Step 2:
Pre-Evaluation Conference

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 goals 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. 

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. 

Goal Setting and Planning:

The educator presents the Goal Setting and Planning Tool with proposed Student Learning Goal, Professional Practice Goal, action steps, and potential sources of evidence to be used to evaluate his/her work.

Student Learning Goal:

The educator and evaluator discuss the proposed SLG and use the criteria column of the Goal Setting and Planning Tool to review goal requirements, revise (if necessary), review baseline data, and identify and define the following: student population, standards and content, assessments to measure student performance, performance targets and rationale. The educator and evaluator review the SLG Scoring Rubric and discuss expectations and learning targets associated with each level 1 to 4. Expectations must be clear to both the evaluator and educator.

Professional Practice Goal:

The educator uses the Self-Assessment Tool (Admin: Self-Assessment Tool) or the Self-Monitoring Tool (Admin: Self-Monitoring Tool) and/or previous evaluation to identify and set a professional practice goal. The goal should align with and provide support for the SLG.

Pre-Evaluation Conference Conversation:

The educator and evaluator review the rubrics and engage in conversation. This conversation must:

• Ensure that the standard identified as the focus for SLG aligns with an area of high need for the educator’s current students through a review of a needs assessment.

• Clearly identify and agree on the source(s) of growth or achievement used to measure the SLG.

• 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.

• Discuss procedures to be utilized if the same source(s) of growth or achievement is to be used by multiple teachers to measure their SLG.

• Clarify the points in time when the identified assessment will be administered and/or what “multiple points in time” means for the given educator.

• Identify students to be included in the SLG and provide a rationale for any exclusion.

• Discuss how the SLG 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).

• Answer the question, “Are there any assumptions about specific Indicators that need to be shared because of the school/classroom context?” For example, if several students in the class are limited English speakers or are non-verbal, in what ways will the educator address Instructional Standard 3: Students Engage in Meaning-Making through Discourse and Other Strategies?

• Answer the questions, “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?”

• Answer the question, “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?”

• 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.”  

Educator Plan:

As a result of the conference, the educator should have a clear understanding of the expectations for performance as aligned to the Instructional Practice/ Instructional Leadership Standards and Professional Responsibilities Standards, have clearly defined goals to support both student achievement and the educator’s professional growth and improvement, and have a plan of action for moving forward.