Welcome to the RSU No. 67 Curriculum, Instruction, and Assessment Page

Teacher Evaluation

TEACHER EVALUATION PROCESS

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Rationale for the Teacher-Evaluation Process

According to the Guiding Principles of Maine's LEARNING RESULTS (July 1997), each graduate of Maine schools should be

1. A clear and effective communicator;
2. A self-directed, self-assessing, life-long learner;
3. A creative and practical problem solver;
4. A responsible and involved citizen;
5. A collaborative and quality worker; and
6. An informed and integrative thinker.

 

Ideally, teachers responsible for helping students achieve such outcomes should engage in behaviors that model them. The R.S.U. No. 67 Teacher-Evaluation Process acknowledges this ideal by holding teachers personally responsible for

• Assessing their abilities in terms of known standards (Guiding Principles #2 and #4);

• Clearly and effectively communicating their classroom and professional-improvement goals (Guiding Principle #1);

• Developing action plans to address those goals (Guiding Principle #3); and

• Consulting and collaborating with appropriate human and material resources to inform the process of meeting those goals (Guiding Principles #5 and #6).

R.S.U. No. 67 administrators are responsible for

• Initiating and monitoring the Teacher-Evaluation Process by arranging pre- and post-conferences, collecting teacher goals and progress reports, observing teachers interacting with their students and peers during the work day, and completing summary assessments for teachers assigned to him/her;

• Involving teachers in the establishment of reasonable and appropriate teaching standards and/or acquainting teachers with such standards; and

• Providing human and material resources that enable teachers to achieve their goals. The latter responsibility includes, but is not limited to, the approval* of requests for materials, course work, and participation in workshops and conferences that clearly relate to such achievement.

*Approval will be based, in part, on the available budgetary funds and the needs of students at the time of a request.

 

 

REGIONAL SCHOOL UNIT NO. 67
Chester, Lincoln, and Mattawamkeag

R.S.U. No. 67 Teacher-Evaluation Process

All teachers new to the district must have a minimum of one formal administrative evaluation per year for the first two years of employment. All other teachers will be involved in an evaluation cycle as follows:

 

Beginning 2000-01 and repeated every third year thereafter

Grades PK-1 teachers Science teachers, 7-12 Mathematics teachers, 7-12 Health and P.E. teachers

Beginning 2001-02 and repeated every third year thereafter

Grades 2-3 teachers English teachers, 7-12 Social-studies teachers, 7-12 Music and art teachers

Beginning 2002-03 and repeated every third year thereafter

Grades 4-6 teachers All other content-area teachers

 

Three-year Teacher-Evaluation Process

Pre-conference (Teacher and Administrator): Complete no later than October 1st

(New teachers: Required for first two years of employment)

(Continuing-contract teachers: Required Year 1 of the cycle; optional Years 2 and 3.)

To prepare for your pre-conference, ask yourself these questions: (1) As a teacher, where are you? (2) Where do you need to be? (3) What do you need to help you arrive there? (These questions should be answered in terms of how well you currently uphold the district's mission, vision, goals, and philosophical beliefs about effective teaching and learning, as well as by how well you adhere to R.S.U. No. 67 Effective-Teaching and Employment Standards).

 

Annual Goal-Setting Form: All teachers submit this form no later than November 1st .

Use the Annual Goal-Setting Form to list goals for the academic year. (Goals should be connected to R.S.U. No. 67 effective-teaching and employment standards). Your administrator may want to establish one or more goals for you if he/she believes there is some specific area that you need to work on professionally.

Annual Teacher-Action-Plan-for-Meeting-Goals Form: All teachers submit this form no later than November 1st .

Use the Annual Teacher-Action-Plan-for-Meeting-Goals Form to specify how you plan to meet each goal listed on your Annual Goal-Setting Form. Complete one form for each goal listed. The Annual Goal-Setting Form and the Annual Teacher-Action-Plan-for-Meeting-Goals Form should be submitted to your building administrator as one package.

Data Collection: All teachers maintain portfolio documentation annually and submit the completed portfolio no later than April 15th of the third year of the cycle.

You will be expected to maintain a portfolio of evidence that you have met or have attempted to meet each of your goals. Portfolios must include copies of the Annual Goal-setting Forms, Annual Teacher-Action-Plan-for-Meeting-Goals Form, and Annual Progress-Report Forms and may include such things as certificates of attendance, C.E.U.'s, or credits earned as a result of participating in professional-development workshops/conferences, university courses; peer and/or administrative observations, if requested; etc. Portfolios could also include evidence of classroom applications of new learning in areas studied (e.g., development of learning activities aligned with new curricula, development of rubrics or other tools to assess student achievement, collection of data to certify student growth over time, etc.).

 

Annual Progress Report Form:  All teachers submit this form no later than April 15th.

Use the Annual Progress Report Form to answer these questions: (1) Which goals did you achieve? (2) Which goals continue to need your attention?

Summary Assessment:  Completed by administrator no later than May 15th

(New teachers: Completed at the end of each of the first two years of employment in the district)

(Continuing-contract teachers:  Completed at the end of the third year of the cycle)

At the end of each of the first two years of employment in the district and at the end of every third year thereafter, your administrator will include a summary assessment of your progress. He/she may attach evidence of his/her assessment to the report. Evidence may consist of observational checklists, performance rubrics, journal records, etc. By signing the progress report, you are indicating that you have been given the opportunity to read and discuss the administrator’s assessment, not necessarily that you agree with the administrator’s comments. You have the right to attach a written rebuttal to the summary assessment and to grieve against the inclusion of any material which is procedurally or substantively incorrect. You do not have the right to grieve any subjective evaluations (see the most current Negotiations Agreement between Regional School Unit No. 67 Board of Directors and Regional School Unit No. 67 Education Association).

Post-conference:  As desired by teacher, administrator, or both

To prepare for your post-conference, ask yourself these questions: (1) Where are you now? (2) What have you learned? (3) What is the evidence that you learned it? (4) What are your next goals?

NOTE: Goals and action plans may be amended after November 1st if both the teacher and the administrator agree to proposed changes. A new Annual Goal-setting Form and Annual Teacher-Action-Plan-for-Meeting-Goals Form must be submitted and attached to the originals within two weeks of the agreement.
Other evaluations may be conducted at the discretion of the administration with or without the aforementioned steps.