Teacher Evaluation System - Polk County School District

Teacher Evaluation Philosophy
The primary purposes of teacher evaluation system processes are quality assurance (increasing student
learning growth) and professional learning (improving the quality of instruction). Teacher evaluation
should be a positive and ongoing process requiring considerable time, effort, and openness of both
teachers and their administrators. The process should focus on student achievement by helping
teachers become more effective in the application of high probability instructional strategies derived
from contemporary educational research.
Positive outcomes from teacher evaluation processes are highly dependent upon building an
environment characterized by open, honest, and respectful communication among teachers and
administrators, both of whom are responsible for establishing this rapport. When concerns arise, they
must be expressed with an appropriate rationale and suggestions for improvement. It is essential that
both teachers and administrators (operating from the perception of building collaborative
relationships) view performance evaluation as a supportive process that will result in enhanced
student growth and improved professional learning, performance, and morale.
Teacher evaluation is best viewed as a highly individualized experience ‐ a personal journey, in which
educators view themselves as professionals committed to continuous improvement. The district’s
teacher evaluation system was revised to be congruent with contemporary research on teacher
effectiveness and redesigned to ensure that processes are consistent with expectations delineated by
Florida statutes. This evaluation system addresses five key factors in multiple processes:
The teacher
The administrator
Student performance data
Timely and actionable feedback
Organizational context
All are equally important toward implementing an evaluation system that meets the needs of all
teachers in the classroom.
It should be noted that effective performance in a given job role is based on three significant variables,
the individual’s competencies, the demands of the job and their related expectations, and the
organizational climate and environment in which the individual works. Effective job performance
results when these three variables come together in a synergistic fashion. In order for the individual to
achieve optimal performance in the job, the organization must provide the support necessary to realize
the successful application of one’s competencies, against the backdrop of the real life demands of the
job. It is the appropriate alignment of these variables, personal competencies, organizational support
and realistic job expectations that will enable us to realize enhanced learning and success for our
students. It is essential that decisions made related to pay, promotion, placement and employment
status be based on a valid and reliable system that is closely monitored and adjusted toward that end
throughout its implementation.
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