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Educator Effectiveness Evaluation

Guiding Principles and Philosophy

We believe the following principles are essential to an evaluation system that supports educator growth and develops educator effectiveness:

  1. The goal of an evaluation system is to strengthen the knowledge, skills and practice of educators to improve student learning.
  2. An evaluation system must be differentiated to support the development of educators through all career stages—from beginning, to mid-career, to veteran.
  3. An evaluation system must address the varying assignments of certificated educators, including those who teach core and non-core subject areas, and are classroom and non-classroom educators. (i.e., resource educators, counselors, nurses and psychologists.)
  4. An evaluation system must include evidence of teaching and student learning from multiple sources.
  5. An evaluation system must provide relevant and constructive feedback and support that informs teaching practices. Feedback must be coordinated with high quality professional development that is continuous; linked to curriculum and teaching standards (CSTP); and allows for adequate time and resources for coaching, modeling, observation and mentoring.
  6. An evaluation system should include opportunities for peer involvement for advisory and support purposes.
  7. An evaluation system must consider the complexities of teaching and student learning that are outside of the educator’s control and beyond the classroom walls.
  8. All evaluation components and procedures must be clearly defined, explained, and transparent to all educators.
  9. All Evaluators must have extensive training and regular calibration in all evaluation procedures and instruments.
  10. An effective evaluation system that supports professional learning requires an ongoing commitment of financial resources, training and time.