Teacher Evaluation System - Polk County School District

All Non‐FCAT Teachers‐ Type A
(Not Applicable 2011 – 2012)
A Non‐FCAT A teacher’s Overall Annual Performance Evaluation Rating is based on “Points Earned”
related to the following components:
The following procedures will be applied for Non‐FCAT A teachers whose students participate in state
assessment processes and for whom no district processes have been developed and implemented:
1a. Student performance data focused on learning gains in Reading or Math as most
appropriate to subject taught and as derived from state assessment processes based on three
years of “trend data” from 2012‐2013, 2013‐2014 and 2014‐2015 as available will be applied for
use in the teacher evaluation process.
The following procedures will be applied for Non‐FCAT A teachers whose students do not participate
in state assessment processes and for whom no district assessment processes have been developed
and implemented:
1b. The teacher will develop learning gain goals for the students that the teacher is teaching as
a part of the TARGET (IPDP) planning process. Learning gains related to these goals will be
determined through teacher‐made pre‐/post‐assessments directly tied to state content
standards and district curriculum maps. For the 2012‐2013 school year and for additional years
in which district assessments have not been developed, in order to ensure student assessment
data availability and processing before the teacher is evaluated, pre‐/post‐assessment content
will address only content learned through the last day of the third nine‐weeks grading period.
Teacher‐made pre‐assessments must be administered by the 45 th student contact day and the
post‐assessments must be administered no later than the 140 th day of student contact.
This variable determines 50.3% of the teacher’s Overall Annual Performance Evaluation Rating.
Teachers are awarded points individually. A point values table related to learning gains derived from
using data from state assessment processes and/or teacher‐made student assessments pertaining to
the students that the teacher teaches has been developed and applied starting August 15, 2011.
Demonstration of evidence‐based teaching practices and behaviors directly linked to the Florida
Educator Accomplished Practices are rated by the school administrator and combined with the
teacher’s situational context points as determined by specified student demographic impact factors
related to teaching in a classroom heavily impacted by these factors. Teachers are rated and awarded
points individually and make up 48% of a teacher’s Overall Annual Performance Evaluation Rating.
A Self‐Evaluation process pertaining to the evidence‐based teaching practices and behaviors directly
linked 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 identifies ranges of point totals determining the total
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