Important System Resources

Annual Orientation to CITE and the DCSD Evaluation Process - UPDATED for 2025-2026

2025-2026 Annual Orientation Completion Acknowledgement - All licensed staff must use this Google Form to log their completion of the in person Annual Orientation

2025-2026 SPREADSHEET Annual Orientation Completion Acknowledgement 

Digital Evaluation Navigation Documents - This resource will provide step by step directions for many of the tasks in the Digital Evaluation System.

Which Rubric Do I Pick?

DCSD's Highly Effective Pathway - This resource will help licensed employees navigate the Highly Effective Pathway and find answers to frequently asked questions

Probationary, Non-Probationary Status, and Induction FAQs

DCSD Licensed Evaluation Guidebook - This resource is intended to support all licensed employees understand the DCSD Evaluation System.

DCSD Licensed Evaluator's Playbook - This resource is intended to support evaluators with beginning, middle and end of the year tasks, as well as providing additional links and information for  quality evaluation practices.

Navigating the DCSD Digital Evaluation System - This resources includes screenshots and guidance designed to help navigate the digital evaluation system.

DCSD's Performance Improvement Plan Template for Licensed Staff

Human Resources Performance Improvement Resources

DCSD Licensed Evaluation Concern Process

DCSD Second Look Process

Appeal Process

Pre- and Post-Observation FAQs

DCSD Rubric Cut Scores

Useful Coaching Resources

Coaching and Reflection Guide - Generalist Rubric  (NOTE: While this guide is aligned to the Generalist Rubric, it is easily translated to the Educator Rubric. The only notable difference between the two rubrics is that the Educator Rubric has an additional element - 2.6).

ELD Look Fors - Based on the Educator Rubric  (NOTE: This guide is for evaluators and teachers).

Psychologist and Social Worker Look Fors

CITE Generalist Rubric Aligned with NCTM's Effective Math Practices  (NOTE: While this guide is aligned to the Generalist Rubric, it is easily translated to the Educator Rubric. The only notable difference between the two rubrics is that the Educator Rubric has an additional element - 2.6).

CITE Evaluation Crosswalk to Marzano's Ten Design Areas - Based on Marzano's The New Art and Science of Teaching

Marzano's New Art and Science of Teaching with Linked Resources - Based on Marzano's The New Art and Science of Teaching 

CITE Early Childhood Special Educator Look Fors

CITE Evaluation Timeline 

LEAD Evaluation Timeline

CDE Office of Educator Effectiveness

CDE Educator Effectiveness Video Library - Principals use your UIP single sign on to log in. The videos are helpful for calibrating instructional expectations and evaluation practices.

CDE Practical Idea Guides for Evaluation - The guide provide some additional guidance and potential artifacts/look fors for areas of instruction outside of the regular education classroom and include guides for specials teachers, SPED, Early Childhood (Preschool-3rd), and several other educator groups.

DAC - FINAL Assessment Recommendations - Adopted January 18, 2023

CITE Rubric Survey Results - Prepared for DCSD by Hanover Research

Guiding/Reflective Questions:

• What are some ways you establish a caring relationship with all students?

• What are some ways you interact with each student as an individual?

• What are some ways you interact with students inside and outside of your classroom?

• In what ways do you reinforce positive behaviors?

• What proactive strategies do you use to restore any broken relationships?

• What are some ways you go about establishing and modeling positive relationships with your students?

• What are some ways you handle relationship building with resistant students or students who may be hard to connect with?

When Observing Consider:

• How is the teacher responding to all students?

• What is it like to be a student in this classroom?

• How are students engaging with the teacher and each other? How do their conversations sound?

• How is the teacher interacting individually with each student? 

• How does the teacher handle difficult situations with students?

Potential Artifacts/Evidence:

• The teacher is attuned and responsive to the affective, cognitive, and physical needs of learners.

• Students feel safe, both physically and affectively.

• Students know the teacher cares for them as an individual inside and outside of the classroom.

• Teacher has a relationship with students outside of the classroom (i.e., in hallways, at school activities, etc.)

Guiding/Reflective Questions:

• What are some ways you develop student-centered expectations, routines and procedures?

• What are some ways you develop a sense of community in the classroom?

• What are some ways you maintain a safe environment?  

• What are some ways you support a safe and organized environment for students?

• What expectations are there for students to learn to be safe and organized? 

• What are some ways you use proactive measures/practices to support high expectations for students?

• What are some ways you establish a caring relationship with all students?

• How are expectations for student behavior taught and communicated? 

• What are some ways you consistently hold students accountable to school and class expectations?

• In what ways do you reinforce positive behaviors?

• What are some ways you respectfully and appropriately respond to misbehaviors?

• What are some ways you teach and encourage students to monitor their own behavior?

• What procedures do you intentionally establish to ensure instructional time is maximized?

• What are some ways you find ways to collaborate with students on the development of behavior expectations and procedures?

• What are some ways students demonstrate that they understand behavior expectations and procedures in your classroom?

• What are some ways you respond to repeated issues?

When Observing Consider:

• How are students engaged in the creation of a safe environment?

• How are positive behaviors reinforced?

• How are challenging behaviors redirected?

• What role do students play in holding one another appropriately accountable for a safe learning environment?

• Do students know what to do after an absence? Do they know how to make up work or how long they have to make the work up?

• Do students know where to find materials? 

• Do students understand basic routines? (i.e., bathroom pass, student comes in late)

• How are students engaging with the teacher and each other? What are some ways their conversations sound?

• Do students know where to get support, help, etc.? (i.e., web presence, open class time, syllabus or other resources, policies/procedures/communication outlined, mental health support, etc.)

Potential Artifacts/Evidence:

• Hard work is an expectation.

• Physical arrangements are flexible and support student access to a variety of learning options.

• A range of resources are available to support student behavioral needs and self-regulation.

• Flexible student grouping capitalizes on student strengths and allows effective attention to student needs.

• Student surveys may be used to monitor and improve the classroom environment.

• Community/parent/guardian surveys may be used to monitor and improve the classroom environment.

• The teacher and students share in the decision-making process about daily routines and classroom operations.

• Teacher uses signals to redirect students that may only be known to the student and teacher.

• Teacher may provide picture cues to communicate behavior expectations and/or directions for a task.

• Teacher may provide space in a classroom for students to spend time when they need to calm down or be alone for a few minutes.

• Teacher may allow students to use headsets to either listen to music while they work or eliminate the sound of noise in the classroom.

• Teacher may adjust the time students may take to complete tasks.

• Teacher may provide organizational strategies, such as color-coded handouts and calendars, for students to self-manage their materials and assignments.

• Teacher may provide signals for students to obtain assistance from either the teacher or a peer.

• Teacher may make directions available in a variety of formats.

• Students learn/are learning to respect one another as learners.

• Students demonstrate mutual respect and support with the teacher and peers.

• Students uphold school and class expectations.

• Students encourage positive behavior from peers.

• Students learn/are learning to monitor their own behavior.

Guiding/Reflective Questions:

• What are some ways you define diversity? What examples of diversity exist in your classroom? Our school? Our community?

• What are some ways you model and teach a value for diverse perspectives to students?

• What are some ways you capitalize on diversity in the classroom/school/community? 

• What are some ways you model respect for individual differences? How are students held accountable for respect for individual differences? 

• What instructional approaches and materials do you use that reflect students’ backgrounds and enhance student learning?

• What are some ways you obtain information on students’ cultures, backgrounds, and family structures?

• What changes in procedures or structures might you need to consider to acknowledge the influence of background on students’ perspectives?

• Considering differences and diversity, What are some ways you develop a sense of community in your classroom?

• What are some ways you provide opportunities for students to engage in effective interactions with their peers?

• What are some ways you model respect for individual differences and ensure students do the same?

When Observing Consider:

• What does it feel like to be a student in the classroom?

• How are student differences celebrated?

• What happens when students do not engage in positive interactions?

• What happens when students do not respect individual differences?

• What classroom resources and materials are available to students? What are some ways they represent diversity?

• How does the teacher acknowledge the influence of race, ethnicity, religion, socioeconomics, and other aspects of culture on student perspectives?

• How does the teacher build a sense of community among students?

• How does the teacher incorporate instruction that reflects diverse backgrounds, experiences, and different points of view?

• How does the teacher deliver lessons to ensure that students’ backgrounds and contextual knowledge are considered?

• How does the teacher use materials and lessons that counteract stereotypes and acknowledge the contributions of all cultures?

• How does the teacher take diverse student needs (affective needs, social-emotional needs, socio-economic needs, academic needs) into consideration?

Potential Artifacts/Evidence:

• The teacher respects and supports the possibilities inherent in each student.

• Individual differences are accepted as natural and positive.

• Students learn to respect one another as learners.

• Unbiased language is modeled by the teacher.

• Teacher uses a variety of multicultural learning strategies.

• Students demonstrate appropriate and respectful curiosity about one another and the uniqueness each person brings to the classroom.

• Students respect the uniqueness of fellow students.

• Students seek a variety of perspectives to enhance their learning.

• Students advocate for multiple aspects of diversity, equity and social awareness.

Guiding/Reflective Questions:

• What are some ways you support emotional safety and inclusivity? What specific strategies are you using?

• How are mistakes (yours and students’) handled in the classroom?

• What are some ways you respectfully and appropriately respond to misbehaviors?

• What are some ways you encourage students to monitor their own behavior? 

• What types of tools and strategies do you use to help students monitor and adjust their behavior?

• What strategies do you use to help students restore relationships?

• What are some ways you support students as they take an active role in restoring relationships?

• What are some ways you manage the balance between social and emotional needs and instruction?

• What are some ways you ensure that all students are making progress and feel included?

When Observing Consider:

• How are students responding to one another?

• What are some ways students handle conflict? 

• How does the teacher support conflict resolution?

• How does the teacher facilitate restoration between students?

• How does the teacher balance time for instruction and time for restorative practices?

• What tools do students have available to support the restoration of relationships?

• If there are no immediate issues, why is that? What structures are in place that make the classroom a place where the teacher can teach and students can learn?

Potential Artifacts/Evidence:

• The teacher is attuned and responsive to the affective, cognitive, and physical needs of learners.

• When asked, students report feeling safe, both physically and affectively.

• Teacher and students understand and use restorative practices (and other related strategies) to resolve issues and restore relationships.

• Students take an active role in restoring relationships.

• Teacher may facilitate restorative practices.

• Students begin to develop independence when relationships need to be restored; they model restorative practices during peer conflict.

• Teacher may use/promote peer coaching/modeling structures in the classroom.

Guiding/Reflective Questions:

• What is your role within the professional learning community? What role do you play on your collaborative team?

• What are some ways you collaborate with your team/department? What does collaboration look like? 

• What are some ways you know if your work is the result of collaboration rather than consensus or giving in to the loudest voice?

• What are some ways your collaborative team capitalize on the individual strengths of the members?

• Do you use norms for collaboration? Do they work? What are some ways your collaborative team holds one another accountable for the norms?

• How is teamwork promoted and modeled for others?

• What are some ways you connect with other educators or teams/grade levels?

• What are some ways you and/or your collaborative team engage in professional inquiry? 

• What are some ways the work of your collaborative team supports student achievement and growth?

• What types of data does your team look at together? What are some ways you decide what data to look at?

• What are the next steps after your team examines student data?

• What are some ways the team makes decisions or come to consensus?

• What is your role in the MTSS process?  

• What is your understanding of the MTSS framework and process?

• Where are you finding opportunities to demonstrate leadership in our school? Our district?

When Observing Consider:

• How is the workload distributed?

• Are teachers/teams/departments truly collaborating or simply working together in the same room?

• What happens when collaborative team members do not agree?

• How do teachers support the school-level or team norms for collaboration?

• How does the teacher facilitate communication between families and/or colleagues who provide student services?

• How is a focus on student learning modeled in the collaborative culture of the team, department, and school?

• What structures does the team use to collaborate? (i.e., protocols, graphic organizers, agendas)

• What types of data are teams looking at?

• What types of student work are teams looking at?

• How often are they focused on student data and student improvement?

• What impact does their collaborative teamwork have on their effectiveness in the classroom?

Potential Artifacts/Evidence:

• The team is tight on the ‘what’ (What do we want students to know and be able to do?) and loose on the ‘how’ (What instructional strategies will work best for my students?).

• Common understanding of student outcomes (i.e., 2020 CAS, DCSD PLOs, learning targets, success criteria).

• Collaborative plans that reflect the strengths of the team and the needs of the students.

• There is evidence of changes in teaching behavior targeted at student learning and growth.

• Quality communication within and outside of the collaborative team.

• Teams design plans to target student growth.

• Conversations inside and outside of collaborative teams reflect the understanding that these are ‘our students’.

• Use of agendas to guide the work of the collaborative team.

• Norms and agreements are identified and revisited when necessary.

Guiding/Reflective Questions:

• How is your goal related to student growth?

• How is your goal aligned to building initiatives?

• How is your goal aligned to district priorities? (i.e., the DCSD Strategic Plan, Board Ends, Superintendent Goals)

• What are some ways you plan to set success criteria and measure the outcome of the goal?

• What tools and assessments will you use to measure your progress toward your goal?

• What teacher-specific actions steps do you need to take in order to be successful (i.e., curating formative assessments, use of daily formative practice, collection of student data, use of common data in collaborative team work)?

• How will you know if they have been successful?

• What support do you want/need from others in order to be successful?

• How often will you reflect on your goal progress? What adjustments might you make as a result of reflection?

• Where do you go for feedback? What do you do when the feedback is not positive or not what you were hoping for?

When Observing Consider:

• Is the goal teacher-focused or student-focused?

• How is the goal evident in the teacher’s daily work with students and colleagues?

• How does the teacher incorporate what they have learned via reflection and feedback into their daily work?

• What instructional or teacher behavior adjustments have been made as a result of a focus on a student-centered goal?

• How does the teacher respond to failure?

• How does the teacher respond when they reach their goal? Do they stop? Do they write another goal?

Potential Artifacts/Evidence:

• A well-formed, student-centered SMART goal. (i.e., By the end of the 22-23 school year 75% of Algebra I students will be proficient with Modeling and Reasoning in Mathematics as measured by the math team designed Modeling and Reasoning rubric).

• Action steps that clearly outline the teacher actions that must take place in order for the teacher (and students) to be successful.

• The teacher engages in regular reflection on goal progress.

• The teacher applies what they learned through the goal process within the classroom in observable ways.

• Student growth data are aligned to the goal.

Guiding/Reflective Questions:

• How are you sharing the content and impact of professional learning with other staff members or collaborative team members? (ties to 2.2)

• How are you articulating new learning and implementing that for the benefit of your students?

• How do you know the new strategies made a difference for students? How are you measuring your success?

• How are students responding to new strategies, approaches or resources? What adjustments might be made to be even more effective?

• How are you incorporating responses to any feedback you receive into your practice? 

• What are some ways you use reflection as a tool to provide direction for additional development opportunities?

• What are some ways you choose professional development opportunities?

• What are your favorite ways to engage in professional development?

• What are some ways you ‘develop yourself’ outside of school/district provided professional development?

When Observing Consider:

• How are students responding to the new strategies?

• What structures, strategies, etc. provide evidence of the application of school-level professional development?

• How does the teacher intentionally embed new learning in the classroom with students?

• How does the teacher measure the effectiveness of any new strategies?

• Do you (as an evaluator or instructional leader) see evidence of the work you are doing to support teacher growth and development in teachers’ classrooms?

• What connection is there between the school, team and teacher goals and professional development opportunities afforded to teachers? 

Potential Artifacts/Evidence:

• Student growth aligned with professional development opportunities.

• Increases in student engagement

• Demonstration of teacher growth

• The development of collective efficacy within teams and between teams.

• The development of collective efficacy within the school.

• A connection between building, team, and teacher goals tied to professional development and student growth.

Guiding/Reflective Questions:

• What are some ways you create a classroom environment that is inviting to students’ families and/or significant adults?

• What are some ways you ensure that the relationships you have with students, families, and/or significant adults are respectful? What do you do when you experience communication issues with a family or significant adult?

• What are some methods you use to communicate with families and/or significant adults? How are you inviting them to become more engaged?

• How is the flow of information coordinated between students’ families and/or significant adults and other colleagues who provide student services?

• What are some ways you make families and/or significant adults aware of services available to students and their families?

• What are some ways you recognize and seek solutions to obstacles to family and community engagement? 

• What methods are used to provide academic growth feedback to families and/or significant adults?

• How are you a proactive, rather than a reactive, communicator?

When Observing Consider:

• How does the teacher handle unique circumstances (i.e., family with no internet, homelessness, and etc.)

• How does the teacher ensure that all families have access/ability to participate in all activities, functions, meetings, etc.?

• How does it feel to be a parent or family member in this classroom?

• How does the teacher’s classroom environment encourage engagement from families and/or significant adults?

• How does the teacher form and maintain respectful relationships with families and/or significant adults?

• How does the teacher use a variety of methods to initiate and maintain communication with families and/or significant adults in the school and community?

• How does the teacher share feedback on student progress with families and/or significant adults?

• How does the teacher facilitate communication between families and/or colleagues who provide student services?

• How does the teacher recognize obstacles to family and community participation and proactively seek to overcome them?

• Are there expectations and consistency around what types of communications teachers must share with students, department, community?

Potential Artifacts/Evidence:

• When asked, parents/family members report they get the right amount of communication.

• Families and/or significant adults collaborate with the teacher to remove obstacles to participate in the classroom and/or school based activities.

• Families and/or significant adults participate in classroom and/or school based activities.

• Examples of teacher communications (i.e., newsletter, weekly emails, incorporation of school and district communication in teacher communication).

• Frequency of communications.

• Outcomes from tough or sensitive communication situations.

There is no guidance available for this element. 

Pedagogy = The method of teaching. Common methods include: constructivist learning, collaborative learning, integrative learning, reflective learning and inquiry based learning. 

Guiding/Reflective Questions:

• What are some ways you select accurate and appropriate instructional strategies/methods and materials for each lesson?

• What are some ways you demonstrate a wide range of pedagogical methods/approaches to learning?

• What are some ways you design instruction to meet the needs of each student?

• What are some ways you provide instruction that is intensive (rigorous) and of sufficient duration (well-paced) to accelerate learning?

• What are some ways you incorporate real-world examples connected to the learning objective?

• What are some ways you ensure the accuracy of your content and examples for demonstration or modeling?

• What are some ways you anticipate common misconceptions students may have and plan to help students make adjustments to their thinking?

• What are some ways you avoid teaching students content they may already know?

• What are some ways you ensure the instruction and student activities align to the priority learning outcomes, learning target(s) and success criteria for student mastery?

When Observing Consider:

• How does the teacher assess/determine prior knowledge as part of the planning process?

• How does the teacher respond if students are missing prerequisite skills?

• How were the skills and steps for the content scaffolded or sequenced? 

• What pedagogical approaches are evident in the teacher’s practice?

• How do the students respond to the teacher’s pedagogical approaches? 

• How does the teacher vary their pedagogical approach to maintain student interest and engagement, as well as meeting the needs of diverse learners?

• How does the teacher take individual differences into account during lesson delivery?

• How does the teacher support students who may have already mastered some (or all) of the content?

• How does the teacher ensure that students are not being taught content they have already learned/mastered?

Potential Artifacts/Evidence:

• The teacher uses a variety of purposeful and intentional teaching methods (pedagogical approaches). The methods match the content and purpose well and actively engage students in learning.

• Students self-advocate and use agency to find the best ways to learn based on the strategies modeled for them.

• Students feel like individuals and have their needs met.

• Students who need additional support are attended to using a variety of strategies.

• Students are actively engaged in learning.

Guiding/Reflective Questions:

• What do you want students to learn and be able to do?

• What are some ways you determine what students already know? What are some ways you use a variety of formal/informal tools to determine their prior knowledge? 

• What are some ways you select student outcomes (standards, priority learning outcomes) to guide your lesson planning?

• How will you sequence and segment student learning using the learning outcomes?

• What are some ways you translate the standards into learning targets that students can understand?

• What material do you need to review versus teaching explicitly?

• What are some ways you connect real-world examples to the learning target(s) incorporated into the unit or lesson?

• What are some ways you make intentional interdisciplinary connections with math, literacy, science, social studies and/or other content areas or disciplines?

• What are some ways you use instructional approaches and materials that reflect students’ backgrounds and enhance student learning used in the lesson/unit?

• What are some ways you provide opportunities for students to apply literacy skills? What are some ways you integrate literacy skills into lessons?

• What are some ways you provide opportunities for students to apply math skills? What are some ways you integrate math skills into lessons?

• What instructional strategies might you use to support students as they apply literacy and mathematical knowledge to the content you are teaching?

• What are some ways you collaborate with others to ensure planning of instruction supports the needs of all students and aligns with the District Curriculum and Colorado Academic Standards?

When Observing Consider:

• What observable connections are there between the content being taught and other content areas?

• How are students applying the skills they are learning? 

• How is planning evident in the teacher’s daily work?

• What content-specific academic language does the teacher make accessible to students?

• How are instructional strategies that include literacy implemented?

• How are instructional strategies that include language development implemented?

• How are interdisciplinary connections made explicit to students?

• How does the teacher strategically integrate literacy skills (reading, writing, listening, speaking) across content areas?

• How are mathematical practices strategically implemented across content areas?

• How does the teacher anticipate the learning needs of students within their planning?

Potential Artifacts/Evidence:

• PLC work - with collaborative team

  • Clarifying learning outcomes 

  • Identifying learning targets

• Planning for learning (rather than teaching)

• Lesson/Unit plans

• Curriculum maps

• Student products

  • Application of learning in authentic settings

  • Application of literacy skills within and related to the content area/discipline

  • Application of math skills within and related to the content area/discipline

• Assessment outcomes and success criteria are tied to the learning targets to guide planning.

• Use of student data to plan instruction.

• Students elaborate on current lesson by processing and understanding new content.

• Students draw real-world connections to other content areas.

• Students demonstrate an understanding of the connectedness of content areas and interdisciplinary skills, such as mathematics and literacy skills.

Guiding/Reflective Questions:

• What are some ways you intentionally align higher-order thinking (cognitive) skills to the level of cognitive demand found in the Colorado Academic Standards?

• What does it look like in your classroom when students apply higher order thinking (cognitive) skills?

• What are some ways you incorporate real-world examples into the learning targets and lesson plans?

• What are students working on? What are some ways you ensure that the work connects with the content/discipline?

• What intentional practices and strategies are you using that engage students in learning and application of content?

• What are some ways you ensure that the tasks you plan are rigorous and engaging? 

• What are some ways you ensure that the task is aligned to the content or outcome (CAS, PLOs, learning targets)?

• What are some ways you ensure that the tasks provide opportunities for students to engage in questioning, reflection, and feedback through teacher prompting?

• What are some ways you engage students in creative learning experiences and opportunities to use higher order thinking to solve problems?

• How are delving/scaffolded questions and questions to deepen student thinking planned with intention?

When Observing Consider:

• What opportunities do students have to practice higher order thinking skills?

• How are questions, concepts, and skills planned and scaffolded based on a sequence of learning?

• Are the instructional materials accurate and appropriate for the lesson being taught?

• Is the level of rigor an appropriate match for the learning target(s)?

• How are students provided with opportunities and encouraged to make connections prior to learning?

• How are questioning techniques used to support disciplinary inquiry?

• What is the level of cognitive demand and cognitive complexity?

• Engagement Wheel

Potential Artifacts/Evidence:

• Teacher’s use of questioning techniques.

• Teacher’s use of a variety of ways to engage students in higher order thinking tasks.

• Students elaborate on current lessons by processing and understanding new content.

• Students draw real-world connections to other content areas.

• Students ask higher order questions and construct new meaning.

• Students develop a variety of explanations and multiple representations of concepts.

• Students apply skills and knowledge learned in the classroom to engage in more complex tasks.

• Students generate questions that lead to further inquiry and self-directed learning.

• Students synthesize concepts to create original thinking within and across disciplines.

Guiding/Reflective Questions:

• What are some ways you intentionally select appropriate Colorado Essential Skills  that are aligned to the content you teach?

• What are some ways you incorporate real-world examples of the Colorado Essential Skills connected to the learning target?

• What does it look like in your classroom when students extend the use of the Colorado Essential Skills? 

• What are some ways you authentically infuse the Colorado Essential Skills into your lesson/unit plans?

• How are you intentionally aligning SEL practices with the appropriate Colorado Essential Skills (i.e., 2021 revised skills for the ‘Empowered Individual’)? How are you making this explicit for students and families?

2018 Colorado Essential Skills

2021 DRAFT Revised Colorado Essential Skills

When Observing Consider:

• What opportunities do students have to practice the selected Colorado Essential Skills?

• Are the instructional materials aligned to the Colorado Essential Skills accurate and appropriate for the lesson being taught?

• How are students provided with opportunities and encouraged to make connections with the world around them - especially as it relates to post-secondary readiness?

• How is the teacher adapting the Colorado Essential Skills for the age, developmental readiness and content to ensure student access at all levels?

• There is a clear connection between SEL and the Colorado Essential Skills (i.e., 2021 revised skills for the ‘Empowered Individual’).

Potential Artifacts/Evidence:

• Use of challenging tasks and opportunities for students to ask questions and construct new meaning concerning the Colorado Essential Skills.

• Natural opportunities for students to demonstrate aspects of the Colorado Essential Skills as they relate to each content area.

• Students connect social-emotional wellness to specific skills found in the Colorado Essential Skills (i.e., 2021 revised skills for the ‘Empowered Individual’).

• Students are aware that school is a place where they become prepared graduates.

Guiding/Reflective Questions:

• How were formative assessments used to plan instruction?

• How is the content differentiated for this lesson, unit, child, etc.?

• How is the physical environment adapted to support individual student needs?

• How are students encouraged to self-advocate? 

• How do data from formal/informal assessment practices help to clarify learning outcomes for students?

• How do data from formal/informal assessment practices help students receive feedback about where they are in their learning relative to the learning outcomes?

• How do data from formal/informal assessment practices help identify next steps for students?

• How do data from formal/informal assessment practices help provide feedback in the form of next steps for students?

• What opportunities for intervention are available? Are all students able to access them within the school day?

When Observing Consider:

• How does the teacher plan for students who have a variety of learning needs and interests?

• How does the teacher adapt the physical environment to support individual student needs?

• How does the teacher implement a variety of inclusion, intervention, or enrichment practices to address unique learning needs and interests?

• How does the teacher implement learning plan(s) to address student needs?

• How does the teacher encourage contributions of students across a range of ability levels?

• How does the teacher initiate collaboration with colleagues to better understand and respond to student learning needs based on assessment data?

• Intervention is not a choice - it is an extension of the teacher’s planning based on student needs.

• Enrichment and extension is available for all students who need it.

Potential Artifacts/Evidence:

• Students are provided with opportunities for intervention and enrichment/extension as they need it.

• Data driven lesson planning is evident.

• Student needs, based on assessment data, drive changes and adjustments to the lesson plans and lesson delivery in real time.

• Students articulate their learning needs and interests to the teacher and/or parent. This is followed by an appropriate response.

Guiding/Reflective Questions:

• What are some ways you determine success criteria for mastery of the learning target? How is this shared with students?

• What are some ways you ensure assessment items (formal and informal) are aligned to the learning target? What criteria are used in developing or selecting assessment items for the lesson?

• How are formal/informal assessments selected/created to determine student mastery of appropriate (differentiated) priority learning outcomes?

When Observing Consider:

• How does the teacher select assessment strategies aligned to the learning target?

• How does the teacher determine the students’ current skill levels and use that information to plan instruction?

• How does the teacher use common formative assessments to monitor learning in relation to the learning target(s)?

• How are formal and informal data collected?

Potential Artifacts/Evidence:

• Students help establish the success criteria.

• Students understand the success criteria.

• Teacher uses a variety of formal and informal assessments to monitor student growth. (i.e., common formative assessments, summative assessments)

• Exit tickets

• Student goal setting (in iReady, for example), setting challenging, but achievable targets

• Use of pre-tests

• Use of surveys with students

• What are some ways students and teachers celebrate growth?

• Students understand the reasoning behind the assessment 

Guiding/Reflective Questions:

• What are some ways you know what students learned?

• What is the best way to obtain information from students?

• What are some ways you use assessment to motivate students to grow and learn?

• What are some ways you use formative practices in your daily work with students?

• How will students demonstrate evidence of their mastery of skills or concepts?

• What are some ways you use assessments to plan instruction?

• At what points in the lesson are there checks for student understanding?

• How are results from assessments used to make real-time adjustments to instruction? What types of assessments are used to make these adjustments?

• How are students involved in monitoring their learning?

• What will students demonstrate as evidence of their mastery of skills or concepts?

When Observing Consider:

• How are assessment types varied? (i.e. selected response, written response, performance assessment, verbal connection with student(s))

• How is success measured and what impact do student outcomes have on the next learning opportunities?

• How does the teacher respond when the assessment does not seem to be as effective or accessible for some or all of the students?

• How do students and teachers celebrate growth?

• How does the teacher use assessment data to guide real-time adjustments to instruction?

• How does the teacher evaluate and document student performance based on multiple measures to set learning goals?

Potential Artifacts/Evidence:

• Students are actively engaged in self-assessment of their progress toward the learning targets.

• Students self-assess on a variety of skills and concepts to set learning goals

• Students engage in self reflection.

• Data charts, data walls (with confidential information obscured - i.e., names of students)

• Exit tickets

• Team data conversations

• Student/teacher collaboration on a final grades and interim progress checks

• Use of pre-tests

• Use of surveys with students

• Anecdotal notes

Guiding/Reflective Questions:

• What do we do when students do not learn?

• How are teams of teachers using data dialogues to support instructional decisions?

• What about students who already know the material? What are some ways we/you respond when students already know it?

• What are some ways you productively collaborate with colleagues and other specialists when reviewing assessment data to best meet the unique needs of individual students?

• What are some ways you accommodate or modify work for students with specialized plans (IEP, ALP, ELP, 504, etc.)?

• What are some ways you intervene for students who did not learn the material?

• What are some ways teams respond when collaboration is difficult?

• What are the ways in which your practices have changed as a result of the collaboration with colleagues? 

• What are the ways in which the collaborative group determines the most effective instructional practices to use in response to a body of evidence or data? 

When Observing Consider:

• How does the teacher use assessment data to guide real-time adjustments to instruction?

• What structures does the team use to keep the data analysis on track?

• What do teacher teams do when students have not learned what was instructed?

• What is included in the team’s body of evidence for student growth and achievement? 

• How do collaborative teams ensure that all students have access to intervention when they do not learn and need support?

• How does the team demonstrate their belief that these are “our” kids?

• How does a collaborative group share ideas about instructional practices?

• How are ideas about instructional practices received? 

• How do teachers respond when students are not meeting expectations? 

Potential Artifacts/Evidence:

• Agendas

• Team Norms/Expectations; Collective Commitments

• Data collections

• Data charts, data walls (with confidential information obscured - i.e., names of students)

• Team data conversations

• Shifts in lesson planning

• Intervention plans

• Teacher reflections

• Opportunities for students to collect and reflect on their own achievement data (ownership of their learning)

• Student goal setting (using iReady diagnostic data, for example), setting challenging, but achievable targets

• Having students determine next steps for their learning based on current data.

• Observed vulnerability and honesty during data conversations.

Guiding/Reflective Questions:

• How are students involved in monitoring their learning? 

• How is timely, frequent and high-quality feedback shared with students with fidelity?

• What are some ways you confer with students on their progress towards mastery of learning objectives?

• What are some ways you teach/model the use of feedback for students?

• What opportunities within the learning cycle are there for students to revise their work based on feedback?

• What are some ways you provide feedback to families and/or significant adults?

When Observing Consider:

• How does the teacher provide timely feedback to students that is academically focused, frequent and high quality?

• How does the teacher model feedback to improve learning?

• How/when does the teacher provide students opportunities to revise their work based on feedback?

• What does student revision look like throughout the learning process?

• What are some ways students respond to feedback?

• How is reflection used as a tool for learning?

• How is feedback varied to meet the needs of the different learners?

Potential Artifacts/Evidence:

• Students discuss performance with the teacher, peers, family and/or significant adults 

• Students monitor and revise their learning goals based on feedback

• Students use feedback as growth opportunities

• Teacher uses feedback from students as an opportunity for student growth

• What are some ways students and teachers celebrate growth?

• Student/teacher collaboration on a final grades and interim progress checks

• Precise, meaningful and timely comments on student work samples

• Protocols used for peer feedback

• Students know what to do with feedback

• Students have opportunities to revise their thinking, their work, and their final outcomes (grades)

• Students embrace mistakes as opportunities for learning opportunities

• Multiple ways for students to receive feedback

Guiding/Reflective Questions:

• What are some ways you determine which instructional strategies work best as you deliver lessons?

• What do you think students will say if asked what they are learning? 

• How will you motivate students to take ownership of their learning? 

• What are some ways your unit/lesson incorporates a variety of standards/priority learning outcomes across the curriculum?

• What are some ways you know students are transferring content knowledge to other disciplines or across content areas?

• What are some ways you ensure ‘best first instruction’ for your students?

When Observing Consider:

• What are students working on? 

  • Ask the questions: What are you doing? What are you learning? What is the big picture? Why do you think this is important? What are some ways you know if you were successful?

• How are students and teachers interacting?

• How are teachers challenging students to extend their learning across the curriculum?

• What types of instructional strategies are teachers using? Do they adjust them or vary them?

• What kinds of questions are teachers and students asking during the learning?

• How deeply did students engage with all aspects of the essential content?

• What opportunities did/do they have to apply their learning within the context of the learning objective?

• Were any barriers to learning or misconceptions evident? If so, what was the teacher’s response? The students’ response?

• What could have facilitated even greater student success in learning the essential content?

Potential Artifacts/Evidence:

• Evidence of student products that reflect a connection to real world issues/problems.

• Less worksheet-based work - authentic tasks.

• Student energy, authentic excitement about learning.

• Students can tell you what they are learning and (possibly) why they are learning it.

• The balance of teacher talk vs. student talk (more student talk)

• Teacher as facilitator of learning.

Guiding/Reflective Questions:

• What level of questions are used to engage students?

• What are some ways you ensure that tasks are challenging and provide opportunities for students to ask questions and construct new meaning?

• What is the depth of cognitive complexity? What connections can students make between academic contexts and disciplines?

• What are some ways you scaffold questions, concepts, and skills to support student learning of the content? What level of rigor does this learning reach?

• How is inquiry embedded in the learning?

When Observing Consider:

• How thoroughly did students practice higher order thinking skills?

• Did students have an opportunity to practice the skills within the context of the topic?

• Were any barriers to learning or misconceptions evident? If so, what was the teacher’s response? The students’ response?

• Has the teacher selected tasks that allow application and transfer vs. recall?

Potential Artifacts/Evidence:

• Authentic student-student and student-teacher conversations

• Student engagement and excitement for learning.

• Opportunities for student agency.

• Authentic projects/assessments where their learning is applied.

• Student-determined demonstrations of learning which illustrate application and transfer of higher order thinking. 

• Teacher created assessments of learning which address higher order thinking skills. 

Guiding/Reflective Questions:

• How are selected Colorado Essential Skills modeled to students?

• How are opportunities for students to apply selected Colorado Essential Skills provided?

• What are some ways you ensure the content is challenging for all students?

• What are some ways you plan for the scaffolding of the Colorado Essential Skills?

• How are a variety of opportunities to demonstrate selected Colorado Essential Skills made available to students?

2018 Colorado Essential Skills

2021 DRAFT Revised Colorado Essential Skills

When Observing Consider:

• Did students have an opportunity to practice the skills within the context of the topic?

• Were any barriers to learning or misconceptions evident? If so, what was the teacher’s response? The students’ response?

• How does the teacher plan lessons that incorporate the appropriate Colorado Essential Skills into units/lessons?

• How does the teacher use questioning strategies to develop students’ critical thinking and problem solving skills?

• How does the teacher model critical thinking and problem solving skills?

• How does the teacher demonstrate a clear purpose for student collaboration?

• How does the teacher provide opportunities for students to participate using various roles and modes of communication?

• How does the teacher adjust team composition based on learning targets and student needs as related to the Colorado Essential Skills?

• How does the teacher hold students accountable for work productivity and collaboration processes?

• How does the teacher promote teamwork and leadership skills?

Potential Artifacts/Evidence:

• Students use questioning strategies to develop and test innovative ideas.

• Students construct logical arguments.

• Students demonstrate a willingness to assume leadership roles in their teams.

• Students utilize group processes to build trust and promote effective team interactions.

• Students use group feedback to reflect on and improve the quality of their work.

Guiding/Reflective Questions:

• What are some ways we/you respond when students did not learn?

• What do we/you do when students already know it?

• What are some ways you extend the learning for anyone who needs it?

• What are the likely student misconceptions that will arise during this lesson? What are some ways you address those misconceptions during instruction?

• What are some ways you ensure all students are provided appropriate wait time and processing time?

• What types of data are in your body of evidence?

• How often is data collected?

• What are some ways you maintain a high level of rigor and higher order thinking while still ensuring each student has access to the learning and/or content?

• How are the learning needs of all students met?

• What are some ways you make in real time?

• How is knowledge from specialists and colleagues used to plan for and support students’ needs? What does the collaboration look like?

• How are students encouraged to self-advocate?

When Observing Consider:

• How does the teacher consider the whole child during instruction?

• How is differentiation used as a way to level the field rather than decrease the level of thinking and rigor?

• How is the classroom arranged to maximize student access to a variety of learning options?

• What resources are available to support students with behavioral needs and self-regulation in order for them to access learning?

• How are student strengths maximized as an entry point to learning?

• Students are offered opportunities to advocate for their needs in an appropriate manner.

Potential Artifacts/Evidence:

• Students take part in self-assessment (behavior and academics).

• Rigor is high and students have multiple ways to enter the learning cycle.

• Students are busy working and thinking, but are not doing busy work.

• Students know what they need to work on and have resources and direction, as well as differentiated support.

• Small groups are learning together.

• Not all small groups are selected for their overall ability, some may be based on interest or skill.

• Homogeneous and heterogeneous grouping structures are used.

Guiding/Reflective Questions:

• What do you do when students already know it?

• What are some ways you extend the learning for anyone who needs it?

• What are some ways you ensure all students are provided appropriate wait time?

• What are some ways you identify and respond to the affective, cognitive, and physical needs of the students?

• What are some ways you decide when to make an adjustment or stay the course?

• What types of checks for understanding are used to guide adjustments to the instruction or environment?

• What are some ways you vary the methods used to check for understanding?

• How did you plan instruction and tasks that provided choices to motivate students to participate?

• What are some ways you use results from assessments to make real time adjustments to instruction?

• What are some ways you draw from a variety of instructional resources and keep students engaged?

When Observing Consider:

• Which student reactions are the teacher ‘tuned’ in to and which ones escape notice or are purposely ignored? What is the impact on student engagement and learning?

• How does the teacher handle interruptions or segues into unplanned conversations or activities?

• The instructional strategies used by the teacher are matched with the purpose of the lesson.

• How does the teacher and students recover after an interruption to the learning environment?

Potential Artifacts/Evidence:

• Use of signals, personalized check-ins.

• Teacher uses checks for understanding followed by appropriate response (i.e., continue with plan, stop and reteach, break into groups, etc.).

• Teacher and students capitalize on teachable moments, but are not derailed completely from the learning outcomes for the day/lesson.

• Students have a chance to debrief or respond when a significant behavior (or other) event interrupts the learning.

• Teacher uses a variety of methods for assessing student progress and making sound decisions.

Guiding/Reflective Questions:

• What do we do when students already know it?

• What are some ways you obtain information about your students’ interests?

• How are you proactive in your planning to ensure that students have what they need to be successful?

• What strategies do you use to pre-plan with students who may struggle with change or new/novel situations?

• What are some ways you provide instructional opportunities and tasks that encourage agency and motivate students to participate?

• What are some ways you ensure that all students participate in class activities?

• What do you do when students do not participate?

• How will you use your knowledge of students to engage them in developmentally appropriate learning?

• How will you support students in identifying how they learn best?

• What are some ways you engage students in creative learning experiences?

• What are some ways you ensure that the learning connects students to the real world (i.e., solving current or novel problems that are meaningful to students)?

When Observing Consider:

• How does the teacher handle work refusal?

• How does the teacher respond when students seem bored, disengaged, or unchallenged?

• How does the teacher respond if the work appears to be too difficult?

• What opportunities do students have to make choices within the context of the learning objectives?

• When students are not engaged in the intended task/lesson, what are they doing?

• What opportunities do students have to explore their interests or passions?

• Engagement Wheel

Potential Artifacts/Evidence:

• Students are offered activities with structured/purposeful opportunities to provide choice.

• There are opportunities for student led tasks and discussions

• Teacher uses interest inventories to gather information about students.

• Teacher uses varied methods to engage a variety of learners.

• Teacher uses a balance of strategies for engaging all learners (i.e., media/video clips, movement, discussion, hands on, humor, current events, etc.)

• Teacher responds appropriately when students struggle to participate (seek to understand, provide personalized strategies for re engagement, adjust assignment)

• Teacher knows students well and is proactive when they suspect students may struggle. Teacher uses a variety of strategies to pre plan for student engagement.

• Students have voice and choice, and the teacher is still clearly responsible for the learning targets/outcomes.

Guiding/Reflective Questions:

• What technology is available for teacher and student use? How is available technology authentically incorporated into instruction?

• What discipline or content-specific tools are available to students?

• How can the use of tools and available technology enhance student learning and engagement?

• What are some ways you model responsible and ethical use of tools and available technology?

• What are some ways you support students who may need assistance with tools and available technology?

• What are some ways you develop projects that require students to utilize technology in creative and collaborative ways that will enhance their use of information? 

• What are some ways you use the tools and available technology to facilitate classroom instruction?

When Observing Consider:

• What opportunities do students have to incorporate tools and available technology into their learning?

• How do teachers use the tools and available technology to develop students’ knowledge and skills based on How do students use the tools and available technology to model responsible and ethical use of technology and applications?

• How do students integrate tools and available technology to enhance creativity?

• How do students integrate tools and available technology to enhance the use of information?

• How do students integrate tools and available technology to enhance collaboration?

Potential Artifacts/Evidence:

• Purposeful use of tools and available technology

• Digital products that make sense for the context, topic, content (i.e., interactive slide deck or video for presentation to a live audience; podcast to record and share information to a wider audience)

• Students demonstrate responsible and ethical digital citizenship.

• Students use tools and available technology to apply team building skills.

• Students self-select appropriate tools and available technology based on lesson outcomes.

• Students create artifacts and design tools to solve authentic problems.

The most important factor in student growth is having an effective teacher. Douglas County School District has designed the CITE evaluation tool in collaboration with teachers, administrators and community members from across the district to ensure that effective teachers are in every classroom, in every school across Douglas County School District. Most importantly, the CITE evaluation system is designed to support teacher growth in a continuous improvement model. The CITE evaluation is a cumulative process that takes place in a larger system of ongoing observation and feedback ending with a summative review. The evaluation system is meant to be one of collaboration and shared responsibility between the evaluator and evaluatee.

Do I have to upload evidence?

The art and science of teaching is very complex. While evaluators are in classrooms often observing practice, it is unlikely that an evaluator will see the entire picture of what a teacher accomplishes within one or even two lessons. You have the opportunity to be a part of your evaluation and help to complete that picture of who you are as a teacher and professional by uploading evidence, if you wish. There is no requirement for teachers or special service professionals (SSPs) to add any of their own evidence to InspirED. 

Do I have to have evidence for every element?

No. However the more evidence that is in InspirED, the more clear the holistic picture of who you are as a teacher. 

What are CITE 1-5?

CITE stands for Continuous Improvement of Teacher Effectiveness. CITE serves as the evaluation tool, or rubric, in Douglas County School District. The rubric is built around 5 teacher quality standards that are essential to a teacher or educator’s practice. Each standard, cross-walked to Colorado Teacher Quality Standards, contains elements that describe a range of attainment levels of 1 through 4, with 4 being the highest (also referred to as: Ineffective, Partially Effective, Effective or Highly Effective) for teachers within each standard. CITE 1-5 makes up 50% of a teacher’s overall evaluation rating. 

The standards on the Generalist rubric are as follows: 

• Standard 1: Culture and Climate 

• Standard 2: Professionalism 

• Standard 3: Planning 

• Standard 4: Assessment 

• Standard 5: Instruction

Is CITE 1-5 tied to pay? 

No. Your rating related to CITE elements 1-5 does not determine your pay.

What is CITE 6?

CITE 6 is the teacher quality standard based on student growth. CITE 6 determines 50% of a teacher's overall evaluation rating. (The other 50% is based on professional practices.) Each year, teachers in partnership with their school administrator, will determine what measures and/or assessments will be included in the teacher’s CITE 6 rating. CITE 6 ratings are reported as either “More than expected growth”, “Expected growth”, “Less than expected growth” or “Much less than expected growth”.

Is CITE 6 tied to pay?

No. Your CITE 6 rating is not tied to pay. 

How do CITE 1-5 and CITE 6 come together to form an overall score?

Your rating from CITE 1-5 (Captured as a score of 1-4, with a 4 being the highest) will be averaged with your rating from CITE 6 (Captured as a score of 1-4, with a 4 being the highest). 

How many times will I be observed? 

Minimum policy expectations require that a probationary teacher have two formal observations in the course of a school year and non-probationary teachers will have at least one formal observation in the course of a school year. However, as described above, the art and science of teaching is very complex. While evaluators are in classrooms often observing practice, it is unlikely that an evaluator will see the entire picture of what a teacher accomplishes within one or even two lessons. Evaluators will conduct informal observations throughout the school year. Informal observations may consist of scheduled or unscheduled walkthroughs, observation in team meetings, parent meetings, through interactions and communication with parents, students and colleagues or through any of the other numerous responsibilities that a teacher encounters throughout the school year. 

Click HERE to visit the Colorado Department of Education (CDE) Guidelines and expectations for all districts related to educator effectiveness. 

What is a probationary teacher?

A probationary teacher is a teacher that has not yet achieved three consecutive years of proficient or innovative ratings. A non-probationary teacher can lose their non-probationary status and become probationary after two consecutive years of less than proficient ratings. 

What is a non-probationary teacher?

Once a teacher receives 3 consecutive years of effective ratings, the teacher becomes non-probationary. A non-probationary teacher can lose their non-probationary status after two consecutive years of less than proficient ratings. 

Is there a quota or limit to the number of teachers rated 4 (or Highly Effective) teachers across the district, or within a building?

No. There is no quota or limit to the number of teachers in a building or across the district that can be rated as a 4.

Is “backwards planning” required?

Planning for effective instruction and balanced assessment is essential to achieving effective instruction and balanced assessment. However, there is no requirement for teachers to use any one prescribed type or framework for planning from the district level. School expectations may require a particular planning process that supports the instructional framework and/or philosophy of the school. The planning process is evaluated through Standard 1 of the CITE rubric. 

What is Senate Bill 10-191?

Senate Bill 10-191 (sometimes referred to as SB191) was legislation passed in 2012 related to educator effectiveness and describes requirements for teacher evaluation for all school districts in Colorado. The Colorado Department of Education created an evaluation tool that school districts could choose to adopt if they wished. Another option for districts was to create their own evaluation system that met or exceeded the state’s expectations. Douglas County School District created the CITE Evaluation System. 

Requirements of Senate Bill 10-191:

• • All teachers and specialized service providers are to be evaluated with a system that bases 50% of the evaluation on professional practice and 50% on student growth or student outcomes that include statewide assessment data when available.

  • A probationary teacher will be evaluated at least twice yearly, and a non-probationary teacher will be evaluated at least once yearly.

  • Three consecutive years of effectiveness must be demonstrated to become non-probationary. A teacher will lose their non-probationary status after two consecutive years of partial or ineffectiveness.

  • Every teacher, probationary or non-probationary, will receive a written summative evaluation. 

What is InspirED Innovation? 

InspirED Innovation is Douglas County School District’s digital warehouse for the GVC, Unit Planner, CITE and LEAD Evaluation Systems, Elementary Progress Reports (EPR) and Professional Development System (PD). InspirED supports teachers and evaluators work throughout the entire observation process. This tool allows the teacher to be informed about evaluation ratings and/or feedback from their evaluator. InspirED allows teachers to upload evidence, if they wish, to help inform evaluators of best instructional practices in their classroom. 

Do I have to share my self-evaluation with my evaluator? 

The evaluation process in Douglas County School District is designed around a belief in Continuous Improvement and support for individual growth. Teachers are offered the opportunity for self-evaluation 3 times a year with a requirement to share the end-of-year self-evaluations with their evaluator. Sharing the beginning-of-year and middle-of-year self-evaluation is optional. Sharing your self-evaluation with your evaluator helps to inform the evaluator about what areas in which you feel you need support or individualized professional development. Growth conversations between the teacher and evaluator will happen most effectively when the self evaluation is shared and discussed openly so that an evaluator can support the teacher. 

Do I have to set goals within InspirED?

The evaluation process in Douglas County School District is designed around a culture of Continuous Improvement and support for individual growth. Teachers will set growth goals at the beginning of the year based on the professional practices defined in CITE 1-5. 

Click HERE to access the Professional Growth Goal One-Pager to support goal setting. 

What is the Douglas County School District evaluation process?

Click HERE to access the Annual Orientation to the CITE Evaluation Process

Where can I find more resources? 

Click HERE to go to the CITE 6 Website

Can I appeal my evaluation? What is the process for an appeal?

Douglas County School District has three processes in place to ensure evaluation integrity, inter-rater reliability and consistent evaluation of the CITE Standards across the District and within each school: Mid-year Second Look, End of Year Appeals, and Level 1 and 2 Reviews.

A teacher or the teacher’s evaluator may request additional input (or “second look” into the mid-year review rating). The input from the second look review may be used for the summative rating.

A non-probationary teacher may appeal a rating of Ineffective or Transitioning for either their Professional Practice (CITE 1-5) or Overall (CITE 1-6) rating.

Click HERE to view the appeals process. 

What is the 2nd look appeal process?

Douglas County School District has three processes in place to ensure evaluation integrity, inter-rater reliability and consistent evaluation of the CITE Standards across the District and within each school: Mid-year Second Look, End of Year Appeals, and Level 1 and 2 Reviews.

A teacher or the teacher’s evaluator may request additional input (or “Second Look” into the mid-year review rating). The input from the Second Look Review may be used for the summative rating.

Click HERE to view the second look process.

What does “collaborate” with students mean? How do I know what all of the language in the rubric means? 

The language of CITE is specific to Douglas County School District but encompasses best teaching practices based on the Quality Standards developed by CDE. Some teachers may want additional explanation of the terminology. Resources are being continually being developed to support your further understanding. School based decisions may describe these terms at a deeper level specific to your school.

CITE 6

What is CITE 6?

CITE 6 is the teacher quality standard based on student growth. CITE 6 determines 50% of a teacher's overall evaluation rating. (The other 50% is based on professional practices.) Each year, teachers in partnership with their school administrator, will determine what measures and/or assessments will be included in the teacher’s CITE 6 rating. CITE 6 ratings are reported as either “More than expected growth”, “Expected growth”, “Less than expected growth” or “Much less than expected growth”.

Do I have to do CITE 6? 

Whether or not a teacher or educator needs to do CITE 6 is determined by Senate Bill 10-191 Rules. The job code that is in workday for an employee is what drives the requirements, not necessarily the rubric that you selected. 

Click HERE to find your job code and check to see if you participate in CITE 6.

Who should I contact if I have more questions? 

Dr. Deanne Kirby - Director of Educator Effectiveness

dmkirby@dcsdk12.org

303.387.9635