Embedded Files
Step 2:
The second step of the evaluation cycle is the pre-evaluation conference between the educator and evaluator. The educator begins by sharing his/her self-assessment and proposed goals with the evaluator. The educator collaborates with the evaluator to refine the goal/s and Educator Plan as needed. During this initial conference, the educator and evaluator must engage in a conversation that incorporates all of the components identified below, as appropriate to the context of the educator.
Goal Setting and Planning
The educator presents to the evaluator the Goal Setting and Planning Tool (Teacher Librarians: Student Learning Goal Setting and Planning Tool or Library Program Goal Setting and Planning Tool) with proposed goal/s, action steps, and potential sources of evidence to be used to evaluate his/her work.
Pre-Evaluation Conference Conversation: The educator and evaluator review the rubrics to address questions, such as:
Are there any assumptions about specific Indicators that need to be shared because of the role-specific context (e.g. school, caseload, etc.)? Note that pursuant to NRS 391.465, there must be, “consideration of whether the classes for which the employee is responsible exceed the applicable recommended ratios of pupils per licensed teacher recommended by the State Board pursuant to NRS 388.890 and, if so, the degree to which the ratios affect: (1) The ability of the employee to carry out his or her professional responsibilities; and (2) The instructional practices of the employee.”
Are there any Indicators for which effective performance will depend on factors beyond the control of the educator? If so, how will those dependencies be accounted for in the evaluation process?
Are there any Indicators that previous performance identified as an area for growth, and will need to be a specific focus for part or all of the year?
Teacher-Librarians should also:
Ensure that the standard identified as the focus for SLG/LPG aligns with an area of high need for the educator’s current students/program through the review of a needs assessment.
Clearly identify and agree on the source(s) of growth or achievement used to measure the SLG/LPG.
Ensure that the source(s) of student growth or achievement clearly measures the standard identified as the focus through the needs assessment and goal-setting process.
Clarify the points in time when the identified assessment will be administered, if applicable, and/or what “multiple points in time” means for the given educator.
Identify students to be included in the SLG, if applicable, and provide a rationale for any exclusion.
Discuss how the SLG/LPG scoring rubric will be applied to the given educator and determine how the educator will be scored. The educator-evaluator team must discuss and consider any contextual variables that may impact the educator’s ability to perform his or her professional responsibilities and/or instruction. Such variables include, but are not limited to, class size and needs of student groups (e.g. English Learners).
NOTE: Pursuant to NRS 391.695 and NRS 391.715, student performance measures are not to be included in the evaluation of educators in their initial year of probation or for post-probationary or probationary educators at a turnaround school in its first two years of turnaround status. A turnaround school is defined as a school that has been determined to be a turnaround pursuant to NRS 388G.400 only; however, these educators are still required to set a Student Learning Goal and Professional Practice Goal as expected within the NEPF.
Educator Plan
As a result of the conference, the educator should have a clear understanding of the expectations for performance as aligned to the Standards, have clearly defined goals, and have a plan of action for moving forward.
Page updated
Google Sites
Report abuse