2017-18 Teacher Evaluation

Forms

To access the Professional Learning Goal forms, please navigate to the Contracts, Onboarding & Other Forms category in the Google Docs Template Gallery. You must be logged into your school Google account to gain access to these forms.

Classroom Observations

Administrators will conduct a formal observation at the beginning of the school year using Thoughtful Classroom’s Four Cornerstones and Five Learning Episodes. It is possible that one or multiple episodes could be observed during one observation. Administrators will conduct at least one formal observation for tenured teachers and two formal observations for non-tenured teachers along with a minimum of two informal observations for all teachers.

Self Reflection and Professional Growth Plan

Due: September 29, 2017

Teachers will complete an annual self reflection on STAGES.  Based on the self reflection, a professional growth plan will be written by the teacher and approved by the administrator.  Commitment and progress of this goal will be reflected in Dimension 10 (Ongoing Learning).

  • 1st year teachers – complete Professional Growth Plan to include a goal from Dimension 1, 2, 3, or 4, AND one from Dimension 5, 6, 7, 8, or 9.
  • 2nd year and above teachers – complete Professional Growth Plan from Dimension 5, 6, 7, 8, or 9.

Student Achievement Data

25% of teacher summative ratings will be based on a teacher-created Student Learning Objective (SLO) (12.5%)  and a standardized building-level assessment (12.5%).  The teacher and administrator will work together to develop a specific learning goal and measure of student learning used to track progress toward that goal.

Student Learning Objective

Due: September 29, 2017

Teachers will have an opportunity to work with their grade levels or department members in developing their SLO during the September 25, 2017 Professional Development meeting.  The evaluating administrator will review the SLO and provide feedback prior to October 17, 2017 (half day professional development).

Midpoint Check-in

Elementary- using 1st semester assessment data, midpoint check-ins will be completed by February 14, 2018.

Secondary- Midpoint check-ins will be completed at the end of first marking period by November 15, 2017. Midpoint check-ins should include baseline data.

SLOs Completion

Elementary and Secondary – SLOs must be completed, including student growth data, and turned into the building administrator by May 21, 2018.

Three Rivers Teacher Evaluation Rating Scale

Teacher Observations Using the Thoughtful Classroom Framework

Dimensions 2 and 3 are intentionally weighted more than other dimensions based on the district’s belief that these are foundational to student learning and teacher effectiveness.

Dimension 1 – Organization, Rules and Procedures Instructional Indicators

1.1 Organizes the classroom for safety and learning

1.2 Maintains smooth flow of activities

1.3 Establishes classroom rules and procedures

1.4 Provides clear task directions

1.5 Manages student behavior

1.6 Manages non-instructional tasks efficiently

1.7 Works effectively with other adults in the classroom

(4) Highly Effective
HE in five of seven components with no ME or I

(3) Effective
E or HE in four of seven components with no I

(2) Minimally Effective
Three ME or one I

(1) Ineffective
Two or more I, or four or more ME

(If 1.7 is N/A, then change HE and E requirements to four of six)

Dimension 2 – Positive Relationships

2.1 Maintains a positive and “with it” demeanor

2.2 Incorporates students’ interests into lessons

2.3 Differentiates instruction and assessment to meet students’ needs

2.4 Builds a respectful and supportive classroom [ccss]

2.5 Promotes high-level student collaboration [ccss]

2.6 Communicates with students and the home

2.7 Shows care and concern for students as individuals

(4) Highly Effective
HE in five of seven components with no ME or I

(3) Effective
E or HE in five of seven components with no I

(2) Minimally Effective
Three ME or one I

(1) Ineffective
Two or more I, or four or more ME

Dimension 3- Engagement and Enjoyment

3.1 Invites diverse forms of thinking [ccss]

3.2 Uses motivational levers (e.g., controversy, choice, competition, challenge, creativity, etc.)

3.3 Maintains excitement and on-task behavior using a variety of tools and strategies

3.4 Displays a passion for teaching and learning

3.5 Encourages students to pursue interests, make choices, and develop personal perspectives

3.6 Creates a classroom that inspires and delights

(4) Highly Effective
HE in five of six components with no ME or I

(3) Effective
E or HE in five of six components with no I

(2) Minimally Effective
Three ME or one I

(1) Ineffective
Two or more I, or four or more ME

Dimension 4- A Culture of Thinking and Learning

4.1 Helps students develop skills for reading rigorous texts [ccss]

4.2 Engages students in higher-order thinking [ccss]

4.3 Challenges students to support ideas with evidence [ccss]

4.4 Uses effective questioning and recognition techniques [ccss]

4.5 Encourages discussion, dialogue, and debate [ccss]

4.6 Requires use of critical academic vocabulary [ccss]

4.7 Uses technology as a learning tool [ccss]

4.8 Encourages students to use strategies on their own [ccss]

(4) Highly Effective
HE in six of eight components with no ME or I

(3) Effective
E or HE in five of eight components with no I

(2) Minimally Effective
Three ME or one I

T(1) Ineffective
wo or more I, or four or more ME

Five Episodes of Effective Instruction
Teachers will select an  “Instructional Dimension of Focus”.  This instructional dimension will be scored, along with additional instructional dimensions observed during the formal or informal observations. Dimensions 5 – 8
(4) Highly Effective
HE in six of eight components with no ME or I
(3) Effective
E or HE in five of eight components with no I(2) Minimally Effective
Three ME or one I(1) Ineffective
Two or more I, or four or more ME

Dimension 9
(4) Highly Effective
HE in four of six components with no ME or I
(3) Effective
E or HE in four of six components with no I
(2) Minimally Effective
Three ME or one I
(1) Ineffective
Two or more I, or four of more ME

Professional Practice

10.1 Ongoing learning

10.2 Professionalism

10.3 School community

(4) Highly Effective
HE in one of three components with no ME or I

(3) Effective
E or HE in two of three components with no I

(2) Minimally Effective
Three ME or one I

(1) Ineffective
Two or more I

Final Evaluation Scoring Criteria

Title Score Weight %
Overall Evaluation
Possible
Rubric Dimension Summary

Dimensions 1-4 and 10:  Weight 40%

Dimensions 5-9: Weight 60%

One dimension selected by teacher as professional goal and additional scored dimension by principal based on observation evidence.

75% 3.0
Student Achievement Student Learning Objective (12.5%)
Standardized Assessment (12.5%)

  • Standardized Assessment Scale
  • 85-100%** 4 (HE)
  • 70-84%** 3 (E)
  • 50-69%** 2 (ME)
  • Below 50%** 1 (IE)
    **percent of students at benchmark
25% 1.0
Ineffective
0.0 – 1.9999
Minimally Effective
2.0 – 2.7999
Effective
2.8 – 3.4999
Highly Effective
3.5 – 4.0