TEACHER

DEVELOPMENT &
EVALUATION
A PROPOSED DRAFT, MAY 2014
PURPOSE
MN Statute 122A.40 and 122A.41
Beginning in school year 2014-2015
Must include:
Peer review
Three year review cycle
Individual growth plan
Summative evaluation
Data on student engagement and growth
Professional learning communities
Staff development
Teacher improvement process
Discipline process

BELIEFS
Collaborative process
Continuous growth and improvement
Clear and consistent evaluation process
High quality teaching with a focus on equity will close
achievement gap
On-going review of plan

COMPONENT 1 (65%)
Teacher practice (40%)
Formal evaluative observation by principal
Includes pre and post
Documented informal observations
Reflection on peer observations

Student engagement surveys (25%)
Survey at least two times per year
Tool varies by age
Reflection on survey results

COMPONENT 2 (35%)
Student growth and achievement
Goals aligned with district mission of closing achievement gap
Data from three years
District, building, and individual (PDP)
Reflection on assessment data from each year
Each achievement goal evaluated individually

RATINGS AND
TEACHER SUPPORT
Based on rubric
Components rated as distinguished, proficient, basic or
unsatisfactory
Language for rubric not yet finalized
Support plan (if needed) may offer additional staff
development or opportunity for teacher to observe other
proficient or distinguished teachers
TIMELINE
Years 1 and 2
Three peer observations, PDP and two surveys
Each observation includes pre- and post-conversations
Year 3
Two peer observations, evaluators observation, PDP and two
surveys
Each observation includes pre- and post-conversations
Summative meeting with evaluator

CLOSING AND
QUESTIONS
Next steps:
District and membership approval
Survey tool refinements
Observation form edits





Thank you for your time.