All aspects of educators’ performance evaluation will be stored electronically in the EDFS. This will ensure that documentation of evaluations and feedback is maintained securely and consistently for all educators in the district. These components include:
- Self-assessment and goal proposal - Educators must complete their self-assessment of and proposal for at least one professional practice and one student learning goal (team or individual) in the EDFS by October 1. Following the submission of proposed goals, evaluators will approve or return goals to the educator.
- Action Steps - Following the approval of goals, each educator will develop action plans with the assistance of the evaluator to accomplish their professional practice and student learning goals. The EDFS will capture specific action steps for each individual or team goal, supports and resources for each step, and a timeline or frequency for completing each step.
of Artifacts and Observations - Educators and evaluators both are responsible for
the submission of artifacts of practice to the online system. These
artifacts should be robust representations of educators’ proficiency
across the rubric. Evaluators are responsible for inputting evidence
from observation to the system. Feedback on an observation should be
returned to the teacher in five days.
- Formative and Summative Assessment/Evaluation - At the Formative Assessment/Evaluation stage and the Summative Evaluation stage of performance evaluation, the EDFS will capture ratings for educators on each of the four standards and ratings on progress towards achieving professional practice and student learning goals. Educators will also receive an overall rating in the system. Educators will be notified via email when reports are complete, and they will have five days to comment on the content of the evaluation.
The EDFS is not intended to replace the need and value of conversations between evaluators, individuals, and teams of teachers. As a result, goal-setting, post-observation, and post-evaluations conversations are still essential to the development of educators, even though the system will facilitate electronic delivery of feedback.