Transcript Teacher Evaluation & Development Pilot Program

Orientation to Teacher Evaluation
2013-2014
“There is no power for change
greater than a community
discovering what it cares about”
Margaret Wheatley
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Commitment to a model that is designed to improve
student learning and staff effectiveness through the
ongoing development of West Hartford’s professional
staff
Comprehensive in its design, addressing both the State
mandates as well as providing differentiated experiences
based on the full range of professional performance
needs
To ensure all students have competent, high quality
teachers, we must provide an evaluation and support
structure that builds human capacities and challenges all
educators to aspire and reach excellence
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Student learning is directly affected by teacher knowledge and
skill;
Teacher knowledge and skill are affected positively by the
integration of teacher evaluation, professional development
and collaboration;
Teachers, like students, must be committed to continuous
improvement;
An effective evaluation plan requires a clear definition of
teaching and learning along a continuum of development and a
reliable system to assess it; and
The gaps between expectations for student performance and
actual student performance should guide and shape the content
of professional development and the expectations for
improved performance.
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Goal Setting and Planning
- Orientation on Process
- Teacher Reflection and Goal Setting
- Goal Setting Conference
Mid-Year Check-ins
End-of-Year Conference
Teacher Performance and Practice
Number of Observations
Teacher Category
Number of Observations
Non-Tenured Teachers
3 Formal Observations
4 Informal Observations
Below Standard and
Developing (Tenured)
3 Formal Observations
5 Informal Observations
Effective and Exemplary
(Tenured)
1 Formal Observation
4 Informal Observations
*Please note: In the first year of implementation, all teachers will be
observed 7 times: 3 formal observations and 4 informal observations.
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Orientation Process – Teachers provided with
information about the evaluation process
Teacher Reflection and Goal Setting - Teacher examines
student data, prior year evaluation, survey results and
WHPS’ Instructional Framework and drafts goals
Goal Setting Conference – Administrator and teacher
discuss proposed goals and arrive at mutual agreement
Evaluator and teacher hold at least one mid-year check-in
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Evaluations and teachers will review progress toward the
goals/objectives at least once during the school year, using
available information, including agreed upon indicators.
Teacher Self-Assessment
– The teacher reviews all
information and data
collected during the year
and completes a selfassessment for review by
evaluator.
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End-of-Year Conference
- Four Levels of Performance
1. Exemplary
2. Effective
3. Developing
4. Below Standard
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