Applying the Cycle
Evaluation Cycle Steps
Every educator in the district completes a self-assessment of his/her strengths and areas for professional growth with reference to the relevant Evaluation Rubric, his/her most recent Evaluation Report, using common assessment data, and evaluating strengths and challenges for the student learning.
Additional guidance on the self-assessment process will be provided during faculty meetings in September. The form for your self-assessment can be found below.
Step 3: Collecting Evidence
The next step in the annual cycle is collecting evidence of educator performance. This is the responsibility of both the educator and the evaluator, and should be a transparent, collaborative process.
The evaluator will collect evidence through observations of the educator in the classroom, at meetings, or in other professional work settings. The evaluator may also collect documents that illustrate the educator’s work in the course of the observations, or during the course of other interactions/communications with the educator. The evaluator may also request records from central admin. An Educator can request to view this evidence at any time, and the evaluator should share all the evidence they have collected with the educator during the month prior to the educator’s final evidence submission.
The frequency and types of observations are detailed in the NATA contact. Other guidance documents to assist evaluators in collecting sound observational evidence and providing effective feedback to educators can be found below. The observation form is also below.
Educators must collect evidence regarding their progress towards their SMART goals, and are encouraged to collect additional evidence to document their performance against the district’s annual focus elements from the rubrics. The focus elements for 2015-16 and 2016-17 are listed in the file below. Guidance on evidence collection can be found in the “Evidence Guidance for 2015-16 Focus Elements" file below..
Although evidence collection is a collaborative endeavor between educators and evaluator, it is the responsibility of the educator to ensure that the evaluator has sufficient evidence at his/her disposal to document the appropriate performance ratings at the time of the evaluation.
See also the specific evidence requirements for Formative Assessment, Formative Evaluation, and Summative Evaluation below.
Step 4: Formative Assessment
For educators on Educator Plans of one year or less in duration (Developing Educator Plans, Directed Growth Plans, and Improvement Plans), the evaluator will complete a mid-year Formative Assessment Report to provide the Educator with feedback on his/her progress.
Educators on two-year Self Directed Growth Plans do not participate in the mid-year Formative Assessment process.
For the Formative Assessment, Educators must submit evidence related to progress toward their SMART goals (evidence of completion of action steps, and progress against the benchmarks), and are invited to submit additional evidence in support of their performance. One piece of evidence may be used to document more than one SMART goal and/or rubric element.
The evaluator will complete a Formative Assessment Report (see form below) to provide qualitative feedback to the educator on his/her progress toward his/her goals, and progress towards proficiency based on the available evidence. The evaluator will indicate where evidence is sufficient, and where additional evidence is needed to demonstrate proficiency. The report should provide guidance to assist the educator in developing his/her practice.