Teacher Evaluation System - Polk County School District

Conceptual Framework
In order to enhance the quality and equity of the district’s teacher evaluation system and to bring the
district closer to complying with requirements delineated in the Student Success Act of 2011 that
amends several Florida Statutes (significant among them is 1012.34) and to meet additional related
expectations pertaining to the Florida RTTT Memo of Understanding (MOU), a differentiated annual
performance evaluation process has been developed for teachers. Teachers are clustered into two
broad categories, FCAT subject/grade level teachers and Non‐FCAT subject/grade level teachers. By
Florida statute, the student performance component of these differentiated procedures will become
effective August 15, 2011. Detailed information concerning the student performance component of
these differentiated evaluation procedures that will be applied is described on pages 14 – 17 of this
manual.
2011 – 2012 (ONLY): All Classroom Teachers
All classroom teachers’ Overall Annual Performance Evaluation Rating is based on “points earned”
related to the following elements:
Student Achievement Indicators based on three years of trend data from state assessment processes
are applied related to Reading or Math as appropriate to the teacher’s assignment. This data will come
from the adopted and published Florida student growth model process as derived in the form of
“trend data” based on 2011‐2012, 2012‐2013 and 2013‐2014 FCAT and other state student assessment
processes. Tables and related point values have been developed and will be applied to the teacher’s
Annual Overall Performance Evaluation rating using the student growth data provided by the FDOE. It
is the expectation of the FDOE that the district will apply tables to be developed by the Florida State
Board of Education when they are available. This element determines 50.3 % of the teacher’s Overall
Annual Performance Evaluation Rating. Teachers will be rated and awarded points individually.
Demonstration of evidence‐based teaching practices and behaviors (linked directly to the Florida
Educator Accomplished Practices) in the form of described rubrics for EPC Indicators and rated by the
school administrator are combined with points awarded based on the teacher’s situational context as
determined by specified student demographic impact factors related to teaching in a classroom heavily
impacted by these factors. These points and related variables make up 48% of a teacher’s Overall
Annual Performance Evaluation Rating. Teachers are rated and awarded points individually.
A Self‐Evaluation process pertaining to the evidence‐based teaching practices and behaviors (linked
directly to the Florida Educator Accomplished Practices) is completed by the classroom teacher. Each
teacher analyzes the EPCs and related rubrics. After reflecting on his/her practices as delineated in the
rubric descriptions, the teacher rates him/herself accordingly for each EPC. The rubric points are
totaled. The Self‐Evaluation Table on page 27 that identifies ranges of point totals determines the total
point value for the teacher for this element. Points from the table make up 1.7% of a teacher’s Overall
Annual Performance Evaluation Rating. Teachers rate themselves individually.
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