Teacher Evaluation System - Polk County School District

Classroom Teacher Observation Processes
The observation process is the primary method for collecting evidence related to teacher practices that
will be used as a source of data for the summative evaluation process and provides a rich source of
feedback to teachers regarding their instructional practice and professional growth. It is expected that
this process will initiate conversations between the evaluator and teacher that identifies strengths and
potential needs or areas of growth. It is not the summative evaluation. There are three types of
observation processes:
Formal (45 minutes or longer with feedback and required pre‐/post‐conferences)
Informal (10 to 30 minutes in length with feedback and OPTIONAL pre‐/post‐conferences)
Walkthrough (3‐5 minutes in length with feedback)
The formal observation consists of an observation for a full class period (45 minutes or more) as
deemed appropriate for various levels (early childhood, primary, intermediate, middle and secondary
school). The formal observation includes a pre‐conference and post‐conference with the teacher.
These conferences provide a rich opportunity for teachers to reflect upon their practice, engage in a
collaborative decision making process and help evaluators clarify expectations. Both the planning
conference and the reflection conference should be scheduled at the same time that the observation is
scheduled and should be conducted in a timely manner (1‐5 days preceding and following the
observation). The planning or pre‐conference provides an opportunity for the teacher and the
evaluator to talk about the lesson prior to the formal announced observation. During this time, the
teacher and observer use the Pre‐/Post‐Conference Guide as a means to discuss the lesson, engage in
collaborative decision making, clarify expectations and identify areas where specific feedback will be
provided. The post‐conference provides an opportunity for the teacher and the evaluator to reflect
about the lesson, clarify expectations and plan forward using the Pre‐/Post‐Conference Guide for
reflection and feedback.
The informal observation can be announced or unannounced and may or may not include an
observation of the full class period (10 to 30 minutes is suggested). Typically, there is no planning or
reflection conference. An informal announced observation may be scheduled prior to the observation
while an unannounced informal observation is not scheduled. These observations are useful for
providing additional feedback to teachers, acknowledging professional growth and collecting additional
evidence to further guide the overall annual performance evaluation process. While a pre‐/postconference
is not required, it is required that evaluators provide timely and actionable feedback to
teachers regarding these observations.
As in the informal observation, walkthroughs can be announced or unannounced. Walkthroughs
generally consist of very brief classroom observations of 3 ‐ 5 minutes in length in which the evaluator
gathers evidence regarding classroom instructional practices and behaviors on a regular basis. Timely
and actionable feedback to teachers is also strongly recommended. Walkthroughs provide
opportunities for providing individual feedback as well as identifying trend and pattern data over time.
As is the case with formal and informal observations, if observable performance deficiencies are noted,
the evaluator must provide the teacher with specific related feedback. Walkthroughs also are used to
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