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

  • Administrative Walk-throughs
  •  Self-Assessment and Peer Coaching;
  • Teacher Portfolio (optional)
Teacher Practice By 4 domains – planning and preparation, classroom environment, instruction, and professional responsibilities

Using the Components of the Farmington Framework for teaching rubrics.

  • Administrative Walk-throughs
  • 3 peer coaching sessions per year
  • 1 summative administration evaluation every three years
  • Teacher Portfolio (optional)
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:

  • Timeline for completion and review of goals
  • Documentation of collaboration with others how progress will be noted
  • Support needed may include the following: Self-assessment and peer coaching, and teacher portfolio (optional)
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:

  • Research based strategies for improving student learning
  • Opportunities for site-based identification of professional learning needs.
  • Opportunities for teachers to use student data as part of their daily work
  • Opportunities for professional collaboration
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:

  • Orientation,
  • Regularly scheduled time for mentors’ and mentees’ professional learning and collaboration;
  • Professional activities that include teacher development and reflection.