Identifying the complex components of quality teaching is a fundamental step in supporting teachers’ professional growth as well as developing a fair and reliable evaluation process.
Teachers with unique roles outside of the traditional classroom, Teachers on Special Assignment (TOSAs), are not addressed in the Colorado Model Evaluation Teacher Quality Standards that outline the knowledge and skills required of an excellent teacher. APS worked with TOSA groups in 2013-14 to develop rubrics modeled after the Quality Standards.
The results of that work produced rubrics for Dean of Students, Instructional TOSAs, and Non-Instructional TOSAs. These rubrics are the core of the evaluation process and offer a tool for job related self-reflection, goal setting and ongoing professional growth.
Senate Bill 10-191 requires that fifty percent of an educator’s evaluation in Colorado be based on educator impact on student learning determined by using multiple measures in relationship to the Colorado Academic Standards. In Colorado, the term “academic growth” is closely associated with results from the Colorado Growth Model (CGM) as reported in the School and District Performance Frameworks.
The phrase “measures of student learning” or “MSL” is employed to ensure that districts understand that evaluating student learning for educator evaluations is not confined to results from the CGM, but is inclusive of results from multiple types of measures that districts may use in educator evaluation and to support instructional goals.
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