The state-mandated Teacher & Leader Effectiveness (TLE) system for certified staff appraisals has steadily evolved since it was signed into law in 2010. It requires a five-point rating scale and ties the earning of career teacher status, reductions in force, and mandatory and allowed staff dismissals to TLE ratings.
TLE has had qualitative ratings since 2012-2013. House Bill 2957 ELIMINATES the quantitative ratings which have plagued the process for years.
Ratings based on:
State board identified new quantitative measures, but we will NOT be using them. Only Tulsa will use them as part of its ongoing appraisal program.
Student performance, including performance on the statewide criterion-referenced tests if available, shall be discussed with the teacher and MAY be one of the considerations for the teacher's rating, but no Value Added Measures, Other Academic Measures, etc. are part of rating
100% Qualitative; Pilot Year for Individualized Professional Development tied to TLE
Districts will pilot a new mandate that each teacher have an annual professional growth goal tied to TLE and addressed by professional development; no increase in required annual professional development points
Full Implementation of Individualized Professional Development tied to TLE
Bartlesville, like almost all of the districts in the state, adopted the "Tulsa Model" for its Qualitative Ratings for non-administrative certified staff. Administrators receive qualitative ratings under the separate McRel Model.
Consult the files at the bottom of this webpage for the latest available qualitative rubrics for:
A new requirement that each teacher have an individualized program of professional development, tied to the qualitative TLE component is to be piloted by the state department of education in 2016-2017, piloted at the district level in 2017-2018, and mandated in 2018-2019.
Establish an annual professional growth goal developed by teacher in collaboration with evaluator
tailored to address a specific area or criteria identified through the qualitative component of the TLE
allow teacher to actively engage with learning practices that are evidence-based, researched practices that are correlated with increased student achievement
supported by resources that are easily available and supplied by the school district and the State Department of Education
Professional development completed shall count toward the total number of point teacher is required to complete; not to be construed as increasing the existing number of required points
Individualized programs may include but are not limited to the following learning practices:
individual or faculty studies of books, scholarly articles and video productions
committee studies to address student achievement issues
work related to a specific subject area or areas associated with obtaining an advanced degree or professional certification
action research projects designed to improve student achievement
participation in local, regional or state initiatives associated with the development or implementation of curriculum standards