East Valley School District
Powerpoint located: staff resources
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It is the belief of the East Valley Administrators that
the new system is about growth, not “I gotcha”.
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Even though there will be a need to collect artifacts
as evidence during the evaluation process, the
district is not interested in collecting/creating a
huge file of documentation.
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We understand the concerns that this change may
bring about.
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Anytime a change of this magnitude occurs there is
always a few bugs.
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The district is committed to working through the
challenges in the system to help us all grow.
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All provisional classroom teachers are
comprehensive.
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Any classroom teacher who has been unsatisfactory
for the last 2 evaluations is comprehensive.
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By building, the remaining classroom teachers were
placed in rank order by seniority (least senior at the
top of the list) and evenly spread out for the next 4
years.
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All classroom teachers must be evaluated using the
comprehensive process at least once every 4 years.

Your building principal or evaluator may have
already talked to you about your placement. If not
this should happen soon.

At any time during the year if an evaluator believes
that a classroom teacher is struggling an evaluator
can choose to move a teacher from a focused
process to a comprehensive process.

Classroom teachers who are being evaluated using
the focused process must first select one of the 8
criterion as the criterion to be evaluated on and
must be approved by the evaluator.

If criterion 3, 6, or 8 are selected the teacher will
be responsible for the student growth component
associated with the criterion selected.

If criterion 1, 2, 4, 5, or 7 is selected the teacher
will need to choose student growth component 3 or
6.
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Classroom teachers who are being evaluated using
the comprehensive process are responsible for all 3
of the student growth components, 3, 6, and 8.

Observations will be conducted in a similar manner.

There will be formal, informal, and walk through
observations.

The first formal observation will have a pre- and
post conference.

One formal observation may be unannounced.

Even if you are being evaluated using the focus
process, the evaluator will collect data for all
criterion.

Remember that not all criterion have components
that are observable in the classroom.
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The student growth component of criterion 3 is
about a small group. ie. only students below grade
level, students with similar challenges. We
recommend that you do not select a very small
group size.

The student growth component associated with
criterion 6 is about a larger group. ie. an entire
classroom.

The student growth component associated with
criterion 8 is about a larger group that includes
students not in your classroom. ie. all students in a
building in the 3rd grade, all students taking
algebra.

Goal and timeline.
 Goals need to be written as ‘smart’ goals.
▪ S – Specific
▪ M – Measurable, How will it be measured?
▪ A – Achievable, A challenge but possible.
▪ R – Relevant
▪ T – Time Bound, (Definite Beginning and End)

RCW 28A.405.100 … multiple measures
can include classroom-based, schoolbased, district-based, and state-based
tools.

Student growth in criterion 3 and 6 have
two parts.

Student growth in criterion 8 has one part.

There is a student growth optional day (7.5
hrs) built into the contract. (Work with
evaluator to develop and approve this plan
and additional pay)

There are two optional days (15 hrs) for a
collaboration project built into the contract.