The components of evaluation were developed in order to assist with consistently and uniformly tracking performance and professional development. It is customized according to teachers’ required levels of supervision—including direct supervision, professional development, re-licensure, and intensive support—as defined by the teacher evaluation model.
Direct Supervision refers to the component for experienced teachers who are new to the subject matter or assignment or if they are new to the district.
Professional Development refers to the component for specific teacher populations as directed by administration, such as Level II teachers in a particular range of years during their professional growth cycles.
Re-licensure, as the name implies, refers to the component supporting teachers through their licensing requirements through the local standards board.
Intensive Support refers to the component for teachers who, at the discretion of the administrator and based upon documented, objective formal and informal evidence of unsatisfactory performance, are in a team-based improvement environment. More specifically, Intensive Support refers to a customized, team-based approach to correcting unsatisfactory performance in one or more components. An unsuccessful Intensive Support process results in non-renewal of licensure. (There is a specific process in place for Intensive Support involving the selection of and collaboration with a support team as well as specific administrator and teacher roles. The support team consists of, at minimum, the teacher in need of intensive support, a teacher colleague, and the administrator. Other possible support team members can include an association member, another administrator, and other professionals as is deemed necessary.)
The components of evaluation are further broken down into specific steps, and both the administrator and the teacher are assigned a comprehensive list of roles and responsibilities. Furthermore, a collection of standardized forms for gathering evidence is included in the model—by teacher classification—for use in assessing teacher quality, re-licensure, and the like. Those forms are as follows:
Teachers’ self-assessments are aligned with the professional practice rubrics components as mentioned in Part II of this primer, including:
• Planning and Preparation
• The Classroom Environment
• Professional Responsibilities
Formal and Informal Observations
Administrators use standardized documentation during formal observations. This documentation aligns with the same four components upon which the self-assessments are based. Informal observations also have standardized documentation. The observation spans a vast spectrum—from examination of lesson plans to examples of student work and from materials supporting professional growth to re-licensure records.
Formal and Documented Professional Development Planning
The teacher evaluation model offers an eight-step guide to creating a professional development plan as part of the evaluation process. The plan includes various aspects of self-assessment, backward mapping, evidence collection, and collaboration and dialogue.
The teacher evaluation model also includes a re-licensure schedule for teachers as dictated by the level of license they hold.
Summative Assessments and Recommendations
As the name implies, this component of the evaluation is the cumulative result of all aspects of the process and the resulting recommendations for professional growth, goals, re-licensure, and so on.
Thanks for sticking with us as we’ve provided some insight into this innovative new evaluation process for our educators. It is clear that it is a well-thought-out, comprehensive, and evidence-based method of assessing our teachers and supporting them in their work to provide the very best for our students. If you would like more information, please contact us at firstname.lastname@example.org. These articles are for you—we want to hear from you!
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