# T EACHER 

# E VALUATION

K ANSAS 

# E DUCATOR 

# E VALUATION 

# P ROTOCOL



# KEEP

Teache r 17 May 2013

# T EACHER 

# E VALUATION 

# P ROCESS

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

REQUIRED STEPS Implementation Ideas

Set-up

STEP 1

– O RIENTATION TO

E VALUATION P ROCESS AND

P ROCEDURES

(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

– T EACHER D OES S ELF

A SSESSMENT AND G OAL S ETTING

(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

– F ORMAL O BSERVATION IS

H ELD W ITHIN THE F IRST 60 D AYS

(required) , P OST -O BSERVATION

C ONFERENCE : F ACE

- TO -F ACE IS

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

time, expectations, and agenda. Reque st 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

– O NGOING I NFORMAL

O BSERVATIONS

, A RTIFACT AND D ATA

C OLLECTION

(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

– M ID -C YCLE C ONFERENCE 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 Fo rm in

KEEP Repository.

End of Cycle

STEP 6

– F INAL C ONFERENCE

, N O

L ATER THAN THE 60 TH D AY OF THE

S EMESTER

(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 Con ference Form in KEEP

Repository.

5. Summary Rating Form is finalized and completed.

Teache r 18 May 2013

# T EACHER 

# E VALUATION 

# P ROCESS

(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

– O RIENTATION TO

E VALUATION P ROCESS AND

P ROCEDURES

(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

– T EACHER D OES S ELF

A SSESSMENT AND G OAL S ETTING

(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

– F ORMAL O BSERVATION

–

F ORMAL O BSERVATION IS H ELD IN THE

F IRST S EMESTER

(required) , P OST -O BSERVATION

C ONFERENCE : F ACE

- TO -F ACE IS

R EQUIRED 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

– O NGOING I NFORMAL

O BSERVATIONS

, A RTIFACT AND D ATA

C OLLECTION

(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

– M ID -C YCLE C ONFERENCE 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

– F INAL C ONFERENCE

– N O

L ATER T HAN F EBRUARY 15 TH

. (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.

Teache r 19 May 2013

# T EACHER 

# E VALUATION 

# R UBRICS

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 brin g unique individual differences to the learning process,

and that students need supportive and safe learning environments to thrive. Demon stration 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 differ ences to establish a positive classroom culture. Key

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

meeting needs of all students.

1.3 Learning Environment

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

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

Teache r 20 May 20131.1 Learner Development:The teacher planned instruction based on the learning and developmental levels of all students.GoalSources of Evidence for Planning Instruction Based on the Learning and Developmental Levels of All StudentsxDifferentiated lesson plansxStudent work samplexAssessment dataxTeacher reflection1.2 Learner Differences:The teacher recognized and fostered individual differences to establish a positive classroom culture.GoalSources of Evidence for Recognizing and Fostering Individual Differences to Establish a Positive Classroom CulturexSchool community perception surveyxAttendance dataxOffice referral dataxDifferentiated instructionIneffectiveDevelopingEffectiveHighly EffectiveIneffectiveDevelopingEffectiveHighly EffectiveIneffectiveDevelopingEffectiveHighly EffectiveTeacher21May 20131.3 Learning Environment:The teacher established a classroomenvironment conducive to learning.GoalSources of Evidence for Establishing a Classroom Environment Conducive to LearningxOffice referralsxAttendancexClassroom rules established collaborativelyxCooperative group workxDifferentiated student work samplesIneffectiveDevelopingEffectiveHighly EffectiveTeacher22May 2013

# T EACHER 

# E VALUATION 

# R UBRICS

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 kn owledge in real world settings, and work with meaningful

i ssues. 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 variet y of experiences building student understanding.

2.2 Innovative Applications of Content Knowledge

The teacher provided a variety of innovative applicatio ns 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.

Teache r 23 May 20132.1 Content Knowledge:The teacher demonstrated a thorough knowledge of content.GoalSources of Evidence for Showing Knowledge of ContentxSubject specific formative assessment dataxVaried student productsxStudent self-assessment of workxStudent video2.2 Innovative Applicationsof Content Knowledge:The teacher provided a variety of innovative applications of knowledge.GoalSources of Evidence for Providing a Variety of Innovative Applications of KnowledgexTeam meeting minutesxStudent performance dataxFormative assessment dataxCo-teaching plansIneffectiveDevelopingEffectiveHighly EffectiveIneffectiveDevelopingEffectiveHighly EffectiveTeacher24May 2013

# T EACHER 

# E VALUATION 

# R UBRICS

Construct 3: Instructional Practice

Effective instructional practice requires that teachers un derstand and integrate planning, instructional strategies,

and assessment in coordinated and engaging ways. Demonstration of the teac her’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 le arner progress. Key indicators include: providing

opportunities for students to demonstrate learning, usin g 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.

Teache r 25 May 20133.1 Planning for Instruction:The teacher used methods and techniques that are effective in meeting student needs.GoalSources of Evidence for Using Methods and Techniques that are Effective in Meeting Student NeedsxStandards-based lesson plansxSummative assessment historyxStudents reading level3.2 Assessment:The teacher used varied assessments to measure learner progress.GoalSources of Evidence for Using VariedAssessments to Measure Learner ProgressxFormative (written feedback)xSummativexInterim assessmentxMultiple representations of assessmentsxMultiple and varied assessment dataIneffectiveDevelopingEffectiveHighly EffectiveIneffectiveDevelopingEffectiveHighly EffectiveTeacher26May 20133.3 Instructional Strategies:The teacher delivered comprehensive instruction for students.GoalSources of Evidence for Delivering Comprehensive Instruction for StudentsxMultiple effective strategiesxDifferentiated planxStudent work sampleIneffectiveDevelopingEffectiveHighly EffectiveTeacher27May 2013

# T EACHER 

# E VALUATION 

# R UBRICS

Construct 4: Professional Responsibility

Creating and supporting learni ng environments that result in students ac hieving 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 Res ponsibility 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 seekin g 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.

Teache r 28 May 20134.1 Reflection and Continuous Growth:The teacher engaged in reflection and continuous growth.GoalSources of Evidence for Engaging inReflection and Continuous GrowthxAction researchxJob embedded professional learningxReflective journalsxProfessional learning plan4.2 Collaboration and Leadership:The teacher participated in collaboration and leadership opportunities.GoalSources of Evidence for Participation in Collaboration and Leadership OpportunitiesxFamily engagementxMeeting/minutes supporting leadership rolesxMeeting minutes documenting collaboration with colleagues and familiesxEvidence of communicationIneffectiveDevelopingEffectiveHighly EffectiveIneffectiveDevelopingEffectiveHighly EffectiveTeacher29May 2013Teache r 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.