Teacher Evaluation
Monthly Checklist

Monthly evidence checklist for educator evaluation

Select a Month

Set up email folders


  • Parent/Guardian emails
  • Evaluators/complementary evaluators
  • Data team members
  • Grade-level, co-teacher, or team teachers

Gather other data about student performance and needs


  • Review current students' previous year's test results
  • Give students pre-assessments
  • Look at early samples of student work
  • Review students' cumulative files
  • If appropriate, speak with other teachers and support staff
  • If appropriate, give students interest inventory

Begin parent /guardian home communication log (especially useful for the 10% parent feedback indicator and 5% student feedback, if school is using surveys or focus groups).



Take a look at last year's summative evaluation and where it might place you on the continuum for this year, if your district is using previous evaluation as baseline data.

Orientation on process: Check your district's evaluation plan for completion date.

Must be completed by 11/15

Did your orientation include:


  • General discussion of evaluation process, teachers' roles, observations and review of practice?
  • School or district priorities to be reflected in teacher practice focus areas and SLOs?
  • How are parent feedback (10%) to be collected (Surveys? School-wide Parent engagement goals?)
  • How student outcomes related indicators (5%) will be captured (Student feedback? Whole-school learning indicators? Combination of both?)?
  • What your district's dispute resolution plan is?

Teacher reflection and goal setting: check your district's evaluation plan for completion date

Must be completed by 11/15

  • Examine all student data
  • Review prior year's evaluation and survey results (if applicable)
  • Review district's observation rubric to help set performance and practice focus area(s), parent feedback goal (if required)
  • Discuss collaboration with grade-level or subject matter teams
  • Write draft of practice goals, SLOs, IAGDs

Goal-setting conference: check district plan for target date

Must be completed by 11/15

  • Teacher and evaluator meet to discuss teacher's proposed focus area; goals and objectives; MUTUAL AGREEMENT is ESSENTIAL to procedure
  • Evaluator may request revisions to proposed focus area(s), goals and objectives if they do not meet approval criteria
  • Review with evaluator whether you will have formal, in-class observations and other reviews of practice (such as data team meetings, observations of coaching/mentoring sessions or reviews of lesson plans/other teaching artifacts)
  • Review control factors and discuss with evaluator any factors you feel may impact student performance and your evaluation

Orientation on process: Check your district's evaluation plan for completion date.

Must be completed by 11/15 - See October for criteria


Develop professional development growth plan to support practice goals and instruction to impact student learning


  • Identify clear learning objectives for yourself
  • Evaluator may request revisions to proposed focus area(s), goals and objectives if they do not meet approval criteria
  • Review and identify learning activities offered by district, professional organizations, online resources, etc.
  • Determine indicators of progress/reaching objectives


Teacher reflection and goal setting conference: check your district's evaluation plan for completion date

Must be completed by 11/15 (see October)



Collect evidence to support focus area(s), goals, and objectives and upload to data management system, such as:


  • PD activities in which you have participated
  • Student work
  • Notes re: your observations of student progress or challenges


Have you had any in-class observations? Make note of the following:


If INFORMAL:

  • How long was administrator there?
  • How many evaluators were there at once?
  • Did you get verbal or written feedback?
  • How long after the observation did you receive feedback?
If FORMAL: Same questions from formal, plus:

  • Was there a pre-conference?
  • If you had a face-to-face post-conference, how long did it last?


Check phone communication log: is it up to date?



Make sure you're saving and sorting email communications!

Revisit SLOs — talk to evaluator if adjustments are needed. Make sure your IAGDs are appropriate



Review Control factors and let your evaluator know of any excessive student absences, changes in student population (esp. as they relate to your SLOs), etc.



Collect evidence to support focus area(s), goals, and objectives and upload to data management system, such as:


  • PD activities in which you have participated
  • Student work
  • Notes re: your observations of student progress or challenges


Make sure you're getting adequate professional development in any identified goal or areas for areas targeted for growth. Advocate for your needs.

Mid-year check in; timeframe is January-February. (check district plan for specified timeframe)


  • Review goals, SLOs and performance
  • Review evidence (yours and evaluator's)
  • Review Control factors
  • Revise SLOs if necessary
  • Discuss end-of-year self-assessment


Collect evidence to support focus area(s), goals, and objectives and upload to data management systems, such as:


  • PD activities in which you have participated
  • Student work
  • Notes re: your observations of student progress or challenges

Mid-year check in; timeframe is January-February. (see district evaluation plan for specific timeframe; look to January for criteria).


Check phone communication log: is it up to date?



Make sure you're saving and sorting email communications!



Revisit SLOs — talk to evaluator if adjustments are needed. Make sure your IAGDs are appropriate.



Collect evidence to support focus area(s), goals, and objectives and upload to data management system, such as:


  • PD activities in which you have participated
  • Student work
  • Notes re: your observations of student progress or challenges


Have you had any in-class observations? Make note of the following:


If INFORMAL:

  • How long was administrator there?
  • How many evaluators were there at once?
  • Did you get verbal or written feedback?
  • How long after the observation did you receive feedback?

If FORMAL: Same questions from formal, plus:

  • Was there a pre-conference?
  • If you had a face-to-face post-conference, how long did it last?

Review Control factors — have you had a lot of students move in or out, especially right before CMTs or CAPT or the practice Smarter Balance Assessments? Let your evaluator know!


Collect evidence to support focus area(s), goals, and objectives and upload to data management system, such as:


  • PD activities in which you have participated
  • Student work
  • Notes re: your observations of student progress or challenges/li>


Have you had any in-class observations? Make note of the following:


If INFORMAL:

  • How long was administrator there?
  • How many evaluators were there at once?
  • Did you get verbal or written feedback?
  • How long after the observation did you receive feedback?

If FORMAL: Same questions from formal, plus:

  • Was there a pre-conference?
  • If you had a face-to-face post-conference, how long did it last?

Check phone communications log: is it up to date?



Make sure you're saving and sorting email communications!



Have you had any in-class observations? Make note of the following:


If INFORMAL:

  • How long was administrator there?
  • How many evaluators were there at once?
  • Did you get verbal or written feedback?
  • How long after the observation did you receive feedback?

If FORMAL:

  • Was there a pre-conference?
  • If you had a face-to-face post-conference, how long did it last?


Begin working on end-of-year self-assessment

Review your professional development in identified goal areas or areas targeted for growth. Determine your progress in reaching your objectives.



Review Control factors and let your evaluator know of any excessive student absences, changes in student absences, changes in student populations (esp. as they relate to your SLOs), etc.



Collect evidence to support focus area(s), goals, and objectives and upload to data management system, such as:


  • PD activities in which you have participated
  • Student work
  • Notes re: your observations of student progress or challenges


Administer students' post-assessment (if pre-assessment was given in September).



Put the finishing touches on your end-of-year self-assessment.

End-of-year conference and review; check your plan for specific date, but must be completed by June 30th.


You and your evaluator should discuss:


Student Outcomes:

  • What evidence of student growth over time will you bring to discuss?
  • How did control factors impact student progress (if at all)?
  • Overall, were your IAGDs appropriate and attainable?
REMINDER:

If student test data is not available, the student outcome rating will be based on other non-standardized indicators.



Teacher Performance Outcomes:


  • What feedback from observations and reviews of practice will you bring to discuss?
  • What other evidence will you bring that supports your performance in domains not directly observable in the classroom?
  • How does your evidence support your self-assessment?


Teacher Performance Outcomes:


  • Parent engagement?
  • Planning of lessons?
  • Professional responsibility?
REMINDER:

If student test data is not available, the student outcome rating will be based on other non-standardized indicators.

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