Improvement Plan. A type of plan is based on previous evaluations and teacher’s tenure/experience. Step 3—Teachers implement the developed plan and continually collect evidence on of professional responsibilities and engagement with Evaluators “fulfillment families.” conduct observations, provide feedback to teachers, and support plan implementation. The majority of observations are 5-15 minute unannounced observations with focused feedback but no pre- or post-observation conferences. Step 4—At the midpoint of implementation of the developed plan, the evaluator formatively assesses and provides feedback to the teacher regarding progress towards attaining goals and performance on performance standards. Step 5—Evaluators analyze evidence demonstrates the performance “that educator’s against Performance Standards and evidence of the attainment of the goals in the Educator Plan to arrive at a rating on each standard and an overall performance rating based on the professional The summative evaluation has a evaluator’s judgment.” separate rating of impact on student learning based on and patterns educators’ “trends in statewide and district-determined measures that are comparable across grade and/or in 2013-2014). subject” (beginning Quantitative Measures: To be implemented in 2013-2014. Evaluators: Identity and training of evaluators is not articulated in the state DOE model, but training modules and facilitator guides supporting the five-step process, a list of approved PD providers, and of are provided by the DOE. “regional networks practice” Other Notes: Teachers are evaluated on one- or two-year cycles. No appeals process is articulated in the state model. No specific resources or specific guidance or tools are provided for non-classroom teachers. Implementation of educator impact of student learning gains will begin June 2012, and addition of feedback from students as evidence will begin June 2013. The state DOE model is to be revised or adopted by districts, so state support materials are designed to not only lay out a model with flexibility but also support districts and schools with design and implementation. The guidance in the model’s guide contains areas of time frame, requirements in regulations, conditions for readiness, considerations for planning, suggested resources, recommended actions, etc. for each step. Sample forms are also provided.
Improvement Plan. A teacher’s type of plan is based on previous evaluations and tenure/experience. Step 3—Teachers implement the developed plan and continually collect evidence on “fulfillment of professional responsibilities and engagement with families.” Evaluators conduct observations, provide feedback to teachers, and support plan implementation. The majority of observations are 5-15 minute unannounced observations with focused feedback but no pre- or post-observation conferences. Step 4—At the midpoint of implementation of the developed plan, the evaluator formatively assesses and provides feedback to the teacher regarding progress towards attaining goals and performance on performance standards. Step 5—Evaluators analyze evidence “that demonstrates the educator’s performance against Performance Standards and evidence of the attainment of the goals in the Educator Plan to arrive at a rating on each standard and an overall performance rating based on the evaluator’s professional judgment.” The summative evaluation has a separate rating of educators’ impact on student learning based on “trends and patterns in statewide and district-determined measures that are comparable across grade and/or subject” (beginning in 2013-2014). Quantitative Measures: To be implemented in 2013-2014. Evaluators: Identity and training of evaluators is not articulated in the state DOE model, but training modules and facilitator guides supporting the five-step process, a list of approved PD providers, and “regional networks of practice” are provided by the DOE. Other Notes: Teachers are evaluated on one- or two-year cycles. No appeals process is articulated in the state model. No specific resources or specific guidance or tools are provided for non-classroom teachers. Implementation of educator impact of student learning gains will begin June 2012, and addition of feedback from students as evidence will begin June 2013. The state DOE model is to be revised or adopted by districts, so state support materials are designed to not only lay out a model with flexibility but also support districts and schools with design and implementation. The model’s guide contains guidance in the areas of time frame, requirements in regulations, conditions for readiness, considerations for planning, suggested resources, recommended actions, etc. for each step. Sample forms are also provided.
SummaryofEvaluationModelsfromotherStates.docx