Teacher Evaluation System - Polk County School District

Teacher Evaluation Planning Session
Conference between teacher and administrator designed to focus on evaluation processes related to
categories one and two. Discussion may include, but is not limited to, the following:
a. Procedures and timeline
b. Essential performance criteria
c. Collegial planning
d. Areas of continuous professional improvement
T
Teacher Evaluation System
Enhancing Student Achievement through Teacher Evaluation and Learning is a collaborative system between
teachers and administrators focused on improving the quality of professional practices resulting in increased
student learning.
Teachers’ Action Research Goals and Educational Timeline (TARGET)
Defines explicit learning goals in a plan specific to the teacher and learning gains for students at the school.
This timeline requires gathering and disaggregating student data for broad and specific patterns of need for
students directly or indirectly assigned to the teacher. It involves the teacher in determining the learning
objectives that will help students become successful based upon disaggregated data. Also, it entails the
development of student outcome goals that provide the teacher with ongoing targets for instructional
strategies to implement at the school. Finally, this timeline provides opportunities to demonstrate that
professional learning strategies have helped students become successful based upon disaggregated data.
Timely and Actionable Feedback
Prompt and specific behavioral feedback an administrator provides to a teacher including the data collected
during an observation and clarifying performance expectations supporting the teacher’s forward planning
and continuous improvement of professional practices.
Trend Data
The past performance of a particular individual or group as measured over some period of time.
U
Unsatisfactory
A rating that indicates that there is little or no evidence of teacher performance at a high level of quality and
consistency of practice; demonstrated practice is significantly lower than or non‐existent toward meeting
the expectation in relation to the rubric description for an EPC as evidenced through observation and other
appropriate data gathering methods.
V
Value‐Added Model
Process developed by the Department of Education to measure student learning growth.
Walkthrough Observation
An observation that can be announced or unannounced and generally consists of very brief classroom
observations of 3‐5 minutes in length in which the observer gathers evidence regarding classroom
instructional practices and behaviors on a regular basis.
W
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