Evaluation

Coventry School Department Teacher and Support Professional Evaluation

This page is here to support the Coventry Teacher Evaluation Model, and the Support Professional Rhode Island Model Evaluation and Support System, Edition III.

Important Links:

Teacher Evaluation System Overview

Phase 1 (Full Process)

TWO Student Learning Objectives
ONE Professional Development Plan
Formal and Informal Observations (Minimum Requirements)
Two Formal, One Informal (Non-tenured teachers)
One Formal, One Informal (Educators who are re-entering this phase from phase 2 with a rating of Effective or Highly Effective)
ONE Professional Reflection
Self-Assessment for Domain

Phase 2 Teachers are exempt from an evaluation
Phase 3 (Full Process)

SGAA
TWO Student Learning Objectives
Professional Improvement Plan
Formal and Informal Observations (minimum Requirements)
Two Formal, One Informal (Educators previously rated Ineffective)
One Formal, One Informal (Educators previously rated Developing)
ONE Professional Reflection
Self-Assessment Domain 4

Support Professionals - Evaluation Overview

Professional Practice/Responsibilities

One announced observation
Two Unannounced observations
Components are scored holistically according to the rubrics at the end of the school year, based on evidence collected during the entire school year.
One Professional Growth Goal

Evaluation Conferences

Beginning of Year Conference (Fall)
Mid-Year Conference (Winter)
End-of-Year Conference (Spring)

Student Learning

A minimum of TWO Student Learning Objectives (SLO's) Or
TWO Student Outcome Objectives (SOO's) Or
One SLO and ONE SOO

Important Dates

Date	Element	Documentation	Description
October 31st	Support Professional Beginning of the Year Conference	Conference Form	At the BOYC participants discuss the Professional Growth Plan, SLO/SOO and the year ahead.
October 31st	Professional Development Plan (Phase I ONLY) or Professional Improvement Plan (Phase III ONLY) or Professional Growth Plan (Support Professionals Phase I)	PDP/PIP Forms	Submitted to Primary Evaluator
October	Begin Formal/Informal Observations of Phase I Non-Tenured (NT) and Phase III teachers.	Lesson Plan for Formal Observations. No Lesson Plan for Informal Observations	Submitted Lesson Plan for Formal Observations to observer at least 3 days in advance of scheduled observation.
November	Submission of SLO/SOO for Approval	SLO/SOO Forms	Save and Notify SLOs/SOOs forms by this time. Teachers are encouraged to seek SLO feedback from curriculum coordinators, peers, and/or administrator before submitting their SLOs to the Primary Evaluator.
January-February	Completion of 2nd observation Phase I (NT)/Phase III teachers Completion of 1st observation Phase I teachers	Lesson Plan for Formal Observations. No Lesson Plan for Informal Observations	All Observations should be started by this time. In some cases, additional observations may have been conducted during this time frame.
February-March	Mid-Year Conference (Required for Support Professionals)	Conference Form	Discussion of all aspects of performance to date including Professional Practice, Professional Growth Plan and SLOs/SOOs.
March	Completion of 3rd observation Phase I (NT)/Phase III teachers Completion of 2nd observation Phase I teachers	Lesson Plan for Formal Observations. No Lesson Plan for Informal Observations	All Observations should be completed by this time. In some cases, additional observations may have been conducted during this time frame.
April	Completion of final observation	Self-Assessment Form Evaluator Feedback Form	The self-assessment is submitted to your Primary Evaluator. The Primary Evaluator will review the Self-Assessment and will inform the teacher within one week which indicators that require evidence.
May	Submission of SLO/SOO data Submission of PDP/PIP and required artifacts	SLO Results Form	SLO/SOO data/results, evidence of meeting PDP, and Domain 4 evidence should be submitted.
June	Summative Evaluation Meeting/End of Year Conference	Summative Feedback Form Final Effectiveness	This conference will be conducted by the Lead Evaluator. At the secondary level, the department coordinator may attend.

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Steering Committee: The Educator Evaluation System Standards require all districts to have a District Steering Committee. This committee will inform and monitor the evaluation system being used in each district. The composition and role of the Steering Committee are outlined in Standard Six of the Rhode Island Educator Evaluation System Standards.

RIEESS Standard 6: District evaluation systems are an integral part of the district human capital management system and are supported by district educators who regularly review and revise the system in response to systematic feedback and changing district needs.

1. Districts establish and support a District Steering Committee that includes teachers, support professionals, administrators, and union representatives. The committee solicits feedback from others (e.g., students, parents, assessment experts) who bring added perspective or expertise when appropriate. The Committee reviews the effectiveness of the evaluation system, the validity and utility of the data produced by the system, the fairness, accuracy, and consistency of decisions made, and the currency of the system. The Committee uses the information from the analysis to make recommendations for revisions to the system.

2. The District Steering Committee communicates data from the evaluation system to district personnel responsible for strategic planning and professional development to work collaboratively towards a coherent approach to educator quality, professional development and continuous organizational improvement.

3. The District Steering Committee works with district leadership to assure the resources of time, financial support, and evaluation expertise necessary to maintain the quality of the evaluation system.

4. The district is responsible for meeting the Rhode Island Department of Education’s reporting requirements for assuring the quality of educator evaluation.

Within the scope of the DSC:

Informing and support professional development efforts
Review and analyze system data
Making suggestions for improvement to leadership
Identifying supports for struggling teachers
Participating in local policy development as appropriate and applicable to the committee charge
Outside the scope of the DSC:
Assigning ratings
Approving professional growth goals and SLOs
Conducting observations or school site visits
Completing rubrics
Conducting conferences
Releasing confidential information
Altering the approved model

Committee Members
Don Cowart - Superintendent

Craig Levis - Assistant Superintendent

Kelly Erinakes - Union President

Susan TooheyKaye - Reading Teacher/CTA Professional Issues Chair

District Professional Development Plan Archives:

Contact Info:

Don Cowart, Superintendent

cowartdon@coventryschools.net

401-822-9400 X246

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