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Performance Based
Certified Staff
Evaluation Handbook
Wentzville R-IV School District
One Campus Drive
Wentzville, MO, 63385
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Wentzville School District
Performance Based Teacher Evaluation
Table of Contents
Table of Contents
Wentzville School District Performance Evaluation Philosophy ................................................ 3
Wentzville R-IV Evaluation Overview ....................................................................................... 3
Growth Plans ........................................................................................................................... 3
Performance Improvement Plan (PIP) ...................................................................................... 4
Observation Types ................................................................................................................... 5
Number of Required Observations ........................................................................................... 7
Summative Evaluation ............................................................................................................. 7
Student Growth Scores ............................................................................................................ 9
Timeframes ........................................................................................................................... 10
iObservation Resources ......................................................................................................... 10
Non-Classroom Instructional Staff ......................................................................................... 11
Marzano Causal Teacher Evaluation Model Map of Domains 1-4 ............................................. 12
Instructional Support Member Evaluation Framework Learning Map ..................................... 14
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Wentzville School District Performance Evaluation Philosophy The District’s performance evaluation system incorporates the seven “Essential Principles of Effective
Evaluation” adopted by the State Board of Education and set out as follows:
1. Uses research-based and proven practices to measure educator performance. 2. Establishes performance indicators for educators based on their level of performance. 3. Aligns the evaluation process with an educator’s probationary period to provide for an
appropriate accumulation of performance data. 4. Uses student learning, based on a variety of performance measures, in the evaluation process. 5. Assesses educator performance on a regular basis and provides feedback to teachers and
administrators that they can use to improve their performance through their careers. 6. Ensures evaluators are highly trained so that evaluation ratings are fair, accurate and reliable. 7. Uses the evaluation process to guide school district policies that impact the development of
educators and student learning.
Notwithstanding the State’s essential principles, the major focus on the District’s evaluation system is
on positive learning outcomes, cognitive and affective, for District students. Educators are responsible
for the positive learning outcomes for their students.
Wentzville R-IV Evaluation Overview
The Wentzville R-IV School District has implemented the Marzano Teacher Evaluation and
iObservation as part of its mission Learning Today Leading Tomorrow. The Marzano iObservation
tools and Teaching Framework is embedded within the overall teacher evaluation process that
aligns with the Wentzville School District’s philosophy of partnering with educators to continuously
improve teaching and learning.
The Wentzville School District evaluation process is designed to provide educators with ongoing
feedback for continuous self-reflection and improvement. Teachers meet with administrators to
establish goals and receive cycles of feedback from their evaluating administrator throughout the
year.
Growth Plans
During each evaluative cycle, all teachers will complete a new growth plan. For probationary
teachers this means it will be done each year. Tenured teachers will only need to complete one
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growth plan for each three-year evaluative cycle. Newly hired teachers will complete their first
growth plan early in the fall during their first year with the district. Returning teachers, however,
should generally begin the process of writing a new growth plan in the spring after they receive
their summative evaluation. In this way, the results of the summative evaluation can form part of
the groundwork for the focus of the new growth plan.
Once you log into iObservation at www.effectiveeducators.com there are links to tutorials and
other information on creating a growth plan. The basic steps are:
1. Click Growth.
2. Click Plans.
3. Click Create New Plan.
4. Complete each step by clicking the corresponding link and following the on screen prompt(s).
Steps include:
a. Self-Assessment
b. Selecting target elements (You may select these yourself, or the principal may provide an
element for your plan. Typically you will select 2-3 elements.)
c. Identify action steps
d. Submit the plan for approval
Performance Improvement Plan (PIP)
When a principal identifies an area or areas with significant need for growth, the principal can initiate a
Performance Improvement Plan (PIP). This is not used for all teachers, but is used when a principal has
significant concerns. This could be a result of a single incident or a pattern of evaluations that reveal a
need for further teacher growth.
A PIP is developed just like a growth plan in the iObservation system, except the principal will most
likely provide the elements for the teacher to choose as a focus. The principal will meet regularly with
the teacher throughout the time period the PIP is in effect to monitor progress toward meeting the
goals. At the conclusion of the PIP’s time period, (1) the PIP will be successfully completed, (2) the PIP
will be extended because there has been some progress but not enough, or (3) the principal may move
to more significant steps because the PIP was not successfully completed.
During the time period a teacher is on a PIP, the PIP takes the place of the typical growth plan. Once
the PIP is completed, the teacher reverts back to the original growth plan for focus elements.
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Observation Types
Formal Observations
A formal observation includes a pre and post meeting where goals for the lesson being observed
are reviewed. As part of the formal observation process teachers complete the Planning
Conference Structured Questionnaire prior to the pre-conference. The teacher completes the
Reflection Conference Structured Questionnaire after the observation but before meeting with the
administrator during the post conference.
A formal observation will often last an entire class period, but will be at least 20 minutes in
duration. During a formal observation the administrator will score roughly 8-10 elements.
The iObservation Observation Record is used during the lesson to note the instructional strategies
and behaviors from Domain 1 of the framework. The 41 elements in Domain 1 may not be
observable within a single lesson. The observer can also give an assessment of the teacher’s
performance in Domain 2, 3, and 4. Although Domains 2,3, and 4 may be observed during a lesson,
data may also be obtained during professional development, faculty meetings, and from artifacts.
The scale for each element will be Innovating (4), Applying (3), Developing (2), Beginning (1), or Not
Using (0). Following the observation, the administrator submits an electronic copy of the online
iObservation Record for the teacher to review prior to the post conference meeting.
Pre-Observation Conferences
In preparation for the formal observation, the teacher completes the online iObservation Planning
Conference and Structured Questionnaire for the lesson to be observed. The pre-observation
conference focuses on the teacher’s goals for the lesson as outlined in the Planning Conference and
Structured Questionnaire.
Post-Observation Conferences
Prior to the post observation conference, the teacher reviews the administrator’s iObservation
Record rating and notes. The teacher will reflect on the lesson using the online iObservation
Reflective Conference and Structured Questionnaire.
During the post-observation conference the teacher and administrator will review the documents,
the administrator’s ratings and the strategies exhibited during the lesson. Along with the specific
goals identified prior to the lesson, the teacher’s specific growth goals will be reviewed. During the
post-observation conversation, the administrator may adjust any of the ratings on the lesson’s
online iObservation Observation Record.
Informal Observations
Informal observations are 15-20 minutes in duration, but can be longer. Informal Observations are
completed throughout the school year using the online iObservation Observation Record. Pre and
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Post conferences are not a required part of Informal observation but can be requested by the
administrator or the teacher. During an informal observation the administrator will score roughly
5-6 elements.
Walk-Through Observation
Walk-Through observations are brief 5-7 minute observations that are completed throughout the
school year. The online iObservation Observation Record is used to record walk-through data. Pre
and Post conferences are not a required part of Informal observation but can by requested, as
needed, by the administrator or the teacher. During a walkthrough evaluation the administrator
will score roughly 1-2 elements.
Sources of Data
In addition to elements scored during classroom observations, there are other sources for evidence
that could lead to scored elements. These include, but are not limited to:
Discussions/conference with the teacher, including pre and post conferences
School related contacts during non-instructional duties or times
Review of materials and resources used
Review of student assignments and student work
Parent, student, and/or peer feedback
SIS K12 data sources
Physical appearance of work space
Disciplinary referrals
Review of lesson plans and curricular scope/sequence
Review of assessment tools/measures
Faculty meetings
IEP/504 Meetings
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Number of Required Observations
A full evaluation cycle consists of at least nine observations. A probationary teacher would have all
nine observations each year, while a tenured teacher would have the nine observations spread out
over the three year evaluation cycle. The table below shows the types of observations required for
each year:
Walk Through(s) Informal Observation(s) Formal Observation
Probationary
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2
1
Tenure Off Cycle Year 1
2
1
Tenure Off Cycle Year 2
2 1
Tenure On Cycle
2
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Summative Evaluation
At the end of each evaluative cycle the summative evaluation is completed through iObservation by
compiling a score based entirely on the ratings that have been entered during previous
observations. To arrive at a summative rating, the system uses a process called conjunctive scoring.
Rather than taking an average of ratings, this system looks at the overall trend of scores. As long as
the pattern of scores are at a certain level, lower scores will not negatively impact a teacher’s
rating. This method of scoring is intended to encourage teacher growth because teachers can try
new strategies without fear of a lower rating on their summative evaluation.
To arrive at an overall summative rating there are two separate calculations. First, each of the four
domains is assigned a whole number score based on the following table for probationary and
tenured teachers:
Highly Effective (4)
Effective (3)
Developing (2)
Unsatisfactory (1)
Probationary At least 65% of all scored elements were scored at Level 4
At least 65% at Level 3 or 4
Less than 65% at level 3 or higher and Less than 50% at Level 1,0
Greater than or equal to 50% at Level 1,0
Tenured At least 75% of all scored elements were scored at Level 4
At least 75% at Level 3 or 4
Less than 75% at level 3 or higher and Less than 50% at Level 1,0
Greater than or equal to 50% at Level 1,0
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In addition, a student growth score from 0-4 is entered for each teacher. For more information on
how this score is developed see the section on student growth scores.
Once the scores are assigned for each of the domains and the growth score, a summative rating is
calculated using the following weights:
Domain 1 Domain 2 Domain 3 Domain 4 Student Growth
68% 14% 8% 10% 10%
Here is an example of a summative rating calculation where conjunctive scoring for the teacher
resulted in the domain scores and student growth score shown in the table:
Domain Score Weight Calculation
Domain 1 3 68% 3 x 0.68 = 2.04
Domain 2 2 14% 2 x 0.14 = 0.28
Domain 3 4 8% 4 x 0.08 = 0.32
Domain 4 3 10% 3 x 0.10 = 0.30
Subtotal from Domains 2.04 + 0.28 + 0.32 + 0.30 = 2.94
Student Growth 3 10%
Final Summative Score 90% Domains, 10% Growth (2.94 x 0.90) + (3 x 0.10) = 2.95
Final scores are then grouped into categories by score to assign an effectiveness to each teacher
summative based on the following table:
Highly Effective Effective Developing Ineffective
3.5-4.0 2.5-3.49 1.5-2.49 1.0-1.49
The teacher in the example above would have a final summative rating of 2.95 - Effective.
These four domains total 100%. To make the final calculation including
student growth, the final score for these domains is weighted at 90%.
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Student Growth Scores
Beginning with the 2016-17 school year it is a requirement that all classroom teachers have a student
growth score as part of their summative evaluation. For teachers who teach 4-8 grade math and ELA,
the results of the state assessment will be used to determine the student growth score. For teachers
who teach anything else, the district has developed student growth assessments (SGA) or student
learning objectives (SLO) to determine student growth scores.
All student growth scores will be compiled for each teacher to create a normal curve equivalent (NCE)
score. In short, this creates a measurement for each teacher of how much their students grew
compared to other teachers of the same course. An NCE score of 50 means a teacher’s students grew
about the same as other teachers of the same course. An NCE score above 50 means that teacher’s
students grew more than others, while an NCE score below 50 means that teacher’s students grew less
than others.
For the purposes of entering a student growth score into iObservation, the NCE score will be converted
to a score of 0-4 based on the following tables:
MAP NCE Score Failed to turn in data
Below 40.2 40.2-44.9 45-55 Above 55
iObservation Score 0 1 2 3 4
SGA NCE Score Failed to turn in data
Below 30 30-39 40-65 Above 65
iObservation Score 0 1 2 3 4
SLO Score Failed to turn in completed
SLO
Below 60% 60%-69% 70%-99% 100%
iObservation Score 0 1 2 3 4
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Timeframes
Task Probationary Tenured On-Cycle Tenured Off-Cycle
Growth Plan Begin in May, finalize by early fall. New teachers begin and complete during early fall.
Begin in May, finalize by early fall
Continue with previous growth plan – no new plan required
Required Observations Nine observations spread out between August and early March.
Three observations spread out between August and late April.
Three observations spread out between August and mid-May.
Summative Evaluation Completed by March 10. Completed by May 1. N/A
iObservation Resources
The iObservation system has many helpful resources, tutorials, and other pertinent information once
you log in.
Element Descriptions
Each element on the evaluation tool has a complete description within the iObservation system.
If you click on the “Observation” menu and choose “Preview Forms,” you will be able to access the
complete learning map that shows all elements. If you click on any specific element you will find the
following:
A focus statement that further describes the specific element.
The desired effect for the specific element. This desired effect describes the outcome that
should be observed from effectively performing the strategy of that element.
Examples of both teacher and student evidences that may be observable if the element’s
strategies are effectively performed.
Resources including the scoring scale, reflection questions, and a video specific to that element.
Resource Library
On the home page is a link to the Resource Library that contains hundreds of documents,
videos, and activities that are helpful to teachers as they push themselves to grow.
Quick Start Guides
The home page has a number of quick start guide tutorials to help users navigate the
iObservation system.
Reports
On the home page is a link to Reports. This gives the teacher access to numerous reports that
will allow the teacher to see details about their observation counts, element scores, and other
useful information.
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Non-Classroom Instructional Staff
The vast majority of instructional staff in the district are evaluated on the standard iObservation form
and will follow all the steps of this manual. Some staff, however, do not have direct classroom
responsibilities, and as a result are evaluated on the Non-Classroom Instructional Staff iObservation
form. This includes:
Counselors
Librarians
Educational Support Counselors
Educational Examiners
Curriculum Content Leaders
SPED Process Coordinators
Instructional Coaches
Psychological Examiners
SLPs
Reading Specialists
Reading/Literacy Coaches
Hearing Impaired Teachers
Technology Coaches
With the exception of the specific elements, the content of this manual will still apply to staff who are
evaluated using the non-classroom instrument. They will still have the same timelines as well as the
same number of observations. Additionally, the summative evaluation will be calculated the same
way. There are only two other differences for non-classroom instructional staff:
Non-classroom staff will NOT have a student growth score as part of their evaluations
Non-classroom staff will develop a Professional Growth and Development Plan in addition to
the regular Growth Plan that all teachers develop
© 2011 Learning Sciences International.
iObservation is a registered trademark of and provided by Learning Sciences International. Page 5 www.MarzanoEvaluation.com www.iObservation.com
Marzano Causal Teacher Evaluation Model Map of Domains 1-4
©2013 Robert J. Marzano. Can only be digitized in iObservation. iObservation is a registered trademark of Learning Sciences International®
©2013 Robert J. Marzano. Can only be digitized in iObservation. iObservation is a registered trademark of Learning Sciences International®
Instructional Support Member Evaluation Framework Learning Map
Domain 1: Instructional Support
Strategies and Behaviors
Establishing Clear Goals 1. Providing Clear Goals and
Scales (Rubrics) 2. Tracking Progress 3. Celebrating Success
Establishing Content 4. Identifying Critical
Information 5. Organizing Participants to
Interact with New Knowledge 6. Previewing New Content 7. Elaborating on New
Information 8. Recording and Representing
Knowledge 9. Reflecting on Learning
Domain 2: Planning and Preparing
Planning and Preparing for Implementation of Content or Activities 17. Effective Goal Setting and
Scaffolding of Content or Activities
18. Attention to Established Standards or Procedures
Planning and Preparing for Use of Resources and Technology 19. Use of Available Traditional
Resources 20. Use of Available Technology
Domain 3: Reflecting on Teaching
Evaluating Personal Performance 24. Identifying Areas of
Pedagogical Strength and Weakness
25. Evaluating the Effectiveness of Specific Pedagogical Strategies and Behaviors
Developing and Implementing a Professional Growth Plan 26. Developing a Written
Growth and Development Plan
27. Monitoring Progress Relative to the Professional Growth and Development Plan
Facilitating Engagement 10. Providing Opportunities
for Participants to Talk about Themselves
11. Demonstrating "Withitness"
12. Acknowledging Adherence to Rules and Procedures
13. Understanding Participants' Interests and Backgrounds
14. Using Verbal and Nonverbal Behaviors that Indicate Affection for Participants
15. Displaying Objectivity and Control
16. Demonstrating Value and Respect for Low Expectancy Participants
Planning and Preparing for the Needs of English Language Learners 21. Needs of English Language Learners
Planning and Preparing for the Needs of Participants Receiving Special Education 22. Needs of Participants Receiving Special Education
Planning and Preparing for the Needs of Participants Who Lack Support for Schooling 23. Needs of Participants Who Lack Support for Schooling
Domain 4: Collegiality and Professionalism
Promoting a Positive Environment
28. Promoting Positive Interactions with Colleagues
29. Promoting Positive Interactions with Participants, Parents and the Community
Promoting Exchange of Ideas and Strategies
30. Seeking Mentorship for Areas of Need or Interest
31. Mentoring Other Colleagues and Sharing Ideas and Strategies
Promoting District and School Development
32. Adhering to School and District Rules and Procedures
33. Participating in School and District Initiatives