Teacher Evaluation Performance Categories Rose Hermodson Assistant Commissioner Minnesota Department of Education July 10,

Performance Categories Four Categories  Category 1: Exemplary  Category 2:Proficient or Effective  Category 3: Developing  Category 4: Unsatisfactory/Ineffective education.state.mn.us 2

Minnesota Principal Model education.state.mn.us Distinguished: Consistently exceeds standards of performance. Accomplished: Consistently meets standards of performance. Satisfactory: Demonstrates satisfactory competence on standards of performance. Unsatisfactory: Does not meet acceptable standards of performance. Developing: The designation of “developing” may be added to one of the above ratings where a limited number of performance items are targeted and where one of the following conditions exist: Principal is a probationary principal, Principal assumed a new assignment, A significant change has occurred in district goals, curricula, leadership, or strategic vision during the year. 3

Agreement on Fundamentals education.state.mn.us 4

Application of Categories Across Model Components  Observations/Formative Assessment  Student Performance  Student Engagement & Connectedness Summative Decisions  How to apply?  Separately or in Combination?  What is detail of application? education.state.mn.us 5

Category 1: Exemplary I.Performance is at such a high level that it could serve as a model. II.Outstanding performance; exceeds standards. III.Performance represents a level that exceeds the already high standard of Proficient/Effective. IV.Describes a teacher who is a leader; consistently innovates in teaching and professional development; contributes to school, district and local communities through staff development, mentoring and classroom-based research. V.Describes a teachers is a leader; consistently innovates in teaching and professional development. Contribute to the school district and local community through staff development, mentoring and classroom based research; may be national Board certified. VI.Evidence of exceptional performance; outstanding knowledge, implementation, and integration of teaching standards along with evidence of leadership initiative and willingness to model and/or serve as a mentor for colleagues. education.state.mn.us 6

Descriptor for Exemplary Category 1: Exemplary A.Outstanding performance; exceeds standards. Evidence of leadership initiative; willingness to model and mentor for colleagues. B.Evidence of exceptional performance; outstanding knowledge, implementation, and integration of teaching standards; is a leader; consistently innovates in teaching and professional development; and classroom based research; contributes to school, district and local community. education.state.mn.us 7

Category 2: Proficient or Effective I.Performance is understood to be fully satisfactory. This is a rigorous level of performance. Demanding but attainable. II.Solid performance; Consistently meets standards. III.Performance that is understood to be fully satisfactory; a rigorous expected level of performance that is demanding, but attainable. IV.Describes a teacher who is fully skilled and able to integrate knowledge and experience, instruction, curriculum and professional development into practice. V.Describes a teacher who is fully skilled and able to integrate knowledge and experience in instruction, curriculum and professional development into practice. VI.Evidence of solid performance, strong knowledge, implementation and integration of teaching standards; clear evidence of proficiency and skill in the component/criteria. education.state.mn.us 8

Descriptor for Proficient/Effective Category 2: Proficient or Effective A.Performance is fully satisfactory at a rigorous level ; Consistently meets standards. B.Evidence of solid performance, strong knowledge, implementation and integration of teaching standards; clear evidence of proficiency and ability to integrate knowledge and experience, instruction, curriculum and professional development into practice. education.state.mn.us 9

Category 3: Developing I.Performance is below expectations but is not considered to be unsatisfactory. Improvement is necessary and expected. II.Requires a change (improvement) in performance; development needed in some standards. III.Performance is below the requirements of proficient but showing evidence of progress towards proficiency. IV.Describes a teacher who can teach independently and consistently apply what they know about teaching to daily practice as their learning continues to evolve. V.Needs to work at enhancing methods of teaching with assistance. VI.Growing in professional practice, student achievement and professional contribution to the school education.state.mn.us 10

Descriptor for Developing Category 3: Developing Performance is satisfactory but improvement is necessary and expected; development needed in some standards. Shows evidence of progress toward professional practice, student achievement and professional contributions to the school; can teach independently but needs to work at enhancing methods of teaching. education.state.mn.us 11

Category 4: Unsatisfactory/Ineffective I. Performance is consistently below standards and is considered inadequate. II.Unacceptable performance; Does not meet standards of performance. III.Performance has not significantly improved following the rating of Developing; is consistently below the requirements of a standard and is considered inadequate or both. IV.Performance has failed to meet expectations for positive student outcomes; results in unacceptable levels of growth in specific areas. V.This rating signifies unacceptable performance VI.Consistently fails to meet expectations for professional practice, student achievement and contributions to the school. education.state.mn.us 12

Descriptor for Unsatisfactory/Ineffective Category 4: Unsatisfactory/Ineffective Performance is consistently below standards and has not significantly improved despite assistance. Evidence indicates performance shows unacceptable growth and consistently fails to meet expectations for professional practice, student achievement and contributions to the school. education.state.mn.us 13

Agreement on Fundamentals Component III: Student Engagement & Connections What are options? Surveys?Other? Observations? Components of Summative Evaluation Component I: Observation/Formative Evaluation education.state.mn.us Component II: Assessment Data (35%) What are options? MCA’sEnd of course test Teacher designed NWEAOther tests 14

Summative Evaluation Performance Results Evaluation by Trained Evaluator, Peer Review or Portfolio Evidence of professional practice gained through observations and other evidences. Student Performance Measures Multiple measures of student performance using available data, including measures of student learning and growth. Student Engagement and Connection Additional evidences related to competencies like student input including surveys. Does Not Improve Improves Highly Effective Consistently exceeds standards of performance. Effective Consistently meets standards of performance. Developing Demonstrates satisfactory competence on levels of performance Unsatisfactory Does not meet acceptable standards of performance Self-directed growth plan. Eligible for additional roles; responsibilities; Mentor/Coach Self-directed growth plan. One-year improvement plan developed by evaluator. One-year jointly developed growth plan. Discipline per Minnesota Statute 122A.40 or 122A.41 or local district option.. 15