Educators and evaluators collect evidence from multiple sources in order to form a holistic, multi-dimensional view of educator performance. Evidence collection should be meaningful for both the educator and the evaluator — educators should benefit from reflecting on authentic artifacts of their practice, and evaluators should learn something new about the educator’s practice that helps inform their judgments.
The regulations call for three categories of evidence:
Multiple measures of student learning, growth, and achievement
Products of practice, including observations and artifacts of planning or instruction
Additional evidence relevant to one or more Performance Standards, including student and/or staff feedback
For more information, see:
Evidence Collection Toolkit
Last Updated: July 31, 2020