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