1. East Valley School District Powerpoint located: staff resources

3.  It is the belief of the East Valley Administrators that the new system is about growth, not “I gotcha”.  Even though there will be a need to collect artifacts as evidence during the evaluation process, the district is not interested in collecting/creating a huge file of documentation.  We understand the concerns that this change may bring about.  Anytime a change of this magnitude occurs there is always a few bugs.  The district is committed to working through the challenges in the system to help us all grow.

4.  All provisional classroom teachers are comprehensive.  Any classroom teacher who has been unsatisfactory for the last 2 evaluations is comprehensive.  By building, the remaining classroom teachers were placed in rank order by seniority (least senior at the top of the list) and evenly spread out for the next 4 years.  All classroom teachers must be evaluated using the comprehensive process at least once every 4 years.

5.  Your building principal or evaluator may have already talked to you about your placement. If not this should happen soon.  At any time during the year if an evaluator believes that a classroom teacher is struggling an evaluator can choose to move a teacher from a focused process to a comprehensive process.

6.  Classroom teachers who are being evaluated using the focused process must first select one of the 8 criterion as the criterion to be evaluated on and must be approved by the evaluator.  If criterion 3, 6, or 8 are selected the teacher will be responsible for the student growth component associated with the criterion selected.  If criterion 1, 2, 4, 5, or 7 is selected the teacher will need to choose student growth component 3 or 6.

7.  Classroom teachers who are being evaluated using the comprehensive process are responsible for all 3 of the student growth components, 3, 6, and 8.

8.  Observations will be conducted in a similar manner.  There will be formal, informal, and walk through observations.  The first formal observation will have a pre- and post conference.  One formal observation may be unannounced.  Even if you are being evaluated using the focus process, the evaluator will collect data for all criterion.

11.  Remember that not all criterion have components that are observable in the classroom.

12.  The student growth component of criterion 3 is about a small group. ie. only students below grade level, students with similar challenges. We recommend that you do not select a very small group size.  The student growth component associated with criterion 6 is about a larger group. ie. an entire classroom.  The student growth component associated with criterion 8 is about a larger group that includes students not in your classroom. ie. all students in a building in the 3 rd grade, all students taking algebra.

14.  Goal and timeline.  Goals need to be written as ‘smart’ goals. ▪ S – Specific ▪ M – Measurable, How will it be measured? ▪ A – Achievable, A challenge but possible. ▪ R – Relevant ▪ T – Time Bound, (Definite Beginning and End)  RCW 28A.405.100 … multiple measures can include classroom-based, school- based, district-based, and state-based tools.

15.  Student growth in criterion 3 and 6 have two parts.

16.  Student growth in criterion 8 has one part.

17.  There is a student growth optional day (7.5 hrs) built into the contract. (Work with evaluator to develop and approve this plan and additional pay)  There are two optional days (15 hrs) for a collaboration project built into the contract.