Evaluations

Evaluation and Placement Committee: Process and Procedures

Mission Statement:

The Evaluation and Placement Committee (EPC) is an administrative committee that holds as its primary role the responsibilities of:

  1. Acquiring, maintaining, and updating evaluation information

  2. Recommending teachers for internal placement at Stone Bridge School to Charter Council

  3. Together with the teacher, outlining professional development goals for the next school year where appropriate

Members:

  • Administrator

  • 3-4 teachers: one from grades 1-4, one from grades 5-8, one Kindergarten Teacher, and one Subject Teacher

  • Membership is determined during the annual end-of-year in-service. EPC members must hold a Waldorf and/or current California Teaching Credential, and have worked at Stone Bridge School for a minimum of two years. Exceptions regarding credentialing are made for Subject Teachers.

 

Evaluations Process Time Line:

September.

  1. An “Outside Evaluator” is identified and scheduled. Standard evaluation times are during Main Lesson periods, between (8:30am-10:30am), on two consecutive days.

  2. Evaluations begin, to be completed by the end of November. On the day before the scheduled observation, the teacher will make available to the evaluator material that helps describe the elements of the class curriculum not readily available in the classroom observation. This includes:

  • The teacher’s professional goals (Highlighting the Top 3 for the year)

  • Lesson plan or lesson book, particularly for the day and the block being observed

  • The block rotation for the year

  • Weekly and daily schedule

  • A list of parent meeting topics covered or planned

  • Copies of parent letters/newsletters

  • A sampling of student work that helps document that the teacher is teaching with artistry and covering curriculum content and skills. This should contain a main lesson book from each block from an exemplary student and a challenged student.

  • A sample of assessments that measure student achievement. Examples of assessments from an exemplary and a challenged student.

  1. The Outside Evaluator completes the Teacher Evaluation Form and submits it to the EPC. A copy is provided to the teacher.

  2. In the event that a serious concern arises upon completion of the evaluation, the EPC may meet to address the issue.

 

October.

  1. Teacher submits a list of names of parent and collegial reviewers (three colleagues, four parents). Note: Parents and colleagues chosen should represent a broad a range of points of view and perspectives in regards to the teacher’s work.

  2. All parent and collegial surveys are distributed by the EPC.

November

  1. All parent and collegial review forms are collected, with copies of all forms provided to the teacher.

January.

  1. The EPC reviews:

    • Teacher Professional Growth Plan (Completed by teacher w/PDC)

    • Collegial Review Forms

    • Self Review Form

    • Parent Review Forms

    • Formal Written Evaluation/s (Completed by an Outside Evaluator)

    • Administrator Review (Collegial Review Form completed by the Administrator)

    • Previous Summary Form(s) from prior evaluation(s).

 

  1. The committee completes the Summary Form noting common themes in both areas of Strengths and Accomplishments as well as areas for improvement, based on the review material. The EPC offers recommendations for courses to be taken during the summer or coming year, any specific obligations that should be noted in the teacher’s contract, and the teacher’s position for the next school year.

 

February.

    1. The committee meets with the reviewed teacher to present the Summary Form, make adjustments to the form as appropriate, and prepare a formal recommendation to the Charter Council. During this meeting any of the following may also occur if applicable:

  • A change of placement may be requested by the teacher, or recommended by the EPC.

Note: For teachers seeking a change in class placement, EPC will determine the requirements on an individual basis [i.e.: demonstration lesson(s), interview(s), additional training, etc.] and will recommend a course of action during the February meeting(s).

  • A second meeting between the EPC and the teacher may be held to discuss outcomes of the evaluation process and placement request or recommendation.

 

 

  1. Professional goals for the following school year will be identified in conversation between the EPC and the teacher documented on the Evaluation Summary Form, and sent to the Professional Development Committee to be incorporated into the teacher’s professional growth plan for the following school year. The EPC might suggest ongoing education and skill development, summer training, mentoring, and/or a formal remediation plan that addresses significant issues identified by the evaluation process, to be implemented and monitored by the PDC during the following school year.

  2. The EPC, through the administrator, sends a recommendation of action to the Charter Council for final approval. The Charter Council documents any questions, changes, on additions to the Evaluation Summary Form. The EPC communicates this feedback to the teacher.

Privacy and Confidentiality of Records:

All material collected by the EPC as part of the teacher review process will be secured in the office in a locked cabinet. Only EPC members will have access to these documents. This information will not be disclosed as part of personnel records inquiries.