While there are many reasons to measure teacher and principal effectiveness, in Woodland we believe the ultimate goal of all measures should be to improve teaching and learning. We believe that professional conversation is the most powerful approach to promote teacher learning and that these conversations must be grounded in an instructional framework that informs and identifies effective practices that improve student learning. A reflective conversation about practice requires us to understand, analyze and respond to student learning in the classroom.
Therefore teacher evaluations should:
A committee comprised of both union and administrative staff reviewed the three State models districts may choose from to articulate the evaluation continuum. Upon reviewing the three models, the committee unanimously recommended the Danielson Rubric to define our district evaluation. Below are the reasons the committee recommends the Danielson rubric.
Criteria Snapshot Document The snapshot document briefly outlines all components evaluated in the new evaluation. Teachers can also reference the Criteria Handbook to gain a deeper understanding of each criterion.
Focused and Comprehensive Evaluations
Below is a link that clarifies some key elements of each form and how they compare.
The rating of teacher performance will be according to the following rubric.
The measures and evidence are used to determine the “teachers performance along a continuum that indicates the extent to which the criteria have been met or exceeded.” The measures used in the evaluation system should have a strong correlation to the criteria being evaluated.There are four areas under the measures of evidence section.1. Classroom observation2. Teacher self-assessment3. Student growth data4. Other measures/evidence
Includes an assessment of 1 of the 8 criteria. Student growth rubrics from one of the three criteria (3,6,8)
To occur at least once every 6th year for all staff, all provisional teachers, and any classroom teachers who received a Basic or Unsatisfactory evaluation in the year prior.
The growth in subject matter knowledge, understandings, and skill over time.
The status of subject matter knowledge, understandings, and skills at one point in time.
Please feel free to direct any questions to Asha Riley at firstname.lastname@example.org