Teacher Evaluation: Your Rights as a Professional
Teacher evaluation should be an on-going process, consisting of observations and feedback during the school year, and concluding (usually in May) with the "Teacher Evaluation Form."
Observations/Feedback
To make evaluation a meaningful process, principals and other administrative evaluators should provide the following:
Written feedback - principals should provide teachers with written feedback after each observation during the school year. For each formal observation, most principals use the MPS "Instructional Observation Form," which details 11 areas of teacher expectations (can we link to this?). A few principals use a narrative summary that separately addresses each "expectation" listed on the form.
Post Observation conference – should be offered to teachers following all formal observations. The principal should provide their written feedback before or after the conference.
Conclusions on MPS Form
Based on a sufficient number of observations, the principal's evaluation conclusions are made on the MPS "Teacher Evaluation Form." Principals typically give these forms to teachers as the school year ends.
"Needs Improvement" and "Professional Growth Plan"
A check in the "needs improvement" category on an evaluation form indicates concerns about performance that should be seriously considered and addressed. In fact, MPS has directed principals to do a "professional growth plan" for "needs improvement" evaluations.
The purpose of a professional growth plan is to facilitate performance improvement by helping teachers focus on areas they need or wish to broaden and/or improve. The plan should include:
- goals
- areas of concern
- suggestions for remediation, assistance, and resources.
Although the plan becomes a part of the teacher's local school file, it is not placed in the teacher's central personnel file.
If the "professional growth plan" line is checked on the evaluation form, the teacher and the evaluator should meet to jointly develop a plan. However, if they are unable to agree on a plan or the teacher is not willing to participate in its development, the evaluator will develop a plan for the teacher.
The plan may be developed shortly after the evaluation form is given to the teacher, but no later than the beginning of the next school year (within the first month). The evaluator and the teacher are to meet periodically during the school year to review the teacher's progress with this plan.
Key Steps to Enforcing Your Evaluation Rights
Part IV, Section M of the MTEA/MBSD Teacher Contract defines the evaluation rights of teachers, which include the right to representation. If you receive a negative or questionable evaluation, you should exercise your rights by following the steps outlined below.
- Call the MTEA at 259-1990. An MTEA staff member will explain your due process rights under the evaluation section of the contract and provide you with representation.
- Find out what the evaluation means. You have a right to receive an explanation of what each statement on the evaluation form means, as well as the overall status category checked by the principal (evaluator). A meeting must be held to give you this information unless you do not want to meet. You do have the right to representation at the meeting.
- Study the evaluation before signing. The contract provides a 48-hour period for you to study (and make a copy of) your evaluation form before signing and returning it. If you choose to meet with the evaluator for an explanation of the form, the 48-hour period to study the form begins after the meeting.
- If you desire, respond to the evaluation in writing. By contract, your written response is made part of the evaluation report and is kept with the form in your permanent personnel file at the central office. You should obtain an MTEA staff member's advice before submitting a response.
- Sign the evaluation form. By contract, your signature means only that you have reviewed the form. Your signature does not indicate approval nor agreement with the evaluation.