TEACHER
EVALUATION AND
GROWTH SYSTEM
Reference Handbook
Prepared By:
Teacher Evaluation Committee
Kyrene Elementary School District
8700 South Kyrene Road
Tempe, Arizona 85284
Revised 11-01-10
TABLE OF CONTENTS
Section Section Title Page
I. Statement of Purpose and Background ..................................... 1
II. Belief Statements ........................................................................ 1
III. State Statute and Policy Statement ............................................. 2
IV. Quality Standards ....................................................................... 2
V. Definition of Inadequacy of Classroom Performance................ 3
VI. Ratings of Quality Standards...................................................... 3
VII. Confidentiality ............................................................................ 4
VIII. Evaluation of Performance ......................................................... 4
IX. Performance Improvement Plan ................................................. 7
Appendices
A. T - 3 Teacher Observation/Evaluation Form
B. T+3 Teacher Observation/Evaluation Form (Comprehensive)
C. T+3 Teacher Observation/Evaluation Form (Standard)
D. Professional Growth Plan
E. Professional Growth Plan Description
F. Performance Improvement Plan
G. Guidelines for Relating Additional Components to Quality Standards
I. STATEMENT OF PURPOSE AND BACKGROUND
A. Purpose
1. The Kyrene School District Teacher Evaluation and Growth System, hereinafter
TEGS, is designed to contribute to the District's pursuit of excellence in
education. The primary purpose of evaluation and supervision of certificated
personnel is to promote ongoing professional growth and performance which
improves student learning.
2. The evaluation system also assures the Governing Board and the community that
quality education is a responsibility shared by all staff. It provides for termination
of teachers for inadequate job performance as provided by Arizona State Statute.
The evaluation system also provides for specific and reasonable plans for
improvement of teacher performance, if the performance of the teacher requires
improvement.
B. Background
1. The TEGS applies to all certificated staff, except administrators. All teachers,
media center specialists, speech/language specialists, and counselors will use this
evaluation system. The word teacher will be used and includes those listed above.
2. Evaluations must be completed by qualified evaluators. For the purpose of the
TEGS, the person designated to serve in the role of evaluator is the principal,
director, or a qualified evaluator designated by the principal or director and will
be referred to as the primary evaluator.
3. Evaluations may occur at any time and as many times as the primary evaluator
deems necessary to fulfill the purpose as stated above. The number of required
evaluations and the timelines associated with them are to be considered as
minimum requirements and do not preclude the evaluator from performing more
frequent evaluations, or at earlier times than provided for in the deadlines.
II. BELIEF STATEMENTS
We believe the Teacher Evaluation and Growth System should:
Be a collaborative endeavor between the evaluators and the person being evaluated.
Facilitate open communication in an atmosphere of mutual trust and respect.
Help teachers develop skills as autonomous learners and foster self-reflection and
self-assessment.
Provide opportunities for teachers to improve the system.
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III. STATE STATUTE AND POLICY STATEMENT
Use of the TEGS is limited to evaluating competency in job performance. It should not
be used in such areas as insubordination, unprofessional conduct, or failure to act in
accordance with other stated Governing Board Policy. In these cases, disciplinary action
according to State Statute and Board Policy will be used. It is the intent that TEGS be
aligned with State Statute, and to the extent that it is not, State Statute shall prevail
In this document, “T-3” refers to a teacher who has not been employed by the school
district for more than the major portion of three consecutive years; “T+3” refers to a
teacher who has been employed by the school district for more than the major portion of
three consecutive school years (see ARS 15-501; 15-536).
IV. QUALITY STANDARDS
Teachers will be evaluated and rated on each of the following seven quality standards.
The specific skill indicators for each quality standard are listed in Appendix A.
Standard 1: The teacher designs instruction that develops students’ abilities to meet
Kyrene and Arizona academic standards, including school and district assessment goals.
Standard 2: The teacher creates and maintains a learning climate that supports the
development of students’ abilities to meet Kyrene and Arizona academic standards,
including school and district assessment goals.
Standard 3: The teacher implements and manages instruction that develops students’
abilities to meet Kyrene and Arizona academic standards, including school and district
assessment goals.
Standard 4: The teacher assesses learning and communicates results to students, parents
and other professionals with respect to students’ abilities to meet Kyrene and Arizona
academic standards, including school and district assessment goals.
Standard 5: The teacher collaborates with colleagues, parents, the community and other
agencies to design, implement, and support learning programs that develop students’
abilities to meet Kyrene and Arizona academic standards, including district and school
assessment goals, and transition from school to work.
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Standard 6: The teacher reviews and evaluates his or her overall performance and
implements a professional growth plan.
Standard 7: The teacher has a general academic knowledge as demonstrated by the
attainment of a bachelor’s degree. The teacher also has specific academic knowledge in
his or her subject area(s) sufficient to develop student knowledge and performance to
meet Arizona’s academic standards.
V. DEFINITION OF INADEQUACY OF CLASSROOM PERFORMANCE
A teacher’s classroom performance is inadequate if he/she receives a rating of
Unsatisfactory (U) in one or more of the seven Quality Standards.
VI. RATINGS OF QUALITY STANDARDS/INDICATORS
A. Satisfactory Performance (S) - Performance meets or exceeds standards for all
indicators for any Quality Standard. No Performance Improvement Plan is required.
Target for Growth (T) – An indicator related to a standard may be targeted as an
area for growth in one or more areas. The teacher will focus on these indicators as
areas for learning and skill implementation. No Performance Improvement Plan is
required. Targets for growth may be addressed in the Professional Growth Plan
(PGP).
B. Performance Needs Improvement (NI) – Performance is below standards for one or
more indicators for any Quality Standard. The supervisor sees evidence of progress, but
the teacher needs to continue to work toward proficiency. The supervisor and the teacher
collaboratively develop a Performance Improvement Plan within 15 instructional days
of the rating.
C. Unsatisfactory Performance (U) – Performance is below standards and
unsatisfactory for one or more indicators for any Quality Standard. The teacher must
improve performance. The supervisor will prepare a Performance Improvement Plan
within 15 instructional days of the rating. The District will issue a Preliminary Notice
of Inadequacy of Classroom Performance.
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VII. CONFIDENTIALITY
Certified teacher evaluations, including component parts, are confidential, do not
constitute a public record and shall not be released or shown to any person except: the
certified teacher who may make any use of it, authorized District officials for all
personnel matters, or in any District hearing or court action in which the competency of
the teacher is at issue. (A.R.S. 15-537).
VIII. EVALUATION OF PERFORMANCE
A. T-3 teachers will be evaluated at least two times each year. Each of the two
evaluations will include:
A minimum of one 20-minute observation by the primary evaluator.
A minimum of one observation conference. The primary evaluator will use the
T-3 Teacher Observation/Evaluation Form (Appendix A) to record the
conference.
Any other information that assists the primary evaluator in rating each Quality
Standard, which may include information from the Additional Components
described below.
An evaluation conference. The primary evaluator will use the T-3 Teacher
Observation/Evaluation Form to record the conference and will rate all seven
Quality Standards.
For T-3 teachers, the timeline is:
One evaluation (described above) completed and submitted to Human
Resources prior to January 15.
A second evaluation (described above) completed and submitted to Human
Resources prior to April 15.
B. T+3 teachers will be evaluated at least one time each year. The type of
evaluation will be on a rotating basis determined by the years of service in the
Kyrene School District. The schedule is as follows: a standard evaluation for two
years after achieving T+3 status, followed by a comprehensive evaluation in year
six, and every third year thereafter (see chart below). The standard evaluation will
include:
A minimum of one 20-minute observation by the primary evaluator.
A minimum of one observation conference. The primary evaluator will use the
T+3 Standard Teacher Evaluation Form or the T+3 Comprehensive Teacher
Evaluation Form to record the conference.
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Any other information that assists the primary evaluator in rating each Quality
Standard, including information from the Additional Components described
below.
For T+3 teachers, the timeline is:
A minimum of one observation/conference/evaluation completed and
submitted to Human Resource Services prior to April 15.
1st T+3 Three-Year Cycle 2nd T+3 Three-Year Cycle
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Year 7 Year 8 Year 9
T-3 CE CE CE
teacher
T+3 CE SE SE CE SE SE
teacher
CE = comprehensive evaluation(s) are to be used with all T-3 teachers and every 1st year for
T+3 teachers in a 3-year cycle
SE = standard evaluation(s) are to be used with T+3 teachers every second and third year in a 3-
year cycle for T+3 teachers
C. Additional Components for T-3 Teachers and T+3 Comprehensive
Evaluations. In addition to classroom observations, teachers will use the
following components to demonstrate and document their growth and progress in
the Quality Standards. This information will be shared with the primary evaluator
at some point during the year. It may be shared as part of an observation or
evaluation conference or at any other time as determined by the primary evaluator.
For Guidelines on relating additional components to the Quality Standards, see
Appendix D.
T+3 Standard Evaluation:
1. Plan for Professional Growth: Professional growth is the ultimate goal of the
evaluation system and teachers are expected to access resources at the school,
District and professional organizations, etc. for professional growth
opportunities. Each teacher is expected to present a plan for his/her
professional growth that is aligned with the Quality Standards and supports
goals for student achievement. The plan will include a personal mission
statement, goals, learning opportunities, and colleague sharing. See Appendix
B for required Professional Growth Plan form.
2. Analysis of Student Progress: Teachers will share a summary/analysis of data
used by the teacher that reflects the progress of students. Unless the primary
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evaluator makes a specific request, the teacher selects those items to bring that
reflect progress of students. The analysis and reflection should be based on
appropriate data and the use of appropriate assessment tools. The analysis and
reflection should demonstrate the teacher’s competence in the Quality
Standards.
T-3 and Comprehensive Evaluations:
1. Self-Assessment of the Quality Standards: Teachers will reflect upon and
assess their growth and progress in the Quality Standards on an on-going basis.
This self-reflection is based on data gathered from feedback sources (e.g.,
observation feedback, surveys of parents or students) See Appendix C for a
sample Outline for Self Assessment.
2. Analysis of Student Progress: Teachers will share a summary/analysis of data
used by the teacher that reflects the progress of students. Unless the primary
evaluator makes a specific request, the teacher selects those items to bring that
reflect progress of students. The analysis and reflection should be based on
appropriate data and the use of appropriate assessment tools. The analysis and
reflection should demonstrate the teacher’s competence in the Quality
Standards.
3. Plan for Professional Growth: Professional growth is the ultimate goal of the
evaluation system and teachers are expected to access resources at the school,
District and professional organizations, etc. for professional growth
opportunities. Each teacher is expected to present a plan for his/her
professional growth that is aligned with the Quality Standards. The plan will
include a mission statement, goals, learning opportunities, and colleague
sharing. See Appendix B for required Professional Growth Plan form.
4. Artifact Collection: The artifact collection is a compilation of artifacts and
evidence that demonstrates the teacher’s competence in the Quality Standards.
The teacher will use the collection to facilitate professional dialogue with the
evaluator centered on the Quality Standards and professional growth
opportunities.
D. Evaluation Scheduling and Paperwork Guidelines
1. Classroom observations, observation conferences and evaluation conferences
may not be conducted within two instructional days of any school break of one
week or more (fall break, winter break, spring break, summer break).
2. Evaluators and teachers will meet the following evaluation scheduling and
paperwork guidelines:
Observation conferences conducted within 3 instructional days of
observation.
Observation Form completed within 5 instructional days of conference.
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Signatures of teacher and evaluator only when Observation Form is
complete.
Evaluation Form completed within 5 instructional days of evaluation.
Signatures of teacher and evaluator only when Evaluation Form is
complete.
3. All originals of the Evaluation, any relevant documentation and any teacher
response shall be forwarded to Human Resources and becomes part of the
official personnel record of the teacher.
IX. PERFORMANCE IMPROVEMENT PLAN
A. Performance Improvement Plans for teachers with a rating of Needs
Improvement (NI) in any of the seven Quality Standards.
1. The teacher and the evaluator cooperatively develop a Performance Improvement
Plan (PIP). The teacher has the responsibility for implementing the plan and
accessing resources to overcome any inadequacies. The PIP will:
Identify each indicator of the Quality Standard(s) in which the teacher is found
to be inadequate.
Outline the plan to correct deficiencies.
Specify the timelines by which improvement is expected.
Specify any required resources or activities. (PIP template in Appendix B)
2. The plan and the review of progress are monitored by the primary evaluator and
the teacher.
3. The evaluator continues observations and conferences until such time as the
evaluator believes another evaluation is warranted. This evaluation could result in
any of the following:
Ratings of Satisfactory in all Quality Standards and discontinuance of PIP.
Continuation under the PIP, with or without revisions.
A rating of Unsatisfactory (U), which would require a Preliminary Notice of
Inadequacy of Classroom Performance.
B. Performance Improvement Plan for teachers with a rating of Unsatisfactory (U)
in any of the seven Quality Standards
1. A teacher receiving one or more ratings of Unsatisfactory (U) will be issued a
Preliminary Notice of Inadequacy of Classroom Performance in accordance with
ARS 15-538. The Notice will include any documentation supporting the
evaluator's decision that the teacher's performance is inadequate and shall also
incorporate the Performance Improvement Plan. The Governing Board shall be
notified within 5 instructional days of the delivery of the Notice.
2. The teacher has the responsibility for implementing the plan and accessing
resources to overcome any inadequacies.
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3. The PIP will be developed by the evaluator and will:
Identify each indicator of the Quality Standards in which the teacher is found
to be inadequate.
Outline the plan to correct deficiencies.
Specify the timelines by which improvement is expected.
Specify any required resources or activities. (PIP Template in Appendix B)
4. The teacher will remain under the PIP for the minimum number of days required
by statute (90 calendar days for T-3 and 60 instructional days for T+3.) The
primary evaluator will continue to evaluate the teacher's classroom performance
and serve in the role of the teacher's coach.
5. At the end of the statutory time the evaluator shall perform another Evaluation
which will result in one of the following:
Ratings of Satisfactory in all seven Quality Standards and discontinuance of
the PIP.
No Unsatisfactory ratings, but may include one or more ratings of Needs
Improvement, indicating that the teacher had shown some improvement, but
still needs to be on a PIP. The PIP would then be modified to reflect the areas
still in need of improvement.
An Evaluation which still contains one or more Unsatisfactory ratings, one or
more of which were marked Unsatisfactory originally, indicating that the
teacher has been unable to overcome the inadequacies. In this case, the teacher
would be issued an Intent to Non-Renew or an Intent to Dismiss, as provided
ARS 15-536.
6. No appeal is available at this time, other than the due process provided by statute.
C. Appeal of teacher evaluation
1. A teacher may appeal an evaluation under these two conditions.
If a teacher receives an evaluation with one or more Quality Standards marked
“Unsatisfactory” and the rating may be used as criteria for establishing
compensation.
If a teacher receives an evaluation with one or more quality standards marked
“Needs Improvement” or “Unsatisfactory” and if the teacher’s participation in
Career Ladder may be denied due to the rating.
2. The teacher must request an appeal within five (5) days of receiving the formal
evaluation.
Any appeal must be requested at the time of the initial evaluation and will not
be available at the time of any issuance of a Notice of Non-Renewal or Notice
of Intent to Dismiss.
Any PIP will continue in effect during the pendancy of the appeal.
An independent evaluator will be appointed to review the evaluation, review
relevant documentation and conduct additional observations, if applicable.
Human Resource Services will facilitate this process.
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The independent evaluator must be a Qualified Evaluator and must be agreed
to by the teacher and the primary evaluator. If there is no initial agreement,
Human Resources will provide a list of five (5) qualified evaluators from
which to choose.
If the independent evaluator agrees with the primary evaluator, the evaluation
stands and the decision is final.
If the independent evaluator does not agree with the primary evaluator, the
matter will be referred to the Assistant Superintendent of Instructional
Leadership, or designee, who shall review all relevant documentation and shall
render a decision. That decision shall be final.
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APPENDICES
Appendices
A. T-3 Teacher Observation/Evaluation Form
B. T+3 Teacher Observation/Evaluation Form (Comprehensive)
C. T+3 Teacher Observation/Evaluation Form (Standard)
D. Professional Growth Plan
E. Professional Growth Plan Description
F. Performance Improvement Plan
G. Guidelines for Relating Additional Components to Quality Standards
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Appendix A: T-3 Teacher Observation/Evaluation Form
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Appendix B: T+3 Teacher Observation/Evaluation Form (Comprehensive)
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Appendix C: T+3 Teacher Observation/Evaluation Form (Standard)
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Appendix D: Professional Growth Plan
Professional Growth Plan
Name Date
School/Department
Vision
Kyrene’s vision is to prepare all students to meet future educational and life
challenges in order to make positive contributions to society.
Mission
To realize our vision, Kyrene seeks to inspire and engage our diverse community
of students, staff, families and citizens to ensure continuous academic
achievement and personal growth for every student.
School Achievement Goal
Personal Professional Development
Learning Opportunities and Colleague Sharing
Reflection and Analysis of Articulated Goals
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Appendix E: Professional Growth Plan Description
Professional Growth Plan Description
Name: Core teacher, Special Education teachers, Special area teachers,
Exploratory teachers, Student Advisors, Teacher Specialists
School/Dept: _______________ Date: ______________
School Achievement Goal (s)
Responses here would include:
A restatement of the school academic improvement goal in reading,
writing, and/or mathematics
A classroom improvement goal in reading, writing, and/or
mathematics
Classroom process and procedures for monitoring the status of the
goal (see sources to consider)
The research-based instructional practices and data collection
strategies implemented routinely in the classroom (see sources to
consider)
This is a purposeful articulation of annual academic goals and how the goals
are supported through daily instruction.
Personal and Professional Development:
Responses here would include:
An articulation of teacher learning that aligns with current district
initiatives e.g. (adopted /endorsed resources, CGI, new adoption, best
practices, leadership)
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A timeline for the teacher to set and accomplish the personal goals
The teacher may also clarify the degree of implementation that will be
achieved for each academic year
This is a purposeful articulation of annual personal and professional goals
that are aligned with district initiatives to increase student achievement.
Learning Opportunities and Colleague Sharing:
Responses here would include:
Teacher will articulate the learning opportunities that will support the
achievement of the professional development goals
The teacher will identify colleague sharing necessary to support the
achievement of the professional development goals
This is a purposeful articulation of identified learning opportunities and
colleague sharing to support Kyrene children in achieving the identified
academic goals.
Reflection and Analysis of Articulated Goals:
Teacher should provide a reflection and/or analysis that responds to the
articulated goal.
The reflection should include information that focuses on student
achievement from the classroom level.
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Appendix F: Performance Improvement Plan
Performance Improvement Plan Template
(Complete separate form for each Quality Standard marked NI or U)
To: From:
(Teacher) (Supervisor)
Date:
Re: Performance Improvement Plan
This outlines your Performance Improvement Plan (PIP) to assist you in addressing the Standards
Identified in you evaluation of marked:
(date)
Needs Improvement Unsatisfactory
The PIP includes:
The Quality Standard(s) marked “needs improvement” or “unsatisfactory” identified by specific
indicators
The plan to correct deficiencies
Required resources or activities
Dates for subsequent observations, conferences, and/or meetings to monitor your progress on the
PIP
It is your responsibility to access resources and carry out these and/or other strategies to improve your
performance in the identified Quality Standard.
Quality Standard No. :
(Title)
Text of Standard:
Improvement Objectives / Indicators Needing Improvement:
Plan for Satisfactory Performance:
Dates to monitor your progress on this plan:
Signature of Employee Employee ID # Date
Signature of Evaluator
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Appendix G: Guidelines for Relating Additional Components to
Quality Standards
All T-3 comprehensively evaluated teachers will at some time during the year share the following
components with their evaluator as part of their evaluation in the Kyrene School District. Please
familiarize yourself with the entire TEGS document so that your evaluation will occur within the
timelines.
1. Self Assessment: It is the expectation that all teachers will complete a self assessment in the six
Quality Standards. As part of this assessment you may want to do the following things:
Familiarize yourself with all Quality Standards
Begin your reflective process the day school starts.
Keep a file for important information related to your reflections (learnings, successes, etc.)
Determine how you will gather and record outside feedback related to the Quality Standards. (See
your principal or KEA representative for samples of feedback tools)
See sample Outline for Self Assessment included in this Appendix
2. Analysis of Student Progress: It is the expectation that all teachers share an appropriate
summary/analysis of data used by the teacher to reflect progress of students. As you prepare for
this, you may want to do the following things:
Familiarize yourself with Quality Standard Four
Determine how assessment will be done in all areas that you teach and begin documentation
Determine with your supervisor what area will be the focus for the current year.
3. Plan for Professional Growth: It is the expectation that all teachers will participate in a Plan for
Professional Growth aligned with the Quality Standards. As you prepare to write your plan, you
may want to do the following things:
Familiarize yourself with Quality Standard Six
Familiarize yourself with all Standards
Determine in which Standard you would like to demonstrate professional growth
Determine with supervisor the date for submitting your plan.
Use the Professional Growth Plan Form in Appendix B
4. Artifact Collection: It is the expectation that all teachers will compile an Artifact Collection to
document competence in the Quality Standards and progress towards professional growth. As you
plan for your Artifact Collection you may want to do the following things.
Familiarize yourself with all Standards.
Keep a file of all potential artifacts.
Make sure artifacts are connected to the Standards
Reflect on their importance.
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