Teacher Evaluation System - Polk County School District

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Essential Performance Criteria (EPC) 2c. Lesson Delivery and Engaging Students in Learning Performance Rating Unsatisfactory Needs Improvement or Developing Effective Highly Effective EPC Domain 2: Instructional Delivery and Facilitation Little or no evidence exists that the teacher actively engages students in order to maximize instructional outcomes. Partial evidence exists that the teacher actively engages students in order to maximize instructional outcomes. Adequate evidence exists that the teacher actively engages students in order to maximize instructional outcomes. Significant and varied evidence exists that the teacher actively engages all students in order to maximize instructional outcomes. Intellectual student engagement is not evident. Lesson delivery does not include collaborative structures, distributive practice, and distributive summarizing. The lesson lacks pacing to promote student learning. Intellectual student engagement is inconsistent. Lesson delivery infrequently includes collaborative structures, distributive practice, and distributive summarizing. The lesson pacing does little to promote to student learning. Intellectual student engagement is often evident. Lesson delivery includes collaborative structures, distributive practice, and distributive summarizing. The lesson is paced to promote student learning. Intellectual student engagement is pervasive. Lesson delivery consistently includes collaborative structures, distributive practice, and distributive summarizing. The lesson is seamlessly paced to promote optimal student learning. Florida Educator Accomplished Practices: Instructional Delivery and Facilitation Possible evidence may include sources such as: Observation, Lesson Design, Conversation, Collaborative Learning Structures, Advance Organizers, Assessment Prompts, Graphic Organizers, Distributed Summarization, Use of Gradual Release Model. 75
Essential Performance Criteria (EPC) 2d. Using Assessment in Instruction Performance Rating Unsatisfactory Needs Improvement or Developing Effective Highly Effective EPC Domain 2: Instructional Delivery and Facilitation Little or no evidence exists that the teacher uses assessment for ongoing progress monitoring. Partial evidence exists that the teacher uses assessment for ongoing progress monitoring. Adequate evidence exists that the teacher uses assessment for ongoing progress monitoring. Significant and varied evidence exists that the teacher uses assessment for ongoing progress monitoring. Pacing and progression of rigor do not support student learning due to lack of progress monitoring of learning goals. Pacing and progression of rigor reflect inconsistent use of progress monitoring of learning goals as evidenced by limited checks for understanding, feedback, and summarization. Pacing and progression of rigor reflect consistent use of progress monitoring of learning goals as evidenced by one or more of the following: checks for understanding, appropriate feedback, summarization, or use of scoring rubrics to establish student expectations. Pacing and progression of rigor reflect pervasive use of progress monitoring which extends the defined learning goals as evidenced by checks for understanding, high‐quality feedback, summarization, and use of scoring rubrics to establish high student expectations. Florida Educator Accomplished Practices: Assessment Possible evidence may include sources such as: Lesson Design, Assessment Artifacts, Conversations, Extended Thinking Lessons, Progress Monitoring, Use of Formative Assessments, Summative Assessments, Performance‐Based Assessments, Accurate and Updated Documentation of Student Data, Student Portfolios, Scoring Rubrics, Use of Gradual Release Model, Data Chat Records. 76
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2012 Teacher Evaluation System Polk
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Table of Contents Page PCPS Mission
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Core Values ‐ Polk County Public
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Dear Teacher, As you review this ne
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Introduction It is important to rec
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Teacher Evaluation Philosophy The p
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FCAT/State Assessment Teachers (Not
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point value for the teacher for thi
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Planned Use of Student Performance
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2012‐2013: Use of Student Assessm
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Category I: Significant Evaluation
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Category II: Significant Evaluation
Page 25 and 26:
Classroom Teacher Observation Proce
Page 27 and 28: Observation Implementation Practice
Page 29 and 30: EPC f. Integrating cross content re
Page 31 and 32: Requirements for Consistency in Eva
Page 33 and 34: Alignment and Support of District a
Page 35 and 36: As an element in Polk County’s co
Page 37 and 38: Processes for Informing Teachers ab
Page 39 and 40: with the teacher in a conference to
Page 41 and 42: adjustments in system processes tha
Page 43 and 44: Section 1. This act may be cited as
Page 45 and 46: for measuring student learning grow
Page 47 and 48: hearing. The hearing shall be condu
Page 49 and 50: the identity of students for whom t
Page 51 and 52: under s. 1012.34 and shall provide
Page 53 and 54: district school board and have rece
Page 55 and 56: ss. 120.536(1) and 120.54 necessary
Page 57 and 58: 2. The member must have completed 3
Page 59 and 60: Section 17. Chapter 2010‐279, Law
Page 61 and 62: deficiencies within a reasonable, p
Page 63 and 64: e. Models clear, acceptable oral an
Page 65 and 66: TARGET and ARROW Forms Appendix C T
Page 67 and 68: ARROW for School-Based Professional
Page 69 and 70: Appendix D POLK COUNTY SCHOOLS TEAC
Page 71 and 72: Essential Performance Criteria (EPC
Page 77: Essential Performance Criteria (EPC
Page 93 and 94: Situational Context Factors In orde
Page 95 and 96: Global Observation Feedback Form Te
Page 97 and 98: Teacher’s Overall Annual Performa
Page 99 and 100: Polk County School District Instruc
Page 101 and 102: Professional Development Plan Cross
Page 103 and 104: Glossary Appendix G Alternative Cer
Page 105 and 106: Highly Effective - a rating that in
Page 107 and 108: The adopted Florida Teacher Evaluat
Page 109 and 110: Teacher Evaluation Planning Session
Page 111 and 112: organization. (c.) Shall not interf
Page 113: Documentation of Collective Bargain
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Teacher Evaluation System - Polk County School District

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