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State Model Evaluation System for Teachers - Former Rubric
*NOTE: This webpage contains all resources for the "former" State Model Evaluation System for Teachers. Please visit our "revised" State Model Evaluation System for Teachers webpage for resources if your district has moved to the revised rubric.*
To support districts in their implementation of Senate Bill 10-191, CDE created a State Model Evaluation System for teachers. While not mandatory, this system provides an option that focuses on teachers' professional growth and aligns with State Board of Education rules.
The model system has been guided by recommendations of the State Council for Educator Effectivness (SCEE), pilot districts and other Colorado educators.
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Teachers will be rated on Quality Standards that measure professional practice and student learning over time. Teachers will be evaluated on six Quality Standards (view two-page Teacher Quality Standard overview):
- Half of the evaluation will be based on the five Quality Standards that measure professional practice: content knowledge, establish classroom environment, facilitate learning, reflect on practice and demonstrate leadership. The Quality Standards can be measured using the state-developed rubric that identifies the practices necessary to achieve the standards.
- The sixth Quality Standard, student growth, will account for the other half of the evaluation. The standard will be based on multiple measures of student growth or student learning over time, not a single assessment. Teachers must have a team attribution student growth score and at least one individual attribution student growth score. If a teacher teaches a subject that takes the statewide summative exam, it must be used as one of the multiple measures.
Download the Teacher Rubric NOTE: There were no changes to the rubric for the current school year.
To support fair and consistent evaluations, CDE is developing tools to promote common interpretations of teacher quality. One tool is The Resource Guide for Deepening the Understanding of Teacher's Professional Practices. The resource guide is meant to support Colorado school district employees, administrators and teachers in developing an understanding of the Colorado State Model Evaluation System Teacher Rubric. As individuals apply the rubric to their own teaching and to that of others, the resource guide can support observers and coaches in accurately identifying evidence for the professional practices. The research, examples provided and the glossary can be used to support the development of a common language for Colorado school district employees to analyze, reflect and plan instruction.
The "Measures of Student Learning Guidance" is intended to give districts and BOCES a starting point for determining the 50 percent measures of student learning portion of teacher and principal evaluations. CDE is using pilot experience and overall feedback to improve this guidance over time. To access, visit the Measures of Student Learning Guidance website.
S.B. 10-191 requires that 50 percent of an educator’s evaluation be based on professional practices and 50 percent be based on multiple measures of student learning. Educators will earn a professional practice score based on the rubric and a measures of student learning score based on multiple measures. The professional practices score and the measures of student learning scores are combined to determine an overall effectiveness rating of Ineffective, Partially Effective, Effective or Highly Effective.There are several approaches and methods for combining these measures to arrive at a final effectiveness rating for educators. View information on the approach and method used in the model system for teachers.
Throughout the development, pilot testing and validation study of the Colorado State Model Evaluation System, groups of teachers and their evaluators with unique roles and responsibilities expressed concerns that the teacher materials didn't provide adequate guidance. They requested additional guidance regarding evidence/artifacts that may be used by such specialized teachers. In addition, they asked about specific practices to “look-for” to guide their classroom observations and help ensure that all licensed teachers receive fair, valid and reliable evaluations.
In response, CDE initiated the development of a set of guides written by practitioners for practitioners. They are intended to provide informal advice to teachers and their evaluators to help them understand the evaluation process within their specific context.
- Practical Ideas for Evaluating Teachers of The Arts (Dance, Drama and Theatre Arts, Music and Visual Arts)
- Practical Ideas for Evaluating Teachers of the Arts-Visual Arts
- Practical Ideas for Evaluating Teachers of the Arts-Music
- Practical Ideas for Evaluating Teachers of the Arts-Drama & Theatre Arts
- Practical Ideas for Evaluating Teachers of the Arts-Dance
- Practical Ideas for Evaluating Comprehensive Health Education Teachers
- Practical Ideas for Evaluating Culturally and Linguistically Diverse Education Specialists
- Practical Ideas for Evaluating Early Childhood Educators
- Practical Ideas for Evaluating General Education Teachers of Bilingual Learners
- Practical Ideas for Evaluating Physical Education Teachers
- Practical Ideas for Evaluating Special Education Teachers
- Practical Ideas for Evaluating Teacher Librarians
- Practical Ideas for Evaluating Teachers of World Languages
- Practical Ideas for Evaluating School Counselors
- Practical Ideas for Evaluating School Nurses
- Practical Ideas for Evaluating School Psychologists
- Practical Ideas for Evaluating Speech-Language Pathologists