Spreadsheet: 9138ac3d-0b18-49ae-9c8a-444711247277
Sheet: Main Contact List

District/Entity | Type of Provider | Affiliated Region | SSP Designation | Main Contact | Address 1 | Address 2 | [NAME] | Telephone Number | Program Description
Adams 14 School District | Public School District | Metro Area North Central | YES | [NAME] | 5291 East 60th Avenue | Commerce City, CO  80022 | [EMAIL] | [PHONE] | This training is available to provide assistance to districts and district personnel in training qualified evaluator designees to help w ith the distribution of evaluation leadership, managing evaluation w orkloads, and ensuring high quality feedback to all educators. This training is designed to qualify evaluator designees, certified staff [NAME] do not have a principal's or administrator's license, in the foundations of evaluation theory and practice and the use of the Colorado Model Evaluation System for the purposes of evaluating teachers, principals, or specialized service professionals (school nurses, school counselors, school speech language pathologists, school audiologists, school orientation and mobility specialists, school psychologists, school social w orkers, school occupational therapists, and school physical therapists. In addition, training is available to support currently licensed evaluators [NAME] are new the Colorado State Model Evaluation System or for those evaluators seeking to deepen their expertise on foundational evaluator skills (observation, evaluation, feedback, etc.) and/or the technical aspects of the state model system and tools.
Adams State University | Institution of Higher Education | Southeast Southwest | YES | [NAME] | 14558 Rd. M | [NAME], Colorado 81120 | [EMAIL] | [PHONE] | Adams State University teacher education program w ith undergraduate and graduate programs aligned w ith State Model Evaluation System.
[NAME] | Individual Consultant | Metro Area North Central Northeast Northwest Pikes Peak Southeast Southwest West Central |  | [NAME] | 8338 Ravenel Drive | Colorado Springs, CO 80920 | [EMAIL] | [PHONE] | This course focuses on the role of the instructional leader in bringing about desirable changes in instructional effectiveness tow ard student success. Based upon research and recommended practice, students learn supervisory procedures, w hich encourage the ongoing professional grow th of instructional staff. Evaluation and supervision strategies included are: data collection, data analysis, legal aspects, evaluation report w riting, conferencing, goal setting, and focusing on student outcomes. [NAME] ork is included in the requirements for this course. Compliance w ith state law and district guidelines w ill be covered. Other topics include: aligning supervision and evaluation to the state standards for teaching as defined by the Colorado Department of Education, adapting supervision to the needs of the teacher/instructional staff member, technical and human resource skills needed to effectively supervise and evaluate teachers and other instructional staff, linking supervision and evaluation to professional development, the role of supervision as it relates to curriculum development, teaching and learning styles, student performance and assessment, and having effective conversations with teachers/instructional staff about instruction.
Arapahoe 2 Sheridan School District | Public School District |  | YES | [NAME] |  |  | [EMAIL] | [PHONE] | This training is an informational as w ell as a planning based training to allow District and Building administrators to have the know ledge, skills, and plan for action to be effective and efficient in implementing the Colorado Educator Evaluation Program. The training is designed to work with small groups of administrators from the same AU.Topics covered include the Purpose and Critical Effects of SB 10-191, how administrators can prioritize their implementation of the evaluation and understand w hat it means to be an Effective Educator. Administrators w ill understand the Elements of the evaluation and Rubrics on w hich educators w ill be evaluated as well as understanding w hat the evaluation means once it is completed. Administrators will understand Inter-rater reliability and have a chance to measure their observations against others. Administrators will also be able to look at w hat measures of student grow th they currently use, and decide which of these they w ill use for the Student Learning component of the evaluation.
[NAME] | Public School District |  | YES | [NAME] | 1085 Peoria Street | [NAME], CO 80011 | [EMAIL] | [PHONE] | [NAME] will be conducting training for their current administrators as well as any evaluator designees who evaluate teachers, principals or specialized service professionals in their district. The training will focus on best practice in evaluation, state and district requirements for evaluation, and the use of the State Model Evaluation System.
Benchmark One | Consultant | Metro Area North Central Northeast Northwest Pikes Peak Southeast Southwest West Central | YES | [NAME] | PO Box 177 | Longmont, CO 80502 | [EMAIL] | [PHONE] | At Benchmark One, w e offer a team approach to training for educator evaluation. None of us are experts in all aspects of the process however, together w e provide effective training from experienced educators [NAME] have been "in the trenches, doing the job" for longer than we care to share. Our program covers essential aspects of supervision and evaluation and the critical aspects of the educator evaluation process in a 3.5 day series of training days w hich can be delivered in a variety of time frames. We tailor our program to meet district and individual needs. We determine those needs through the use of a diagnostic needs assessment before we complete our contract for training.
Biological Sciences Curriculum Study | Consultant | Pikes Peak | YES | [NAME] | 5415 [NAME]. | Colorado Springs, CO 80918 | [EMAIL] | [PHONE] | Program Name: Introduction to Evaluation and the CDE State Model Evaluation System Overview: This interactive program w ill introduce evaluators to basic concepts and practices in evaluation in general, and w ith regard to the CDE State Model Evaluation System in particular. This three-day program begins on day one w ith a survey of key evaluation concepts and applications. It w ill draw heavily from the NSF Handbook of Project Evaluation (2010) guiding participants through rich examples of each of the integral steps in evaluation, including: development of a conceptual model of the program and identification of key evaluation points, development of evaluation questions and definition of measurable outcomes, development of an evaluation design, collection of data, analysis of data, and provision of information to interested audiences. From this experience w ith evaluation generally, participants engage on days 2 and 3 w ith the elements of the CDE State Model Evaluation System including: the critical Effects of S.B. 10-191, priorities of implementation, the evaluation process, professional practice, framew orks/standards/elements for principals, teachers, and specialized service professionals, the structure/components/scoring of the rubrics, inter-rater agreement, measures of student learning/outcomes, and how to determine the final rating. A key feature of the entire program is opportunity for application of new ideas as multiple time periods are set aside for processing and practice.
Brush School District | Public School District | Metro Area North Central Northeast Northwest Pikes Peak Southeast Southwest West Central |  | [NAME] | P.O. Box 585 | Brush, CO 80273 | [EMAIL] | [PHONE] | Brush School District is a public school system located in NE Colorado.  It serves over 1500 students [NAME].  The system includes, Thomson Primary, PreK-2, Beaver Valley Elementary, grades 3-5, Brush Middle School, grades 6-8, and Brush High School.   The Brush Educator Effectiveness Training Team is extending an invitation to all school districts throughout the State of Colorado, for training on SB 191 and Educator Effectiveness.  Participants will be trained on the Purpose of SB 191, understanding the elements of the state standards, and the rubric structure and components.  The Colorado State Educator Evaluation System timeline will be covered as well as effective feedback methods.  Please contact us if you are interest in acquiring our services.
CASE | Consultant | Metro Area North Central Northeast Northwest Pikes Peak Southeast Southwest West Central | YES | [NAME] | [NAME] | Englewood, CO 80110 | [EMAIL] | [PHONE] | The CASE Supervision and Evaluation course is a 4-day seminar series for practicing administrators who desire to update their knowledge and skills in evaluation and for those without an administrative license who have been assigned by their district as an evaluator designee and/or wish to become certified as an evaluator using the Colorado State Model Evaluation System. The series focuses on the concepts, theory and best practices in effective supervision and evaluation, as well as the processes and tools of effective evaluation systems in the context of standards-based practice.   Participants will: - Understand the requirements and alignment of the State Model Evaluation System (S.B. 191) for teachers, principals and special service providers.  - Explore the resources, tools and supports available to evaluators to implement the State Model Evaluation System. - Review the research on teaching and learning systems, and apply this knowledge to establish inter-rater agreement around good teaching and its impact on effective evaluation.  - Learn how to use the rubric as part of an overall quality school improvement process system, including data collection, observation, conferencing and managing the system efficiently.  - Improve observation and conferencing skills, including skills for providing effective feedback. - Understand the relationship between supervision and evaluation, quality instruction, Colorado Academic Standards, school improvement and academic growth.  - Learn how to identify which standards and elements should be the focus of a teacher's evaluation in order to develop a professional growth plan. - Understand measures of student learning, methods of data collection and analysis, and the impact on final effectiveness ratings. - Understand how to collect a solid body of evidence and artifacts from multiple sources beyond observation, and practice a data conference. - Identify key factors to consider in written evaluation report writing associated with supervision and evaluation. - Explore the legal, political and economic environment in which teacher evaluation occurs.
Centennial BOCES | BOCES | Metro Area North Central Northeast Northwest | YES | [NAME] | 2020 [NAME] | [NAME], CO 80634 | [EMAIL] | [PHONE] ext. 1122 | The CBOCES Principles of Effective Supervision course w ill serve the thirteen member districts w ithin CBOCES, as well as, non-member districts w ho participate in our Alternative Principal License Program and/or Administrator Induction Program who have new principals or designees in their schools. It w ill also serve as a required component for the CBOCES Alternative Principal Licensure Program. Neighboring BOCES w ill be invited to send their Alternative Licensure candidates as shared services are common amongst our BOCES Administrative Units. Participants can take a part of the course, based on their needs. CBOCES and NEBOCES have developed a strong collaborative partnership and share resources and professional development program design.
Center-Del Norte Collaborative | Public School District |  |  | [NAME] | 550 South Sylvester | Center, CO 81125 | [EMAIL] | [PHONE] | Our program is designed to support small rural districts [NAME] ish to add additional or new personnel to their evaluation system. Our team consists of 4 practicing principals from the elementary school, middle school, high school and alternative high school ranks. Members of the team come from the collaboration of two rural school districts who have actively participated in the SB191 Pilot Initiative led by CDE. The team lead is [NAME], Director of the Alternative High School in the Center Consolidated School District.
Cherry Creek School District | Public School District |  | YES | [NAME] | 14188 E Briarw ood Ave | Centennial, CO 80112 | [EMAIL] | [PHONE] | The Cherry Creek School District will be training those individuals in our district who, by their position in the district, can assist with evaluations of teachers and potentially administrators.
Cogent Education Solutions | Consultant | Metro Area North Central Northeast Northwest Pikes Peak Southeast Southwest West Central | Yes | [NAME] | 201 Arthur Street | Woodland Park, CO 80863 | [EMAIL] | [PHONE] | Cogent Education Solutions is a Colorado State Model Educator Evaluation Trainer. Consultants [NAME] and [NAME] have a combined 27 years of successful experience as Colorado Public School Administators and w e are committed to providing quality training and support for the implementation of teacher and principal effectiveness. We believe the Colorado State Model Evaluation System is designed to improve educator effectiveness and student outcomes. We provide Colorado State Model Educator Evaluation training to help districts distribute leadership, manage workload and ensure high quality feedback to all educators. State statute and rules allow evaluator designees to conduct evaluations for teachers, principals and specialized personnel as long as they have been through an evaluator training program approved by the Colorado Department of Education. We also provide training for administrators [NAME] implement the Colorado State Model Evaluation system and w ant to improve their evaluation practices and gain deeper understanding of the art and science of evaluation. Target audience: 1. Qualify those designees w ho don't have a principal's or administrator's license AND they w ill be evaluating teachers, principals, or specialized service professionals. 2. Those licensed evaluators [NAME] are new to the state model system or w ould like to deepen their expertise on either the Professional Practices requirement or the Measures of Student Learning requirement of the Colorado State Model Evaluation System. 3. Those educators who would like to deepen their understanding of the Colorado State Model Evaluation System but may not be a designee. 4. Teacher leaders [NAME] ant to support others w ith the implementation of the Colorado State Model System. We provide Colorado State Model Evaluation System Training and Support: • Guidelines for Evaluator Designee Training equates to 3 days or 21 hours of professional development. • Guidelines for Licensed Evaluator Training is customized according to an assessment of needs and collaborative goal setting. • We provide additional supports for the implementation of : o Coaching for designees on site, o Observation work - collaborative instructional rounds w ith teachers, o Inter rater agreement –practice and collaboration o Colorado State Model Evaluation System orientation
Colorado Excellence in Education | Consultant |  | YES | [NAME] | 5445 Castilian Villas Point | Colorado Springs, CO 80917 | [EMAIL] | [PHONE] | This four-day workshop series is for participants [NAME] are fulfilling the administrative licensure requirement, practicing administrators desiring to update their understanding of evaluation of educator effectiveness, and educators without an administrative license who may be identified as “designees” under Senate Bill 10-191. Participants w ill learn about effective teacher evaluation methods in the context of a standards-based instructional system: [NAME] and practice a variety of evaluator skills and procedures w ith emphasis on those that are critical to implementing Colorado’s new educator effectiveness law. • Understand the relationship betw een supervision and evaluation, quality instruction, school improvement, and student academic growth. [NAME] how to use the evaluation rubric as part of an overall quality school improvement system, including data collection, observation, conferencing, and managing the system efficiently. • Improve observation and conferencing skills, including skills for providing effective feedback. • Learn how to identify w hich standards and elements should be the focus of a teacher’s evaluation to help them improve their professional practice and develop a personalized professional learning plan. • Understand methods of collecting a solid body of evidence and artifacts in addition to the observation to support an evaluation. • Identify key factors in w riting quality reports and other w ritten communication as an evaluator. • Examine an overview of the legal requirements specified in CDE’s rules and regulations. • Understand the use of CDE’s evaluation tools, including goal setting, the self-assessment, and the Measures of Student Learning.                                                                                                                     [NAME], has over 30 years of public and charter educational experience, including serving as an elementary principal, vice-president of student achievement for a charter organization, director of curriculum and instruction, assistant superintendent of human resources, liaison to the superintendent, principal coach and mentor and lead negotiator for district with contract negotiations.
CU Denver | Institution of Higher Education | Metro Area North Central Northeast Northwest Pikes Peak Southeast Southwest West Central |  | [NAME] | [NAME] P.O. Box 173364 | Denver, CO 80217-3364 | [EMAIL] | [PHONE] | The Center for Continuing and Professional Education (CPE) w ithin the School of Education and Human Development at the University of Colorado Denver offers all educators (principals/assistant principals, teachers, and specialized service providers) professional learning and instructional coaching support through our online professional development modules and individualized coaching plans. Our goals are to: • Promote a better understanding of educator effectiveness, best practices in supervision and evaluation. • Provide professional grow th support around the Colorado Teacher Quality Standards and the Principal Quality Standards. CPE also provides face-to-face and distance learning options for evaluation and feedback coaching w ithin our Educator Effectiveness series. By completing CPE’s Supporting Educator Effectiveness modules’ required performance-based assessment activities, participants will: • Understand the statutory requirements of educator evaluation systems • Promote best practices in culturally responsive teaching and instruction • Review CDE Educator Effectiveness resources and tools • Unpack the State Model Evaluation System, w hich includes: o the evaluation cycle o components of the rubric, and o how to score the rubric [NAME] how to collect evaluation data, provide evaluation evidence, and analyze data o Set targets and goals on Measures of Student Learning/Outcomes o Determine assessments and w eights for Measures of Student Learning/Outcomes o Inter-rater agreement (Elevate Colorado) [NAME] how to observe for professional practices. • Provide effective feedback techniques w ithin coaching and evaluation cycles • Explore strategies for difficult and priority improvement conversations based on teaching styles [NAME] clear evaluation communication skills for w ritten formative reviews, summative reports, and professional improvement plans.
Dallas Strawn | Individual Consultant | Northeast Pikes Peak |  | Dallas Strawn | 2636 Pine Knoll View | Colorado Springs, Colorado   80920 | [EMAIL] | [PHONE] | This course focuses on the role of the instructional leader in bringing about desirable changes in instructional effectiveness tow ard student success. Based upon research and recommended practice, students learn supervisory procedures, w hich encourage the ongoing professional grow th of instructional staff. Evaluation and supervision strategies included are: data collection, data analysis, legal aspects, evaluation report w riting, conferencing, goal setting, and focusing on student outcomes. [NAME] ork is included in the requirements for this course. Compliance w ith state law and district guidelines w ill be covered. Other topics include: aligning supervision and evaluation to the state standards for teaching as defined by the Colorado Department of Education, adapting supervision to the needs of the teacher/instructional staff member, technical and human resource skills needed to effectively supervise and evaluate teachers and other instructional staff, linking supervision and evaluation to professional development, the role of supervision as it relates to curriculum development, teaching and learning styles, student performance and assessment, and having effective conversations with teachers/instructional staff about instruction.
[NAME] | Individual Consultant |  |  | [NAME] | 2114 N. Royer St. | Colorado Springs, CO 80907 | [EMAIL] | [PHONE] | This training w ill provide differentiated training for 3 different groups of trainees: teacher leaders (evaluator designees) w ith limited background in supervision and evaluation, licensed administrators [NAME] are minimally familiar w ith SB 191 requirements, and licensed administrators w anting greater familiarity w ith the evaluation of SSPs. We w ill provide a multi-session series of training modules that encompass CDE’s Requirement 1 (the “art” of evaluation) and Requirement 2 (the “science” of evaluation.) Topics to be covered include: • Understanding teacher personalities • Understanding your leadership style • Facilitating the self-evaluation process • Facilitating goal setting • Conducting w alk-throughs • Conducting formal observations • Conducting effective feedback sessions, using a critical conversation format along w ith the CDE rubric • Linking artifacts to components of the CDE rubric • Providing support and professional development to facilitate ongoing teacher grow th Content w ill typically be delivered in half-day sessions, w ith opportunities for practice and online discussion betw een sessions. A tentative schedule follow s: • Full day session for teacher leaders/designees (and others as needed) to provide background in the art of supervision and evaluation and an overview of SB 191 • Subsequent 2-3 half-day sessions covering content described above • Subsequent 2-3 half-day sessions covering the implementation and application of Requirement 2, including review of Elevate, and interrater agreement • Additional full day covering Specialized Service Professionals rubrics Participants w ill be required to utilize techniques and strategies discussed at each session, and to participate in asynchronous discussion boards (blogs, w ikis) in betw een sessions.
[NAME] | Individual Consultant | Northeast Northwest Pikes Peak Southeast |  | [NAME] | 1403 [NAME] | Colorado Springs, CO 80906 | [EMAIL] | [PHONE] | [NAME] ill provide training for three different groups of trainees: evaluator designees w ith limited background in supervision and evaluation, licensed administrators [NAME] are minimally familiar w ith SB 191 requirements, and licensed administrators w anting greater familiarity w ith the evaluation of Special Service Providers (SSPs). I w ill provide a multi-session series of training modules that encompass CDE’s Requirement 1 (the “art” of evaluation) and Requirement 2 (the “science” of evaluation.) Topics to be covered include: • Understanding teacher and SSP personalities • Understanding your leadership style • Facilitating the self-evaluation process • Facilitating goal setting • Conducting w alk-throughs through the lens of the Colorado Academic Standards • Conducting formal observations through the lens of the Colorado Academic Standards • Conducting effective feedback sessions, using a critical conversation format along w ith the CDE rubric • Linking artifacts to components of the CDE rubric • Providing support and professional development to facilitate ongoing teacher grow th Content w ill typically be delivered in half-day sessions, w ith opportunities for practice and online discussion betw een sessions. A tentative schedule follow s: • Full day session for teacher leaders/designees (and others as needed) to provide background in the art of supervision and evaluation and an overview of SB 191 • Subsequent 2-3 half-day sessions covering content described above • Subsequent 2-3 half-day sessions covering the implementation and application of Requirement 2, including review of Elevate, and interrater agreement • Additional full day covering Specialized Service Professionals rubrics to emphasis the varied roles of each of the SSP groups and the settings in w hich they provide service. Participants w ill be required to utilize techniques and strategies discussed at each session, and to participate in asynchronous discussion boards (blogs, w ikis) in betw een sessions.
[NAME] | Individual Consultant | North Central |  | [NAME] | 340 South Sunset | Longmont, CO 80501 | [EMAIL] | [PHONE] | This training will help schools and individuals meet the demand for rigorous education in the state of Colorado we must use data to guide our decisions while never losing sight of the essential human component driving us to continuous meaningful improvement of performance. This is the art and science of high quality teacher evaluation. Together we will understand that the State Model Educator Evaluation allows for aligned and unbiased evaluation to drive teacher improvement and student growth statewide. Charter [NAME] play a role in our current educational landscape and I will be focusing on helping to guide these schools and others in their process to understand and implement this new system.
East Central BOCES | BOCES | Northeast Southeast | YES | [NAME] | 820 2nd Street | Limon, CO 80828 | [EMAIL] | [PHONE] ext 116 | Supervision and Evaluation can be broadly described as activities planned and implemented that are designed to assist educators in personal and professional grow th. This four day course w ill provide the follow ing to be a successful supervisor: 1) Knowledge of teaching, learning, curriculum and assessment, 2) Interpersonal skills to promote teacher grow th and expertise, 3) Assessing and planning skills to assist w ith organizational/program change, 4) Observational skills to assist teachers in demonstrating continuous improvement with classroom instruction, 5) Cultural tasks of building community, professional learning, and inquiry within a school.
Edison School District | Public School District |  |  | [NAME] | 14550 Edison Rd | Yoder, CO 80864 | [EMAIL] | [PHONE] | This program w ill provide learners w ith the skills necessary to evaluate Prinicpals, Teachers and Specialized Service Providers under SB 191 Educator Effectiveness. The program w ill cover critical elements of SB 191, established priorities for implementation, the evaluation process, the structure and components of the rubric and the scoring of the rubric. The focus of the training primarily w ill be the teacher effectiveness rubric and the ability for teacher leaders to become observers and evaluators. Teachers need to become more familiar w ith the rubric items and to be able to recognize quality teachers w ithin theirbuildings.
[NAME] | Individual Consultant | Pikes Peak Southeast |  | [NAME] | 5385 Kestrel Ct. | Pueblo, CO 81005 | [EMAIL] | [PHONE] | This four day seminar series is for educators [NAME] are fulfilling their administrative licensure requirement, current administrators desiring to update their understanding of evaluation in regards to educator effectiveness, and educators w ithout an administrative license [NAME] may be identified as "designees" under the Colorado Model Evaluation System and S.B. 191. In the training participants will: -Receive training in the art and science of evaluation as it relates to the Colorado Model Evaluation System and educator effectiveness. -Learn and practice a variety of evaluation skills and procedures w ith a focus on critical components of Colorado's new educator effectiveness law . -Learn to use a systematic approach in creating an quality school improvement process using the evaluation rubric, data collection, observation, conferencing, w ith staff, and follow up in managing these processes. -Understand the relationship betw een supervision and evaluation as it relates to school improvement, quality instruction in classrooms, and student achievement and academic growth. -Learn and understand the use of CDEs evaluation tools, including goal setting, self assessment, and the measures of student learning. -How to improve dialogues with staff relating observation and effective feedback. -How to build an effective body of evidence in relation to the process of evaluation. -Learn how to choose the focus standards and elements to create a professional improvement plan individualized for all teachers. -Understand an overview of the legal requirements associated with CDE's rules and regulations surrounding educator effectiveness. Instructor: [NAME], MA, MS. [NAME], has worked in education for 15 years as a teacher, technology specialist, school librarian, assistant principal, and principal.
Falcon School District | Public School District | Pikes Peak | YES | Amber Whestine | 10850 East Woodmen Road | Falcon, Colorado 80831 | [EMAIL] | [PHONE] | District 49 provides approved training for Colorado evaluators as part of our Aha! Netw ork. Our program includes an initial 1-day w orkshop in the summer, follow ed by an additional on-site training day in the fall. Training through guided instructional rounds, on-line collaboration, dialogue and support is also included as part of the program. Intended participant outcomes include an understanding of: • The critical effects of Senate Bill 10-191 • The Educator Quality Standards including teacher, principal and special service provider performance standards, elements and professional practices • Evaluation processes, best-practices and time management • Importance of effective feedback that improves teaching, learning and educator performance outcomes • The Colorado Model Educator Evaluation System rubric and scoring procedures • Inter-rater reliability • Measures of student learning / outcomes • Uses for state assessment in educator evaluation • Alignment of school / district initiatives (programs, accountability systems and evaluation) • Available resources that support evaluators in effective evaluation practices For more information or to register for the program contact [NAME], Professional Development Registration Coordinator ([EMAIL]) or visit [NAME] .ahanet.org/evaluation-practices.html.
Grand Valley BOCES/Montrose | BOCES & Public School District |  | YES | [NAME] | P.O. Box 10,000 | Montrose, CO 81402 | [EMAIL] | (970) 964-6138 | The Grand Valley BOCES, in conjunction with Montrose and Olathe Schools as well as Delta County Schools, offer a training and professional development program designed to increase the overall quality and effectiveness of teacher observations and performance evaluations.   The goal of this program is to establish baseline data of a teacher’s minimums competencies first, and then develop the quality of teaching and instruction using the Colorado Teacher Evaluation Rubric as a guide and tool.  The program is designed to help those who evaluate teachers improve both their craft, as well as their competency in using the Colorado Educator Effectiveness Model.   Participants will be exposed to the Colorado Educator Effectiveness rubric and process, as well as tips and learnings from the field of how to effectively implement and manage the system.  Intended audience:  Building level administrators and others tasked with evaluating teachers using the framework of the Educator Effectiveness legislation.
Gunnison School District | Public School District | West Central | YES | [NAME] | 1099 N. 11th Street | Gunnison, CO 81230 | [EMAIL] | [PHONE] | Gunnison Watershed School District RE1-J offers training for both licensed administrators and qualified evaluator designees.  These trainings are focused on both the foundations of evaluation theory, as well as employing best practices in the field.  Trainings cover the Colorado State Model Evaluation System and Educator Effectiveness evaluations for licensed teachers, special service providers, and principals.
[NAME] | Individual Consultant | Metro Area North Central Northeast Northwest Pikes Peak Southeast Southwest West Central | YES | [NAME] | 514 [NAME] | Steamboat Springs, Co. 80487 | [EMAIL] | [PHONE] | [NAME] is a former teacher, alternative school principal, special education director and BOCES Executive Director. She is currently w orking as an educational consultant and brings her prior experiences to provide effective training in this educator effectiveness process. While [NAME] has a depth of experience to utilize in her training she feels it would be most effective to work with her and 1-2 other consultants [NAME] are similarly trained in this process to utilize a team approach in presentation. Her program covers essential aspects of supervision and evaluation and the critical aspects of the educator evaluation process in a 3.5 day series of trainingdays which can be delivered in a variety of time frames. She w ill tailor her program to meet district and individual needs. She will determine those needs through the use of a diagnostic needs assessment before a contract for training is completed.
JLF Consulting | Individual Consultant | Metro Area North Central Northeast Northwest Pikes Peak Southeast Southwest West Central | YES | [NAME] | 1909 76th Ave Ct | [NAME], CO 80634 | [EMAIL] | [PHONE] | Intelligence and capability can be multiplied w ithout requiring a bigger investment. According to [NAME], the author of [NAME], there are people in organizations [NAME] are underutliized and w ith proper training could play an even more significant role in their organizations. With the new educator effectiveness system, the need for highly trained individuals has increased. JLF consulting can work w ith your organization to identify and train people already in your organization w ho can assist in creating an adaptive environment where the focus is on growth. Highly skilled evaluators w ill focus on evaluation as means of promoting greater efficacy and ultimatley resulting in enhanced student performance.
Jones International University | Institution of Higher Education | Metro Area North Central Northeast Northwest Pikes Peak Southeast Southwest West Central |  | [NAME] | 9697 E. Mineral Avenue, | Centennial, Colorado 80112 | [NAME] | [PHONE] | Through this online State Model Evaluation Training, you will be provided with the tools and the credentials to successfully evaluate Principals, Teachers, and Specialized Professionals. Additionally, you will gain a deep understanding of how to manage the EvaluationSystem and give effective feedback that will, in turn, improve student learning. This training will be provided by Dr. [NAME], Academic Chair-Jones International University.
[NAME] | Individual Consultant |  | YES | [NAME] | 1814 Comanche Road | Pueblo, Colorado 81001 | [EMAIL] | [PHONE] | This four day seminar series is for educators [NAME] are fulfilling their administrative licensure requirement, current administrators desiring to update their understanding of evaluation in regards to educator effectiveness, and educators w ithout an administrative license [NAME] may be identified as "designees" under the Colorado Model Evaluation System and S.B. 191. In the training participants will: -Receive training in the art and science of evaluation as it relates to the Colorado Model Evaluation System and educator effectiveness. -Learn and practice a variety of evaluation skills and procedures w ith a focus on critical components of Colorado's new educator effectiveness law . -Learn to use a systematic approach in creating an quality school improvement process using the evaluation rubric, data collection, observation, conferencing, w ith staff, and follow up in managing these processes. -Understand the relationship betw een supervision and evaluation as it relates to school improvement, quality instruction in classrooms, and student achievement and academic growth. -Learn and understand the use of CDEs evaluation tools, including goal setting, self assessment, and the measures of student learning. -How to improve dialogues with staff relating observation and effective feedback. -How to build an effective body of evidence in relation to the process of evaluation. -Learn how to choose the focus standards and elements to create a professional improvement plan individualized for all teachers. -Understand an overview of the legal requirements associated with CDE's rules and regulations surrounding educator effectiveness. Instructor:[NAME] has w orked in public education for 11 years and is currently an Assistant Principal at the Heroes K-8 Academy.
[NAME] | Individual Consultant | Metro Area North Central Northeast Northwest Pikes Peak Southeast Southwest West Central | YES | [NAME] | 10 [NAME]. | Pueblo, CO 81005 | [EMAIL] | [PHONE] | This four day seminar series is for educators [NAME] are fulfilling their administrative licensure requirement, current administrators desiring to update their understanding of evaluation in regards to educator effectiveness, and educators w ithout an administrative license [NAME] may be identified as "designees" under the Colorado Model Evaluation System and S.B. 191. In the training participants will: -Receive training in the art and science of evaluation as it relates to the Colorado Model Evaluation System and educator effectiveness. -Learn and practice a variety of evaluation skills and procedures w ith a focus on critical components of Colorado's new educator effectiveness law . -Learn to use a systematic approach in creating an quality school improvement process using the evaluation rubric, data collection, observation, conferencing, w ith staff, and follow up in managing these processes. -Understand the relationship betw een supervision and evaluation as it relates to school improvement, quality instruction in classrooms, and student achievement and academic growth. -Learn and understand the use of CDEs evaluation tools, including goal setting, self assessment, and the measures of student learning. -How to improve dialogues with staff relating observation and effective feedback. -How to build an effective body of evidence in relation to the process of evaluation. -Learn how to choose the focus standards and elements to create a professional improvement plan individualized for all teachers. -Understand an overview of the legal requirements associated with CDE's rules and regulations surrounding educator effectiveness. Instructor: Julie A Shue, M.A. Curriculum & Instruction, Magnet School Regional Principal of the Year. [NAME] has over 20 years of public education experience, Aw arded the Governor’s Aw ard for Teaching Excellence, Serves as the founding principal of an International Baccalaureate IB school grades 4-8 that has received [NAME] in designation and is a Colorado School to Watch.
[NAME] | Individual Consultant |  | YES | [NAME] | 85 Amherst Avenue | Pueblo, CO 81005 | [EMAIL] | [PHONE] | This four-day workshop series is for participants who are fulfilling the administrative licensure requirement, practicing administrators desiring to update their understanding of evaluation of educator effectiveness, and educators without an administrative license who may be identified as “designees” under Senate Bill 10-191.  Participants will learn about effective teacher evaluation methods in the context of a standards-based instructional system: [NAME] and practice a variety of evaluator skills and procedures with emphasis on those that are critical to implementing Colorado’s new educator effectiveness law. • Understand the relationship between supervision and evaluation, quality instruction, school improvement, and student academic growth. [NAME] how to use the evaluation rubric as part of an overall quality school improvement system, including data collection, observation, conferencing, and managing the system efficiently. • Improve observation and conferencing skills, including skills for providing effective feedback. • Learn how to identify which standards and elements should be the focus of a teacher’s evaluation to help them improve their professional practice and develop a personalized professional learning plan. • Understand methods of collecting a solid body of evidence and artifacts in addition to the observation to support an evaluation. • Identify key factors in writing quality reports and other written communication as an evaluator. • Examine an overview of the legal requirements specified in CDE’s rules and regulations. • Understand the use of CDE’s evaluation tools, including goal setting, the self-assessment, and the Measures of Student Learning.                                                                                                 Instructor:  [NAME], M.A.Ed, has over 20 years of private and public education experience, including serving as a teacher, assistant principal, principal, and data specialist for turnaround schools.
[NAME] | Individual Consultant |  |  | [NAME] | PO Box 56 | Laporte, CO 80535 | [EMAIL] | [PHONE] | This four day training w ill provide the basics of supervision and evaluation and allow designees to be certified to conduct evaluations under the Colorado Model Educator Evaluation System. In part one, participants w ill examine general effective evaluator practices and methods, including an examination of effective schools research and elements of effective instruction, as w ell as best practices in supervision and evaluation. There w ill also be an opportunity to w ork w ith district-specific tools, such as w alkthrough forms. In part two, [NAME] take an in-depth examination of the CDE state model evaluation system and tools, and have an opportunity to practice using those tools.
[NAME] | Individual Consultant | Metro Area           North Central Northeast Northwest Pikes Peak Southeast Southwest West Central |  | [NAME] | 29889 Gale Road | Pueblo, CO 81006 | [EMAIL] | [PHONE] | This 4-day seminar series is for participants [NAME] are fulfilling the administrative licensure requirement, practicing administrators desiring to update their understanding of evaluation of educator effectiveness, and educators w ithout an administrative license [NAME] may be identified as "designees" under S.B. 191. Participants will learn about effective staff and teacher evaluation methods in the context of standards-based practice to include: • A variety of evaluator skills and procedures w ith emphasis on those that w ill be critical to implementing Colorado’s new educator effectiveness law (S.B. 191). • The relationship betw een supervisor and evaluation, quality instruction, school improvement, and student academic growth. • How to use the rubric as part of an overall quality school improvement process system, including data collection, observation, conferencing, and managing the system efficiently. • How to collect a solid body of evidence and artifacts from multiple sources beyond observation. • How to identify w hich standards and elements should be the focus of a specific teacher’s evaluation in order to offer insights into performance improvement and develop a personalized professional learning plan. • Identify key factors to consider in evaluation report w riting and other written communication associated with supervision and evaluation. • An overview of the legal requirements specified in CDE’s rules and regulations. • The use of CDE’s evaluation tools, including goal setting, the self-assessment, and the measuresof student learning. Instructor Information: [NAME], M.A., M.Ed., has 11 years of public education experience serving as a general education teacher, a Special Education teacher, and currently as a member of the Division of Learning Services, administrator and evaluator of the district Specialized Service Professionals, and Exceptional Student Services Specialist.
Leadership Solutions | Consultant | Metro Area North Central Northeast Northwest Pikes Peak Southeast Southwest West Central | YES | Kathie Doht | 1317 Hepplew hite Court | [NAME], Colorado 80526 | [EMAIL] | [PHONE] | Leadership Solutions offers effective training from an experienced administrator [NAME] retired from education after 35 years of experience in teaching, counseling and administration, and after completing multiple evaluations for a variety of employees and mentoring numerous administrators during her career. This program covers the essential aspects of supervision and evaluation and the critical aspects of the current educator evaluation process in a 3.5 day series of training days w hich can be delivered in a variety of time frames. The program can be tailored to meet individual training needs, as well as individualized follow-up sessions.
[NAME] | Individual Consultant | North Central | YES | [NAME] | 139 Merrimac St. | Colorado Springs, CO 80905 | [EMAIL] | [PHONE] | This course focuses on the role of the instructional leader in bringing about desirable changes in instructional effectiveness toward student success. Based upon research and recommended practice, students learn supervisory procedures, which encourage the ongoing professional grow th of instructional staff. Evaluation and supervision strategies included are: data collection, data analysis, legal aspects, evaluation report w riting, conferencing, goal setting, and focusing on student outcomes. Fieldwork is included in the requirements for this course. Compliance w ith state law and district guidelines w ill be covered. Other topics include: aligning supervision and evaluation to the state standards for teaching as defined by the Colorado Department of Education, adapting supervision to the needs of the teacher/instructional staff member, technical and human resource skills needed to effectively supervise and evaluate teachers and other instructional staff, linking supervision and evaluation to professional development, the role of supervision as it relates to curriculum development, teaching and learning styles, student performance and assessment, and having effective conversations with teachers/instructional staff about instruction.
[NAME] | Individual Consultant | Metro Area Northeast Northwest Pikes Peak Southeast Southwest |  | [NAME] | 3075 Navigation Dr. | Colorado Springs, CO. 80920 | [EMAIL] | [PHONE] | This 4-day seminar series for participants [NAME] are fulfilling the administrative licensure requirement, practicing administrators desiring to update their understanding of evaluation of educator effectiveness, and educators w ithout an administrative license [NAME] may be identified as designees under SB 191. Learn about effective staff and teacher evaluation methods in the context of standards based practice: [NAME] and practice a variety of evaluator skills and procedures w ith emphasis on those that w ill be critical to implementing Colorado’s new educator effectiveness law . • Understand the relationship betw een supervision and evaluation, quality instruction, school improvement, and student academic growth. [NAME] how to use the rubric as part of an overall quality school improvement process system, including data collection, observation, conferencing, and managing the system efficiently. • Improve observation and conferencing skills, including skills for providing effective feedback. • Learn how to identify w hich standards and elements should be the focus of a specific teacher’s evaluation in order to offer insights into the performance improvement and develop a personalized professional learning plan. • Understand how to collect a solid body of evidence and artifacts from multiple sources beyond observation. • Identify key factors to consider in evaluation report w riting and other w ritten communication associated w ith supervision and evaluation. • Examine an overview of the legal requirements specified in CDE’s rules and regulations.
[NAME] | Individual Consultant | Northwest | YES | [NAME] | 6 Covina Ct. | Pueblo, Colorado 81005 | [EMAIL] | [PHONE] | This four-day workshop series is for participants who are fulfilling the administrative licensure requirement, practicing administrators desiring to update their understanding of evaluation of educator effectiveness, and educators without an administrative license who may be identified as “designees” under Senate Bill 10-191. Participants will learn about effective teacher evaluation methods in the context of a standards-based instructional system: [NAME] and practice a variety of evaluator skills and procedures w ith emphasis on those that are critical to implementing Colorado’s new educator effectiveness law . • Understand the relationship betw een supervision and evaluation, quality instruction, school improvement, and student academic growth. [NAME] how to use the evaluation rubric as part of an overall quality school improvement system, including data collection, observation, conferencing, and managing the system efficiently. • Improve observation and conferencing skills, including skills for providing effective feedback. • Learn how to identify w hich standards and elements should be the focus of a teacher’s evaluation to help them improve their professional practice and develop a personalized professional learning plan. • Understand methods of collecting a solid body of evidence and artifacts in addition to the observation to support an evaluation. • Identify key factors in writing quality reports and other written communication as an evaluator. • Examine an overview of the legal requirements specified in CDE’s rules and regulations. • Understand the use of CDE’s evaluation tools, including goal setting, the self-assessment, and the Measures of Student Learning. Instructor: [NAME], M.A.Ed, has over 20 years of public education experience, including serving as a teacher, academic specialist, assistant principal, principal, and administrator for educator effectiveness.
Moffat County School District | Public School District | Northwest West Central | YES | [NAME] | 775 Yampa Avenue | [NAME], CO 81625 | [EMAIL] | [PHONE] | Completion of this State Model Educator Evaluation System training w ill allow any person(s) not currently holding a principal’s license to evaluate teachers, principals or specialized service providers (SSP) in Colorado. In addition, the training can be modified to meet other needs such as principal induction and/or mentoring in the State Model Educator Evaluation System. The training w ill focus on best practice in evaluation, requirements of the State Model system, connections in the evaluation system to other reforms, and leverage points for driving local initiatives.
Mountain BOCES | BOCES | Northwest Southwest West Central | YES | [NAME] | 9987 E. Cherokee Dr. | Salida, CO 81201 | [EMAIL] | [PHONE] | Mountain BOCES is offering a training in Supervision and Evaluation for Colorado Educators to qualify and approve various professionals to conduct formal observations for evaluation of instructional staff. The course is formatted to Colorado Quality Standards and will follow Colorado Department of Education requirements to train administrators and teacher leaders to understand teaching standards, data collection, data driven leadership, management skills, and coaching and feedback techniques. The course provides three modules to cover three distinct areas of need. Graduate credit will be available at additional cost through Adams State University.
Northeast BOCES | BOCES | Northeast |  | [NAME] | P.O. Box 98 | Haxtun, CO 80731 | [EMAIL] | [PHONE] | Northeast Colorado BOCES is located in Haxtun, Colorado, in the far northeast corner of the state.  NE BOCES has twelve member districts: Akron, Fleming, [NAME], Holyoke, [NAME], [NAME], [NAME], Otis, Peetz, [NAME], Wray and [NAME].  This four-day course will provide a foundation for the supervision and evaluation of Colorado teachers.  Days one and two will have a focus on the theory and research behind effective leadership and instructional coaching.  This will also include effective supervision instruction.  It will meet “Requirement 1” for evaluators in the state of Colorado.  Days three and four will meet “Requirement 2” by introducing the Educator Effectiveness system and tools.  Practice is embedded into this portion of the course.  See the NE BOCES website at neboces.org for dates of the course.
[NAME] | Individual Consultant | Pikes Peak |  | [NAME] | 302 [NAME] | Pueblo, CO 81004 | [EMAIL] | [PHONE] | This four-day w orkshop series is for participants [NAME] are fulfilling the administrative licensure requirement, practicing administrators desiring to update their understanding of evaluation of educator effectiveness, and educators w ithout an administrative license [NAME] may be identified as “designees” under Senate Bill 10-191. Participants w ill learn about effective teacher evaluation methods in the context of a standards-based instructional system: [NAME] and practice a variety of evaluator skills and procedures w ith emphasis on those that are critical to implementing Colorado’s new educator effectiveness law . • Understand the relationship betw een supervision and evaluation, quality instruction, school improvement, and student academic growth. [NAME] how to use the evaluation rubric as part of an overall quality school improvement system, including data collection, observation, conferencing, and managing the system efficiently. • Improve observation and conferencing skills, including skills for providing effective feedback. • Learn how to identify w hich standards and elements should be the focus of a teacher’s evaluation to help them improve their professional practice and develop a personalized professional learning plan. • Understand methods of collecting a solid body of evidence and artifacts in addition to the observation to support an evaluation. • Identify key factors in w riting quality reports and other w ritten communication as an evaluator. • Examine an overview of the legal requirements specified in CDE’s rules and regulations. • Understand the use of CDE’s evaluation tools, including goal setting, the self-assessment, and the Measures of Student Learning.
PEBC | Consultant | Metro Area North Central Northeast Northwest Pikes Peak Southeast Southwest West Central |  | [NAME] | 600 Grant St., Suite 525 | Denver, CO 80203 | [EMAIL] | [PHONE] | PEBC is a Colorado-based organization that provides professional development services for practicing educators locally and nationally, and operates the Colorado Boettcher Teacher Residency for training w ell-qualified new teachers for high-needs schools. PEBC’sv mission is to drive cutting-edge teaching practices, and inform and provoke the public, to improve education for all. PEBC’s goal is to provide training and professional learning to cultivate highly effective K-12 educators to elevate student growth and achievement. Founded in 1983, PEBC’s original focus w as on providing professional development at local schools, and engaging business leaders to get involved in public education reform. In 1997, PEBC staff published the ground-breaking book Mosaic of Thought ([NAME], 1997), describing how teachers could enhance students’ reading comprehension through explicit thinking strategy instruction. At that time, PEBC expanded its professional development w ork, sharing its research-based best practices w ith other educators nationw ide. Lab Classrooms were established to offer educators from around the country an opportunity to observe exemplary teachers in action. In 2004, PEBC expanded to address the unique needs of Science, Technology, Engineering and Mathematics (STEM) teachers striving to foster student understanding. Its work with STEM educators promotes effective content area literacy instruction, in addition to other instructional practices that catalyze student thinking. Recognizing the need for systemic alignment of effective practice, PEBC currently offers school and district leaders, and leadership teams, opportunities for thought-partnering and coaching. These efforts focus on critical thinking skills for effective leadership and building a culture of grow th-focused interactions, collaboration and inquiry. Facilitation of communities of practice, one-on-one coaching and in-depth study of the critical facets of leadership support the w ork of effective classroom instruction, and strengthens a culture of learning for all members of the organization. Most of PEBC’s w ork takes place in the classroom, w here learning is directly linked to the practices of teachers in their own school settings. It provides a unified approach for schools, w orking w ith groups of teachers w ithin grades and subjects, to create a systemic and sustainable culture of learning. Educators learn to build a clear and shared vision of effective instruction that promotes student thinking. PEBC supports educators in refining their instructional and professional practice to align w ith the Colorado Educator Effectiveness Standards: • Curriculum: focus on academic standards/curriculum alignment and on “planning backw ards” to develop lessons; • Instruction: focus on instructional best practices such as “gradual release of responsibility” and use of the Workshop Model, so students engage more deeply in their learning by doing most of the talking, w riting, and thinking; • Assessment: focus on improving formative assessment practices (timely, descriptive and usable by students and teachers, e.g. quizzes, tests, daily handouts) rather than relying primarily on summative assessments (TCAP); • Differentiation: focus on meeting all students’ learning needs, especially for English Language Learners and/or students w ith special needs; and • Thinking Strategies: focus on the role that reading comprehension strategies play in deepening student’s ability to engage in high-level cognitive processes. Training is guided by Instructional Coaches and [NAME] [NAME] provide one-on-one observation and feedback to educators. In addition to on-site observation, coaching and facilitation, PEBC offers off-site professional learning opportunities. Seminars and Institutes provide the necessary background know ledge to implement best practice instruction. Participating educators may attend Lab Classrooms of exemplary teachers to observe them utilizing research-based best practices. Learn more by visiting our w ebsite at www.pebc.org
Pikes Peak BOCES | BOCES | Pikes Peak |  | [NAME] | 2883 S. Circle Dr. | Colorado Springs, CO 80906 | [EMAIL] | [PHONE] | The Pikes Peak BOCES will provide differentiated training for 3 different groups of trainees: teacher leaders (evaluator designees) with limited background in supervision and evaluation, licensed administrators who are minimally familiar w ith SB 191 requirements, and licensed administrators w anting greater familiarity with the evaluation of SSPs. We w ill provide a multi-session series of training modules that encompass CDE’s Requirement 1 (the “art” of evaluation) and Requirement 2 (the “science” of evaluation.) Topics to be covered include: • Understanding teacher personalities • Understanding your leadership style • Facilitating the self-evaluation process • Facilitating goal setting • Conducting w alk-throughs • Conducting formal observations • Conducting effective feedback sessions, using a critical conversation format along w ith the CDE rubric • Linking artifacts to components of the CDE rubric • Providing support and professional development to facilitate ongoing teacher grow th Content w ill typically be delivered in half-day sessions, w ith opportunities for practice and online discussion betw een sessions. A tentative schedule follows: • Full day session for teacher leaders/designees (and others as needed) to provide background in the art of supervision and evaluation and an overview of SB 191 • Subsequent 2-3 half-day sessions covering content described above • Subsequent 2-3 half-day sessions covering the implementation and application of Requirement 2, including review of Elevate, and interrater agreement • Additional full day covering Specialized Service Professionals rubrics Participants w ill be required to utilize techniques and strategies discussed at each session, and to participate in asynchronous discussion boards (blogs,  ikis) in between sessions.
Pueblo City Schools | Public School District | Metro Area Pikes Peak Southeast Southwest | YES | [NAME] | 6 Covina Court | Pueblo, CO 81005 | [EMAIL] | [PHONE] | This four-day w orkshop series is for participants [NAME] are fulfilling the administrative licensure requirement, practicing administrators desiring to update their understanding of evaluation of educator effectiveness, and educators w ithout an administrative license [NAME] may be identified as “designees” under Senate Bill 10-191. Participants w ill learn about effective teacher evaluation methods in the context of a standards-based instructional system: [NAME] and practice a variety of evaluator skills and procedures w ith emphasis on those that are critical to implementing Colorado’s new educator effectiveness law. • Understand the relationship betw een supervision and evaluation, quality instruction, school improvement, and student academic grow th. [NAME] how to use the evaluation rubric as part of an overall quality school improvement system, including data collection, observation, conferencing, and managing the system efficiently. • Improve observation and conferencing skills, including skills for providing effective feedback. • Learn how to identify w hich standards and elements should be the focus of a teacher’s evaluation to help them improve their professional practice and develop a personalized professional learning plan. • Understand methods of collecting a solid body of evidence and artifacts in addition to the observation to support an evaluation. • Identify key factors in w riting quality reports and other w ritten communication as an evaluator. • Examine an overview of the legal requirements specified in CDE’s rules and regulations. • Understand the use of CDE’s evaluation tools, including goal setting, the self-assessment, and the Measures of Student Learning. Instructor: [NAME], 85 Amherst Avenue, Pueblo, CO 81005, [EMAIL], (719) 240-6307, [NAME], M.A.Ed, has over 20 years of private and public education experience, including serving as a teacher, assistant principal, principal, and data specialist for turnaround schools.
[NAME] | Individual Consultant | Southwest | YES | [NAME] | 9987 E. Cherokee Dr. | Salida, CO 81201 | [EMAIL] | [PHONE] | I have arranged graduate level credit for the course Supervision and Evaluation for Colorado Educators offered through Adams StateUniversity. The training, Supervision and Evaluation for Colorado Educators, is designed for professionally licensed principals, candidates accepted into any Alternative Licensure Program for Principals, as w ell as teachers in the field of education. The course will follow the requirements of the Colorado Department of Education (CDE) and is formatted to Colorado Quality Standards. It is designed to train school administrators and teacher leaders concerning Colorado’s teaching standards, data collection and management skills, data driven leadership, and coaching and feedback techniques. Participants successfully completing this training will be approved to conduct formal evaluations of instructional staff as a principal or principal designee. While the training reflects the requirements included in the teacher effectiveness legislation, it is based on research and best practice regarding teacher evaluation and supervision in general.
San Juan BOCES | BOCES | Southwest | YES | [NAME] | 201 East 12th Street | Durango, CO 81301 | [EMAIL] | [PHONE] | The San Juan BOCES (SJBOCES) State Model Evaluator Training Program w ill operate through the Professional Development Department. The role of evaluator requires a high level of understanding of the State Model Evaluation process as w ell as strong coaching and collaboration skills. This program is designed to certify licensed individuals to legally and appropriately evaluate teachers, principals and Specialized Service Providers (SSP) using the Colorado State Model Evaluation System. The evaluator training consists of six modules and one on-site team evaluation. The course must be completed w ithin 1 calendar year of beginning the first module. Please visit our website for detailed information concerning course content.
Santa Fe BOCES | BOCES | Southeast | YES | [NAME] | PO box 980 302 Colorado Ave. | La Junta, CO 81050 | [EMAIL] | [PHONE] | This training w ill provide an in-depth discussion and analysis of both the art of principal and teacher evaluation and the technical and managerial aspects of the requirements identified in the SB 10-191 legislation. Since December of 2012 the Santa Fe BOCES has utilized Race to the Top and Colorado Legacy Foundation funds to provide training and support to the six SFTBOCES school districts. These districts are now implementing the evaluation process w ith the intended fidelity. The training will include: • effective evaluator practices and methods • use of student performance and assessment data • data collection and management for evaluation and student performance • developing common language and identifying specific teacher/principal/student behaviors w hich corresponded to the various elements included in the rubrics associated w ith the state model evaluation system • developing and implementing the measures of student performance tools w ith both principals and teachers • understanding teaching and learning styles • coaching conversations for providing effective feedback • creating and providing effective w ritten feedback • building relationships and understanding w ith staff and students • when and how to utilize various observation techniques and strategies The SFTBOCES w ill also provide training for Peer Coaches to increase leadership capacity in each and every district. These coaches will eventually provide continued support to teachers at the building level to improve instructional techniques and strategies, analyze assessment data to identify trends and areas of both acceleration and deficiency, and provide on-going support to the principals in the evaluation process.
Seaney Consulting Services | Consultant | Metro Area North Central Northeast Northwest Pikes Peak Southeast Southwest West Central | YES | [NAME] | 1618 Cimarron Ave. | La Junta, CO 81050 | [EMAIL] | [PHONE] | This training w ill provide an in-depth discussion and analysis of both the art of principal and teacher evaluation and the technical and managerial aspects of the requirements identified in the SB 10-191 legislation. Since December of 2012, Seaney Consulting Services has provided training and support to eight Colorado school districts on the implementation of the State Model for Educator Effectiveness. These districts are now implementing the evaluation process w ith the intended fidelity. The training w ill include: • effective evaluator practices and methods • use of student performance and assessment data • data collection and management for evaluation and student performance • developing common language and identifying specific teacher/principal/student behaviors w hich corresponded to the various elements included in the rubrics associated w ith the state model evaluation system • developing and implementing the measures of student performance tools w ith both principals and teachers • understanding teaching and learning styles • coaching conversations for providing effective feedback • creating and providing effective w ritten feedback • building relationships and understanding w ith staff and students • w hen and how to utilize various observation techniques and strategies Seaney Consulting w ill also provide training for Peer Coaches to increase leadership capacity in each and every district. These coaches will eventually provide continued support to teachers at the building level to improve instructional techniques and strategies, analyze assessment data to identify trends and areas of both acceleration and deficiency, and provide on-going support to the principals in the evaluation process.
Stanely Teacher Prep Program | Institution of Higher Education | Metro Area |  | Heather Grasser | 350 Quebec St | Denver, CO 80320 | [EMAIL] | [PHONE] | Ms. [NAME] believes that educator evaluation is not an event, but a process. It needs to take place w ithin a supportive environment so that teachers can be learners as w ell as educators. Given this, they w ill strive for better service to the children the teachers are responsible for. Ms. [NAME]’s trainees w ill be able to provide that environment and make fair, professional, and credible evaluations of the teachers w ithin. She is versed in the concepts, theory and best practices inherent in teacher evaluation. Her trainees w ill finish w ith an understanding of varied teaching and learning styles; how to effectively observe educators, document evaluations and confer w ith personnel; as w ell as a strong grasp on cognitive coaching techniques to provide relevant, effective and implementable feedback to those being evaluated. Ms. [NAME] earned her summa cum laude B.A. in biology and history from Bow doin College, and holds a M.S. in educational psychology from the University of Colorado Denver. She is licensed in the state of Colorado and has been teaching in the classroom for 15 years. Her experience in Pre-K-12 curriculum development w ith a specialty in science education has given her a broad perspective on educational needs and methods. She has w orked in both private and public schools w ith traditional and core know ledge curricula, and is a graduate of the Stanley Teacher Preparation Program. This program represents a "clinically-based model of excellence for the preparation of high-quality teachers" (as cited by the Colorado Department of Education). Since 2007, she has presented seminars to intern teachers for the Stanley TPP and since 2011, Ms. [NAME] has hosted intern teachers in her classroom for the program as [NAME].
University of Colorado Colorado Springs | Institution of Higher Education | Pikes Peak |  | [NAME] | 1420 [NAME]. | Colorado Springs, CO 80918 | [EMAIL] | [PHONE] | This course focuses on the role of the instructional leader in bringing about desirable changes in instructional effectiveness tow ard student success. Based upon research and recommended practice, students learn supervisory procedures, w hich encourage the ongoing professional grow th of instructional staff. Evaluation and supervision strategies included are: data collection, data analysis, legal aspects, evaluation report w riting, conferencing, goal setting, and focusing on student outcomes. [NAME] ork is included in the requirements for this course. Compliance w ith state law and district guidelines w ill be covered. Other topics include: aligning supervision and evaluation to the state standards for teaching as defined by the Colorado Department of Education, adapting supervision to the needs of the teacher/instructional staff member, technical and human resource skills needed to effectively supervise and evaluate teachers and other instructional staff, linking supervision and evaluation to professional development, the role of supervision as it relates to curriculum development, teaching and learning styles, student performance and assessment, and having effective conversations with teachers/instructional staff about instruction.
University of Denver | Institution of Higher Education | Metro Area | YES | [NAME] | 999 E. Evans Avenue | Denver, CO 80208 | [EMAIL] | [PHONE] | University of Denver Educational Leadership and Policy Studies w ill offer tw o separate trainings, one for educators coaching and evaluating teachers and service professionals and another for educators coaching and evaluating principals. Each of these sixteenhour programs entitled, “Evaluation that Makes Sense and Inspires Purpose,” w ill focus on the art and the science of evaluation and be conducted through inquiry-based, collaborative activities that support competency-based practices. Since developmental and clinical supervision and evaluation that impact student learning involves human judgment, supportive relationships built on trust and a common understanding of quality performance, our time the first day w ill be spent on these priorities of effective implementation. We will learn about w ays to create a culture of improvement in which we ● Construct a strengths-based climate of hope and possibility in the service of students and families ● Interact w ith Colorado Academic Standards and w ays they might be demonstrated by students ● Explore Colorado Educator Effectiveness Standards and the evidence that might be used to demonstrate mastery ● Design coherent, aligned systems of evaluation processes and collection of artifacts ● Conduct targeted, specific observations ● Provide effective, grow th-enhancing feedback In Day Two, w e w ill focus on the tw o portions of evaluation, professional practice and student learning or outcomes. For an understanding of professional practice, we will ● Review the findings from the CDE report ● Examine the Colorado State Model Evaluation System and its components ● Discuss Inter-rater Reliability and Inter-rater Agreement, and the value of inter-rater agreement to performance feedback and professional development planning ● Define evidence and artifacts ● Understand and apply best practices to scoring the rubric ● Use Elevate Colorado to practice Inter-rater Agreement For an understanding of the other 50% of the of the evaluation process, the measures of student learning/outcomes, w e w ill ● Be familiar w ith the requirements of Teacher Quality Standard VI, Service Professional Quality Standard VI and Principal Quality Standard VII ● Discuss the decisions that have been or need to be made by participants regarding the development or use of district-created measures and state-mandated measures of Student Learning Outcomes and Student Academic Grow th ● Practice setting targets and scales of student learning and outcomes that are rigorous and attainable ● Learn formative practices that help educators monitor student learning and target and scale attainment Online resources w ill be shared w ith participants, as w ill evaluation management schedules, observation forms, coaching and feedback protocols and assessment inventories. This practical and interactive program w ill support all educators to feel competent and eager to try new strategies to support their staff and students improve.
Weld Re-1 School District | Public School District |  | YES | [NAME] | Educational Services Center 14827 WCR 42 | [NAME] 157 Gilcrest, Colorado | [EMAIL] | [PHONE] | By the end of the training the participant will know, and understand the following: (1) Senate Bill 10-191 Information (Purposes, Critical Effects, Priorities of Implementation and Timeline). (2) The mission and vision of the State Model Evaluation System (the intent and spirit of the law). (3) How to implement the State Model Evaluation System, which includes: The Evaluation cycle; The Components of the Rubric (and how to score the rubric). (4) The principal and teacher evaluation standards. (5) Using Evaluation tools: Teacher Evaluation Report, Principal Evaluation Report, Professional Growth Plans, Mid Year Evaluation Report, and the Process for the collection of artifacts. (6) Process for determining Inter-rater agreement and Inter-rater reliability (ELEVATE).  (7) The importance of developing “evaluator skills which may include, but not be limited to: Data collection and documentation, Understanding the Colorado Academic Standards, Conferencing strategies, Giving effective feedback, Building instructional relationships, Use various observation techniques, (The importance of) a common instructional Language; Providing “easily understood” evaluation processes and timelines. (Note: This training will not develop each of these components but will reinforce professional development work already happening in the district in these areas). (8) The process for determining Teacher Type (for the purpose of selecting Measures of Student Learning); (9) Use of an Assessment Inventory; (10) Selection of Measures and determining weight and type of each measure (Collective or Individual).  (11) Calculating an overall score and effectiveness rating. Part of this training will be to provide information on how the Weld RE-1 School District has interpreted and implemented each of the state required steps and components of the evaluation system.  As a trainer, it will be important to outline key conversations and decisions that our district has made in the implementation of the Educator Effectiveness Act.
Weld Re4 School District | Public School District | North Central | YES | [NAME] | 1020 Main Street | Windsor, CO 80550 | [NAME] | [PHONE] | The Weld Re-4 School District w ill train relevant personnel, including designees as needed, to evaluate principals, teachers and special service providers utilizing the Colorado State Model Educator Evaluation process, tools and resources. This includes an overview of requirements for each type of personnel, the logistics and process of actual scoring each rubric for professional practices, use of interrater agreement activities, calculation of measures of student learning, and internal district requirements and deadlines. The discussion of effective feedback for staff w ill include a variety of resources to use based on previous learning from leadership in the district, including but not limited to: [NAME], Leverage Leadership, and Instructional Rounds in Education. The resources utilized will emphasize three main values of our district: 1) a focus on conversations that lead to more effective instructional practices, 2) clear emphasis on student learning during observations and conversations, and 3) using previous learning to continuously reflect and improve.
Weld RE-8 School District | Public School District | Metro Area North Central Northeast | YES | [NAME] | 301 Reynolds St. | [NAME], CO 80621 | [EMAIL] | [PHONE] | The purpose of the evaluation training is to support district and school level administrators in effectively implementing the evaluation process through the use of evaluation tools, collecting and analyzing data, and providing feedback to promote effective professional practices as described by the educator quality standards. The training w ill be interactive, collaborative, and provide relevant resources to support implementation of the evaluation process. The essential components of training will include: • Overview of SB 191 (Purpose, Critical Effects, Priorities of Implementation, and Process) • Definition of Effectiveness • Understanding the elements of the Quality Educator Standards • Understanding the structure of the professional practices rubric, using the rubric, and scoring the rubric • Measures of Student Outcomes • Goal Setting and Coaching Conferences • Putting It All Together Through discussion, modeling, simulation, and video components participants w ill have an opportunity to make meaning of the professional practice rubrics as they practice collecting evidence to support rubric ratings. As participants participate in these activities, the accompanying conversations w ill inter-rater agreement to develop to support consistent rubric ratings across the district and within schools. The training w ill progress as participants learn about the role measures of student outcomes play in the evaluation process. Participants w ill simulate how to use evaluation tools to support the calculation of the 50% measure relating to measures of student outcomes. This portion of the training w ill emphasize the importance of goal setting and coaching conferences. Lastly, participants will learn how to put it all together to determine a final rating using the evaluation system.
Weld Re9 School District | Public School District |  |  | [NAME] | PO Box 68 | Ault, CO 80610 | [NAME] | [PHONE] | This four day training w ill provide the basics of supervision and evaluation and allow designees to be certified to conduct evaluations under the Colorado Model Educator Evaluation System. In part one, participants will examine general effective evaluator practices and methods, including an examination of effective schools research and elements of effective instruction, as well as best practices in supervision and evaluation. There w ill also be an opportunity to work w ith district-specific tools, such as w alkthrough forms. In part two, [NAME] take an in-depth examination of the CDE state model evaluation system and tools, and have an opportunity to practice using those tools.
Yuma School District-1 | Public School District | Northeast Pikes Peak | YES | [NAME] | 418 South Main Street | Yuma, CO 80759 | [EMAIL] | [PHONE] | Yuma is a prosperous, agricultural community in the northeast plains of Colorado. The [NAME] school district enjoys the enthusiastic support of the community, including [NAME] financial support. [NAME] District-1 is committed to meeting the academic needs of all students and to being an innovator in public school performance. [NAME] accepts learning as the fundamental purpose of our schools and examines all practices in light of their impact on learning. [NAME] expects all students to demonstrate proficient or above on all State Assessments by encouraging students and teachers to perform at the highest levels and conforming to Colorado Academic Standards. Our district serves approximately 840 students in grades PreK-12 and employs nearly 65 teachers. YSD-1 has a rising percentage of English language learners in the mid-40’s. YSD-1 has placed great emphasis in the last few years on technology for the classroom and w ithin. As an outgrow th of the Eagle Net initiative, the district benefits from a more than a 20 times increase in Internet band w idth since 2011. Buildings and classrooms are being reconnected for video and interactive-level applications. Efforts are being directed to allow database and assessment applications, especially those for tracking and predicting student achievement, to operate seamlessly throughout the district. Newly acquired Remote/Distance Learning application and facilities w ill be used to increase access.
[NAME] | Individual Consultant | Northwest West Central | YES | [NAME] | 772 Steele St., | Craig, CO  81625 | [EMAIL] | [PHONE] | Completion of this State Model Educator Evaluation System training w ill allow any person(s) not currently holding a principal’s license to evaluate teachers, principals or specialized service providers (SSP) in Colorado. In addition, the training can be modified to meet other needs such as principal induction and/or mentoring in the State Model Educator Evaluation System. The training w ill focus on best practice in evaluation, requirements of the State Model system, connections in the evaluation system to other reforms, and leverage points for driving local initiatives.