NORTH MASON SCHOOL DISTRICT/DANIELSON FRAMEWORK
FOCUSED TEACHER EVALUATION
-PROCESS AND DOCUMENT INSTRUCTIONS
FORMS
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Focused Teacher Evaluation Rubrics (by criteria)
Focused Evaluation Pre-Conference/Long-Term Planning Tool
Focused Evaluation Self-Assessment Tool
Classroom Observation Pre-Conference Tool (optional)
Classroom Observation Post-Conference Tool (optional)
Classroom Observation Post-Conference Summary (optional)
Summative Rating Forms
INSTRUCTIONAL MODEL AND REFERENCE & SUPPORT DOCUMENT
These documents provide at-a-glance and in-depth information about the entire framework.
QUALIFICATIONS FOR FOCUSED EVALUATION

Any teacher found overall “Proficient” within the NMSD Teacher Evaluation System will move to
a Focused evaluation for three years before moving back to a Comprehensive evaluation.

Teacher selects one of the eight State of Washington Criteria to focus on for the school year.
Student Growth measures will be determined by the criterion selected. If assessing Criterion 3,
6 or 8, the accompanying student growth rubrics from the selected criterion will be used. If
assessing Criterion 1, 2, 4, 5 or 7, the student growth rubrics from Criterion 3 or 6 will be used.
Use the “Teacher Evaluation Data Selection” form to select data other than, or in addition to,
established district measures.

The teacher will need to reach proficient on the selected Criterion in order to remain on the
Focused Evaluation for the next school year.

The teacher may be removed from this Focused Evaluation by the supervising administrator
during the current school year.
TEACHER SELF-REFLECTION/SELF-ASSESSMENT
1. Teacher completes a self reflection on the Focused Evaluation Self Assessment Tool and
selects the criterion to be used for the Focused Evaluation. This is a personal
reflection/assessment of practice. This serves as a tool for goal setting. This document can
be shared with principal, but does not have to be shared.
a.
Teacher writes bullet points of evidence, giving brief examples
b.
Then teacher assesses the appropriate level of proficiency for each component
based on the evidence. Teacher can use a highlighter to mark their Level of
Performance in each component.
1. Teacher completes the Comprehensive/Focused Goals Summary and Student Growth Goals
form. Teacher will establish student growth goals and select student growth measures.
a. This document is provided to the evaluator.
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FOCUSED TEACHER EVALUATION
-PROCESS AND DOCUMENT INSTRUCTIONS
EVALUATION PLANNING
2. Teacher completes the Focused Evaluation Pre-Conference/Long-Term Planning Toolrecording the activities that will be done to demonstrate evidence of proficiency on the
associated components of the selected criterion.
3. Teacher and evaluating administer meet to review the Focused Evaluation PreConference/Long-Term Planning Tool and discuss how and when the observations and other
evidence will be collected.
4. Teacher and evaluating administer meet as needed, at least two additional times during the
school year to check on progress and review collected evidence.
5. The evaluating administer will make a final determination rating on the teachers
performance on the selected criterion before May 15th.
6. A final scoring meeting with the teacher and evaluating administer will be held before May
15th to report the results of the teacher Focused Evaluation and determine if the teacher will
continue in the Focused Evaluation cycle for the next school year.
OPTIONAL FORMAL OBSERVATION PROCESS FOR FOCUSED EVALUATION
PRE-OBSERVATION CONFERENCE
1. Teacher completes the Classroom Observation Pre-Conference/Long-Range Planning Tool
form based on the lesson the Principal will be observing. This form is provided to Principal
upon completion and prior to the pre-observation meeting.
2. Using the Focused Evaluation Rubric, the principal enters evidence based on the teacher’s
answers on the pre-conference tool and prepares to discuss with the Teacher.
3. Principal established the pre-observation meeting date.
4. Teacher and Principal engage in dialogue regarding additional questions and evidence.
Additional information gathered during the pre-observation conference is noted on the
Rubric and becomes a part of the evidence.
OBSERVATION
5. Using the Focused Teacher Evaluation Rubric, the principal enters evidence. Principal can
also use optional form Notes on the Observation for scripting.
6. Principal does NOT assign a Level of Performance at this time.
7. Principal sends the Rubric to the teacher for review and determines the date for the postobservation conference.
8. Teacher reviews the Rubric evidence and adds additional information if necessary.
9. On the Rubric, the Teacher highlights their self-assessed Level of Performance.
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NORTH MASON SCHOOL DISTRICT/DANIELSON FRAMEWORK
FOCUSED TEACHER EVALUATION
-PROCESS AND DOCUMENT INSTRUCTIONS
10. Teacher completes the Classroom Observation Post-Conference Tool form based on the
lesson the Principal observed. Both completed forms are provided to Principal upon
completion and prior to meeting.
POST-OBSERVATION CONFERENCE
11. Prior to the post-observation conference, the Principal studies the teacher selfreflection/self-assessment and notes where the Levels of Performance match with the
evaluator’s assessment of that component.
12. The Principal does NOT mark the components where the teachers self-assessed Level of
Performance and the Principals assessment of that component DO NOT match. These will
be discussed during the post-observation conference.
13. Principal and Teacher meet for the post-observation conference, in which they discuss the
“components of difference”, that is, those components where the teachers self-assessed
Level of Performance and the Principals assessment of that component DO NOT match.
14. Together, the Principal and Teacher attempt to arrive at a collaborative assessment for the
components of difference and record them on the Rubric.
15. Principal and Teacher complete the Classroom Observation Post-Conference Summary form,
sign and date.
SUMMATIVE RATING FORM
1. Prior to the summative conference, the Principal reviews evidence collected within the
rubric, highlighting Levels of Performance and noting where Level of Performance do not
match with the teacher’s assessment and where more evidence is needed.
2. Principal and Teacher meet for the summative conference, in which they discuss the
“components of difference”, that is, those components where the teachers self-assessed
Level of Performance and the Principals assessment of that component DO NOT match.
3. Together, the Principal and Teacher attempt to arrive at a collaborative assessment for the
components.
4. Using the component scores, the principal arrives at a summative score for the criteria.
5. The principal arrives at a summative score for each student growth criteria.
6. The principal arrives at a final summative rating.
In the event that the administrator and teacher cannot come to agreement, the teacher will be given an
opportunity to provide additional evidence of the year’s teaching experience. If agreement still cannot
be reached, the administrator’s assessment will be recorded. The certificated employee is to be given a
copy of the completed annual evaluation. Within five (5) calendar days following of the receipt of the
copy of the completed evaluation, the employee may submit signed and dated comments to the
evaluator which shall be attached to the report in his/her personnel file. A copy of the evaluation will be
forwarded to the administrator's supervisor for review, and then placed in the employee's personnel
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FOCUSED TEACHER EVALUATION
-PROCESS AND DOCUMENT INSTRUCTIONS
file. No comments may be appended to the evaluation at the time of review. All copies of the evaluation
shall bear the signature of both the employee and the evaluator. The signature of the employee does
not, however, necessarily imply that the employee agrees with the contents of the evaluation report.
Evaluation Summative Scoring Process
Standards
Criteria
1
Criteria
2
Criteria
3
Criteria Frameworks
4
+ Student
Growth
Criteria
Rubrics
5
Criteria
6
Criteria
7
Criteria
8
Evidence
Observation
Artifacts
Other
Evidence
relevant to
the
frameworks
Criterion Rating
District
determined
process
Distinguished
Proficient
Basic
Unsatisfactory
Student Growth Measures
(From 3 specific criteria)
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Summative Rating
State determined
process
Distinguished
Proficient
Basic
Unsatisfactory
Student Growth Impact
Ratings: Low, Average, High
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NORTH MASON SCHOOL DISTRICT/DANIELSON FRAMEWORK
FOCUSED TEACHER EVALUATION
-PROCESS AND DOCUMENT INSTRUCTIONS
Summative Rating & Impact on Student Learning Matrix
Summative Rating
Distinguished
Proficient
Basic
Unsatisfactory
Proficient Rating
Student Growth Inquiry
Proficient Rating
Student Growth Inquiry
Basic Rating
Student Growth Inquiry
Distinguished Rating
Proficient Rating
Basic Rating
Unsatisfactory Rating Plan of Improvement
Low
Average
High
Impact on Student Learning
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