Step 3:
Plan Implementation - Observations, Conferences and Evidence Review

The third step of the evaluation cycle is implementing the plan. For the duration of the cycle, the educator pursues the attainment of high-level performance on all Standards and Indicators and monitors progress on his/her goal/s. The evaluator provides feedback for improvement, ensures timely access to planned supports, and reviews evidence on educator performance. A single evidence source can be used to support evidence of performance on multiple Indicators and/or Standards. Additionally, the educator may choose to collect evidence for review throughout the cycle but should not create artifacts specifically for the evidence review. Educators should use documents that occur as part of everyday practice.

The observation cycle provides a foundation for dialogue, collaboration, and action. The educator uses the plan as a roadmap for improvement, completing the action steps to make progress toward the goal/s. The evaluator uses the Plan to drive appropriate and timely support for the educator. Both continue to use the Pre/Post-Observation Conference Tool, the NEPF rubrics, and student data to develop a shared understanding of effective practice, guide ongoing reflection, monitor progress toward goal/s, and determine evidence to review.

Evidence Review:

• The evaluator reviews evidence described in the plan and other relevant data to demonstrate performance on the NEPF Standards and Indicators using the Observation/Evidence Review Tool, aligning evidence to corresponding NEPF Standards and Indicators. 

• The evaluator reviews preliminary data to monitor educator progress on the SLG or LPG (teacher-librarians)  and the PPG and to provide guidance and/or supports as needed.

Observation and Conference Process:

• • For scheduled observations only, the educator and evaluator use the Pre/Post Observation Conference Tool to discuss the upcoming observation. NOTE: The questions on the tool are a guide, and all questions are not required for every observation.

  • The evaluator conducts the observation. Using the Observation/Evidence Review Tool, the evaluator records evidence observed during the scheduled or unscheduled observation and identifies corresponding Standards and Indicators. Observations are not scored.

  • The educator and evaluator use the Pre/Post-Observation Conference Tool to discuss the observation, provide feedback, and identify professional learning needs.

Observation Cycle: The observation cycle consists of a pre-observation conference with the educator and the evaluator, an observation based on the Standards, and a post-observation conference. The pre- and post-observation conferences include guiding questions and potential evidence review, as requested by the evaluator.

Pre-Observation Conferences: Each scheduled observation is preceded by a pre-observation conference. This provides the educator an opportunity to discuss needs and evidence for the strategies used. It is also recommended that the educator being evaluated leads these discussions and provides the rationale for the basis of his/her instructional practices. It is essential that both the educator and evaluator participate in professional learning experiences that ensure they are adequately prepared for participating in this type of discussion.

Observations: “Scheduled” (announced) observations are those observations for which prior notice is given AND a pre-observation conference has been held. The minimum number of scheduled observations that must be conducted by the supervising administrator is differentiated according to experience and performance as outlined in the Differentiated Observation Cycle (above). For educators, each scheduled classroom observation, as one component of the educator evaluation, needs to be conducted for a minimum of twenty minutes. Observations may be conducted by other authorized personnel.

“Unscheduled” observations follow the same procedure as scheduled observations, with the exception of the requirements for a Pre-Observation Conference and the minimum twenty-minute duration for educators. Unscheduled observations may be conducted throughout the year at the discretion of the evaluator, with no minimum or maximum. Best practices suggest more frequent observations paired with brief reflective conferences support a greater improvement of instruction.

Frequent observations provide invaluable insight into the educator’s performance. These offer critical opportunities for evaluators to observe, review evidence, and analyze the educator’s practice. Observations should be both scheduled and unscheduled. The evaluator uses the Observation/Evidence Review Tool to document the reviewing of evidence for both types of observations. Observations should NOT be scored as ratings should only be assigned after multiple observations are conducted to assess levels of performance.

Post-Observation Conferences: Following all observations, the post-observation conference should be a joint discussion between the educator and evaluator. This is a time during which the evaluator provides explicit feedback on performance and identifies and discusses professional learning needs.  Post-observation conferences for scheduled and unscheduled observations within an observation cycle can be combined into a single meeting, regardless of the length of time between the observations, but it is recommended that a post-observation conference should be conducted no later than a week after the observation to provide the educator with timely, constructive feedback.

Based on observations and evidence, if an educator’s performance is likely to be rated ineffective or developing, the evaluator uses the Educator Assistance Plan Tool to develop and implement an assistance plan pursuant to NRS 391.695 and/or 391.715. Early support is best; therefore, this tool should be used to provide assistance to educators at any time during the evaluation cycle.