Teacher Evaluation

Formal Evaluation Process

The second component of the Teacher Growth and Development plan is a formal evaluation process. To determine proficiency in the Minnesota professional teaching standards, all teachers will be formally evaluated each year by a qualified and trained administrator using Domains 1-4 of Charlotte Danielson’s Framework for Effective Instruction rubric.    Classroom observations will focus on Domains 1-3 during classroom visits and observations.  This process will implement a rubric designed  from Charlotte Danielson’s Framework for Effective Instruction.  The rubric will include the following four domains: 

Domain 1; Planning & Preparation

Domain 2: The Classroom Environment

Domain 3: Instruction

Domain 4: Professional Responsibilities

Each domain in the rubric has subcategories that fall under four descriptive areas Unsatisfactory, Developing, Proficient, and Distinguished.  Examples of what these four descriptive areas might look like in a classroom can also be found in Charlotte Danielson's 2011 Framework for Teaching Evaluation Instrument.  Access to this document is provided below using the link or in your building’s Google Classroom under the topic of Teacher Growth and Development.

Formal Evaluation Process for Tenured Staff

Tenured Teachers will be placed into groups that move through a three year evaluation cycle that consists of formal observations, walk-through observations (formal and informal), and a summative evaluation.  

During the three-year cycle, one year of the cycle provides a choice.  Teachers can opt for a Formal Observation involving the completion of a Pre-Observation form, the  formal classroom observation, and a post observation with the building administrator.  Or, teachers with an administrative agreement,  can also opt for three walk-through observations with one walk-through involving the completion of a pre-observation form.  A Summative Evaluation will follow either one of these choices.

The following year in the cycle, Formal Observations will include no less than one WalkThrough observation. 

Formal Observations during the final year of the cycle  will include no less than two WalkThrough observations with one WalkThrough including a pre-observation form completed prior to the classroom visit. 

Formal Evaluation Process for Non-Tenured Staff

Non-Tenured Teachers will be formally observed no less than three times each year with the first observation occurring within 90 days of the first day of school.

Professional Development for Teachers in their First Year at Montevideo School District

Teachers in their first year of employment with the Montevideo School District will participate in a year of professional development that includes foundational principles of effective instruction and mentoring.  A teacher in their first year of employment in Montevideo School District might be a first-year teacher or a veteran teacher.  In either instance, the cohort of instructors will work through the professional development together. 

Teachers in their second and third year of employment in Montevideo School District will continue to have access to a mentor and routinely meet to discuss questions or concerns.

After the first year of employment at Montevideo Public Schools, teachers will continue professional development through focused areas of study and regularly scheduled meetings with Learning Groups. 

Rubrics and Observation Forms

Portfolio Option

In lieu of the Formal Observation Summative Evaluation, teachers are allowed to build portfolios of evidence throughout the three-year cycle and present to their building administrator.  Portfolios document implementation of individual growth plans and contain data documenting results of implementation.  Portfolios should include the teacher’s self assessments and peer reviews, evidence of proficiency in each of the 4 Domains of the Charlotte Danielson’s Framework for Teaching, evidence of student achievement including student work samples and videos of teacher practice, documentation of professional growth,  and leadership activities.  Portfolios will be reviewed with the building principal who will determine the level of proficiency using the descriptors of Unsatisfactory, Developing, Proficient, and Distinguished for each of the 4 Domains.  

Qualified Evaluator

To assist with maintaining the efficacy of the evaluation process, all administrators completing formal evaluations will participate in professional development a minimum of once every five years in order to maintain qualifications.

Professional Improvement Process for Teacher not meeting Professionals Standards

Teachers who are not meeting professional standards and are not adequately improving, will be placed in the improvement observation track.  Teachers on the improvement track will, in conjunction with their building administrator, develop an improvement plan.  The plan will establish goals for improvement and timelines for meeting the goals.  The teacher will be provided additional support throughout the improvement process.  Teachers who meet improvement plan goals and timelines will return to the regular professional growth process.  Teachers who do not meet improvement plan goals or timeline may be disciplined.  Discipline may include a wide variety of measures up to and including dismissal.