The evaluation process is an important component of any organization. Across OCSU and the member schools we strive to provide a process which is fair and accessible to all employees, provides honest feedback, and allows for personalized employee growth. Our evaluation system is differentiated to allow for a systemic approach across various positions and has multiple components depending on role and experience within  the school.
 
Support staff (i.e. para-educators, custodians, food service, etc.) evaluations are conducted annually in accordance with the current master contractual agreement.

• Para-Educator Evaluation Guidelines

• Para-Educator Evaluation Form

• Support Staff (non-Para-Educator) Evaluation Guidelines

• Support Staff (non-Para-Educator) Evaluation Form

Professional educators (i.e. any position requiring certification) who have been in the same district for one for two years are evaluated using the Danielson Model as its base. Depending on whether the educator is a classroom teacher or school nurse or another professional, the most appropriate Danielson rubric will be chosen by the administrator. Upon formal classroom and day-to-day observations, this process enables the educator to identify areas where there are strengths and and where they might look to improve. The number of evaluations is driven by state law and the master contractual agreement.

• Classroom Teacher Observation Directions Year 1 and 2

• Classroom Teacher Evaluation Form/Cover Page

• Classroom Teacher Framework At-a-Glance

  • Domain 1

  • Domain 2

  • Domain 3

  • Domain 4

• Nurse Form/Cover Page

• Nurse Rubric

• Special Educator Form/Cover Page

• Special Educator Rubric

• School Counselor Evaluation Form/Cover Page

• School Counselor Rubric

• Library/Media Evaluation Form/Cover Page

• Library/Media Rubric

Professional educators (i.e. any position requiring certification) who have been in the same district for three years or more participate in the Teacher Evaluation Process. TEP is a highly differentiated goals-based system meant to allow the Teachers (including everyone required to hold a professional license) to continue to enhance his or her teaching practices through a collaborative method with colleagues, by investigating current practice and using data to support growth.

• TEP Introduction

• TEP Roles, Responsibilities, and Timeline

• TEP Final Summary and Rubric Page

• TEP Guidelines of Possible Evidence

• TEP 2.0 Template