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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The <strong>School</strong> Improvement Planning Process (SIP)<br />
Leadership for Educational Achievement and Development (LEAD)<br />
<strong>District</strong> Master In‐Service Plan (MIP)<br />
<strong>Teacher</strong> and Administrator <strong>Evaluation</strong> <strong>System</strong>s<br />
Each of these elements are interrelated and focused on improving student academic performance and<br />
growth.<br />
These desired student outcomes and practices will be fostered and nurtured in schools and classrooms<br />
with an environment in which:<br />
<br />
<br />
<br />
<br />
Adults assume instructional and ethical leadership to create efficient, effective environments<br />
perceived as safe, healthy, and equitable, where students are recognized as unique individuals<br />
capable of learning and independent thinking;<br />
Adults use varied and reliable teaching and evaluating procedures through relevant curricula;<br />
Adults enable students, families, and communities to work cooperatively to assume<br />
responsibility for the total educational experience;<br />
Adults engage in professional growth and training activities to effect continuous improvement<br />
in the system;<br />
Students are guided in their total physical, mental, and emotional development through activities<br />
which are student‐centered and which focus on positive expectations and encourage intrinsic<br />
motivation.<br />
Continuous Professional Improvement<br />
In accordance with Florida Statue 1012.34(2) (b), F.S., the Student Success Act of 2011, and Florida’s<br />
Educator Accomplished Practices, a teacher’s continuous professional improvement must be founded<br />
in contemporary educational research, affect measurable student learning growth, incorporate high<br />
probability instructional strategies, and be included as a component of the district’s <strong>Teacher</strong><br />
<strong>Evaluation</strong> <strong>System</strong>. Therefore, a teacher’s Individual Professional Development Plan (TARGET) is an<br />
essential element of <strong>Polk</strong> <strong>County</strong>’s <strong>Teacher</strong> <strong>Evaluation</strong> <strong>System</strong>. Each teacher, in collaboration with the<br />
school principal and/or assistant principal must develop and maintain a TARGET (IPDP) plan. The<br />
teacher’s TARGET (IPDP) goals, although aspirational not evaluative in nature, must relate directly to<br />
student growth data for the students assigned to him or her, AYP sub‐group performance, the <strong>School</strong><br />
Improvement Plan, his or her self‐evaluation, and/or his or her summary evaluation from the prior<br />
school year. A teacher’s professional growth goals must correlate to student learning needs identified<br />
during his or her evaluation of the preceding variables and be relevant to the growth data for the<br />
matched students assigned to the teacher. During the TARGET (IPDP) process, the teacher identifies<br />
critical deficits in student performance, analyzes student data related to those deficits, determines<br />
student learning needs, sets student performance goals, and selects measures for student learning<br />
specific to the identified student learning needs and goals.<br />
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