TEACHER EVALUATION

CLICK HERE to review a copy of the Teacher Evaluation

CLICK HERE to review a copy of the Counselor Evaluation

CLICK HERE to review a copy of the Social Worker and Speech & Language Therapist Evaluation (REA Contract, Article IV and Schedule E)

CLICK HERE for the Michigan Educator Evaluation Posting and Assurances for Charlotte Danielson's Framework for Teaching.

CLICK HERE for The Framework for Teaching Evaluation Instrument (2013).

CLICK HERE for School Counselor Rubric, Example Framework for School Counselor

CLICK HERE to review the Merit Pay Resolution approved by the Board of Education on August 12, 2019 

CLICK HERE for an EXAMPLE of the Merit Pay Calculator

Domain 1 - Planning and Preparation

1a - Demonstrating Knowledge of Content and Pedagogy

1b - Demonstrating Knowledge of Students

1c - Setting Instruction Outcomes

1d - Demonstrating Knowledge of Resources 

1e - Designing Coherent Instruction

1f - Designing Student Assessments

2a - Creating an Environment of Respect and Rapport

2b - Establishing a Culture for Learning

2c - Managing Classroom Procedures

2d - Managing Student Behavior

2e - Organizing Physical Space

3a - Communicating with Students

3b -Using Questioning and Discussion Techniques

3c - Engaging Students in Learning

3d -Using Assessment in Instruction

3e - Demonstrating Flexibility and Responsiveness

4a - Reflecting on Teaching

4b - Maintaining Accurate Records

4c -Communicating with Families

4d -Participating in the Professional Community

4e -Growing and Developing Professionally

4f - Showing Professionalism

Domain 5 - Student Achievement Growth and Assessment

The Michigan Revised School Code 380.1249 Section 2a(ii).  If there are student growth and assessment data available for a teacher for at least 3- school years, the annual year-end evaluation shall be based on the student growth and assessment data for the most recent 3-consecutive-school-year period.  If there are not student growth and assessment data available for a teacher for at least 3 school years, the annual year-end evaluation shall be based on all student growth and assessment data that are available for the teacher.

Domain 5a - Building State Assessment Data

Domain 5b - NWEA Data.  Based on the building average, the percentage of students who met or exceeded the Projected Growth Target, within one standard deviation, as measured by Reading, Language Use and Mathematics NWEA.  Grade K-10 shall be measured based on Fall-Spring.  Grade 11-12 shall be measured based on Fall-Winter.  95% of the students registered must be tested each testing window.

Domain 5c - Teacher-Administrator Goal for Domain #1: Planning and Preparation

Domain 5d - Teacher-Administrator Goal for Domain #1: The Classroom Environment

Domain 5e - Teacher-Administrator Goal for Domain #3: Instruction

Domain 5f - Teacher-Administrator Goal for Domain #4: Professional Responsibilities

Additional Evaluation Factors

The Beebe Factors, listed below are used in Placement and Lay-off Decisions

--Demonstrated Pedagogical Skills. The teacher’s plans and practice reflects solid knowledge of the content, prerequisites relationships between important concepts, and the instructional practices specific to that discipline. 

The teacher must consistently demonstrate that they are implementing the strategies of Classroom Instruction that Works, as outlined in the building and district’s School Improvement Plan, and other best practices for instruction.  In addition, the integration of the district technology (e.g. SMART Boards/Interactive Projectors and Laptops, Tablets, and/or Smart Tables) must be evidenced in the classroom instruction.

--Knowledge of the Subject Area.  Classroom teaching is a complex activity that demands teachers to possess substantial thinking skills and a solid knowledge base. Knowledge of subject matter is a prerequisite for effective classroom instruction. A teacher’s understanding of subject facts, concepts, principles, methodology, and important generalizations determine his/her thinking and decision-making.

--Classroom Management.  Classroom interactions, both between teacher and student and among students, are polite and respectful, reflecting general warmth and caring, and are appropriate to the cultural and developmental difference among groups of students.

--Differentiating Instruction.  Expectations for learning, directions and procedures, and explanations of content are clear to students.  Communications are appropriate for students’ cultures and levels of development.

--Manner and Efficacy of Disciplining Students.  Standards of conduct appear to be clear to students, and teacher monitors student behavior against those standards.  The teacher response to student misbehavior is appropriate and respects the student’s dignity.  The teacher demonstrates consistently the implementation of a Positive Behavior Intervention System (PBIS) in their classroom that is aligned to the building’s PBIS model.

--Rapport with Parents and Teachers.  Teacher communicates frequently with families and successfully engages them in the instruction program.  Information to families about individual student is conveyed in a culturally appropriate manner.  Teacher participates actively in the professional community and in school and district events and projects, and maintains positive and productive relationships with colleagues.

--Ability to Withstand the Strain of Teaching.  Teacher recognizes the challenges of teaching and carries out the duties of the profession

--Attendance and Disciplinary Record.  For the current school year, the number of employee absences and discipline, if any, is recorded.  Note: Any disciplinary action received by a staff member may affect the overall final evaluation.  A staff member on an Individual Development Plan (IDP) other than for a new teacher that has not been achieved the goals of the plan shall not be rated overall higher than Minimally Effective.

--Significant, Relevant Accomplishments.  This factor shall be based on whether the individual contributes to the overall performance of the school by making clear, significant, relevant contributions above the normal expectations for individuals in his or her peer group and having demonstrated a record of exceptional performance.

--Relevant Special Training. This factor shall be based on completion of relevant training other than professional development or continuing education that is required by the employer or by state law, and integration of that training into instruction in a meaningful way.