The Arizona Framework for Measuring Educator Effectiveness complies with all legal requirements of ARS § 15-203 (A)(38) while also providing LEAs with as much flexibility as possible to develop evaluation systems that meet their individual needs.
Arizona Revised Statute § 15-203(A)(38): The State Board of Education shall…“on or before December 15, 2011 adopt and maintain a model framework for a teacher and principal evaluation instrument that includes quantitative data on student academic progress that accounts for between thirty-three percent and fifty per cent of the evaluation outcomes and best practices for professional development and evaluator training. School districts and charter schools shall use an instrument that meets the data requirements established by the State Board of Education to annually evaluate individual teachers and principals beginning in school year 2012 – 2013.”
Arizona Framework for Evaluating Educator Effectiveness:
http://www.azed.gov/wp-content/uploads/PDF/ArizonaFrameworkforMeasuringEducatorEffectiveness.pdf
Student academic progress is a measurement of student academic performance. These measurements can be either: 1) the amount of academic growth a student experiences during one school year; or 2) a single measure of academic performance, including, but not limited to, formative assessments, summative assessments, and AZ LEARNS profiles.
The goals for the Framework are:
- To enhance and improve student learning;
- To use the evaluation process and achievement data to drive professional development to enhance teaching, leadership, and student performance.
- To increase data-informed decision making for students and teacher and principal evaluations fostering school cultures where student learning and progress is a continual part of redefining goals for all.
- To use the evaluation process and data to improve teacher and principal performance;
- To incorporate multiple measurements of achievement;
- To communicate clearly defined expectations;
- To allow LEAs to use local instruments to fulfill the requirements of the framework;
- To reflect fairness, flexibility, and a research-based approach;
- To create a culture where data drives instructional decisions.
- When available, data from statewide assessments must be used to inform the evaluation process.
- All assessment data used in educator evaluations must be aligned with Arizona State Standards.
- Districts and charters must include student achievement data for reading and/or math as appropriate; however, student achievement data should not be strictly limited to these content areas.
- Evaluation instruments should integrate student academic progress data with data derived through classroom observations – neither should stand alone.
- All evaluators should receive professional development in the form of Qualified Evaluator Training.
- Districts and charters should provide for the development of classroom-level achievement data for teachers in those content areas where these data are limited or do not currently exist so that all teachers use the Group A framework.
- Districts and charters should develop and provide professional development on the evaluation process and in those areas articulated in Arizona’s Professional Teaching and Administrative Standards, as approved by the State Board of Education.
The statute applies to school districts and charter schools; they would not apply to juvenile corrections.
