Components of the 2018-19Teacher Effectiveness Evaluation
Updated September 2018
The Teacher Effectiveness Evaluation represents the culmination of over five years of collaboration between teachers, school leaders, district office staff, and the Baltimore Teachers Union (BTU). Teaching is a complex endeavor and your evaluation should reflect this complexity and include multiple measures. Additionally, your evaluation should also include how you will be supported in your continuing growth as a professional (in addition to professional development and resources). Those BTU employees with classroom teacher job titles are evaluated using this effectiveness framework.
The 2018-19 Teacher Effectiveness Evaluation will maintain the model that teachers and supervisors have experienced since 2014-15. This allows for greater continuity and the opportunity to focus on teacher development and authentic conversations about performance.
Components within the 2018-19 Teacher Effectiveness Evaluation fall into two categories:
- Professional practice
- Student growth
Please note that you are responsible for reading, understanding, and complying with the provisions outlined on City Schools’ websites and other internal communications channels.
Component: Classroom observations using the Instructional Framework (each observation is equally weighted and consists of 40 percent of the overall evaluation)
Developed over many months with input from hundreds of teachers, the district's Instructional Framework defines what effective teaching looks like. The indicators outlined in the rubric for the Teach domain are used to guide observations for this component of the evaluation. Read more...
Component: Professional expectations measure (10 percent of overall evaluation)
This measure considers a teacher's professional practice and gauges a teacher's responsibilities as a professional, outside of his or her instructional role. Read more...
Component: Student learning objectives (SLOs) measure (35 percent of overall evaluation)
SLOs are specific, measurable academic goals for a particular group of students, in an academic year, created by teachers in collaboration with their school leaders. The goals must be anchored on available student data. Teacher’s scores are based upon the degree to which the goals were attained, as evidenced by student academic performance, within the specified SLO timeframe. Read more…
Component: School performance measure (15 percent of overall evaluation)
Because entire school communities are responsible for certain student outcomes, the 2018-19 Teacher Effectiveness Evaluation will include an aggregate schoolwide measure. Read more…