Posted in Accountability, Curriculum, Instruction, and Assessment, General, Primer Series

Primer Series: CSD’s Teacher Evaluation Model—Part II

Earlier this week, we introduced the first installment of a primer about the district’s improved teacher evaluation model. In that introduction, we explained a bit about the state and federal requirements for teachers, the reasons for which CSD’s former model required an overhaul, and a bit about the process by which our new model was written. If you would like to peruse that introduction, please click here.

With that background in mind, let’s delve a bit further into the components of the new evaluation model.

The fundamental elements of the teacher evaluation model include detailed professional growth cycles for Level I and Level II licenses, components of a professional practice rubric encompassing twenty-two distinct elements across four domains, and license-specific schedules requiring a variety of steps. Let’s break these down one at a time.

The three-year professional growth cycle for teachers with Level I licenses includes specific guidelines and timelines for direct supervision by administrators as well as professional development requirements. The seven-year professional growth cycle for teachers with Level II licenses also includes direct supervision and professional development on a different schedule, and it also includes collaboration with colleagues. Teachers must also undergo informal observations.

The professional practice rubric element of the evaluation model is very comprehensive. It encompasses twenty-two distinct elements across four areas, collectively referred to in the teacher evaluation model as “domains.” Those four domains include the following:

• Planning and Preparation
• The Classroom Environment
• Instruction
• Professional Responsibilities

What is important to note here is that all of these components are carefully incorporated into the overall evaluation, both in each teacher’s self-assessments and in his or her administrator’s observations of them. In this way, there is a high level of consistency in performance measurement for all of our teachers—they are all assessed using identical measures, and the documentation is highly standardized. This creates an objective evaluation rather than a subjective one.

There are also very specific schedules in place as part of the evaluation process depending upon the license level the teachers hold. The schedules detail comprehensive requirements for the following elements:

• Self-assessments
• Formal and informal observations
• Formal and documented professional development planning
• Evidence collection
• Re-licensure
• Summative assessments and recommendations

Because the teacher evaluation model incorporates so many features, we will continue with the conversation in the next installment of this primer. Please stay tuned!

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