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.
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.
- Download the Teacher Rubric
- Download the Principal/Assistant Principal Rubric
- Rubric for audiologists
- Rubric for occupational therapists
- Rubric for physical therapists
- Rubric for school counselors
- Rubric for school nurses
- Rubric for school orientation and mobility specialists
- Rubric for school psychologists
- Rubric for school social workers
- Rubric for speech language pathologists
User's Guide for the Colorado State Model Educator Evaluation System
The User's Guide for the 2016-17 School Year is now available. If you would like a Word version of the user's guide, please email firstname.lastname@example.org.
Measuring the 50% Student Learning
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.
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.There are several approaches and methods for combining these measures to arrive at a final effectiveness rating for educators. For information on the approach and method used in the model system download the appropriate document:
- Determining a Final Educator Effectiveness Rating for Teachers
- 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.
Sample District Evaluation Work Plan
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.