4170 Teacher Evaluation Policy and Forms

TEACHING PERSONNEL Policy: 4170
COMPLIANCE WITH THE LICENSED PERSONNEL PERFORMANCE EVALUATION ACT

(22-9-101 et seq) AND THE TEACHER EMPLOYMENT COMPENSATION & DISMISSAL ACT
(ARTICLE 63, TITLE 22, C.R.S. as amended)
Introduction
A. General
The mission of Cherry Creek School District is: to inspire every student to think, to learn, to
achieve, and to care. In support of this mission, the Board of Education views teacher performance
evaluation as an integral part of the learning cycle and a critical element for the attainment of the
educational goals of the district.
The Board of Education is committed to establishing an evaluation process, which provides the
basis for continued employment with the school district.. The responsibility for the development of
procedures for evaluation of teachers shall rest with the Superintendent of Schools.
While committed to establishing and implementing a process for purposes of evaluating teacher
performance, the Board of Education and the administration reserve the right to take immediate
and appropriate disciplinary action against any teacher found to be in violation of state or federal
law and/or school board policy.
The Board of Education and the Association shall jointly agree upon the forms which implement
the criteria and performance domains set forth.
B. Certificated Performance Evaluation Council
A Certificated Performance Evaluation Council will be established pursuant to state law to

serve in an advisory capacity to the Board of Education in the development of a performance
evaluation process. The responsibilities of the Council are as follows:
1. Actively participate with the local Board of Education in developing written standards for
evaluation which clearly specify satisfactory/proficient performance and the criteria to be used
to determine whether the performance of each licensed personnel meets such standards; and
2. Consult with the local Board of Education as to the fairness, effectiveness, credibility and
professional quality of the certificated personnel performance evaluation system and its
processes and procedures and shall conduct a continuous evaluation of said systems (C.R.S.
22-9-107(2).
Cherry Creek School District No. 5, Englewood, Colorado Page 1 of 57

C. The Purpose of Evaluation
The Superintendent of Schools shall delegate the responsibility for the teacher performance
evaluation process to the administrator in charge of the operating unit, hereafter referred to in this
policy as the principal and/or building administrator.
The teacher performance evaluation process shall:
• Serve as a basis for the improvement of instruction;

• Enhance the implementation of programs of curriculum;
• Serve as the measurement of satisfactory performance for individual teachers and serve as
documentation for unsatisfactory performance;
• Serve as a measurement of the professional growth and development of teachers, and
• Serve as a measurement of the level of performance of teachers using the Performance
Observation Record for the four performance domains.
D. Definitions
For purposes of this policy, the following terms are defined below:
1. “Probationary Teacher” –Is defined as a teacher who has not completed three full years of
continuous employment with the employing school district and who has not been
reemployed for the fourth year.
2. “Teacher” –Is defined as any person who holds a teacher's certificate/license issued
pursuant to the provisions of Article 60 of Title 22, C.R.S. as amended, and who is
employed to instruct, direct, or supervise the instructional program. “Teacher” does not
include those persons holding letters of authorization and the chief administrative officer
of any school district.
3. “Evaluation Process” –Is the process used in which a teacher is observed, provided
feedback, and given written evaluation reports designed to improve teaching performance.
4. “Remediation Process” - Is the method used to address the teaching performance of a

teacher who has been identified as performing unsatisfactorily and whose performance has
not sufficiently improved as a result of the Directed Improvement Plan.
5. “Directed Improvement Plan” - Is an administrator directed approach, within the

evaluation process, to assist a teacher who is rated unsatisfactory in any domain.

6. “Performance Domain” – Is the distinct aspect of teaching or realm of activities identified

which forms the basis for the evaluation of a teacher.
E. Evaluation Plans
There shall be alternate plans for teacher performance evaluation for the purpose of recognizing
the differences in evaluation for probationary teachers and satisfactorily performing veteran
teachers. The following evaluation plans shall be used to assess teacher performance:
1. Plan I - Standard Model for Performance Evaluation

This plan is designed for the probationary teacher and teachers new to a building. Plan I
can also be used at the discretion of evaluators/teachers for non-probationary teachers. The
plan assesses teacher performance with a prescribed set of criteria, including but not limited
to, goal setting, self-evaluation teacher observations, feedback, and collaborative planning
for improvement. The plan focuses on teacher performance as it impacts student
achievement and student behaviors.
Alternatives for non-probationary teachers
The following shall be alternative plans for teacher evaluation for the purpose of recognizing
the differences in evaluation between probationary teachers and satisfactorily performing non-
probationary teachers. The focus and format of the report will be jointly developed by, the
teacher and the supervisor. A teacher or principal may exercise the option of returning to Plan
I process by January 15 of the evaluation year.
2. Plan II - Goal-Setting Model for Performance Evaluation

The Plan II process is an alternative to Plan I and is intended to be teacher-directed. It is not
intended to be an addition to the comprehensive process of Plan I. This plan encourages the
professional evaluatee and evaluator to develop collaboratively a unique plan based on a
professional goal to increase student achievement. The plan is guided by a professional goal
and specific action plan(s). It culminates with a self-evaluation of the success of the plan, a
supervisor’s summary, and a plan for growth/improvement when applicable. Through the
process, teachers are encouraged to take risks, be flexible, and try new ideas to enhance
student achievement.
3. Plan III – Peer/Other Model for Performance Evaluation

The Plan III process is designed for peer evaluation and/or another unique process. It is not
intended to be an addition to the comprehensive process of Plan I. With the agreement of
the principal or his/her designee, the non-probationary teacher may choose to use this
alternative evaluation process, which may include peer collaboration and/or self-evaluation.

In this process, the Observation Record will serve as the guide for all conferences and
observations.
The alternative evaluation process will result in a written document which includes the cover
sheet required to assure compliance with Colorado statute. It will be the responsibility of the
supervisor to assure that all four domains of this policy are generally addressed in this
document.
NOTE: In accordance with state law, and as part of the evaluation plans identified above,
probationary teachers must have a minimum of two (2) observations and one (1) evaluation
that results in a written evaluation report. Non-probationary teachers must receive at least one
(1) observation each year and one evaluation that results in a written evaluation report every
three (3) years.
PART ONE – CRITERIA FOR EVALUATION AND REMEDIATION FOR CLASSROOM

TEACHING PERSONNEL
A. General
There are four performance domains used for evaluation and remediation of a teacher, which are
listed below, and which are further defined in the teacher Performance Observation Record.
The Performance Observation Record describes the performance areas and lists the performance
standards required to demonstrate satisfactory/proficient performance in the Summative Teacher
Evaluation Form as developed by the Certificated Personnel Performance Evaluation Council.
Any performance area evaluated as unsatisfactory must be documented according to the

evaluation criteria specifically identified in the Performance Observation Record, which defines a
particular performance domain(s). The evaluator may add indicators, which will further explain
competency.
Data sources for evaluation reports must include direct observation and multiple measures of
student learning outcomes and may include but are not limited to the following:
• Discussions/conferences with teacher
• Participation in committee, staff and staffing meetings
• Review of materials and resources used
• Review of student assignments and student work
• Parent, student, and/or peer feedback
• Physical appearance of the classroom
• Disciplinary referrals
• Review of lesson plans and curricular scope/sequence

• Review of assessment tools/measures

• Documentation of professional growth experiences
• Documentation of policy/procedure compliance
B. Performance Domains
The Performance Domains describe the identified areas of performance expectations used for
teacher evaluation. The components of the Performance Domains listed below consist of broad
evaluative statements which are more fully defined in the Performance Observation Record used
to identify specific performance levels.
1. Performance Domain I: Planning and Preparation
Performance Domain I: Planning and Preparation, includes comprehensive understanding of the

content to be taught, demonstrating knowledge of students’ backgrounds, and designing
instruction and assessment. Its components are the following:
• Demonstrating knowledge of content and pedagogy

• Demonstrating knowledge of students and their backgrounds
• Selecting instructional goals
• Demonstrating knowledge of resources
• Designing coherent instruction
• Assessing student learning
2. Performance Domain II: The Classroom Environment
Performance Domain II: The Classroom Environment, addresses the teacher’s skill in establishing
an environment conducive to learning, including both the physical and interpersonal aspects of the
environment. Its components are the following:
• Creating an environment of respect and rapport

• Establishing a culture for learning
• Managing classroom procedures
• Managing student behavior
• Organizing physical space
3. Performance Domain III: Instruction
Performance Domain III: Instruction, is concerned with the teacher’s skill in engaging students in
learning the content, and includes the wide range of instructional strategies that enable students to
learn. Its components are the following:

• Communicating clearly and accurately

• Using questioning and discussion techniques
• Engaging students in learning
• Providing feedback to students
• Demonstrating flexibility and responsiveness
4. Performance Domain IV: Professional Responsibilities
Performance Domain IV: Professional Responsibilities, addresses a teacher’s additional

professional responsibilities, including self-assessment and reflection, communication with
parents, participating in ongoing professional development, and contributing to the school and
district environment. Its components are the following:
• Reflecting on teaching
• Maintaining accurate records
• Communicating with parents/guardians
• Growing and developing professionally
• Showing professionalism
C. Performance Criteria for Teachers Assigned to Other Than Regular Classroom Teaching
Responsibilities
Teachers who are assigned to other than regular classroom responsibilities include counselors,
media specialists, deans, department coordinators, some special education personnel, activities
directors, athletic directors, and teachers on special assignment. In some cases, these duties are
assigned on a full time basis. In other cases, the duties are part time in conjunction with a
part-time teaching assignment.
Assignments of this nature require that the principal and the Office of Human Resources
determine a job description appropriate to the position by September 15th of each school year.
Such job descriptions must be approved by, and be on file in, the Office of Human Resources.
The criteria for evaluation of such staff will be directly related to elements of the agreed job
description. Where the staff member serves as both a classroom teacher and in another
capacity, the criteria for evaluation will include the teacher performance domains as well as
others related to the job description as appropriate.
When teachers are appointed to positions (eg. a dean, a community administrator, a

department coordinator, a teacher assistant-to-the-principal) to which evaluation
responsibilities are delegated a specific criteria of their own performance evaluation will
include their ability to make fair, professional, credible and effective evaluations.

PART TWO – EVALUATION PROCESS
A. Definitions
The following definitions shall be used for purposes of clarity in this policy only:
1. Administrator: “Administrator” shall be defined as any individual holding an

administrative license in the state of Colorado whose position falls under the
definition of “Administration” in Policy 4135 and who has been trained in the
District’s evaluation process.
2. Evaluator: The term “evaluator” refers to those individuals who hold a proper
Colorado administrative license and have received the required training in the
District’s evaluation process.
3. Formal Observation Process: The “formal observation process” shall be defined as

a pre-observation conference, a formal observation, and a post-observation
conference between the evaluator and the teacher.
4. Pre-Observation Conference: The “Pre-Observation Conference” shall be defined

as a meeting between the evaluator and the teacher to be held prior to a formal
observation. The intent of this conference is to discuss the lesson to be observed
and other related topic as appropriate.
5. Post-Observation Conference: The “Post-Observation Conference” shall be defined

as a meeting between the evaluator and the teacher after a formal observation. The
purpose of this conference is to review the evaluator’s judgments of the teacher’s
performance based on the formal observation.
6. Formal Observation: The term “formal observation” shall be defined as an

evaluator observing a teacher’s performance for at least 30 minutes and creating a
record of matters observed, and an analysis of the activity(s) observed and
recorded. Further, the length of the formal observation shall be at least the duration
of one (1) complete instructional lesson.
7. Informal Observation: “Informal Observation” shall be defined as those

unscheduled observations of a teacher that may take place as an evaluator walks
through a classroom, helps a student, or just “drops in” the teacher’s classroom for
a few minutes, or otherwise observes a teacher in an interaction which has a
bearing on that teacher’s performance of professional duties.
8. Formative Evaluation Report: “Formative Evaluation Report” shall be defined as a

report given to probationary teachers that is intended to provide feedback to assist

the teacher in growing and/or improving the skills of being an effective teacher.
9. Summative Evaluation Report: “Summative Evaluation Report” shall be defined as

a report given to a teacher that shall include the evaluator’s conclusions regarding
the quality and level of performance of the teacher being evaluated.
10. Off-Cycle Observation: “Off-Cycle Observation” shall be defined as a scheduled or

unscheduled observation of a non-probationary teacher of at least thirty (30)
minutes in length or the length of a complete lesson. This observation will take
place during a teacher’s non-evaluation year.
11. Unsatisfactory Performance: For purposes of this policy, “unsatisfactory

performance” shall be defined as fifty percent (50%) or more of the elements
within at least one of the four domains being rated unsatisfactory.
B. Procedure for Evaluation

All licensed teachers are evaluated according to the following procedures:
1. At the beginning of each school year, the Office of Human Resources will provide
a list of teachers to be evaluated for that year to the principal of each building or to
the administrator in charge of a program. The evaluator will give the teacher
written notification that he/she will be evaluated during the current school year.
This notification will be given prior to conducting any steps in the formal
observation process.
If a teacher is assigned to more than one facility, the Office of Human Resources
will designate the person responsible for the evaluation of that teacher at the
beginning of the school year. The appropriate Executive Director of Instruction will
notify the Office of Human Resources as to who the evaluator will be for each
teacher who is assigned to more than one facility.
2. On or before October 15 for traditional calendar teachers, and on or before August

15 for year-round teachers, and in any event, before any formal observations of a
teacher’s performance are conducted, the evaluator will provide copies of Policy
4170 to those teachers to be evaluated and will meet with them individually or as a
group to review the applicable portions of the evaluation policy. Upon the request
of either the teacher or the evaluator, an individual meeting will take place to
discuss specifics of the evaluation process as it relates to a particular teacher.

3. The teacher shall be responsible for the following:

• reading and becoming knowledgeable of this teacher Performance Evaluation
Policy,
• completing a self-evaluation and otherwise preparing for the pre-conference
prior to formal observations,
• conferring with the evaluator regarding the evaluation process and report,
• preparing for the conference with the evaluator to discuss the evaluation report,
and
• developing and implementing strategies to improve performance in areas
identified during the observation and/or within the evaluation report.
4. The evaluation process may be initiated at any time by the teacher, or the
principal/administrator.
5. An evaluator will be responsible for the following:

• approving the individual teacher evaluation plan (Plan I, II, or III),
• supervising the evaluation process,
• identifying, following observation, performance areas needing improvement
when necessary and giving specific recommendations for improvement, and
• ensuring the contents of the formative and/or summative evaluation report are
an accurate reflection of the teacher’s performance.
In those cases where a teacher is assigned to more than one facility, an evaluator
from each facility where the teacher is assigned will provide input for the final draft
of the evaluation report.
6. Formal observations are generally planned in advance by the evaluator and the
teacher. The number of formal observations shall comply with the requirements for
the particular evaluation plan applicable to the teacher. It is recognized that
informal observations and additional formal observations may occur as appropriate
in the view of the evaluator.
7. Post-observation conferences in the formal observation process must be held within

five (5) working days of the formal observation.
If two (2) formal observations in the same subject or course occur within three (3)
working days of each other and if the evaluator is satisfied that the performance is
satisfactory, a single pre-post conference may be used for both observations. The
post-observation conference must be held within five (5) working days of the first,
observation. In such instances, the requirement for the minimum number of
observations shall be satisfied.

If the evaluator has concerns regarding the teacher’s performance, the evaluator
must conduct at least one additional formal observation process. As with all
subsequent observations when the evaluator has concerns, the evaluator must
conduct an additional formal observation after sufficient time has passed between
the identification of concerns and the follow-up observation in order to provide the
teacher with sufficient time to incorporate suggestions for improvement in his/her
teaching.
8. Informal observations allow an evaluator to validate or question data gathered at

other times. Such activities would not require any conferences with the teacher
unless they lead the evaluator to have concerns abut the teacher’s performance (or
confirm such concerns). Following observations where concerns exist, the
evaluator must discuss the issue(s) of concerns about the teacher’s performance
prior to it being included or referenced in the Summative Evaluation Report. It is
intended that the discussion with the teacher be near in time to the occurrence of
the event of concern, or to the point in time when the evaluator became aware of
the concern.
9. Evaluation Report in this section (9) shall include both formative and summative
evaluation reports.
Each evaluation report must be preceded by a final conference that could coincide
with the final post-observation conference. In that final conference, the teacher will
receive all information that will be used by the evaluator in developing the final
evaluation report (e.g., observation records, information from other data sources).
The teacher may request and will be provided a copy of the observation record(s)
and/or any other information that is used in the evaluation report.
Within five (5) working days following the final conference, the teacher will
receive the written evaluation report. Within five (5) working days after receiving
that evaluation report, the teacher may request a conference to discuss the report
further. Whether a conference is requested or not, the teacher must sign and return
the evaluation report within the five (5) days after receiving it. The teacher’s
signature on the evaluation report verifies receipt of it and does not necessarily
indicate agreement with its contents.
The teacher may respond in writing to the evaluation report. The teacher shall be
responsible to provide the evaluator and the Office of Human Resources with
copies of any response. A copy of such response shall be attached to all copies of
the final evaluation report.

10. Teacher evaluation reports must be signed by, a properly licensed and trained
administrator. Both the evaluator and person being evaluated must sign the cover
sheet confirming receipt of the report. The teacher’s signature will indicate that a
copy was received; it will not indicate the teacher’s agreement with the contents of
the report in whole or in part. The evaluator will provide a copy of the final
evaluation report to the Office of Human Resources where it will be placed in the
teacher’s file. If the teacher wishes to respond to the evaluation report in writing,
he/she will need to provide a copy of the response to the evaluator and the Office of
Human Resources.
11. The process of conducting evaluation observations and conferences, including all
aspects of the evaluation and remediation process, shall be handled so as to observe
the legal and constitutional rights of the teacher. No evaluation/remediation
information shall be gathered by electronic devices, such as remote-video
microphones, cameras or recorders, without the consent of the teacher.
12. One element of professional evaluation is setting goals. Therefore, a part of the
evaluation process shall include the teacher and evaluator jointly agreeing to one or
more goals annually. Such goal-setting should occur in relation to the teacher’s
professional development, growth/improvements plans, as well as district, feeder,
and building goals based on a range of data sources. Teachers and evaluators are
encouraged to harmonize and align goals based on these various sources.
13. The evaluator must complete the summative evaluation report prior to
recommending that a teacher be moved from the evaluation process to the
remediation process. The evaluator must follow up such recommendation by
informing the principal (if applicable) who shall inform the principal’s
supervisor and the Office of Human Resources of this recommendation.

C. Procedure for Probationary Teachers
1. All probationary teachers will be evaluated twice a year under Plan 1.
2. Probationary teachers will be subject to two (2) formal observations and one (1)
Mid-Year Formative Evaluation Report during the first half of the school year,
each year.
3. The Mid-Year Formative Evaluation Report shall be given at mid-year but not later
than December 15 of the school year in which the process is being conducted. It
requires a notation of the performance level for all appropriate areas and a
conference with the teacher to discuss the report itself.
4. Probationary teachers will be subject to two (2) formal observations and one (1)
Summative Evaluation Report during the second half of the school year, each year.
The administrator shall complete this Summative Evaluation Report and hold the
discussion with the teacher regarding its contents not later than May 15 of each
school year.
5. The Summative Evaluation Report and the corresponding observation process for
probationary teachers will be completed by an administrator using Plan 1.
D. Procedure for Non-Probationary Teachers
1. Non-probationary teachers shall receive a Summative Evaluation Report with a

formal observation at least once every three (3) years. The evaluator shall complete
this Summative Evaluation Report and hold the discussion with the teacher
regarding its contents not later than ten (10) working days prior to the end of the
teacher’s contracted year. In other years, the non-probationary teacher shall receive
at least one (1) off-year observation.
2. The administrator in charge of a building or unit where teachers are assigned is

responsible for the evaluation process of all licensed employees assigned to the
building or unit. The administrator may delegate the carrying-out of one or more
elements of the evaluation process, with regard to specific teachers, to one or more
individuals holding a principal or administrator license and trained in the District’s
evaluation process. These individuals may include such personnel as assistant
principals, department coordinators, deans, or teachers who are assistants to the
principal.

3. During the years in which a non-probationary teachers is not scheduled for formal
evaluation, the teacher and the evaluator, or designee trained in the evaluation
process, will jointly develop professional Goals for the Current School Year.
Consistent with the adopted plan, the evaluator or designee will conduct a
minimum of one (1) observation, formal or informal. A record of the time and date
of such observation shall be made using the Observation Record for Non-
Evaluative Years. This observation does not require that a pre-observation
conference or post-observation conference take place unless the evaluator has
concerns about the teacher’s performance. Before a concern, observed in either a
formal or informal observation, becomes part of a Summative Evaluation Report it
must be discussed and/or communicated with the teacher.
4. Non-probationary teachers new to a building or assignment may be evaluated

during their first year of such assignment, even though the teacher would otherwise
not be due for formal evaluation.
E. Evaluation Report
1. The evaluation report is a written summary of the teacher’s performance in each of

the four (4) performance domains as defined in the Observation Record.
2. The evaluation will contain a jointly developed growth or improvement plan, which
shall be specific as to what improvements, if any, are needed in the performance of
the licensed personnel and shall clearly set forth recommendations for improvement,
including recommendations for additional education and training during the teacher's
recertification process, and as documented in the goal-setting process;
3. The evaluator will give one copy of the evaluation report to the teacher, retain one
copy, and send a copy to the Office of Human Resources for placement in the
teacher's file.
F. Evaluation of Teachers Assigned to More Than One Facility
1. At the beginning of the school year, the Office of Human Resources will designate
the person responsible for the evaluation of a teacher who is assigned to more than
one facility. Principals from each facility where a teacher is assigned will provide
input for the final evaluation report.

G. Process for Addressing Unsatisfactory Ratings
1. When the evaluator rates one or more elements on a teacher’s Summative Report to
be unsatisfactory, the evaluator will develop a Goal for Improvement to address the
area needing improvement. The evaluator may require that the teacher repeat
Evaluation Plan I the following school year to ensure that element(s) needing
improvement are addressed and that the teacher does indeed improve in the
targeted element(s).
2. If the evaluator determines that fifty percent (50%) or more of the elements within
any domain are found to be Unsatisfactory, the principal or site administrator will
contact the Office of Human Resources to ascertain what steps will be taken to
address the issue. With the agreement of the Office of Human Resources, the
principal or site administrator may develop a Directed Improvement Plan for the
teacher. This plan will specifically address those elements that are deemed
Unsatisfactory, include correlating support resources, and specify a mutually-
agreed upon timeline for implementation not to exceed thirty (30) working days.
When the plan is finalized, the teacher will repeat Evaluation Plan I over the
following ninety (90) day period.
3. At the end of the ninety (90) day Evaluation Plan I process, if the principal or site
administrator does not observe satisfactory performance in targeted elements, the
teacher will be moved to Remediation. If the principal or site administrator
determines that performance in the targeted areas is satisfactory, the teacher will
repeat Evaluation Plan I without support resources until the completion of the
current school year to demonstrate that growth has occurred and that the teacher’s
performance in the targeted elements can be maintained independent of those
support resources.
4. Following the completion of Evaluation Plan I without support resources, if the

principal or site administrator observes that the teacher has maintained satisfactory
performance in the targeted elements, the teacher will be removed from the
Directed Improvement Plan. If the principal or site administrator does not observe
that the teacher has maintained satisfactory performance in the targeted elements,
the teacher will be moved to Remediation.

Process for Addressing Unsatisfactory Ratings
Evaluation
Includes "U"
Rating in
Element(s)
Continue on Repeat
If 50% of the
Regular Evaluation Plan I
Elements within
Evaluation Cycle with Goal(s) for
any Domain are
with Goal(s) for Improvement in
"U"
Improvement the next S.Y.
Principal or Site
Administrator
contacts HR
Evaluator, with
Principal or Site
Agreement of
Administrator
HR, Develops
and HR Develop
Directed
Plan to Address
Improvement
Issue Outside of
Plan with
Evaluation
Support
Process
Resources
Evaluation Plan I
with Support
Resources
(90 days)
n ce S at
fo rm a i sfa
ctor
Per y Pe
ory
f a ct rform
atis anc
U ns e
Evaluation Plan I
without Support
Remediation
Resources
by end of SY
an ce Satis
r form facto
cto ry Pe r y Pe
rform
tisfa ance
Unsa
Removed from
Directed
Remediation
Improvement
Plan

PART THREE – REMEDIATION PROCESS

A. Placement of Teachers in the Remediation Process
1. If a teacher's performance in one or more of the four performance domains is

judged by the principal to be unsatisfactory, and the performance of the teacher has
not sufficiently improved as a result of the evaluation process, the principal can
move the teacher from the evaluation process to the remediation process. The
principal will notify the teacher in writing of the decision to move from the
evaluation process to the remediation process. The principal will also notify the
teacher of his/her right to representation during the remediation process.
2. The principal will hold a conference with the teacher within five (5) working days
following delivery of the written notification of movement from the evaluation
process to the remediation process.
3. At the conference, the principal, the teacher and any other appropriate personnel,
will
a) Review specific performance concerns identified in the evaluation report; and
b) Formulate a written remediation plan including the following:
1) Objectives for improving the identified performance concerns;
2) Identification of resources and assistance available to implement the
objectives;
3) A timeline for completing the objectives;
4) Criteria by which the attainment of the objectives will be measured;
5) A minimum of monthly conferences to monitor progress on the
remediation plan objectives.
4. If agreement on any or all of the above items contained in Part III of this policy
cannot be reached, the principal is responsible for the final decision.
5. Following completion of the timeline established in the remediation plan, the

principal and teacher will meet to review the remediation process. The principal
will state, in writing, whether the teacher has corrected the identified performance
problems. The principal will then forward the remediation report and all supportive
data to the teacher and the superintendent, attached to the standard remediation
cover sheet. This report will include a recommendation to return the teacher to the
evaluation process, to continue the remediation process for one more time period or
to proceed to appropriate disciplinary action. Disciplinary action can include, but is
not limited to, suspension and dismissal.

TEACHER REMEDIATION REPORT
Teacher's Name______________________________ School_______________________

Teaching Assignment_______________________________________________________
________________________________________________________________________
Evaluator's Name Title Date
1. WRITTEN NOTIFICATION of movement to Remediation: ______________________
(Attach copy) (Date) (Delivered by)
2. CONFERENCE to review specific concerns and develop Remediation Plan:
(Attached Remediation Plan) ______________________________________________
(Date) (Attended by)
3. RECORD of Remediation Plan monitoring: (Attach additional information as needed.)
FORMAL OBSERVATIONS CONFERENCES

(Date/Time) (Date/Time) (Date/Time) (Date/Time)
_____________ _____________ _____________ _____________
_____________ _____________ _____________ _____________
_____________ _____________ _____________ _____________
_____________ _____________ _____________ _____________
_____________ _____________ _____________ _____________
OTHER DATA SOURCES: _______________________________________________

______________________________________________________________________
4. RECOMMENDATION of the evaluator to:

(Check one) ____Return the evaluatee to the evaluation process
____Extend Remediation Plan
____Proceed to disciplinary action
TEACHER'S COMMENTS: (Please write on another sheet of paper and attach.)
Teacher's Signature_________________________________ Date__________________

(The teacher's signature does not necessarily indicate agreement with the remediation report, but simply indicates that the teacher
has read the report.)
Evaluator's Signature_________________________________Date___________________
Supervisor of Evaluator________________________________Date_________________
Distribution of Copies: Original to Office of Human Resources/Copy to Teacher/Copy to Evaluator.
The remediation report attached to this cover sheet will include:

1. A narrative on the performance of the evaluatee in relation to the written Remediation Plan.
2. A recommendation by the evaluator to return the evaluatee to the evaluation process, continue
remediation or to proceed to disciplinary action.

TEACHER REMEDIATION PLAN
Teacher's Name School
Teaching Assignment Date
Evaluator's Name Title
Plan Read By: Teacher Evaluator (Signature)
Other Other
(Signature) (Signature)
SPECIFIC PERFORMANCE AREA OF CONCERN ACCORDING TO POLICY 4170:
OBJECTIVES for improving RESOURCES and TIMELINE for MEASURE by which attainment of
identified performance areas ASSISTANCE available completion objectives will be determined

PART FOUR – TRAINING OF EVALUATORS
The success of a program of evaluation and remediation depends upon a high level of skill
and training of all participants in the process. Evaluators will be trained in supervisory
skills such as observation skills, conferencing skills, and completing the evaluation reports.
In addition, emphasis will be placed on the understanding of the intent, criteria, and
processes identified in this policy. It will be the responsibility of the Office of Human
Resources to coordinate training opportunities.
Each evaluator will be evaluated on his/her ability to make fair, professional and credible
evaluations. It will be the responsibility of the supervisor of each evaluator to evaluate
these skills and make recommendations for training needed to the evaluator and to the
Office of Human Resources for identifying content of future training programs.
PART FIVE – THE WRITTEN EVALUATION
A. Completion of the Evaluation Report
The evaluation report will include:
1. Documentation of observations and dates of conferences on the Teacher Evaluation

Report form which shall serve as a cover sheet for the summary by the evaluator on
the strengths and weaknesses of the evaluatee in each of the four performance
domains specified in this policy.
2. Evaluation reports for Plan I and Plan III will address the four performance
domains. Any performance areas evaluated as unsatisfactory must be addressed
according to the defining standards contained in the Performance Observation
Record. The evaluator may add indicators which will further explain competency in
the four performance domains as listed below:
Planning and Preparation

The Classroom Environment
Instruction
Professional Responsibilities
3. The evaluation report will also contain a jointly developed growth or improvement
plan designed to improve teacher performance consistent with evaluation
commentary, including recommendations for additional education and training
during the teacher's recertification process.

Additional Provisions
With the exception of the evaluation process (Part Two), neither party to this agreement is
obligated to negotiate this policy in future negotiations.
The evaluation process (Part Two) will be negotiated by the District and the Association.
This negotiation shall be conducted separately from the negotiations of other policies.
Those recommendations agreed to during bargaining and those recommendations that
could not be agreed to prior to impasse will be forwarded to the Certificated Personnel
Performance Council for review and final recommendation(s) to the Board of Education.
If any provision of this policy is found contrary to law, then such provision will be deemed
null and void, but all other provisions or applications thereof will continue in full force and
effect.
Upon mutual agreement, this policy may be renegotiated in whole or in part at any time
during the life of this policy.
Any additions, deletions or revision to this policy will be distributed to those affected, and
be in effect after ratification by the Association membership and adoption of the Board.
Summative Teacher Evaluation System
These criteria and standards for evaluation and remediation of classroom teachers have been
developed by the Cherry Creek Certificated Personnel Performance Evaluation Council and
approved by the Board of Education.
The forms herein have been jointly agreed to by the Board of Education and the Cherry Creek
Education Association.

TEACHING PERSONNEL Administrative Procedure 4170.1
CHERRY CREEK SCHOOL DISTRICT
GOALS FOR SCHOOL YEAR
Name Date
Position School
Probationary Teacher
Plan I Teacher
Plan II Teacher
Plan III Teacher
Teacher Non-evaluative Year
Directions for Establishing Goals

Measurable goals should be developed based on suggestions for professional growth/improvement
plan from your last evaluation, district, feeder and building goals, student assessment data and
your own professional development needs. Before turning in your goals, describe what
measure(s) you will use at the end of the year to determine if you have met each goal. Be specific.
GOAL I (State measurable goal)
ACTION PLAN (Describe the actions you will take to reach this goal.) TIMELINE (Describe when each
item of your action plan will be
accomplished.)
MEASUREMENT (Describe the measurement/criteria you will use to determine if you’ve met
this goal.)

TEACHING PERSONNEL Administrative Procedure: 4170.1
Name Date
GOAL II (State measurable goal)
ACTION PLAN (Describe the actions you will take to reach this goal.) TIMELINE (Describe when each
item of your action plan will be
accomplished.)
this goal.)

Name Date
GOAL III (State measurable goal)
ACTION PLAN (Describe the actions you will take to reach this goal.) TIMELINE (Describe when
each item of your action plan will
be accomplished.)
this goal.)
Both parties have agreed upon these goals.
Evaluator’s Signature Date
Teacher’s Signature Date

GOAL COMPLETION/SELF-EVALUATION
School Year
Directions for Goal Completion

Describe how you‘ve accomplished your action plan for each goal and whether or not you’ve
attained the criteria for successful completion of each goal.
GOAL 1:
GOAL II:
GOAL III:


OBSERVATION RECORD
Name
School School Year
Current Assignment
Evaluator
Evaluator Assessment ❏ Self Assessment ❏

Pre-conference Date/Time Pre-conference Date/Time Pre-conference Date/Time
Observation Date/Time Observation Date/Time Observation Date/Time
Post-conference Date/Time Post-conference Date/Time Post-conference Date/Time _________
DOMAIN 1: PLANNING AND PREPARATION

Performance in Domain 1 is based on data from the pre-observation
Component 1a: Demonstrating Knowledge of Content and Pedagogy
ESSENTIAL
LEVEL OF PERFORMANCE
ELEMENT UNSATISFACTORY EMERGING/PARTIALLY PROFICIENT DISTINGUISHED

PROFICIENT
1. Knowledge of Teacher makes content errors Teacher displays basic content Teacher displays solid content Teacher displays extensive
Content and/or does not correct knowledge but cannot articulate knowledge and makes content knowledge, with
ESSENTIAL student’s content errors. connections with other parts of
the discipline or with other
connections between the
content and other parts of the
evidence of continuing pursuit
of such knowledge.
disciplines. discipline and other disciplines.
2. Knowledge of Teacher displays little Teacher indicates some Teacher’s plans and practices Teacher actively builds on
Prerequisite understanding of prerequisite awareness of prerequisite reflect understanding of knowledge of prerequisite
Relationships knowledge important for learning, although such prerequisite relationships relationships when planning
ESSENTIAL student learning of the content. knowledge may be incomplete
or inaccurate.
among topics and concepts. instruction or seeking causes for
student misunderstanding.
3. Knowledge of Teacher displays little Teacher displays basic Pedagogical practices are varied Teacher displays continuing
Content-Related understanding of pedagogical pedagogical knowledge but and reflect current research on search for best practice and
Pedagogy issues involved in student does not anticipate student best practice within the anticipates student
learning of the content. misconceptions. discipline, but may not misconceptions.
anticipate student
misconceptions.
Comments:

Component 1b: Demonstrating Knowledge of Students

ESSENTIAL

PROFICIENT
1. Knowledge of Teacher displays minimal Teacher displays generally Teacher displays thorough Teacher displays knowledge of
Characteristics of knowledge of developmental accurate knowledge of understanding of typical typical developmental
Age Group characteristics of age group. developmental characteristic of developmental characteristics of characteristics of age group,
ESSENTIAL age group. age group as well as exceptions
to general patterns.
exceptions to the patterns, and
plans to accommodate
individual needs.
2. Knowledge of Teacher is unfamiliar with the Teacher displays general Teacher displays solid Teacher uses knowledge of
Students’ Varied different approaches to understanding of the different understanding of the different students’ varied approaches to
Approaches to learning that students exhibit, approaches to learning that approaches to learning that learning in instructional
Learning i.e. learning styles, modalities, students exhibit, i.e. learning different students exhibit, i.e. planning, i.e. learning styles,
ESSENTIAL and different “intelligences.” styles, modalities, and different
“intelligences.”
learning styles, modalities, and
different “intelligences.”
modalities, and different
“intelligences.”
3. Knowledge of Teacher displays little Teacher recognizes the value of Teacher displays knowledge of Teacher displays knowledge of
Students’ Skills and knowledge of students’ skills understanding students’ skills students’ skills including those students’ skills including those
Knowledge and knowledge and does not and knowledge but displays this with special needs. with special needs and
ESSENTIAL indicate that such knowledge is
valuable.
knowledge for the class only as a
whole.
integrates knowledge into
lesson planning and design.
4. Knowledge of Teacher displays little Teacher recognizes the Teacher displays knowledge of Teacher integrates knowledge
Students’ Interests knowledge of students’ importance of understanding the interests or cultural heritage of the interests or cultural
and Cultural interests or cultural heritage students’ interests or cultural of groups of students. heritage into lesson planning
Heritage and does not indicate that such heritage but displays this and design.
knowledge is important. knowledge for the class only as a
whole.
Comments:
Component 1c: Selecting Instructional Goals

ESSENTIAL

PROFICIENT
1. Value Learning goals are not valuable Learning goals are moderately Learning goals are valuable in Not only are the learning goals
ESSENTIAL and represent low expectations
or no conceptual understanding
valuable in expectations,
conceptual understanding and
their level of expectations,
conceptual understanding, and
valuable, but also teacher can
clearly articulate how learning
for students. Learning goals do importance. importance. goals establish high
not reflect important learning. expectations and relate to
curriculum frameworks and
standards.
2. Clarity Goals are either not clear or are Goals are only moderately clear Most of the goals are clear but Goals are clear, written in the
ESSENTIAL stated as student activities.
Goals do not permit viable
or include a combination of
goals and activities. Some
may include a few activities.
Most permit viable methods of
form of student learning, and
permit viable methods of
methods of assessment. goals do not permit viable assessment. assessment.
methods of assessment.
3. Suitability for Goals are not suitable for the Most of the goals are suitable Goals are suitable for most Goals take into account the
Diverse Students. class. for most students in the class. students in the class. varying learning needs of
individual students or groups.
4. Balance Goals reflect only one type of Goals reflect several different Goals reflect several different Goals reflect student initiative
learning and one discipline or types of learning but no effort at types of learning and in establishing important
strand. coordination or integration. opportunities for integration. learning.
Comments:

Component 1d: Designing Coherent Instruction

ESSENTIAL

PROFICIENT
1. Lesson and Unit The lesson or unit has no clearly The lesson or unit has a The lesson or unit has clearly The lesson or unit’s structure is
Structure defined structure, or the recognizable structure, although defined structure that activities clear and allows for different
ESSENTIAL structure is chaotic. Time
allocations are unrealistic.
the structure is not uniformly
maintained throughout. Most
are organized around. Time
allocations are reasonable.
pathways according to student
needs.
time allocations are reasonable.
2. Learning Activities Learning activities are not Only some of the learning The learning activities are Learning activities are highly
ESSENTIAL suitable to students or
instructional goals. They do not
activities are suitable to students
or instructional goals.
suitable to students and
instructional goals. Progression
relevant to student and
instructional goals. They
follow an organized progression Progression of activities in the of activities in the unit is fairly progress coherently, producing
and do not reflect recent unit is uneven, and only some even, and most activities reflect a unified whole and reflecting
professional research. activities reflect recent recent professional research. recent professional research.
professional research.
3. Resources for Teacher is unaware of resources Teacher displays limited Teacher displays awareness of In addition to being aware of
Teaching and available through the school or awareness of resources resources available through the school and district resources,
Student Learning district. available through the school or school or district and knows teacher actively seeks other
district. how to access them. materials to enhance instruction,
for example, from professional
organizations or through the
community.
4. Instructional Materials and resources do not Some of the materials and Most materials and resources Materials and resources support
Materials and support the instructional goals resources support the support the instructional goals, the instructional goals, and
Resources or engage student in meaningful instructional goals, and some and most engage students in engage students in meaningful
ESSENTIAL learning. engage students in meaningful
learning.
meaningful learning. learning. There is evidence of
student participation in
selecting or adapting materials
when appropriate.
5. Instructional Instructional groups do not Instructional groups are Instructional groups are utilized Instructional groups are varied,
Groups support the instructional goals inconsistent in suitability to the and mostly support the as appropriate to the different
and offer no variety. instructional goals and offer instructional goals. instructional goals. There is
minimal variety. evidence of student choice in
selecting different patterns of
instructional groups when
appropriate. Explain rationale
for grouping or non-grouping of
students.
Comments:

Component 1e: Assessing Student Learning

ESSENTIAL

PROFICIENT
1. Congruence with Content and methods of Some of the instructional goals The instructional goals are The proposed approach to
Instructional Goals assessment lack congruence are assessed through the nominally assessed through the assessment is completely
ESSENTIAL with instructional goals. proposed approach, but many
are not.
proposed plan, but the approach
is more suitable to some goals
congruent with the instructional
goals, both in content and
than to others. process.
2. Criteria and The assessment criteria (rubric) The assessment criteria (rubric) The assessment was designed The assessment was designed
Standards and standards being assessed and standard have been prior to instruction. The prior to instruction. The
ESSENTIAL are unclear. developed, but they may be
either unclear or have not been
standards being assessed and
the assessment criteria (rubric)
standards being assessed and
the assessment criteria (rubric)
clearly communicated to have both been clearly have both been clearly
students. communicated to student. communicated to student.
There is evidence that students
use the assessment criteria to
self-assess their learning.
3. Use for Planning The assessment results affect Teacher uses assessment results Teacher uses assessment results Teacher uses assessment results
ESSENTIAL planning for these students only
minimally.
to plan for the class as a whole. to plan for individuals and
groups of students. There is
to plan for individuals and
groups of students. Students
evidence that students use the are aware of how they are
assessment criteria to self-assess meeting the established
their learning. standards and take
responsibility for setting their
own learning goals.
Comments:
DOMAIN 2: THE CLASSROOM ENVIRONMENT

Performance in Domain 2 is based on direct classroom observations
Component 2a: Creating an Environment of Respect and Rapport
ESSENTIAL

PROFICIENT
1. Teacher Interaction Teacher interaction with at least Teacher-student interactions are Teacher-student interactions are Teacher demonstrates genuine
With Students some students is negative, generally appropriate but may friendly and demonstrate caring and respect for individual
ESSENTIAL demeaning, sarcastic, or
inappropriate to the age or
reflect occasional
inconsistencies, favoritism, or
general warmth, caring, and
respect. Such interactions are
students. Students exhibit
respect for teacher as an
culture of the students. disregard for students’ cultures. appropriate to developmental individual.
Students exhibit disrespect for Students exhibit only minimal and cultural norms. Students
teacher. respect for teacher. exhibit respect for teacher.
2. Student Interaction Student interactions are Students do not demonstrate Student interactions are Students demonstrate genuine
characterized by conflict, negative behavior toward one generally polite and respectful. respect for one another by
sarcasm, or put-downs. another. supporting each other’s
learning.
Comments:

Component 2b: Establishing a Culture for Learning

ESSENTIAL
EMERGING/PARTIALLY
ELEMENT UNSATISFACTORY PROFICIENT PROFICIENT DISTINGUISHED
1. Importance of the Teacher or students convey a Teacher communicates Teacher conveys genuine Students demonstrate through
Content negative attitude toward the importance of the work but with enthusiasm of the subject, and their active participation,
ESSENTIAL content, suggesting that the
content is not important or is
little conviction and only
minimal apparent buy-in by the
students demonstrate consistent
commitment to its value.
curiosity, and quality of work
that they value the content’s
mandated by others. students. importance.
2. Student Students demonstrate little or Students are aware of their Students accept teacher Students review and reflect to
Responsibility for no pride in their work. They responsibility to “do good work” insistence on work of high ensure high quality work.
Quality Work seem to be motivated by the but invest little of their energy in quality.
desire to complete a task rather the quality of the work.
than do high-quality work.
3. Expectations for Instructional goals and Instructional goals and activities, Instructional goals and Both students and teacher
Learning and activities, interactions, and the interactions, and the classroom activities, interactions, and the collaborate on learning
Achievement classroom environment convey environment convey inconsistent classroom environment convey activities, interactions, and
ESSENTIAL only modest expectations for
student achievement.
expectations for student
achievement.
high expectations for student
achievement.
environment to promote high
expectations of all students.
Comments:
Component 2c: Managing Classroom Procedures

ESSENTIAL
EMERGING/PARTIALLY
1. Management of Students not working with the Tasks for group work are Tasks for group work are Groups working independently
Instructional teacher are not productively partially organized, resulting in organized, and groups are are productively engaged at all
Groups engaged in learning. some off-task behavior when managed so most students are times, with students assuming
teacher is involved with one engaged at all times. responsibility for productivity
group. when appropriate.
2. Management of Much time is lost during Transitions are sporadically Transitions occur smoothly, Transitions are seamless, with
Transitions transitions. efficient, resulting in some loss with little loss of instructional students being given and
ESSENTIAL of instructional time. time. assuming responsibility for their
role.
3. Management of Materials are handled Routines for handling materials Routines for handling materials Routines for handling materials
Materials and inefficiently, resulting in loss of and supplies function and supplies occur smoothly, and supplies are seamless, with
Supplies instructional time. moderately well. with little loss of instructional students assuming some
time. responsibility for efficient
operation when appropriate.
4. .Management of Considerable instructional time Systems for performing Efficient systems for Systems for performing
Noninstructional is lost in performing expected expected noninstructional performing expected expected noninstructional
Responsibilities noninstructional responsibilities are fairly noninstructional responsibilities responsibilities are well
ESSENTIAL responsibilities. efficient, resulting in little loss
of instructional time.
are in place, resulting in
minimal loss of instructional
established, resulting in
efficient use of instructional
time. time.
3. Supervision of Paraprofessionals and Paraprofessionals and Paraprofessionals and Paraprofessionals and
Paraprofessionals volunteers have no clearly volunteers are productively volunteers are productively and volunteers make a substantive
and volunteers defined duties or do nothing engaged during portions of independently engaged during contribution to the classroom
most of the time. class time but require frequent the entire class. environment.
(only if needed) supervision.
Comments:

Component 2d: Managing Student Behavior

ESSENTIAL
EMERGING/PARTIALLY
1. Expectations No standards of conduct appear Standards of conduct appear to Standards of conduct have been Standards of conduct are clear
ESSENTIAL to have been established, or
students are confused as to what
have been established for most
situations, and most students
made clear to students by the
teacher.
to students and appear to have
been embedded in the culture of
the standards are. seem to understand them. the classroom.
2. Monitoring of Student behavior is not Teacher is generally aware of Teacher is alert to student Monitoring by teacher is subtle
Student Behavior monitored, and teacher is student behavior but may miss behavior most of the time. and preventive. Students
ESSENTIAL unaware of what students are
doing.
the activities of some students. contribute to the overall positive
behavior of the class.
3. Response to Student Teacher does not respond to Teacher attempts to respond to Teacher response to Teacher response to
Misbehavior misbehavior, or the response is student misbehavior but with misbehavior is appropriate and misbehavior is highly effective
ESSENTIAL inconsistent, overly repressive,
or does not respect the student’s
uneven results, or no serious
disruptive behavior occur.
successful and respects the
student’s dignity, or student
or student behavior is entirely
appropriate.
dignity. behavior is generally
appropriate.
Comments:
Component 2e: Organizing Physical Space

ESSENTIAL
EMERGING/PARTIALLY
1. Safety and The classroom is unsafe, or the The classroom is safe, and The classroom is safe, and the The classroom is safe, and the
Arrangement of furniture arrangement is not classroom furniture is adjusted furniture is adjusted for a lesson furniture arrangement is a
Furniture suited to the lesson activities, or to the lesson, with limited or, if necessary, a lesson is resource for learning activities.
ESSENTIAL both. effectiveness. adjusted to the furniture
effectively.
2. Accessibility to Teacher uses supplies, materials Teacher uses supplies, materials Teacher uses supplies, materials Both teacher and students use
Learning and Use of and resources poorly, or and resources adequately, and at and resources skillfully, and supplies, materials and
Resources learning is not accessible to least essential learning is learning is equally accessible to resources optimally.
some students. accessible to all students. students.
Comments:

DOMAIN 3: INSTRUCTION
Performance in Domain 3 is based on direct classroom observations
Component 3a: Communicating Clearly and Accurately
ESSENTIAL
EMERGING/PARTIALLY
1. Directions and Teacher directions and Teacher directions and Teacher directions and Teacher directions and
Procedures procedures are confusing to procedures are clarified after procedures are clear to students procedures are clear to students
ESSENTIAL students. initial student confusion or are
excessively detailed
and contain an appropriate level
of detail.
and anticipate possible student
misunderstanding.
2. Oral and Written Teacher’s spoken language is Teacher’s spoken language is Teacher’s spoken and written Teacher’s spoken and written
Language inaudible, or written language is audible, and written language is language is clear and correct. language is correct and
illegible. Spoken or written legible. Both are used correctly. Vocabulary is appropriate to expressive, with well-chosen
language may contain many Vocabulary is correct but students’ age and interests. vocabulary that enriches the
grammar and syntax errors. limited or is not appropriate to lesson.
Vocabulary may be students’ ages or backgrounds.
inappropriate, vague or used
incorrectly, leaving students
confused.
Comments:
Component 3b: Using Questioning and Discussion Techniques

ESSENTIAL
EMERGING/PARTIALLY
1. Quality of Questions Teacher’s questions are Some of the teacher’s questions Most of the teacher’s questions Teacher’s questions enhance the
ESSENTIAL generally of poor quality and do
not enhance the learning
enhance the learning objective.
Only some invite a response.
are of high quality. Adequate
time is available for students to
learning objective with
adequate time for students to
objective. respond. respond. Students formulate
many questions.
2. Discussion Teacher’s interaction with Teacher makes some attempt to Classroom interaction Teacher facilitates effective
Techniques students does not promote engage students in an effective represents effective discussion, discussion wherein students
discussion. discussion with inconsistent with teacher facilitating. assume responsibility for the
results. success of the discussion,
initiating topics and making
unsolicited contributions when
developmentally appropriate.
3. Student Only a few students participate Teacher attempts to engage all Teacher successfully engages Teachers and students work
Participation in the discussion students in the discussion, but most students in the discussion. cooperatively to ensure that all
ESSENTIAL with only limited success. voices are heard in the
discussion.
Comments:

Component 3c: Engaging Students in Learning

ESSENTIAL
EMERGING/PARTIALLY
1. Content of Content of instruction is Content of instruction is Content of instruction is Content of instruction is
Instruction inappropriate and unclear or inconsistent in quality: Some is appropriate and links well with appropriate and links well with
ESSENTIAL uses poor examples and
analogies.
done skillfully, with good
examples; other portions are
students’ knowledge and
experience.
students’ knowledge and
experience. Students contribute
difficult to follow. to representation of content.
2. Activities and Activities and assignments are Some activities and assignments Most activities and assignments Students are cognitively
Assignments inappropriate for students in are appropriate to students and are appropriate to students. engaged in the activities and
ESSENTIAL terms of their age or
backgrounds. Students are not
engage them mentally, but
others do not.
Almost all students are
cognitively engaged in them.
assignments in their exploration
of content. Where appropriate,
engaged mentally. students initiate or adapt
activities and projects to
enhance understanding.
3. Differentiation Differentiation through Differentiation through Differentiation is evidenced Differentiation is evidenced
instructional grouping and/or instructional grouping and/or through instructional groups through instructional grouping
individualization is not evident individualization is only and/or individualization, which and/or individualization, which
or is inappropriate to the moderately successful in is productive and fully is productive and fully
students and/or to the addressing the needs of students appropriate for most students appropriate to the instructional
instructional goals of the lesson. and advancing the instructional and the instructional goals of goals of the lesson. Where
goals of the lesson. the lesson. developmentally appropriate,
students take the initiative to
influence instructional groups to
advance their understanding.
4. Instructional Instructional materials and Instructional materials and Instructional materials and Instructional materials and
Materials and resources are unsuitable to the resources are partially suitable resources are suitable to the resources are suitable to the
Resources instructional goals or do not to the instructional goals, or instructional goals and instructional goals and
cognitively engage students. students’ level of cognitive cognitively engage most cognitively engage students.
engagement is moderate. students. Where developmentally
appropriate, students are
allowed to choose, adapt, or
create materials to enhance their
own purposes.
5. Structure and The lesson has no clearly The lesson has recognizable The lesson has a clearly defined The lesson’s structure is highly
Pacing defined structure, or the pacing structure, although it is not structure around which the coherent, allowing for reflection
ESSENTIAL of the lesson is too slow or
rushed, or both.
uniformly maintained
throughout the lesson. Pacing
activities are organized. Pacing
of the lesson is
and closure as appropriate.
Pacing of the lesson is
of the lesson is inconsistent. consistent/appropriate to the appropriate for all students.
instructional goals.
Comments:

Component 3d: Providing Feedback to Students

ESSENTIAL
EMERGING/PARTIALLY
1. Quality: Accurate, Feedback is either not provided Feedback is inconsistent in Feedback is consistently high Feedback is consistently high
Substantive, or is of uniformly poor quality. quality: Some elements of high quality. quality. Provision is made for
Constructive, and quality are present; others are students to use feedback in their
Specific not. learning.
ESSENTIAL
2. Timeliness Feedback is not provided in a Timeliness of feedback is Feedback is consistently Feedback is consistently
ESSENTIAL timely manner. inconsistent. provided in a timely manner. provided in a timely manner.
Students make use of the
feedback in their learning.
Comments:
Component 3e: Demonstrating Flexibility and Responsiveness
EMERGING/PARTIALLY
1. Lesson Adjustment Teacher adheres rigidly to an Teacher attempts to adjust a Teacher makes an adjustment to Teacher successfully makes an
(only if needed) instructional plan, even when a lesson, with limited success. a lesson, and the adjustment adjustment to a lesson that
change will clearly improve a occurs smoothly. enhances student learning.
lesson.
2. Response to Teacher ignores or brushes Teacher attempts to Teacher successfully Teacher seizes an opportunity to
Students aside students’ questions or accommodate students’ accommodates students’ enhance objectives by building
interests. questions or interests, but the questions or interests while on a spontaneous event.
effect disrupts the cohesiveness maintaining the integrity of the
of the lesson. lesson.
3. Persistence Teacher does not assume Teacher assumes responsibility Teacher persists in seeking Teacher persists in seeking
responsibility for the student’s for the success of all students approaches for students who effective approaches for
lack of success. but has only a limited repertoire have difficulty learning, students who need help, using
of instructional strategies to use. possessing a growing repertoire an extensive repertoire of
of strategies. strategies and soliciting
additional resources from the
school.
Comments:

DOMAIN 4: PROFESSIONAL RESPONSIBILITIES

Performance in Domain 4 is based on the post observation conference
Component 4a: Reflecting on Teaching
ESSENTIAL

PROFICIENT
1. Perception of Lesson Teacher does not know if a Teacher has a generally Teacher makes an accurate Teacher makes a thoughtful and
Effectiveness lesson was effective or achieved accurate impression of a assessment of a lesson’s accurate assessment of a
ESSENTIAL its goals, or profoundly
misjudges the success of a
lesson’s effectiveness and the
extent to which instructional
effectiveness and the extent to
which it achieved its goals and
lesson’s effectiveness and the
extent to which it achieved its
lesson. goals were met. can cite general references to goals, citing many specific
support the judgment. examples from the lesson and
weighing the relative strength of
each.
2. Use in Future Teacher has no suggestions for Teacher makes general Teacher makes a few specific Drawing on an extensive
Teaching how a lesson may be improved suggestions about how a lesson suggestions of what he may try repertoire of skills, the teacher
ESSENTIAL another time. may be improved. another time. offers specific alternative
actions, complete with probable
successes of different
approaches.
Comments:
Component 4b: Maintaining Accurate Records

ESSENTIAL
EMERGING/PARTIALLY
1. Student Completion Teacher’s system for Teacher’s system for Teacher’s system for Teacher’s system for
of Assignments maintaining information on maintaining information on maintaining information on maintaining information on
ESSENTIAL student completion of
assignments is in disarray.
student completion of
assignments is rudimentary and
assignments is fully effective.
assignments is fully effective.
only partially effective. In addition, students monitor
their own assignment
completion.
2. Student Progress in Teacher has no system for Teacher’s system for Teacher’s system for Teacher’s system for
Learning maintaining information on maintaining information on maintaining information on maintaining information on
ESSENTIAL student progress in learning, or
the system is in disarray.
student progress in learning is
rudimentary and partially
effective.
fully effective and aligns with
effective standards.
3. Noninstructional Teacher’s records for Teacher’s records for Teacher’s system for Teacher’s system for
Records noninstructional activities are in noninstructional activities are maintaining information on maintaining information on
ESSENTIAL disarray, resulting in errors and
confusion.
adequate, but they require
frequent monitoring to avoid
noninstructional activities is
fully effective.
noninstructional activities is
highly effective, and students
error. contribute to its maintenance
when appropriate.
Comments:

Component 4c: Communicating with Families

ESSENTIAL
EMERGING/PARTIALLY
1. Information About Teacher provides little Teacher participates in the Teacher provides frequent Teacher provides frequent
the Instructional information about the school’s activities for parent information to parents, as information to parents, as
Program instructional program to communication but offers little appropriate, about the appropriate, about the
ESSENTIAL families. additional information. instructional program. instructional program. Students
participate in preparing
materials for their families.
2. Information About Teacher provides minimal Teacher adheres to the school’s Teacher communicates with Teacher provides information to
Individual Students information to parents and does required procedures for parents about students’ progress parents frequently on both
ESSENTIAL not respond professionally to
parent concerns about students.
communicating to parents.
Responses to parent concerns
on a regular basis and is
available as needed to respond
positive and negative aspects of
student progress. Response to
are minimal. to parent concerns. parent concerns is handled
professionally and effectively.
Comments:
Component 4d: Contributing to the School and District
EMERGING/PARTIALLY
1. Service to the School Teacher avoids becoming Teacher participates in school Teacher volunteers to Teacher volunteers to
involved in school events. events when specifically asked. participate in school events, participate in school events,
making a positive contribution. making a substantial
contribution, and assumes a
leadership role in at least some
aspect of school life.
2. Participation in Teacher avoids becoming Teacher participates in school Teacher volunteers to Teacher volunteers to
School and District involved in school and district and district projects when participate in school and district participate in school and district
Projects projects. specifically asked. projects, making a positive projects, making a positive
contribution. contribution, and assumes a
leadership role in a school or
district project.
Comments:

Component 4e: Growing and Developing Professionally

ESSENTIAL
EMERGING/PARTIALLY
1. Enhancement of Teacher engages in no Teacher participates in Teacher seeks out opportunities Teacher seeks out opportunities
Content Knowledge professional development professional activities to a for professional development to for professional development
and Pedagogical activities to enhance knowledge limited extent. enhance content knowledge and and systematically applies new
Skill or skill. pedagogical skill. knowledge in their classroom.
ESSENTIAL
2. Service to the Teacher makes no effort to Teacher finds limited ways to Teacher participates actively in Teacher initiates important
Profession share knowledge with others or contribute to the profession. assisting other educators. activities to contribute to the
to assume professional profession, such as mentoring
responsibilities. new teachers, writing articles
for publication, and making
presentations.
Comments:
Component 4f: Showing Professionalism

ESSENTIAL
EMERGING/PARTIALLY
1. Addressing Student Teacher is unaware of the Teacher is inconsistent in Teacher is aware of individual Teacher is highly proactive in
Needs individual needs of students. addressing the individual needs needs of students and identifying and addressing the
of students. effectively addresses those individual needs of students.
needs.
2. Advocacy Teacher contributes to school Teacher is unaware of ways Teacher works within the Teacher makes a particular
ESSENTIAL practices that result in some
students being ill served by the
they contribute to students
being ill served by the school.
context of a particular team or
department to ensure that all
effort to challenge negative
attitudes and helps ensure that
school. students receive a fair all students, particularly those
opportunity to succeed. traditionally underserved, are
honored in the school.
3. Decision Making Teacher makes decisions based Teacher’s decisions are based Teacher maintains an open Teacher takes a leadership role
ESSENTIAL on self-serving interests. on limited though genuinely
professional considerations.
mind and participates in team or
departmental decision-making.
in team or departmental
decision-making and helps
ensure that such decisions are
based on the highest
professional standards.
3. Relationships with Teacher’s relationships with Teacher maintains cordial Support and cooperation Support and cooperation
Colleagues colleagues are negative or self- relationships with colleagues to characterize relationships with characterize relationships with
ESSENTIAL serving. fulfill the duties that the school
or district requires.
colleagues. colleagues. Teacher takes
initiative in assuming leadership
among the faculty.
4. School Climate Teacher makes little or no Teacher makes limited Teacher actively participates in Teacher takes a leadership role
ESSENTIAL contribution to a positive school
climate, and behaviors may
contributions to a positive
school climate.
contributing positively to the
overall school climate.
in building a positive school
climate.
even have a negative impact.
5. Professional Teacher inconsistently meets Teacher meets professional Teacher meets professional Teacher completes own
Responsibilities professional responsibilities responsibilities within expected responsibilities within expected responsibilities and also assists
ESSENTIAL within expected schedules and
deadlines.
schedules and deadlines most of
the time.
schedules and deadlines. others where needed.
Comments:


MID-YEAR FORMATIVE FEEDBACK
PROBATIONARY TEACHER
School Year
Name Social Security #
Position School
Evaluator Date of Evaluation Conference
BACKGROUND AND ASSIGNMENT:
This evaluation is based, in part, on formal observations conducted on the following dates:
Observation Date(s) Conference Date(s)
In addition to observations, relevant sources of documentation of performance may be cited.
OTHER DATA SOURCES:
When a teacher is judged to perform at the “proficient” level on the essential elements of that
domain, no narrative is required for that domain. If a teacher performs at the emerging level on any
of the essential elements of a domain, the evaluator will make recommendations for improvement.
Future supervision efforts will focus on those elements. It is the expectation that at the end of the
probationary period the teacher will be proficient on all essential elements.
• Distinguished performance is that which exceeds the standard. (It is not an

expectation that probationary teachers attain this level of performance unless they
have extensive prior teaching experience.)
• Proficient performance is that which meets the standard.
• Emerging performance shows developing practice.
• Unsatisfactory performance does not meet the standards.

Name
Performance Standards (Narrative of Strengths and Weaknesses)
Key: U…Unsatisfactory E…Emerging P…Proficient D…Distinguished

Indicates an essential element. (First year teachers are only evaluated on essential elements.
Second and third year teachers are evaluated on all elements.)
Domain 1: PLANNING AND PREPARATION U E P D
1a. Demonstrating Knowledge of Content and Pedagogy
Knowledge of Content
Knowledge of Prerequisite Relationships
Knowledge of Content-Related Pedagogy
1b. Demonstrating Knowledge of Students
Knowledge of Characteristics of Age Group
Knowledge of Students’ Varied Approaches to
Learning
Knowledge of Students’ Skills and Knowledge
Knowledge of Students’ Interests and Cultural
Heritage
1c. Selecting Instructional Goals
Value
Clarity
Suitability for Diverse Students
Balance
1d. Designing Coherent Instruction
Lesson and Unit Structure
Learning Activities
Resources for Teaching and Student Learning
Instructional Materials and Resources
Instructional Groups
1e. Assessing Student Learning
Congruence with Instructional Goals
Criteria and Standards
Use for Planning
Comments:

Name

Domain 2: CLASSROOM ENVIRONMENT U E P D
2a. Creating an Environment of Respect and Rapport
Teacher Interaction With Students
Student Interaction
2b. Establishing a Culture for Learning
Importance of the Content
Student Responsibility for Quality Work
Expectations for Learning and Achievement
2c. Managing Classroom Procedures
Management of Instructional Groups
Management of Transitions
Management of Materials and Supplies
Management of Non-instructional Responsibilities
Supervision of Paraprofessionals and volunteers (only if
needed)
2d. Managing Student Behavior
Expectations
Monitoring of Student Behavior
Response to Student Misbehavior
2e. Organizing Physical Space
Safety and Arrangement of Furniture
Accessibility to Learning and Use of Resources
Comments:

Name

Domain 3: INSTRUCTION U E P D
3a. Communicating Clearly and Accurately
Directions and Procedures
Oral and Written Language
3b. Using Questioning and Discussion Techniques
Quality of Questions
Discussion Techniques
Student Participation
3c. Engaging Students in Learning
Content of Instruction
Activities and Assignments
Differentiation
Structure and Pacing
3d. Providing Feedback to Students
Quality: Accurate, Substantive, Constructive and
Specific
Timeliness
3e. Demonstrating Flexibility and Responsiveness
Lesson Adjustment (only if needed)
Response to Students
Persistence
Comments:

Name

Domain 4: PROFESSIONAL RESPONSIBILITIES U E P D
4a. Reflecting on Teaching
Perception of Lesson Effectiveness
Use in Future Teaching
4b. Maintaining Accurate Records
Student Completion of Assignments
Student Progress in Learning
Non-instructional Records
4c. Communicating with Families
Information About the Instructional Program
Information About Individual Students
4d. Contributing to the School and District
Service to the School
Participation in School and District Projects
4e. Growing and Developing Professionally
Enhancement of Content Knowledge and Pedagogical Skill
Service to the Profession
4f. Showing Professionalism
Addressing Student Needs
Advocacy
Decision Making
Relationships with Colleagues
School Climate
Comments:

TEACHER’S COMMENTS: (If you need more space, please write on another sheet of paper and attach.)

(The teacher’s signature does not necessarily indicate agreement with the evaluation, but simply indicates that the
teacher has read the evaluation.)
Supervisor of Evaluator’s Signature Date
and/or
Executive Director’s Signature Date


SUMMATIVE EVALUATION REPORT
PROBATIONARY TEACHER
School Year
Position School
OTHER DATA SOURCES:
When a teacher is judged to perform at the “proficient” level on the essential elements of that domain, no
narrative is required for that domain. If a teacher performs at the emerging level on any of the essential
elements of a domain, the evaluator will make recommendations for improvement. Future supervision
efforts will focus on those elements. It is the expectation that at the end of the probationary period the
teacher will be proficient on all essential elements.
• Distinguished performance is that which exceeds the standard. (It is not an expectation that
probationary teachers attain this level of performance unless they have extensive prior
teaching experience.)
• Proficient performance is that which meets the standard.
• Emerging performance shows developing practice.
• Unsatisfactory performance does not meet the standards.

PERFORMANCE EVALUATION
Name

Domain 1: PLANNING AND PREPARATION U E P D
Knowledge of Students’ Varied Approaches to Learning
Knowledge of Students’ Interests and Cultural Heritage
Value
Clarity
Balance
Learning Activities
Use for Planning
Comments:

Name

Domain 2: CLASSROOM ENVIRONMENT U E P D
Student Interaction
needed)
Expectations
Comments:

Name

Domain 3: INSTRUCTION U E P D
Differentiation
Specific
Timeliness
Persistence
Comments:

Name

Domain 4: PROFESSIONAL RESPONSIBILITIES U E P D
Enhancement of Content Knowledge and Pedagogical
Skill
Advocacy
Decision Making
School Climate
Comments:

AREAS FOR GROWTH AND IMPROVEMENT

These evaluator’s recommendations should be incorporated into the teacher’s goal setting process
the following school year:
PROGRESS ON PROFESSIONAL GOALS:
Satisfactory
Unsatisfactory
Comments:
Teacher Signature Date
Evaluator Signature Date
The teacher’s signature on this form represents neither acceptance nor approval of the report. It
indicates that the teacher has reviewed the report in conference with the evaluator. The teacher may
reply in writing. The teacher’s statement should be in duplicate and attached to this form.
Comments attached: Yes No
Supervisor of Evaluator Signature Date
and/or
Executive Director Signature Date
The Supervisor’s signature on this form verifies that the report has been reviewed and that the
proper process and procedure appear to have been followed.


SUMMATIVE EVALUATION REPORT
PLAN I
TEACHER
School Year
Position School
OTHER DATA SOURCES:
• When a teacher is judged to perform at the “proficient” level on all elements of that domain, no
narrative is required. If a teacher performs at the partially proficient level on any of the elements
of that domain, the evaluator will make recommendations for improvement. Future supervision
efforts will focus on those elements. For teachers who perform at the “unsatisfactory” level on
any element, the administrator will create goals for improvement. Teachers who perform at the
“unsatisfactory” level in any domain may be moved to the Directed Improvement Plan.
• Distinguished performance is that which exceeds the standard.
• Proficient performance is that which consistently meets the standard.
• Partially Proficient performance does not consistently meet the standard
• Unsatisfactory performance does not meet the standard.

PERFORMANCE EVALUATION
Name
Key: U…Unsatisfactory PP…Partially Proficient P…Proficient D…Distinguished
Domain 1: PLANNING AND PREPARATION U PP P D

Knowledge of Students’ Varied Approaches to
Learning
Knowledge of Students’ Interests and Cultural
Heritage
Value
Clarity
Balance
Learning Activities
Use for Planning
Domain 1: PLANNING AND PREPARATION Satisfactory Unsatisfactory
Comments:

Name
Domain 2: CLASSROOM ENVIRONMENT U PP P D

Student Interaction
needed)
Expectations
Domain 2: CLASSROOM ENVIRONMENT Satisfactory Unsatisfactory
Comments:

Name
Domain 3: INSTRUCTION U PP P D
Differentiation
Specific
Timeliness
Persistence
Domain 3: INSTRUCTION Satisfactory Unsatisfactory
Comments:

Name
Domain 4: PROFESSIONAL RESPONSIBILITIES U PP P D

Enhancement of Content Knowledge and Pedagogical
Skill
Advocacy
Decision Making
School Climate
Domain 4: PROFESSIONAL RESPONSIBILITIES Satisfactory Unsatisfactory
Comments:

PROGRESS ON PROFESSIONAL GOALS:

Satisfactory
Unsatisfactory
Comments:
AREAS FOR GROWTH AND/OR IMPROVEMENT

RECOMMENDATIONS TO BE INCORPORATED IN FUTURE GOALS:
OVERALL PERFORMANCE EVALUATION
At this time, the teacher demonstrates satisfactory/proficient performance. If so, check box 2 or 3.
At this time, the teacher meets performance standards and will continue on Plan I.
At this time, the teacher meets performance standards on Plan I and may pursue a differentiated
evaluation format.
At this time, the teacher does not meet performance standards in at least one element and may
repeat Evaluation Plan I or be placed on a Directed Improvement Plan.
At this time, following the Directed Improvement Plan, the teacher has made the required
improvement and will be returned to the evaluation process.
At this time, following Directed Improvement Plan, the teacher has not made the required
improvement and may be placed on remediation.
Teacher Signature Date
Evaluator Signature Date
The teacher’s signature on this form represents neither acceptance nor approval of the report. It indicates
that the teacher has reviewed the report in conference with the evaluator. The teacher may reply in writing.
The teacher’s statement should be in duplicate and attached to this form.
Comments attached: Yes No
Supervisor of Evaluator Signature Date
and/or
Executive Director Signature Date
The Supervisor’s signature on this form verifies that the report has been reviewed and that the proper process
and procedure appear to have been followed.

PLAN FOR GROWTH/IMPROVEMENT

PLAN II
SUMMATIVE TEACHER EVALUATION FORM
TEACHER NAME: SUPERVISOR NAME:
BACKGROUND & ASSIGNMENT:
____ THIS TEACHER IS SATISFACTORY IN ALL PERFORMANCE DOMAINS.
I. PROFESSIONAL PLAN for improving teaching strategies and behaviors to reach student
achievement outcomes. For each written goal, clearly state the action plan and how the
outcome will be evaluated (to be completed by the end of the first quarter of the second year).
II. SELF-EVALUATION related to the professional plan
III. SUPERVISOR'S END OF THE YEAR SUMMARY
IV. PLAN FOR GROWTH/IMPROVEMENT (Non-evaluation years)


PLAN III
SUMMATIVE TEACHER EVALUATION FORM
TEACHER NAME: SUPERVISOR NAME:
BACKGROUND & ASSIGNMENT:
____ THIS TEACHER IS SATISFACTORY IN ALL PERFORMANCE DOMAINS
I. Standard cover sheet required
II. Report format and evaluation process shall be jointly developed by the evaluator(s) and
evaluatee.

RECORD OF PROFESSIONAL GROWTH IN NON-EVALUATION YEARS
Teacher's Name Date
Supervisor Assignment
The following activities will take place during the non-evaluation year
200__ to 200__:
X Informal or formal observation

Date of observation ______________
____ Specific goal-setting
____ Peer coaching
____ Peer appraisal
____ Self appraisal
____ Other:_________________________________________________________
____ Other:_________________________________________________________
____ Other:_________________________________________________________
Information from peer coaching, peer appraisal, and self appraisal may be included at the teacher's
discretion. (Please attach)
Dates of progress conferences:

In attendance:
In attendance:
In attendance:
Administrator/Teacher Summary:
Supervisor's Signature Teacher’s Signature
Revised: May 9, 2005

Adopted: May 9, 2005
Effective: July 1, 2005

4170 Teacher Evaluation Policy and Forms

Uploaded by

Copyright:

Available Formats

4170 Teacher Evaluation Policy and Forms

Uploaded by

Document Information

Original Description:

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

4170 Teacher Evaluation Policy and Forms

Uploaded by

Copyright:

Available Formats

TEACHING PERSONNEL Policy: 4170

COMPLIANCE WITH THE LICENSED PERSONNEL PERFORMANCE EVALUATION ACT

B. Certificated Performance Evaluation Council

A Certificated Performance Evaluation Council will be established pursuant to state law to

Cherry Creek School District No. 5, Englewood, Colorado Page 1 of 57

C. The Purpose of Evaluation

The teacher performance evaluation process shall:

• Serve as a basis for the improvement of instruction;

4. “Remediation Process” - Is the method used to address the teaching performance of a

5. “Directed Improvement Plan” - Is an administrator directed approach, within the

Cherry Creek School District No. 5, Englewood, Colorado Page 2 of 57

6. “Performance Domain” – Is the distinct aspect of teaching or realm of activities identified

1. Plan I - Standard Model for Performance Evaluation

Alternatives for non-probationary teachers

2. Plan II - Goal-Setting Model for Performance Evaluation

3. Plan III – Peer/Other Model for Performance Evaluation

Cherry Creek School District No. 5, Englewood, Colorado Page 3 of 57

PART ONE – CRITERIA FOR EVALUATION AND REMEDIATION FOR CLASSROOM

Any performance area evaluated as unsatisfactory must be documented according to the

Cherry Creek School District No. 5, Englewood, Colorado Page 4 of 57

• Review of assessment tools/measures

1. Performance Domain I: Planning and Preparation

Performance Domain I: Planning and Preparation, includes comprehensive understanding of the

• Demonstrating knowledge of content and pedagogy

2. Performance Domain II: The Classroom Environment

• Creating an environment of respect and rapport

3. Performance Domain III: Instruction

Cherry Creek School District No. 5, Englewood, Colorado Page 5 of 57

• Communicating clearly and accurately

4. Performance Domain IV: Professional Responsibilities

Performance Domain IV: Professional Responsibilities, addresses a teacher’s additional

When teachers are appointed to positions (eg. a dean, a community administrator, a

Cherry Creek School District No. 5, Englewood, Colorado Page 6 of 57

PART TWO – EVALUATION PROCESS

1. Administrator: “Administrator” shall be defined as any individual holding an

3. Formal Observation Process: The “formal observation process” shall be defined as

4. Pre-Observation Conference: The “Pre-Observation Conference” shall be defined

5. Post-Observation Conference: The “Post-Observation Conference” shall be defined

6. Formal Observation: The term “formal observation” shall be defined as an

7. Informal Observation: “Informal Observation” shall be defined as those

8. Formative Evaluation Report: “Formative Evaluation Report” shall be defined as a

Cherry Creek School District No. 5, Englewood, Colorado Page 7 of 57

report given to probationary teachers that is intended to provide feedback to assist

9. Summative Evaluation Report: “Summative Evaluation Report” shall be defined as

10. Off-Cycle Observation: “Off-Cycle Observation” shall be defined as a scheduled or

11. Unsatisfactory Performance: For purposes of this policy, “unsatisfactory

B. Procedure for Evaluation

2. On or before October 15 for traditional calendar teachers, and on or before August

Cherry Creek School District No. 5, Englewood, Colorado Page 8 of 57

3. The teacher shall be responsible for the following:

5. An evaluator will be responsible for the following:

7. Post-observation conferences in the formal observation process must be held within

Cherry Creek School District No. 5, Englewood, Colorado Page 9 of 57

8. Informal observations allow an evaluator to validate or question data gathered at

Cherry Creek School District No. 5, Englewood, Colorado Page 10 of 57

Cherry Creek School District No. 5, Englewood, Colorado Page 11 of 57

C. Procedure for Probationary Teachers

1. All probationary teachers will be evaluated twice a year under Plan 1.

D. Procedure for Non-Probationary Teachers

Teacher's Name________ School_

Teacher's Signature_______________ Date