Board Report November 2025

Teacher Evaluation Purpose: The parties agree that the primary objective of Employee evaluation is to improve the quality of instruction. The parties recognize the importance and value of a procedure for assisting and evaluating the progress and success of all Employees based on an evaluation process that includes constructive dialog between the Employee and the evaluator. The Association recognizes the right, duty, and responsibility of the Employer to make periodic evaluations of the performance of Employees. The Principal or designated administrator shall be responsible for the evaluation of all Employees. Prior to the utilization of an external evaluation consultant, the teacher being evaluated and the Association shall be consulted. Members of the Employer’s administrative staff shall offer assistance to the Employee in an attempt to improve the quality of performance and to eliminate the difficulties noted in the written evaluation. It is the responsibility of the teacher to correct deficiencies noted by the evaluator. Evaluation Cycle There will be an evaluation at least once every three years of each teacher in contractual continued service (i.e., tenured) whose previous performance was rated as either “excellent” or “proficient.” In addition, each teacher in contractual continued service whose performance is rated as either “excellent” or “proficient” will be informally observed at least once in the course of the two school years after receipt of the rating with feedback provided to the teacher.

The specific requirements for Tenured and Non-Tenured are provided below:

Teacher Evaluation Cycle Requirements: Tenured

Tenured

Who

Tenured – Proficient/Excellent Rating All tenured Teachers who receive a rating of Proficient or Excellent  Clearly defined expectations as outlined in the teacher evaluation plan and district determined IPTS-Aligned Teaching Evaluation Framework  Ongoing conversations based upon evidence gathered by both Teacher and Evaluator (e.g., Data Logs, reflection observations shall be required each evaluation cycle, of which one (1) must be a formal observation (formal observations include both a pre-and-post observation conference)  Identification of strengths and weaknesses based upon formative feedback, planning and reflecting conversations, forms, lesson planning, student work, formal and informal observations)  A minimum of two (2)

Tenured – Needs Improvement Rating All tenured Teachers who receive a rating of Needs Improvement  Clearly defined expectations as outlined in the teacher evaluation plan and district determined IPTS Aligned Teaching Evaluation Framework  Ongoing conversations based upon evidence gathered by both Teacher and Evaluator (e.g., Data Logs, reflection forms, lesson planning, student work, formal and informal observations)  A minimum of three (3) observations shall be required each evaluation cycle, of which two (2) must be a formal observation (formal observations include both a pre-and post observation conference)  Identification of strengths and weaknesses based upon formative feedback, planning and reflecting conversations, as well as attendance and subject competency when determining a Summative Evaluation Rating  A Professional Development Plan (PDP) developed within thirty (30) school days after a Summative Rating of “needs improvement”  The Needs Improvement cycle does not have a minimum or maximum timeframe

Tenured – Unsatisfactory Rating All tenured Teachers who receive a rating of Unsatisfactory  Clearly defined expectations as outlined in the teacher Teaching Evaluation Framework  Ongoing conversations based upon evidence gathered by both Teacher and Evaluator (e.g., Data Logs, reflection forms, lesson planning, student work, formal and informal observations)  A minimum of three (3) observations shall be required each evaluation cycle, of which two (2) must be a formal observation (formal observations include both a pre and-post observation conference)  Identification of strengths and weaknesses based upon formative feedback, planning and reflecting conversations, as well as attendance and subject competency when determining a Summative Evaluation Rating  A Remediation Plan developed within thirty (30) days after a summative rating of “unsatisfactory” to correct evaluation plan and district determined IPTS-Aligned

What

as well as attendance and subject competency when determining a Summative Evaluation Rating.