Teacher Evaluation System - Polk County School District

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.
Note: The processes for Non‐FCAT Teachers‐ Type A will be phased out starting in 2012‐2013 and
continuing through 2014‐2015 as district end‐of‐course assessments are developed and implemented.
Non‐FCAT Teachers‐ Type B
(Not Applicable 2011 – 2012)
Determine a teacher’s Annual Overall Performance Evaluation Rating based on “Points Earned”
related to the following components:
The following procedures will be applied for Non‐FCAT Subject/Grade Level Teachers whose students
do not participate in state assessment processes and for whom district determined, administered,
scored and reported assessment processes have been developed and implemented:
Student growth and/or achievement End‐of‐Course (EOC) data focused on learning gains in the content
area being taught as derived from district‐determined 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. District determined, administered, scored and reported student
assessments will be developed and implemented through the application of a phase‐in process
initiated in 2012‐2013 and continuing through June 30, 2015. Assessment content “rules” and pre‐
/post‐student assessment calendars will be applied as described in Non‐FCAT‐ Type A, 1b on pages 11 ‐
12.
This variable determines 50.3% of the teacher’s Overall Annual Performance Evaluation Rating.
Teachers will be awarded points individually. A point values table related to learning gains derived
from using growth and/or achievement data from district determined, administered, scored, and
reported student assessments pertaining to the students that the teacher teaches has been developed
and will be applied starting August 15, 2012.
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. Teachers are rated and awarded points individually. These points and
related variables 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 (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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