To support districts in implementing the new evaluation requirements, CDE worked with a variety of stakeholders to design, develop and pilot the Colorado State Model Evaluation System.
The Colorado State Model Evaluation System was guided by the recommendations by the State Council for Educator Effectiveness. The Rules and Regulations promulgated by the State Board of Education allow districts to choose to use the Colorado State Model Evaluation System OR create their own system as long as the system created adheres to state statute and rules.
The development of the Colorado State Model Evaluation System was guided by five key priorities:
- Data should inform decisions, but human judgment will always be an essential component of evaluations
- The implementation and evaluation of the system must embody continuous improvement.
- The purpose of the system is to provide meaningful and credible feedback that improves performance.
- The development and implementation of the evaluation systems must continue to involve stakeholders in a collaborative process.
- Educator evaluations must take place within a larger system that is aligned and supportive.
- Teacher Rubric
- Principal/Assistant Principal Rubric
- Audiologist Rubric
- Occupational Therapist Rubric
- Physical Therapist Rubric
- School Counselor Rubric
- School Nurse Rubric
- School Orientation and Mobility Specialist Rubric
- School Psychologist Rubric
- School Social Worker Rubric
- Speech Language Pathologist Rubric
User's Guide for the Colorado State Model Educator Evaluation System
The User's Guide is available. If you would like a Word version of the user's guide, please email email@example.com. NOTE: The User's Guide aligned to the revised rubric is in progress and will be available soon.
Measuring the 50% Student Learning/Outcomes
The Measures of Student Learning Guidance webpage is intended to give districts and BOCES a starting point for determining the 50 percent measures of evaluations for licensed personnel. The purpose of these guidance documents is to highlight possible approaches for districts and BOCES to consider when selecting their measures of student outcomes for use in evaluations.
Determining a Final Educator Effectiveness Rating
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. For information on the approach and method used in the model system download the appropriate document:
- Determining a Final Educator Effectiveness Rating for Teachers/SSPs (NOTE: The alignment to the revised rubric is in progress and will be available soon.)
- Determining a Final Educator Effectiveness Rating for Principals/Assistant Principals
Model Appeals Process Guidance
State law requires that each school district provide an appeal process to allow teachers who receive a second consecutive rating of ineffective or partially effective to appeal that rating. The intent of the appeal process is to determine a final evaluation rating and identify whether or not a teacher retains nonprobationary status. Decisions about a teacher’s employment status are separate from decisions about final evaluation ratings and probationary or nonprobationary status. View CDE’s Model Appeals Process Guidance.
State Model Evaluation System Best Practices Timeline
As you begin to prepare to implement the new educator evaluation requirements, CDE has created an example timeline and process to follow as a support tool. Use this document as an optional guide to begin thinking about your district's process and potential timeline to implement the new evaluation requirements.
National Reports Highlighting Colorado's Evaluation Efforts
Colorado's approach to engaging key stakeholders in the development of a new evaluation system was highlighted in an August 2012 case study by the National Comprehensive Center for Teacher Quality.