To prepare for the roll-out of the new evaluation system, we provided an orientation for principals, assistant principals, and central administration instructional leadership.
We incorporated their feedback as we continued to refine the system. In addition, the district provided training and support for instructional coaches, curriculum councils, and specialized service professionals including counselors, audiologists, speech-language pathologists, social workers, psychologists, occupational therapists, and physical therapists.
We then delivered additional training to principals and teacher-leaders to help them become familiar with the BVSD Effective Teacher Standards and provide training materials they could use to conduct monthly professional development sessions with their teachers.
Before embarking on a search for the right evaluation model, the committee first decided to develop a core set of beliefs and values.
To build an effective evaluation system from the get-go, one of the first things we did was to establish an Educator Effectiveness Committee.
We then gave teachers and principals a full year to dig in and practice. Thanks to our collaborative process, teachers now have greater clarity on what to aim for in the classroom because they helped establish the goals. Provide training and support: Within each model, we selected pieces that aligned with our belief statement and incorporated them into the standards, elements, and professional practices of our new Educator Effectiveness Evaluation System.
The training focused on the state requirements; the evolution of our new evaluation system; its standards, elements, and professional practices; expectations for the rollout; and what support the district would provide. In addition, a task force of teachers, administrators, and BVEA members continued to edit elements of the system, based on ongoing feedback.
Let educators establish what to aim for: Link evaluations to personalized professional learning: Identify and focus on core beliefs: Allow time for practice: To make it easier to immediately connect educator evaluations to professional development, we turned to technology.
Inwhen Colorado established new educator evaluation requirements, Boulder Valley School District BVSD decided to completely revamp its system for teacher and principal evaluations.—BUILDING EVALUATION CAPACITY process, so they may better understand evaluation and the program being evaluated and ultimately use the evaluation findings for decision-making groups, systems, processes, or organizations.
In particular, the case study. For an overview of HIS-related tools, see MEASURE Evaluation’s Work in Health System Strengthening: Global Models, Tools, and Resources to Measure and Improve Health Information System Performance.
The first part of the capacity development framework describes the range of recipients for capacity development support. This includes individuals and organizations, networks and systems, and complex ecosystems of diverse actors engaged in development processes in multiple ways and with different perspectives on social change.
Here are 8 steps we’ve taken to collaboratively build an equitable evaluation system that enhances both student learning and educator learning. Build a team: To build an effective evaluation system from the get-go, one of the first things we did was to establish an Educator Effectiveness Committee.
We cannot address any of these issues without better teacher evaluation systems. A meaningful teacher evaluation system should reflect a set of core convictions about good instruction.
but insufficient step to building a thriving teacher workforce. to a Results-Based Monitoring and Evaluation System to a and A Handbook for Development Practitioners. Ten Steps to a. Results-Based Monitoring. and. Evaluation Introducing the Step Model for Building a Results-Based M&E System 23 Where to Begin: Whole-of-Government, Enclave, or Mixed ApproachDownload