The document outlines Rhode Island's educator evaluation model, which consists of six components: self-assessment, professional growth goals, student learning objectives, observations of practice, conferences with evaluators, and professional foundations. Educators are observed and evaluated based on rubrics for professional practice and responsibilities. The evaluation process includes beginning, middle, and end of year conferences to review goals, progress, and final effectiveness ratings. Deadlines for the 2014-2015 evaluation cycle are provided.

1. Rhode Island Model
Educator Evaluation
• Rhode Island Department of Education
• Framework for Effective Teaching
(Danielson)
• Presentation to Paul Cuffee School, 9/9/14

2. Reflective Exercise (20 min)
• Read the PP rubrics for “3” and “4” Using the
rubrics provided, highlight areas of strength
and relative weakness
• Choose the top two areas for growth- those
that will have the biggest impact on student
performance
• Save your papers for when you input your self-assessment
and professional growth goals into
EPSS

3. The Rhode Island Model:
Six Components
• Self Assessment
• Professional Growth Goals
• Student Learning/Outcome Objectives
• Observations of Practice*
• Conferences with Evaluator
• Professional Foundations^
* See Rubric for Professional Practice
^ See Rubric for Professional Foundations

4. Self-Assessment
• In order for the educator evaluation to
become a transformative practice, educators
must reflect deeply about their relative
strengths and weaknesses related to the
rubrics for professional practice and
professional responsibilities.

5. Professional Growth Goals
• Using your self-assessment, identify two areas
for professional growth- you should choose
what you feel will have the highest yielding
impact on the performance of your students.
• There is an error in the EPSS, 3D is incorrectly
labeled as “managing student behavior,”
when it is, in fact, “using assessments to plan
instruction.”

6. Student Learning/Outcome Objectives
• What is the top priority of the content you
teach? Choose at least two.
• What are the evidence sources that you feel
best demonstrate student mastery in those
priority areas? Or, what would a task look for
students to demonstrate mastery in those
priority areas?
• What is a high and attainable goal for the
performance of your students on those tasks?

7. Teachers
Observations of Practice
Domain 1
1A. Creating an environment of respect and rapport
1B. Establishing a culture for learning
1C. Managing classroom procedures
1D. Managing student behavior
Domain 2
2A. Communicating with students
2B. Using questioning/prompts
2C. Engaging students in learning
2D. Using assessments in instruction

8. Support Professionals
Professional Practice
Domain 1: Collaboration
1A. Works with educators and families to develop strategies and resources to
meet the needs of families
1B. Uses and models effective communication with learners, colleagues and/or
stakeholders
1C. Builds rapport with students promoting effective implementation of services
Domain 2: Service Delivery
2A. Establishes service delivery and/or program goals and develops a plan to
evaluate them
2B. Plans effectively for service delivery that is based on student data and
knowledge of child development
2C. Implements service delivery that is student focused ensuring students have
greater ownership in their education and well being
2D. Demonstrates flexibility and responsiveness
2E. Uses appropriate assessments to diagnose or identify and monitor student
issues or programmatic progress and to adjust service/program delivery

9. Evaluation Conferences
• BOY: Review self-assessment, approve
professional growth goals, approve SLO/SOO
• MOY: Review progress toward PGG, SLO/SOO
• EOY: Identify attainment of PGG, SLO/SOO,
review final effectiveness rating
• Post-observation conferences: review
performance relative to rubric for professional
practice

10. Professional Responsibilities
• PF1: Understands and participates in school/district-based initiatives and activities
• PF2: Solicits, maintains records of, and communicates appropriate information
about students’ behavior, learning needs, and academic progress.
• PF3: Acts on the belief that all students can learn and advocates for students’ best
interests
• PF 4: Works toward a safe, supportive, collaborative culture by demonstrating
respect for everyone, including other educators, students, parents, and other
community members in all actions and interactions
• PF 5: Acts ethically and with integrity while following all school, district, and state
policies
• PF 6: Engages meaningfully in the professional development process and enhances
professional learning by giving and seeking assistance from other educators
• PF&: effectively based on accurate knowledge of how children learn and develop
• PF8: Uses data appropriately to plan instruction for a diverse group of learners

11. Final Effectiveness Rating
• A combination of the PP and PR scores,
heavily weighted by SLO/SOO.

12. Deadlines for 2014-15
• Submit Self-Assessment, Professional Growth Goals and
SLO or SOO by October 31, 2014.
• Participate in a Beginning of Year conference by November
14, 2014 (scheduled by administrator) to review self-assessment,
PGG and SLO or SOO.
• Participate in at least one Post-Observation Conference by
January 30, 2015.
• Participate in a Mid-Year Conference by March 13, 2015.
• Submit artifacts for Professional Foundations by May 1,
2015.
• Submit SLO end-of-year forms by May 29, 2015.
• Participate in End-of-Year Conference by June 12, 2015

13. Resources
Rhode Island Model Educator Evaluation Edition II
• http://www.ride.ri.gov/Portals/0/Uploads/Do
cuments/Teachers-and-Administrators-
Excellent-Educators/Educator-
Evaluation/Education-Eval-Main-
Page/Teacher-Model-GB-Edition-II-FINAL.pdf
Teachscape
• http://www.youtube.com/user/Teachscape