Teacher Evaluation Plan

Teacher Evaluation Approach and Philosophy

The Cass School District 63 Teacher Evaluation Plan is the result of a collaborative team effort among a dedicated committee of district teachers and administrators. The goal of the committee was to update the plan so that it is not only legally sound, but also so that it aligns with research-based practices, allows for a coaching model, meets the professional growth needs of our teachers, and ultimately improves learning outcomes for our students. Members of the committee include Christine Marcinkewicz, Jeff Grand, Lauren Holder, Katie Doyle, Scott Kondraschow, Taylor Dazzo, Megan Conlin, Filomena Manna-DeChiara, Michelle Roberts, Jessica Ruiz, Katie Summers, and Mark Cross.

Evaluation Framework and Domains

The Teacher Evaluation Plan is based upon Charlotte Danielson's Enhancing Professional Practice: The Framework for Teaching (3rd Edition). This researched-based framework outlines four domains that are divided into 22 components that define the specific work within each domain. The domains and components within the framework provide a common language to help define effective teaching and professional growth. The four domains are as follows:

Domain 1 – Planning and Preparation
Domain 2 – Learning Environments
Domain 3 – Learning Experiences
Domain 4 – Principled Teaching

Levels of Teaching Performance

Under each of the domains, teachers are rated on each component according to the following performance levels:

Excellent
Proficient
Needs Improvement
Unsatisfactory

Under the following dropdowns are performance level descriptors of each component. Underneath each table as a reference is a link to critical attributes and more detailed descriptions.

Domain 1 - Planning and Preparation

Domain 1 focuses on the teacher’s knowledge of content, pedagogy, and students to design meaningful learning. Includes setting rigorous instructional outcomes, planning coherent instruction, using resources effectively, and designing aligned assessments that monitor and advance student learning.

Component	Unsatisfactory	Needs Improvement	Proficient	Excellent
1a Applying Knowledge of Content and Pedagogy	The teacher lacks sufficient knowledge of content and pedagogy to support student learning of the content.	The teacher’s understanding of content and pedagogy partially supports student learning of the content.	The teacher’s understanding of content and pedagogy supports student learning of the content.	The teacher’s understanding of content and pedagogy fosters deeper learning, student agency, and intellectual dispositions such as curiosity, reasoning, and reflection.
1b Knowing and Valuing Students	The teacher lacks sufficient knowledge of students to support student learning or development.	The teacher’s knowledge of students’ identities, as well as their strengths and needs, partially supports learning and development.	The teacher’s knowledge of students supports learning and development and enables the teacher to build on student assets.	The teacher’s knowledge of students is extensive and fosters student learning and development to support academic and personal success.
1c Setting Instructional Outcomes	Instructional outcomes are not identified, are not rigorous, or are inappropriate.	Instructional outcomes are moderately rigorous and are appropriate for most students in the class.	Instructional outcomes are rigorous and appropriate for students.	Instructional outcomes represent high-level learning of important content and support student autonomy, curiosity, and intellectual risk taking.
1d Using Resources Effectively	The teacher is not aware of, or does not appropriately or effectively use, instructional materials and other resources to support student learning and development.	The teacher understands and uses instructional materials and other resources to support student learning and development, but these resources represent only a narrow band of what is available.	The teacher’s knowledge of instructional materials and other resources leads to discerning choices to support student learning and development.	The teacher makes deliberate decisions in the use of instructional materials and other resources to meet individual student needs and support student autonomy and intellectual engagement.
1e Planning Coherent Instruction	The design of learning experiences does not support student engagement with important content.	Learning experiences are somewhat coherent in structure, within and across lessons, partially supporting students to meet the intended outcomes.	Learning experiences are challenging and engaging; they are designed to meet the needs of students in the class.	Learning experiences prioritize the needs of individual students, ensure all students can meet the intended outcomes, and support student assumption of responsibility for learning.
1f Designing and Analyzing Assessments	There is no plan for assessment, or the assessments will not provide evidence that students have learned the intended outcomes.	Assessments will partially help the teacher know that students have learned or are learning the intended outcomes.	Assessments are planned throughout the instructional process and provide timely and valuable information to teachers and students.	Students will have the opportunity to demonstrate mastery of content and analyze their own progress through multiple, flexible assessments.

Critical Attributes and Detailed Descriptions of Domain 1

Domain 2 - Learning Environments

Domain 2 emphasizes the cultivation respectful, affirming classroom communities that foster belonging, high expectations, and student agency. Includes establishing purposeful routines, supporting positive behavior, and organizing learning spaces that are safe, inclusive, and responsive to student needs.

Component	Unsatisfactory	Needs Improvement	Proficient	Excellent
2a Cultivating Respectful and Affirming Environments	Learning environments are characterized by negativity, disrespect, inappropriateness, insensitivity, or unresolved conflict.	Learning environments are partially characterized by caring and respectful interactions.	Learning environments are characterized by positive developmental relationships that are intentionally nurtured and celebrated.	Students play an active role in creating learning environments characterized by a sense of community, where each member feels safe, valued, and connected.
2b Fostering a Culture for Learning	The culture of the class is not conducive to learning and does not support development.	The culture of the class is partially conducive to learning and development.	The culture of the class is characterized by high expectations and supports students’ learning and development.	Students play an active role in establishing a culture that consistently fosters dialogue, reflection, and growth, allowing all students to experience success.
2c Maintaining Purposeful Environments	Student learning and development are hindered by a lack of routines or inefficient classroom procedures.	Classroom routines and procedures, established or managed primarily by the teacher and taught explicitly to students, support opportunities for student learning and development.	Shared routines and efficient procedures are largely student-directed and maximize opportunities for student learning and development.	Students have a voice and play an active role in designing and adjusting routines and procedures that actively create a respectful learning environment and support the growth of each community member.
2d Supporting Positive Student Behavior	There is little evidence of explicit modeling, instruction, or guidance related to positive student behavior.	The teacher models positive behaviors and occasionally teaches them explicitly.	Students display positive behaviors, which the teacher models and reinforces to promote reflection and recalibration rather than compliance.	Students consistently and independently display positive behaviors and seek opportunities to build a better classroom community.
2e Organizing Spaces for Learning	Learning spaces are unsafe, inaccessible, or not conducive to learning and development.	Learning spaces are safe and accessible; the arrangement and use of resources partially support student learning and development.	Learning spaces are thoughtfully designed to address the needs of individual learners within the context of shared experiences.	Learning spaces are thoughtfully co-designed and modified as needed by members of the learning community to address the needs of individuals and create collaborative, joyful spaces for all to learn and grow.

Critical Attributes and Detailed Descriptions of Domain 2

Domain 3 - Learning Experiences

Domain 3 centers on high-quality instruction that clearly communicates purpose and content, uses effective questioning and discussion techniques, actively engages students in rigorous thinking, and incorporates ongoing formative assessment to adjust instruction and respond flexibly to learners.

Component	Unsatisfactory	Needs Improvement	Proficient	Excellent
3a Communicating About Purpose and Content	Communication about purpose and content is unclear or confusing and hinders student learning.	Communication about purpose and content is mostly clear and accurate; it partially supports learning.	Communication about purpose and content is accurate and clear to students; it supports their active engagement in learning experiences and models effective use of language.	Communication about purpose and content is rich, nuanced, and relevant to students, inviting them to think critically and contribute intellectually; it encourages curiosity and supports student autonomy.
3b Using Questioning and Discussion Techniques	Questioning and discussion are absent, low-level, or do not support learning and development.	Questioning and discussion, primarily framed and led by the teacher, are used to support student learning and development.	Questioning and discussion, framed or led by the teacher and students, effectively support critical thinking, reasoning, and reflection.	Students intentionally use questioning and discussion to develop their own and others’ thinking, reasoning skills, and habits of reflection.
3c Engaging Students in Learning	Learning experiences do not require active intellectual engagement by students.	Learning experiences partially engage students intellectually; the activities require students to do some thinking.	Learning experiences support curiosity and exploration and encourage higher-order thinking; students engage in multiple ways and represent their ideas and responses through multiple means.	Students take initiative to increase the challenge or complexity of learning experiences and make suggestions for modifications that increase meaning and relevance.
3d Using Assessment for Learning	Formative assessment is not used during instruction or is not aligned to the instructional purpose of the lesson.	Formative assessment partially supports student learning and development.	The teacher and students use formative assessment to elicit evidence of understanding, analyze progress, and provide constructive feedback.	Students take initiative to analyze their own progress against a clear standard to achieve the outcome and identify new opportunities and challenges.
3e Responding Flexibly to Student Needs	The teacher makes no adjustments to learning experiences, even when warranted, and is not responsive to student needs.	The teacher makes some adjustments to learning experiences and is responsive to student needs with partial success.	The teacher’s adjustments and responsiveness lead students to deeper understanding and new learning experiences.	Based on self-monitoring and reflection, students voice their needs, ask questions, and make suggestions that lead to adjustments and modifications or spark new learning opportunities.

Critical Attributes and Detailed Descriptions of Domain 3

Domain 4 - Principled Teaching

Domain 4 highlights professional responsibilities beyond classroom instruction, including reflective practice, documenting student progress, engaging families and communities, contributing to school culture, ongoing professional growth, and ethical decision-making in the service of students.

Component	Unsatisfactory	Needs Improvement	Proficient	Excellent
4a Engaging in Reflective Practice	The teacher does not appear to engage in reflective practice, does not know whether students achieved the outcomes, or misjudges the success of instruction.	The teacher’s reflective practice leads to some accurate assessment of student success of instruction but does not follow through with analysis and changes to practice.	The teacher’s reflective practice, based on consideration of evidence of student learning and development, leads to an accurate assessment of the success of instruction and results in specific changes and adjustments.	The teacher consistently engages in reflective practice that leads to a thorough and accurate assessment of the success of instruction, exploration of new ideas and approaches, and ongoing changes to practices and mindsets focused on supporting students who need it most.
4b Documenting Student Progress	There is no system for documenting student progress, the system is ineffective and inefficient, or it does not provide relevant information to students and those who support them.	The teacher documents some aspects of student progress in a manner that is accessible to students and families and those who support them.	The teacher documents and celebrates student progress toward mastery, focusing on the attainment of learning and developmental goals; students and those who support them engage in reflection on their progress.	Students monitor progress toward mastery and their own attainment of learning and development goals; they analyze and discuss their progress with the teacher and those who support them.
4c Engaging Families and Communities	The teacher does not engage students’ families or the community, engages them infrequently, or does so disrespectfully.	The teacher makes some efforts to engage families and communities and does so in a respectful manner.	The teacher engages students’ families and communities in a respectful and culturally responsive manner, making information readily available and inviting participation in the intellectual life of the classroom.	The teacher’s frequent and ongoing engagement of families and communities demonstrates a clear value for the role they play in student learning and is focused on forging partnerships that further the academic and personal success of each and every student.
4d Contributing to School Community and Culture	The teacher is not an active member of the school community or contributes negatively to the culture of learning and values of the school.	The teacher makes modest contributions to the school culture, supporting professional learning and upholding the values of the school.	The teacher takes initiative in contributing to and leading events, programs, or activities that further the culture of learning in the school and brings the values of the school to life through modeling and positive action.	The teacher takes a leadership role in defining, modeling, and holding self and peers accountable to the values and intellectual life of the school, leading with an emphasis on meeting the needs of students and families.
4e Growing and Developing Professionally	The teacher does not engage in professional inquiry or learning focused on developing knowledge, skills, and mindsets or does so reluctantly.	Individually and with colleagues, the teacher engages in professional inquiry and learning that is directed or determined by others and focused on developing knowledge, skills, and mindsets.	The teacher directs their own professional inquiry and learning in collaboration with colleagues and demonstrates curiosity and energy for professional conversations and growth focused on developing knowledge, skills, and mindsets.	The teacher appropriately exercises autonomy to direct professional learning for themselves and their colleagues, taking a leadership role in the school, setting direction, and supporting colleagues to engage in inquiry and innovation.
4f Acting in Service of Students	The teacher acts unethically and does not understand the needs of students or make decisions in their best interest.	The teacher acts ethically and attempts to make deliberate decisions in the best interest of students, families, and colleagues.	The teacher models high standards of ethical practice and wise decision making on behalf of students, families, and colleagues.	The teacher is a leader in the school in defining and upholding high standards of ethical practice and modeling wise decision making that honors the inherent worth and dignity of each and every student and prioritizes their needs.

Critical Attributes and Detailed Descriptions of Domain 4

Domain Levels of Performance

The component ratings are used to determine the corresponding domain ratings as follows:

Excellent - Excellent ratings in at least half of the components, with the remaining components rated no lower than Proficient. If an equal number of components are marked Proficient and Excellent, the rating shall be marked Excellent.
Proficient – No more than one component rated Needs Improvement, with the remaining components rated Proficient or higher.
Needs Improvement – More than one component rated Needs Improvement, with the remaining components rated as Proficient or higher.
Unsatisfactory – Any component rated as Unsatisfactory.

Summative Evaluation Ratings

The levels of performance in each domain combine to determine the final Summative Evaluation rating. Summative ratings are achieved as follows:

Excellent - Excellent ratings in at least three domains, with the remaining domain rated as Proficient.
Proficient – Proficient or higher ratings in at least three domains.
Needs Improvement – More than one domain rated as Needs Improvement, with the remaining domains rated as Proficient or higher.
Unsatisfactory – Any domain rated as Unsatisfactory.

This information is documented on the summative evaluation rating page within EvaluWise. The summative evaluation rating is signed electronically by the teacher and principal in EvaluWise before placement in the personnel file.

Evaluation Cycle

Non Tenured Teachers will be formally evaluated every year, with a minimum of two (2) formal classroom observations each year.
Tenured Teachers will be formally evaluated every third year, with a minimum of one (1) formal classroom observation during the evaluation year.

Formal Observations and Pre/Post Conferences

The evaluator is responsible for communicating the process for formal observations.
The Evaluator and Teacher will mutually agree on the date of a formal observation.
Data from formal observations will be collected and used in the Summative Evaluation.
Pre/post conferences will take place within five (5) days prior to or following the formal classroom observation, unless otherwise mutually agreed upon. Teachers will complete Pre/Post Observation Forms prior to the scheduled conferences.
Teachers will be made aware in writing by their Evaluator within five (5) working days if any of the data may result in a rating of “Needs Improvement” or “Unsatisfactory” and/or as part of the post conference.

Informal Observations

Informal classroom observations may take place at any time throughout the year.
Data from Informal observations may be collected and used in the Summative Evaluation.

Required Timelines

September 15 - Evaluators will notify all Teachers scheduled to be formally evaluated of the evaluation plan, process, and general schedule for the current school year.
March 1 - Deadline for Non Tenured Teachers to receive the final summative evaluation rating.
May 15 - Deadline for Tenured Teachers to receive the final summative evaluation rating.

Professional Development and Remediation Plans

In accordance with Illinois School Code, a Professional Development Plan will be developed for any Tenured Teacher receiving an overall summative rating of “Needs Improvement.” The plan will be developed in collaboration with the Teacher receiving the rating of “Needs Improvement” and will be created within thirty (30) days of the summative evaluation.

After completion of an evaluation in which a Tenured Teacher is rated as "Unsatisfactory," the District will takes steps toward the development of a remediation plan that complies with the Illinois School Code and current legal guidance. A consulting Teacher shall be assigned to the Teacher undergoing remediation and shall be made available for informal observations, discussions, and meetings with the Evaluator.

Other Important Notes and Disclaimers

The district utilizes EvaluWise for the teacher evaluation platform. Click on the link for access.
A signature does not indicate a Teacher’s endorsement of the evaluation, but notes that the final summative evaluation has been reviewed.
If a Teacher wishes to provide a written statement as an attachment to the final summative evaluation, this can be submitted to the district office for addition to the final summative evaluation in the personnel file.
Article 10.3 of the Collective Bargaining Agreement states that "Teachers in their final two (2) years of the Retirement Enhancement Program who are rated proficient or excellent will not be formally evaluated."

Legal and Contractual References

It is the intention of all parties involved to maintain compliance with the Illinois Performance Evaluation Reform Act or PERA, which is Public Act 96-0861. The Teacher Evaluation Plan is also subject to bargaining as required by law and has been developed in accordance with the requirements of Article 24A of the Illinois School Code, as outlined in Article X of the current Collective Bargaining Agreement.

Under the provisions of the contract, the Evaluation Committee "shall be established to review, assess, and make revisions to the District’s evaluation process, procedures, guidelines, and evaluation forms and tools. The Committee shall be comprised of designated District Administrators and three (3) Teachers from each building selected by the Association. The Committee shall meet at least once annually. Any changes in the evaluation forms and tools, process, procedures, or guidelines shall be completed through consensus of the Committee members."

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