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Teacher Evaluation. What you need to know about changes in state requirements for Teval plans. An Act Concerning Educational Reform, sections 51-56. State guidelines, determined by PEAC District models must be consistent with state

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Teacher evaluation

Teacher Evaluation

What you need to know about changes in state requirements for Teval plans

An act concerning educational reform sections 51 56
An Act Concerning Educational Reform, sections 51-56

  • State guidelines, determined by PEAC

  • District models must be consistent with state

  • Plans must include multiple indicators of student academic growth

  • Evaluation plans must include advice and assistance of teachers’ and administrators’ collective bargaining representatives

New requirements
New Requirements

  • Mandatory use of a rating system

    • Exemplary, proficient, developing, below standard

  • Mandatory training on the evaluation system

    • For teachers being evaluated and administrators performing evaluations

  • Mandatory remediation plans for “developing” and “below standard” teachers

  • Annual evaluations of all teachers and administrators

  • Development of pilot and support programs

The rating system
The rating system

  • Currently, TPS uses “meets standards” or “needs improvement” rating system

  • New Haven uses five levels: exemplary, strong, effective, developing, needs improvement

  • The Danielson Teaching Framework uses four: distinguished, proficient, basic, unsatisfactory

  • CT also includes an option for a “distinguished educator” status

  • Validation procedure for exemplary and below standard ratings (third party audit)


  • PD on the actual evaluation model

  • PD based on individual or group needs identified through evaluations

  • Oriented towards career development and professional growth


  • Developed with affected employee and union representation

  • Identifies resources, supports, experiences, and other methods to improve

  • Sets a clear timeline within the school year

  • Identifies success indicators, including a minimum rating of proficient, by the end of the plan

  • State determined timeline for termination for ineffectiveness if necessary

Annual evaluations must include
Annual evaluations must include:

  • Documentation of teacher strengths

  • Areas needing improvement

  • Improvement strategies

  • Multiple indicators of student academic growth

  • Minimum goal setting and summative evaluation, possible formative evaluations

Pilot and support programs
Pilot and support programs

  • 8-10 districts will be selected to pilot new teval plans

  • Identify technical assistance districts will need to implement new plans

  • Train teachers on model and train administrators on conducting evaluations

  • Neag School of Education will conduct a study of pilot programs to make recommendations

Peac recommendations
PEAC recommendations

  • 45% multiple student learning indicators

    • One-half based on state test for those teaching tested grades and subjects

  • 5% whole school learning indicators or student feedback

  • 40% observations of teacher performance or practice

  • 10% peer or parent feedback surveys

High quality observations
High quality observations

  • Observation rated against a standards-based rubric (Danielson?)

  • Result in timely and useful feedback

  • Evaluators must be trained in how to observe, score, and provide feedback

Student learning indicators
Student learning indicators

  • Multiple data points that are fair, reliable, and useful

  • A minimum number of indicators for all

  • Safeguards for student, teacher, and school characteristics, attendance, and mobility

  • Explanation for how indicators selected and assessed

Next steps
Next steps

  • TPS plan needs to be revised by committee including TEA representation to add additional rating levels

  • TPS needs to adapt state rubric or develop one consistent with legislative guidelines

  • All administrators will need training on state required elements, including observation rubric

  • All teachers will need training on contents of the revised plan

  • District committee needs to identify criteria for student learning indicators

  • District must develop or adopt state model for school, student, peer, or parent input components