Guiding Principles and Philosophy
We believe the following principles are essential to an evaluation system that supports educator growth and develops educator effectiveness:
- The goal of an evaluation system is to strengthen the knowledge, skills and practice of educators to improve student learning.
- An evaluation system must be differentiated to support the development of educators through all career stages—from beginning, to mid-career, to veteran.
- An evaluation system must address the varying assignments of certificated educators, including those who teach core and non-core subject areas, and are classroom and non-classroom educators. (i.e., resource educators, counselors, nurses and psychologists.)
- An evaluation system must include evidence of teaching and student learning from multiple sources.
- An evaluation system must provide relevant and constructive feedback and support that informs teaching practices. Feedback must be coordinated with high quality professional development that is continuous; linked to curriculum and teaching standards (CSTP); and allows for adequate time and resources for coaching, modeling, observation and mentoring.
- An evaluation system should include opportunities for peer involvement for advisory and support purposes.
- An evaluation system must consider the complexities of teaching and student learning that are outside of the educator’s control and beyond the classroom walls.
- All evaluation components and procedures must be clearly defined, explained, and transparent to all educators.
- All Evaluators must have extensive training and regular calibration in all evaluation procedures and instruments.
- An effective evaluation system that supports professional learning requires an ongoing commitment of financial resources, training and time.