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Teacher Evaluation Requirements in Law

Evaluation Tool

  • Select one or more evaluation tools from the state-approved list or locally developed tools.
  • Adopt and implement a rigorous, transparent, and fair performance evaluation system.
  • Evaluate teachers annually.
    • Exception: Teachers rated effective or highly effective on their three most recent consecutive evaluations may be evaluated biennially or triennially.
      • However, if the teacher is not rated as effective on one of these biennial or triennial evaluations the teacher must be evaluated annually.


  • Provide all evaluators and observers of teachers training in the teacher evaluation tool by an individual who has expertise in the evaluation tool or tools.
  • Provide all teachers training on the evaluation tool or tools used in the performance evaluation system. 
  • Provide all evaluators of teachers Rater Reliability Training by September 1, 2024, and every 3 years thereafter that includes:
    • Clear and consistent set of evaluation criteria that all evaluators can use when assessing teacher performance.
    • Clear expectations for what evaluators should look for when assessing teacher performance, including identifying key behaviors and practices that are associated with effective teaching.
    • Training on the evaluation process itself, including how to conduct classroom observations, collect data, and analyze results.
    • Calibration exercises that help evaluators practice using the evaluation criteria and establish consistency in the evaluator's evaluations.
    • Ongoing support for evaluators, including feedback and coaching to help the evaluators improve their skills and ensure they are consistently applying the evaluation criteria.

End of Year Evaluations

  • Provide each teacher who receives an end of year evaluation with a final summative rating of Needing Support, Developing or Effective.  If a written evaluation is not provided, the teacher is deemed effective.
  • Designate an administrator as unevaluated who has worked less than 60 days, had their ratings vacated through grievance procedure, or had extenuating circumstances that prevented a year end evaluation.  If a teacher is designated unevaluated their most recent evaluation rating is used for purposes of consecutive years. 
  • Dismiss any teacher that is rated ineffective and/or needing support on 3 consecutive year-end evaluations from employment.

Student Growth and Assessment Data

  • Establish clear approaches to measuring student growth for teacher evaluation purposes.
  • Develop multiple rating categories that consider student growth and assessment data or student learning objectives metrics.
  • Ensure 20% of year-end evaluation is based on student growth and assessment data.

Other Objective Criteria

  • Consider the inclusion of additional objective criteria which must be locally bargained.  Note: There is no statutory or legal definition for “other objective criteria.”

Assignment of a Mentor

  • Assign a mentor to all probationary teachers in their first three years and any teacher rated less than effective.

Individualized Development Plans (IDPs)

  • Develop an IDP for teachers in the first year of the probationary period, and all teachers rated less than effective.
  • Ensure IDPs include:
    • Specific performance goals to improve effectiveness.
    • Recommended training to assist the teacher in meeting goals.
    • Written improvement plan with any recommended trainings and supports.

Classroom Observations and Feedback

  • Conduct two or more classroom observations each year a teacher is evaluated.
  • Align language in online posting and assurances documents with the number of observations that are required to ensure validity, reliability, and efficacy.
  • Ensure classroom observations are:
    • Conducted by trained observers, and at least one is conducted by the evaluator. 
    • Not less than 15 minutes in length and include a review of a lesson plan, state curriculum standards, and pupil engagement.
  • Conduct post-observation meetings between teacher and evaluator with a review of the lesson plan, state curriculum standard(s) and pupil engagement.
  • Provide written feedback to teachers within 30 days after each observation.

Midyear Progress Report

  • Provide a midyear progress report to all first-year probationary teachers and any teacher rated less than effective.  Midyear progress reports must be aligned to IDP and include specific performance goals for remainder of the year, be developed in consultation with the teacher, and include any recommended training to meet those goals.

Review of Evaluation Rating

  • Establish a process allowing a non-probationary teacher rated Needing Support to request a review of the evaluation and rating by the District Superintendent within 30 calendar days after being informed of the rating.
    • The superintendent must provide a written response with their findings within 30 calendar days of request.  If review does not resolve the matter the teacher may request mediation within 30 days of response.
    • Ensure that policy allows a non-probationary teacher that is rated “Needing Support” on 2 consecutive year end evaluations to demand to use the grievance procedure within the teacher's CBA or employment contract that concerns the administrator’s second evaluation rating and the evaluation process.
    • If a collective bargaining agreement or employment contract does not contain a grievance procedure that ends in binding arbitration, the teacher may request binding arbitration by filing a demand for arbitration with the American Arbitration Association within 30 calendar days after the teacher receives the written response from the district superintendent.

Public Posting and Assurances

  • Post the following information on the district website about the evaluation tool(s) used for teacher performance evaluation system: 
    • Research base for evaluation framework, instrument, and process.
    • Identity and qualifications of the evaluation tool’s author(s), or the identity and qualifications of the person(s) with expertise in teacher evaluation who has/have reviewed any adaptation(s) or modification(s) to the tool.
    • Evidence of reliability, validity, and efficacy (or a plan for developing that evidence) of tool.
    • Assurance that any adaptations or modifications of the tool do not compromise the reliability, validity, or efficacy of the evaluation tool or the evaluation process.
    • Evaluation frameworks and rubrics with detailed descriptors for each performance level on key summative indicators.
    • Description of processes for conducting classroom observations, collecting evidence, conducting evaluation conferences, developing performance ratings, and developing performance improvement plans.
    • Description of plan for providing training to evaluators and observers.

Student Assignment

  • Ensure that students are not taught in the same subject area for 2 consecutive years by a teacher who has been rated as ineffective or needing support on his or her 2 most recent annual year-end evaluations.  
    • If unable to comply, the board will notify the pupil’s parent or legal guardian that the board is unable to comply, and that the pupil has been assigned to be taught in the same subject area for a second consecutive year by a teacher who has been rated as ineffective or needing support on the teacher’s 2 most recent annual year-end evaluations. 
    • The notification must be in writing, must be delivered to the parent or legal guardian not later than July 15 immediately preceding the beginning of the school year for which the pupil is assigned to the teacher, and must include an explanation of why the board or board of directors is unable to comply. However, if the teacher requested a review of the teacher’s evaluation rating, the board will not issue the notification until the review process is complete.