1. Teacher Evaluation Process 2018-2019 School Year
Created and Approved by MCUSD#2 PERA Joint Committee
August 2018

2. Initial Evaluation Meeting (August)
Detailed review of teacher evaluation framework, including required components
Explanation of jointly selected component process
Review of student growth procedures

3. Overview of Steps Student Growth Steps are in BLUE Step 1
Pre-Conference
Step 2
Pre -Assessments
Step 3
Formal Observation
Step 4
Conduct Midpoint Checks
Step 5
Post-Observation Conference
Step 6
Midpoint Check Conference(s)
Step 7
Informal Observation(s)
Step 8
Post-Observation Conference(s)
Step 9
Post Assessments
Step 10
Final Growth Target Meeting
Step 11
Summative Evaluation Conference
Student Growth Steps are in BLUE

4. Step 1 – Pre-Conference Pre-conference
Domain 1 - Planning and Preparation (15%)
2 Required, 1 Jointly Selected Component
1a: Demonstrating Knowledge of Content and Pedagogy
Knowledge of content and the structure of the discipline, Knowledge of content-related best practice
1b: Demonstrating Knowledge of Students
Knowledge of child and adolescent development, knowledge of the learning process, knowledge of students’ skills, knowledge, and language proficiency, knowledge of students’ interests, knowledge of students’ special needs or backgrounds
1c: Setting Instructional Outcomes
Value, sequence, and alignment, Clarity, Balance, Suitability for diverse learners
1d: Demonstrating Knowledge of Resources
Resources for classroom use, Resources for students
1e: Designing Coherent Instruction
Learning activities, Instructional materials and resources, Lesson and unit structure, Instructional groups
1f: Designing Student Assessments
Design of formative assessment, Use for planning, Congruence with instructional outcomes, Criteria and standards
Total Score ___/12 Possible Points = ____ x 0.15 = _____
Domain 2 – Classroom Environment (35%)
2a: Creating an Environment of Respect and Rapport
Teacher interaction with students, Student interactions with other students
2b: Establishing a Culture for Learning
Importance of the content, Student pride in work, Expectations for learning and achievement
2c: Management of Transitions
Management of materials and supplies, Performance of non-instructional duties
2d: Managing Student Behavior
Expectations, Monitoring of student behavior, Response to student misbehavior
2e: Organizing Physical Space
Safety and accessibility, Arrangement of furniture and use of physical resources
Total Score ___/12 Possible Points = ____ x 0.35 = _____
Domain 4 – Professional Responsibilities (10%)
1 Required, 1 Jointly Selected Component
4a: Reflecting on Teaching
Accuracy, Use in future teaching
4b: Maintaining Accurate Records
Student completion of assignments, Non-instructional records, Student progress in learning
4c: Communicating with Families
Information about the instructional program, Information about individual students, Engagement of families in the instructional program
4d: Participating in a Professional Community
Relationships with colleagues, Involvement in a culture of professional inquiry, Service to the school, Participation in school and district projects
4e: Growing and Developing Professionally
Enhancement of content knowledge and pedagogical skills, Receptivity to feedback from colleagues, Service to the profession
4f: Showing Professionalism
Service to students, Advocacy, Compliance with school and district regulations
Total Score ___/8 Possible Points = ____ x 0.10 = _____
Domain 3 – Instruction (40%)
3 Required, 1 Jointly Selected Component
3a: Communicating with Students
Expectations for learning, Explanations of content,
Directions and procedures, Use of oral and written language
3b: Using Questioning and Discussion Techniques
Quality of questions, Discussion techniques, Student participation
3c: Engaging Students in Learning
Activities and assignments. Instructional materials and resources, Grouping of students, Structure and pacing
3d: Using Assessment in Instruction
Assessment criteria, Monitoring of student learning, Feedback to students, Student self-assessment and monitoring of progress
3e: Demonstrating Flexibility and Responsiveness
Lesson adjustment, Response to students, Persistence
Total Score ___/16 Possible Points = ____ x 0.40 = _____
Pre-conference
Discuss any questions related to the teacher evaluation framework
Jointly select components
Set date for formal observation/discuss formal observation
Discuss and select two assessments for student growth (see TeacherShare drive)
Discuss dates to conduct/administer midpoint and end checks

5. Step 2: Pre-Assessments
Administer (two assessments)
Score
Set initial growth targets
Student Growth Target Data Collection: Assessment 1
Teacher Name: History Buff
School:
MHS
Class: World Cultures Per. 3
Assessment Name:
Conflict in the Middle East
Student Name
Pretest Score
Growth Target
Mid-point Check
Adjusted Growth Target
Final Score
Meets Target? (Y=1 N=0) 1
Anna 2
Bob 3
Chris 4
Dwight 5
Eleanor 6
Felix 7
George 8
Hannah 9
Katie 10
Lauren 11
Mia 12
Nora 13
Phillip 14
Oscar 15
Rhea 16
Shawn 17
Tia 18
Trina 19
Will 20
Xavier 21
Zeke 22
Andy 23
Becky 24
Charley 25
Donna
# of Students
Data for student growth component
# Meets Target
# of Students in Class

6. Step 3: Formal Observation
Formal Observation (Focus on Teacher Performance)
Reflect/prepare for post observation conference

7. Step 4: Conduct Midpoint Checks
Student Growth Target Data Collection: Assessment 1
Teacher Name: History Buff
School:
MHS
Class: World Cultures Per. 3
Assessment Name:
Conflict in the Middle East
Student Name
Pretest Score
Growth Target
Mid-point Check
Adjusted Growth Target
Final Score
Exceeds/Meets Target? (Y=1 N=0) 1
Anna 15 52 48 2
Bob 25 55 40 3
Chris 29 65 60 4
Dwight 36 5
Eleanor 6
Felix 45 75 7
George 50 8
Hannah 49 9
Katie 80 85 90 10
Lauren 70 11
Mia 12
Nora 59 13
Phillip 71 14
Oscar 72
Rhea 16
Shawn 92 95 17
Tia 18
Trina 19
Will 41 20
Xavier 32 21
Zeke 22
Andy 23
Becky 24
Charley
Donna
# of Students
Data for student growth component
# M/E Target
# of Students in Class
Conduct Midpoint checks
(may or may not be completed prior to Step 5)
Record scores
Consider adjustments to targets

8. Step 5: Post-Observation Conference
Within 15 school days of observation
Discuss lesson-feedback
Discuss midpoint checks, if completed
Discuss adjusted targets, if necessary

9. Step 6: Midpoint Check Conference(s)
Midpoint check meeting (if not completed during post-conference)
Share midpoint scores
Share recommended adjustments (If any)
Student Growth Target Data Collection: Assessment 1
Teacher Name: History Buff
School:
MHS
Class: World Cultures Per. 3
Assessment Name:
Conflict in the Middle East
Student Name
Pretest Score
Growth Target
Mid-point Check
Adjusted Growth Target
Final Score
Meets Target? (Y=1 N=0) 1
Anna 15 52 48 2
Bob 25 55 40 3
Chris 29 65 60 4
Dwight 36 5
Eleanor 6
Felix 45 75 7
George 50 8
Hannah 49 9
Katie 80 85 90 10
Lauren 70 11
Mia 12
Nora 59 13
Phillip 71 14
Oscar 72
Rhea 16
Shawn 92 95 17
Tia 18
Trina 19
Will 41 20
Xavier 32 21
Zeke 22
Andy 23
Becky 24
Charley
Donna
# of Students
Data for student growth component
# Meets Target
# of Students in Class

10. Step 7: Informal Observation(s)
Reflect/prepare for post

11. Step 8: Post-Observation Conference(s)
Within 15 school days of observation
Discuss lesson
What other evidence do we still need?

12. Step 9: Post-Assessments
Student Growth Target Data Collection: Assessment 1
Teacher Name: History Buff
School:
MHS
Class: World Cultures Per. 3
Assessment Name:
Conflict in the Middle East
Student Name
Pretest Score
Growth Target
Mid-point Check
Adjusted Growth Target
Final Score
Exceeds/Meets Target? (Y=1 N=0) 1
Anna 15 52 48 54 2
Bob 25 55 40 3
Chris 29 65 60 66 4
Dwight 36 71 5
Eleanor 6
Felix 45 75 70 7
George 50 8
Hannah 49 76 9
Katie 80 85 90 10
Lauren 78 11
Mia 74 12
Nora 59 84 13
Phillip 91 14
Oscar 72 92
Rhea 16
Shawn 95 97 17
Tia 18 67
Trina 81 19
Will 41 68 20
Xavier 32 88 21
Zeke 22
Andy 23
Becky 73 24
Charley 82
Donna
# of Students
Data for student growth component
# M/E Target
# of Students in Class
Conduct Post-Assessment (two times)
Administer tests
Score
Complete Student Growth Target Data

13. Step 10: Final Growth Target Meeting
Student Growth Target Data Collection: Assessment 1
Teacher Name: History Buff
School:
MHS
Class: World Cultures Per. 3
Assessment Name:
Conflict in the Middle East
Student Name
Pretest Score
Growth Target
Mid-point Check
Adjusted Growth Target
Final Score
Exceeds/Meets Target? (Y=1 N=0) 1
Anna 15 52 48 54 2
Bob 25 55 40 3
Chris 29 65 60 66 4
Dwight 36 71 5
Eleanor 6
Felix 45 75 70 7
George 50 8
Hannah 49 76 9
Katie 80 85 90 10
Lauren 78 11
Mia 74 12
Nora 59 84 13
Phillip 91 14
Oscar 72 92
Rhea 16
Shawn 95 97 17
Tia 18 67
Trina 81 19
Will 41 68 20
Xavier 32 88 21
Zeke 22
Andy 23
Becky 73 24
Charley 82
Donna
# of Students
Data for student growth component
# M/E Target
# of Students in Class
Final Growth Target Meeting
Review student growth target data
Calculate scores of two assessments
Student Growth
Percentage of Students 
Range for Ratings
Excellent
85%
3.4 4
Proficient
68%
2.7
3.3
Needs Improvement
50% 2
2.6
Unsatisfactory
< 49%
1.9
Number of students meeting
Percentage of Students Demonstrating Growth
Percent Multiplied by 4 (to arrive at the range)
Student growth sample
Number of students
Assessment #1 (Ex. World Cultures Per. 3) 25 17
Assessment #2 (Ex. World Cultures Per. 6) 20 15
Column Total 45 32
71.11%
2.8
Student Growth (30%)

14. Step 11: Summative Evaluation Conference