Teacher Evaluation
Farmington Teacher Development and Evaluation Plan
| Model Component | How is this component defined? | How is this Component measured? |
| Student Learning Goals | Results from assessments that are specific and relevant to each subject area/grade level. Goals may be growth goals or standards goals | According to a teacher’s teaching assignment, using combinations of MCA, NWEA, district literacy and math assessments, and department/grade level common assessments |
| Student Engagement | Teachers have planned for meaningful learning that actively involves students in the content. |
Based on Components 1e and 3c of the Farmington Framework (Danielson), and using evidence gathered from
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| Teacher Practice | By 4 domains – planning and preparation, classroom environment, instruction, and professional responsibilities |
Using the Components of the Farmington Framework for teaching rubrics.
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| Individual Growth & Development | An individual growth and development plan is based on setting and working toward goals for a teacher’s professional growth that supports the site level strategic plan. May include professional development activities, evidence of application in the classroom or professional learning community. |
May include professional development activities, evidence of application in the classroom or professional learning community. Needs to include the following:
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| Portfolio (optional) | A professional portfolio is a collection of a teacher’s work that documents professional growth and includes the teacher’s own reflection on and assessment of his or her work. | Will include the following: An option for teachers to develop and present a portfolio demonstrating evidence of reflection and professional growth Teachers’ own performance assessment based on student work samples and examples of teachers’ work which may include video among other activities. |
| Participation in a Professional Learning Communities | A group of educators committed to working collaboratively in an ongoing process of collective inquiry and action research to achieve better results for the students they serve | Participants collaborate with colleagues on student learning goals and professional learning goals, and reflect on their experiences while sharing new insights and strategies with one another. |
| Job-Embedded Professional Development | Planned and purposeful learning that occurs while teachers and administrators engage in their daily work. The annual evaluation process for teachers must coordinate staff development activities with the evaluation process and teachers’ evaluation outcomes. |
Needs to include the following:
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| Mentoring and Induction | Mentoring is a structured, non-evaluative support process in which a highly skilled and experienced educator facilitates a colleague’s development, with a focus on improving instructional practice. |
Will include the following:
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