Alternative Teacher Evaluation
2009-10
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Development of the Pilot
 The evaluation was developed in cooperation with
the Aurora Education Association
 Members of the workgroup
 Sue Clark – Facilitator
 Dianne Dugan – Principal
 Tony Van Gytenbeek – Deputy Superintendent
 Dennis Hamann – Consultant, Instruction
 Curtis Holmes – Teacher
 Brenna Isaacs – AEA President
 Cathy Wildman – Teacher
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Concept
 The alternative teacher evaluation is:
 A flexible interactive process in which the
teacher
 Selects an evaluation team
 Determines the criteria for evaluation in
collaboration with that team
 An online process
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Who is eligible?

Non-probationary teachers on evaluation cycle
who’s previous evaluation meets or exceeds
standards
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What is the process?
The following slides
explain the
steps in this
flow chart
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Request & Evaluation Team
 Teachers may request alternative evaluation within
three weeks of beginning of school year
 If the supervisor agrees:
 Teacher selects an evaluation team
 Including an evaluator of record who must be an
APS licensed administrator
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How is the evaluation plan developed?
 Within the first quarter the teacher in collaboration
with the evaluation team will determine
 Evaluation criteria
 What evidence will demonstrate meeting
standards
 How evidence will be collected
 A timeline for collection of evidence and
feedback
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Evaluation Criteria
 The person being evaluated and the chosen
evaluator(s) review the four standards and
proficiency indicators
 At least one indicator for each standard will be
selected
 These selections may be changed during the
review process by mutual agreement between
the person being evaluated and the chosen
evaluator(s).
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Standard A - Teaching and Student Learning
The teacher is committed to students and their learning
The teacher knows the subjects he/she teaches and how to teach those subjects to students.
Indicators:
1. Demonstrates a thorough knowledge of students as
individual learners and evaluates assessment data for
each student by identifying what the student can do,
needs to learn next, and what the teacher will do about
it.
2. Plans high, worthwhile and attainable goals and
objectives, selecting rich, thought-provoking and
appropriate resources, and identifying what the learning
looks and sounds like.
3. Implements learning experiences that are connected to
content learning goals and sequences and structures
instruction so students attain the goals.
4. Generates varied formal and informal evidence to
regularly evaluate and improve student learning
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Standard B - Learning Environment
The teacher manages and monitors student learning.
The teacher develops an environment where individuals are encouraged, respected, and challenged
intellectually, academically, and socially.
Indicators:
1. Develops a classroom where students demonstrate
self-confidence and responsibility for high
standards of learning.
2. Ensures that tasks and resources support student
growth and proficiency.
3. Creates a safe, secure learning environment where
on-going feedback, praise and positive
reinforcement result in high levels of student
engagement and learning.
4. Recognizes individual differences in his/her
students and models and teaches accordingly.
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Standard C - Professional Development
The teacher thinks systematically about his/her practice and learns from experience. The teacher
commits to improving his/her professional practice in order to improve student learning.
Indicators:
1. Demonstrates growth in instructional knowledge
and skills.
2. Engages in active, collaborative reflection to
improve professional competence.
3. Takes an active role in school-based professional
development.
4. Stays current with research and, when appropriate,
incorporates new findings into his/her practice.
5. Regularly analyzes, evaluates, reflects on, and
strengthens the effectiveness and quality of his/her
practice.
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Standard D – Professionalism
The teacher is a contributing member of the learning community.
Indicators:
1. Clearly and consistently reaches out to parents and
other interested adults as valued partners in the
child’s education.
2. Seeks leadership opportunities and shares
responsibility to promote school improvement.
3. Contributes to the effectiveness of the school by
working collaboratively with other professionals.
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Evidence, Format & Timeline
 The person being evaluated and the chosen
evaluator(s) will:
 Mutually define evidence appropriate to each
proficiency indicator selected
 Determine methods for collection of evidence to
support proficiency indicator(s)
 How collected
 What format
 Where stored
 Agree on the format and time line for collection
of evidence and feedback
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Evaluators
 The person being evaluated and the chosen
evaluator(s) will:
 mutually identify evaluator(s) for each indicator
selected
 including at least one person employed as a
licensed administrator within the Aurora Public
Schools
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Planning Sheet
 A planning sheet will be printed containing:
 Indicators
 Evidence
 Format
 Timeline
 Evaluator(s).
 The person being evaluated will acquire signature
of immediate supervisor approving the use of the
pilot evaluation
 Copies of the signed planning sheet will be
distributed to the person being evaluated, selected
evaluator of record, all other evaluators and
immediate supervisor.
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Evidence
 Teacher and evaluators collect evidence:
 In specified format
 According to timeline
 Examples:
 Teacher reflection on how evidence collected
indicates proficiency on standard
 What teaching strategies worked well
 Next steps
 Test scores
 Observation notes
 Student products
 Etc.
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Evaluation
 Evaluator(s):
 Develop written analysis of evidence collected
for each indicator
 Score each standard according to analysis of
evidence collected for indicators in that area
 Meets Standard
 Growth Needed
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Goals
 The employee and the evaluator of record mutually
develop written goals
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Comments
 Employee develops written reflection on the
evaluation
 Content
 Process
 Selected evaluator of record develops written
summary of the review
 Content
 Process
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Signatures
 Interested parties sign off on evaluation
 Staff member
 Selected evaluator of record
 Immediate supervisor
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Filing
 One copy of the signed review is retained at the
site
 Another is given to the staff member
 The original signed copy is sent to Human
Resources
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Next Steps – 4 out of 4
 An employee who earns 4 out of 4 scores of
Meets Standard resulting in an overall score of:
Meets Standard
 Will be evaluated again in the regular cycle
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Next Steps – 3 out of 4
 An employee who earns 3 out of 4 scores of
Meets Standard resulting in an overall score of:
Meets Standard
 May continue with the review the following year,
focusing on the standard that was scored Growth
Needed if desired
 However, this is not required
 Will be evaluated again in the regular cycle
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Next Steps – 2, 1 or 0 out of 4
 An employee who earns 2, 1 or 0 out of 4 scores of
Meets Standard resulting in an overall score of:
Growth Needed
 Continues with this review next year, focusing on
the standards that were scored Growth Needed
 Or chooses to return to the traditional teacher
evaluation process for next year
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Professional Development
 Cohort groups form, Fall 2009
 Salary advancement credit for attendance
 Linda Damon - Facilitator
 Evaluation plans developed during first quarter
 Evaluations start during second quarter or semester
 Cohort works together through all stages
 Available online www.aps.k12.co.us/hr/pilot
 This overview
 Links to start a new evaluation and to search for an
existing evaluation
 Sample evaluation plan
 Examples of evidence
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Questions
 Direct questions to:
 The Division of Instruction
 Linda Damon
 The Division of Human Resources
 Chris Gramstorff
 Jack Kronser
 Damon Smith
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THANK YOU!
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