Measures of Teacher Practice
In the Measures of Teacher Practice component of the teacher evaluation system, teachers engage in a cycle of observation, feedback and reflection with their principal or other evaluator.
All teachers must have an initial planning conference and a summative conference.
Initial Planning Conference
The teacher and principal (or an assistant principal) must have an individual, face-to-face conversation. At this initial conference, the teacher and evaluator discuss the components of the Danielson Framework and address any questions or concerns the teacher has with regard to students, curricula or classroom materials needed. Teachers also inform their principal of whether or not they would like to have observations videotaped, as well as their preference for feedback (e.g. written, email, in-person). In addition, the teacher and evaluator discuss the observation plan for the year, which will include the number of observations.
A teacher and principal, or assistant principal, must meet in person to review all observations conducted during the school year. The Danielson Framework provides the foundation for a meaningful, professional discussion so participants can identify the teacher’s areas of strength and those needing improvement, as well as steps to take for future growth.
The minimum number of observations is based on each teacher's status.
Probationary teachers (not yet tenured)
|Prior overall rating||Minimum number of informal observations||Minimum number of formal observations|
|Developing, Effective, Highly Effective or Satisfactory||3||1|
|Ineffective or Unsatisfactory||4||1|
|No prior year rating||3||1|
Non-probationary teachers (tenured)
|Prior year rating||Year before prior year||Minimum number of informal||Minimum number of formal|
|Effective||Effective, Highly Effective or Satisfactory||2||0|
|Effective||Developing, Ineffective or Unsatisfactory||3||0|
|Satisfactory or no rating||N/A||3||1|
Danielson Framework for Teaching
Eight components of the Danielson Framework are used for supporting and evaluating teacher practice.
Domain 1: Planning and Preparation
- 1a: Demonstrating knowledge of content and pedagogy
- 1e: Designing coherent instruction
Domain 2: Classroom Environment
- 2a: Creating an environment of respect and rapport
- 2d: Managing student behavior
Domain 3: Instruction
- 3b: Using questioning and discussion techniques
- 3c: Engaging students in learning
- 3d: Using assessment in instruction
Domain 4: Professional Responsibilities
- 4e: Growing and developing professionally
To ensure that observations are meaningful, evaluators must conduct half of the minimum number of required observations in the spring term and half in the fall. If the required number is three or five, then the additional observation may be conducted in either term.
Observation cycle timeline
- On or before the last Friday in October, an Initial Planning Conference is held.
- After the Initial Planning Conference occurs and no later than the first Friday in June, all formal and informal observations take place. Feedback must be provided, in writing or verbally, 10 school days after an informal or formal observation is held. For a formal observation, the post-observation conference counts as feedback.
- Only one other observation may be conducted between the time an observation is conducted to the time the scored Evaluator Form for that observation is received.
- A scored Evaluator Form must be provided no later than 30 school days after the observation.
- Between the last Friday in April and the last Friday in June, a summative end-of-the-year conference is held.
- No later than the last day of the school year, the score and rating for the observation subcomponent must be computed and provided to the teacher in writing.
Calculating the MOTP rating
Each component is scored on a range of 1 to 4, from low to high, based on what was observed. At the end of the year, your component averages are weighted and combined into an MOTP rating:
|MOTP Rating||Scoring Range|
|Highly Effective||3.51 — 4.00|
|Effective||2.51 — 3.50|
|Developing||1.75 — 2.50|
|Ineffective||1.00 — 1.74|
- Annual Professional Performance Review Evaluator Form
Evaluators will use this form during classroom observations.