Teacher Evaluation System - Polk County School District

Requirements for Consistency in Evaluator Rating Processes
In order to ensure consistency among school evaluators pertaining to rating processes applied to the
evidence‐based practices derived from contemporary research it is essential that the uniform set of
rubrics be used to determine those ratings. These practices are organized in a framework that provides
a common language to ensure a focused effort to improve learning, for both students and the adults in
our school system. The framework includes 4 Domains, 23 EPCs and multiple descriptors within each
EPC. This framework also provides information pertaining to the relationship of the EPCs to the Florida
Educator Accomplished Practices and the Marzano Evaluation Model. The framework includes the
identification of possible data sources that may be used as evidence for potential ratings as well. The
evaluator must use the set of rubrics delineated in the framework when determining the presence and
quality of teacher practices consistent with contemporary research in order to assign a fair and
equitable rating for each of the 23 EPCs. In essence, ratings for the EPCs must be based on credible
data examined through observations, conversations, other possible sources of evidence, and a variety
of other means that occur throughout the entire school year. There is no expectation or requirement
that a portfolio be developed and submitted to the administrator.
The Importance of Feedback to Improving Performance
There is significant evidence that effective feedback is a critical element of any process designed to
improve performance. It is essential that school administrators apply the mechanisms, with fidelity, for
providing meaningful feedback and support for professional learning that are built into the district’s
teacher evaluation system processes. The system is designed to enhance the focus on student learning
and to increase the conversations among staff related to teacher practices that will lead to that
enhanced learning. That design will not be effective toward achieving the goal of student learning
growth unless school administrators and teachers engage in the processes with commitment and
quality. Professional conversation and reciprocal feedback will ultimately determine the success of our
students. System processes must be implemented as designed. In order to enhance the feedback and
communication process and in accordance with the requirements of the Student Success Act 2011, the
administrator must discuss the teacher’s overall annual performance evaluation with the teacher in a
face‐to‐face conference. In addition, it is the responsibility of the administrator to provide both
developmental and evaluative feedback to the teacher throughout the year based on varied
interactions and observations as described in earlier sections of this system. Likewise, it is the
responsibility of the teacher to seek developmental and evaluative feedback from the administrator as
may be appropriate.
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