2017-2018 BCCS EVALUATION PROCEDURE

Procedure:
Continuing to use Charlotte Danielson Framework
Domains 1-3 will be based upon your in-class observations; 4 (2 announced and 2 unannounced)
Domain 5 will continue to be based on State Assessments
In 2016-17, Domains 1-4 will constitute 75% of your evaluation and Domain 5 will constitute 25%
Domain 4:
Reflecting on Teaching (4a):
Highly Effective: All Pre and Post Observation forms are
submitted to Principal within 24-hours of evaluation
Effective: All Pre and Post Observation forms are submitted to Principal within 48-hours of evaluation
Minimally Effective: Some Pre and Post Observation forms are submitted to Principal within 48-hours of evaluation, some are later
Ineffective: Multiple Pre and Post Observation forms are either not turned in on time and/or incomplete
Maintaining Accurate Records (4b):
Taking accurate attendance is not only an essential component of your job, it is a legal responsibility.
To earn a highly effective rating, each teacher must submit an accurate attendance report in PowerSchool every day during the count windows (September 25-November 4 and January 30- March 10; as well as submitting daily attendance in a timely fashion during non-count windows.
A teachers rating will drop one full rating for each attendance report missed during the count windows and for every 2 daily attendance reports missed during the non-count windows.
Communicating with Families (4c):
Highly Effective: Parent Contact Logs are either turned in prior
to deadline or on time; one positive Parent Contact per student is recorded per semester

Effective: Parent Contact Logs are either turned in prior to deadline or on time; no positive Parent Contact per student is recorded per semester
Minimally Effective: Parent Contact Logs are not turned in on time; one positive Parent Contact per student is recorded per semester
Ineffective: Parent Contact Logs are not turned in on time AND there is no positive Parent Contact per student is recorded per semester
NOTE: Parent Contact Logs are due the same day as grades
Participating in a Professional Community (4d):
Highly Effective: Teacher attends 100% of scheduled Professional Learning Communities (all 13)
Effective: Teacher attends 92% of scheduled Professional Learning Communities (12 of 13)
Minimally Effective: Teacher attends 76-85% (10 or 11 of 13)
Ineffective: Teacher fails attend at least 10 of the scheduled Professional Learning Communities
Attended is defined as being present for the scheduled duration of the PLC
Growing and Developing Professionally (4e):
Highly Effective: Teacher attends 100% of scheduled
Professional Development Sessions (all 12)
Effective: Teacher attends 92% of scheduled Professional Learning Communities (11 of 12)
Minimally Effective: Teacher attends 75-83% (9 or 10 of 12)
Ineffective: Teacher fails attend at least 9 of the scheduled Professional Learning Communities
Attended is defined as being present for the scheduled duration of the Professional Development Session
Showing Professionalism (4f):
Lower Level Discipline (minor violations of Employee Code of Conduct):
Highly Effective: No instances of Disciplinary Actions
Effective: 1 instance of Disciplinary Action
Minimally Effective: 2 instances of Disciplinary Action
Ineffective: 3 or more instances Disciplinary Action
Higher Level Discipline (actions in violation of Employee Code of Conduct severe enough to warrant a personnel letter and/or

termination) will result in an automatic Ineffective rating on Domain 4f and loss of 2 rating points
Bonus Points
Two ways to get them:
Significant Relevant Accomplishment/Contributions
Relevant Training
Significant Relevant Accomplishment/Contributions (1/2 point):
Clear, significant and relevant
Above the normal expectations for the teacher peer group
That make an overall contribution to the school
And teacher has demonstrated a record of exceptional performance

Relevant Special Training (1/2 point):
Not PD required by district
Not training required by law
Teacher must also demonstrate integration of training into instruction in a meaningful way
Domain 5 (25%):
Student Growth Data (50%)
Growth will be defined as an increase of 5-points or more on the selected assessment from Fall to Spring
Special Education teachers will use achievement of IEP Goals for this component
Conversion Scale:
Highly Effective: More than 90% of students achieved growth
Effective: 75%-89% of students achieved growth
Minimally Effective: 60% to 74% of students achieved growth
Ineffective: Fewer than 60% of students achieved growth
Student Learning Objectives (50%)
Teachers in grades K-5 will use the opposite NWEA test from which they choose to use for Student Growth; objective is to achieve 50th percentile growth
6-9 will need to use a Pre-Assessment given in September
Conversion Scale (K-5):
Highly Effective: Class met or exceeded 50th percentile growth goal
Effective: Class did not meet 50th percentile growth goal, but growth was displayed within 5 percentile points

Minimally Effective: Class did not meet 50th percentile growth goal, but growth was displayed within 4-10 percentile points
Ineffective: Class did not meet 50th percentile growth goal AND/OR percentile growth was greater than 10 percentile points AND/OR negative growth was made
Conversion Scale (6-9):
Highly Effective: More than 90% of students achieved growth
Effective: 70%-89% of students achieved growth
Minimally Effective: 50% to 69% of students achieved growth
Ineffective: Fewer than 50% of students achieved growth

End of the Year
Conversion Scale for MDE Reporting:
3.5-4: Highly Effective
2.5-3.5: Effective
1.5-2.5: Minimally Effective
0-1.5: Ineffective