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pdfTEACHER EVALUATION
KANSAS EDUCATOR EVALUATION PROTOCOL
KEEP
Teacher
17
May 2013
TEACHER EVALUATION PROCESS
(Teachers in first or second consecutive year in a district)
REQUIRED STEPS
Set-up
STEP 1 – ORIENTATION TO
EVALUATION PROCESS AND
PROCEDURES
(required)
STEP 2 – TEACHER DOES SELFASSESSMENT AND GOAL SETTING
(required)
Beginning of Cycle
STEP 3 – FORMAL OBSERVATION IS
HELD W ITHIN THE FIRST 60 DAYS
(required), POST-OBSERVATION
CONFERENCE: FACE-TO-FACE IS
REQUIRED
Mid-Cycle
STEP 4 – ONGOING INFORMAL
OBSERVATIONS, ARTIFACT AND DATA
COLLECTION
(required)
STEP 5 – MID-CYCLE CONFERENCE
End of Cycle
STEP 6 – FINAL CONFERENCE, NO
TH
LATER THAN THE 60 DAY OF THE
SEMESTER
(required)
Teacher
Implementation Ideas
1. Group overview for all teachers within first 10 duty days.
2. Detailed review of the KEEP process for those being evaluated in
KEEP, including timelines, rubrics, evidence, artifacts, etc. and
mentors, if assigned.
3. Detailed KEEP Repository training for those being evaluated.
1. Teacher completes self-assessment and selects tentative goals in
KEEP Repository.
2. Evaluator and Teacher review completed self-assessment and
goals.
1. Pre-Observation Conference: Set Formal Observation date and
time, expectations, and agenda. Request lesson plan or supporting
documentation. Face-to-Face is optional.
2. Do Formal Observation at pre-set date and time, with copy of lesson
plan.
3. Formal observations are 30 minutes – 1 class period.
4. Post-Observation Conference: Meet after the Formal Observation
and give feedback. Face-to-Face is required.
5. Complete the required Beginning of Cycle Conference Form in
KEEP Repository.
1. Ongoing informal observations must align with components/rubrics.
2. At a minimum, one informal observation per month.
3. Informal observations are 5 minutes – 30 minutes and should
include post observation feedback. May include feedback in the
repository.
1. Evaluator and teacher review goals and progress, and make
adjustments as needed.
2. It is recommended a second formal observation occurs.
3. Evaluator completes the required Mid-Cycle Conference Form in
KEEP Repository.
1. Evaluator presents draft of Summary Rating Form to teacher.
2. Evaluator and teacher discuss goals and progress, and data related
to summary rating.
3. Evaluator and teacher discuss potential goals for next cycle.
4. Evaluator completes the End of Cycle Conference Form in KEEP
Repository.
5. Summary Rating Form is finalized and completed.
18
May 2013
TEACHER EVALUATION PROCESS
(Teachers in years 3 and 4 in a district – once each year; beyond year 4 – at least once every three years)
REQUIRED STEPS
Set-up
STEP 1 – ORIENTATION TO
EVALUATION PROCESS AND
PROCEDURES
(required)
STEP 2 – TEACHER DOES SELFASSESSMENT AND GOAL SETTING
(required)
Beginning of Cycle
STEP 3 – FORMAL OBSERVATION –
FORMAL OBSERVATION IS HELD IN THE
FIRST SEMESTER
(required), POST-OBSERVATION
CONFERENCE: FACE-TO-FACE IS
REQUIRED
Mid-Cycle
STEP 4 – ONGOING INFORMAL
OBSERVATIONS, ARTIFACT AND DATA
COLLECTION
(required)
STEP 5 – MID-CYCLE CONFERENCE
End of Cycle
STEP 6 – FINAL CONFERENCE – NO
TH
LATER THAN FEBRUARY 15 .
(required)
Teacher
Implementation Ideas
1. Group overview for all teachers within first 10 duty days.
2. Detailed review of the KEEP process for those being evaluated
in KEEP, including timelines, rubrics, evidence, artifacts, etc.
and mentors, if assigned.
3. Detailed KEEP Repository training for those being evaluated.
1. Teacher completes self-assessment and selects tentative goals
in KEEP Repository.
2. Evaluator and Teacher review completed self-assessment and
goals.
1. Pre-Observation Conference: Set Formal Observation date and
time, expectations, and agenda. Request lesson plan or
supporting documentation. Face-to-Face is optional.
2. Do Formal Observation at pre-set date and time, with copy of
lesson plan.
3. Formal observations are 30 minutes – 1 class period.
4. Post-Observation Conference: Meet after the Formal
Observation and give feedback. Face-to-Face is required.
5. Complete the required Beginning of Cycle Conference Form in
KEEP Repository.
1. Ongoing informal observations must align with
components/rubrics.
2. At a minimum, one informal observation per month.
3. Informal observations are 5 minutes – 30 minutes and should
include post observation feedback. May include feedback in the
repository.
1. Evaluator and teacher review goals and progress, and make
adjustments as needed.
2. It is recommended a second formal observation occurs.
3. Evaluator completes the required Mid-Cycle Conference Form
in KEEP Repository.
1. Evaluator presents draft of Summary Rating Form to teacher.
2. Evaluator and teacher discuss goals and progress, and data
related to summary rating.
3. Evaluator and teacher discuss potential goals for next cycle.
4. Evaluator completes the End of Cycle Conference Form in
KEEP Repository.
5. Summary Rating Form is finalized and completed.
19
May 2013
TEACHER EVALUATION RUBRICS
Construct 1: Learner and Learning
To ensure that each student learns new knowledge and skills, teachers must understand that learning and
developmental patterns vary individually, that students bring unique individual differences to the learning process,
and that students need supportive and safe learning environments to thrive. Demonstration of the teacher’s
proficiency in Learner and Learning is evidenced by:
1.1 Learner Development
The teacher planned instruction based on the learning and developmental levels of all students. Key indicators
include: planning instruction, aligning instruction with student learning needs, using a variety of approaches and
resources, providing adaptation of instruction.
1.2 Learner Differences
The teacher recognized and fostered individual differences to establish a positive classroom culture. Key
indicators include: getting to know all students, using that knowledge of students to create a culture of respect,
meeting needs of all students.
1.3 Learning Environment
The teacher established a classroom environment conducive to learning. Key indicators include: collaborating
with students, establishing a safe, respectful and academically challenging environment.
Teacher
20
May 2013
Developing
Developing
Effective
Effective
Highly Effective
Effective
Highly
Differentiated lesson plans
Student work sample
Assessment data
Teacher reflection
Developing
Effective
Highly Effective
Teacher
x
x
x
x
School community perception survey
Attendance data
Office referral data
Differentiated instruction
21
Sources of Evidence for Recognizing and Fostering Individual Differences to Establish a Positive Classroom Culture
Ineffective
1.2 Learner Differences: The teacher recognized and fostered individual differences to establish a positive classroom culture.
x
x
x
x
Sources of Evidence for Planning Instruction Based on the Learning and Developmental Levels of All Students
Ineffective
Ineffective
1.1 Learner Development: The teacher planned instruction based on the learning and developmental levels of all students.
May 2013
Goal
Goal
Developing
Effective
Teacher
x
x
x
x
x
Office referrals
Attendance
Classroom rules established collaboratively
Cooperative group work
Differentiated student work samples
22
Sources of Evidence for Establishing a Classroom Environment Conducive to Learning
Ineffective
1.3 Learning Environment: The teacher established a classroom environment conducive to learning.
Highly Effective
May 2013
Goal
TEACHER EVALUATION RUBRICS
Construct 2: Content Knowledge
Teachers must have a deep and flexible understanding of their content area(s) and be able to draw upon it as
they work with students to access information, apply knowledge in real world settings, and work with meaningful
issues. Demonstration of the teacher’s proficiency in Content Knowledge is evidenced by:
2.1 Content Knowledge
The teacher demonstrated a thorough knowledge of content. Key indicators include: encouraging use of multiple
representations, explanations, and a wide variety of experiences building student understanding.
2.2 Innovative Applications of Content Knowledge
The teacher provided a variety of innovative applications of knowledge. Key indicators include: using problem
solving, critical thinking skills and technology, exploring and delivering content through real world application of
knowledge, collaborating with colleagues to provide cross-curricular opportunities.
Teacher
23
May 2013
Developing
Subject specific formative assessment data
Varied student products
Student self-assessment of work
Student video
Effective
Highly Effective
Goal
Developing
Effective
Teacher
x
x
x
x
Team meeting minutes
Student performance data
Formative assessment data
Co-teaching plans
24
Sources of Evidence for Providing a Variety of Innovative Applications of Knowledge
Ineffective
Highly Effective
Goal
2.2 Innovative Applications of Content Knowledge: The teacher provided a variety of innovative applications of knowledge.
x
x
x
x
Sources of Evidence for Showing Knowledge of Content
Ineffective
2.1 Content Knowledge: The teacher demonstrated a thorough knowledge of content.
May 2013
TEACHER EVALUATION RUBRICS
Construct 3: Instructional Practice
Effective instructional practice requires that teachers understand and integrate planning, instructional strategies,
and assessment in coordinated and engaging ways. Demonstration of the teacher’s proficiency in Instructional
Practice is evidenced by:
3.1 Planning for Instruction
The teacher used methods and techniques that are effective in meeting student needs. Key indicators include:
planning rigorous activities, using objectives that align with standards, meeting needs of students.
3.2 Assessment
The teacher used varied assessments to measure learner progress. Key indicators include: providing
opportunities for students to demonstrate learning, using assessment data to inform instruction, providing
feedback that encourages students to take responsibility for the learning.
3.3 Instructional Strategies: The teacher delivered comprehensive instruction for students.
Key indicators include: Using a variety of strategies to engage and challenge students, incorporating strategies to
differentiate and scaffold instruction, engaging student in higher order thinking skills.
Teacher
25
May 2013
Developing
Effective
Highly Effective
Standards-based lesson plans
Summative assessment history
Students reading level
Developing
Effective
Teacher
x
x
x
x
x
Formative (written feedback)
Summative
Interim assessment
Multiple representations of assessments
Multiple and varied assessment data
26
Sources of Evidence for Using Varied Assessments to Measure Learner Progress
Ineffective
3.2 Assessment: The teacher used varied assessments to measure learner progress.
x
x
x
Highly Effective
Sources of Evidence for Using Methods and Techniques that are Effective in Meeting Student Needs
Ineffective
3.1 Planning for Instruction: The teacher used methods and techniques that are effective in meeting student needs.
May 2013
Goal
Goal
Developing
Effective
Teacher
x
x
x
Multiple effective strategies
Differentiated plan
Student work sample
27
Sources of Evidence for Delivering Comprehensive Instruction for Students
Ineffective
3.3 Instructional Strategies: The teacher delivered comprehensive instruction for students.
Highly Effective
May 2013
Goal
TEACHER EVALUATION RUBRICS
Construct 4: Professional Responsibility
Creating and supporting learning environments that result in students achieving at the highest levels is a teacher’s
primary responsibility. To do this well, teachers must engage in professional self-renewal, which means they
regularly examine their own and each other’s practice through self-reflection and collaboration, providing collegial
support and feedback that assures a continuous cycle of self-improvement. Demonstration of the teacher’s
proficiency in Professional Responsibility is evidenced by:
4.1 Reflection and Continuous Growth
The teacher engaged in reflection and continuous growth. Key indicators include: engaging in ongoing, purposeful
professional learning, reflecting on practice and seeking professional learning, and analyzing and reflecting on
student data to guide instruction.
4.2 Collaboration and Leadership
The teacher participated in collaboration and leadership opportunities. Key indicators include: collaborating with
multiple stakeholders, communicating in a variety of ways, and demonstrating leadership skills.
Teacher
28
May 2013
Developing
Effective
Action research
Job embedded professional learning
Reflective journals
Professional learning plan
Highly Effective
Developing
Effective
Teacher
29
Sources of Evidence for Participation in Collaboration and Leadership Opportunities
x Family engagement
x Meeting/minutes supporting leadership roles
x Meeting minutes documenting collaboration with colleagues and families
x Evidence of communication
Ineffective
Highly Effective
4.2 Collaboration and Leadership: The teacher participated in collaboration and leadership opportunities.
x
x
x
x
Sources of Evidence for Engaging in Reflection and Continuous Growth
Ineffective
4.1 Reflection and Continuous Growth: The teacher engaged in reflection and continuous growth.
May 2013
Goal
Goal
Teacher
30
May 2013
Matrix Used to Determine Summative Evaluation Rating
st
nd
1 Student + 2 Student +
Growth
Growth
Measure
Measure
Rating
Rating
rd
3 Student
Growth
Measure
Rating
=
Student
Growth
Summary
Met
Met
Met
Met
Met
Met
Met
Met
Met
Met
Met
Not Met
Effective
Met
Met
Not Met
Met
Met
Met
Student
Learning
+
Content
+ Instructional + Professional =
Knowledge
Practice
Responsibility
Summative Evaluation
Rating
Highly
Effective
Effective
Highly
Effective
Effective
Highly
Effective
Effective
Highly
Effective
Effective
Highly Effective or Effective
Developing
Developing
Developing
Developing
Effective or Developing
Highly
Effective
Effective
Highly
Effective
Effective
Highly
Effective
Effective
Effective
Effective
Highly
Effective
Effective
Not Met
Effective
Developing
Developing
Developing
Developing
Developing
Not Met
Not Met
Developing
Effective
Effective
Effective
Effective
Developing
Met
Not Met
Not Met
Developing
Developing
Developing
Developing
Developing
Developing
Met
Not Met
Not Met
Developing
Ineffective
Ineffective
Ineffective
Ineffective
Ineffective
Not Met
Not Met
Not Met
Ineffective
Developing
Developing
Developing
Developing
Developing or Ineffective
Not Met
Not Met
Not Met
Ineffective
Ineffective
Ineffective
Ineffective
Ineffective
Ineffective
8/6/2013
Highly
Effective
Highly
Effective
Highly
Effective
+
Highly Effective
Effective
Matrix Used to Determine
Summative Evaluation Rating
Rules
1. Must meet all three student growth measures to be
considered highly effective.
2. Must meet at least two student growth measures to be
considered effective.
3. Can only be considered developing if meeting only one
student growth measure
4. Can only be rated one performance level higher than the
lowest summary rating.
5. When all summary ratings are the same, that rating becomes
the performance level.
| File Type | application/pdf |
| Author | Janet Williams |
| File Modified | 2013-10-23 |
| File Created | 2013-08-22 |