nmteach summative teacher evaluation workbook

NMTEACH

Summative Teacher Evaluation

Workbook School Year 2014-2015

Summative Teacher Evaluation

Table of Contents

How to Read the Summative Report 2

Active Markup 4

The Details of Your NMTEACH Evaluation Plan for 2014-2015

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Graduated Considerations Table – 2014-15

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Effective Feedback in 5 Steps 13

Practice Feedback Scenario and Data 14

Role Play Scenarios, Data and Rubrics 16

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District Educator Effectiveness Summative Report 2013-2014

District Name

School Name

Last Name First Name

Group A, Level EL Tag 4 * Overall Score: 124.02 Effectiveness Level: Effective

Category Measure Possible Points

Points Earned

Student Achievement

SBA 70.00 39.12

30.00 DIBELS 18.34

Subtotal 100.00 57.46

35.50 Observation Domain 2&3 50.00

Subtotal 50.00 35.50

Multiple Measure

Domain 1&4 18.31 30.00

Teach Att 12.75 20.00

31.06 Subtotal 50.00

Total Evaluation 200.00 124.02

* This Tag refers to your level of Graduated Considerations.

State / District / Teacher

Summary

Strengths and Weaknesses

Levels of Educator Effectiveness

Exemplary 173 through 200

Highly Effective 146 through < 173

Effective 119 through < 146

Minimally Effective 92 through < 119

Ineffective < 92

Next Steps

Principal Signature ____________________________________ Date ______________

Teacher Signature _____________________________________ Date ______________

(Signing this document does not signify that you agree with this evaluation.)

This report contains the data collected by local administrators pursuant to the NMTEACH Educator Effectiveness System framework as adopted by the school or district, and received by PED by May 6, 2014.

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A

B

C D

E

F

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Understanding the NMTEACH Educator Effectiveness System Summative Report

The NMTEACH Educator Effectiveness System Summative Report summarizes teacher progress through the Educator Effectiveness System to the end of the school year. It provides basic information about the final score the teacher received in each evaluation category and the final overall score. The summative report also shows the individual teacher’s overall score as well as the median score for comparable group and grade level teachers. Two sections are completed by the evaluator: one to identify strengths and areas needing improvement; and another for identifying next steps. Reports will be printed at the local level, signed by the teacher and the school leader, and submitted to the personnel file.

Reading the Report

The following describes the teacher identifier labels on the summative report:

1. District name

2. School name

3. Teacher name

4. Teacher Group: This will be group A, B or C. Teachers are grouped according to the students who have been

assigned to them. For a more information on teacher groups please visit the NMTEACH website Frequently

Asked Questions (FAQs).

5. Grade Level: Levels will be identified as elementary level (EL), middle school (MS) and high school (HS).

6. Graduated Consideration Tag: This tag identifies which Graduated Consideration formula calculation was

applied to the evaluation. Tags will be number 1 – 12. For more information on Graduated Considerations

please visit the Toolbox section of the NMTEACH website.

7. Overall Score: This represents the total of all earned points in the three categories of the NMTEACH

Educator Effectiveness System. The overall score corresponds to an effectiveness rating.

8. Effectiveness Rating: This is the effectiveness level corresponding to the teacher’s total evaluation score.

Levels of effectiveness are defined at the bottom left side of the summative report.

The following describe the contents of the summative report:

A. Category refers to a category of the NMTEACH Educator Effectiveness System. There are three categories in

NMTEACH: Student Achievement, Observations and Multiple Measures. The report is organized around the

points reported in each of these categories.

B. Measure refers to the measure within the category that is being scored. This component of the evaluation

may vary depending on the teacher grouping and the measures chosen by the district or charter.

C. Possible Points refers to the earnable points for each measure. Earnable points, in many cases, will be

subject to graduated considerations. A 0(zero) in the Possible Points column indicates that those points have

been redistributed to the other categories due to graduated considerations.

D. Points Earned indicates the actual points earned by the teacher in that particular category.

E. Total Evaluation identifies the total possible points and the earned points. The total earned points

correspond to a level of effectiveness. Total possible points will always equal 200.

F. Levels of Educator Effectiveness corresponds to ranges of the total earned points. The lowest scoring range

is “ineffective” while the highest scoring range is “exemplary”.

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http://ped.state.nm.us/ped/NMTeach_FAQ.html

http://ped.state.nm.us/ped/NMTeach_FAQ.html

http://ped.state.nm.us/ped/NMTeach_Toolbox.html


Schools

High School

Group A, Level HS Effectiveness Level: Minimally EffectiveOverall Score: Tag 9 * 100.06

SBA

EOC

Student Achievement

Domain 1&4

Teach Att

MultipleMeasure

Domain 2&3Observation

14.74

59.00

17.88

8.45

35.00

0.00

39.00

26.00

100.00

14.7435.00Subtotal

59.00100.00

26.3265.00

200.00 100.06Total Evaluation

Subtotal

Subtotal

Category Measure PossiblePoints

PointsEarned


State / District / TeacherSummary


Next Steps




Levels of Educator Effectiveness

Exemplary 173 through 200




Ineffective < 92


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TheDetailsof YourNMTEACHEvaluationPlan

Approved Student Achievement Measures (STAM) for NMTEACH Educator Effectiveness System (EES)

The following is a list, with descriptions, of approved STAMs for NMTEACH EES evaluation plans for 2014 – 2017. These are all approved measures, but be aware not all measures are approved for all teacher groups. Please review the entire document for details, business rules and deadlines for the NMTEACH EES evaluation plan submission.

ACCESS ─ Assessing Comprehension and Communication in English State to State for English Language Learners is the secure State‐wide test for K‐12 students who have been designated as English Language Learners. Icela Pelayo, Ph.D. is the NMPED representative for ACCESS.

Accuplacer ─ Accuplacer is suite of assessments that help determine student reading, writing, math and computer skills.

ACT ─ American College Testing (ACT) consists of four multiple choice tests: English, Mathematics, Reading, and Science. There is also an optional writing component. In general ACT results are used by high schools to evaluate instruction, identify areas that students need improvement, and for curriculum planning. Colleges use ACT for several purposes including admissions, course placement, scholarships and loans, and academic advising.

ACT Plan ─ ACT Plan is used to help 10th graders identify their current standing with respect to academic and career readiness standards. After June 201, ACT Aspire will be administered in place of ACT Plan. ACT Aspire is a longitudinal, computer based test that is designed to assess student progress from elementary thru high school with respect to college and career readiness standards.

ACT Work ─ ACT Work Keys is a job skills assessment used by employers to help select, hire, and train workforce. ACT Work Keys measures foundational and soft skills and offers specialized assessments to target institutional needs. Successful completion of ACT Work Keys Reading for Information, Applied Mathematics, and Locating Information can result in ACT’s National Career Readiness Certificate (NCRC).

CLV ─ Content Level VAM is a specific content portion of the SBA that is extracted and then applied to all teachers in a select group. Applying the Math VAM, for example, to computer science teachers who are not directly linked to a math assessment, is CLV.

DIBELS ─ Dynamic Indicators of Basic Early Literacy Skills (DIBELS) is an assessment system designed to measure K‐6grade student acquisition of early literacy skills. The composite scores for kindergarten through second grade at the three benchmarking periods (beginning of year, middle of year, and end of year) are used to determine the grade level VAS (GLV) for Group C teachers.

Discovery Education ─ *Please see interim assessments.

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DRA ─ Developmental Reading Assessment v.2 (DRA2) is an assessment system designed to measure K‐8 grade student acquisition of early literacy skills. The PED derives a composite score from the oral reading and comprehension scores by book level. The PED‐derived composite score for kindergarten through second grade at the three benchmarking periods (beginning of year, middle of year, and end of year) are used to determine the grade level VAS (GLV) for Group C teachers.

EOC ─ End of Course Exams (EOC) are intended to replace final exams. The district is responsible for providing approved EOCs. Districts and charters must select a fallback aggregate measure in case a teacher does not administer PED‐approved EOCs.

F & P ─ Fountas and Pinnell Benchmark Assessment is a one‐on‐one assessment system used to determine independent and instructional reading levels. The assessment also places students on the F&P Text Level Gradient.

GLV ─ Grade Level VAM is based on the VAM of all students in a particular grade level. For example, all 7th grade teachers get the VAM for 7th grade math and reading.

Interim Assessments are administered three times throughout the school year and used to evaluate if students are making progress in the grade‐level reading or math standards, and are on track to perform well on the summative statewide assessment (SBA through 2014, PARCC beginning 2015). The student‐level data for grades 2 through 10 in reading or math may be used as a student achievement measures (STAM). The four approved interim assessments are:

Discovery Education Houghton Mifflin Harcourt, Riverside Interim Assessment

Northwest Evaluation Association (MAPS)

Renaissance Learning (STAR Reading or STAR Math)

MAPS ─ *Please see interim assessments.

PLATO ─ Plato Courseware provides courses in a wide range of core subjects, electives, world languages, honors, and Advanced Placement® offerings. Courses consist of integrated assessments; including exemptive pretests that allow learners to forgo content they have already mastered and focus on the concepts that need additional work. Course‐level assessments also include tests for each course module to ensure concept mastery.

PSAT ─ Preliminary SAT assessment and National Merit Scholarship Qualifying Test is generally a practice test for the SAT and also gives students a chance to enter the National Merit Scholarship program (grade 11). The PSAT includes sub‐tests in Critical Reading Skills, Math Problem Solving Skills, and Writing Skills.

Q1 Growth ─ Quar le 1 Growth measures the student achievement growth of the students who are in the bottom 25% of student test scores in your school. Q1 Growth is reflected in your School Report Card.

Q3 Growth ─ Quar le 3 Growth measures the student achievement growth of the students who are in the top 75% of student test scores in your school. Q3 Growth is reflected in the School Report Card.

Riverside Interim Assessment ─ *Please see interim assessments.

SBA ─ Standards Based Assessment (SBA) scale scores for reading, math and science (grades four, seven and eleven) are used to determine Value‐Added Score (VAS) for Student Achievement Measures (STAM). The 2014 SBA scores will be used in the 2015 NMTEACH EES. The SBA scale scores are used to determine Q1, Q3, SGGEconDi, SGGELL, SGGHisp, SGGGNA, CLV, GLV and SLV. The SBA scores in reading and math will be replaced by the scores from Partnership for Assessment of Readiness for College and Careers (PARCC) beginning with the 2016 NMTEACH EES.

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SGGEconDi ─ SubGroup Growth, Economically Disadvantaged represents the average change in this subgroup of students’ achievement per year over a three year period. Growth is measured by the change in scale score points and is not a VAM.

SGGELL ─ SubGroup Growth, English Language Learners represents the average change in this subgroup of students’ achievement per year over a three year period. Growth is measured by the change in scale score points and is not a VAM.

SGGHisp ─ SubGroup Growth, Hispanic represents the average change in this subgroup of students’ achievement per year over a three year period. Growth is measured by the change in scale score points and is not a VAM.

SGGNA ─ SubGroup Growth Native American represents the average change in this subgroup of students’ achievement per year over a three year period. Growth is measured by the change in scale score points and is not a VAM.

SLV ─ School Level VAM (SLV) will award points based on the School Growth as reflected in the School Report Card.

STAR ─ *Please see interim assessments

TABE ─ Test of Adult Basic Education (TABE) has three assessment products: TABE 9&10 which measures the skills that adults need to succeed in the workplace including Basic Skills: Reading, Math, Language, Language Mechanics, Vocabulary, Spelling Advanced Level Tests: Science, Social Studies, Algebra/Geometry, Writing; TABE CLAS/E is a test designed to assess Adult English Language Proficiency, and TABE Adaptive is the computer adaptive version of the TABE 9&10.

OtherNeed‐to‐KnowDefinitionsandTerms

Domains 2&3 – These are the domains of the NMTEACH Observation Rubric that specifically apply to classroom practice and school leader observations. Formal observations must be conducted 2‐3 times per year for most teachers (Highly Effective and Exemplary teachers as described in the 5/8/14 NMTEACH Business Rule Updates memo need be observed only once per year).

If the district plan calls for 3 observations, the due dates are: November 1; between 12/15 and 12/19, dependingon when the school closes for winter break; and, April 15th.

If the district plan calls for 2 observations, the due dates are: between 12/15 and 12/19, depending on when theschool closes for winter break; and, April 15th.

Domains 1&4 – These are the domains of the NMTEACH Observation Rubric that specifically apply to Professional Responsibilities. Individual teacher scores for these domains are due twice a year: between 12/15 and 12/19, depending on when the school closes for winter break; and, April 15th.

Teacher Attendance – The number of absences per teacher must be submitted to PED by April 23rd of 2015. For SYE2015, Teacher Attendance will be calculated from the beginning of the school year (or the teacher contract start date) to April 15, 2015 (or the teacher contract end date). Additionally, teacher absences must be reported for the time period of 4/16 through the end of school. This data submission is due one week after the last day of school. For SYE2016 and thereafter, teacher absences will be calculated from 4/16 through the end of one school year through April 15 of the next school year.

Surveys – For Group A and Group B teachers, these will be student surveys, administered from 11/1 ‐ 12/1 for semester

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long classes and 2/15 ‐ 3/15 for year‐long classes. For Group C teachers, these will be parent surveys, administered from 2/15 ‐ 3/15 of each school year. Scores for teachers with less than 95% participation rate will be reduced by one effectiveness level in this measure only.

Group A Elem – Group A teachers are those who teach a grade or subject in which the Standards Based Assessment (SBA) is taken. The specific school level, i.e. Elementary, Middle, High, is determined by the teacher’s course code assignments in STARS.

Group A Middle – Group A teachers are those who teach a grade or subject in which the Standards Based Assessment (SBA) is taken. The specific school level, i.e. Elementary, Middle, High, is determined by the teacher’s course code assignments in STARS.

Group A High – Group A teachers are those who teach a grade or subject in which the Standards Based Assessment (SBA) is taken. The specific school level, i.e. Elementary, Middle, High, is determined by the teacher’s course code assignments in STARS.

Group B Elem – Group B teachers are those who teach a grade or subject in which the Standards Based Assessment (SBA) is NOT taken. The specific school level, i.e. Elementary, Middle, High, is determined by the teacher’s course code assignments in STARS.

Group B Middle – Group B teachers are those who teach a grade or subject in which the Standards Based Assessment (SBA) is NOT taken. The specific school level, i.e. Elementary, Middle, High, is determined by the teacher’s course code assignments in STARS.

Group B High – Group B teachers are those who teach a grade or subject in which the Standards Based Assessment (SBA) is NOT taken. The specific school level, i.e. Elementary, Middle, High, is determined by the teacher’s course code assignments in STARS.

Group C – Group C teachers are comprised of teachers who teach students in kindergarten through second grade.

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GuidanceforUnderstanding theNMTEACHEESEvaluationPlan

Student Achievement Measures (STAM)

For Group A Teachers, Student Achievement Measure 1 will be Standards Based Assessment (SBA). If the SBA is chosen as a single assessment it will count for 50% of the evaluation. If a second measure is chosen then SBA will count for 35%.

For Group B Teachers, Student Achievement Measure 1 can be any of the following measures:

ACCESS Accuplacer ACT ACT Plan ACT‐WK Content Level VAM (CLV) Discovery Developmental Reading Assessment (DRA) End of Course Exams (EOC) Fountas and Pinnell Benchmark Assessment (F & P) Grade Level VAM (GLV), LEAP

Measure of Academic Progress (MAPS) PLATO, PSAT/AP Quartile 1 Growth (Q1 Growth) Quartile 3 Growth (Q3 Growth) Subgroup Growth Economically Disadvantaged (SGGEconDi) Subgroup Growth English Language Learners (SGGELL) Subgroup Growth Hispanics (SGGHisp) Subgroup Growth Native American (SGGNA) STAR Test of Adult Basic Education (TABE) School Level VAM (Only for backup or secondary measures)

If only one Student Achievement Measure is chosen then it will count for 50% of the evaluation. If a second measure is chosen then the first Student Achievement Measure will count for 35%, and the second Student Achievement Measure will count for 15%. Additionally, if EOC is chosen then a backup measure is required in the event that an EOC is not available. Allowable backup measures are aggregate measures of student achievement, including: CLV, GLV, Q1 Growth, Q3 Growth, SGGEconDi, SGGELL, SGGHisp, SGGNA, and SLV.

For Group C Teachers, Student Achievement Measure 1 can be any of the following measures: CLV, DIBELS, DRA, GLV, Q1 Growth, Q3 Growth, SGGEconDi, SGGELL, SGGHisp, SGGNA, and SLV. Please be aware that group measures (CLV, GLV, Q1 Growth, Q3 Growth, SGGEconDi, SGGELL, SGGHisp, SGGNA, and SLV) will only be accepted if Group C teachers are in a school with SBA tested grade levels.

If only one Student Achievement Measure is chosen then it will count for 50% of the evaluation. If a second measure is chosen then the first measure will count for 35% and the second measure will count for 15% of the evaluation.

Multiple Measures

The Multiple Measures Category of the NMTEACH EES is comprised of Domains 1 and 4 of the Observation Protocol and an additional locally chosen measure. Domains 1 and 4 count for 15% of the overall teacher evaluation, and the additional locally chosen measure will count for 10% of the evaluation. Districts have a choice of selecting teacher attendance or surveys for the additional locally chosen measure. If both are selected, each will count for 5% of the evaluation for a total of 10%; if only one is selected it will count for 10% of the evaluation. If surveys are chosen, surveys will be submitted by the students for Group A and B teachers; for Group C teachers, surveys will be submitted by parents.

Observation Options

Districts and charters have three options for implementing Observations which consist of Domains 2 and 3 of the NMTEACH Observation Protocol. Observation options are in regard to the number of times a teacher is observed and who the observer is. Option 1 is three observations conducted by an individual school administrator. Option 2 is two

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observations conducted; one each by two separate school administrators. Option 3 is two observations conducted; one by a licensed school administrator and one by an external “certified” observer.

All observers must have completed the current NMTEACH Observation Protocol Training and must hold anadministrators license*.

*Teachers may be observers only if they have completed the NMTEACH Observation Protocol Training and if their most recent NMTEACH EES rating is Highly Effective or Exemplary.

Certified external observers must attend the three‐day PED training and must obtain certification by passing theassessment of the adopted observation protocol. External observers may be selected by districts or PED.

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Graduated Considerations

Student achievement data is the building block for a Teacher Value Added Score (VAS). As explained in our

VAM presentation, this score is derived from an aggregate of the Student Achievement VAM. Reliable

VAS will contain at least three years of student achievement data. Until a teacher has 3 years of VAS, teachers

will be scored using Graduated Considerations.

Graduated Considerations serve two purposes: one, to recognize that new teachers are developing

skills over the first few years; and two, to provide veteran teachers an opportunity to hone their

instruction as they embrace more rigorous academic standards. Graduated Considerations are applied

independently to two separate assessment categories and are in affect for 3 testing occasions (e.g.

three years of SBA data, or two years of EoC data).

Graduated Considerations redistributes the points for the Improved Student Achievement portion of NMTEACH

Educator Effectiveness System based on how many years of data are available for the teacher and the number

of student achievement measures chosen at the district level. To determine the available student achievement

points for your evaluation reference the tables below. Identify the number of student achievement

measures your district has chosen for your teacher group and then find the row and column that

corresponds to how many years of complete data you have in each measure to determine the points

available for your evaluation. These tables apply equally to all teacher groups.

The column labeled Teacher Tag in the tables below corresponds to the teacher tag label in the District

Educator Effectiveness Summative Report. This tag identifies the Graduated Consideration calculation

applied to your evaluation.

One Student Achievement Measure (e.g. only SBA, only EoC, etc.)

Teacher Tag

Years of VAS Possible Points by Category

Measure 1 Years

Measure 1 Points

Observation Domains 1 and 4 Locally Chosen Multiple Measures

1 3 100 50 30 20

2 1-2 50 100 30 20

3 0 0 100 80 20

With either one or two years of VAS, the remaining Student Achievement Points have been moved to Observations. With zero years of VAS, the Student Achievement Points are evenly split between Observations and Domains 1 and 4. Aggregate Measures of Student Achievement* are automatically applied at full point count.

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http://vimeo.com/82327278

Graduated Considerations

* Aggregate Measure of Student Achievement: Content Level VAM, Grade Level VAM, Q1 Student Growth, any Subgroup

Student Growth.

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Effective Feedback in 5 Steps

1. Reflection / Targeted Questions

2. Present Evidence

3. Identify the area(s) of concern

4. Concrete Action

5. Set a Timeline

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Practice Feedback Scenario – Role Play Activity

Teacher Information

2nd year teaching 6th grade ELA Level I Group A, Tag 6

Scenario

This teacher has recently retired from the military and has chosen teaching as a second career. She has strong content skills and is very structured in her approach to her lessons. She conducts her classes in a traditional, lecture based method in spite of your conversations with her to try a more project based approach. Initially, her colleagues were very welcoming and willing to share their lessons and ideas, but due to her abrupt personality and lack of flexibility, they have left her alone. During your formal observations you have noticed her responding to students much in the same manner she has with you and her colleagues. You feel she could become a strong teacher, but struggle with how to produce any kind of change with someone who appears unwilling to move forward. Her scores are representative of her lack of compassion for her students and you secretly wonder if this is because they are afraid of her.

How will you approach this teacher and what will your focus be?

How can you encourage this teacher to move her teaching methods forward and what supports will you be able to offer?

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MIDDLE

Group A, Level MS Effectiveness Level: Minimally EffectiveOverall Score: Tag 6 * 98.73

SBA

EOC

Student Achievement

Domain 1&4

Teach Att

MultipleMeasure


18.30

39.00

23.72

17.71

70.00

0.00

39.00

26.00

65.00

18.3070.00Subtotal

39.0065.00

41.4365.00


Subtotal

Subtotal


PointsEarned




Next Steps




Levels of Educator EffectivenessExemplary 173 through 200




Ineffective < 92


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Feedback Scenario 1 – Role Play Activity

Teacher Information

3rd year teaching 7th grade Social Studies Level II Group A, Tag 9

Scenario

This teacher works long hours and has a strong rapport with her students and parents, but is distant from her grade and content level colleagues. She has been teaching seventh grade for 3 years and feels she has no need for feedback or collaboration with her team. She goes to meetings but does not participate and has made it clear her scores support her method of solo teaching and she sees no need to change. She is polite and professional with the adults around her, warm and devoted to her students, but refuses to participate in any activities outside her classroom.

You would like to offer this teacher some constructive feedback.

How will you approach this conversation?

What suggestions for growth could you offer to this teacher?

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MIDDLE

Group A, Level MS Effectiveness Level: EffectiveOverall Score: Tag 9 * 123.99

SBA

EOC

Student Achievement

Domain 1&4

Teach Att

MultipleMeasure


6.50

71.33

26.65

19.50

35.00

0.00

39.00

26.00

100.00

6.5035.00Subtotal

71.33100.00

46.1565.00


Subtotal

Subtotal


PointsEarned




Next Steps








Ineffective < 92


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Observing Effective Feedback in 5 Steps Rubric

Score Points to Observe Notes: Strengths and Weaknesses

Provides for Teacher Reflection

Asks Targeted (leading) Questions

Presentation of Data Conversation is structured

Identifies Area(s) of Concern

Makes firm statements

Makes connections to NMTEACH and PDP

Provides Concrete Action Plan

Makes expectations clear

Resources are offered

Timeline Set

1 = UNSATISFACTORY (Failed to …)

2 = BASIC (Sometimes / Vague)

3 = ADVANCED (Always / To the Point)

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Teacher Information

10th year teaching 1st grade Level III Group C, Tag 3

Scenario

This teacher is a dynamic individual. He comes to work early and stays late. He is always willing to help others and is considered the “go to” person of the primary grades. He has mentored several beginning teachers and is a member of three committees. He has great rapport with both adults and children and is well liked by all.

His classroom management skills are top level and you often use his class as a model for struggling teachers to visit. He is always appreciative of feedback and constantly seeks to improve on his craft.

You would like to offer this teacher some suggestions for growth and want to challenge him to develop his expertise at an even higher level.

What suggestions will you offer this teacher?

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ELEMENTARY

Group C, Level EL Effectiveness Level: ExemplaryOverall Score: Tag 3 * 185.38

DRAStudent Achievement

Domain 1&4

Teach Att

MultipleMeasure

Domain 2&3Observation 92.00

54.00

39.38

0.00

60.00

40.00

100.00

0.00Subtotal

92.00100.00

93.38100.00


Subtotal

Subtotal


PointsEarned




Next Steps








Ineffective < 92


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Timeline Set




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Teacher Information

5 years teaching 10th grade Math Level II Group A, Tag 5

Scenario

You have had concerns about this teacher for some time. During walk throughs you have observed poor classroom management and an ineffective use of instructional time. However, the official, scheduled observations have shown the teacher to be effective with none of the misbehaviors you had previously seen during impromptu visits. You highly suspect you are not seeing authentic teaching during formal observations, but you have tried to remain as objective as possible and have followed the guidelines of the rubric.

In the past, this teacher has been very defensive when given constructive feedback and often threatens to call the Union for support. You have had to ask this teacher several times to refrain from vocalizing anti-public education political beliefs and to keep attempts to organize against the current evaluation system to off the clock and off campus times.

There are several areas you would like to discuss with this teacher. You have strong concerns about some of the scores this person received and would like to make some suggestions for improvement.

How will you approach this conversation?

What feedback will you give to encourage effective change in the classroom?

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HIGH

Group A, Level HS Effectiveness Level: Minimally EffectiveOverall Score: Tag 5 * 104.42

SBA

EOC

Student Achievement

Domain 1&4

Teach Att

MultipleMeasure


18.76

45.50

1.68

23.00

15.48

70.00

15.00

30.00

20.00

65.00

20.4485.00Subtotal

45.5065.00

38.4850.00


Subtotal

Subtotal


PointsEarned




Next Steps








Ineffective < 92


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Timeline Set




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nmteach summative teacher evaluation workbook

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