Teacher Evaluation Support & Resources
During the 2026-2027 school year, identified teachers will be formally evaluated through the Educator Development and Support: Teachers (EDST) process in the MyPGS Platform. The purpose of the evaluation process is to support professional growth, strengthen instructional practice, and promote improved outcomes for students.
Teachers and evaluating administrators will work collaboratively throughout the year to establish goals, examine evidence of practice, review student progress, and identify meaningful next steps for continued growth.
Evaluation at a Glance
|
Area |
What Teachers Should Know |
|
Platform |
The evaluation process is completed and documented in the MyPGS Platform. |
|
Teaching and Learning Framework |
The formal evaluation will focus on seven Teaching and Learning Framework elements. |
|
Initial Planning Conference |
Teachers must complete the Initial Planning Sheet before meeting with the evaluating administrator. |
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Observation and Evidence |
Evaluation evidence may include observations of practice, professional responsibilities, progress toward objectives, and contributions to student outcomes. |
|
Final Rating |
The evaluator determines the overall Final Evaluation Rating by considering the teacher’s overall performance across multiple measures. |
The Seven Focus Elements
Teachers will receive individual ratings on seven Teaching and Learning Framework focus elements:
- Three elements designated by the District
- Three elements selected by the teacher
- One element selected collaboratively by the teacher and evaluator
The collaboratively selected element should reflect an identified area of need and align, when appropriate, with the school-wide instructional focus. Teachers should come to the Initial Planning Conference prepared to discuss their selected elements, current practice, evidence, and professional growth priorities.
How the Final Evaluation Rating Is Determined
The Final Evaluation Rating is not based on a simple average of the seven focus element ratings. The evaluating administrator considers the teacher’s overall performance and the totality of available evidence, including:
- Observation of Practice
- Contributions to Student Outcomes
- Teacher Progress Toward Initial Planning Sheet Objectives
- Additional Professional Responsibilities, including attendance, collaboration with colleagues, participation in professional development, and fulfillment of professional duties
- Progress toward a measurable student data objective
Final Evaluation Designations
|
Below Standard Performance |
Meets Standard Performance |
Exceeds Standard Performance |
Professional Responsibilities and Ethical Conduct
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Important: An ineffective rating in any one of the following three focus elements will result in a Final Evaluation Rating of Below Standard Performance: |
- Communicates and interacts professionally with students, parents/guardians, colleagues, administrators, and staff.
- Collaborates with colleagues to improve teaching and learning.
- Engages in ethical conduct and complies with school, District, and State rules, policies, and standards.
These expectations apply throughout the evaluation cycle and extend beyond formal classroom observations.
Before the Initial Planning Conference
Complete the Initial Planning Sheet in the MyPGS Platform before your scheduled conference. Be prepared to review your professional objectives, selected focus elements, student needs, and available evidence.
Teacher Preparation Checklist
- Complete all required sections of the Initial Planning Sheet in MyPGS.
- Review the seven focus elements and identify the three elements you will select.
- Reflect on areas of strength and areas for professional growth.
- Review relevant student data, including i-Ready, ELPAC, Smarter Balanced Assessment results, formative assessments, common assessments, and other available evidence.
- Identify a measurable, data-based student outcome objective.
- Prepare to explain how the objective responds to student needs and how progress will be monitored.
- Bring questions about the observation cycle, evidence, timelines, or available support.
Developing a Measurable Student Data Objective
The student data objective should identify a specific student need, a measurable outcome, the evidence that will be used to monitor progress, and a realistic timeline. The objective should be connected to the students you currently teach and should support meaningful improvement in learning.
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Sample objective structure: By [date], [identified students] will improve from [baseline] to [target] as measured by [assessment or evidence], through the consistent implementation of [instructional strategy or action]. |
Evaluation Timeline
|
Phase |
Teacher Action |
Timing |
|
Initial Planning |
Complete the Initial Planning Sheet; select focus elements; establish professional and student data objectives. |
Before the Initial Planning Conference |
|
Initial Planning Conference |
Review goals, evidence, selected elements, student data, and support needs with the evaluator. |
Date provided by the evaluating administrator |
|
Observation Cycle |
Participate in the formal observation process and provide requested evidence. |
During the school year |
|
Ongoing Growth and Evidence |
Monitor student progress, participate in professional learning, collaborate, and document progress toward objectives. |
Throughout the school year |
|
Final Evaluation |
Review evidence and overall performance with the evaluating administrator. |
By the District-established deadline |
Professional Learning and Support
Teachers are encouraged to use the resources available through MyPGS and the Educator Development and Support team. Resources include sample lessons, exemplar videos, planning guidance, and professional learning opportunities designed to support teachers throughout the evaluation, growth, and development process. Teachers may register for EDST training through MyPLN using the keyword EDST 101.
Resources