. The teacher demonstrates awareness of events in the classroom and often anticipates and prevents potential problems.

Students contributed to designing the classroom rules and standards of conduct upheld by all members of the classroom. Consequences for inappropriate behavior are reasonable, clear, and consistently applied. Monitoring by the teacher of events in the classroom is subtle and proactive.

Re-

dire

ctio

n

Tec

hniq

ues The teacher’s repertoire of techniques to

manage student behavior is limited; resulting in too much time spent redirecting student misbehavior.

While students self-monitor their own behavior, the teacher is skilled at using a variety of techniques to re-direct students back to the task of learning.

Students monitor their own and their peers’ behavior, correcting one another respectfully. The focus of behavior management is to maximize student learning time and students show a respect for the rights of other students to learn.

Circ

ulat

ion

Dur

ing

Inst

ruct

ion

Utilizes proximity to students during learning activities to prevent disruptive behavior.

Circulates during instruction and learning activities to support engagement, interact with students and monitor behavior and learning.

Circulates during instruction and learning activities to interact with students, prompt student thinking and assess progress. Exhibits a heightened awareness of the learning that occurs in all areas of the classroom.



5e –

In

dic

ato

rs o

f E

ffecti

ven

ess

Promote positive and respectful rapport.

Score: _____

Stu

dent

-to-

Stu

dent

Inte

ract

ions

The teacher reinforces student-to-student interactions that are appropriate, but there may be an occasional display of insensitivity to cultural or developmental differences among students.

The teacher fosters student-to-student interactions that are polite and respectful. Student individuality and the dignity of each student is consistently maintained.

The teacher fosters a classroom culture in which student-to-student interactions are highly respectful. As a class, students have learned to be supportive of one another’s individuality and developmental levels. The dignity of each student is consistently maintained and honored.

Tea

cher

-to-

Stu

dent

Inte

ract

ions

Teacher-student interactions are cordial, but may not transfer to positive teacher-student relationships.

Teacher-student interactions are positive and respectful rapport is demonstrated. Positive teacher-student relationships serve as a model for student learning and practicing of behaviors that contribute to a learning community.

Teacher-student interactions serve as a model of positive and respectful rapport. Positive teacher-student relationships promote the development of socially competent students who are able to demonstrate behaviors that contribute to a learning community.

Tol

eran

ce a

nd

Res

pect

for

Div

ersi

ty

(Tra

nsfe

r fr

om S

umm

ativ

e)

The teacher is beginning to address issues related to tolerance and respect for cultural differences, although expectations may not be consistently enforced.

The teacher incorporates lessons on teaching tolerance strategies to students fostering respect for multicultural students. The teacher reinforces high expectations for demonstrations of civility among members of the class.

The teacher is intentional about teaching tolerance strategies and reinforces classroom interactions that are respectful of multicultural students. Students take responsibility for ensuring high levels of civility among members of the class.


Following Observation & Interview with Teacher


Progressing (1) Proficient (2) Exemplary (3) 1b

– In

dic

ato

rs o

f E

ffecti

ven

ess

Use District adopted curriculum maps and content knowledge to design coherent lessons.

Score: _____

Cur

ricul

um

and

Ass

essm

ent

Alig

nmen

t

Lesson plans are partially aligned to the District adopted curriculum maps and District assessments

Lesson plans closely align to the District adopted curriculum maps and District assessments.

Lesson plans are based on a thorough understanding of how to “unpack” the District adopted curriculum maps and alignment of District assessments.

Con

tent

Kno

wle

dge Lesson plans are based on a

general understanding of content knowledge. While information presented in class is accurate, it may not reflect the most current knowledge of the discipline.

Lessons plans are based on solid content knowledge. Information presented in class is accurate and current.

Lesson plans are based on extensive content knowledge. Information presented in class is accurate, current and consistent with well-established concepts or sound practices of the discipline.

Less

on a

nd/o

r U

nit

Des

ign

Lesson plans or units are based on activities or resources, rather than focused on objectives. Progression and pacing of learning activities is sporadic, thus, time allocations are not always reasonable.

Lesson or unit is planned in detail around clearly defined lesson objectives. Progression and pacing of the planned learning time (instructional strategies, student activities, use of resources, assessment tasks) is constant, with reasonable time allocations.

Lesson or unit is precisely planned with explicit attention to detail leading to the demonstration of learning of the lesson objectives. The progression and pacing of planned learning time (instructional strategies, accessing materials, use of resources, student activities, and assessment tasks) is highly coherent.



1c –

In

dic

ato

rs o

f E

ffecti

ven

ess

Post aligned lesson objectives and plan for demonstrations of learning.

Score: _____

Pos

ts L

esso

n

Obj

ectiv

es

Posts lesson objectives that reference grade level and/or course content. The objectives are used to re-focus student’s attention to task.

Posts lesson objectives that align to a grade level or course essential content or skills. The lesson objective effectively focuses student attention at the beginning of the lesson and they are used to refocus students’ attention to task.

Posts lesson objectives that align to cross disciplinary grade-level course essential content and skills. The objectives serve to effectively focus students’ attention to learning targets throughout the lesson.

Stu

dent

Und

erst

andi

ng o

f

Less

on O

bjec

tives

Although students are aware of where to find the posted lesson objectives, they rely on teacher direction to focus them on what they are expected to know and be able to do.

Lesson objectives are written in student-friendly language and students understand what they are expected to know and be able to do by the end of each lesson.

Students have been well prepared to know that the lesson objective and the demonstration of learning provide direction for them in understanding exactly what they are expected to know and be able to do. This clarity promotes both autonomy and independence in accomplishment of student tasks.

Pla

ns fo

r

DO

Ls The Demonstration of Learning

(DOL) is minimally developed and/or may be loosely connected to the lesson objective.

The Demonstration of Learning (DOL) is developed in advance of instruction and is aligned with the lesson objective.

The Demonstrations of Learning (DOL) are designed in advance of instruction, tie closely with the lesson objective and provide multiple ways for students to demonstrate what they have learned.




2b

– In

dic

ato

rs o

f E

ffecti

ven

ess

Use a variety of assessment methods when designing classroom assessments.

Score: _____

Ass

essm

ent M

etho

ds

Uses a limited number of classroom assessment methods (e.g., end of chapter or selected response tests) to assess all types of learning, which may be loosely aligned to the evidence outcomes in the curriculum map.

Appropriately matches classroom assessment methods (e.g., personal communication, selected response, constructed response, portfolios and performance tasks) with evidence outcomes in the curriculum map.

Evidence of a well-balanced classroom assessment system is in place which uses a variety of assessment methods (e.g. personal communication, selected response, constructed response, portfolios and performance tasks) that match intended purpose and is closely aligned with evidence outcomes in the curriculum map.

Cla

ssro

om

Ass

essm

ents

Uses prepared assessments with multiple choice responses as the main criteria for determining what students know.

Creates a variety of classroom assessments that are a good measure student learning of the lesson or unit objectives. Assessment tasks provide varied options for students to demonstrate what they know and are able to do.

Designs high-quality classroom assessments that accurately measure student learning of the lesson or unit objectives. Classroom assessments are a function of learning and not time. Assessment tasks may be embedded within the lesson and/or require a performance component for students to demonstrate what they know and are able to do.

Com

mon

Ass

essm

ents

Cooperates with colleagues to implement common assessments. Compares results.

Collaborates with colleagues to develop and implement common assessments. Engages in data-dialogues with colleagues to better understand how to use common assessment results to improve future instruction.

Collaborates with colleagues to design and implement common assessments. Actively participates in data-dialogues with colleagues to evaluate the results from common assessment tasks and uses that information to re-teach or improve future lessons.

In evaluating performance on the rubric regarding indicators of effectiveness, use the following scale to arrive at the average for each indicator. Do not round up.

Sub-indicator Rating

Point Value

Progressing 1

Proficient 2

Exemplary 3

Overall Score from This Observation

____________

After Second Observation Only:

(First) + (Second) + (Interview)

___ (24) + ___ (24) + ___ (9)

Total Score: _______


Notes (Observation & Interview):

Observer Signature: Date: :

Section 11: Effectiveness & Results Plan The Harrison E&R Plan Principles and Parameters Performance Achievement Overall Effectiveness Level Evaluation of Distinguished Teachers Teacher Compensation Other Details


Section 11: Effectiveness & Results Plan (Rev. August 2017) 1

Section 11: Effectiveness & Results Plan The Harrison E&R Plan The following definitions will be useful in understanding the Harrison pay-for-performance plan:

E&R: shorthand for the Harrison School District’s pay-for-performance plan; the acronym stands for effectiveness and results.

Overall effectiveness level: one of nine levels on the E&R effectiveness scale to which a licensed employee is assigned based on his or her summative evaluation and achievement data, and which determines his or her current salary.

Evaluation rating: the annual evaluation of an employee based on the teacher’s evaluation instrument and student achievement data during one year. A person receives an evaluation rating annually. That evaluation may be different every year. It is possible for an annual evaluation rating to be lower or higher than the overall effectiveness level.

Teacher performance evaluation score: the overall performance rating on the evaluation rubric that outlines teacher performance standards.

Evaluation of student achievement score: the overall rating derived from the student achievement results.

The E&R plan eliminates the traditional teacher salary schedule and replaces that schedule with nine levels of effectiveness (see chart below). The levels range from “novice” for first-year teachers to “master” teacher.

Novice Master

I II I II III I II

35 38 40/ 44 48 54 60 70 80 90

Progressing ExemplaryProficient

Principal Review

District Review

in thousands of dollars

Nine Effectiveness Levels


All teachers move to the next level if they meet the criteria for performance and student achievement results. Each succeeding level requires a higher degree of performance and demonstrated student achievement results. For example, a first year teacher (Novice) need only receive a satisfactory evaluation and progressing levels of achievement to advance to the next effectiveness level (Progressing I). Advancement to all other levels requires the teacher to be stronger in both performance and student achievement. Expectations become more rigorous as the teacher attains proficiency and then mastery in the art of teaching. Compensation is significantly higher at each succeeding level.1 Years of service play no role in the E&R compensation system. Graduate degrees and/or continuing education credits may be considered as evidence of “life-long learning,” which is part of the criteria for becoming a “Proficient II” or higher-level teacher. Teachers are placed at an E&R effectiveness level based on their annual evaluation rating or, for teachers new to the District with prior years of experience, on a review of their past achievement data and an estimation of their entering proficiency. Human Capital may approve placements for teachers new to the District up to “Progressing I.” A principal may submit a written request for a higher salary placement to the School Leadership Officer and the Human Capital Officer. The request must include supporting data/documentation. The annual evaluation comprises teacher performance and multiple measures of student achievement. Fifty percent of the evaluation is based on performance and 50 percent on student achievement results. The evaluation is based on a 100-point scale, so a teacher can receive up to 50 points for performance and 50 points for student achievement results. Below is an example of what a student achievement “pie” may look like:

1 Under the Harrison E&R plan, teachers make significantly more money than their peers in neighboring districts. For those trying to compare compensation under the E&R plan with salary schedules in other areas of the country, consider that in Colorado Springs it takes the typical teacher with a bachelor’s degree approximately 11 years to earn a $48,000 salary. Under E&R, a new teacher could start earning that amount after three years.

Performance Achievement

Teacher Evaluation Rating


Principles and Parameters

Student academic achievement results will count for 50 percent of a teacher’s evaluation.2

o Performance, especially the delivery of high quality instruction, counts for the other 50 percent.

The plan must include individual accountability. o In the Harrison plan, the predominant part of a teacher’s student achievement score

is tied to the achievement scores of students the teacher actually instructs (individual accountability).

The plan must be fair, accurate, and rigorous. o While the District strives for equity in a number of areas – class size, availability of

textbooks, amount of instructional time – it recognizes that schools have some degree of autonomy and that there will always be differences. The HSD2 plan does not attempt to take into account differences in class size, the number of English language learners in a class, the number of minutes devoted to teaching reading in a school, etc.

The plan must include all classroom teachers and must be equally rigorous for all grades and disciplines. o In order for the plan to be fair, the chance of a high school math teacher achieving a

distinguished evaluation must be similar to the chance of an elementary art teacher receiving a distinguished evaluation.

o It is the acceptance of this principle that requires the District to develop assessments for all grades and disciplines.

The HSD2 plan will compensate teachers based on their overall effectiveness and that compensation should be differentiated. o The plan is a true pay-for-performance plan, not an incentive pay plan. Teachers who

are more effective will earn significantly more money than a less effective teacher.

The implementation of the plan must be standardized. o The development, administration, and scoring of assessments, for example, will be

standardized across the District.

HSD2 started “version one” knowing that there would have to be revisions. o The District is dedicated to evaluating this system on an on-going basis.

2 Colorado’s Teacher and Principal Effectiveness legislation (SB191), passed in May 2010, requires 50 percent of a teacher’s evaluation to be based on student achievement results by the 2013-2014 school year. HSD2’s plan originally preceded the passage of SB191, but has been evaluated to ensure compliance with SB191 requirements.


Performance Evaluators conduct at minimum two formal observations and a written summative evaluation on every probationary teacher each year. They conduct at minimum one formal observation and a written summative for every non-probationary teacher. Evaluators also conduct at minimum 16 spot observations per school year for each probationary teacher and at minimum eight (8) each school year for non-probationary teachers. These observations – at least 10 minutes each in length – result in a written “instructional feedback form.” Information from the formal observations and spot observations, along with other measures of performance, contribute to the written summative performance evaluation. Teachers receive up to 50 points for “performance” on the written summative evaluation as assessed by the evaluator using the teacher performance standards rubric. The rubric was developed by the District and includes seven performance areas:

Preparation for instruction

Use of data to inform instruction

Delivers quality instruction

Intervention to meet diverse needs

Classroom environment

Leadership

Professionalism The teacher’s performance evaluation score encompasses the total points from all seven performance standards. On the written summative evaluation form, six of the seven performance standards are worth up to seven points each and Standard 3 is worth up to eight points for a total of 50 points3 (see summary sheet on page 5). The teacher’s performance evaluation score is only half of the assessment of effectiveness. To determine an annual evaluation rating, the teacher’s performance evaluation score is added to the evaluation of student achievement score. The student achievement data is also worth up to 50 points. The total points (out of 100 points) for performance plus achievement determine the teacher’s annual evaluation rating. The performance evaluation score, the evaluation of student achievement score, and the annual evaluation rating are used to determine eligibility to become a distinguished teacher (Overall Effectiveness Level of Proficient II or higher). Distinguished teachers have to meet additional performance criteria and must undergo a District Review. That process is outlined on page 8 and in Section 10: District Distinguished Teacher Evaluation Guidelines and Forms.

3 A teacher with two or more unsatisfactory ratings in any standard would receive an overall performance rating of unsatisfactory with a maximum score of 8 points. A teacher with one unsatisfactory rating in any standard would receive a maximum overall performance rating of Progressing I with a maximum score of 11 points.


Teacher Performance Evaluation Summary Sheet

Standard 1. Preparation for Instruction


(0-1.9) (2.0-2.9) (3.0-3.9) (4.0-4.9) (5.0-5.9) (6.0-6.9) (7.0)

Standard 2. Use of Data to Inform Instruction


(0-1.9) (2.0-2.9) (3.0-3.9) (4.0-4.9) (5.0-5.9) (6.0-6.9) (7.0)

Standard 3. Delivers Quality Instruction


(0-1.9) (2.0-2.9) (3.0-3.9) (5.0-5.9) (6.0-6.9) (7.0-7.9) (8.0)

Standard 4. Interventions to Meet Diverse Needs


(0-1.9) (2.0-2.9) (3.0-3.9) (4.0-4.9) (5.0-5.9) (6.0-6.9) (7.0)

Standard 5. Classroom Environment


(0-1.9) (2.0-2.9) (3.0-3.9) (4.0-4.9) (5.0-5.9) (6.0-6.9) (7.0)

Standard 6. Leadership


(0-1.9) (2.0-2.9) (3.0-3.9) (4.0-4.9) (5.0-5.9) (6.0-6.9) (7.0)

Standard 7. Professionalism


(0-1.9) (2.0-2.9) (3.0-3.9) (4.0-4.9) (5.0-5.9) (6.0-6.9) (7.0)

Achievement The teacher’s evaluation of student achievement score includes individual accountability, focuses on results, counts for 50% of the total evaluation, and is equally rigorous across grades, disciplines, and student populations. A teacher’s achievement score comprises multiple measures of student achievement. The measures attributed are differentiated based on teacher role. A total score of 50 is compiled from the multiple measures based on percentage weights of each measure attribution.

Performance Evaluation Score


0-10 11-17 18-24 25-31 32-38 39-45 46-50


The Evaluation of Student Achievement The evaluation of student achievement describes the multiple measures that are used to assess each teacher’s effectiveness in improving student academic proficiency. The evaluation of student achievement includes a pie indicating the weight of each measure and a template that outlines the cut-points that are used to determine a teacher’s score for each measure. Every teacher has an evaluation of student achievement differentiated by role, which may include multiple achievement pies. All evaluations of student achievement can be found on the Research, Data & Accountability web page under “Evaluation of Student Achievement Pies.” To understand one’s evaluation of student achievement, a teacher must first understand the various measurements and weights for which he or she will be held accountable. After that, the teacher must become familiar with the ways the District measures student academic growth. Finally, the teacher should understand the various cut-points and how the District establishes cut-points. Each evaluation of student achievement has multiple measures depending on the grade, discipline, specialty and whether state growth metrics are available. For example, a fourth-grade teacher’s distribution would include the state assessment results for his or her class of students and results from the District curriculum based measurement. Every teacher has a percentage of achievement tied to the School Performance Framework (SPF) for the school in which they were employed in the 4th quarter of the current accountability year; for new teachers it will be the SPF for their current school. This rating is the state issued Plan Rating for each school. This measurement supports collaboration among core and non-core teachers. Final evaluation of student achievement ratings above Proficient I include a multi-year criteria component. A rating of Proficient II denotes that the teacher has attained a Proficient II student achievement rating in the current year and in 1 of the 2 previous years. A rating of Proficient III denotes that the teacher has attained a Proficient III student achievement rating in the current year and in 1 of the 2 previous years. A rating of Exemplary denotes that the teacher has attained a Proficient III student achievement rating in the current year and in 2 of the 4 previous years. Status vs. Growth The multiple measures of student achievement included in the various evaluations of student achievement are tied predominantly to student growth or norm-referenced measurements instead of “status.” The Harrison plan includes as much achievement growth that is available for

Achievement Score


0-7 8-15 16-22 23-34 35-43 44-50 Verified by

RDA


individual attribution. Where growth is not available, then a “growth to mastery” is used. Growth to mastery is setting proficiency expectations based on historical data. With regard to the state exams, Colorado calculates a growth percentile that describes student academic growth and compares students with their academic peers (students with similar past academic performance). When available, the median growth percentile is the primary measure for the state exam results.

Assessments and Cut-points In order for the District to evaluate teachers based on student achievement results and to hold teachers individually accountable for higher proficiency levels in each grade and discipline, the District develops common assessments in both the core and non-core areas. Harrison has several different common assessments, and these assessments may account for a portion of a teacher’s evaluation of student achievement score.

To ensure equal rigor across the system that includes several different assessments, Harrison links cut-points to a “target distribution.” Once a target distribution has been established, the distribution of all the measurements used in the achievement templates is compared with the target distribution. The cut points are adjusted so that the actual distribution approximates the target distribution. In this way, all assessments and measurements are placed on a similar distribution and all teachers have a similar chance of reaching a particular proficiency level regardless of grade or discipline. Overall Effectiveness Level

A teacher receives up to 50 points for performance and up to 50 points for student achievement data. The score from the performance rubric is added to the score from the evaluation of student achievement to get the teacher’s evaluation rating or annual summative. The annual evaluation rating is used to determine the overall effectiveness level (placement on the E&R compensation scale) pursuant to the established criteria in the pay-for-performance plan. The evaluation rating and overall effectiveness level may or may not be the same for any individual teacher. The evaluation rating is calculated annually based on the performance rubric and achievement distribution. The evaluation rating could change every year.

The overall effectiveness level is the teacher’s placement on the E&R pay scale. When a teacher receives a higher evaluation rating, they may be moved to the next level on the overall effectiveness scale (see the paragraph titled “Advancement to the Next Overall Effectiveness Level” on pages 11-12 for criteria and parameters for advancement). For example, if a teacher started the school year at a Progressing I overall effectiveness level and then earned a Proficient I evaluation rating, that teacher may be moved to the Progressing IIa overall effectiveness level for the following school year. If, on the other hand, the teacher scored a Progressing I evaluation rating, his or her overall effectiveness level would remain at Progressing I. This is because a higher evaluation rating is required to be eligible to move up on the effectiveness scale. Note that it requires two consecutive years of teacher evaluation ratings


at a lower level (or a determination through the Paper Review process for distinguished teachers) in order for a teacher’s overall effectiveness level to be lowered by one level.4 Distinguished Teacher Evaluation

Distinguished teachers are those whose overall effectiveness level is Proficient II or higher. Teachers must meet specific eligibility requirements and apply to become a distinguished teacher, or, if already at the distinguished level, they must meet the established criteria and apply to advance to the next higher effectiveness level. Teachers do not have to apply, but may not attain distinguished status or advance to the next higher distinguished level beyond Proficient I unless they undergo a full Distinguished Teacher Evaluation (DTE) review. (See Section 10: District Distinguished Teacher Evaluation Guidelines and Forms.)

DTE Paper Review

Teachers who have attained a distinguished teacher placement may complete a the DTE paper review process if their evaluation of student achievement rating is below their current Overall Effectiveness Level for two consecutive years (the current school year and the previous school year). The School Leadership Department oversees this process and will issue final determinations. (See Section 10: District Distinguished Teacher Evaluation Guidelines and Forms.) Leadership Roles

Distinguished teachers could be transferred to schools that require more skilled teachers. The minority of these higher level teachers will be transferred, as the District will not want to penalize a school that has worked hard to develop a highly effective team of teachers. Still, some higher level teachers may be transferred to support high impact schools. Reassignment Safeguard Teachers who are requested by school administrators to change positions within the same school to increase student achievement will be afforded a two-year safeguard from a potential drop in their evaluation rating. Any teacher who is considered for this safeguard must have been evaluated on the teacher evaluation system and maintained a Proficient I or above student achievement rating in the prior two accountability years to be eligible for safeguard in the current accountability year. (See Appendix B.)

4 Effective with the 2013-2014 school year written summative evaluations, two consecutive years of decreased annual evaluation ratings will result in a movement down one level on the effectiveness scale. The teacher will receive the salary commensurate with the lower placement effective with the school year immediately following (except that the salary of a non-probationary teacher currently employed full time by the District may not be lower than his or her 2009-2010 salary).


Teacher Compensation

On the E&R plan, the teacher receives the salary associated with the relevant overall effectiveness level.

These salaries are significantly higher than the ones in other local districts. Moreover, the real benefit with regard to compensation is the earning potential over several years. For example, in Colorado Springs it takes a new teacher approximately 11 years to earn a salary of $48,000. In Harrison, a new teacher can begin earning that amount after only three years.

Compensation is tied almost entirely to performance and achievement results. Teachers receive very little other money. Teachers are not paid to be mentors, department chairs, or hall monitors. The District also does not pay teachers to attend voluntary professional development. Requests for additional compensation must be submitted to the School Leadership Officer for approval using the appropriate timesheet or extracurricular activities form.

Adjustment for Inflation or Cost-of-living The compensation tied to the effectiveness levels is not adjusted every year to account for inflation. However, the compensation scale will be reviewed at least once every three years by the Collaborative Decision Making Team and the E&R Focus Group to determine if the scale is competitive and to make a recommendation to the Harrison Board of Education with regard to adjusting the scale.5

Longevity Pay In an effort to increase retention of effective and highly effective teachers, the District initiated a Longevity Pay program on July 1, 2015. Only those teachers who are compensated on the E&R pay-for-performance plan may be eligible for Longevity Pay. There are four levels of Longevity Pay depending on years of service completed, and teachers must meet the established criteria. (See Appendix C.)

5 The Collaborative Decision Making Team drafts the Agreement of Trust and Understanding, which is voted upon by staff

members at the end of the school year. The E&R Focus Group provides input on various E&R issues and is comprised of

representatives from each of the District schools.


Other Details

Probationary/Non-probationary Status The E&R plan does not change or affect tenure as defined by Colorado law. Colorado law dictates the parameters and requirements for non-probationary status. Specifically, Colorado House Bill 1001 outlined new requirements for probationary and non-probationary status effective with the 2013-14 school year. The District aligned its definition of effectiveness with the legislation, defining an “effective” teacher as one who receives a Proficient I or higher evaluation rating on his or her last written summative evaluation.6 Probationary teachers who do not meet the District’s standards may be non-renewed. Non-probationary teachers who are not performing at the proficient level according to the District’s evaluation system may still undergo remediation and, if necessary, a recommendation for dismissal from the District. Initial Placement New, first-year teachers start at the “Novice” effectiveness level. Teachers new to Harrison School District Two who have teaching experience and supporting achievement data may be placed at a level higher than Novice. Placements at Novice and Progressing I will be made by the Human Capital Department. The School Leadership Officer, working in conjunction with the Human Capital Officer, and with supporting documentation from the hiring principal, may approve placement of a new teacher at a higher level if there is evidence that the teacher has attained exceptional student achievement results. These exceptions will be made on a case-by-case basis. When a teacher leaves the District and then is later re-hired, the E&R placement upon re-hire will resume at the placement supported by the last summative evaluation rating at the time that the teacher left the District if the break in employment is three years or less. For teachers currently employed by the District who are being placed on E&R for the first time, the maximum amount of the salary increase to be paid in Year 1 of E&R placement will be capped at $8,000. If the increase is more than $8,000 the amount above the cap will be forfeited. The following year, the teacher will receive the full salary associated with their overall effectiveness level for Year 2 placement. If the teacher attains an increase in overall effective level, the parameters for movement to a higher level apply. Less than 1.0 FTE Teachers who are employed in an E&R position at less than 1.0 FTE will receive the pro-rated salary commensurate with their initial placement/overall effectiveness level provided that they are able to generate data for all measures on their designated E&R student achievement pie. If a teacher working less than 1.0 FTE is not able to generate data for all measures, he or she will be

6 See changes proposed by the Personnel Performance Evaluation Council Subcommittee and approved by the Harrison School

Board at its regular school board meeting on 17 May 2011.


moved to the non-E&R student achievement pie and will longer be on the pay-for-performance compensation salary scale. Special Service Provider Changes of Assignment The job qualification and responsibilities for a teacher are different than the qualifications and responsibilities for a special service provider. Therefore, when a current teacher accepts a position as a special service provider, placement on the special service provider E&R pay scale will be determined without consideration for the teacher’s current E&R placement. Likewise, if a current special service provider accepts a position as a teacher, placement on the teacher E&R pay scale will be determined without consideration for the current E&R placement as a special service provider. Timeline for Evaluations Under the E&R plan (and SB 10-191) all teachers receive a summative evaluation every year. School administrators usually conduct summative evaluations at the end of the school year, during April and May, although summative evaluations may be conducted at any time. However, a teacher may receive only one summative evaluation per school year.7 The evaluation must take into account the teacher’s performance over at least three academic quarters (except in the event of a late hire or leave of absence). When possible, it must also take into account achievement data compiled over four academic quarters. The Research, Data & Accountability Department will maintain and post information regarding the student achievement data that is considered for each evaluation period. Until such time that the state assessment results can be reported in the current school year, the E&R plan will evaluate student achievement data based on an accountability year of the 4th quarter of the prior year (aka year in arrears) and the first three quarters of the current year, to result in placement for the following year. For example:

Achievement Accountability Year Placement for:

4th qtr 2015-16 1st qtr 2016-17 2nd qtr 2016-17 3rd qtr 2016-17 2017-18

4th qtr 2016-17 1st qtr 2017-18 2nd qtr 2017-18 3rd qtr 2017-18 2018-19

Advancement to the Next Overall Effectiveness Level

After initial placement, teachers who have attained an evaluation rating that supports an advancement will advance from one effectiveness level to the next without skipping a level. However, there is no minimum number of years that a person must remain at a certain level. The District will make E&R level movement determinations once a year. Therefore a teacher only has one opportunity for advancement each school year.

7 Teachers on a remediation plan may receive more than one summative in one school year.


Progressing IIb is a level of compensation on the pay scale reserved for recruitment purposes. It does not represent an additional performance level. Thus, Progressing IIa teachers will advance to Proficient I. They will not move from Progressing IIa to Progressing IIb.

Teachers must have physically worked 2/3 of their full-year work calendar to be eligible for movement to the next overall effectiveness level, although the time does not need to be contiguous. Teachers must also have met all of the data requirements for their student achievement pie. Teachers who are not eligible for movement to a higher level will remain at their current placement for one year. If a second consecutive year of ineligibility occurs, the Human Capital Officer will determine if the teacher needs to be moved to the traditional teacher salary schedule. For purposes of the DTE paper review, a year of ineligibility due to employee absence or administrative leave will not exclude the teacher from going through the paper review process if the teacher’s evaluation of student achievement rating is below their current Overall Effectiveness Level for two consecutive years (the current school year and the previous school year). In these instances, the paper review process will take into consideration only available data. If a year of ineligibility is the result of a District decision, the year will be considered a hold-harmless year and the paper review cycle would resume the following year. Teachers who have attained an E&R salary placement and who accept a reassignment to a Teacher on Special Assignment (TOSA) position will be placed on the non-E&R salary schedule if that placement results in an increase in salary. If that placement does not result in an increase in salary, he or she will remain on the E&R salary scale at the placement supported by their last summative evaluation rating as an E&R teacher. Advancement to the next overall effectiveness level will not be available to TOSAs who retain their placement on the E&R pay scale, nor are they required to participate in the paper review process while they are in the TOSA position.

Movement to a Lower Level A teacher with an overall effectiveness level of Progressing I, Progressing II (a or b) or Proficient I will be moved to a lower overall effectiveness level after receiving an annual evaluation rating that is lower than his or her current salary placement for two consecutive years. A teacher with an overall effectiveness level of Proficient II or higher may be moved to a lower overall effectiveness level as a result of the paper review process. The teacher will receive the salary commensurate with that lower overall effectiveness level beginning with the school year immediately following the second consecutive lower evaluation or paper review determination. The teacher will remain at that lower level for at least one year (except that the salary of a non-probationary teacher currently employed full time by the District may not be lower than his or her 2009-2010 salary). Review of Evaluation Process Per Board Policy GCOA, no informality in any evaluation or in the manner of making or recording any evaluation shall invalidate the evaluation. No minor deviation in the evaluation process shall invalidate the process or the evaluation report. However, a teacher whose performance score and evaluation of student achievement score differ by more than one level on the Written Summative Evaluation may request a review of the evaluation process followed if he or she believes that the evaluator acted in bad faith or maliciously with respect to the application of the procedures associated with the evaluation process. Such a review must be requested by the teacher within


15 calendar days after receiving his or her evaluation. In these circumstances, the Superintendent will designate a review team to assess the bodies of evidence. A recommendation will be provided to the Superintendent who will make a final determination. (See Section 3 for information about the Appeal Process specific to a rating of Unsatisfactory, Progressing I or Progressing II for non-probationary teachers.)

Adjustment of E&R Criteria

The District may adjust the criteria for each E&R level at the end of each school year to take into account changes to Colorado’s assessments, standards, policies, laws, or financial situation. Student Attendance Effect on Scores The scores of “habitually absent students,” defined as students who are absent more than 25 percent of the eligibility window, are removed from a teacher’s data set and do not count against a teacher. Students must also meet the eligibility requirement for their scores to be counted. For example, the scores of a student who has not been assigned to a particular teacher for at least 75 percent of the instructional block will not count for or against a teacher’s data. After removing the scores of habitually absent students and the scores of those students who are not eligible to be counted on a given assessment, the threshold for participation will be at least 90%. In other words, the teacher must have recorded scores for at least 90% of the available data points once the scores of habitually absent and ineligible students are removed. If the teacher does not meet this threshold, he or she will be ineligible for promotion to the next level. He or she could, however, be rated at a lower level should the data support such an evaluation. Remediation Plans Teachers on a remediation plan must successfully complete the plan before they may be considered for an advancement on the E&R pay scale. Unresolved Legal Issues A staff member with any unresolved legal proceeding involving an issue of his or her professional performance or behavior may not move up to the next performance level while the matter remains unresolved. Student Teachers or Interns Every eligible student score must be assigned to at least one licensed staff member. The mentor of a student teacher or intern will be held accountable for the students’ scores. Schools and teachers should consider this rule before agreeing to sponsor a student teacher or intern.


New Staff Members and State Assessment Attribution New staff members whose evaluation of student achievement includes state assessments will not have individual attribution for the state assessment in the prior 4th quarter. For these teachers, more weight will be given to the remaining measure distribution by proportioning the distribution equally.

Section 12: Remediation Plan Guidelines and Forms


Section 12: Remediation Plan Guidelines and Forms (Rev. August 2017) 1

Section 12: Remediation Plan Guidelines and Forms

Remediation Plan

Written Remediation Plans are to be developed when performance is deemed to be “unsatisfactory” on the written summative evaluation report, when a deficiency in the Performance Standards has been identified through formal and/or informal observations, or when a teacher fails to move out of a rating of progressing on a specific performance standard or element of performance within five years. The following procedures will be followed when initiating a plan of remediation:

1. A remediation plan to correct deficiencies will be developed by the evaluator and the teacher, to be initiated immediately.

2. The teacher will be given a written notice of deficiencies.

3. The teacher will be given a statement of resources and assistance available to improve performance and a reasonable period of time to correct the deficiencies.

4. A reassessment of the teacher’s performance shall be completed in accordance with the written remediation plan.

5. Upon evaluation of the remediation plan, if the teacher has improved the identified deficiency or deficiencies to the desired performance rating stated in the plan, the remediation plan will be considered successfully completed.

6. Upon evaluation of the remediation plan, if the teacher has not attained the desired performance rating as stated in the plan, the supervising administrator may either continue the remediation plan with additional recommendations for improvement or take the necessary steps to recommend dismissal or non-renewal.

Checklist for Written Remediation Plans

Follow the Teacher Performance Standards Guidelines with regard to the informational meeting, developing the professional growth plan with goal setting conference and required number of spot observations and formal observations.

Document and review teacher data on student achievement.

Document and review any other informal or incidental information gathered from parents, students and peers.

Document unsatisfactory performance or deficiencies in performance standards.

Evaluator informs the School Leadership Officer and the Human Capital Department about initiating a written remediation plan.

Write remediation plan using the District remediation plan form, providing a copy for the School Leadership Officer and the Human Capital Department.

Follow the remediation plan, adhering to specific timelines.

Continue to observe and assess instruction and provide assistance specified in the remediation plan.


Evaluation of the Remediation Plan

The evaluator conducts a conference with the teacher at the end of the time specified in the remediation plan resulting in one of the following actions:

Continue with a “written remediation plan” for a specified amount of time.

Problem resolved and professional standards met at satisfactory level of performance, return to current evaluation cycle.

Recommend for dismissal or non-renewal.


Harrison School District Two Remediation Plan

Name: School Year: Grade Level: Assignment: Name of Evaluator: Campus: Date of Remediation Plan Conference:

Purpose: Written remediation plans are to be developed when a professional educator receives an “unsatisfactory” overall rating on the summative evaluation report, a deficiency in the Performance Standards has been identified through formal and/or informal observations, or when a teacher fails to move out of a rating of progressing on a specific element of performance within five years. Additionally, the purpose of the remediation plan is to foster growth through professional development. If corrective actions are not made within the time specified in this remediation plan, a recommendation may be made for dismissal, non-renewal or to continue on a remediation plan. 1.

Performance Standard(s) Addressed in this Plan:

Specific Statement of the Problem and/or Concern (areas of improvement):

Date(s) Problem or Concern Observed: Beginning Date of this Remediation Plan:

Desired Level of Performance: Ending Date of this Remediation Plan:

Specific Plan of Action: Assistance or Professional Development:

2.






3.







Date for this Remediation Plan to be Evaluated:

Educator’s Signature: Date: Evaluator’s Signature: Date: Evaluator’s Supervisor Signature: Date:



Harrison School District Two Evaluation of Remediation Plan

Name: School Year: Grade Level: Assignment: Name of Evaluator: Campus: Date of Remediation Plan Evaluation:

The remediation plan will be evaluated at the end of the time specified in the plan and will result in one of the following actions:

Problem resolved & professional standards met at the desired level of performance indicated in the plan.

Continue with the “Remediation Plan” for a specified amount of time.

Recommend dismissal or non-renewal.

Comments:

I have reviewed this evaluation and discussed it with my evaluator. My signature indicates that I have been advised of my performance status; it does not necessarily imply that I agree with this evaluation. Educator’s Signature: Date: Evaluator’s Signature: Date: Evaluator’s Supervisor Signature: Date:


Section 13: Appendices

A) Policies and Guidelines

B) Reassignment Safeguard

C) Longevity Pay


Policies and Guidelines

The following policies and guidelines pertain to Harrison School District Two’s Teacher Evaluation System. All policies are available to view on the HSD2 Board of Education web site. All guidelines are available to view on the HSD2 Human Capital web site.

District Policy GCOA :

Evaluation of School Professionals

Human Capital Operational Guidelines:

Instructional Staff Contracts/Compensation

Human Capital Operational Guidelines:

Performance Pay for Instructional Staff

APPENDIX A

Reassignment Safeguard to Improve Achievement Licensed Staff on E&R

Staff who are requested by school administrators to change positions within the same school to increase student achievement will be afforded a temporary two-year safeguard from a potential drop in their evaluation rating (see section 12, page 1 of the Teacher Evaluation Handbook). The school administrator will request the staff member be eligible for a reassignment safeguard through a review submitted to the School Leadership Department (see flow map on reverse page). The school administrator must show multiple bodies of evidence of declining achievement over time (minimum of two years) in the position to which the staff member is being reassigned. For example:

Staff Role Sample Evidence 1 Sample Evidence 2

State Assessed Grade/Content

TCAP MGP declined from 55 to 49 to 40 in most recent 3 years

CBM %PA declined from 62% to 55% to 49% in most recent 3 years

Primary Grade DIBELS % at benchmark declined from 65% to 55% to 50% in most recent 3 years

CBM %PA declined from 65% to 58% to 45% in most recent 3 years

Any staff member who is considered for this safeguard must have been evaluated on licensed staff evaluation of student achievement and maintained a Proficient I or above student achievement rating in the prior two accountability years to be eligible for safeguard in the current accountability year (see table at right for examples). Under the safeguard, if a staff member’s current evaluation rating goes below the minimum evaluation rating score (i.e., achievement rating score + performance rating score for 1 year) attained in the two prior accountability years, he/she will be allowed to keep the minimum evaluation rating score that was attained in the two prior accountability years (see example below). A staff member is only eligible for reassignment safeguard once in his/her career at Harrison School District Two. Example: Reassignment from 2nd grade to 4th grade at the beginning of the 2015-16 school year

Accountability Year Data Included in Achievement Score/Rating

Actual Evaluation Score/Rating

Evaluation Score/Rating

with Reassignment Safeguard

Scenario – Overall Effectiveness Level

(Salary)*

2013-2014 2nd Grade 70/Proficient II 70/Proficient II Proficient II

2014-2015 2nd Grade 75/Proficient II 75/Proficient II Proficient II

Staff member is eligible for safeguard based on two prior years of Proficient I or above data

2015-2016 2nd Grade: 4th qtr 2015 4th Grade: 1st-3rd qtr 2016

65/Proficient I 70/Proficient II Proficient II

2016-2017 4th Grade 65/Proficient I 70/Proficient II Proficient II

Safeguarded staff member received the minimum evaluation rating score (70) for two years

2017-2018 4th Grade 65/Proficient I 65/Proficient I Proficient II

2018-2019 4th Grade 65/Proficient I 65/Proficient I Proficient II*

2019-2020 4th Grade 65/Proficient I 65/Proficient I Proficient I *The Overall Effectiveness Level for the current year is based on the prior years’ overall evaluation score/rating. Note: In the table above, green text indicates where the reassignment safeguard was applied and red indicates where the safeguard has expired. Blue arrows indicate staff members’ overall evaluation score/rating is associated with their overall effectiveness level (salary) in the following year.

A staff member’s safeguard score will be the official evaluation score, unless the staff member’s actual evaluation score exceeded his/her safeguard score, in which case the higher score will be recorded. After the safeguard has ended, the staff member’s salary will only go down after two consecutive years of decreased evaluation ratings (see section 12, pages 7 and 12 of the Teacher Evaluation Handbook). If a staff member moves out of the position in which he/she has been safeguarded, the safeguard will expire. If a staff member’s actual evaluation score exceeds his/her safeguard score, making safeguard unnecessary, the staff member’s receipt of safeguard will still be recorded and will make the staff member ineligible for safeguard in the future.

Eligibility for Safeguard based on Student Achievement Ratings

Accountability Year

Student Achievement Rating

2013-2014 Prof I Prog II

2014-2015 Prof II Prof I

2015-2016 Eligible Ineligible

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Text Box

APPENDIX B

Flow Map of Reassignment Safeguard within School

Eligible for Safeguard

Maintained Prof I+ student achievement data for prior 2 accountability years

AND Has not received

safeguard during career at HSD2

Ineligible for Safeguard

× Has not maintained Prof I+ student achievement data for prior 2 accountability years

OR × Has received safeguard during

career at HSD2

STAFF MEMBER Eligible

Ineligib

le

Sub

mits

Req

uest

By Ju

ne 3

0

SCHOOL ADMINISTRATOR Able to show multiple bodies of

evidence of lower achievement over time in the position in which staff member will be safeguarded

SCHOOL LEADERSHIP OFFICER Staff member met eligibility requirements

AND School administrator provided multiple bodies of

evidence of lower achievement over time in position to which staff member will be reassigned

2-year Reassignment Safeguard begins for Staff Member and is reported to School

Administrator, HC, and RDA

By Ju

ly 14


Longevity Pay

GUIDANCE DOCUMENT Effective July 1, 2015

(First school year of eligibility = 2014-15 SY)

Harrison School District Two’s Effectiveness and Results (E&R) pay for performance system was created

out of an idea that we should pay effective teachers a higher salary for demonstrating outstanding

performance and improving student achievement. The potential of earning a higher salary within the

first four years of being evaluated under E&R also helped the District attract and retain effective

teachers.

Some of the District’s effective teachers, though, have not had a salary increase since they’ve earned

Proficient I status or higher, and that is not acceptable. In order to achieve one of the goals in Mission

Possible 2017, which is to recruit and retain effective teachers in every classroom, we are implementing

a retention tool called Longevity Pay.

Longevity Pay rewards teachers, who positively impact instruction on a daily basis, for their years of

service to the District and its students. As a District, we know that pay isn’t everything, but we don’t

want it to be the sole reason we lose our best and brightest teachers.

YEARS OF SERVICE COMPLETED

5-9 YEARS 10-14 YEARS 15-19 YEARS 20+ YEARS

$1,500 each year*

$3,000 each year*

$4,500 each year*

$6,000 each year*

Payment Issued in Years 6-10



Payment Issued in Years 21+

*Paid in two installments in December and May.

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APPENDIX C

HSD2 Longevity Pay (page 2)

CRITERIA FOR EACH ELIGIBILITY YEAR:

The employee must be a full-time (1.0 FTE) Harrison School District Two teacher on the E&R

salary scale during the school year of eligibility and must return to a full-time (1.0 FTE) E&R

teacher position in the District the following school year. The full 1.0 FTE must be in an E&R

teacher position. Teachers on Special Assignment (TOSAs) are not considered to be in an E&R

teacher position, even if the TOSA is being paid on a former E&R placement. Teachers who are on

transitional retirement are not eligible to receive longevity pay during their transition year.

o Example: A 2nd grade teacher being paid on the E&R salary scale during the 2014-15 SY

who returns for the 2015-16 SY as a 4th grade teacher being paid on the E&R salary scale

meets this criteria. A science teacher being paid on the E&R salary scale during the 2014-

15 SY who returns for the 2015-16 SY as a TOSA does not meet this criteria.

Years of service must be consecutive years as a teacher in the District, of which the five most

recent years (at minimum) must have been paid on the E&R salary scale. Breaks in employment

or years spent in a non-E&R teacher position do not meet the consecutive years of service

criteria. For late hires, the employee must have physically worked 2/3 of the teacher contract for

that year to count toward longevity.

o Example: A teacher who worked in the District for four years, resigned, then returned to

the District two years later would start over in attaining consecutive years of service

toward longevity pay upon re-hire. Likewise, a teacher who worked in the District for four

years, was reassigned into an ESP position for two years, then returned to a teaching

position the following year would start over in attaining consecutive years of service

toward longevity pay upon reassignment into the teaching position.

o Example: A teacher who worked 92 days during his/her first year of employment due to

being hired in January of that school year would not meet the 2/3 rule for counting that

year as a full year toward longevity pay. That teacher’s first year toward consecutive

service would be the following school year.

The employee must attain a 96% or higher attendance rate for the school year of eligibility, and

each year thereafter. Calculations will be rounded to the nearest whole number. Approved

absences entered into SAM as “Professional” and District-approved leaves of absence that

qualify for FMLA will be omitted from the attendance calculations. The employee must submit

the FMLA-required paperwork at the time of the absence. (Information about FMLA can be found

on the Human Capital web page under “HC Operational Guidelines.)

o Example: A teacher (on a 184-day contract) who was absent for 16 hours for a “Special

Family Event” and 240 hours for an FMLA-approved leave of absence would meet this

criteria (98.9% attendance rate, omitting the FMLA leave). A teacher (on a 184-day

contract) who was absent for 24 hours for “personal reason” and 40 hours for

“Emergency” would meet this criteria (95.6% attendance rate, rounded to 96%). A

teacher (on a 184-day contract) who was absent for 16 hours for “personal legal” and 56


hours for “illness” (not FMLA-eligible) would not meet this criteria (95.1% attendance

rate).

The employee must attain an Overall Effectiveness Level (salary placement) of Proficient I or

higher at the end of the school year of eligibility for the following school year in order to receive

longevity pay during that following year.

o Example: A teacher whose Overall Effectiveness Level during the 2014-15 SY is

Progressing IIa who attains a Proficient I summative evaluation rating at the end of the

school year and is therefore eligible to move to Proficient I on the E&R salary scale

(Overall Effectiveness Level) the following school year (2015-16) would meet this criteria.

A teacher whose Overall Effectiveness Level during the 2014-15 SY is Progressing IIa who

attains a Progressing II summative evaluation rating at the end of the school year and is

therefore not eligible for movement on the E&R salary scale the following school year

(2015-16) would not meet this criteria.

The employee must be in good standing in the District and must not be on a remediation plan. In

addition, the employee must not have an unresolved legal proceeding involving an issue of the

employee’s professional performance.

o Example: A teacher who has failed to meet the professional standards at the desired level

of performance as indicated on his/her remediation plan by the date of his/her year-end

summative evaluation would not meet this criteria.

The employee must be employed on the last day of the first semester of the following school

year to receive the first installment in December, and on the last day of the second semester of

the following school year to receive the second installment in May. For example, if an employee

has completed their fifth year of employment at the end of the 2014-15 school year, the

employee must be employed on the last day of the Fall 2015 semester to receive the first

installment and on the last day of the Spring 2016 semester to receive the second installment.

o Example: A teacher who resigns from the District on February 1, 2016 would receive the

first installment of longevity pay in December 2015 for the previous school year, but

would not meet the criteria to receive the second installment in May 2016. A teacher who

resigns from the District effective on the last day of the teacher contract in May 2016

would receive both installments in December 2015 and May 2016 (for the 2014-15

eligibility year).


LONGEVITY PAY: NON-E&R TEACHER POSITIONS

Non-E&R teacher positions currently include, but may not be limited to, the following:

K-8 Spanish Teacher

Construction Teacher

Charter School SPED Teacher

Chinese Teacher

Grad Lab/NOVEL Instructor

Home School Academy Teachers

ROTC Teacher

Sign Language Teacher

Transition Consultant

Teachers on Special Assignment

Updated February 2, 2017

teacher evaluation system and effectiveness & … rules and procedures (rev. august 2017) 1...

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