Purpose and Rationale of the Evaluation System
When teachers succeed, students succeed. Research has proven that no school-level factor matters more to students’ success than high-quality teachers. To support our teachers, we need to:
● clearly define excellent practice and results;
● give accurate, useful information about teachers’ strengths and development areas; and
● provide opportunities for growth and recognition.
The purpose of the evaluation model is to fairly and accurately evaluate teacher performance and ensure student growth. In addition, the evaluation system is designed to help each teacher strengthen his/her practice in order to improve student learning.
Core Design Principles
The design of this teacher evaluation model is based on the following State of Connecticut guidelines and principles:
● Consider multiple, standards-based measures of performance
An evaluation system that uses multiple sources of information and evidence results in a fair, accurate, and comprehensive picture of a teacher’s performance. This model defines four categories of teacher effectiveness: student learning (45%), teacher performance and practice (40%), school-wide student learning (5%) and stakeholder feedback (10%). These categories are grounded in research-based, national and state standards and locally-developed curriculum standards.
● Promote both professional judgment and consistency
Assessing a teacher’s professional practice requires evaluators to constantly use their professional judgment and take into account a teacher’s body of work. The Rubric for Effective Teaching and The Rubric for Effective Service Delivery is used throughout the district. Synthesizing multiple sources of information into performance ratings is inherently more complex than checklists or numerical averages. At the same time, teachers’ ratings should depend on their performance, not on their evaluators’ biases. Accordingly, this model minimizes the variance between school leaders’ evaluations of classroom practice and support fairness and consistency within and across schools. The trend is more important than a mathematical average when it comes to demonstrating growth; a holistic approach allows for that and promotes deep conversations around student performance between evaluator and teacher.
● Foster dialogue about student learning
This model hinges on improving the professional conversation between and among teachers and administrators who are their evaluators. The dialogue in this plan promotes a balance among improving student learning, growth, and administrative support.
● Encourage aligned professional development, coaching, and feedback to support teacher growth
Novice and veteran teachers alike deserve detailed, constructive feedback and professional learning, tailored to the individual needs of their classrooms and students. This plan promotes a shared language of excellence to which professional learning, coaching, and feedback can align to improve practice and ultimately advance student learning.
● Ensure implementation of best practices
Implementation of this plan will encourage East Lyme Public Schools educators to enhance their instructional skills and strategies. The model aims to maintain high expectations and will be reviewed annually.
ELPS Educator Evaluation and Support Plan