Educator Evaluation Rules
Approved by the Colorado State
Board of Education
Colorado Department of Education
November 2011
Rule Promulgation
State Council made
recommendations to State
Board April 13, 2011.
By May 1, 2012, State Board will
promulgate emergency rules for
any provisions not approved.
State Board approved
rules Nov. 9, 2011.
By Feb. 15, 2012 legislature
will review rules and approve
or repeal provisions.
Legislature will review any
emergency rules.
Continuous Improvement
State model
system developed
Rules reviewed
and revised
State Council
makes
recommendations
Local evaluation
systems
implemented
CDE collects data
Outline of Rules
0.0
Statement of Basis and Purpose
1.0
Definitions
2.0
Principals: Definition of Effectiveness, Quality Standards and
Performance Evaluation Ratings
3.0
Teachers: Definition of Effectiveness, Quality Standards and
Performance Evaluation Ratings
4.0
Reserved: Measuring Performance of Other Licensed Personnel
5.0
Local Performance Evaluation Systems: Duties and Powers of
Local School Boards and BOCES
6.0
Supporting Piloting and Implementation: Duties and Powers of
Colorado Department of Education
7.0
Parent and Student Partnerships
Definition of Principal
Effectiveness
Effective Principals in the state of
Colorado are responsible for the
collective success of their schools,
including the learning, growth and
achievement of both students and
staff. As schools’ primary instructional leaders, effective
Principals enable critical discourse and data-driven
reflection about curriculum, assessment, instruction, and
student progress, and create structures to facilitate
improvement…
Principal Quality Standards
I: Principals
demonstrate
strategic leadership.
II: Principals
demonstrate
instructional
leadership.
III: Principals
demonstrate school
culture and equity
leadership.
IV: Principals
demonstrate human
resource leadership.
V: Principals
demonstrate
managerial
leadership.
VI: Principals
demonstrate
external
development
leadership.
VII: Principals
demonstrate
leadership around
student academic
growth.
Definition of Teacher
Effectiveness
Effective Teachers in the state of
Colorado have the knowledge, skills,
and commitments needed to provide
excellent and equitable learning
opportunities and growth for all
students. They strive to support growth and
development, close achievement gaps and to prepare
diverse student populations for postsecondary and
workforce success…
Teacher Quality Standards
I: Teachers
demonstrate mastery
of and pedagogical
expertise in the
content they teach.
II: Teachers establish
a safe, inclusive, and
respectful learning
environment for a
diverse population of
students.
IV: Teachers reflect on
their practice.
The elementary teacher is an expert
in literacy and mathematics and is
knowledgeable in all other content
that he or she teaches.
The secondary teacher has
knowledge of literacy and
mathematics and is an expert in his
or her content endorsement area(s).
III: Teachers plan and
deliver effective
instruction and create
an environment that
facilitates learning for
their students.
V:Teachers
demonstrate
leadership.
VI: Teachers take
responsibility for
student academic
growth.
Application of Quality Standards
•
Each quality standard includes “elements”—which provide a more detailed
description of the knowledge and skills needed for each standard.
•
All districts must base their evaluations on the full set of quality standards
and associated elements or on their own locally developed standards that
meet or exceed the state’s quality standards and elements.
•
Districts that use their own locally developed standards must crosswalk
those standards to the state’s quality standards and elements, and be able
to report for each principal and teacher (1) a final performance evaluation
rating, and (2) performance results for each quality standard.
Principal and Teacher
Performance Evaluation Ratings
Highly Effective
Effective
Partially Effective
Ineffective
After CDE develops the state model system and an evaluation scoring matrix,
the State Board will adopt definitions for each rating.
Required Components of
Evaluation Systems
 Purposes of evaluation system
 Positions to be evaluated and title of evaluator(s)
 Standards and criteria for evaluating licensed personnel
 Frequency and duration of evaluations
 Process for validating the evaluation methods used
 System using Principal Professional Performance Plans
Note: these components must be included in both the state model system and all
locally-developed evaluation systems.
Principal Evaluations
Evaluated using: (1) SPF data;
and (2) at least one other
measure of student academic
growth.
Evaluated using: (1) teacher
input; (2) teacher evaluation
ratings; and (3) teacher
improvement.
50% Student
Academic
Growth
Quality Standard VII:
VII. Leadership around student
academic growth
50%
Professional
Practice
Quality Standards I-VI:
I. Strategic leadership
II. Instructional leadership
III. School culture/equity leadership
IV. HR leadership
V. Managerial leadership
VI. External development leadership
Teacher Evaluations
Evaluated using: (1) a
measure of individuallyattributed growth, (2) a
measure of collectivelyattributed growth; (3) when
available, statewide summative
assessments; and (4) where
applicable, Colorado Growth
Model data.
Evaluated using: (1)
observations; and (2) at least
one of the following: student
perception measures, peer
feedback, parent/guardian
feedback, or review of lesson
plans/student work samples.
May include additional
measures.
50% Student
Academic
Growth
Quality Standard VI:
VI. Responsibility for student
academic growth
50%
Professional
Practice
Quality Standards I-V:
I. Mastery of content
II. Establish learning
environment
III. Facilitate learning
IV. Reflect on practice
V. Demonstrate leadership
Pilot Period
Develop, identify and/or test the following:
 Principal and teacher rubrics
 Measures of student academic growth
 Use of student growth objectives
 Method to collect teacher input for principal evaluations
 Method to collect student and family perception data
 Method to aggregating measures and assign final
evaluation ratings
 Costs of implementation
 Support structures for small and/or rural districts
 CDE monitoring methods
Assurances
Collected annually, beginning July 2013
Districts will provide assurance that they
are implementing the state model system
or a locally-developed system that meets
all statutory and regulatory requirements.
Contact Information
• Katy Anthes
Executive Director of Educator Effectiveness anthes_k@cde.state.co.us
• Michael Gradoz
Evaluation and Support gradoz_m@cde.state.co.us
• Toby King
Evaluation and Support king_t@cde.state.co.us
• For more information, please visit:
http://www.cde.state.co.us/EducatorEffectiveness/