Educator Performance Appraisal

Activity

Description 

Tenured - In Evaluation Year

Non- Tenured in Evaluation Year

Novice - Years 0-3

Tenured - Non- Evaluation Year

Responsible for Initiating

Goal Setting 

2 SMART Goals: 

• Data-driven Student Performance Goal Setting - Student Performance Goal Worksheet
• Professional Growth Goal Setting - 
• Professional Growth Goal Worksheet
• Goal stems from SIP, Student Performance Goal, PLC focus, and previous year’s student academic progress.
• Identify a plan for professional learning, implementation with students, and reflection of impact/results of implementation 

• By end of first quarter

• By end of first quarter

• End of first quarter

• By end of first quarter

• Evaluator for setting expectations
• Educator for goal development

Documentation Logs  

• Documentation Logs provide evidence of meeting performance standards and data associated with student growth.  By reflecting on  authentic artifacts created in their day-to-day work educators are able to identify many of the artifacts as points for growth areas of growth and improvement.
• Documentation Log Cover  Sheet
• Documentation Log Examples

• Documentation logs will be shared during the mid-year and final appraisal meetings between  the educator and principal.  

•  Ongoing 

• Ongoing 

• Ongoing 

• Optional 

• Educator

Self-evaluation

• Self-evaluations reveal the educators’ perceptions of their job performance and help educators to reflect on areas of strength and areas for improvement. 
• Self-Evaluation Form
• While self-evaluation may occur anytime throughout the evaluation cycle, a component of reflection of the self-evaluation will occur at the final check in with your principal. 

• Ongoing

AND

• By Mid-Point Check-in

AND 

• By Final Appraisal 

• Ongoing

AND

• By Mid-Point Check-in

AND 

• By Final Appraisal 

• Ongoing

AND

• By Mid-Point Check-in

AND 

• By Final Appraisal 

• Personal reflection and self-assessment are encouraged  

• Educator

Evaluator Observation

• A formal observation will include a pre- and post-observation conference to first frame the observation and then discuss the outcome. 
• A formal observation will occur for a full class period and may be announced or unannounced. 
• Formal Observation Form

• By end of first semester  

AND 

• Prior to Spring Break

• By end of first semester  

AND 

• Prior to Spring Break

• By end of first semester  

AND 

• Prior to Spring Break

• If requested by educator or evaluator

• Evaluator

Informal Observations

• Evaluators will conduct informal observations/ learning walks by visiting classrooms, observing instruction, and observing work in non-classroom settings such as Professional Learning Communities (PLC) or faculty meetings. These informal observations typically last between 5-15 minutes. 
• Learning Walks will be aligned with the school improvement plan.

• Ongoing

• Ongoing

• Ongoing

• Ongoing

• Evaluator

Student Surveys

Educators will provide student surveys three times during the year. They will analyze data, and reflect with a peer on the feedback, setting related goals. The evaluator may ask the educator to reflect with the survey results.

• Primary Grades Survey
• Grades 3-5 Survey
• Grades 6-8 Survey
• Grades 9-12 Survey

* While Student Surveys are required twice a year, they may be completed more frequently. 

• Prior to mid-year Check Point 

AND 

• Prior to Final Evaluation 

• Prior to mid-year Check Point 

AND 

• Prior to Final Evaluation

• Prior to mid-year Check Point 

AND 

• Prior to Final Evaluation

• Prior to mid-year Check Point 

AND 

• Prior to Final Evaluation

• Educator

Professional Reflection Activity

• Educator will choose 1 or more activities*. 
• *While these activities in themselves do not serve as documentation for educator performance, the educator will be asked to reflect on their outcomes during their mid-year check in and final appraisal. 
• * While the Professional Reflection Activities are required twice a year, they may be completed more frequently.
• PLC Audit
• Reflect on work in PLCs based on 7 levels and the DuFour or Almarode guiding questions
• Use an evaluation tool with PLC colleagues to reflect on work together and adjust practices for remainder of the year
• PDSA in Response to Student Feedback
• Identify an area of growth or need for change based on Student Survey
• Select a change in practice to implement
• Seek feedback and complete self-reflection on impact of that change in addressing identified need
• Response to Student Feedback Form
• Peer Observation
• Identify an instructional practice or area of growth that is a strength for a colleague
• Observe the colleague and use a reflection tool to focus on this practice during the period.  Identify the planning and implementation steps taken by the colleague
• Reflect on how the observation(s) can or will inform your own instruction 
• IC/LTI Observation 
• Identify an instructional component on which you want to focus 
• Invite an Instructional Coach or LTI to observe you and use a feedback tool to provide usable information from the class period (for example if there is a focus on asking high order questions a coach might script the questions you ask, mark how (when, to whom) you direct questions and then meet with you to help you reflect on this focus area and identify next steps
• Reflect on how the observation(s) can or will inform your own instruction.

• Prior to mid-year Check Point 

AND 

• Prior to Final Evaluation

• Prior to mid-year Check Point 

AND 

• Prior to Final Evaluation

• Ongoing through work with Novice Instructional Coach

• Optional

• Educator

This document gives an overview of the Educator Performance Appraisal (EPA).

The eight performance standards are listed here, along with examples of indicators for each standard. The indicators are not intended to be a checklist, nor all inclusive. The rubric provides a definition and ratings. 

Goals Setting 

Goal Development Worksheet - Data-driven Student Performance Goal

Goal Development Worksheet - Professional Growth Goal

SMART Goal Format

Documentation Log

Documentation Log Cover Sheet

Documentation Log Examples

The Documentation Log is required for all educators in their evaluation year. The cover sheet allows for you to link artifacts and evidence of progress towards meeting the SMART goals, as well as an opportunity for reflection. Examples of documentation are provided in the second link. The examples provided are inclusive of all possible items to include in the Documentation Log.

Evaluation Forms

EPA Evaluation Year Form

Non-Evaluation Year Form

Evaluation forms are uploaded into Unified Talent Perform. Your evaluation form starts with the determination of your goals, allows for mid- and end-of-year reflection, and provides the overall rating for those in their evaluation year. The form will be shared back and forth between the educator and their evaluator throughout the school year, and will be signed once the appraisal process is completed. 

Those in their non-evaluation year will use the form for goals and reflection.

Student Surveys

Primary Grades 

Grades 3-5

Grades 6-8

Grades 9-12

The self-assessment allows each educator to reflect on their practice as related to each performance standard. Your self-assessment form will not be submitted as part of the evidence related to the EPA progress, but you may be asked to reflect on your practice during meetings with your evaluator.

PLC Audit Tool 

Response to Student Feedback Form

IC/LTI/ES Observation/Feedback Tool

Reflective Questions for Peer Observation

These tools align with the choice educators have in using the Professional Reflection Activity. Educators will work primarily with Instructional Coaches, Learning Technology Integrators, and Equity Specialists through the Professional Reflection Activity of their choice. Please note that the Peer Observation activity must be pre-approved by the evaluator. 

Anti-Racism Policy

Strategic Plan

Framework for Quality Learning