Spheres of Influence: Who Does and Decides What

EE Scope & Role:

• Create and pass bills that become law/statute.
• ​Respond to input from constituents and advocacy organizations to inform the creation of new bills.

Decisions:

• What becomes law
  (i.e., what will be required in statute for educator evaluations.)

Examples:

• SB 10-191
• HB 15-1323
• SB 22-070

EE Requirements in Statute:

• Creation of a state model evaluation system
• Districts/BOCES use the state model system or adopt a locally created system that meets or exceeds the state model system
• Every licensed educator (i.e., teachers, SSPs, and principals) is evaluated every year
• All licensed educators receive a final effectiveness rating
• Documentation and timing for evaluation report to teachers
• Final ratings made up of Professional Practices and measures of student learning/outcomes (MSLs/MSOs), composition was 50:50, as of 2023-24 school year 70:30, respectively
• Collective measure(s) within the MSLs/MSOs* cannot exceed 10%
• Collective measure(s) within the MSLs for teachers and principals can only use data based on the performance of students enrolled at their school
• Any educator who is new to a district/BOCES cannot have data from before they were employed used in the collective measure(s) of their MSL/MSO*
• Creation of a Highly Effective evaluation process and availability of that process to educators with final effectiveness ratings of Highly Effective for three consecutive years
• Threshold for teachers to earn/lose nonprobationary status
• Minimum observations and documentation for probationary and nonprobationary teachers
• Portability of nonprobationary status for teachers
• Appeals process for nonprobationary teachers
• Advisory Personnel Performance Evaluation Councils (also known as 1338 Councils)
• Reporting of educator evaluation data to CDE
• Evaluator designees and Approved Training Providers (ATPs)
• Required training for all evaluators of licensed educators
• Use of state assessment data in MSLs and timing based on availability of data

*MSOs for SSPs may include a collective measure, yet a collective measure is not required for SSPs.

EE Scope & Role:

• Provide clarity and parameters for implementation of laws established by the legislature through the creation of rules, regulations, and policies that govern the Colorado Department of Education and PreK-12 public education.

Decisions:

• Content of rules and regulations aligned with statute
• Grant waivers of Colorado education law and regulations

Examples:

• Code of Colorado Regulations
  1 CCR 301-87

EE Requirements in State Board Rule:

• Definitions of effectiveness, Quality Standards and Elements, and performance evaluation ratings for licensed educators (i.e., teachers, SSPs, and principals)
• Individual and Collective measures within MSLs for teachers and principals
• Criteria for measures in MSLs/MSOs
• Minimum criteria for the Highly Effective evaluation process
• Evaluator Training Standards and Elements
• Minimum criteria for membership of advisory councils for districts/BOCES (i.e., 1338 Council, DAC, and SAC)
• Minimum criteria for district/BOCES appeal process for nonprobationary teachers
• Criteria for teachers to earn or lose nonprobationary status
• Annual reporting of EE Assurances

EE Scope & Role:

• Provide guidance, information, resources, and support to LEAs/districts/BOCES for implementation of educator effectiveness as required in statute and State Board rule.
• Provide clarification and support related to available flexibilities for implementation to align with local vision and values.
• Provide monitoring/reporting stipulated in statute and State Board rule.
• Create/deliver content stipulated in statute and State Board rule.

Decisions:

• Form and structure of state model evaluation system (SMES)
• Creation of professional practices within the Quality Standards and Elements for licensed educators
• How to support districts/BOCES
• Development of resources and supports
• Structure/process and oversight of ATPs
• Collect, analyze, and report on educator evaluation data from districts/BOCES

Examples:

• Colorado Performance Management System (COPMS) in RANDA
• Educator Effectiveness Regional Specialists
• H.E.L.P. Guides
• Resource Guide
• Values Activity Guide
• Recorded webinars
• Regional and online PLCs
• Required Evaluator Training

EE Scope & Role:

• Determine policy and implementation guidance for the evaluation of educators within the LEA/district/BOCES.
• Ensure that decisions at the local level are aligned and in compliance with current statute and State Board rule.

Decisions:

• Which evaluation system to use, i.e., the state model or a locally created system
• How to manage evaluation data, i.e., which performance management system to use
• How to implement educator evaluations, e.g., timing and process
  • How to align evaluation system to local district/BOCES values and vision/mission
  • If/how to differentiate evaluation process
  • How to evaluate licensed personnel in unique roles
  • If/how to use of alternate evaluators
  • If/how to use of peer evaluators/observers
  • If/how to use of student perception data in teacher and SSP evaluation
  • If/how to use of teacher perception data in principal evaluation
  • Observation and feedback policies/procedures
  • Artifact policies/procedures
  • If/how to use evaluator designees
• How to train and support evaluators and educators in the district/BOCES
• Developing/utilizing 1338 Councils
  • How to involve and partner with local stakeholders and what role they will play in decision-making related to educator evaluations (including Associations where applicable)
• The makeup of MSLs/MSOs
  • Weights/percentages within the 30%
  • What makes up a collective measure
  • Who determines what within the creation of the MSLs/MSOs
  • Setting success criteria protocols
• How to implement the Highly Effective evaluation process
• Specific policy and timelines for appeals

Examples:

• Professional Growth Plans (PGPs) policies and procedures, e.g., due dates, use, and sharing for self-assessment
• Number of observations to complete
• Length of observations
• Pre-/Post-observation conference guidelines
• Weights on Quality Standards
• Locally created rubrics
• Content of MSLs/MSOs
• Districts or principals or teachers create measures and success criteria in MSLs
• Artifact policies and procedures
• Steps for implementation for an educator and evaluator to use the Highly Effective evaluation process
• Performance plans related to evaluations
• Use of peer observation data

EE Scope & Role:

• Conduct and complete evaluations for assigned educators in accordance with district/BOCES policies and procedures.
• Provide opportunities for reflection, review, professional development and growth.

Decisions*:

• Approach to evaluation as opportunity to support professional growth or required compliance activity, i.e., approach to evaluation with a growth- or deficit-mindset
• How to support the completion of Professional Growth Plans (PGPs)
• How/When to conduct observations
• If/When to share progress and observation notes
• What and when to consider something as “demonstrated”/proficient
• Understanding and interpreting rubrics
• Content of school based MSLs/MSOs
• Type of observation to complete
• Type of feedback to give
• How to engage in difficult conversations when needed
• For those who meet the criteria, which educators to support using the Highly Effective evaluation process

*These decisions may be made by the district, school, and/or evaluator.

Examples:

• Rubric evidence, i.e., observation data
• Feedback – preparation through delivery
• Look-fors in observation
• Walk through tool(s)

Educators

EE Scope & Role:

• Delivery of professional practices in support of students.
• Ensure understanding of LEA/district/BOCES policies and procedures.
• Engage in ongoing professional growth, development, and refinement of professional practices.

Decisions*:

• Approach to evaluation as opportunity to support professional growth or required compliance activity, i.e., approach to evaluation with a growth- or deficit-mindset
• If/when to share self-assessment with evaluator
• If/which artifacts and examples to include that demonstrate professional practices
• If/how to leverage peer observations
• Input into creation of MSLs/MSOs
• Creation and tracking of assessments and success criteria for individual MSLs/MSOs
• When criteria are met, to pursue using the Highly Effective evaluation process or not

Examples:

• PGP content and use in conversations with evaluator
• Rubric evidence
• Sharing context/explanation of professional practices with evaluator
• Specific weights for individual MSLs/MSOs
• Collection of MSL/MSO evidence/process