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What are Missouri’s Essential Principles of Effective Evaluation?

Recently, we outlined the new Model Educator Evaluation System for public school teachers, principals and superintendents.

Each Missouri elementary and secondary school is required to either adopt this new evaluation system or implement its own system that aligns with the seven Essential Principles of Effective Evaluation.

Of those seven Principles, three address the structure of the evaluation process and four address the process itself:

(1) Clear Expectations: Research-Based & Proven Targets
Teachers will be evaluated using a clear, research-based system that aligns to state and/or national standards and state laws.

(2) Differentiated Performance Levels
Teachers should continually improve their educational practices. Opportunities for each teacher’s growth and development will be identified based on where a teacher is on the system’s professional continuum [Link to “Expecttions of Missouri’s Public School Teachers Depend on Experience Level” post].

(3) Probationary Period
Evaluators will gather performance data during new educators’ first few years on the job; a time of critical growth and development for teachers. During that time, new teachers will be inducted into the school, mentored based on state standards and given non-evaluative socialization support.

(4) Student Measures
Teachers should be held accountable for their students’ learning growth. The state’s evaluation standards make it possible for educators to use a number of metrics to measure growth in student learning over time.

(5) Regular, Meaningful Feedback
Receiving feedback is critical to teacher growth. In order to help teachers continually improve, they’ll receive ongoing, deliberate, meaningful and timely feedback both formally and informally. The culture for teacher feedback should be collaborative and conversational — designed to encourage conversation throughout an educator’s career.

(6) Evaluator Training
Evaluators — including master teachers, peers, and other trained parties — will receive standardized training initially and throughout their time as an evaluator. For students to grow, teachers need to grow, and well-trained evaluators are an important part of teacher feedback.

(7) Use of Evaluation Results
Highly effective educators should be recognized and utilized to improve student learning, while ineffective educators should be targeted for intervention and professional support. Personnel employment decisions and school policies should be informed by the results of educator evaluations.

“Effective educator evaluation systems promote the improvement of professional practice resulting in the improvement of student performance.”
-Missouri Department of Elementary & Secondary Education

Each of the Essential Principles of Evaluation is proven and research-based. More than 100 schools in Missouri piloted the new evaluation system during the 2012-13 school year, and the new system was approved by the Missouri State Board of Education in May 2013.

To learn more about Missouri’s new Educator Evaluation Standards, click here. For an explanation of the “professional continuum” mentioned above, click here.

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