The Rubric Redesign Steering Committee worked diligently to create an evaluation process that is rooted in teacher development and support. The process was created based both on best practice research from educators across the country, and based on the Steering Committee’s efforts to test the redesigned Delaware rubric.
The process begins with the creation of professional growth and student improvement goals in the fall. These goals drive the development and resources for the teacher over the course of the year. The process for setting student improvement goals remains unchanged.
Over the course of the year teachers receive multiple, brief classroom observations. Each observation is followed by a short debrief conversation to discuss the teaching observed and progress towards goals. Testing and research demonstrated that multiple short observations allow administrators to build a more consistent picture of a teacher’s practice; to provide feedback and opportunity for teachers to implement feedback to improve; and to collect adequate evidence to enable the administrator to provide a fair rating of teacher performance at the end of the school year.
Teachers and administrators meet at the mid-year to check in on progress on goals and discuss what additional resources and support might be necessary. At the Spring Conference at the end of the school year, the teacher and administrator meet to review progress on goals and review rubric ratings. Rubric ratings are based on all of the evidence collected across multiple observations over the course of the year.
The 2020-2021 transition year will provide the opportunity for educators across the state to engage with the redesigned rubric and process through newsletters, webinars, and school visits. The DOE and Steering Committee looks forward to sharing more details with you in the coming months.
Want to learn more about the redesigned evaluation process? View the webinar below!
