Classroom observations to collect evidence, paired with regular and ongoing feedback are one of the most valuable processes for educator professional growth. It is ideal and best practice that an evaluator or other trained observer provide ongoing feedback within each mini-improvement cycle across the annual educator effectiveness (EE) process, regardless of year within an Effectiveness Cycle.
The evaluation of the System has proven that teachers receiving more frequent observations and feedback:
- view their principals as better leaders and better instructional coaches,
- are more satisfied with their job, and
- are more likely to stay in the position.
In addition to research, the 2018-19 school year marks the fifth year of statewide Educator Effectiveness System implementation. School staff now have a deeper understanding of the EE processes and the time management skills to implement those processes.
Therefore, it is now required that at least one (1) mini-observation is conducted in each Supporting Year in teacher evaluation. The minimum of requirement of two (2) mini-observations in a Summary Year remains the same as in previous years. This requirement will not only increase the likelihood that your teachers will continuously improve, but that they will stay.
See the following pages of the User Guide for Teachers, Teacher Supervisors, and Coaches for more information:
- Observations: pages 33 - 34
- Professional Conversations: pages 51 - 56
- Observations and Evidence (Appendix D): pages 57 - 59
Update-Aug. 6, 2018 (for clarification)
1-year cycle: at least 3 mini-observations required
2-3 year cycle, minimum requirements:
Supporting Year 1: 1 Mini-Observation
Supporting Year 2: 1 Mini-Observation
Summary Year: 2 Mini-Observations
total: at least 4 mini-observations throughout the cycle