You are here

Finding Time in Evaluations

Local Flexibility for Educator Evaluations. Educators Matter.

Questions to consider: 

Are you struggling to find sufficient time to provide meaningful feedback to all of your educators each year?

When should the use of an artifact be required in an evaluation? 

Can you differentiate training and observation requirements for different educators in your system?

How can a discrepancy model approach help to streamline the completion of evaluations?

Explore answers to these questions and more!

Educator Talent Time Icon

Artifacts have minimal requirements in evaluation. Decisions on how often and what should be included as evaluation artifacts is a district decision. Consideration on whether the time spent on the collection and submission of artifacts provides meaning to the evaluation process.

Districts can define formal/informal observation, timing, or duration for observations, and the use of pre/post conferences.

Feedback can be provided in a variety of ways, including informal observations or “walkthroughs”, instructional rounds, peer observations, and school- or district-based PLCs in addition to formal observations.

The Professional Growth Plan should serve as a living document throughout the year.

Educators can share their self-assessment to spark conversations and allow for better calibration of instructional expectations.

An appeals process is required for non-probationary teachers at risk of losing status, but districts/BOCES have more options than the statutory minimum.

Using the self-assessment as a jumping off point to the evaluator assessment may streamline the evaluation process.

The progress an educator has made on the evaluator rubric/rating can be shared at any point throughout the year.

Districts can have differentiated training protocol for their educators based on the needs of their local evaluation system.

Peers/designee evaluators may be used to observe, provide feedback, and complete teacher evaluations. They can also provide quality feedback based on expertise in a content area or for specific instructional practices as well as reduce the number of teachers a principal has to evaluate.

Peers may be used to observe and provide feedback to educators and information from these interactions may be used to contribute information toward teacher evaluations, should the evaluator choose to use it. They can also provide quality feedback based on expertise in a content area or for specific instructional practices.