TEACHER EVALUATION

KANSAS EDUCATOR EVALUATION PROTOCOL

KEEP 

Teacher 17 May 2013
TEACHER EVALUATION PROCESS

(Teachers in first or second consecutive year in a district)

REQUIRED STEPS Implementation Ideas

Set-up 

STEP 1 – ORIENTATION TO 

EVALUATION PROCESS AND 

PROCEDURES 

(required)

1. Group overview for all teachers within first 10 duty days. 

2. Detailed review of the KEEP process for those being evaluated in 

KEEP, including timelines, rubrics, evidence, artifacts, etc. and 

mentors, if assigned. 

3. Detailed KEEP Repository training for those being evaluated. 

STEP 2 – TEACHER DOES SELFASSESSMENT AND GOAL SETTING

(required) 

1. Teacher completes self-assessment and selects tentative goals in 

KEEP Repository. 

2. Evaluator and Teacher review completed self-assessment and 

goals. 

Beginning of Cycle 

STEP 3 – FORMAL OBSERVATION IS 

HELD WITHIN THE FIRST 60 DAYS

(required), POST-OBSERVATION 

CONFERENCE: FACE-TO-FACE IS 

REQUIRED

1. Pre-Observation Conference: Set Formal Observation date and 

time, expectations, and agenda. Request lesson plan or supporting 

documentation. Face-to-Face is optional. 

2. Do Formal Observation at pre-set date and time, with copy of lesson 

plan. 

3. Formal observations are 30 minutes – 1 class period. 

4. Post-Observation Conference: Meet after the Formal Observation 

and give feedback. Face-to-Face is required. 

5. Complete the required Beginning of Cycle Conference Form in 

KEEP Repository. 

Mid-Cycle 

STEP 4 – ONGOING INFORMAL 

OBSERVATIONS, ARTIFACT AND DATA 

COLLECTION

(required)

1. Ongoing informal observations must align with components/rubrics. 

2. At a minimum, one informal observation per month. 

3. Informal observations are 5 minutes – 30 minutes and should 

include post observation feedback. May include feedback in the 

repository. 

STEP 5 – MID-CYCLE CONFERENCE 1. Evaluator and teacher review goals and progress, and make 

adjustments as needed. 

2. It is recommended a second formal observation occurs. 

3. Evaluator completes the required Mid-Cycle Conference Form in 

KEEP Repository. 

End of Cycle 

STEP 6 – FINAL CONFERENCE, NO 

LATER THAN THE 60TH DAY OF THE 

SEMESTER

(required)

1. Evaluator presents draft of Summary Rating Form to teacher. 

2. Evaluator and teacher discuss goals and progress, and data related 

to summary rating. 

3. Evaluator and teacher discuss potential goals for next cycle. 

4. Evaluator completes the End of Cycle Conference Form in KEEP 

Repository. 

5. Summary Rating Form is finalized and completed. 

Teacher 18 May 2013
TEACHER EVALUATION PROCESS

(Teachers in years 3 and 4 in a district – once each year; beyond year 4 – at least once every three years)

REQUIRED STEPS Implementation Ideas 

Set-up 

STEP 1 – ORIENTATION TO 

EVALUATION PROCESS AND 

PROCEDURES 

(required)

1. Group overview for all teachers within first 10 duty days. 

2. Detailed review of the KEEP process for those being evaluated 

in KEEP, including timelines, rubrics, evidence, artifacts, etc. 

and mentors, if assigned. 

3. Detailed KEEP Repository training for those being evaluated. 

STEP 2 – TEACHER DOES SELFASSESSMENT AND GOAL SETTING

(required)

1. Teacher completes self-assessment and selects tentative goals 

in KEEP Repository. 

2. Evaluator and Teacher review completed self-assessment and 

goals. 

Beginning of Cycle 

STEP 3 – FORMAL OBSERVATION –

FORMAL OBSERVATION IS HELD IN THE 

FIRST SEMESTER

(required), POST-OBSERVATION 

CONFERENCE: FACE-TO-FACE IS 

REQUIRED

1. Pre-Observation Conference: Set Formal Observation date and 

time, expectations, and agenda. Request lesson plan or 

supporting documentation. Face-to-Face is optional. 

2. Do Formal Observation at pre-set date and time, with copy of 

lesson plan. 

3. Formal observations are 30 minutes – 1 class period. 

4. Post-Observation Conference: Meet after the Formal 

Observation and give feedback. Face-to-Face is required. 

5. Complete the required Beginning of Cycle Conference Form in 

KEEP Repository. 

Mid-Cycle 

STEP 4 – ONGOING INFORMAL 

OBSERVATIONS, ARTIFACT AND DATA 

COLLECTION

(required)

1. Ongoing informal observations must align with 

components/rubrics. 

2. At a minimum, one informal observation per month. 

3. Informal observations are 5 minutes – 30 minutes and should 

include post observation feedback. May include feedback in the 

repository. 

STEP 5 – MID-CYCLE CONFERENCE 1. Evaluator and teacher review goals and progress, and make 

adjustments as needed. 

2. It is recommended a second formal observation occurs. 

3. Evaluator completes the required Mid-Cycle Conference Form 

in KEEP Repository. 

End of Cycle 

STEP 6 – FINAL CONFERENCE – NO 

LATER THAN FEBRUARY 15TH.

(required)

1. Evaluator presents draft of Summary Rating Form to teacher. 

2. Evaluator and teacher discuss goals and progress, and data 

related to summary rating. 

3. Evaluator and teacher discuss potential goals for next cycle.

4. Evaluator completes the End of Cycle Conference Form in 

KEEP Repository. 

5. Summary Rating Form is finalized and completed. 

Teacher 19 May 2013
TEACHER EVALUATION RUBRICS

Construct 1: Learner and Learning 

To ensure that each student learns new knowledge and skills, teachers must understand that learning and 

developmental patterns vary individually, that students bring unique individual differences to the learning process, 

and that students need supportive and safe learning environments to thrive. Demonstration of the teacher’s 

proficiency in Learner and Learning is evidenced by: 

1.1 Learner Development

The teacher planned instruction based on the learning and developmental levels of all students. Key indicators 

include: planning instruction, aligning instruction with student learning needs, using a variety of approaches and 

resources, providing adaptation of instruction. 

1.2 Learner Differences

The teacher recognized and fostered individual differences to establish a positive classroom culture. Key 

indicators include: getting to know all students, using that knowledge of students to create a culture of respect, 

meeting needs of all students.

1.3 Learning Environment

The teacher established a classroom environment conducive to learning. Key indicators include: collaborating 

with students, establishing a safe, respectful and academically challenging environment. 

Teacher 20 May 2013
1.1 Learner Development: The teacher planned instruction based on the learning and developmental levels of all students. Goal 

Sources of Evidence for Planning Instruction Based on the Learning and Developmental Levels of All Students 

x Differentiated lesson plans x Student work sample x Assessment data x Teacher reflection 

1.2 Learner Differences: The teacher recognized and fostered individual differences to establish a positive classroom culture. Goal

Sources of Evidence for Recognizing and Fostering Individual Differences to Establish a Positive Classroom Culture 

x School community perception survey x Attendance data x Office referral data x Differentiated instruction 

Ineffective Developing Effective Highly Effective

Ineffective Developing Effective Highly Effective

Ineffective Developing Effective Highly Effective

Teacher 21 May 2013
1.3 Learning Environment: The teacher established a classroom environment conducive to learning. Goal

Sources of Evidence for Establishing a Classroom Environment Conducive to Learning 

x Office referrals x Attendance x Classroom rules established collaboratively x Cooperative group work x Differentiated student work samples 

Ineffective Developing Effective Highly Effective

Teacher 22 May 2013
TEACHER EVALUATION RUBRICS

Construct 2: Content Knowledge 

Teachers must have a deep and flexible understanding of their content area(s) and be able to draw upon it as 

they work with students to access information, apply knowledge in real world settings, and work with meaningful 

issues. Demonstration of the teacher’s proficiency in Content Knowledge is evidenced by:

2.1 Content Knowledge

The teacher demonstrated a thorough knowledge of content. Key indicators include: encouraging use of multiple 

representations, explanations, and a wide variety of experiences building student understanding.

2.2 Innovative Applications of Content Knowledge

The teacher provided a variety of innovative applications of knowledge. Key indicators include: using problem 

solving, critical thinking skills and technology, exploring and delivering content through real world application of 

knowledge, collaborating with colleagues to provide cross-curricular opportunities. 

Teacher 23 May 2013
2.1 Content Knowledge: The teacher demonstrated a thorough knowledge of content. Goal

Sources of Evidence for Showing Knowledge of Content 

x Subject specific formative assessment data x Varied student products x Student self-assessment of work x Student video 

2.2 Innovative Applications of Content Knowledge: The teacher provided a variety of innovative applications of knowledge.

Goal

Sources of Evidence for Providing a Variety of Innovative Applications of Knowledge 

x Team meeting minutes x Student performance data x Formative assessment data x Co-teaching plans 

Ineffective Developing Effective Highly Effective

Ineffective Developing Effective Highly Effective

Teacher 24 May 2013
TEACHER EVALUATION RUBRICS

Construct 3: Instructional Practice 

Effective instructional practice requires that teachers understand and integrate planning, instructional strategies, 

and assessment in coordinated and engaging ways. Demonstration of the teacher’s proficiency in Instructional 

Practice is evidenced by:

3.1 Planning for Instruction

The teacher used methods and techniques that are effective in meeting student needs. Key indicators include: 

planning rigorous activities, using objectives that align with standards, meeting needs of students. 

3.2 Assessment

The teacher used varied assessments to measure learner progress. Key indicators include: providing 

opportunities for students to demonstrate learning, using assessment data to inform instruction, providing 

feedback that encourages students to take responsibility for the learning. 

3.3 Instructional Strategies: The teacher delivered comprehensive instruction for students. 

Key indicators include: Using a variety of strategies to engage and challenge students, incorporating strategies to 

differentiate and scaffold instruction, engaging student in higher order thinking skills. 

Teacher 25 May 2013
3.1 Planning for Instruction: The teacher used methods and techniques that are effective in meeting student needs. Goal

Sources of Evidence for Using Methods and Techniques that are Effective in Meeting Student Needs 

x Standards-based lesson plans x Summative assessment history x Students reading level 

3.2 Assessment: The teacher used varied assessments to measure learner progress. Goal Sources of Evidence for Using Varied Assessments to Measure Learner Progress 

x Formative (written feedback) x Summative x Interim assessment x Multiple representations of assessments x Multiple and varied assessment data 

Ineffective Developing Effective Highly Effective

Ineffective Developing Effective Highly Effective

Teacher 26 May 2013
3.3 Instructional Strategies: The teacher delivered comprehensive instruction for students. Goal

Sources of Evidence for Delivering Comprehensive Instruction for Students 

x Multiple effective strategies x Differentiated plan x Student work sample 

Ineffective Developing Effective Highly Effective

Teacher 27 May 2013
TEACHER EVALUATION RUBRICS

Construct 4: Professional Responsibility 

Creating and supporting learning environments that result in students achieving at the highest levels is a teacher’s 

primary responsibility. To do this well, teachers must engage in professional self-renewal, which means they 

regularly examine their own and each other’s practice through self-reflection and collaboration, providing collegial 

support and feedback that assures a continuous cycle of self-improvement. Demonstration of the teacher’s 

proficiency in Professional Responsibility is evidenced by: 

 

4.1 Reflection and Continuous Growth

The teacher engaged in reflection and continuous growth. Key indicators include: engaging in ongoing, purposeful 

professional learning, reflecting on practice and seeking professional learning, and analyzing and reflecting on 

student data to guide instruction.

4.2 Collaboration and Leadership

The teacher participated in collaboration and leadership opportunities. Key indicators include: collaborating with 

multiple stakeholders, communicating in a variety of ways, and demonstrating leadership skills.

Teacher 28 May 2013
4.1 Reflection and Continuous Growth: The teacher engaged in reflection and continuous growth. Goal

Sources of Evidence for Engaging in Reflection and Continuous Growth 

x Action research x Job embedded professional learning x Reflective journals x Professional learning plan 

4.2 Collaboration and Leadership: The teacher participated in collaboration and leadership opportunities. GoalSources of Evidence for Participation in Collaboration and Leadership Opportunities 

x Family engagement x Meeting/minutes supporting leadership roles x Meeting minutes documenting collaboration with colleagues and families x Evidence of communication 

Ineffective Developing Effective Highly Effective

Ineffective Developing Effective Highly Effective

Teacher 29 May 2013
Teacher 30 May 2013
1

st Student 

Growth 

Measure 

Rating

+ 2

nd Student 

Growth 

Measure 

Rating

+ 3

rd Student 

Growth 

Measure 

Rating

= Student 

Growth 

Summary

+ Student 

Learning

+ Content 

Knowledge

+ Instructional 

Practice

+ Professional 

Responsibility

= Summative Evaluation 

Rating

Met Met Met Highly 

Effective

Highly 

Effective

Highly 

Effective

Highly 

Effective

Highly 

Effective

Highly Effective

Met Met Met Highly 

Effective

Effective Effective Effective Effective Highly Effective or Effective

Met Met Met Highly 

Effective

Developing Developing Developing Developing Effective or Developing

Met Met Not Met Effective Highly 

Effective

Highly 

Effective

Highly 

Effective

Highly 

Effective

Effective

Met Met Not Met Effective Effective Effective Effective Effective Effective

Met Met Not Met Effective Developing Developing Developing Developing Developing

Met Not Met Not Met Developing Effective Effective Effective Effective Developing

Met Not Met Not Met Developing Developing Developing Developing Developing Developing

Met Not Met Not Met Developing Ineffective Ineffective Ineffective Ineffective Ineffective

Not Met Not Met Not Met Ineffective Developing Developing Developing Developing Developing or Ineffective

Not Met Not Met Not Met Ineffective Ineffective Ineffective Ineffective Ineffective Ineffective

Matrix Used to Determine Summative Evaluation Rating

8/6/2013
Matrix Used to Determine 

Summative Evaluation Rating 

Rules

1. Must meet all three student growth measures to be 

considered highly effective.

2. Must meet at least two student growth measures to be 

considered effective. 

3. Can only be considered developing if meeting only one 

student growth measure 

4. Can only be rated one performance level higher than the 

lowest summary rating. 

5. When all summary ratings are the same, that rating becomes 

the performance level.