CCSD Performance
Evaluation Systems
Evaluator Training
SY12-13
Agenda
 Performance
Evaluations
 The Role of an Evaluator
 Principals
 All Evaluators

Evaluating Certified Staff
 Cobb Keys Systems
 Other Certified Staff
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Evaluating Classified Staff
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Performance Evaluations
Everybody Gets Evaluated!
OCGA 20-2-210 –
In compliance with Georgia law and District Rule, all
employees must have an evaluation. If a certified or classified
employee leaves during the year due to termination,
resignation, medical leave - and isn’t returning prior to his/her
evaluation deadline - that employee must still have a written
evaluation.
ONLY EXCEPTIONS –
 Employees who do not have an annual evaluation
 Employees who leave with less than
30 calendar days on the job
 Temporary employees, such as substitute /supply
teachers, lunch-room monitors, ASP workers, etc.
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Performance Evaluations
Providing staff with valid and meaningful
evaluations of their performance is NOT
easy work. It requires a high level of
knowledge, much serious practice, the
ability to develop meaningful
relationships and focused work. The
difficulties considered, this may be the
most valuable work you do.
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Performance Evaluations
A process, NOT an event!
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COMMON LANGUAGE
 The teaching act is complex. There is no single pedagogy that
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can meet the needs of every learner.
Different skills and knowledge are a reflection of different
training and experience.
Our PROCESS must reflect an understanding of these
complexities, be broad enough to allow for objective decisions
and encourage, even demand, growth and improvement in skills
and knowledge.
A COMMON LANGUAGE must be employed, developed,
expected, cultivated, and improved continuously.
COMMON LANGUAGE will help remove division and
accommodate agreement.
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The Role of an Evaluator
Principal/Supervisor’s Responsibilities
 Identifies evaluators & ensures required
training for all evaluators
 Ensures that ALL faculty and staff receive
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Copies of their job descriptions (Admin Rule
GBB-R)
Orientations to their evaluation systems
 PASS and EMWeb
 Facilitates and monitors the understanding
and implementation of the Cobb Keys
Evaluation System, et al
 Principal, as instructional leader, evaluates
a representative portion of the faculty
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The Role of an Evaluator
Principal/Supervisor’s Responsibilities
 Develops a shared understanding of the
significance of the evaluation model and what
the annual ratings represent at his/her school
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Understands and supports the fact that very good
teachers may be “Emerging” on any Cobb Keys
Standard and/or Overall
 Not everybody is always “Proficient”
The concept of Growth and Development must be
inherent in the culture 
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The Role of an Evaluator
The Cobb Keys Evaluation System is a
growth and accountability model that
responds to 3 major questions ~
 How does the teacher plan?
 How does the teacher teach?
 Are the teacher’s students learning?
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The Role of an Evaluator
All evaluators must…
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Understand the importance of all evaluation processes
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Practice toward personal mastery of and compliance with
the standards, guidelines and procedures of the Cobb
Keys Evaluation System, et al
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Demonstrate a commitment to impartiality and
consistency
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Be open to feedback – encourage DIALOGUE
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The Role of an Evaluator
Get Ready to Evaluate
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Prepare a folder for each person you’re evaluating
Create observation & feedback schedule for
certified staff
 Utilize Checklist & Timeline (PASS)
Use current forms (PASS, EMWeb)
Need Help? Contact the Evaluation Systems Office
 (770) 426-3393
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Cobb Keys Classroom
Teacher System
Cobb Keys Forms
 Observation Form
 Annual Performance Report
Cobb Keys Support Documents
 Performance Rubric with
Examples of Evidence
 Glossary of Terminology
 Guidelines/Instructions
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Classroom Teacher System
Observation Form
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Four Performance Standards with a total of 18
corresponding Elements
Curriculum & Planning (4 Elements)
 Standards-Based Instruction (6 Elements)
 Assessment of Student Learning (4 Elements)
 Instructional Environment (4 Elements)
Annual Performance Report
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18 Elements ( Four Performance Standards)
12 Professional Duties and Responsibilities
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Classroom Teacher System
Standard 1: Curriculum & Planning (CP)
The teacher makes decisions about planning
that demonstrate a deep understanding of
grade level content knowledge, pedagogy,
and GPS or State-approved curriculum
implementation by appropriately planning
for what students are expected to know,
understand, and be able to do.
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Classroom Teacher System
Elements: Curriculum & Planning (CP)
 CP 1 The teacher uses an organizing
framework for instructional planning to
support standards-based instruction.
 CP 2 The teacher plans instruction that
reflects strong knowledge of both content
and effective instructional delivery.
 CP 3 The teacher plans assessments to measure student progress
toward and mastery of the GPS.
 CP 4 The teacher plans for appropriate use of differentiation.
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Classroom Teacher System
Oh, my gosh! Yes, the review and
assessment of classroom
teachers’ lesson plans are an
integral part of the overall
observation process.
You should assess Lesson
Plans before, during, and/or
after a classroom observation
to enable you to respond to
this Standard.
When and how this will be done will be up to the local
school, maintaining internal consistency.
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Classroom Teacher System
Standard 2: Standards-Based Instruction (SBI)
The teacher consistently uses researchbased practices in the classroom,
challenging all learners to achieve high
levels of learning as defined by GPS or
State-approved curriculum.
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Classroom Teacher System
Elements: Standards-Based Instruction (SBI)
 SBI 1 The teacher effectively communicates learning expectations
using both the language of the Standards and strategies that reflect a
standards-based classroom.
 SBI 2 The teacher demonstrates research-based practices that engage
students in learning.
 SBI 3 The teacher consistently demonstrates high expectations for all
learners.
 SBI 4 The teacher uses accessible technology effectively to enhance
student learning.
 SBI 5 The teacher differentiates instruction to meet students’ readiness
levels, language proficiency, and interest.
 SBI 6 The teacher delivers instruction which fosters the development of
higher order thinking skills and reasoning.
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Classroom Teacher System
Standard 3: Assessment of Student Learning (AL)
The teacher uses a balanced variety of
assessment techniques that are
systematically implemented, resulting in
appropriate interventions that foster
continuous improvement for all.
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Classroom Teacher System
Elements: Assessment of Student Learning (AL)
 AL 1 The teacher uses formative assessment strategies to monitor
student progress and to adjust instruction in order to maximize
student achievement on the GPS or State-approved curriculum.
 AL 2 The teacher uses diagnostic assessment strategies to identify
individual and class strengths, misconceptions and areas of
weakness and to adjust instruction in order to maximize student
achievement on the GPS or State-approved curriculum.
 AL 3 The teacher uses a variety of summative strategies to evaluate
student status and to adjust instruction in order to maximize student
achievement on the GPS or State-approved curriculum.
 AL 4 The teacher provides effective and timely
commentary/feedback regarding students’ written and oral
performances.
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Classroom Teacher System
Standard 4: Instructional Environment (IE)
The teacher creates a safe, productive,
collaborative, and inviting learning
environment that fosters a sense of
community and personal responsibility to
ensure that students maximize learning.
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Classroom Teacher System
Elements: Instructional Environment (IE)
 IE 1 The teacher establishes classroom rules, practices, and
procedures that support a positive, productive learning
environment.
 IE 2 The teacher maximizes instructional time.
 IE 3 The teacher fosters a sense of community and belonging by
acknowledging diversity, achievements, and accomplishments of
all learners in the classroom.
 IE 4 The teacher helps students take responsibility for their own
behavior and learning.
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Classroom Teacher System
Observing Classroom Teachers
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Conduct pre-observation conferences with assigned teachers to
review the instrument, procedures, expectations, etc.; optional
but highly recommended
 May be done in a group setting
If a teacher requests a private conference, it is required
 Encourage questions
Put teachers at ease and ensure them of your intent
to work with them throughout this process (NOT an event)
Observe all certified staff who are evaluated on the Cobb
Keys instruments at least once during the school year
using the Cobb Keys Observation Form
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Classroom Teacher System
Scheduling Observations
 Thirty minute classroom observation (minimum)
 Two Observations are required if the teacher
has 3 yrs or less total teaching experience
 Conduct first announced observation by the
end of October
 Second observation may be unannounced
 If only one observation, schedule announced
observation early enough that teachers have
time to benefit from feedback and demonstrate
improvement
 Each teacher must have his/her OWN separate
observation
 DO NOT observe multiple teachers at one
time
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Classroom Teacher System
Weak Links?
 Observe teachers with perceived
deficiencies early in first semester
 Maximizes opportunities for
monitoring, administrative support,
and instructional improvement
 Increases Evaluator’s depth of
understanding of teacher’s
performance and needs
 Provides time for essential
feedback, subsequent follow-up
observations, and/or PDP
implementation
 Multiple observations [EVIDENCE]
and frequent feedback
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Classroom Teacher System
Multiple Observations =
Stronger Support
 Multiple observations
Assigned Evaluator
 Principal
 Subject Area Specialists
 Multiple Feedback Sessions
 Allow time to for teacher to
improve skills before next
observation
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Classroom Teacher System
Cobb Keys Observation
18 Standard Elements (Teacher)
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Marked Yes (Y); No (N); or Not Applicable (NA)
Comments required to support “No” ratings
Individualized comments encouraged, regardless
of the ratings
Observations & feedback conferences should be
completed by the end of February
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Purposeful feedback
Time in March to prepare annual reports and
conduct annual conferences
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Classroom Teacher System
Scheduling Feedback Conferences
 Within 10 school days after an observation, a formal,
private feedback conference is required
 Failure to provide a timely feedback conference could
void an evaluation
 Hint: Schedule the feedback conference at the
same time you schedule the observation
 Feedback Conferences MAY NOT be combined with
the Annual Evaluation Conferences
 A Teacher’s Feedback Conference should be
held a significant length of time before the annual
conference; otherwise, it has no meaningful
purpose
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Classroom Teacher System
Conducting Feedback Conferences
 Prepare your comments; organize your thoughts and
papers
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Poorly developed feedback provides little support to a
struggling teacher
 Anticipate the teacher’s anxiety – put him/her at ease early
in the session
 Comment, specifically, on areas of excellence and areas
needing attention, suggesting improvement techniques
 If needed, focus constructive criticism on behaviors
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Here’s what I observed; here’s what I should have observed
How can I help you improve?
What will you commit to do to change?
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Classroom Teacher System
Concluding the Feedback Conference
 Write your signature and date on the form
 DO NOT type in your name or the date
 Have teacher sign and date the form
 Teacher’s signature indicates receipt of form, not necessarily
agreement with content
 If the teacher doesn’t want to sign, write Teacher chose not to
sign and record the date
 Make copies for the teacher and local school file
 Retain all observation originals to attach to the annual
performance report in March
 All observations will be sent to HR along with the performance
report.
Keep feedback opportunities professional, positive, and private.
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Classroom Teacher System
The Annual Evaluation Process
 Consider observations and year-long performance
 Review Performance Rubric Standards and Elements
 Complete the Annual Report Form
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Assign a rating to each Standard Element
 Not Evident
 Emerging
 Proficient
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Classroom Teacher System
The Annual Evaluation Process
 Record personalized commentary for each
standard – no cut-n-paste!
Relate comments to the Standard Elements
 Support the assigned ratings
 Reinforce the Growth Model concept with your
language
 Honestly address performance
 Acknowledge growth and potential
 If the teacher isn’t Proficient, is he/she able to tell
what to do differently to improve performance?
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Classroom Teacher System
Professional Duties and
Responsibilities (PDR)
 A section for formal assessment of 12
essential performance qualities
 Each is rated as Unsatisfactory,
Needs Improvement, or
Satisfactory
 Overall PDR Summary Rating
 See Key for determining overall
Unsatisfactory, Needs
Improvement, or Satisfactory rating
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Classroom Teacher System
Professional Duties &
Responsibilities (PDR)
1. Reports to work as assigned
2. Provides adequate information,
plans, and materials for substitute
teachers
3. Enforces school procedures
concerning student discipline and
conduct
4. Maintains accurate records
(grades) to document student
performance
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Classroom Teacher System
Professional Duties &
Responsibilities (D&R)
5. Maintains confidentiality regarding
student and records information
6. Assumes responsibility for
professional growth
7. Maintains accurate and complete
records and submits as required and
on-time (NOT Lesson Plans)
8. Demonstrates ethical behavior as
outlined in the PSC Code of Ethics
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Classroom Teacher System
12 Professional Duties and
Responsibilities (D&R)
9. Interacts in a respectful, civil, and
professional manner with students,
families, staff, and school leaders
10. Attends and participates in faculty
meetings and other assigned
meetings/activities
11. Models correct language, oral and written
12. Actively supports the School Strategic
Plan
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Classroom Teacher System
Annual Performance Report
 Assign Overall Performance Rating, Section III
 Unsatisfactory
 Four or more Not Evident Standards Ratings or
Unsatisfactory summary rating on PDR
 Emerging
 Fewer than thirteen Proficient Standards ratings &
Satisfactory or Needs Improvement summary rating
on PDR
 Proficient
 13 or more Proficient Standards ratings & a
Satisfactory summary rating on PDR
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Classroom Teacher System
Annual Performance Report
 Section III, Continued
 Record dates of observations and feedback conferences
 DO NOT list other types of conferences, such as
disciplinary conferences or the annual conference
 Section IV Signatures
 Evaluator, Principal, and Teacher sign & date
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Each person records the date by his/her signature
at the time of signing
Teacher’s signature indicates receipt of annual
report, not agreement with the content
Write Teacher chose not to sign, if needed
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Classroom Teacher System
Annual Performance Report
 Section V: Comments by Teacher
 Optional. Use additional sheet, if necessary
 If teacher’s comments specifically appeal a Standard
rating, a PDR rating, the PDR summary rating, or the
Overall Performance Rating, the teacher must submit the
District appeal form
 See Appeal Form Instructions (PASS & EMWeb)
 If you’re unsure if comments are an “appeal”,
contact Evaluation Systems office
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Certified Evaluation Appeals
An employee may base his/her
appeal on either of two
reasons
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Failure to follow
procedures
Failure to consider
significant information
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Principal determines what
is “significant”
An employee may not “grieve”
the results of his evaluation
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Certified Evaluation Appeals
To appeal an evaluation, the employee must complete an
evaluation appeal form (PASS/EMWeb) and submit it, along with
any evidence and/or documentation, to the Principal/Supervisor
within 10 business days of the receipt of the evaluation report
The Principal/Supervisor must respond to the appeal within 20
business days
If the rating is upheld, the employee may submit an appeal to
the CHRO within 10 days of receipt of the Principal’s response
The CHRO and Area Assistant Superintendent will review and
provide a single response to the appeal within 20 days of receipt
of the appeal
This exhausts the appeal process
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Other Certified Staff
How do I evaluate other Certified Staff?
 Aligned Evaluations for:
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Special Education Teachers
Library Media Specialists
School Counselors
School Social Workers
Speech Language Pathologists
 Uses same rating system and terminology
 Includes the Professional Duties and Responsibility
Section
 Each is unique; read carefully
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Other Certified Staff
How do I evaluate OTHER Certified Staff?
 Use the rated Job Description (on PASS in “School-
based Job Descriptions”) &
 Alternate Annual Summary Form (on PASS in
“Other Certified Positions”)
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ISS Teachers
Academic Coaches
A few other teaching/support positions
 Be sure to use the rating grid when determining the
overall rating
 If unsure, contact the Evaluation Systems Office
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All Certified Evaluations
This includes:
Observations
Feedback conferences
In compliance with BOE
Administrative Rule GARI-R,
Completion of annual
ALL certified evaluation
reports
activity must be completed
Annual evaluation
prior to April 1, 2013!
conferences
 Teachers and
paraprofessionals
IMPORTANT!!!
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ALL Staff Evaluations
Impact of Overall
Unsatisfactory Rating
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Certified employee is placed on
the PSC’s Unsatisfactory
Database (UNSAT)
For all employees, certified and
classified, it results in his/her
salary being frozen at same salary
step for next school year
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All Certified Employees
Professional Development
Plans (PDP)
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HR’s Professional Standards and
Ethics Department oversees the
implementation of Professional
Development Plans (PDP) to support
certified employees with performance
deficiencies
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Contact Mary Finlayson, Director
770-420-4958
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 No Surprises!
From certified or classified staff, we should
never hear…
I thought I was doing fine all year, but I received
a “Unsatisfactory” rating….or…
By the time I got feedback from my observation,
school was almost out. I didn’t have time to
improve my performance or get help.
No employee, certified or classified, should receive an
overall Unsatisfactory rating unless he/she has been
informed in writing of specific performance concerns
during the year.
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Evaluating Classified Staff*
 Administrative
Planning
 Classified
Orientation
 Evaluation Process
* In this presentation, classified staff refers to paraprofessionals, clerical employees,
custodians, school nurses, bus drivers, etc. – all of whom are evaluated using a similar
form and process.
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Evaluating Classified Staff
Administrative Planning
 Principal assigns trained administrative
evaluators for all classified employee
groups at the beginning of the year
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Teachers may not evaluate
paraprofessionals
Head Custodians may not evaluate
custodians
Employees are informed, in writing, of
their designated evaluators
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Evaluating Classified Staff
Classified Orientation
 Assigned administrator provides evaluation
orientation to all classified staff
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Use Evaluation Systems PowerPoint (PASS)
 At Orientation, give all classified employees
copies of the following
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Current Job Descriptions (PASS)
Evaluation Instruments
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Evaluating Classified Staff
Evaluation Process
 Classified staff are evaluated in three Performance
Categories, each containing performance descriptors
which describe expected behaviors within the category
 Job Competencies
 8 descriptors
 Workplace Qualities
 6 descriptors
 Human Relations
 6 descriptors
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Rating the Descriptors
Evaluation Process
 Each descriptor is assigned one of
three individual ratings based on the
employee’s performance
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Meets Expectations (ME) 
Needs Improvement (NI) 
Non-Applicable (NA) 
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What Do These Descriptor Ratings
Really Mean? Simply put….
 Meets Expectations (ME) means that the employee
did the things that were expected of him/her and
accomplished them in a certain manner.
 Needs Improvement (NI) means that the employee
didn’t do some of the things that were expected or
that they were not accomplished in the expected
manner.
 Non-applicable (NA) means the descriptor is not
applicable to the employee’s responsibilities. NA
counts as an ME. Evaluator determines if a
descriptor is NA.
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1st Performance Category
Job Competencies
Evaluation Process
 The first of 8 performance descriptors in this
category references the classified employee’s job
description
 This first descriptor is your overall assessment of
the employee’s performance of his/her essential
duties as recorded on the job description
 If the employee should receive a Needs
Improvement (NI) rating on this single descriptor,
he/she may not receive an overall Meets
Expectations (ME) rating for this Performance
Category
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Two Other Performance Categories…
Evaluation Process
 Workplace Qualities
These six performance descriptors address
desirable behaviors in the workplace as related to
your department/division and the employee’s
specific position, such as “self-motivated”
 Human Relations
 These six performance descriptors address
desirable traits related to professional
interpersonal skills, such as “teamwork”
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Descriptor Ratings =
Overall Category Rating
Evaluation Process
 Each Performance Category is then given an
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Overall Rating based on the number of individual
descriptors within the category and the rating
received on each one:
Job Competencies: 6 of 8 ME = Overall ME
Workplace Qualities: 4 of 6 ME = Overall ME
Human Relations: 4 of 6 ME = Overall ME
Remember NA = ME
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Overall Category Ratings =
Overall Annual Rating
Evaluation Process
 The Annual Overall Rating is then assigned based
on quantity of designated overall ratings in the three
Performance Categories
 Meets Expectations
 ME in all 3 Overall Ratings
 Needs Improvement
 NI in 1 Overall Rating
 Unsatisfactory
 NI in 2 or 3 Overall Ratings
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Classified Annual Evaluation Form
 The evaluator completes the evaluation form
as described, records his/her signature, and
may include optional comments (please do!)
 Evaluators are strongly encouraged to
acknowledge exceptional performance with
specific commendations
 If descriptors or categories are identified as
Needs Improvement or an annual rating of
Needs Improvement or Unsatisfactory is earned,
evaluators are also encouraged to provide
related written comments, addressing
identified areas
 The evaluator provides the annual evaluation
to his/her supervisor for his/her signature as
Reviewer
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Classified Evaluation Forms
Evaluation Process
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Due Dates
Paraprofessionals
 Conduct
Annual Evaluation
Conferences before April 1st
All
others
 Conduct
Annual Evaluation
Conferences at end of school
year before employee leaves
for summer or before June 30
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Classified Performance
Improvement - PIP
 A Performance Improvement Plan (PIP) may be developed to
support classified professional growth at any time during the
year at the supervisor’s discretion
Contact Mary Finlayson, Director,
Professional Standards & Ethics
770-420-4958
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APPEAL PROCESS
 If a Classified employee wishes to appeal his/her evaluation
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results, he/she must complete an evaluation appeal form (found
on EMWeb) and submit it, along with any evidence and/or
documentation, to the evaluator within 10 business days of the
receipt of the original evaluation report
The evaluator must respond to the appeal within 20 business
days of receipt of the appeal
If the rating is upheld by the evaluator, the Classified employee
may submit an appeal to the evaluator’s supervisor within 10
days of receipt of the evaluator’s response
The evaluator’s supervisor must respond to the appeal within 20
days of receipt of the appeal
This exhausts the appeal process
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REVIEW
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Evaluation Process
Due Dates
Paraprofessionals
Other Certified
Conduct Annual Evaluation
Conferences before April 1st
 Conduct Annual Evaluation
Conferences at end of school
year before employee leaves
for summer or before June 30
 PDP’s & PIP’s
 Common Language –
Language of the
Standards
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