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