Teacher Evaluation
Teacher Annual Evaluation Workflow
“More than two decades of research findings are unequivocal about the connection between teacher quality and student learning.”
-Center for Public Education
The Educator Effectiveness System is an evaluation system that balances an educator’s professional practice with evidence of student learning outcomes. Great teaching matters, the Educator Effectiveness System is designed to support teacher reflection and goal setting for continuous growth in teacher practice that leads to improved learning for all students. In the goal setting process, teachers closely monitor students in need of acceleration and develop an instructional strategy that supports accelerated growth.
Through ongoing feedback and support, the evaluation system provides teachers with meaningful information about how their practice impacts student learning and helps inform professional development planning at both the school and district level. Below you will find the evaluation system annual workflow. The workflow is divided into four parts; the Educator Effectiveness Plan, a Mid-Interval Review of progress, Classroom Observations, and a Final Evaluation Conference.
The evaluation cycle occurs over a 3-year period consisting of one Summary Year and two Supporting Years. The resource below outlines the steps in the evaluation workflow for both teachers and evaluators along with tools to support each step.
Please note that actions requiring documentation within the Frontline/MLP System are indicated with the following symbol:
Respectfully, The Educator Effectiveness Team
Preparing the Educator Effectiveness Plan (EEP)
August - October
What is an Educator Effectiveness Plan?
Annually, MMSD educators will engage in the cycle of inquiry where they will analyze where their students are relative to the grade-level standards, and develop one goal for student growth over the academic year or course interval This is the Student Learning Objective (SLO). The SLO process includes identifying and monitoring a goal, then analyzing progress towards meeting the goal using the Wisconsin SLO Scoring Rubric at the end of the year or interval. Discussion of progress towards the SLO goal is conducted with peers during the Supporting Years and with your evaluator during the Summary Year.
Why create an Educator Effectiveness Plan?
Research shows that intentional goal setting around student learning is a critical adult action for improving student learning outcomes. The collaborative dialog within the SLO process provides educators an opportunity to reflect on student progress and determine if the instructional strategy is effective while making adjustments when necessary to reach the highest levels of learning possible.
How do I develop an Educator Effectiveness Plan?
| Teacher Action | Principal Action | Tool(s) & Resources |
|---|---|---|
| Develop Student Learning Objective (SLO)
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Schedule Beginning of Year (BOY) Planning Conference | |
| Develop Professional Practice Goal
Complete the Self Review (Summary Year and First Year Educators Only) |
Review the Self-Review SLO/PPG | |
| Teacher/Team Attend Beginning of Year Planning Conference | Facilitate Beginning of Year Planning Conference with Summary Teacher/Team | |
| How to Batch Finalize Elements |
Preparing the Mid Interval Review
January-February
What is the Mid Interval Review?
In January and February (or sooner if the SLO interval is less than a year), the teacher and evaluator will meet for a formative review of progress toward meeting the SLO and PPG. During the mid interval conference, student data is reviewed to determine if the students are on track to meet the identified goal. If the goal is on track, the educator continues with the selected strategy. If student data are off track, the strategy is revised and/or the goal may be adjusted. Teachers in their supporting year engage in this process with a peer or building coach.
Why engage in a Mid Interval Review?
Research shows that Intentional goal setting around student learning is a critical adult action for improving student learning outcomes. The collaborative dialog within the SLO process provides educators an opportunity to reflect on student progress and determine if the instructional strategy is effective while making adjustments when necessary to reach the highest levels of learning possible.
How do I prepare for the Mid Interval Review?
| Teacher Action | Principal Action | Tool(s) & Resources |
|---|---|---|
| Organize and Analyze Formative and Summative Assessment Data as identified in your Student Learning Objective (SLO) Complete the Mid Interval Review of Progress for your Student Learning Objective |
Schedule Mid Interval Review Conference with Summary Year Teacher/Team | |
| Complete the Mid Interval Review of Progress of your Professional Practice Goal (PPG)
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| Attend the Mid Interval Review Conference for Summary Year Teacher/Team | Facilitate Mid Interval Conference with Summary Teacher/Team-Review progress and make adjustments if necessary to the SLO and PPG | |
| Begin uploading artifacts & evidence
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Preparing for Observations
September - May
What type of observations will occur and what is the frequency?
During the Summary Year, a minimum of two unannounced mini observations (15-20 minutes) and one announced observation (40-45 minutes) including a pre and post conference will be conducted by the evaluator. Educators in their supporting year, will also be observed at least once. Evidence of practice for Domain 2 (Classroom Environment) and Domain 3 (Instruction) is collected during classroom observation.
Why classroom observations?
Classroom observations and ongoing actionable feedback are critical elements for improving teaching and learning. Through collaborative conversations during both the pre and post observation conference, teachers can reflect on what is working well and make adjustments where necessary for ongoing professional learning and growth that results in positive student outcomes.
How do I prepare for classroom observations?
| Teacher Action | Principal Action | Tool(s) & Resources |
|---|---|---|
| Announced Observation | ||
| Schedule observation including pre and post conference | ||
| Complete Pre Observation Form Participate in Pre Observation Conference |
Facilitate Pre Observation Conference
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| Conduct Observation Collect, tag and sync evidence and provide feedback |
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Facilitate Post Observation Conference | |
| Mini Observation (Unannounced) | ||
| Conduct mini observation Collect, tag and sync evidence and provide feedback. |
Mini Observation Observer Feedback Form | |
Preparing for Final Evaluation Conference
April - May
What is the Final Evaluation Conference?
During the Final Evaluation Conference, the teacher and evaluator meet to discuss achievement of the Student Learning Objective. The teacher has the opportunity to elaborate on evidence of practice and achievement of the SLO. The evaluator provides feedback based on evidence collected during classroom observation, and discusses final scores based on the Danielson Framework and the overall SLO score.
Why engage in a Final Evaluation Conference?
The Final Evaluation Conference is an opportunity for the teacher to reflect on attainment of goals and the instructional practices used over the course of the year/interval. Results will inform goals for the subsequent year and professional development planning for ongoing instructional improvement.
How do I prepare for the Final Evaluation Conference?
| Teacher Action | Principal Action | Tool(s) & Resources |
|---|---|---|
| Organize and analyze formative and summative assessment data and complete the SLO End-of-Interval Review
Using the SLO Scoring Rubric, Self-Score your SLO |
Schedule Final Evaluation Conference with Summary Year Teacher | |
| Review progress toward Professional Practice Goal and complete reflection in MLP
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PPG Planning Form - End of Year Review PPG | |
| Upload, tag and submit artifacts demonstrating practices in Domains 1 and 4
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| Score SLO & Practice in MLP NOTE: Do not submit scores until after the End-of-Year Summary Conference |
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