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

    Specialized Service Professional Effectiveness Brief and Evaluation Cycle  
    SSP Framework  
    1. The Statewide Definition of Specialized Service Professional Effectiveness
    Effective specialized service professionals in the state of Colorado are vital members of the education team and have the knowledge and skills necessary to ensure that diverse student populations have equitable access to academic instruction and participation in school-related activities. Effective specialized service professionals develop and/or implement evidence-based services or specially designed instruction to meet the unique needs of their students. They support growth and development to close achievement gaps and prepare students for postsecondary and workforce success. They have a deep understanding of the interconnectedness of the home, school and community and collaborate with all members of the education team to strengthen those connections. Through reflection, advocacy and leadership, they enhance the outcomes and development of their students.
    SSP Pie  
     Professional Practices – 50% Measures of Student Outcomes – 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.
    • Professional Development: Attending
    • Professional Development: Lead/Organizing
    • Operational Schedules
    • PLC: Stakeholders or Meeting Consultation
    • Reports and Assessments
    TSD Model
    1. School Performance Framework – 20%
    As educators we are all responsible for supporting student achievement and growth.
    2. Individual Attribution – 30%
    Determined by each SSP area as defined by their roles and responsibilities.
    See the 2014-2015 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.

    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. The 2014-2015 school year is a hold harmless year for specialized service professionals.

    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.