Evaluation

If you have not received an email from me regarding an evaluation for this current year, then more likely than not, you are not scheduled for this year.  As you probably remember, we have moved to the Innovation Model of Evaluation for teachers. The handbook is below for your reference.

One of the changes for both teachers and support professionals is the additional year off evaluation if your last three evaluations are all Highly Effective on the PPPR score. The Frontline system is being adjusted to count this year for those that qualify.  I have first attended to those teachers and support professionals being evaluated this year and those updates have been made in Frontline.

As we update the next round of teachers and support professionals, we will send you an email to tell you that your Frontline reflects where you are in the process.

Important Terms (with examples below):

 

(the same as for educators)

Phase 1 

• All new hires
• Non-tenured Educators
• Any Educator due for evaluation

Phase 2

• Educators NOT due for evaluation

Phase 3

• Educators on a Professional Improvement Plan and yearly evaluations until rating is Effective or Highly Effective

Change of Phase Placement:

1. Any educator that accepts a substantially different assignment within the district shall enter Phase 1 of the evaluation cycle.  A substantially different assignment is defined as follows:

• an elementary educator whose placement changes by more than two grade levels from that of his/her previous assignment 
• any educator whose new placement requires a different certification/content expertise from the one used in the previous assignment 
• any educator whose new placement is considered a change of level (Elementary-Middle-High) within the district

2. An administrator may place an educator in Phase 3 if a performance concern(s) exists and there is documented evidence of such concerns. Concerns shall be brought immediately to the teacher’s attention. Because this can only refer to educators who were previously rated as Highly Effective or Effective, the school-based administrator shall communicate concerns with the President of the Teacher’s Alliance and the Superintendent and/or Assistant Superintendent prior to adjusting the Phase of the educator.

135 Day Rule:

If a teacher is present for one hundred thirty five (135) days or more, Coventry requires an educator to be evaluated  in accordance with their phase/cycle.

Differentiated Evaluation Process:

Once a Coventry Teacher Alliance Member reaches three (3) years of tenure, the following table shall be used to determine the evaluation timeline.

* If you have three years of Highly Effective evaluations, you are eligible for an additional year before you are evaluated.

Performance Level Descriptors

Each of the four Final Effectiveness Ratings has an associated performance level descriptor that provides a general description of what the rating is intended to mean, with the acknowledgement that exceptions do exist. Performance level descriptors can help clarify expectations and promote a common understanding of the differences between the final effectiveness ratings of Highly Effective, Effective, Developing, and Ineffective. Additional information about how to interpret the ratings is available by examining the detailed scoring rubrics and related evaluation materials.  

Highly Effective – A Highly Effective rating indicates outstanding performance by the support professional.  A support professional who earns a Highly Effective rating has a very high, positive impact on student outcomes and exhibits high-quality professional behaviors regarding service delivery and professional responsibilities.

Effective – An Effective rating indicates consistently strong performance by the support professional.  A support professional who earns an Effective rating has a high, positive impact on student outcomes and exhibits high-quality professional behaviors regarding service delivery and professional responsibilities.

Developing – A Developing rating indicates inconsistent performance or consistently moderate performance by the support professional.  A support professional who earns a Developing rating has one aspect much weaker than the other (either impact on the student outcomes or professional behaviors), or is consistently moderate in both.

Ineffective – An Ineffective rating indicates consistently low performance by the support professional.  A support professional who earns an Ineffective rating has a low or negative impact on student outcomes and exhibits low quality professional behaviors regarding service delivery and professional responsibilities. 

See the Handbook for all Rubrics