1. Timeline (pg. 10 - Appendix A):
2. Standards (pgs. 3-4): The district's evaluation model has to align with the InTASC (Interstate Teacher Assessment and Support Consortium) Standards. You may have already heard of these standards. The state's teacher preservice programs have had to align to the InTASC standards for accreditation for many years.
3. Performance Levels (pg. 5): The district's evaluation model must specify four differentiated performance levels to record the summative evaluation of each teacher. The state has identified: Level 1: Non-Proficient; Level 2: Developing Proficiency; Level 3: Proficient; and Level 4: Exemplary. If a district adopts a non-standard differentiated performance level design, they must define the relative performance or behavior evidenced at each differentiated level (pg. 5)
4. Required Student Growth and Achievement Measures (pg. 6): The emphasis/weight on each growth measure is to be determined collaboratively at the local level. The NDSA is required. Other student growth measures may include: ACT, AP exams, pre and posttests, WorkKeys, MAP, other district-determined standardized measures, etc.
5. Required Supervisory Observation Data (pg. 6): This may include: student learning objectives, student, parent, teacher perception data, self-assessment instruments, videos, PLCs, peer feedback or assessment, portfolios, classroom observations, etc. The emphasis/weight on each supervisory observation measure is to be determined collaboratively at the local level.
6. The state guidelines identify two options to select an evaluation model (pg. 2): (1) Commercial model (example: Danielson, Marzano, Marshall, McREL, etc.) or (2) Locally developed model. Both will be reviewed by the state to determine if they align with the state guidelines. Remember - they have to align to the InTASC standards.
NDU is in favor of teacher and principal evaluation systems if they are used for support and improvement of instruction. NDU is NOT in favor of the evaluation systems that are punitive and rely heavily on standardized test scores