Evaluation Process for Professional Status Educators in Good Standing
Two-Year Self Directed Growth Plan (Proficient or Exemplary Rating)
Year 1
Step I: Making the Educator Plan
Self-Assessment
Educators spend some time (on their own and at department meetings) going through the Performance
Standards (the rubric). Using the four standards and all the elements in the rubric the Educator rates
their performance and records areas of strength and weakness. The Educator also reviews evidence of
student learning (which could be projects or test from the previous year) and look for areas of strength
and areas of weakness.
Goal Setting
Using the areas of strength and weakness the Educator develops goals. One goal is related to improving
the Educator’s practice (the Professional Practice Goal). The other goal is related to improving student
learning (Student Learning Goal).
The Plan
The Educator submit their goals and the highlights of their self-assessment through Teachpoint by
October 1st. They also include a plan for how they intend to achieve their goals.
Step II: Implement your plan and collecting evidence
Educators start to implement their plans. This may be signing up for PD related to their goals. It might
be trying new techniques in the classroom. Whatever it is they said they would do. Educators also
collect evidence that they are in fact working towards their goals. This evidence will depend on the
goals, but could be examples of student work, lesson plans, or workshops attended.
Educators also start to collect evidence about the four standards. While the Educator doesn’t have to
have evidence for each specific element in the rubric, they should have evidence for each of the four
standards. Again this evidence could be almost anything from lesson plans to phone and email logs.
In addition to the evidence the Educators are collecting, the Educators’ Evaluator will start doing
unannounced observations. The Evaluator will provide written feedback to the Educator about what
they observed within 5 days of the observation. If they do not, then the observation does not count as
an observation. The Evaluator completes at least one unannounced observation by December 1st, but
probably before November 15th. The Evaluator has to conduct one unannounced observation per year,
but will likely do more.
Step III: Formative Evaluation
Near the end of the year the Evaluator notifies the Educator about their Formative Evaluation (half-way
through). The Educator sends the Evaluator all the evidence they have relating to their goals and the
performance ratings (the rubric). The goals do not need to be completed at this stage, but progress
should be evident. The Evaluator writes the Formative Evaluation Report and sends the Educator a
copy. The Educator can request a meeting about the report if they want to, or if they have any
questions or concerns, or if they disagree with it. The purpose of the formative evaluation is to make
sure that the Educator is on track and to provide feedback to the Educator.
If the Educator disagrees with the Formative Evaluation Report, they have the following options. One,
they can request a meeting to discuss the report. Two, they can write a response which will be attached
to the report. Three, the Educator can request that a different trained Evaluator performs a formal
announced observation to be used as evidence in the Educator’s Summative Evaluation.
As long as everything is on track the Educator is still the same performance rating (which is Proficient)
unless evidence demonstrates a significant decrease in performance. If there is a significant change in
performance the Evaluator may place the Educator on a different type of plan, either a Directed Growth
Plan (NI) or an Improvement Plan (U). Please see the evaluation process for both below.
Year 2
Step IV: Continue implanting the Educator Plan
Assuming the Formative Evaluation did not record a significant change in performance, the Educator
continues on their plan. They should continue to work to complete their goals as well as gather
evidence of their goal completion and performance rating.
The Evaluator will conduct more unannounced observations, with a minimum of one in the second year.
Again for any observation the Evaluator must provide written feedback with five days of the observation
in order to count as an observation.
Step V: Summative Evaluation
In April, the Evaluator should notify the Educator about their Summative Evaluation. The Educator
sends the Evaluator all the evidence they have relating to their goals and the performance ratings (the
rubric). The Evaluator determines the Educator’s Performance Rating on each of the four standards.
The Evaluator also determines the Educator’s Overall Rating based on the Performance Ratings and the
Educator’s goal attainment. Exactly how this is all summed up is one of the items to be further
negotiated.
The Summative Evaluation Report is due from the Evaluator by May 15th. The Educator can request a
meeting to discuss their Summative if they are rated Proficient or Exemplary. If a meeting is requested it
should occur by June 10th. If the Educator is rated Proficient or Exemplary they go back to Step I and
repeat the whole two-year process again.
If the Educator is rated Needs Improvement or Unsatisfactory the Evaluator will meet with them by June
1st. Educators rated Needs Improvement (NI) will be placed on a Directed Growth Plan. Educators rated
Unsatisfactory (U) will be put on an Improvement Plan.
Evaluation Process for Educators with a Needs Improvement Rating
Directed Growth Plan
Step I: Making the Educator Plan
This is similar to the process for Self-Directed Growth Plan however the Evaluator has more input and
the plan is only for one year. In addition the goals must address the areas that were identified as needs
improvement by the evaluator.
Step II: Implementing the Plan and Start Collecting Evidence
Just like the Self-Directed plan above except your evidence should be focused on the areas that were
Needs Improvement. Also the time period is shortened, because this is a one-year plan.
Also just like the Self-Directed Growth Plan above the Educators’ Evaluator will start conducting
unannounced observations. The Evaluator must conduct at least two unannounced observations for a
Directed Growth Plan. In addition the Educator can request additional observations, either announced
or unannounced. This could be particularly useful if a lesson is being developed to demonstrate an area
of improvement.
Step III: Formative Assessment
About mid-cycle through the plan, or 6 months, the Evaluator will notify the Educator about the
Formative Assessment. The procedure for the Formative Assessment is similar to the procedure for the
Formative Evaluation described above. The Educator sends the Evaluator all the evidence they have
relating to their goals and the performance ratings (the rubric). The goals do not need to be completed
at this stage, but progress should be evident. In addition the Educator should present evidence that
shows improvement in the areas of weakness highlighted in their last report.
The Formative Assessment Report should provide written feedback and ratings to the Educator about
his or her progress toward attaining the goals and the Educator’s performance on the Performance
Standards. Depending on the Educator’s progress the Evaluator may change the activities in the
Educator Plan. The Educator can request a meeting about the Formative Assessment, either before or
after the report is written.
If the Educator shows improvement then the Evaluator may place the Educator back on a Self Directed
Plan. If the Educator has gotten worse than the Evaluator may place the Educator on an Improvement
Plan.
If the Educator disagrees with the Formative Assessment Report, they have the following options. One,
they can request a meeting to discuss the report. Two, they can write a response which will be attached
to the report. Three, the Educator can request that a different trained Evaluator performs a formal
announced observation to be used as evidence in the educator’s Summative Evaluation.
Step IV: Continue implanting the Direct Growth Plan
Assuming the Formative Assessment did not record a significant change in performance, the Educator
continues on their Directed Growth Plan. They should continue to work to complete their goals as well
as gather evidence of their goal completion and performance rating, especially those rated NI.
The Evaluator will continue to conduct more unannounced observations and the Educator can request
additional observations.
Step V: Summative Evaluation
Towards the end of the plan, possibly April depending on when it started, the Evaluator should notify
the Educator about their Summative Evaluation. The Educator sends the Evaluator all the evidence they
have relating to their goals and the performance ratings (the rubric) particularly those that were rated
NI in the last Summative Evaluation. The Evaluator determines the Educator’s Performance Rating on
each of the four standards. The Evaluator also determines the Educator’s Overall Rating based on the
Performance Ratings and the Educator’s goal attainment. Exactly how this is all summed up is one of
the items to be further negotiated.
The Summative Evaluation Report is due from the Evaluator by May 15th and the Evaluator should meet
with the Educator by June 1st. If the Educator’s overall performance rating is at least Proficient then
they are placed on a Two-Year Self Directed Plan, just as before. If the Educator’s overall performance
rating is not at least Proficient than they will be placed on an Improvement Plan. In either case the
Directed Growth Plan ends. You either move up or you move down.
Evaluation Process for Educators with an Unsatisfactory Rating
Improvement Plan
The Improvement plan is a detailed plan of at least 42 calendar days. In the plan the Evaluator must
clearly define the problem or problems of practice and detail the improvement goals to be met, the
activities the Educator must take to improve, and the assistance to be provided to the Educator by the
district. The Evaluator will also meet with Educator to explain the problem and together both should
work to develop the plan. The Improvement Plan still includes a Formative Assessment at around
halfway and a Summative at the end just like the other plans. The timeline for these is different from
the other types of plans, but should be determined at the start of the Improvement Plan.
The details of Improvement Plans are very clearly laid out in the proposed contract language under
Article 19.
After the Summative the Evaluator will determine if the Educator is making substantial progress toward
proficiency. If so then the Educator will be placed on a Directed Growth Plan. If the Educator has
improved to the level of Proficient then the Educator is place on a Two-year Self Directed Growth Plan.
However if the Educator has not made substantial progress or has remained Unsatisfactory, then the
Evaluator will recommend to the Superintendent that the Educator be dismissed.