• The Colorado State Model Educator Evaluation System for Teachers as it Pertains to Thompson School District  

    Teacher Effectiveness Brief and Evaluation Cycle

     
    Teacher framework  
     
    1. The Statewide Definition of Teacher Effectiveness
    Effective teachers in the state of Colorado have the knowledge, skills, and commitments that ensure equitable learning opportunities and growth for all students. They strive to close achievement gaps and to prepare diverse student populations for postsecondary success. Effective teachers facilitate mastery of content and skill development, and identify and employ appropriate strategies for students who are not achieving mastery. They also develop in students the skills, interests and abilities necessary to be lifelong learners, as well as skills needed for democratic and civic participation. Effective teachers communicate high expectations to students and their families and find ways to engage them in a mutually supportive teaching and learning environment. Because effective teachers understand that the work of ensuring meaningful learning opportunities for all students cannot happen in isolation, they engage in collaboration, continuous reflection, on-going learning and leadership within the profession.

    2. Colorado Educator Teacher Quality Standards and Their Related Elements and Artifacts

    3. Measures Used to Determine Overall Effectiveness Rating
    The Colorado State Model Educator Evaluation System for teachers is intended to provide support, incentives and rewards for teachers as they engage in the challenging work of enabling and empowering students to learn. The teacher effectiveness definition and Colorado Teacher Quality Standards provide clear guidance about state priorities for effective teaching. The use of multiple measures for teacher performance and guidelines for ensuring that these measures are of high quality will provide a more accurate and nuanced picture of the teacher’s professional practice and impact on measures of student learning. The use of performance standards to rate teacher performance allows more precision about professional expectations, identifies those teachers in need of improvement and recognizes performance that is of exceptional quality.
      
     
    Teacher
     
     
     Professional Practices – 50%  Measures of Student Learning – 50%
     Observations that are based on the five Quality Standards that measure professional practice and student learning over time. 

    One Required Artifact – used to inform the rubric. 
    • Student Perception Survey
    • Lesson Plan Review
    • Student work Samples
    • Lesson Study
    • Peer Review
    TSD Model
    1. Collective Attribution – 20% 
    Meets requirement for Statewide Summative Exam and Colorado Growth Model
    School Performance Framework 2014-2015 – The best model was selected for each individual school. 
    2. Individual Attribution – 30%
    Determined by each grade/content area.  
    (A student must attend at least 60% of the time to contribute to the individual attribution)
     
    Student Score Eligibility:
    Student score eligibility is based on the student’s enrollment (specifically entry and withdraw dates in Infinite Campus) and attendance.
    ·     Student must be continuously enrolled in teachers’ class/course for at least 60% of instructional period, to contribute to individual attribution rating
    ·     Student must attend class/course at least 60% of the instructional period, to contribute to the individual attribution rating

    * Give district common formative assessment to students and enter data into illuminate. The data and assessment team will determine the Score Eligibility.

    See the Final Ratings Calculator to understand how professional practices and measures of student learning are combined in TSD.

    4. Procedures for Conducting Evaluations
    Thompson School District has defined the following evaluation procedures.
      • Educators shall receive a written evaluation report and a performance standard designation by the end of each academic year
      • This written evaluation report will be completed through RANDA/COPMS using the Summative form as part of the Summative Review
      • This evaluation will be based on regularly collected data and associated feedback. Evaluations are an ongoing process to facilitate continuous improvement rather than an event
    Observation Expectations:
    Observations are to include primarily classroom observations, but may also include team meetings, parent meetings, and other system involvement. Observations should be at least ten “engaged” minutes in length. For specific observation expectations please refer to pgs. 35-36 in the TSD Educator Effectiveness User's Guide.

    Thompson Observation Protocol in accordance with S.B. 10-191:
    Probationary teachers – At least six observations that total 90 minutes or more when combined and feedback regarding the observation shall be provided promptly and in a face-to-face manner, when possible, with updates to RANDA
    Non-Probationary teachers – At least three observations at total 45 minutes or more when combined and feedback regarding the observation shall be provided promptly and in a face-to-face manner, when possible, with updates to RANDA
    The frequency and duration of the evaluations shall be on a regular basis and of such frequency and duration as to ensure the collection of a sufficient amount of data from which reliable conclusions and findings may be drawn.

    5. Performance Standards (Final Effectiveness Rating Levels)
    The use of four performance standards (Highly Effective, Effective, Partially Effective and Ineffective) to rate educator performance allows more precision about professional expectations, identifies those educators in need of improvement and recognizes performance that is of exceptional quality. These standards are also commonly referred to as the final effectiveness rating level.  As of the 2014-2015 school year we are in full implementation.  Ratings can either contribute to the earning of non-probationary status or the loss of probationary status. Please see the Implications for earning of losing non-probationary status document for more information.

    6. Appeals Process
    Teachers and specialized service professionals who receive a second consecutive rating of Ineffective or Partially Effective and who are not employed on an at-will basis may appeal their rating using the process set forth in State Board of Education rules for teachers. Rules regarding the state-approved appeals process may be found by clicking here. District policies for teachers and specialized service professionals can be found in the MOU.