CONTINUOUS IMPROVEMENT OF �TEACHER EFFECTIVENESS
Process Guide
Douglas County School District
2016-2017
INTRODUCTION
This guide is intended to provide assistance to teachers and evaluators in the main phases of the evaluation process. The phases are articulated so that teachers and evaluators can share the responsibility to meet the professional needs of staff in making continuous improvements in their practice.
EVALUATION CYCLE
Beginning of Year
Self-Evaluation
Recommended
Goal-Setting
Required
Formal Observation (Probationary and
Non-Probationary)
Mid-Year
Self-Evaluation/ MOY Review
Required/MOY acknowledgment
Formal Observation
(Probationary)
End of Year
Self-Evaluation
Required
Summative Evaluation
Required
Reflective Practice
Professional Growth
CITE
Informal Observation
Student Learning
EVALUATION TIMELINE LICENSED STAFF
BEGINNING OF YEAR SELF-EVALUATION
At the beginning of each school year, teachers self-evaluate and set professional goals aligned to the learning needs and growth targets of their students, as well as targeted areas of growth focused on CITE performance standards and elements.
BEGINNING OF YEAR SELF-EVALUATION
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3.
GOAL-SETTING
Goal-Setting directly aligns a teacher’s professional growth to current performance levels, needs of students, and the District’s Strategic Plan.
GOAL-SETTING
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4.
FORMAL OBSERVATION
The Observation Cycle is the formal process of unit/lesson planning, pre-observation conferencing, observation, reflection, and post-observation conferencing. It also includes the body of evidence that reflects knowledge, skill, and impact of teacher’s practice.
Probationary teachers will be formally observed a minimum of once per semester.
Non-Probationary teachers will be formally observed a minimum of once per year.
FORMAL OBSERVATION
1. Pre-Observation Conference
2. Classroom Observation
3. Post-Observation Conference
4. Evidence
5. Additional Evidence
MID-YEAR SELF-EVALUATION AND REVIEW
At mid-year, teachers self-evaluate and rate their overall performance on evaluation criteria (required) based on progress towards student learning targets, professional goals, informal observations, formal observation feedback and additional evidence.
The Mid-Year Review (required) provides feedback of performance on evaluation criteria and considers both professional practice and student learning.
MID-YEAR REVIEW AND ACKNOWLEDGEMENT
After mid-year evaluation meeting between teacher and evaluator, teacher must acknowledge mid-year rating in InspirED Innovation.
(By acknowledging the rating, the teacher is not necessarily agreeing to the rating, but merely acknowledging receipt of rating and suggested growth measures.)
MID-YEAR SELF-EVALUATION AND REVIEW
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END OF YEAR SELF-EVALUATION
At the end of each school year, teachers self-evaluate and rate their overall performance on evaluation criteria based on progress towards student learning targets, professional goals, informal observations, formal observation feedback and additional evidence.
END OF YEAR SELF-EVALUATION
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2.
3.
SUMMATIVE EVALUATION
The Summative Evaluation addresses the culmination of evidence that considers both professional practice and student learning.
SUMMATIVE EVALUATION
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CONVERTING EVIDENCE TO EFFECTIVENESS RATING
1 2 3 4
Ineffective Transitioning Proficient Innovative
A body of evidence is reviewed for each assessed standard and element.
Levels of mastery and frequency are identified with the terms Ineffective, Transitioning, Proficient, and Innovative. The rubric describes levels of expertise and frequency for each element.
A number (1-4) is assigned that reflects the rating of the teacher’s effectiveness on each assessed standard/element.
UNDERSTANDING SUMMATIVE RATINGS
All teachers will receive 3 ratings:
The Professional Practice rating determines compensation.
Senate Bill 10-191 requires the Overall Rating to be used to determine probationary/non-probationary status and is the portability rating. To learn more about how the overall rating is determined, click the link.
TIMELINES
Beginning of Year
Self-Evaluation
Recommended
Goal-Setting Completed
Formal Observation (Probationary and
Non-Probationary)
Mid-Year
Self-Evaluation Submitted/ Review Completed/MOY Acknowledgment due by teacher
Formal Observation
(Probationary)
End of Year
Self-Evaluation Completed
Summative Evaluation Submitted
October 15th
Jan 15th/Jan 31st/Feb 7
April 8th
May 1st
First Semester
Second Semester
Aug-Sept
CITE
REVIEW PROCESSES
Integrity and Inter-Rater Reliability in Evaluation of Licensed Staff
Review Processes
DCSD has three processes in place to ensure evaluation integrity, inter-rater reliability and consistent evaluation of the CITE standards across the District and within each school:
MID-YEAR SECOND LOOK PROCESS
“Second Look” Evaluation Data Review
A teacher or the teacher’s evaluator may request additional input (or “Second Look”) into the mid-year review rating.
The additional input from a second look may be used for the summative rating.
SUMMATIVE (EOY) APPEALS PROCESS
END OF YEAR REVIEW PROCESSES
Level 1 or Level 2 Reviews are processes that may be initiated to ensure the proper implementation of the evaluation system.
Reviews are only conducted if:
Level 1 and 2 Review Processes (GNC-R)
EVALUATION RESOURCES
FORMS
REVIEW PROCESSES
Additional Resources
Evaluation Guide Documents
EVALUATION
The fidelity of the evaluation process is contingent upon clear communication, effective collaboration and comprehensive best-practice.