# Teacher Evaluation

Missouri’s Educator Evaluation S yst em

## www.dese.mo.gov

© 2013 Missouri Department of Elementary and Secondary Education

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- 0480; telephone number 573

- 526

- 4757 or TTY 80

- 735

- 2966; email civilrights@dese.mo .gov.

## Contents

Introduction

................................ ................................ ................................ ................................ ................................ ................................ ................... 4

Step 1: Identify the indicators to be assessed

................................ ................................ ................................ ................................ .............................. 5

Step 2: Determine a baseline score for each identified indicator

................................ ................................ ................................ ................................ 6

Step 3: Develop an Educator Growth Plan (i.e. professional learning/development plan or improvement plan)

................................ .................... 10

Step 4: Regularly assess progress and provide feedback

................................ ................................ ................................ ................................ ............ 14

Step 5: Determine a follow

- up score for each identified indicator

................................ ................................ ................................ ............................ 16

Step 6: Complete the final summative evaluation

................................ ................................ ................................ ................................ ....................... 19

Step 7: Reflect and Plan

................................ ................................ ................................ ................................ ................................ ............................... 24

Timeline for completion of the Teacher Evaluation Proto col

................................ ................................ ................................ ................................ ...... 25

New Teacher Protocol

................................ ................................ ................................ ................................ ................................ ................................ .. 26

Timeline for New Teacher Evaluation

................................ ................................ ................................ ................................ ................................ .......... 27

New Teacher Feedb ack and Evaluation Forms

................................ ................................ ................................ ................................ ............................ 30

Timeline for completion of the New Teacher Evaluation Protocol

................................ ................................ ................................ ............................. 33

Educator Improvement Protocol

................................ ................................ ................................ ................................ ................................ ................. 34

Timeline for completion of the Educator Improvement Protocol

................................ ................................ ................................ ............................... 35

Educator Improvement Plan forms

................................ ................................ ................................ ................................ ................................ .............. 36Missouri's educator evaluation syste m Page 4 

## Teacher Evaluation Protocol

Introduction

Missouri’s Educator Evaluation System was created, field

- tested and piloted, and r efined by hundreds of educators across the state. The system is founded on general beliefs about the purpose of the evaluation process. Central to these beliefs is a theory of action whi ch maintains that improving student performance is predicated on the improvement of educator practice. These beliefs include that evaluation processes are formative in nature and lead to continuous improvement; are aligned to standards that reflect excellence; build a culture of informing practice and promoting learning; an d use multiple, balanced measurements that are fair and ethical. Districts are encouraged to collectively establish basic beliefs that serve as the foundation of their local evaluation process. Based on the theory of action and beliefs that are the found ation to the state’s model Educator Evaluation System, the primary purpose of the Teacher Evaluation Protocol is to promote growth in effective practice that ultimately increases student performance. This growth in practice occurs based on the following s equence:

Growth requires focus. The identification of indicators is essential to establishing a particular focus based on performances articulated in the
indicators. The baseline data se rves as a starting point by establishing a current level of performance. Strategies for improvement are identified and practiced. Meaningful feedback is provided regarding the extent to which the new strategies are addressing the area of fo cus. A follow

- up rating provides indication of the amount of growth in performance that occurred. Reflection on the process and the amount of growth that 

# THE

PROCESSMissouri's educator evaluation syste m Page 5 occurred or didn’t occur informs whether this particular indicator remains an area of focus or whether there is a new area of focus. This sequence is an important component to the growth in educational practice that occurs in the teacher evaluation process described in the following steps:



## Step 1 : Identify the indicators to be assessed

Rat ionale

A ppropriate indicators ar e selected that most support increasing student learning through a focus on potential growth o pportunities for the
teacher. The indicators identified create an alignment between district and school improvement plans and the efforts and primary responsibil ities of the teacher in the classroom.



### Description The selection of indicators is very important to the process. These determine the focus and rationale for improving effective practice and are based on what is needed most to improve student learning.

The identified indicators provide a focus area for ongoing learning and growth. T ypically t hese are identified at the end of the year for returning
teachers

. The determination of which and how many indicators to identify is determined with the following criteria in mind:

1. Driven by student learning needs
2. D erived from the Building and District Improvement Plan s (BIP

- building level / CSIP

- district level )
3. A maximum of three indicators per teacher per year are recommended which are :

**•** B ased on student needs

**•** Rep resents priorities of the building/district leadership for that teacher

**•** Based on a potenti al growth opportunity for the teacher and are determined in collaboration between the teacher(s) and principal
4. At a minimum two of the indicators must address impact on student learning
5. Other indicators may be identified at any time based on issu es and needs that arise. In extreme instances where particular growth or change in practice must be addressed

, an Educator Improvement P lan (see Step 3) may be instituted.



### E xample Mrs. Johnson is a third year teacher. Based on student data, the third graders in Mrs. Johnson’s class struggle with r eading comprehension. This
is an area of concentration for her class for this year

. T he principal , who is focusing on the implem entation of the Common Co re Standards, is directing all teachers to work on Indicator 1.1 “ Content knowledge and academic language”. In addition, Mrs. Johnson, in consultation with herMissouri's educator evaluation syste m Page 6 principal, has identified Indicator 7.3 “Student

- led assessment strate g i es ” in order to better meet the challenging needs of her third grade class. The principal also felt that 8.1 “ Self

- assessment and i mprovement ” would be helpful to Mrs. Johnson in documenting her efforts to meet the specific needs of her third graders re garding r eading comprehension. For this year, Mrs. Johnson’s area of focus will be on performances
articulated in the following three indicators:

1. Content knowledge and academic language 1.1
2. Student

- led assessment strateg i es 7

. 3
3. Self assessment and impr ovement 8.1

Indicator 1.1 includes evidence for commitment, practice and impact ; indicator 7.3 has evidence for practice and impact; and indicator 8.1 has

c ommitment and practice evidence

. 

## Step 2: Determine a baseline score for each identified indicator

Rationale

I n order to determine growth on an indicator, it is necessary to establis h a baseline score and compare it to a follow

- up score. This represents a type of pre

- and post

- test format where growth in practice occurs between two points in time

. A numerical rating provides an assessment of both pre

- and post

- status to determine accurately the growth that occurred in between.



### Description
The 0

– 7 scale found on each g rowth g uide pro vides a numerical rating for each indicator. This numerical rating estab lishes a baseline score

. The baseli ne score for returning teachers wor king on the same indicator as the previous year is the follow

- up rating they received

. This generates continuit y of improvement on a particular indicator.

The baseline rating is determined by considering the evidence at each level of the appropriate g rowth g uide. E vidence falls into one of three different categories: commitment, practice and impact. Evidence in t he commitment frame focuses on the qual i ty of the teacher and includes
data and information like preparation, lesson design and credentialing. Evidence in the practice frames focuses on observable behaviors, or the quality of the teaching that the teacher is doing. Evidence in the impact frames focuses on outcomes or what students in the teacher’s class are doing.

It is important to think about a teacher’s rating by taking these separate categories of evidence into consideration. After all, if a teacher d esigns what they think is a great lesson and deliver s it in what they think is an effective manner and yet students do not grasp the content, then there isMissouri's educator evaluation syste m Page 7 still something less than ideal in the learning experience. Identifying where that growth opportunit y exists that limits the learning experience from being ideal is the type of focus that leads to growth in practice.

It is first necessary to determine the appropriate descriptive rating for the teacher’s performance. This descriptive rating will be eith er Emerging, Developing, Proficient or Distinguished. To determine the descriptive rating, it is necessary to establish the high est level for which there is

ev idence of performance.

For example, in Growth Guide 1.1, a determination about the teacher’s per formance might be as illustrated below . There is Commitment evidence that the teacher is well prepared, that their lesson design includes current content and the re is use of supplementary so urces . There is
also observable Practice evidence reflecting the a ccuracy and complexity of content knowledge in inst ruction as indicated . While evidence at the Impact level reveals that students are generally famil iar with academic language, student data does not support that a majority of students are able to use acade mic language

. Although evidence can be gathered by observing student performance and various student products, an additional way to gather evidence at the impact level could be through the use of student surveys . Although this is perceptual in nature,
research maintains that it does offer useful data.Missouri's educator evaluation syste m Page 8 In this illustration, the highlighted areas reflect the evidence of the teacher’s performance. I n this illustration, as noted by the highlighted text, there are examples of evidence in three different columns, Emerging, Developing and Proficient. However, it is only in the Em erging column
where t here is an alignment , or evidence in all three professi onal frames. This alignment of evidence supports that the teacher is fully rated at the Emerging level. In this particular example, student’s ability to use academic language would be the teacher’s growth opportunity. Alignment
Of
EvidenceMissouri's educator evaluation syste m Page 9 It is next necessary to establish a baseline score within the Emerging level . This would be calculated and communicated as follows:

1. Using the appropriate growth guide and rating scale (see below )

, determine a baseline score

. A score of 0 indicates there is no evidence present in at least on e of the three frames. A score of 1 indicates there is evidence in all frames, but that it is inconsistently present or demonstrated. A score of 2 would indicate it is present and routinely demonstrated. Ideally, t his score determination would occur as a collaborative , professional conversation between the teacher and administrator.

RATING SCALE

Not
Present Present
but
Inconsistent Present
Consistent

Routine Present
but
Inconsistent Present
Consistent

Routine Present
but
Inconsistent Present
Consistent

Routine Present
Consistent

Routine 0 1 2 3 4 5 6 7 Emerging Developing Proficient Distinguished

2. Once a score has been determined, p rovide s pecific feedback that includes an expl anation and rationale for the given score

. Again, this would ideally occur within a collaborative, professional conversation.
3. In the example illustrated above, students’ ability to use academic language is the specific area where growth is needed to m ove performance from the “Emerging” lev el to the “Developing” level.



### Example

Mrs. Jo h nson received the following ratings on her baseline assessment :

**•** A s core of “2 Emerging ” on Quality Indicator 1.1: Content knowledge and academic language

o The evidence, as presented in the example in the De scription section, indicates that Mrs. Johnson routinely and consistently is well prepared and uses current and new content as well as supplementary sources where appropriate and her instruction reflects accuracy and complexity of content; and her student s are familiar with academic language but do not consistently use it. This consistent use of academic language by students represents a growth opportunity for Mrs. Johnson.

**•** A score of “4 Developing” on Quality Indicator 7.3 : Student

- led assessment strateg ies

o The evidence indicates that Mrs. Johnson routinely and consistently orientates students on various formats of assessments and
instructs them on how to reflect on their o wn learning based on data. She also instructs them on s etting p ersonal learning goa ls.
S tudents routinely and consistently are prepared for the demands of different assessments and successfully set personalMissouri's educator evaluation syste m Page 10 learning goals based on their own reflection of their learning. An appropriate growth opportunity would include Mrs. Johnson
facilit ating student learning on how to report on their own progress.

**•** A score of “2 Emerging ” on Indicator 8.1 : Self assessment and improvement

o This indicates that Mrs. Johnson’s professional deve lopment or growth plan includes information from self

- assessment and reflection strategies and that she also uses this information to improve the overall learning of her students . An appropriate growth opportunity in this area would involve Mrs. Joh nson specifically reflecting on the impact of her teaching and using th at to guide adjustments to her practices.



## Step 3: D evelop an Educator Growth Plan ( i.e. professional learning /development plan or improvement plan)

Rationale

T he primary purpose of the Teacher Evaluation Pr otocol is to promote growth. Therefore, t he ac quisition and application of new lea rning and
skills is essential for turning opportunities for growth into outcomes and results.



### Description

T he description of performance in each indicator and the baseline rating identifies an opportunity for growth. I t is important when addressing this opportunity for growth that a very clear plan be developed. The Educator Growth Plan is the document used to articulate the various
necessary components of thi s plan. For instances where very specific growth is required, or where particular areas of concern must be addressed, the Educator Improvement Plan is used to ensure that this gr owth occurs to th e extent necessary and in a tim e l y fashion. For more
on the Educator Improvement Protocol , see page 34 of this Teacher Evaluation Protocol.

Th e Educator Growth Plan addresses specific sources of new l earning, the practice of skills related to new learning and timelines for completion

. The state model offers two different formats for the Educator Growth Plan. One option uses language from the Da ta Team Process while the other uses language from the Plan/Do/Study Act process. Regardless of which option is used, the Educator Growth Plan includes the following key general components :

1. It corresponds to the examples of evidence provide d in the appropriate growth guide

2. It is a clear articulation of a plan or goal statement to address growth opportunities

3. It includes specific strategies and timelines for application of new learning and skills

4. It is focused on results and outcomesMissouri's educator evaluation syste m Page 11 F OCUS

– an area that represents an opportunity for growth and is generated from evidence on the growth guide

GOAL

– a statement that addresses the focus and is specific, measureable, achievable, relevant and timely

STRATEGY

– description of the skill(s) to be demonstrated that will effectively address the focus and include clear action steps and timelines

RESULTS

– data and evidence that supports that the outcome of the strategy has effectively addressed the
focus

When considering different strategi es to address growth opportunities, the state model offers several different sources of research

. R esearch

sources are inlcuded in the “Research and Proven Practices” section of this document.

The research provided in this section includes the work of Dr. Robert Marzano, Dr. John Hattie, and Mr. Doug Lemov. These bod ies of research
were included because of the effect size information provided and their proven record of having i mpact on student learning. Crosswalks are provide d for each to align each body of research with teacher indicators.

This r esearch offers specific strategies that can be included in the teacher’s Educator Growth Plan as a demonstration of progression on t he specific indicator being addressed.Missouri's educator evaluation syste m Page 12 Also provided is a document called the Possible
Sources of Evidence . There is a single page document provided for each standard. This document provides a list of “possible” sources of evidence that a teacher might include as a component of the Educator Growth
Plan.

It is important to note that this is not a comprehensive list of all evidence sources nor is it a checklist of things

to do and/or provide. It simply offers some possible examples that might be included.

The eviden c e provided is categorized by the three professional frames found on each of the teacher’s

g rowth g uides. In this wa y, teachers and
administrator s can use this to clarify exactly what kind of evidence will indicate that growth in performance
has occurred.



### Example

Mrs. Jo h nson , in consultation with her administrator and perhaps also peers and/or a mentor, reviews the Possible S ources of E vidence
documents and the Research and Proven Practices section of the Educator Evaluation System webpage to determine which new skills and strategies would be most appropriate given the particular growth opportunities of her selected indicators

. Mrs. Johnson considers the followi ng information as she works to complete her Educator Growth Plan:

**•** Quality Indicator 1.1: Content knowledge and academic language

o Using the Research and Proven Practices section of the Educator Evaluation webpage, Mrs. Johnson observes that there are 23
different Marzano instructional strategies that align to Quality Indicator 1.1. In reviewing these strategies, she and her administrator agree that strategy MDQ 2.12: “Th e teacher engages students in activities that help them recor d their
underst a nding of new content in linguistic ways and/or represents the content in nonlinguistic ways” would be helpful for increasing a students’ use of academic language. From the Profess ional Impact section of the Possible Sources of Evidence forMissouri's educator evaluation syste m Page 13 Standard 1 document, they further determine that student work samples could appropriately provide evidence to this increase in academic language.

o In the Educator Growth Plan, Mrs. Johnson docume nts the following:

 FOCUS

– Mrs. Johnson describes the focus for increasing the use of academic language

 GOAL

– Mrs. Johnson describes how much she wants student use of academic language to increase by and when

 STRATEGY

– Mrs. Johnson describes how she wil l use a Marzano strategy (MDQ 2.12) and student work samples to demonstrate an increase in academic language

 RESULTS

– (to be completed later in Step 5 )

**•** Quality Indicator 7.3: Student

- led assessment strategies

o Using the Research and Proven Practices sec tion of the Educator Evaluation webpage, Mrs. Johnson observes that there are 9 different strategies taken from the research of John Hattie that align to Quality Indicator 7.3. In reviewing these strategies, she and her administrator agree that “ Self

- reported Grades” would assist students in learning to report their own progress in learning . From the Professional Impact section of the Possible So urces of Evidence for Standa rd 7 document, they further
determine that individual student growth/performance could appropriately provide evidence specific to this opportunity for growth

.

o In the Educator Growth Plan, Mrs. Johnson documents the following:

 FOCUS

– Mrs. Johnson describe s the focus for assisting students in reporting their progress in learning

 GOAL

– Mrs. Johnson describes how she wants students to report their progress and a timeframe for this to occur

 STRATEGY

– Mrs. Johnson describes how she will use the research of J ohn Hattie and individual student growth/performance to demonstrate students’ ability to report their progress in learning

 RESULTS

– (to be completed later in Step 5 )

**•** Quality Indicator 8.1: Self

- assessment and improvement

o Using the Research and Proven P ractices section of the Educator Evaluation webpage, Mrs. Johnson observes that there are 10 different techniques taken from the work of Doug Lemov in his book “Teach Like a Champion”. In reviewing these 10 techniques, she and her administrator agree that “Technique 10: Double Plan” would be helpful in Mrs. Johnson being more intentional on reflecting on the impact of her teaching. From the Professional Commitment section of the Possible Sources of Evidence for Standard 8 document, they further determine that a reflective journal could appropriately provide evidence specific to this opportunity for growth.

o In the Educator Growth Plan, Mrs. Johnson documents the following:

 FOC US

– Mrs. Johnson describes the focus of using reflection to improve instructionMissouri's educator evaluation syste m Page 14  GOAL

– Mrs. Johnson describes her goal of using reflection and timelines for meeting that goal

 STRATEGY

– Mrs. Johnson describes how she will use “Technique 10: Double Plan” to organize her reflections and her planning for improved instruction

 RESULTS

– (to be completed later in Step 5 )

Mrs. Johnson can further support these opportunities for growth with appropriate articles and research. Her local Professional Development Committe (PDC), district coaches, the regional professional development center and professional associations can be of assist ance as well as
other effective teachers in her building and district.


## Step 4: Regularly assess progress and provide feedback

R ationale

I n keeping with the research on formative development, the esential role of practice and feedback will ensure that t he acquisition and application of new learni ng, skills and strategies will lead to the improvement of effective practice result ing in improved learning for students

.



### Description

D etermine progress made on new skill acquistion and application using a variety of formal and informal strategi es. In addition to building and district administrators, the use of peers, mentors, coaches, reg ional centers, associations and other building and district resources assist with this part of the process.

Feedback on the growth opportunities from the identified indicator is critical. It ensures that new learning takes place, but more im portantly
tha t new skills and strategies are applied and practiced and growth documented. The following guidelines assist in this process of regular assessment of progress and feedback:

1. A minimum of three to five opportunities for formal and informal feedback should occur on each identified indicator
2. Informal feedback may be provided by mentors, coaches, peers, external consultants, etc.
3. A f ormal follow

- up assessment should be completed by the administrator

4. Numerical scoring on the appropriate growth guide for each i ndicator included as a part of the feedback is optional, but is often helpful

to accurately determin e progress

The use of feedback forms inlcuded as a part of the state model allows fo r documentation of feedback and progress. There are several different forms available for use in providing and documenting feedback.Missouri's educator evaluation syste m Page 15 The Performance Indicator Feedback Form (shown on left) provides documentation of the progression of feedback offered on a particul ar indicator. This single page form can be used to document up to three instances of feedback for a single indicator. Additional forms may be used as needed. There is opportunity for both teacher and observer comments.

T he General Observation Feedback Form (shown on right) provides documentation of general information and data gathered from a classroom
observation. In addition to the option of providing feedback on specific indicators offered in the top section, the form also allows for a very general overview of other relevant information including particular practice strateg ies being used by the teacher, student engagement levels, the depth of knowledge observed, structure of the classroom, align ment between curriculum and instruction, type of assessment being used and an overall assessment of the learning environment.Missouri's educator evaluation syste m Page 16 

### Example On several occasions, Mrs. Johnson receives a Performance Indicator Feedback Form from the district’s instructional coach on her use of lingu istic and nonlinguistic demonstrations of student understanding of content in support of Quality Indicator 1.1. She also receives a Performance Indicator Feedback Form on how well she is facilitating student s’ efforts to self

- report their progress in learn ing. Mrs. Johnson also receives a couple of General Observation Feedback Forms from her administrator and in their discussions they review her reflective journal and discuss how well the strategy for making a double plan is working. This discussion includ es looking at evidence of the changes she has made in instruction and how well she feels these have impacted her students’ learning.

These forms provide Mrs. Johnson with documented feedback and evidence on the progress she is making on her selected indi cators. She has opportunity to continue emphasizing those particular strategies that appear to be working as well as make adjustments in any areas where she feels she could be making more progress.


## Step 5: Determine a follow

- up score for each identified indicator

Rationale

T o determine growth on an indicator, it is necessary to compare the follow

- up score to the baseline score. The compar i son provides a measure of growth that has occurred on the performance articulated in each quality indicator.



### Desc ription Using the same process to determine the baseline rating, the follow

- up rating is determined by considering the evidence a t the appropriate level of the g rowth g uide. When making a determination about the follow

- up rating, it is necessary to conside r the particular professional frame of the teacher’s opportunity for growth.

As a reminder, evidence falls into one of three different categories: commitment, practice and impact. Evidence in the commit ment frame focuses on the qualtiy of the teacher and includes data and information like preparation, lesson design and credentialing. Evidence in the practice frames focuses on observable behaviors, or the quality of the teaching that the teacher is doing. Evidence in the im pact frames focuses

on outcomes o r what students in the teacher’s class are doing. The follow

- up score is determined as follows:

1. Using the appropriate growth guide and rating scale (see below), determine a follow

- up score. A score of 0 indicates there is no evidence present in at least o ne of the three frames. Ideally, this follow

- up score is collaboratively determined through a professional conversation between the teacher and administrator.Missouri's educator evaluation syste m Page 17 RATING SCALE

Not
Present Present
but
Inconsistent Present
Cons istent

Routine Present
but
Inconsistent Present
Consistent

Routine Present
but
Inconsistent Present
Consistent

Routine Present
Consistent

Routine 0 1 2 3 4 5 6 7 Emerging Developing Proficient Distinguished

2. Once the follow

- up score has been determined, provide specific feedback that includes an explanation and rationale for the given

score.

The purpose of follow

- up rating is to determine the extent to which the plan artic ulated on the Educator Growth Plan was a d dressed. In particular, it is used to determine the extent to which the strategies outlined in the plan addressed the goal. If the strategies did address the goal, then the opportunity for growth will have been addressed and satisfied. This is documented in the RESULTS box of the Educa tor Growth Plan. In addition, the follow

- up score and growth score are captured on the Educator Growth Plan as well.



### Example

Mrs. Jo h nson’s follow

- up ratings included:

**•** A follow

- up score of “4 Developing” on Quality Indicator 1.1: Content knowledge and a cademic language

o Based on the feedback Mrs. Johnson received on the use of the Marzano strategy she was practicing (MDQ 2.12) and monitoring student work samples, the evidence now suggests that students are using academic language more consistently than t hey were
at the t ime of the baseline assessment

.

o In the Educator Growth Plan, Mrs. Johnson adds the additional documentation:

 FOCUS

– Mrs. Johnson describes the focus for increasing the use of academic language

 GOAL

– Mrs. Johnson describes how much she w ants student use of academic language to increase by and when

 STRATEGY

– Mrs. Johnson describes how she will use a Marzano strategy (MDQ 2.12) and student works samples to demonstrate an increase in academic language

 RESULTS

– Mrs. Johnson describes the s pecific data from student work samples that demonstrate s an increase in her students’ ability to use academic language

 Baseline Score

– 2Missouri's educator evaluation syste m Page 18  Follow

- up Score

– 4

 Growth Score

– 2

**•** A follow

- up score of “5 Proficient ” on Quality Indicator 7.3: Student

- led asses sment strategies

o Observation of Mrs. Johnson’s classroom provides evidence of students using their progress in learning. A review of different ways that students have communicated this progress to their parents also provides additional evidence.

o In the Ed ucator Growth Plan, Mrs. Johnson adds the additional documentation:

 FOCUS

– Mrs. Johnson describes the focus for assisting students in reporting their progress in learning

 GOAL

– Mrs. Johnson describes how she wants students to report their progress and a timeframe for this to occur

 STRATEGY

– Mrs. Johnson describes how she will use the research of John Hattie and individual student growth/performance to demonstrate students’ ability to report their progress in learning

 RESULTS

– Mrs. Johnson describes ex amples of students communicating their progress in learning and the impact it appears to have had throughout the year

 Baseline Score

– 4

 Follow

- up Score

– 5

 Growth Score

– 1

**•** A follow

- up score of “3 Developing ” on Quality Indicator 8.1 Self

- assessment and improvement

o Through discussions and review of Mrs. Johnson’s lesson plans and reflective journal, there is evidence to suggest that she i s more intentional in using reflection to modify instruction. In addition, the T

- Chart she developed using “Technique 10: Double Plan” provides further evidence of the impact this has had on learning in her classroom.

o In the Educator Growth Plan, Mrs. Johnson adds the additional documentation:

 FOCUS

– Mrs. Johnson describes the focus of using reflection to improve instru ction

 GOAL

– Mrs. Johnson describes her goal of using reflection and timelines for meeting that goal

 STRATEGY

– Mrs. Johnson describes how she will use “Technique 10: Double Plan” to organize her reflections and her planning for improved instruction

 RESU LTS

– Mrs. Johnson describes the evidence gathered in her reflective journal, from her T

- Chart, and from changes and adaptations made in her lesson plans

 Baseline Score

– 2

 Follow

- up Score

– 3

 Growth Score

– 1Missouri's educator evaluation syste m Page 19 

## Step 6: Complete the final summative evaluat ion

Rationale The evaluation process exists for the improvement as a necessary catalyst for improving student performance. The summative ev aluation pulls together the data that has been collected and provides a final overall statement of the teacher’s eff ective ness.



### Description An overall determination on performance uses baseline and follow

- up scores, feedback generated throughout the year on selected indicators, general feedback generated periodically through classroom observations and any other data or information relevanat to the teacher’s performance observed or gathered throughout the year. This information is captured on feedback forms and the Educator Growth Plan or, if applicable, the Educator Improvement Plan. This information and data is used to complete Summative Evaluation Form

.Missouri's educator evaluation syste m Page 20 The first 1 1⁄2 pages of the summative evalu a tion form provides both an overview of the effectiveness of the teach er looking across all nine standards as well as a focused view in regards to the specific indicators the teacher has worked on throughout the year.

**•** Assessing the teacher’s performance across all teaching standards

o Each standard is listed with summary stat ements. The statements represent a very broad description drawn from the categories of commitment, practice and impact. They are listed as a type of checklist supporting each of 9 standards. For each standard, three options are provided:

 Area of Concern

– checking this box for a standard will likely result in an improvement plan for this standard meaning that growth in this area is both necessary and required for continued employment

 Growth Opportunity

– checking this box for a standard might possibly resul t in an indicator from this standard being selected in the following year as an opportunity for growth and documented in the next year’s Educator Growth Plan

 Meets Expectation

– checking this box for this standard indicates that performance in this area me ets the expecation of the administrator/district at the present time

o Note: the comment box provided below each standard provides opportunity to offer the rationale for the rating as well as to note exemplary performance in this particular area.

**•** Assessing the teacher’s performance on selected indicators

o This section of the summative evaluation form focuses on the growth opportunities presented through the selected indicators. Summative information is provided in the following areas:

 Indicator and Rationale

– document the specific indicator(s) that were selected and the reaso n this was a growth opportunity for the teacher

 Baseline Assessment

– indicate the initial rating achieved for each selected indicator

 Goal

– summarize the goal that was created to addre ss the growth opportunity

 Results

– describe the outcome s of implementing the strategy and determine whether the focus was adequately
addressed

 Follow

- Up Assessment

– indicate the follow

- up rating achieved for each selected indicator

o Note: This information is transferred from the Educator Growth PlanMissouri's educator evaluation syste m Page 21 The final page of the Summative Evaluation Form provides an overall rating for the teacher. This section is completed as follows:

1. Years in Position

– determine the number of years the teacher has
been in the current evaluated position (Note: the purpose for “in position” is to allow for reassignment of teachers to different grade levels/positions with out adversly affecting performance ratings)
2. Select one of the effectiveness ratings based on the following
crit eria:

a. Ineffective Rating
i. Multiple areas of concern across the 9 standards

, OR
ii. An average of the follow

- up assessment scores on the selected indicators falls into the indicated range
b. Minimally Effective Rating
i. 1 area of concern across the 9 standards, OR
ii. A n average of the follow

- up assessment scores on the selected indicators falls into the indicated range

c. Effective Rating
i. No areas of concern across the 9 standards, AND
ii. An average of the follow

- up assessment scores on the selected indicators falls into th e indicated range
d. Highly Effective Rating
i. No areas of concern across the 9 standards, AND
ii. An average of the follow

- up assessment scores on the selected indicators falls into the indicated range

e. Complete the comments section and the recommendation for emplo ymentMissouri's educator evaluation syste m Page 22 

### Example
Mrs. Johnson’s administrator completed her summative evaluation form with the following information:

Assessing Mrs. Johnson’s performance across all 9 teaching standards

**•** Standard 1: Content Knowledge Aligned with Appropriate Instruction Meets Expectation

**•** Standard 2: Student Learning Growth and Development Growth Opportunity

**•** Standard 3: Curriculum Implementation Meets Expectation

**•** Standard 4: Critical Thinking Meets Expectation

**•** Standard 5: Positive Classroom Environment M eets Expectation

**•** Standard 6: Effective Communication Growth Opportunity

**•** Standard 7: Student Assessment and Data Analysis Meets Expectation

**•** Standard 8: Self

- Assessment and Improvement Meets Expectation

**•** Standard 9: Professional Collaboration Meets Expectation

Mrs. Johnson had no areas of concern. She had two areas, Student Learning, Growth and Development and Effective Communication , that were marked by her administrator as growth opportunities. Her selected indicators next year could possi bly come from these two standards. In the comments section under Standard 9 Professional Collaboration, her administrator particularly noted that he felt Mrs.Johnson was particular ly strong in her collaboration skills and in working with other colleagues.

Assessing Mrs. Johnson’s performance on selected indicators

Mrs. Johnson’s follow

- up ratings on her identified indicators show improved effective practice on specific research

- based targets intended to improve the learning of her 3 rd grade students. H er ratings on her practice moved from a rating of

**•** Emerging (2) to Developing (4) on Quality Indicator 1.1: Content knowledge and academic language.

**•** Developing (4) to Proficient (5) on Quality Indicator 7.3: Student

- led assessment strategies.

**•** Emerging ( 2) to Developing (3) on Quality Indicator 8.1 Self

- assessment and improvement.

Her average rating based on her follo w

- up assessments is a 4 (12 total / 3 indicators = 4). This average follow

- up assessment score provides a general summary on the growth Mr s. Johnson achieved in her three growth opportunities.Missouri's educator evaluation syste m Page 23 Mrs. Johnson is in her third year of teac hing third grade . Since she has been in her current, evaluated position for three years, the second row of the Overall Teacher Rating chart is used. Mrs. John son had no areas of concern AND her average rating fell in the 4

- 5 range.

Based on the information collected throughout the year and compiled on the Summative Evaluation Form, Mrs.Johnson would recei ve the following overall rating :

Mrs. Johnson is rated as Effective for the 2012

- 2013 school year.
Teacher’s Name Effectiveness Rating



##  Recommend for Re

- Employment Do Not Recommend for Re

- Employment

 Develop a new or revised growth plan based on new indicators or a continuat ion of the same indicators

. Develop an improvement plan linked to indicators. This
must i ncluded specific target dates and timelines that must be met in o rder for re

- employment to continue.Missouri's educator evaluation syste m Page 24 

## Step 7: Reflect and Plan

Rationale

T he evalu ation process exists primarily for the improvement of effect ive practice in order to improve student performance

. Ongoing reflection and planning are used to ensure that student learning needs are continually met

.



### Description The improvement of effective practice is a means to an end. The ongoing and continual process of improving professional practice is essential for ensuring that student learning needs remain the focus of the evaluation process. The ultimate result is the improvement of student learning.
Monitor ing student learning growth caused by a teacher’s improved practice satisfies the primary purpose of the evaluation process.

Reflection on personal growth is an important part of feedback. It provides personal insight to areas of strength and potential growth opportunities for future focus. As a part of this reflection, consider the following:

1. Assess whether the particular areas of improveme nt of effective practice impacted student learning
2. Reflect on personal growth and possible future opportunities f or continued growth
3. Plan ahead for future opportunities for growth . In collaboration with the administrator and perhaps teams of teachers and /or colleagues, select indicators for next year ( applies to returning teachers)

. 4. Continue to acquire new knowledge and practice new strategies and skills



### Example Through the end of the year, Mrs. Jo h nson continues to monitor the learning of her 3 rd grade students. She particularly reflects on how n ew learning, skills and strategies from the evaluation process have co ntributed to her students improved performance. In consultation with her principal, she begins to plan which particular indicators would be most appropriate for her to focus on next year. In particular, based on her Summative Evaluation Form, they consid er and discuss selecting indicators from Standard 2: Student Learning, Growth and Development and
Standard 6: Effective Communication. Their professional conversation includes consideration of working on some o f the same indicators next

year. Mrs. Johnson will use her summer months to continue her learning in ways that will improve her performance on the indicators she will work on next year.Missouri's educator evaluation syste m Page 25 

## Timeline for completion of the Teacher Evaluation Protocol

Step # Step 1 Step 2 Step 3 Step 4 Step 5 Step 6 Step 7Title andDescriptionOf Step Identify the
indicators t o be
assessed Determine a baseline score
for each
identified
indicator Develop an
Educator
Growth Plan Reguarly assess progress and provide
feedback Determine a follow

- up

score for ea ch

identified
indicator Complete the
final
summative
evaluation Reflect and Plan

Select indicators
to be assessed
based on
student data and aligned to building &
district improvement plans. Conduct an
initial
assessment of
identified
indicators and

s et a baseline
score for each
identified
indicator

. Based on the opportunities for growth and the baseline scores, complete the
Educator
Growth Plan
that includes the practice and application of new knowledge
and skills. Conduct observations on performan ces in the
identified indicators.

P rovide targeted feedback on areas of strength and opportunities for growth.

Note: observations may be conducted by coaches, peers, teacher team members as well as principals and assistant principals

. Conduct a
follow

- up assessment of
identified
indicators.
Determine overall progress
on the
Educator
Growth Plan. Complete the
Summative
Evaluation

Form to determine the overall rating

on performance by
the 15 th of
March. Continue to monitor student growth and reflect o n the impact of improved effective practice.

Reflect on progress o f growth opportunities.

Indicators for next year may
be selected based on local
student data and the results of the evaluation process

.

Timeline Returning
Teacher April

– Summer August

– O ctober November

– February By Mar ch 15 April

– May

– SummerMissouri's educator evaluation syste m Page 26 

## New Teacher Protocol

The entry into the teaching profession is too often characterized as times of isolation, stress and fear of failure on the part of the new teacher.
Effective districts w ork to ensure this is not the case. The first two years of teaching should be supported by intentional mechanisms and support
structures to ensure the success of the novice educator.

**•** The overall structure is the district’s plan for professional developmen t of all teachers. This plan ensures that teachers receive what they need to be successful.

**•** Within the district’s plan for professional development is the induction process which ensures that teachers new to the district, including new teachers, are succes sfully introduced and brought into the expectations, priorities and culture of the
system.

**•** Within the district’s induction process is the mentoring program where the novice teacher receives two years of one

- to

- one support.

*For a more comprehensive descri ption , see the Guidelines for the Probationary Period offered by the Department of Elementary and Secondary Education

A district’s successful induction process, which includes an effective mentoring program, focuses on particular performance t argets to ens ure the effective teacher practice of the new teacher. Improving the effectiveness of the teacher and the achievement of their studen ts occurs through a focus on evidence of the teacher’s knowledge and skills. Typical areas of focus include classroom manag ement procedures and routines, effective instructional practices, understanding the school community, engaging in ongoing professional learning, and partici pating in teamwork among administrators, teachers, support staff and community members. Building on these proven practices, the induction process continues the ongoing development of the educator in ways that promote successful teaching which demonstrates effectiveness. The initial ye ars are particularly important as a time to assess initial baseline per formance data and identify personal strengths and opportunities for growth. SUCCESSFUL
NOVICE
TEACHER District

- wide
Profes sional Development Induction
Process MentoringMissouri's educator evaluation syste m Page 27 

## Timeline for New Teacher Evaluation

The first and second year of teaching can be particularly overwhelming for the new teacher. It is simply no t realistic to expect the new teacher to demonstrate performance across 36 separate indicators. As such, doing an in

- depth assessment of the novice educator’s performance on all 36 indicators would not only be overwhelming but likely inaccurate as well. Ho wever, events at certain times of the year do allow opportunity to collect baseline data on performance and provide specific meaningful feedback to new teachers on particularly relevant knowledge and skills

. This specific feedback should be provided to th e mentee by the mentor. The administrator should also regularly interact with the new teacher, providing specific feedback on performance. By maintaining a focus on specific performances at particular times of the year, it’s possible to accomplish the foll owing:

**•** The mentee has a clear sense of expectations connected to certain times/events

**•** The induction process and mentor can offer very targeted support aligned to particular school events the mentee is experiencing

**•** The administrator has a very clear goal of providing support and feedback multiple times throughout the year to the novice
teacher

**•** By the conclusion of the second year, the mentee has received support, guidance, collaboration and feedback across a broad set of expectations

Baseline data, observe d and gathered across the initial two years, provides a general overview of the mentee’s strengths as well as opportunities for growth. These areas, in particular the opportunities for growth, will inform areas of concentration in the mentee’s continued
de velopment as a part of the overa ll system’s professional development plan.Missouri's educator evaluation syste m Page 28 Certain performance targets, or specific skills, are of particular importance at certain times of the year. While the context of the community and in particular the teachers’ st udent population will have influence over the timing and the types of knowledge and skills the new teacher will need to possess and demonstrate; there are some generalizations that can be reasonably concluded, regardless of context.

For example, knowledg e and skills associated with curriculum and lesson planning are especially relevant in the days just prior to beginning the school year when the teacher is planning for the first few weeks of school. Likewise, skills involving classroom management, proced ures and routines are of particular significance in the first few weeks of the school year.

A general summary of indicators of teacher performance and a time of significance is provided for the first and second year of teaching. The timeframes on this t able begin with the end of the clinical experience which

oc curs in the preparation process. The
timeframes extend through the summer p rior to the first day of school and conclude with the

summer following initial year of teaching.Missouri's educator evaluation syste m Page 29 The second year of teaching is organized in similar fashion. The timeframes on this table begin with the summer prior to the second year of teaching and extend through to the summer following the second year of teaching . This encompasses all of the required two years of mentoring that is to be provided to all new teachers.

Each table contains 8 separate time frames. Each timeframe contains anywhere between 2 to 7 Quality Indic ators as the particular focus during the
indicated timeframe. In this way, mentees are focusing on a defined set up performances within each specified timeframe. The selected indicators are suggested based on ordinary events that occur in a typical school year. There is flexibility to substitute indicators based on the unique characteristics of a particular district and/or school.

What is most important is ensuring that baseline
data on performance is collected on the mentee ; that the mentee receives spec ific feedback on their performance from the mentor on those specific performances and knowledge; that the administrator regularly interacts with the new teacher providing support and specific feedback on performance; and that this occurs without
overwhelmi ng the new teacher, but instead provides real time support for the emotions and reactions the new teacher is experiencing based on the issues they are experiencing

.Missouri's educator evaluation syste m Page 30 

## New Teacher Feedback and
Evaluation Forms

There is a series of mentee feedback forms

. These forms are aligned to the 8 timeframes that occur each ye ar and collectively create the process for gathering baseline data and directing meaningful feedback between the me ntee and

mentor . Each form specifically lists the quality indicators for the specified timeframe. Each
indicator includes a general description referencing the particular knowledge and/or skill
to be demonstrated.

There is opportunity provided for reflect ion on
each of the listed indicators. As mentee and mentor talk through the specific indicator and its relevance for what is currently happening in the school year, this area is used to capture potential strengths and areas of confidence as well as potenti al opportunities for continued growth.

An overall determination on performance uses feedback generated throughout the year on selected indicators, general feedback generated periodically through classroom observations and any other data or information r elevant to the

new teacher’s performance observed or gathered throughout the year.Missouri's educator evaluation syste m Page 31 This information and data is used by the administrator to complete the Summative Evaluation Form

.

The first 1 1⁄2 pages of the summative evaluation form provides both an overview of the effectiveness of the new teacher lookin g across all nine
standards.

**•** Assessing the teacher’s pe rformance across all teaching standards

o Each standard is listed with summary statements. The statements represent a very broad description drawn from the categories of commitment, practice and impact used on the growth guides for the quality indicators . Th ey are listed as a type of checklist supporting each of 9 standards. For each standard, three options are provided:Missouri's educator evaluation syste m Page 32  Area of Concern

– checking this box for a standard resuls in an improvement plan for this standard meaning that growth
in this area is both necessary and required for continued employment

 Growth Opportunity

– checking this box for a standard might possibly result in an indicator from this standard being
selected in the teacher’s second year as an opportunity for growth and documented in the ne xt year’s Educator Growth
Plan

 Meets Expectation

– checking this box for a standard indicates that performance in this area meets the expecation of the administrator/district at the present time

o Note: the comment box provided below each standard provides o pportunity to offer the rationale for the rating as well as to note exemplary performance in this particular area.

The second page of the Summative Evaluation Form provides an overall rating for the new teacher. This section is completed as follows:

1. Year s in Position

– determine if this is the first or second year the teacher has been in the current evaluated position (Note: the purpose for “in position” is to allow for reassignment of teachers to different grade levels/positions without adversly affectin g performance ratings)
2. Select one of the effectiveness ratings based on the following criteria:

a. Ineffective Rating
i. Multiple areas of concern across the 9 standards, OR
ii. An average of the follow

- up assessment scores on the selected indicators falls into the indicated range
b. Minimally Effective Rating
i. 1 area of concern across the 9 standards, OR
ii. An average of the follow

- up assessment scores on the selected indicators falls into the indicated range

c. Effective Rating
i. No areas of concern across the 9 standards, AND
ii. An average of the follow

- up assessment scores on the selected indicators falls into the indicated range
d. Highly Effective Rating
i. No areas of concern across the 9 standards, AND
ii. An average of the follow

- up assessment scores on the selected indicators fal ls into the indicated range

e. Complete the comments section and the recommendation for employmentMissouri's educator evaluation syste m Page 33 

## T imeline for completion of the New Teacher Evaluation Protocol

1 st Year for the New TeacherSuggested Indicators of FocusFor Each Timeframe Suggested

Indi cators

1.1

2.3

3.1

4.2

6.1

8.3

9. 1 Suggested

Indicators

1.2

2.1

5.1

5.2

6.2

7.1

9.1 Suggested

Indicators

2.2

4.1

4.3

5.2

7.3

7.5 Suggested

Indicators

1.5

2.4

3.2

6.1

7.2

7.5 Suggested

Indicators

2.5

5.2

7.4

7.6

8.1

9.2 Suggested

Indicators

1.2

2.2

4.3

7.2

7.5Complete New TeacherSummative Evaluation Form Suggested

Indicators

2.5

7.4

7.6

8.1

9.1 Suggested

Indicators

8.1

8.2

Time

Frame Prior to

School First Month
Year Begins 2 nd

- 3 rd Month

Quarter 1 3 rd

- 4 th Month

Quarter 2 6 th Month

Mid

- Year 7 th

- 8 th Month

Quarter 3 By March 15 9 th

- 10 th Month

Quarter 4 End of the

Y ear

2 nd Year for the New TeacherSuggested Indicators of FocusFor Each Timeframe Suggested

Indicators

1.1

1.3

3.1

4.2

9.1 Suggested

Indicators

1.2

1.4

2.6

5.1

5.2

6.4

7.1 Sug gested

Indicators

2.2

4.1

4.3

5.2

7.3

7.5 Suggested

Indicators

3.2

3.3

5.3

7.2

7.5 Suggested

Indicators

2.5

7.4

7.6

8.1

9.3 Suggested

Indicators

1.2

6.3

7.2

7.5Complete New TeacherSummative Evaluation Form Suggested

Indicators

7.4

7.6

8.1

9.1 Suggeste d

Indicators

8.1

8.2

Time

Frame Prior to

School First Month
Year Begins 2 nd

- 3 rd Month

Quarter 1 3 rd

- 4 th Month

Quarter 2 6 th Month

Mid

- Year 7 th

- 8 th Month

Quarter 3 By March 15 9 th

- 10 th Month

Quarter 4 End of the

Y earMissouri's educator evaluation syste m Page 34 

## Educator Improvemen t Protocol

While the primary purpose of the Educator Growth Plan is to identify and capitalize on growth opportunities, the focus of the Educator Improvement Protocol is on intervention for areas of concern t hat require immediate attention . Thus, the Edu cator Improvement Protocol targets very specific standards, indicators, and actions that must be improved within a specific timeline. Accordingl y, the Educator Improvement Protocol is not only a collaborative process betwe en teacher and evaluator; it is al so one of direction and guidance from the evaluator requiring the achievement of certain outcomes in a timely fashion.

It is important to remember that the Educator I mprovement Protocol is a single process within a larger process of evaluation and growth

. Therefore, t he Educator Improvement Protocol should o n y be followed after an initial evaluation, either formal or informal, revealing one or more areas of concern. Consequently, the first step of the Educator Improvement P rotocol is to detect and indicat e any areas of concern. If the evaluator detects any such areas of concern, the next step in the protocol is to complete the form: Educator Improvement Plan, Initial Conference . This form allows the evaluator to note the indicator causing concern as well a s the rationale for concern, the improvement target, and the corresponding benchmark s and timelines . The Educator Improvement Plan, Initial Conference form should be completed c ollaboratively with the teacher and copies should be subsequently shared as doc umentation of the overall plan and areas of concern.

After collaborative completion of the Educator Improvement Plan

, Initial Conference form, the evaluator should conduct the appropriate number of necessary formal and informal observa tion s to monitor the status of the teacher. The Educator Improvement Plan, Follow

- up Observation & Conference form should be used to document every formal observation conducted.

Finally, after multiple follow

- up observations and conferences, the evaluator should complete th e Summative Evaluation Form to determine the respective teacher’s employment status accordingly.

NOTE: For incidents involving blatant violations of board policy and state or federal law, immediate employment action may be taken as prescribed or permitted by law.Missouri's educator evaluation syste m Page 35 

## Timeline for completion of the Educator Imp rovemen t Protocol

Step # Step 1 Step 2 Step 3 Step 4 Step 5

Action Title Detect and indicate areas of concern upon eval uation See page 34: Improvement Plan, Initial Conference Hold Initial Conference to notify educator of status and plan Conduct the appropriate number of fo rmal and informal observations to monitor status Complete Summative Evaluation Form to determine employment status accordingly

Action Description F ormal and/ or informal
observation s should be held throughout the year.

If one or more areas of concern are detected,
teacher should be placed in the Improvement
Protocol Note standards and
in dicators causing concern, give rationale,
set timeline and improvement target complete with
benchmarks and strategies Explain to t eacher rationale for placement in Improvement
Protocol , explain improvement target, timeline, benchmarks,
and ramifications E valuate, observe, and confer with teacher either formally or informally multiple times throughout the Improvement Protocol timeline.
Evaluator should document such meetings on the Follow

- up Observation & Conference forms to note any improvements, shortcomi ngs, or other general observational data Use and apply in the

same manner described in Step 6 of the general Teacher
Evaluation Protocol

Timeline Detection of areas of

concern can occur at any time throughout the year or at any point in a
teacher’s caree r The Initial Conferenece
form should be completed immediately
after detection of areas
of concern The Initial Conference
should be held immediately after completion of the form Formal and informal observations and/or conferences should be
conducted throug hout the remainder
of the established timeline for achievement of the improvement
target.

Such observations and/or conferences should be held in gaps wide enough for the teacher to show improvement, but consistent to accurately monitor

progress The Summat ive
Evaluation Form should be completed
at the end of the
timelin e

* Note: For incidents involving blatant violations of board policy and state or federal law, immediate employment action may be taken as permitted by law.Missouri's educator evaluation syste m Page 36 

## Educ ator Improvement Plan f orms

The Educator Improvement Plan, Initial Conference form (above left) is used to document specific standards and indicators cre ating areas of

concern. After identifying the indicator to be improved upon , the evaluator then expresses a rationale for why improvement is required

. Finally

, the evaluator set s an improvement target complete with the necessary ben chmarks and timeline for achievement of the requ ired outcome

.
The Educator Improvement Plan, Follow

- up Observation & Conference form (above right) is used for any formal or informa l observations or conferences that are con d ucted throughout the timeline established by the evaluator. At least one formal and one informal evaluation should be
held. When using this form, the evaluator can document any meetings to note improvements, shortcomings, or other general observational
data

.
Collectively, the documents provide the essential framework for improvement, a s well as the documentation and protocol necessary to make high

- stakes employment decisions. Upon completion of the timeline, evaluators should use the Summative Evaluation Fo rm to note final outcomes and make ultimate employment decisions.