Goals and Educator Plans to review and assess progress Locally negotiated performance rubric Collective bargaining agreement and/or other evaluation requirements Tools from the Model System For districts that have chosen to adopt the ESE Model System for Educator Evaluation, the following tools are available to support implementation: (see Appendix A) (see Appendix A) or (see Appendix A) (see Appendix A) (see Part III) Recommended Actions for Formative Assessment & Evaluation Evaluator/ Individual Recommended Action Team School Notes Educator Leadership Schedule time to have Evaluators may not need a formative conferences with conference with all educators; enough advance notice to some conferences may be with allow both the educator and team. evaluator to prepare. Communicate expectations Be explicit about how much about educators’ roles in documentation or evidence the sharing evidence during the educator is expected to bring to the conference. conference and when. Read through the evidence chronologically, looking for patterns Review evidence and artifacts and trends 1) over time and 2) for Standards and Indicators. within or across Standards and/or Indicators.
Goals and Educator Plans to review and assess progress Locally negotiated performance rubric Collective bargaining agreement and/or other evaluation requirements Tools from the Model System For districts that have chosen to adopt the ESE Model System for Educator Evaluation, the following tools are available to support implementation: (see Appendix A) (see Appendix A) or (see Appendix A) (see Appendix A) (see Part III) Recommended Actions for Formative Assessment & Evaluation Recommended Action Individual Educator Team Evaluator/ School Leadership Notes Schedule time to have formative conferences with enough advance notice to allow both the educator and evaluator to prepare. Evaluators may not need a conference with all educators; some conferences may be with team. Communicate expectations about educators’ roles in sharing evidence during the conference. Be explicit about how much documentation or evidence the educator is expected to bring to the conference and when. Review evidence and artifacts for Standards and Indicators. Read through the evidence chronologically, looking for patterns and trends 1) over time and 2) within or across Standards and/or Indicators.
PartII.docx