tEACHER sUPERVISION AND EVALUATION

Traditional teacher evaluations often focus on isolated classroom observations done two or three times a year which sometimes yields unreliable and/or inadequate data about a teacher’s effectiveness. Stamford Academy has implemented a rigorous Teacher Supervision and Evaluation process to ensure adequate supports for teacher development, multiple forms of data points to accurately determine teacher quality, and a transparent system of evaluation that includes students and families. Our model is aligned with the work of Kim Marshall (Rethinking Teacher Supervision and Evaluation, 2009)

The following data points will be utilized to conduct End-of-Year Teacher Evaluations:

Twelve mini-observations conducted by the Director of Curriculum and Instruction (two every cycle)
Two mini-observations conducted by the Director (one every semester)
One full-period observation conducted by a third party
One mid-year summative evaluation (utilizing the Teacher Evaluation Rubrics)
Data from walkthroughs conducted by the School Data Team
Data from a minimum of two student and/or family surveys
Supervision Meeting notes