SUMMATIVE TEACHER EVALUATION SCORING Summative Scoring The individual summative teacher evaluation rating will be on the four categories of performance, grouped in two major focus areas: Student Outcomes Related Indicators and Teacher Practice Related Indicators. TEACHER SUMMATIVE RATING STUDENT OUTCOMES Student Growth and Development 45% Whole School Student Learning 5% TEACHER PRACTICE Observation of Teacher Performance and Practice 40% Parent Feedback 10% Every educator will receive one of four ratings: Distinguished – Substantially exceeding indicators of performance Accomplished – Meeting indicators of performance Developing – Meeting some indicators of performance but not others Not Demonstrated – Not meeting indicators of performance The rating will be determined using the following steps: Calculate a Teacher Practice Related Indicators score by combining the observation of teacher performance and practice score and the parent feedback score Calculate a Student Outcomes Related Indicators score by combining the student growth and development score and whole-school student learning indicator Use Summative Matrix to determine Summative Rating
Definition of Effectiveness and Ineffectiveness Non-tenured teachers shall generally be deemed effective if the educator receives at least two sequential Accomplished summative ratings, one of which must be earned in the fourth year of a beginning teacher’s career. A Not Demonstrated rating may be permitted in the first year of a novice teacher’s career, assuming a pattern of growth of Developing in year two and two sequential Accomplished ratings in years three and four. Superintendents offer a contract to any educator deemed effective at the end of year four. This shall be accomplished through the specific issuance to that effect. A post-tenure educator shall generally be deemed effective if said educator receives summative Accomplished ratings and the observation of practice for the school year is rated Accomplished. Two summative Developing ratings or one summative Not Demonstrated rating at any time would deem the educator Ineffective. If after one formal classroom observation a post-tenure teacher is rated Developing, an additional observation may be provided. By mid-year the teacher will receive intensive support and will create a mutually-developed individualized plan for improvement if the classroom observation score remains Developing.
Appendix C: List of Supports by Domain This list will be updated on an ongoing basis and posted on the district web site. Domain 1: Classroom Environment Day One and Beyond (2003) Teach Like a Champion (2010) Tools for Teaching, Fred Jones (2007) Discipline with Dignity (2008) Five (2006) The CAFÉ Book (2009) Positive Behavior Support web site The First Days of School—How to be an Effective Teacher (2009) Domain 2: Planning Assignments Matter (2012) Connecting Mathematical Ideas (2005) Academic Conversations (2011) Pathways to the Common Core (2012) Learning Targets (2012) Better Learning through Structured Teaching Total Participation Techniques (2011) Building Academic Vocabulary (2005) Essential Questions (2013) Quality Questioning (2005) Strategies that Work (2007) What’s the Big Idea? (2010) Why Didn't I Learn this in College?(2009) Domain 3: Instruction and Assessment of Learning Article about the value of, types and techniques of questioning in the classroom: http://www.fno.org/apr03/qtech.html Research on the value of questioning in the classroom: http://www.nwrel.org/scpd/sirs/3/cu5.html Introduction to Socratic Questioning: A Taxonomy of Socratic Questions: Several types of questioning types are described in the article, “A Questioning Toolkit,” in the online periodical, From Now On: http://www.fno.org/nov97/toolkit.html Advanced Questioning Techniques (explains some of the types of questions): http://www.businesspotential.com/adquest.htm