Maximizing Performance - System For Growth

Maximizing Performance: System for Growth
Racine Unified School District
Ra i s i n g R a c i n e t h r o u gh g r o w t h i n Employee Practice and Student Outcomes
Table of Contents
The Evaluation Cycle .........................................................................................................................................................................4
Data Management Systems ................................................................................................................................................................5
Frontline Education: My Learning Plan ............................................................................................................................................5
Teachscape .......................................................................................................................................................................................5
Teacher Section ....................................................................................................................................................................................6
Racine Unified Support Staff Evaluation Cycle ..............................................................................................................................7
Educator Effectiveness Evaluation System ......................................................................................................................................9
Using a Balanced Assessment Framework to Support the SLO Process.....................................................................................11
Racine Unified Educator Effectiveness Teacher Evaluation Cycle & Timelines........................................................................15
Principal Section.................................................................................................................................................................................24
Principal Evaluation System............................................................................................................................................................24
Leadership Framework....................................................................................................................................................................26
Examples of observations and artifacts that may be combined into high-leverage evidence sets .............................................26
Racine Unified Educator Effectiveness Principal Evaluation Timelines .....................................................................................27
Educational Assistant Section............................................................................................................................................................32
Clerical Section ...................................................................................................................................................................................33

District Administrator Section ...........................................................................................................................................................34
Building Service Employees Section ..................................................................................................................................................35
Appendix A Correlation of the Wisconsin PI 34.02 Teacher Standards with the Framework for Teaching Components .36
Appendix B SLO Quality Indicator Checklist ............................................................................................................................37
Appendix C SLO Rubric...............................................................................................................................................................39
Appendix D Evaluation Cycle Timelines by Employee Groups ................................................................................................40
Appendix E - Racine Unified School District Administrator Performance Management Program .........................................41
Appendix F Racine Unified Performance Appraisal & Development Plan (Educational Assistants) ...................................49
Appendix G - Racine Unified Performance & Development Appraisal Secretarial/Clerical Employees ................................52
Appendix H Racine Unified Performance & Development Appraisal Building Service Employees .....................................58
Appendix I - Buildings and Grounds Operations Evaluation Process ........................................................................................62
Appendix J Teachers Year End Completion Checklist ............................................................................................................63
Appendix K Principals Year End Completion Checklist .........................................................................................................64
Appendix L Evaluators Year End Completion Checklist ........................................................................................................65
Appendix L - Working Dictionary Educator Effectiveness: Definition of Key Terms ..............................................................67
Document is hyperlinked
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Purpose of the Evaluation System

The purpose of the evaluation system, regardless of the evaluative tool, is to provide support for every employee toward
professional growth and development. Racine Unified School District believes that at the heart of student achievement is highly
effective teachers, school leaders, and support staff. Every employee has an influential role in creating a learning environment
that promotes student success, whether our students choose a path that leads them to a career or college.
Continuous Improvement
To ensure the reality of our North Star Vision, we put students first, by focusing on continuous improvement.
The evaluation process supports the complexity of the continuous improvement cycle. Improvement cycles represent intentional
practice that involves goal setting, collection of evidence related to goals, reflection, and revision. Through the Plan, Do, Study,
Act (PSA) cycle, each employee will engage in the evaluation process through meaningful self-reflection and assessment of
professional practices, coupled with timely feedback and coaching conversations from trained evaluators and peers. Each
employee will have the opportunity to grow professionally. To guide our work, all employees will engage in the process by
focusing on key areas specific to their role, collaborate with their peers and evaluator to reflect on professional practices and
determine systems of support, engage in professional learning opportunities customized for their unique professional needs, and
deepen the trust among the members of the Racine Unified Community.
Benefits
Increased Student Achievement

Guiding Principles of Trust
Personalized Professional Learning Opportunities Based on Professional Growth
Maximize Potential for Every Employee
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The Evaluation Cycle

During the Evaluation Cycle, employees will participate in one of the following evaluation cycles: Annual, Supporting year or
a Summary year. This design provides a framework in which the focus is on analyzing teaching over time rather than quick
snapshots.
In an Annual and Summary year employees participate in the evaluation process with their evaluator. In a Supporting year,
employees participate in the evaluation process with a peer and/or coach.
*RUSD employees will complete an Evaluation Cycle according to figure 1.
Figure 1 The Evaluation Cycles Annual years, Supporting years and Summary years
Annual
One Evaluation Cycle
New Teacher/Building
Leader Year 1 - Summary
New
Teacher/Building
Leader Year 2 Supporting
New
Teacher/Building
Leader Year 1 Summary
Supporting Year
1
Supporting Year
2
Summary Year
Scenarios impacting evaluation cycle changes*

1. Jane Smith is a third grade teacher at Building A. She decides to transfer to Building B to become their fifth grade teacher.
Ms. Smith has maintained the same position type; therefore, she will continue in her assigned evaluation cycle.
2. Josh Brown moves from an educational assistant to a third grade teacher. Since Mr. Brown has had a change in his
position and his evaluation type, his evaluation cycle will change from an annual evaluation to a New Teacher Year 1
Summary evaluation.
3. Jose Garcia-Santiago has been an assistant principal in the district for 4 years. At the end of the school year he, was in a
Supporting Year 1. Over the summer, he was promoted to directing principal; therefore, he will move into New Principal
Year 1 Summary evaluation.
*Not an exhaustive list
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Data Management Systems

Frontline Education: My Learning Plan
Frontline Education: My Learning Plan is a web-based professional learning and employee evaluation management
system, which allows educators and evaluators to collaborate and manage the professional learning and evaluation
process. All employees in the Racine Unified School District will use My Learning Plan as the vehicle for
communicating and sharing all documentation related to the evaluation process as well as registration for
professional learning opportunities.
Note: Frontline Education: My Learning Plan replaced Edivate for your professional learning data management
and Teachscape: Reflect for your evaluation data management system.
Teachscape
Teachscape is a web-based data management system which includes observer training and certification for teacher evaluation and
professional learning. The following platforms are still available to educators based on their specific roles and responsibilities:
Focus: Preparation, training and certification for evaluators*

Learn: Comprehensive professional learning system which supports the Danielson Framework for Teaching
*Platform specific to evaluators only.
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Teacher Section
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Racine Unified Support Staff Evaluation Cycle
Orientation
Final Evaluation
Conference
Observation &
Other Evidence
Collection
Observation
Conference
Observation
Conference
Observation &
Other Evidence
Collection
Notes:
Suggested due dates on all timelines are the last possible date to provide adequate time to complete each task in a
meaningful manner; most teachers will complete the activities prior to the deadlines. (Evaluators have the local flexibility
to adjust teacher due dates on a case-by-case basis.)
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Racine Unified Support Staff Evaluation Timeline

Summary Year Teacher
Month
October December
August September
Progress monitor students using formative and

summative assessments for the students to
discuss during your pre & post conference
Gather high-leverage artifacts and evidence

related to your professional practice *optional
Participate in the pre/post observation

conference leading up to or following an
announced observation (if applicable).
summative assessments for the students to
discuss during your pre & post conference
January April
April - June
Teacher
Attend professional learning sessions or review
resource documents on how to navigate My
Learning Plan

related to your professional practice *optional

Identify goals for the following year
Participate in Final Evaluation Conference
Evaluator
Provide staff with an orientation on the Evaluation
System to explain policies, procedures, and
expectations. Document that all teachers
participated in the orientation meeting. Due on or
before September 30, 2016 or within the first week
of employment. * Orientation meeting should be
held prior to conducting observations.
Notify teachers of whether they are in a Summary or

Supporting year. Due on or before September 30,
2016
Complete Announced Observation cycle (preobservation conference, classroom observation, and

post-observation conference) during the first
semester for the first of your Summary Year
teachers. December 16, 2016
Within My Learning Plan, tag all evidence

statements and provide feedback within one week of
completed observations.

semester for the second of your Summary Year
teachers. April 13, 2017
Within My Learning Plan tag all evidence

Schedule & hold Final Evaluation Conference for all

Summary Year teachers. June 9, 2017
* During this meeting review Overall Educator
Performance and set goals for the following year.
Complete RUSD Final Summary Document and
finalize all forms within My Learning Plan.
Submit signed RUSD End-of-Cycle Summary forms

to Human Capital. June 23, 2017
*Note: Supporting Year teachers using the RUSD Tool do not have required components; however, it is highly recommend that
they collaborate with their peers, reflect on their professional practice, and set meaningful professional practice goals.
Workflow will be blank until evaluator submits observation documents within My Learning Plan.
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Educator Effectiveness Evaluation System

System Overview
Within the Wisconsin Educator Effectiveness System both Student Learning Outcomes and Educator Practices will be included to
determine educator effectiveness.
Figure 2: Educator Effectiveness Measures
STUDENT OUTCOMES 50%
EDUCATOR PRACTICE 50%
Holistic SLO Score accounts for 50% of

Teachers Overall Level of Performance
The Danielson Framework for Teaching, 22

components account for 50% of Teachers
Overall Level of Performance
100% of Educators Overall Level of Performance

At the end of a teachers evaluation cycle, RUSD teachers in the Educator Effectiveness System will receive a holistic SLO score
(1-4) and a Professional Practice Score based on Domain averages (1-4) which will determine the teachers overall Level of
Performance. During the End-of-Cycle Summary meeting, evaluators will review scores with each summary year teacher.
Overall Level of Performance:

Levels of Performance
Distinguished
Proficient
Basic
Unsatisfactory
Levels of Performance Ranges

3.4
- 4.0
2.6
- 3.3
1.8
- 2.5
1.0
1.7
Professional Practice Levels of Performance

Higher levels of performance in the Framework for Teaching represent both greater experience and increased expertise.It is
important to recognize that the levels of performance are levels of teaching not teachers. Charlotte Danielson, 2007
The Educator Effectiveness System, grounded in the Framework for Teaching is designed to support teachers and assist them to
continually examine and improve their professional practice. These levels of performance recognize the complexity of teaching
and that no matter how successful any particular lesson may be there are always ways it can be improved.
Distinguished Level of Performance Teachers performing at the Distinguished level are master teachers. This level of
performance is characterized as a highly successful student-led learning. It is the highest level of professional practice
and challenging to maintain. Distinguished teaching may be attained in different Domains, at different times, but it is not
expected for a teacher to consistently perform in all Domains at the Distinguished level.
Proficient Level of Performance - Proficient teaching is characterized as successful teaching and often is observed as
teacher-led success. At this level of performance, teachers are consistent in their practice and it is appropriate for the age
of the students in their classrooms. Proficient teaching is the standard for successful teaching.
Basic Level of Performance At this level of performance the teaching is inconsistent, and not entirely successful.
Teaching is extremely complex work as is evidence in the complexity of the Framework for Teaching Components and
Elements. It is reasonable that teachers new to the professional may perform at the Basic level overall or in some of the
four Domains.
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Unsatisfactory Level of Performance At the Unsatisfactory level, practice remains ineffective, inefficient and
potentially holds harm for students either academically, psychologically, emotionally, or physically. There is little to no
evidence of knowledge and skill required to practice as described in the Framework for Teaching even after intervention
and support have been implemented.
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Using a Balanced Assessment

Framework to Support the SLO
Process
Revised October 2014
Balanced assessment framework can support the Student Learning Objectives or the School Learning Objectives (SLO)
process for educators.
The SLO Process and a Balanced Assessment Framework

The SLO process consists of four main elements spread out over a school year or learning interval:
Establishing an appropriate SLO goal and plan to reach the goal
Gathering evidence of instructional practices leading to improved student outcomes
Conducting a mid-year or mid-interval review of progress
Evaluating the final results and scoring the educators SLO process and outcomes using the holistic rubric
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Figure 3: Danielsons Framework for Teaching (4 Domains, 22 Components, and 76 Elements)

Domain 1: Planning and Preparation
1a Demonstrating Knowledge of Content and Pedagogy
Content knowledge
Prerequisite relationships
Content pedagogy
1b Demonstrating Knowledge of Students
Child development
Learning process
Special needs
Student skills, knowledge, and proficiency
Interests and cultural heritage

1c Setting Instructional Outcomes
Value, sequence, and alignment
Clarity
Balance
Suitability for diverse learners

1d Demonstrating Knowledge of Resources
For classroom
To extend content knowledge
For students
1e Designing Coherent Instruction
Learning activities
Instructional materials and resources
Instructional groups
Lesson and unit structure

1f Designing Student Assessment
Congruence with outcomes
Criteria and standards
Formative assessments
Use for planning
Domain 2: The Classroom Environment

2a Creating an Environment of Respect and Rapport
Teacher interaction the students
Student interaction with students

2b Establishing a Culture for Learning
Importance of content
Expectations for learning and behavior
Student pride in work

2c Managing Classroom Procedures
Instructional groups
Transitions
Materials and supplies
Non-instructional duties
Supervision of volunteers and paraprofessionals

2d Managing Student Behavior
Expectations
Monitoring behavior
Response to misbehavior
2e Organizing Physical Space
Safety and accessibility
Arrangement of furniture and resources
Domain 4: Professional Responsibilities

4a Reflecting on Teaching
Accuracy
Use in future teaching

4b Maintain Accurate Records
Student completion of assignments
Student progress in learning
Non-instructional records
4c Communicating with Families
About instructional program
About individual students
Engagement of families instructional program

4d Participating in a Professional Community
Relationships with colleagues
Participation in school projects
Involvement in culture of professional inquiry
Service to school
4e Growing and Developing Professionally
Enhancement of content knowledge and pedagogical skill
Receptivity to feedback from colleagues
Service to the profession

4f Showing Professionalism
Integrity/ethical conduct
Service to students
Advocacy
Decision-making
Compliance with school/district regulations
Domain 3: Instruction
3a Communicating with Students
Expectations for learning
Directions and procedures
Explanations of content
Use of oral and written language

3b Using Questioning and Discussion Techniques
Quality of questions
Discussion techniques
Student participation
3c Engaging Students in Learning
Activities and assignments
Student groups
Instructional materials and resources
Structure and pacing

3d Using Assessment in Instruction
Assessment criteria
Monitoring of student learning
Feedback to students
Student self-assessment and monitoring

3e Demonstrating Flexibility and Responsiveness
Lesson adjustments
Response to students
Persistence
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Figure 4: Artifacts Related to the Framework for Teaching

Domain 1: Planning and Preparation
Possible Artifacts (not exhaustive)
1a. Knowledge of Content & Pedagogy
Syllabus
Lesson plans
incorporating best practices
indicating misconceptions
including enduring understanding
Professional Development documents
reflections on workshop
college transcripts
1b. Knowledge of Students
Surveys
of student/family interest/cultural heritage
Student learning profile
1c. Selecting Instructional Goals
Lesson plans
identifying learning intentions
including enrichment activities
identifying modifications for diverse learners
Curriculum map
Intervention plans
1d. Knowledge of Resources
List of resources with varying levels
websites
guest speakers
reading materials
Documentation of available services
fieldtrips
community resources
1e. Designing Coherent Instruction
Instructional grouping techniques
Lessons plans
identifying resources used
Curriculum Mapping
1f. Assessing Student Learning
Documentation of content mastery
checklist
running records
Documentation indicating varied assessment
practices
sample performance tasks
rubrics linked to outcomes
sample student portfolio w/ teacher and student
Domain 2: Classroom Environment

2a. Creating an Environment of Respect & Rapport
Welcome letter to students
Classroom created contracts
Collaborative classroom rules
Responsive classroom charts
Documentation of get-to-know activities
Icebreakers
Writing prompts
2b. Establishing a Culture for Learning
Peer Conference Logs
Bulletin boards displaying student work
Exemplars for students to view
2c. Managing Classroom Procedures
Job list
Group rotation schedule
Written directions for transitions
2d. Managing Student Behavior
Non Verbal cue cards
Documentation tracking student behavior
Behavior chart
PBIS/Developmental Designs Matrix
Daily reports
2e. Organizing Physical Space
Seating charts
Posters/signs
indicating material locations
used as teaching aids
Map of physical space
indicating purpose of distinct locations
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Domain 4: Professional Responsibilities

4a. Reflecting on Teaching
Lesson plans with reflective notations
Student goal sheets
Teacher notation related to next steps for
instruction
Student surveys related to instruction
Documentation of content mastery
checklist
running records
4b. Marinating Accurate Records
Gradebook
Student maintained documents
Assignment notebook
Student progress sheets
Attendance sheets
Checklists (field trips, behavior, etc.)
4c. Communicating with Families
Parent Newsletters or Class Bulletins
Classroom webpage
Notes to Parents
Parent phone logs
Parent/Teacher conference documentation
4d. Participating in a Professional Community
Involvement in professional inquiry
Participates in school/district projects and/or
activates
Lesson Plans identifying professional development
implementation
Chairing committees, teams, etc.
Grade level/committee agendas and minutes
Notes from webinar or conference
4e. Growing and Developing Professionally
Documentation of involvement in professional
groups
Staff meeting agenda
Teacher created materials to share with
colleagues
Certificates of PD completions
4f. Showing Professionalism
Letters of recommendations or acknowledgements
Written communication between teacher and
students/families/colleagues/community members
Documentation of teachers attendance
Domain 3: Instruction
3a. Communicating with Students
Student hands with instructions
Visible learning targets
Exemplars for students to view
Lesson presentations
3b. Using Questions & Discussion Techniques
Lesson plan
Identifying varied essential questions
Identifying discussion techniques used
Identifying engagement/participation strategies
Video of classroom discussion
Documentation monitoring student participation
3c. Engaging Students in Learning
Student groups documentation
rotation schedule
grouping strategies
Video of student groups problem-solving
Lesson plans
indicating student choice
containing pacing notations
Sample formative assessments
Sample student assignments
3d. Using Assessment in Instruction
Student goal setting sheets
Completed exit tickets
Student work with formative feedback
Student self-assessments
3e. Demonstrating Flexibility & Responsiveness
Lesson plans with modification notations
Reflection journal
Communication/Collaboration Log
Differentiated assignments
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Racine Unified Educator Effectiveness Teacher Evaluation Cycle & Timelines
Orientation
Develop Self
Review and EEP
(PPG & SLO)
Final Evaluation
Conference
Rating of
Professional
Practice & SLOs
EEP Conference &

Goal Discussion
Observation &
Other Evidence
Collection
Observation &
Other Evidence
Collection
Mid-Year Review
Notes:
Suggested due dates on all timelines are the last possible date to provide adequate time to complete each task in a
meaningful manner; most teachers will complete the activities prior to the deadlines. (Evaluators have the local
flexibility to adjust teacher due dates on a case-by-case basis.)
At the end of the teachers Summary year there must be a preponderance of evidence for all 22 components (8
evidence statements per component).
o Both the evaluator and the teacher are responsible for collecting evidence and artifacts to support all 22
components by the end of the teachers evaluation cycle.
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Educator Effectiveness System Timeline

Summary Year Timeline Year Long SLO
Month
September - November
Teacher
Complete and submit your Teacher SelfReview & Educator Effectiveness Plan (EEP)
prior to meeting for a planning session with the
evaluator Due by October 14, 2016 or the 1st
week following your 4th week of instruction).
* 4K teachers using the PALS
assessment Due by November 11, 2016
o Minimum of one Professional Practice
Goal
o Minimum of one Student Learning
Objective (SLO)
Evaluator

2016
Review and provide written feedback on Summary

Year teachers Educator Effectiveness Plan (EEP) as
they are submitted.
Schedule & hold planning meeting to review the

EEP for Summary Year teachers. October 28, 2016
* 4K teachers using PALS for their SLO, hold
planning meeting by November 25, 2016.
Begin completing 15-20 minute Mini-Observations.

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December - February

summative assessments for the students
included in your Student Learning Objective
(SLO).

related to your SLO, PPG and Danielson
components. *Evaluator may require specific
evidence collection related to SLO and
Educator Practice.
Complete Pre-Observation and PostObservation Forms prior to meeting for a

pre/post-observation conference (if applicable).

semester for the first of your Summary Year
teachers. December 16, 2016
First of required 15 -20 Mini-Observations are

completed by January 20, 2017.


Year teachers Mid-Interval Review.


Summary Year Timeline Year Long SLO
Month
December February
continued
Teacher
Submit Mid-Interval Review for your EEP
prior to meeting for the Mid-Interval Review
conference with your evaluator. February 17,
2017 * 4K grade 12 teachers.
Participate in Mid-Interval conference with
your evaluator.
Evaluator
All observers must complete a Calibration in the

Teachscape system. Calibration window: November
21 December 21, 2016.
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(SLO).
Continue gathering high-leverage artifacts and

evidence related to your SLO, PPG and
Danielson components. *Evaluator may
require specific evidence collection related to
SLO and Educator Practice.
March - June
Schedule & hold Mid-Interval EEP Review

meetings for Summary Year teachers. March 3,
2017 * 4K grade 12 teachers
Second of required 15 -20 Mini-Observations are

completed by April 28, 2017.


post-observation conference) during the second
semester for the second of your Summary Year
teachers. April 13, 2016



Year teachers End-of-Interval Review.
Schedule & hold End-of-Cycle Summary meeting

for all Summary Year teachers. June 2, 2017
*During this meeting review End-of-Interval EEP
data and Overall Educator Performance. Complete
RUSD End-of-Cycle Summary Form and finalize all
forms within My Learning Plan.
Submit signed RUSD End-of-Cycle Summary form

to Human Capital. June 23, 2017
Submit End-of-Interval Review for your EEP

conference with your evaluator. May 26, 2017
* 4K grade 12 teachers
Participate in End-of-Cycle Summary

conference with your evaluator.
Use End-of-Year Checklist to verify

completion of the process.
All observers must complete a Calibration in

the Teachscape system. Calibration window:
June 19 July 14, 2017.

Supporting Year Timeline Year Long SLO
Month
September November
Teacher
evaluator. October 14, 2016 or the first week
following your 4th week of instruction.
* 4K Teachers using the PALS
assessment November 11, 2016
Evaluator
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2016
Meet with peer or coach to review the EEP

October 28, 2016 * 4K teachers using PALS
for their SLO, meet by November 25, 2016.

(SLO)

December - February

Educator Practice.
Submit Mid-Interval Review for your EEP.

February 17, 2017 * 4K grade 12 teachers
March - June
Minimum of one Professional Practice

Goal
Minimum of one Student Learning
Objective (SLO)
Meet with peer or coach to review Mid-Interval

EEP. March 3, 2017
(SLO)

Submit End-of-Interval Review for your EEP.

May 26, 2017. * 4K grade 12 teachers


21 December 21, 2016.


Teachscape system. Calibration window: June 19
July 14, 2017.
Meet with peer and/or coach to review End-ofInterval EEP. June 2, 2017
Notes: In Supporting Years, teachers engage in the process collaboratively with a peer and/or coach.

Summary Year Timeline Semester Long SLO
Month
Teacher
Evaluator
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December -February
Goal
o Minimum of one Student learning
Objective (SLO)
Note: All teachers with only semester long classes

must complete one semester long SLO during the
first semester. A second SLO may be required at
the evaluators discretion.

(SLO)

Educator Practice.

conference with your evaluator. December 2,
2016

your evaluator.


2016.
Review and provide feedback on Summary Year

Teachers Educator Effectiveness Plans (EEP) as
they are submitted.

EEP for Summary Year teachers. October 28, 2016

meetings for Summary Year teachers. December
16, 2016

semester for of your Summary Year teachers.
December 16, 2016

Schedule & hold first Semester End-of-Interval EEP
Review meetings for Summary Year teachers.
February 3, 2017


Month
Teacher
Summary Year Timeline Semester Long SLO

Evaluator
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December February
March - June

conference with your evaluator. January 20,
2017
Participate in first Semester End-of-Interval
Submit second Semester Beginning-of-Year
EEP Review. March 10, 2017 (if applicable)
Participate in second Semester Beginning-ofYear EEP conference with your evaluator. (if
applicable)
Submit second Semester Mid-Interval EEP
Review. April 28, 2017 (if applicable)
Participate in second Semester Mid-Interval
EEP conference with your evaluator. (if
applicable)
(SLO) and gather evidence related to your
SLO. (If applicable) *Evaluator may require
specific evidence collection related to your
SLO.
evidence related to your PPG and Danielson
evidence collection related to your Educator
Practice.
Practice.


Submit 2nd Semester End-of-Interval EEP.
June 2, 2017 (If applicable)
Participate in the End-of-Cycle Summary
meeting.

21 December 21, 2016.
Schedule & hold second Semester Beginning-ofYear EEP Review meetings for Summary Year
teachers. March 24, 2017 (if applicable)

post-observation conference) during the second
semester for of your Summary Year teachers.
April 13, 2017


Schedule & hold 2nd Semester Mid-Interval EEP

Review meetings for Summary Year teachers May
12, 2017 (if applicable)
Schedule & hold End-of-Cycle Summary Meeting

for all Summary Year teachers. June 8, 2017
*During this meeting review Overall Educator
Performance and Holistic SLO score. Complete
RUSD End-of-Cycle Summary Form and finalize all
forms within My Learning Plan. (Review second
Semester End-of-Interval EEP data if applicable.)
Submit signed original copy of the RUSD End-ofCycle Summary forms to Human Capital. June 23,
2017

Teachscape system. Calibration window June 19
July 14, 2017.
Notes:
Only teachers with semester long classes should use the semester long SLO timeline.

Supporting Year Timeline Semester Long SLO
Month
Teacher
Evaluator
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Goal
o Minimum of one Student Learning
Objective (SLO)
Meet with peer or coach to review the
Beginning-of-Year EEP October 28, 2016.
December -February
Note: All teachers with only semester long classes

must complete one semester long SLO during the
first semester. A second SLO may be required at
the evaluators discretion.
(SLO).

Educator Practice.
Submit Mid-Interval Review for your EEP.

December 2, 2016.
Meet with peer or coach to review the MidInterval EEP December 16, 2016.
Submit End-of-Interval Review for your EEP.

January 20, 2017
Meet with peer or coach to review the End-ofInterval EEP. February 3, 2017


2016.



21 December 21, 2016.

Supporting Year Timeline Semester Long SLO
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Month
Teacher
Submit second Semester Beginning-of-Year
EEP Review. March 10, 2017. (if applicable)
Review. April 28, 2017. (if applicable)

Review. April 28, 2017. (if applicable)

(SLO) and gather evidence related to your
SLO. (if applicable) *Evaluator may require
specific evidence collection related to your
SLO).

Practice.
Submit second Semester End-of-Interval EEP

June 2, 2017 (if applicable)
Meet with peer and/or coach to review the

End-of-Interval EEP. June 8, 2017
March - June
Evaluator
All observers must complete a Calibration in
the Teachscape system. Calibration window:
June 19 July 14, 2017.
Notes:
In Supporting Years, teachers engage in the process collaboratively with a peer and/or coach.
The Danielson Framework for Teaching accounts for

00% of the
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Principal Section
Principal Evaluation System

System Overview
Within the Wisconsin Educator Effectiveness System both Student Learning Outcomes and Principal Practices will be included to
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determine educator effectiveness.

Figure 2: Educator Effectiveness Measures
STUDENT OUTCOMES 50%
PRINCIPAL PRACTICE 50%
Holistic SLO Score accounts for 50% of

Principals Overall Level of Performance
The Wisconsin Framework for Principal

Leadership, 21 components account for 50% of
Educators Overall Level of Performance*
100% of Educators Overall Level of Performance

*All 21 components may not apply for assistant principals.
At the end of a principals evaluation cycle, RUSD building leaders in the Educator Effectiveness System will receive a holistic
SLO score (1-4) and a Professional Practice Score based on Domain averages (1-4) which will determine the principals overall
Level of Performance. During the End-of-Cycle Summary meeting, evaluators will review scores with each summary year
principal.
Overall Level of Performance:

Levels of Performance
Distinguished
Proficient
Basic
Unsatisfactory
Levels of Performance Ranges

3.4
- 4.0
2.6
- 3.3
1.8
- 2.5
1.0
1.7
Professional Practice Levels of Performance

The Educator Effectiveness System, grounded in the Wisconsin Framework for Principal Leadership is designed to support
principals and assist them to continually examine and improve their professional practice. The differentiated levels are used to
identify levels of professional practice related to each component. Identify practice related to a specific level aids a goal
development, progress monitoring, and provides a consistent structure for conversations between principals, peers, and evaluators.
Distinguished Level of Performance Principals performing at the Distinguished level are master administrators and
leaders both inside and outside of their school. This level of performance involves and empowers staff, students and
community in the learning process to create a highly successful school.
Proficient Level of Performance Principals performing at the Proficient level, reflect and receive feedback in an effort
to build upon strengths while striving for mastery. At this level of performance, principals demonstrate a consistent and
successful professional practice.
Basic Level of Performance At this level of performance the principal practice demonstrates some knowledge and
skills to influence student and organizational learning, but the application is inconsistent and not entirely successful. It is
reasonable that principals new to the profession may perform at the Basic level overall or in some of the components
within the two domains.
Unsatisfactory Level of Performance At the Unsatisfactory level, principal practice does not display basic
understanding of concepts within the component(s). Such practice negatively impacts educator performance and student
25 | P a g e
progress.
Leadership Framework
Domain 1: Effective Educator
1.1 Human Resources
1.1.1 Recruiting and Selecting
1.1.2 Assignment of Teachers and Instructional Staff
1.1.3 Observation and Performance Evaluation^
1.1.4 Professional Development and Learning
1.1.5 Distributed Leadership
1.2 Instructional Leadership
1.2.1 Mission and Vision
1.2.2 Student Achievement Focus*
1.2.3 Staff Collaboration
1.2.4 School-wide Use of Data
1.2.5 Student Learning Objective (Teacher SLOs)^
Domain 2: Leadership Actions

2.1 Personal Behavior
2.1.1 Professionalism*
2.1.2 Time Management and Priority Setting*
2.1.3 Use of Feedback for Improvement*
2.1.4 Initiative and Persistence*
2.2 Intentional and Collaborative School Culture
2.2.1 School Climate*
2.2.2 Communication*
2.2.3 Conflict Management and Resolution*
2.2.4 Consensus*
2.3 School Management
2.3.1 Learning Environment Management
2.3.2 Financial Management
2.3.3 Policy Management*
*Assistant Principal required components

^ Assistant Principal required components if they evaluate educator practices
Examples of observations and artifacts that may be combined into high-leverage evidence sets
Example Observation and Artifacts
Aligns to These Multiple Components
Short observation of the principals presentation to the faculty
regarding information learned from a recently attended
1.1.4 Educator Development and Learning

2.1.1 Professionalism
26 | P a g e
workshop or conference, supplemented with handouts created

by the principal for the faculty.
Observation of the principal leading a staff meeting focused
on the creation of a building level school improvement
process, supplemented with photos taken of data charts posted
on the walls during a data walk.
Observation of principal supporting and/or facilitating a

school-wide learning plan or PLC group, supplemented with
schedules demonstrating time for PLCs to meet and evidence
of how their work aligns to the school/district improvement
plan
Observation collected via videotape of principal hosting a
post-observation feedback meeting with a teacher,
supplemented by notes collected during the observation of the
teacher; superintendent documents the coaching and feedback
provided by the principal.
Observation of school leadership team meeting to ensure that
observations and feedback meetings with teachers occur in a
timely manner, and to check for consistent use and
interpretation of rubrics used during teacher observations.
Observation of principal monitoring morning arrival of
students, which have recently included conflicts between the
bus driver and parent-safety officer.

1.2.1 Mission and Vision
1.2.2 Student Achievement Focus
2.1.2 Time Management and Priority Setting
2.1.3 Use of Feedback for Improvement
2.1.4 Initiative and Persistence
1.1.4 Educator Development and Learning
2.1.1 Professionalism
1.1.3 Observation and Performance Evaluation
1.1.4 Educator Development Learning
1.1.3 Observation and Performance Evaluation

2.1.2 Time Management and Priority Setting
2.1.3 Learning Environment Management

2.2.3 Conflict Management and Resolution
2.2.4 Consensus Building
Figure Examples of common teacher and principal framework themes

Content Area
Framework for Teaching
Positive Environment
2a: Creating an environment of respect

and rapport
Productive Culture
2b: Establishing a culture for learning
Effective Communication
3a: Communicating with students

4c: Communicating with families
3d Using assessments in instruction
Strategic Use of Data
4d: Participating in a professional

learning community
4e: Growing and developing
professionally
Professional Growth
Wisconsin Framework for

Principal Leadership
2.2.1 School Climate
2.2.3 Conflict Management and
Resolution
2.2.1 School Climate
2.2.2 Communication
1.2.5 Teacher Student Learning
Objectives (SLOs)
1.1.4 Professional Development and
Learning
2.1.3 Use of Feedback for Improvement
Racine Unified Educator Effectiveness Principal Evaluation Timelines
Leadership Effectiveness System Timeline

Summary Year Timeline
27 | P a g e
Month
December - February
September November
Principal
Complete and submit your Principal/AP SelfReview & Educator Effectiveness Plan (EEP)
evaluator. October 21, 2016
Evaluator
Provide an orientation on the Evaluation System to
explain policies, procedures, and expectations.
Document that all administrators have participated
in the orientation meeting. Due on or before
September 30, 2016 or within the first week of
employment. * Orientation meeting should be held
prior to conducting observations.
Notify administrators of whether they are in a

Summary or Supporting year. Due on or before
September 30, 2016

Year Principals Educator Effectiveness Plans (EEP)
as they are submitted.

EEP for Summary Year principals. November 4,
2016
Begin completing Sampling Visits.

Complete School Visits cycle (pre-observation
conference, observation, and post-observation
conference) during the first semester for of your
Summary Year principals. December 16, 2016.

included in your School Learning Objective
(SLO)

Educator Practice.
of required 15 -20 Sampling Visits are completed

by January 20, 2017.


pre/post-observation conference (if applicable)


Summary Year Timeline
Month
Principal
Evaluator
28 | P a g e
December February
March - June

conference with your evaluator. Due by
February 24, 2017
All observers must complete a Calibration
in the Teachscape system. Calibration
window: November 21 December 21, 2016.
your evaluator.
included in your School Learning Objective
(SLO)



prior to meeting for the End-of-Interval Review
conference with your evaluator. Due by May
9, 2017
Participate in End-of-Cycle Summary

All observers of must complete a

Calibration in the Teachscape system.
Calibration window: June 19 July 14,
2017.

Year Principals Mid-Interval Review. March 3,
2017

meetings for Summary Year principals March 17,
2017
of required 15 -20 Sampling Visits are completed

by April 30, 2017.
Complete School Visit cycle (pre-observation

conference, classroom observation, and postobservation conference) during the second semester
for of your Summary Year principals Due April
13, 2017.


Year principals End-of-Interval Review. May 19,
2017
Schedule & hold End-of-Cycle Summary Meeting

for all Summary Year principals Due by June 30,
2017. * During this meeting review End-of-Interval
EEP data and Overall Educator Performance.
Complete RUSD End-of-Cycle Summary Form and
finalize all forms within My Learning Plan.
Submit signed original RUSD End-of-Cycle

Summary form to Human Capital. Due by July 15,
2017. *Submit 1 copy of RUSD End-of-Cycle
Summary form to the Deputy Superintendents
Office and 1 copy should remain at the school.
29 | P a g e

Supporting Year Timeline
Month
Principal
Complete and submit your Principal/AP SelfReview & Educator Effectiveness Plan (EEP)
prior to meeting for a planning session with
the evaluator. October 21, 2016
Review Self-review and EEP with a peer.
Evaluator
Provide an orientation on the Evaluation System to
explain policies, procedures, and expectations.
Document that all administrators have participated
in the orientation meeting. Due on or before
September 30, 2016 or within the first week of
employment. * Orientation meeting should be held
prior to conducting observations.
Notify administrators of whether they are in a

Summary or Supporting year. Due on or before
September 30, 2016
Begin completing Sampling Visits.
December - February

(SLO)

Educator Practice.

Due by February 24, 2017.

of required 15 -20 Sampling Visits are

statements and provide feedback within one week
of completed observations.
All observers must complete a

Calibration window: November 21st
December 21, 2016.
30 | P a g e

Supporting Year Timeline
Month
March - June
Administrator
Participate in Mid-Interval conference with a
peer.

(SLO)


May 9, 2017.
Participate in End-of-Interval Review with a

peer.
Evaluator
of required 15 -20 Sampling Visits are
statements and provide feedback within one week
of completed observations.
All observers must complete a

Calibration window: June 19 July 14,
2017.
31 | P a g e
Educational Assistant
Section
Coming soon
32 | P a g e
Clerical Section
Coming Soon
33 | P a g e
District Administrator
Section
Coming Soon
34 | P a g e
Building Service
Employees Section
Coming Soon
35 | P a g e
Appendix A Correlation of the Wisconsin PI 34.02 Teacher

Standards with the Framework for Teaching Components
Wisconsin
Standard
Standard 1
Standard 2
Description of Teacher Performance
The teacher understands the central concepts, tools of

inquiry and structure of the disciplines her or she
teaches and can create learning experiences that make
these aspects of subject matter meaningful for pupils.
The teacher understands how children with broad
ranges of ability learn and provides instruction that
supports their intellectual, social and personal
development.
Framework
Component
1a
1e
3c
Demonstrates knowledge of content and pedagogy.

Designs coherent instruction.
Engages students in learning.
1b
1c
1f
3b
3c
Demonstrates knowledge of students.

Selects instructional goals.
Assesses student learning.
Uses questions and discussion techniques.
Engages students in learning
Creates an environment of respect and rapport.
Establishes a culture for learning.
Instruction Domain.
Demonstrates knowledge of resources.
Instruction Domain

Establishes a culture for learning.
Manages classroom procedures.
Manages student behavior.
Organizes physical space.
Communicates clearly and accurately.
Uses questions and discussion techniques.
4a
4d
4e
Planning and Preparation Domain.

Demonstrates flexibility and responsiveness.
Assesses students learning.
Provides feedback to students.
Demonstrates flexibility and responsiveness.
Reflects on teaching.
Maintains accurate records.
Communicates with families.
Reflects on teaching
Contributes to the school and district.
Grows and develops professionally.
1d
4c
4d
4f
Demonstrates knowledge of resources.

Communicates with families.
Contributes to the school and district.
Shows professionalism.
Standard 3
The teacher understands how students differ in their

approaches to learning and the barriers that impede
learning and can adapt instruction to meet the diverse
needs of pupils, including those with disabilities and
exceptionalities.
1b
1e
2a
2b
3b to 3e
Standard 4
The teacher understands and uses variety of

instructional strategies, including the use of technology
to encourage students development of critical
thinking, problem solving and performance skills.
The teacher uses an understanding of individual and
group motivation and behavior to create a learning
environment that encourages positive social
interaction, active engagement in learning and selfmotivation.
1d
1e
3b to 3e
The teacher uses effective verbal and nonverbal

communication techniques as well as instructional
media and technologies to foster active inquiry,
collaboration and supportive interaction in the
classroom.
The teacher organizes and plans systematic instruction
based upon knowledge of subject matter, pupils, and
the community and curriculum goals.
The teacher understands and uses formal and informal
assessment strategies to evaluate and ensure the
continuous intellectual, social and physical
development of the pupil.
2a
3a
3b
3c
Standard 5
Standard 6
Standard 7
Standard 8
Standard 9
Standard 10
The teacher is reflective practitioner who continually

evaluates the effects of his or her choices and actions
on the pupils, parents, professionals in the learning
community and others and who actively seeks out
opportunities to grow professionally.
The teacher fosters relationships with school
colleagues, parents, and agencies in the larger
community to support pupil learning and well-being
and who acts with integrity, fairness and in an ethical
manner.
Description of Teacher Performance
1e
2a
2b
2c
2d
2e
3c
1a to 1e
3c
3e
1b
1f
3d
3e
4a
4b
4c
36 | P a g e
Appendix B SLO Quality Indicator Checklist
Quality Indicators
Reflections/Feedback/Notes for Improvement
Baseline Data and Rationale

The educator used multiple data sources to complete a
thorough review of student achievement data,
including subgroup analysis.
The educator examined achievement gap data and
considered student equity in the goal statement.
The data analysis supports the rationale for the chosen
SLO.
The baseline data indicates the individual starting
point for each student included in the target
population.
Alignment
The SLO is aligned to specific content standards
representing the critical content for learning within the
educators grade level and subject area.
The standards identified are appropriate and aligned to
support the area(s) of need and the student population
identified in baseline data.
The SLO is stated as a SMART goal.
Student Population
The student population identified in the goal(s) reflects
the results of the data analysis.
Targeted Growth
Growth trajectories reflect appropriate gains for
students, based on identified starting points or
benchmark levels.
Growth goals are rigorous, yet attainable.
Targeted growth is revisited based on progress
monitoring data and adjusted if needed.
Interval
The interval is appropriate given the SLO.
The interval reflects the duration of time the target
student population is with the educator.
Mid-point checks are planned, data is reviewed, and
revisions to the goal are made if necessary.
Mid-point revisions are based on strong rationale and
evidence supporting the adjustment mid-course.
37 | P a g e
Evidence Sources
The assessments chosen to serve as evidence
appropriately measure intended growth goals/learning
content.
Assessments are valid, reliable, fair, and unbiased for
all students/target population.
The evidence reflects a strategic use of assessment.
Progress is continuously monitored and an appropriate
amount of evidence can be collected in time for use in
the End-of-Cycle Summary conference. (Note: The
amount of evidence available may vary by educator
role).
Teacher-created rubrics, if used to assess student
performance,
have well-crafted performance levels that:
Clearly define levels of performance;
Are easy to understand;
Show a clear path to student mastery.
Instructional (for teachers) and Leadership (for
principals) Strategies and Support
Strategies reflect a differentiated approach appropriate
to the target population.
Strategies were adjusted throughout the interval based
on formative practices, interim assessments, and
progress monitoring data.
Collaboration with othersteachers, specialists,
instructional coaches, Assistant Principalsis
indicated when appropriate.
Appropriate professional development opportunities
are addressed.
Scoring
Accurately and appropriately scored the SLO.
Score is substantiated by student achievement data and
evidence of implementation process.
38 | P a g e
Appendix C SLO Rubric
Criteria
Goal Setting
Level 1
Educator set
inappropriate
goal(s).
Level 2
Educator set goal(s)
based
on analysis of required
or
supplemental data
sources.
Level 3
Educator set goal(s)
based
on analysis of all
required
and supplemental data
sources.
Assessments
Practices
Educator consistently
used
inappropriate
assessment
practices.
Educator inconsistently
used appropriate
assessment practices.
assessed students using
appropriate assessment
practices.
Progress
Monitoring
Educator did not

monitor
personal or student
evidence/data.
and
inaccurately reflected
on
student and personal
evidence/data.
Educator infrequently
monitored personal and
student evidence/data.
Educator frequently
reflected on student
and
personal evidence/data.
and
accurately reflected on
evidence/data and
made
connections between
the
two.
Educator did not adjust

practice based on
evidence/data or
reflection.
and
inappropriately
adjusted
practice based on
evidence/data and
reflection.
Educator process
resulted in
minimal student
growth.
adjusted practice based
on
evidence/data and
reflection.
Reflection
Adjustment of
Practice
Outcomes
Educator process
resulted in
no student growth.
Educator process
resulted in
student growth.
Level 4
Educator set rigorous
and
appropriate goal(s)
based
on a comprehensive
analysis of all required
and
supplemental data
sources.
assessed students using
strategic, appropriate,
and
authentic assessment
practices.
Educator continuously
and
accurately reflected on
evidence/data and
consistently and
accurately
made connections
between
the two.
and
appropriately revised
practice based on
evidence/data and
reflection.
Educator process
resulted in
exceptional student
growth.
Total
HOLISTIC SCORE
39 | P a g e
Appendix D Evaluation Cycle Timelines by Employee Groups
Employee Group
Educational Assistant
Teacher
Principal
Building Service
Employee
Clerical
District
Administrator
Start Date
September 1, 2016
September 1, 2016
July 1, 2016
July 1, 2016
End Date
May 30, 2017
June 10, 2017
June 30, 2017
July 30, 2017
Due Date
June 10, 2017
June 23, 2017
July 15, 2017
August 15, 2017
July 1, 2016
July 1, 2016
July 30, 2017

July 30, 2017
August 15, 2017

August 15, 2017
40 | P a g e
Appendix E - Racine Unified School District Administrator Performance

Management Program
Administrator Performance Review Section

Administrator Evaluation
Step 1: Initial Discussion and Position Description Review
Supervisor: Identify the administrator being evaluated.
Purpose of Appraisal:
Administrators Name: (Last, First, MI)
Division:
Position Title:
Department:
Employee Number:
Supervisors Name:
Position Description Provided:

Effective Date:
Date of Review Session(s):
Annual Evaluation
Other:
Performance Period
From:
To:
POSITION RELEVANCE: Review essential functions of position description and the Districts strategic plan.
Position description has been reviewed and it is considered: current
no longer current
update provided to HR
Step 2: Review of Administrative ISLLC Standards for the Position

Supervisor: Please review the ISLLC Standards below and provide a score or mark rating the principal on this particular standard. Please use the
following grid: (3 = Mastery; 2 = Experienced; 1 = Emerging; 0 = Not Meeting Standard.
Standard 1: Setting a widely shared vision for learning.

Mastery
Experienced
Emerging
Not Meeting Standard
Cite evidence for anything other than EXPERIENCED:

Standard 2: Developing a school culture and instructional program conducive to student learning and staff professional growth
.
Mastery
Experienced
Emerging

Standard 3: Ensuring effective management of the organization, operation and resources for a safe, efficient and effective learning environment.
41 | P a g e
Mastery
Experienced
Emerging

Standard 4: Collaborating with faculty and community members, responding to diverse community interests and needs and mobilizing community
resources.
Mastery
Experienced
Emerging

Standard 5: Acting with integrity, fairness and in an ethical manner.
Mastery
Experienced
Emerging

Standard 6: Understanding, responding to and influencing the political, social, legal and cultural contexts.
Mastery
Experienced
Emerging
42 | P a g e
Step 3: Last Years Goal Accomplishments (Must be in support of the North Star)
Supervisor and Employee: Evaluate performance on each of the goals (Smart, Measureable, Achievable, Realistic, Time-phased)
developed in Section 4 last year based on degree of accomplishment (3 = EXCEEDED GOAL, 2 = MET THE GOAL, 1 = DID NOT MEET
THE GOAL).
Goal 1: (state goal using SMART format):
Supervisors Comments:
Supervisor Score:
Pts
Supervisor Score:
Pts
Supervisor Score:
Pts
GOAL ACCOMPLISHMENT RATING: AVERAGE OF GOALS 1 3 TO NEAREST TENTH:
Pts
Step 4: Next Years Goals (Must be in Support of the North Star)

Supervisor and Employee: Discuss next years goals and priorities. (Smart, Measurable, Achievable, Realistic, Time-phased)
Step 5: Supervisor Summative Comments
43 | P a g e
Supervisor can make final comments or establish a performance improvement plan for the employee as necessary.
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
44 | P a g e
Step 6: Employee Comments and Feedback

If the employee wishes to do so, the employee can make comments on this performance review.
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
Step 7: Performance Discussion and Signatures

This report is based on my best judgment and we have discussed it together.
Supervisors Signature
Date
I received a copy of this report and have discussed it with my supervisor.
Employees Signature
Date
NOTE: Once the performance evaluation is completed and signed by all parties, it is the supervisors responsibility to provide a signed copy to the
employee and to ensure that the original is placed in the employees HR personnel file.
45 | P a g e
Administrator Professional Development & Reflection Section
Professional Development and Reflection

Employee: Professional Development: Below please reflect on your past year activities. (M = Mastery; E = Experienced; Em = Emerging; NM = Not
Meeting Standard.
RATE
PART A: LEADERSHIP TO PROMOTE SUCCESS OF ALL STUDENTS
M, E, Em, NM
1. Thinks strategically, displays sound judgment, assumes positive intent and is adaptable to changing situations and
achieves results.
2. Takes intelligent risks, anticipates problems and develops alternative plans.
3. Supports cultural competencies, relates well with others and demonstrates trust, integrity, and fairness in actions
and decisions.
4. Pursues continuous professional preparation to build leadership capacity and competencies and leads in a culture
of continuous improvement.
5. Models and assists in developing shared commitment to District vision and improvement efforts, student learning,
and instructional priorities.
6. Implements District strategic plan and understands the interconnectedness of plan components.
7. As appropriate, collaborate with community partners, responding to diverse community interests and needs and
mobilizes community support.
Employee should be prepared to discuss evidence for anything other than experienced:
RATE
PART B: SCHOOL DISTRICT ADMINISTRATION, FINANCE AND MANAGEMENT
M, E, Em, NM
1. Possesses capacity to acquire knowledge and grasp complex concepts.

2. Demonstrates appropriate knowledge and expertise in assigned area of responsibility.
3. Ensures effective management of the organization, operations and resources for a safe, efficient and effective
learning environment.
4. Clear and concise in written and oral communication.
5. Strategic thinker; plans, schedules and budgets for future programs, growth and improvements of current
programs.
6. Gains support and buy-in through participation of others (including internal and external constituents).
7. Understands systems, policies and procedures to guide actions and decisions.
8. Maintains knowledge of, and regularly uses, data to make decisions regarding area of responsibility.
9. Uses resources efficiently, understands resource constraints, and manages effectively within budget.
10. Able to establish priorities, make recommendations and/or difficult decisions and allocate resources appropriately.
RATE
PART C: DEVELOPMENT OF PEOPLE
M, E, Em, NM
1. Recognizes, develops and builds on good professional performance and capabilities of staff.
2. Motivates, challenges, allows mistakes, facilitates learning and continually develops staff.
3. Encourages honesty, integrity, and candor among staff and colleagues.
4. Sets and enforces high standards and celebrates the achievements of staff.
5. Evaluates subordinates, provides timely and honest feedback in a constructive and non-threatening way.
46 | P a g e
6. Delegates authority but maintains responsibility; accepts responsibility for decisions or actions of staff.
RATE
PART D: ADVANCING EQUITY & EXCELLENCE IN STUDENT LEARNING
M, E, Em, NM
1. Works diligently to assist all students who struggled.

2. Works diligently to help students who were not challenged.
3. Improves access to high quality teaching and learning for more students
RATE
PART E: DEVELOPING TEACHING CAPACITY
M, E, Em, NM
1. Works to build teaching capacity to meet student needs and raise student achievement.
2. Works to build a professional learning community with high expectations and accountability for the improvement
of teaching and learning (e.g., through hiring and evaluation).
3. Works to support all teachers to grow professionally and engage in reflective practice (including teachers who
struggle).
RATE
PART F: MANAGING AND ALIGNING RESOURCES
M, E, Em, NM
1. Aligns all resources (financial, human, and physical resources) to advance the vision of equity and excellence in the
school or District?
2. Acquires and managed resources to address learning inequities in your school or District.
3. Works to insure a safe and secure learning environment for students and staff.
RATE
PART G: BUILDING AN ENGAGED COMMUNITY
M, E, Em, NM
1. Works to understand the community and engage stakeholders in developing and attaining a vision of learning for
all students.
2. Develops internal and external relationships to engage, motivate, and support student learning.
3. Serves as an educational and student advocate in the community.
47 | P a g e
RATE
M, E, Em, NM
OVERALL PROFESSIONAL DEVELOPMENT AND REFLECTION SECTION

Average rating Part A, Leadership to Promote Success of All Students:
Average rating Part B, School District Administration, Finance and Management:
Average rating Part C, Development of People:
Average rating Part D, Advancing Equity and Excellence in Student Learning:
Average rating Part E, Developing Teaching Capacity:
Average rating Part F, Managing and Aligning Resources:
Average rating Part G, Building and Engaging the Community:
Professional Development and Succession Planning

Supervisor and Employee: Discuss the professional development needs of the employee from the Professional Development and
Reflection Section.
Enrichment and/or Area of Improvement Focus 1:
Professional Development Discussion and Signatures

This report is based on my best judgment and we have discussed it together.
Date
I received a copy of this report and have discussed it with my supervisor.
Employees Signature
Date
48 | P a g e
Appendix F Racine Unified Performance Appraisal & Development Plan

(Educational Assistants)
Name:
Employee #:
Position:
Date:
Building:
Date of Last Review:
Appraisal Period From:
Rating Scale:
To:
UNSATISFACTORY Currently not meeting job responsibilities for this position
ADEQUATE - Meets some but not all of the job responsibilities for this position
EFFECTIVE Meets all job responsibilities for this position
EXCELLENT Meets all and frequently exceeds
OUTSTANDING Exceeds all job responsibilities for this position.
1
A
Alignment: Follows District, building and classroom policies
B.
Sensitivity: Adjusts well to different needs and backgrounds in students.
C.
Teamwork: Works well with other building staff.
D.
Flexibility: Adapts well to changing work situations.
E.
Attendance: Attends regularly and follows schedules.
F.
Personal Skills: Respects teachers, students, principals, parents, and co-workers.
49 | P a g e
G.
Conduct: Handles stressful situations professionally.
H.
Organization: Sets priorities and works independently as necessary.
I.
In-service: Participates in required District staff development.
J.
Communication: Communicates clearly and effectively.
OVERALL RATING
./. 10 =
Employee Strengths
1.
2.
Development Needs
1.
2.
Summary Comments
Date
Employees Signature
Date
Areas rated with 1 or 2 require that the Performance Improvement

portion of this form be completed.
50 | P a g e
Performance
Improvement and Individual Development Goals
Employee Name:
Goals Set by Supervisor
Achieved
Date
Partial
Employees Signature
Not Achieved
Date
Any Partial or Not Achieved goals should be re-evaluated and placed

on a new Goal Sheet if appropriate.
51 | P a g e
Appendix G - Racine Unified Performance & Development Appraisal

Secretarial/Clerical Employees

Performance & Development Appraisal
Secretarial / Clerical Employees
Name:
Date:
Position:
Building:

To:
Rating Scale:
Poor
Less than acceptable
Acceptable
More than acceptable
Outstanding
Prioritizes Work
Employs Proper Use of Job Relevant Equipment, Machines, & Materials
Quality and Quantity of Work
Responsiveness to Suggestions for Improvement
Judgment When Fulfilling Normal Assignments
Judgment When Fulfilling Unusual/Special Assignments
Policy / Procedure Awareness & Compliance
52 | P a g e
Interpersonal Skills with Students

Positive Relations with Staff & Public
Willingness to Help Others & Support Team Concept
Dependability / Reliability
Creativity Employs New Methods & Applications
Appropriate Manner of Dress (*Dress Guidelines page 2)
Tardiness / Absenteeism
Utilizes Time Effectively / Efficiently
Works Well Without Supervision
Understands/Follows Directions
Maintains Areas in Orderly Fashion
Keeps Abreast of Current Standards / Methods / Technologies
Secretarial & Clerical Dress Guidelines
Rationale: While working in a professional office setting, your manner of dress must be reflective of this setting in
which you work. In most cases you are the first person that interacts with the public and the impression you give by
your attitude and manner of dress will help set the tone for the type of customer service we want to deliver. Listed
below are the expectations and guidelines for dress.
Appropriate Clothing: Business Casual.
Inappropriate Clothing: Off-the-shoulder tops, spaghetti straps or camisole style, tube tops, backless or cutaway backs,
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halters, midriffs, jeans, sweat suits, sweatpants or sweatshirts, t-shirts, tank tops, skin tight clothing, no excessively or
low cut or short clothing, tennis shoes, and flip-flops.
This policy is in effect Monday Thursday with Fridays being casual yet appropriate for a professional office setting.
Other exceptions would include spirit week or days, spirit wear when teams are going to a special tournament or any
other days deemed appropriate with the prior approval from the Directing Principal/Supervisor.
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Written Evaluation
Employees Strengths:
Need of Improvement (Include improvement goals on separate action plan or with goals for next review):
Employees Comments:
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Date
Employees Signature
Date
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Performance
Employee Name:
Achieved
Date
Partial
Employees Signature
Not Achieved
Date

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Appendix H Racine Unified Performance & Development Appraisal

Building Service Employees
Performance & Development Appraisal
Building Service Employees
Name:
Employee #:
Date:
Position:
Building:

To:
Rating Scale:
Poor
Less than acceptable
Acceptable
More than acceptable
Outstanding
Prioritizes Work
Employs Proper Use of Job Relevant Equipment, Machines, & Materials
Quality and Quantity of Work
Responsiveness to Suggestions for Improvement
Judgment When Fulfilling Normal Assignments
Judgment When Fulfilling Unusual/Special Assignments
Policy / Procedure Awareness & Compliance
Interpersonal Skills with Students
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Positive Relations with Staff & Public

Willingness to Help Others & Support Team Concept
Dependability / Reliability
Creativity Employs New Methods & Applications
Appropriate Manner of Dress
Tardiness / Absenteeism
Utilizes Time Effectively / Efficiently
Works Well Without Supervision
Understands/Follows Directions
Maintains Areas in Orderly Fashion
Keeps Abreast of Current Standards / Methods / Technologies
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Written Evaluation
Employees Strengths:
Need of Improvement (Include improvement goals on separate action plan or with goals for next review):
Employees Comments:
Date
Employees Signature
Date
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Performance
Employee Name:
Achieved
Date
Partial
Employees Signature
Not Achieved
Date

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Appendix I - Buildings and Grounds Operations Evaluation Process

The Directing Principal evaluates:
Head Engineer 1st Shift
The Head Engineer evaluates:
2nd Shift Engineer (if applicable)
3rd Shift Engineer (if applicable)
1st Shift custodians (if applicable)
Grounds Engineer (High School Only)
The 2nd Shift Engineer evaluates:
2nd Shift custodians
The 3rd Shift Engineer evaluates:
3rd Shift custodians
The head engineer will share evaluations of 2nd and 3rd shift building service
directing principal at his/her request.
personnel with the
The Director of Facilities and/or Facilities Supervisors will provide input. Buildings and Grounds area
supervisors will need to be contacted prior to evaluator starting the evaluation process so appropriate
input can be provided.
The directing principal is allowed to review all BSE evaluations before leaving the building.
The original signed evaluation will be sent to the Facilities Supervisor who will initial the document
before forwarding the evaluation to the Department of Human Capital.
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Appendix J Teachers Year End Completion Checklist

Use the following checklist to confirm and validate that you have complete all necessary steps to close out your workflow for the
2016-2017 school year.
RUSD Teacher:
Announced Observation
o Acknowledge 1st Announced Observation Evidence
o Acknowledge 2nd Announced Observation Evidence
EE Teacher:
Teacher Self-Review
o Submit Teacher Self-Review
Provide rationales for components rated a 1 or 4
Professional Practice Goal
o Submit Beginning-of-the-Year PPG
o Submit Mid-Year Review PPG
o Submit End-of-the-Year PPG
Student Learning Objective
o Submit Beginning-of-Interval SLO
o Submit Mid-Interval Review SLO
o Submit End-of-Interval SLO
o Submit Announced Observation Teacher Planning form
o Submit Announced Observation Teacher Reflection form
o Acknowledge Announced Observation Evidence
Mini Observation
Teacher End-of-Cycle Summary
o Acknowledge Teacher End-of-Cycle Summary
Teacher Effectiveness Cycle Evidence Summary
o Submit Teacher Effectiveness End-of-Cycle Evidence Summary
Notes
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
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Appendix K Principals Year End Completion Checklist

Use the following checklist to confirm and validate that you have complete all necessary steps to close out your workflow for the
2016-2017 school year.
Principal/AP Self-Review
o Submit Principal Self-Review
Provide rationales for components rated a 1 or 4
o Submit Beginning-of-the-Year PPG
o Submit Mid-Year Review PPG
o Submit End-of-the-Year PPG
School Learning Objective
o Submit Beginning-of-Interval SLO
o Submit Mid-Interval Review SLO
o Submit End-of-Interval SLO
School Visit
o Submit School Visit Principal Planning form
o Submit School Visit Principal Reflection form
o Acknowledge Announced School Visit Evidence form
Sampling Visit
o Acknowledge Sampling Visit Evidence
Principal/AP End-of-Cycle Reflection
o Submit Principal End-of-Cycle Reflection
Principal/AP Effectiveness Cycle Evidence Summary
o Submit Teacher Effectiveness End-of-Cycle Evidence Summary
End-of-Cycle Summary
o Acknowledge End-of-Cycle Summary
AP Included Components Planning
o Submit AP Included Components Planning form *only Assistant Principals complete this form
Notes
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
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Appendix L Evaluators Year End Completion Checklist

Use the following checklist to confirm and validate that you have complete all necessary steps to close out all of your staffs
evaluations for the 2016-2017 school year.
Principal Evaluations:
Principal/AP Self-Review
o Finalize Principal Self-Review
o Finalize Beginning-of-the-Year PPG
o Finalize Mid-Year Review PPG
o Finalize End-of-the-Year PPG
School Learning Objective
o Finalize Beginning-of-Interval SLO
o Finalize Mid-Interval Review SLO
o Finalize End-of-Interval SLO
School Visit
o Finalize School Visit Principal Planning form
o Finalize School Visit Principal Reflection form
o Submit School Visit Principal Reflection form
o Finalize Announced School Visit Evidence form
Sampling Visit
o Submit Sampling Visit Evidence form
o Finalize Sampling Visit Evidence form
Principal/AP End-of-Cycle Reflection
o Finalize Principal End-of-Cycle Reflection
Principal/AP Effectiveness Cycle Evidence Summary
o Finalize Teacher Effectiveness End-of-Cycle Evidence Summary
End-of-Cycle Summary
o Submit End-of-Cycle Summary
o Provide Rationale for all components and/or SLO rated a 1 or 4
o Finalize End-of-Cycle Summary
AP Included Components Planning
o Finalize AP Included Components Planning form *only Assistant Principals complete this form
Notes
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
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EE Teacher Evaluations:
Teacher Self-Review
o Finalize Teacher Self-Review
o Finalize Beginning-of-the-Year PPG
o Finalize Mid-Year Review PPG
o Finalize End-of-the-Year PPG
Student Learning Objective
o Finalize Beginning-of-Interval SLO
o Finalize Mid-Interval Review SLO
o Finalize End-of-Interval SLO
o Finalize Announced Observation Teacher Planning form
o Finalize Announced Observation Teacher Reflection form
o Submit Announced Observation Evidence
Mini Observation
Teacher End-of-Cycle Summary
o Submit Teacher End-of-Cycle Summary
Provide Rationale for all components and/or SLO rated a 1 or 4
o Finalize Teacher End-of-Cycle Summary
Teacher Effectiveness Cycle Evidence Summary
o Finalize Teacher Effectiveness End-of-Cycle Evidence Summary
RUSD Teacher Evaluations:
o Submit 1st Announced Observation Evidence Planning form
o Submit 2nd Announced Observation Teacher Reflection form
Notes
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
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Appendix L - Working Dictionary Educator Effectiveness: Definition of Key Terms

Adjusted Timeline:
Adjusted due dates when an educator has an extended interruption in their professional practice (i.e. maternity/medical
leave, etc.). Timeline adjustments are made on a case-by-case basis by the evaluator.
Announced School Visit:
Scheduled announced school visit includes pre- and post-observation conferences with the leaders evaluator.
Announced school visits do not have a prescribed length of time, but should last long enough to adequately assess
leadership on relevant components and to provide detailed feedback. Note: One announced school visit is required
during the leaders summary year.
Announced Observation:
Scheduled observation which includes pre- and a post- observation conference with the employees evaluator.
Note: Within the EE System announced observations are either one long visit (45 minutes) or two shorter visits (20
min each). Within the RUSD system each announced observation is the entire length of the class period or scheduled
activity. One announced observation is required during an EE teachers summary year. Two announced observations
are required in a RUSD teachers summary year.
Annual Evaluation Cycle:
Yearly review of professional practice. Note: Educational Assistants, Building Service Employees, Clerical Staff, and
District Administrators participate in annual evaluations.
Artifacts:
Tangible items that support an educators professional practice and/or SLO. They may include, but are not limited to,
lesson plans, student work samples with teacher feedback, professional development plans, and logs of contacts with
families. Artifacts may take the form of documents, videos of practice, portfolios, etc. Note: Artifacts can be uploaded
to an evaluation form or within the Artifact File.
Assistant Principal Professional Practice:
APs are evaluated on ten of the twenty-one components within the Wisconsin Framework Principal Leadership.
Assistant Principal Self-Review:
Every year (per district guidelines) leaders must complete a Self-Review document. The Assistant Principal SelfReview form is aligned with the domains and components of the Wisconsin Framework for Principal Leadership.
This self-review allows for the leader to reflect on their practice and any prior evaluations. The self-review helps
prepare the leader for developing their EEP. Leaders rate their levels of performance for each component and
provide a rationale statement for any component scored with a 1 or 4. Note: APs should only score the
components in which they will be evaluated on.
Attainment:
A Point in time, measure of achievement in student learning, typically expressed in terms of a proficiency category
(advanced, proficient, basic minimal).
Balanced Assessment Framework:
Includes 3 families of data measurement tools:
Benchmark (Interim) Assessments: A ssessments given periodically throughout the school year, typically fall,
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winter, and spring. These assessments evaluate students knowledge and skills relative to an explicit set of longer-term
learning goals. These may include MAP, STA, PALS, and common assessments.
Formative Assessments: Low stakes assessments for learning; Daily, ongoing feedback to identify strengths
and weaknesses. They give you an instant picture to use for instructional adjustments. They include classroom
assessments, running records, etc.
Summative Assessments: Assessments of learning; evaluates student learning against a standard at the
end of instruction. Assessment of learning.
Base Line:
Measure of data the beginning of a specific time period, typically measured through a pretest measure at the beginning
of the year.
Calibration:
A process that ensures inter-rater reliability and safe guards against rater drift to validate evaluations. Calibration
windows occurs once a semester.
Danielson Framework for Teaching:
The Framework for Teaching is a research-based set of components of instruction, aligned to the INTASC standards,
and grounded in a constructivist view of learning and teaching. The complex activity of teaching is divided into 22
components (and 76 smaller elements) clustered into four domains of teaching responsibility: Planning and Preparation,
Classroom Environment, Instruction, and Professional Responsibility.
Department of Public Instruction Principal Evaluation Guide:
The principal evaluation guide is organized to help principals, assistant principals, principal supervisors and leadership
coaches plan and carry out learning-centered principal evaluations.
Educator Effectiveness Cycle:
The growth cycle to gradually evaluate all educators (teachers, principals and assistant principals). The typical
Effectiveness Cycle includes a two Supporting Years and one Summary Year. Primary purpose is to support a system
of continuous improvement of educator practice. Educators will complete an Effectiveness Cycle, at minimum, in their
first year in a district and once every three years after. This may mean that an Effectiveness Cycle is shorter than 3
years between Summary Years.
Educator Effectiveness Plan (EEP):
An annual plan whose purpose is to focus the educator on desired student outcome goals and then aligns educator
practice to achieve these goals. EEPs for teachers consist of Student Learning Objectives (SLO) and Professional
Practice Goals (PPG).
Educator Effectiveness Process Manual:
The Educator Effectiveness Process Manual documents the evaluation process for educators.
End-of-Year-Goal Review Form:
Used by the educator to note progress made on SLO and PPG over the course of the year. Educator should identify
specific evidence to justify stated progress. Educator will also collect final SLO evidence in the form of assessment
results, SLO scoring guide & online scoring module assists educators in this process.
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Evaluator:
Evaluators objectively evaluate current practice and provide valuable, respectful formative and summative feedback to
inform professional growth. Evaluators of teachers and principals must hold an active administrators license in the
state of Wisconsin, as required within PI 34.
Evaluators of teachers must complete rigorous training and obtain certification in the 2013 Danielson Framework for
Teaching. The training program and certification assessment is provided online in Teachscape Focus. Certification is
valid for 4 years and is transferrable between job placements. Calibration activities must also be completed in
Teachscape Focus every semester between recertification.
Evidence Statements:
Evidence statements are factual statements regarding what can be seen or heard. Evidence statements must be
connected to an artifact and/or and observation. Note: To meet a preponderance of evidence, within the EE
system, each component must have eight evidence statements.
Final Evaluation Documentation:
At the end of an educators evaluation cycle their evaluator will complete the Final Evaluation form in My
Learning Plan and the RUSD End-of-Cycle Summary Tool. Both documents contain the educators professional
practice score as well as their holistic SLO score.
Final Summary Conference:
At the end of an educators evaluation cycle, after the educator has submitted the End-of- Year-Goal Review on
Teachscape, educators and evaluators meet to discuss the goals and the educators SLO and Professional Practice
Scores.
High-Leverage Evidence Sets:
High-leverage evidence sets help illustrate leadership practice as it deeply informs leadership action relative to school
and/or district improvement, providing a rich basis for reflection and growth. High-leverage evidence sets result from
intentional and strategic collection and use of observations and artifacts which cover multiple components.
Indicators/Look-fors:
Observable pieces of information for evaluators to identify or look-for during an observation or in other evidence
gathering.
Instructional Educator Effectiveness Coach:
Provides local support for the Educator Effectiveness System and assist teachers with implementing instructional best
practices.
Mid-Year (or Mid-Interval) Review:
During an educators Summary Year an educator and evaluator will meet for a formative review of the educators
progress toward meeting their PPG and SLO goals. During the meeting the educator provides documentation
regarding the status of the goals, evidence of progress, and potential challenges that may have aris en. Adjustments
to the goals may be made at this time.
Mini Observations:
Short (15-20 minutes) unannounced observation. Conferences are not required; however, an evaluator must
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provide written feedback after each observation. Note: Within the EE system two mini observations are required in
a summary year for a total of three to five Mini-Observations over the course of the educators effectiveness cycle.
MyLearningPlan:
Data management system, focused on growth and allows educators to manage their professional development and
evaluation.
MyLearningPlan Platform Training & Support:
A 'help desk' that contains resource documents, how-to videos, and help ticket submission form to assist districts & 2R
charters manage the setup of the MyLearningPlan platform.
New Educator:
Employees within the first three years of employment in Racine Unified School District and/or employee new to a
position.
Orientation Meeting:
A meeting that provides an overview of the evaluation system, professional growth measures and processes,
identifies support, timelines and schedules. Occurs in August or September.
Planning Session:
A conference in the fall during which the teacher and his or her primary evaluator discuss the teachers Self-Review
and Educator Effectiveness Plan, SLOs, Professional Practice Goals and actions needed to meet goals. An
evaluation schedule and process for evidence collection is determined at this time.
Principal Self-Review:
Every year (per district guidelines) leaders must complete a Self-Review document. Leaders rate their levels of
performance for each component and provide a rationale statement for any component scored with a 1 or 4. The
Principal Self-Review form is aligned with the domains and components of the Wisconsin Framework for Principal
Leadership. This self-review allows for the leader to reflect on their practice and any prior evaluations. The selfreview helps prepare the leader for developing their EEP.
Professional Practice Goals (PPG):
Goals to improve educator practice that are aligned to the Framework for Teaching. The educator will monitor
these goals.
Progress Monitoring:
The process during which educators review the target populations progress towards an identified goal using
assessment data or other evidence sources. Progress monitoring may include the use of benchmark, or interim,
formative assessments to measure students progress toward meeting a goal.
Results Coaching Conversations: The coaching model developed by Results Coaching Global and adopted as
RUSDs coaching framework.
Sampling Visits:
Shorter observations providing opportunities for the evaluator to observer an administrator in their daily practice.
Note: Two sampling visits are required during a leaders summary year.
School/Student Learning Objectives (SLOs):
Rigorous, yet attainable academic goals for student learning growth. The ultimate goal of the SLO is to promote student
learning and achievement while providing for pedagogical growth, reflection, and innovation. SLOs are SMART Goals:
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Specific, Measurable, Attainable, Realistic, and Time- bound.

Specific: States exactly what the educator wants to accomplish (Who, What, Where, Why). The key to student
growth is finding the right stretch point for your SLO goal.
Measurable: The way the educator will demonstrate and evaluate the extent to which the goal has been met.
Attainable: Goals should stretch the educator slightly so they feel challenged, but be defined well enough so that
they can be achieved.
Results-based: Measurable Outcomes.
Time-bound: Goals need to be linked to a specific time-frame (usually an academic year).
Summary Year:
Year in which the educators evaluation cycle if finalized and scores are provided. Summary Educator EE cycle
includes: Teacher Self-Review, Educator Effectiveness Plan, observations (1 announced and 3-5 minis) and collaborative
meetings with evaluator. Summary Leadership EE Cycle includes: Principal/AP Self-Review, Leadership Effectiveness
Plan, observations (1 announced school visit and 2 sampling visits) and collaborative meetings with evaluator. Summary
RUSD Cycle includes: 2 announced observations and collaborative meetings with evaluator.
New educators & leaders to Racine Unified School District will complete a Summary Year in the 1st and 3rd year of
employment and subsequently every three years.
o Employees new to a position will follow the aforementioned cycle.
All other educators and leaders will follow a three year cycle based on their initial placement in the
evaluation cycle during 2014-2017.
Supporting Year:
Year in which educators reflect on professional practice and set goals and objectives. Scores are not provided.
Supporting Educator EE cycle includes: Teacher Self- Review, Educator Effectiveness Plan, observations (1
mini) and collaborative meetings with peers and/or coach. Supporting Leadership EE Cycle includes:
Principal/AP Self-Review, Leadership Effectiveness Plan, observations (1 sampling visit) and collaborative
meetings with peer. Supporting RUSD Cycle includes: Formal activities are not required during supporting year;
however, it is highly recommended that the educator reflects on their professional practice and collaborates with
peers throughout the year.
Targeted Growth:
Level of expected growth, or progress towards an identified goal, made by target population.
Teacher Self-Review:
At the beginning of every year (per district guidelines) teachers will complete a self-assessment. The selfassessment will ask teachers to reflect on their past performance, using the Framework for Teaching. The selfreview helps prepare the teacher for developing their EEP. Note: Score of a 1 or 4 require a rationale statement.
Teachscape:
A web-based, integrated, secure platform for educators. It includes observer training and certification for teacher
evaluation using the Danielson 2013 Framework for Teaching and a professional learning system. Teachscape
has several components:
o Focus: Training for Evaluators
o Reflect: Observation and Evaluation Management System (workflow) Replaced with My Learning Plan
o Learn: Comprehensive Professional Learning System around the Framework for Teaching
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Maximizing Performance: System for Growth

Racine Unified School District

Ra i s i n g R a c i n e t h r o u gh g r o w t h i n Employee Practice and Student Outcomes

Clerical Section ...................................................................................................................................................................................33

Purpose of the Evaluation System

Increased Student Achievement

The Evaluation Cycle

One Evaluation Cycle

One Evaluation Cycle

One Evaluation Cycle

Scenarios impacting evaluation cycle changes*

Data Management Systems

Focus: Preparation, training and certification for evaluators*

*Platform specific to evaluators only.

Racine Unified Support Staff Evaluation Cycle

Racine Unified Support Staff Evaluation Timeline

Progress monitor students using formative and

Gather high-leverage artifacts and evidence

Participate in the pre/post observation

Gather high-leverage artifacts and evidence

Participate in the pre/post observation

Participate in Final Evaluation Conference

Notify teachers of whether they are in a Summary or

Complete Announced Observation cycle (preobservation conference, classroom observation, and

Within My Learning Plan, tag all evidence

Complete Announced Observation cycle (preobservation conference, classroom observation, and

Within My Learning Plan tag all evidence

Schedule & hold Final Evaluation Conference for all

Submit signed RUSD End-of-Cycle Summary forms

Educator Effectiveness Evaluation System

STUDENT OUTCOMES 50%

EDUCATOR PRACTICE 50%

Holistic SLO Score accounts for 50% of

The Danielson Framework for Teaching, 22

100% of Educators Overall Level of Performance

Overall Level of Performance:

Levels of Performance Ranges

Professional Practice Levels of Performance

Using a Balanced Assessment

The SLO Process and a Balanced Assessment Framework

Figure 3: Danielsons Framework for Teaching (4 Domains, 22 Components, and 76 Elements)

Student skills, knowledge, and proficiency

Interests and cultural heritage

Value, sequence, and alignment

Suitability for diverse learners

To extend content knowledge

Instructional materials and resources

Lesson and unit structure

Congruence with outcomes

Criteria and standards

Use for planning

Domain 2: The Classroom Environment

Teacher interaction the students

Student interaction with students

Expectations for learning and behavior

Student pride in work

Materials and supplies

Supervision of volunteers and paraprofessionals

Safety and accessibility

Arrangement of furniture and resources

Domain 4: Professional Responsibilities

Use in future teaching

Student completion of assignments