The Evaluation Cycle:
A Year-Long Process

The evaluation cycle is a year-long process with multiple components (see below).   The information below is an overview of each step of the cycle and how it may differ in a digital environment (see also the Nevada Educator Performance Framework In-Person, Hybrid, and Distance Learning Guidance document). It is important to note that the Standards and Indicators, timelines, required observations, and scoring and summative ratings remain the same, no matter the type of learning environment. For this reason, it is recommended to utilize the information in this course along with the current year's protocols: Teacher and School Administrator Protocols.  

Step 1: Educator Self-Assessment

As educators approach a digital or blended learning environment, comprehensive self-reflection becomes the key to a successful year. Educators are asked to consider their experiences and expertise in delivering different modes of instruction, while still focusing on the NEPF Standards and Indicators. They should identify strengths that could be leveraged and shared with peers, along with areas on which they will want to focus and may need additional support. Educators are encouraged to use the updated alternate self-assessment (renamed Self-Monitoring Tool) provided as a tool to assist in the reflection process.

Step 2: Pre-Evaluation Conference and Goal Setting

The second step of the evaluation cycle is the pre-evaluation conference between the educator and evaluator. During the pre-evaluation conference, the educator begins by sharing his/her self-assessment/self-monitoring tool with the evaluator. During the pre-evaluation and subsequent conferences, it is critical that the educator and evaluator engage in discussions not only around the standard topics identified in the Protocols, but also include a conversation about the areas of need identified in the self-assessment. The educator and evaluator should then collaborate to design the Educator Plan to include any training or professional learning opportunities that increase the educator's capacity to teach effectively in a digital environment (and, if applicable, to support the SLG/PPG).

It is recommended that the educator continues to set the Student Learning Goal (SLG) around the needs of their students that have been revealed through a needs assessment, as is standard practice.  As is true in any type of classroom environment, educators should set a goal aligned to their content standards, use at least one source of growth or achievement multiple times to demonstrate impact, use an assessment aligned to their content standards (which may require modifying an existing assessment of developing a new one), and target an educator's caseload, a single class, or even a specific subset of students. The Professional Practice Goal (PPG) should then be established to ensure that the educator is able to meet the SLG by growing professionally in the areas identified through the self-assessment/self-monitoring tool. It is important to consider how educators’ professional goals may need to shift to support student learning needs across the various learning contexts. The evaluator analyzes the educator’s proposed SLG and PPG alongside the NEPF rubrics, and the educator and evaluator agree on the goals.

Step 3: Observations, Conferences, and Evidence Review

During observation cycles, evaluators complete observations and review evidence to provide feedback for improvement and ensure timely access to support. As educators approach instruction in a new context, feedback and support become even more critical. Observations and evidence-gathering should occur across all contexts in which an educator is expected to provide instruction. Because educators and evaluators may be unfamiliar with options for digital or blended evidence sources, the pre- and post-observation conferences should be leveraged to discuss these. A tool, reviewed in upcoming sections, has been provided to assist educators in the identification of additional sources of evidence available in these environments. This list of evidence is not exhaustive and may be refined as educators and evaluators implement observation cycles in the digital or blended contexts. This tool also provides an alignment with the National Standards for Quality Online Teaching (NSQ). It should be noted that this alignment is not exclusive; some NSQ standards may align with multiple NEPF indicators but are only represented under one indicator for sake of brevity.

Step 4: Mid-Cycle Goals Review

As with the NEPF for face-to-face settings, the Mid-Cycle Goals Review remains a critical step in the process. The Mid-Cycle Goals Review conference is the time when the educator and evaluator formally meet to review identified evidence. The conference should be held mid-year to discuss educator progress and performance on all NEPF Standards and Indicators. This step is used to prompt reflection, promote dialogue between the educator and evaluator, and plan changes to practice. 

This is also when the educator and evaluator review progress toward attaining goals. They may choose to discuss the tool(s) selected to measure student growth and discuss whether the identified measure is still reasonable in the digital or blended context. At this point, the educator and evaluator may choose to revise SLG and/or PPG goals in response to changes in the educational setting, student needs, or educator needs. This review provides an opportunity to ensure that all professional learning needs have been met and/or to identify additional resources.

In addition, if there are patterns of evidence demonstrating performance that is potentially leading to a final rating of ineffective or developing, this is a critical time for the evaluator to discuss this evidence so there are no “surprises” during the summative evaluation. More importantly, if an educator is having difficulty, this allows the evaluator to provide the educator with the assistance required to address areas of concern (NRS 391.695 & 391.715). Evaluators use the Educator Assistance Plan Tool to provide recommendations for improvements in the performance of the educator and to describe the actions that will be taken to assist the educator.

Step 5: Summative Evaluation and Post-Evaluation Conference

The final step is the summative evaluation, which completes a full evaluation cycle. In this step, the evaluator reviews and analyzes the observation data, gathers additional evidence and insights from the educator (if necessary), determines attainment of the goals, and identifies performance levels on the NEPF Indicators to determine Standard scores and the overall summative rating. The evaluation and conference should serve as a way for the educator and evaluator to review and identify successes and strategize additional approaches and professional learning opportunities to ensure continued growth and increased success for the upcoming school year.