115.415 Educator effectiveness.

534 words·~2 min read·/wi/chapter-115/115-415

A research copy — for the controlling text, always check the official state or federal source. Not legal advice.

(a)The department shall develop an educator effectiveness evaluation system and an equivalency process aligned with the department’s evaluation system for the evaluation of teachers and principals of public schools, including teachers and principals of a charter school established under s. 118.40

(2r)or

(2x), as provided in this section. Subject to par.

(b), each school board and the operator of each charter school established under s. 118.40

(2r)or

(2x)shall evaluate teachers and principals in the school district or charter school beginning in the 2014-15 school year.

(b)For the evaluation of teachers and principals in the 2019-20 school year, the school board and the operator of a charter school established under s. 118.40

(2r)may not consider pupil performance on statewide assessments administered under s. 118.30 in the 2019-20 school year and may not include pupil performance on those assessments in the evaluation score assigned to a teacher or principal under the educator effectiveness evaluation system developed under this section.

(2)The department shall develop an educator effectiveness evaluation system according to the following framework, and may charge a fee to a school district and the governing board of a charter school established under s. 118.40

(2r)or

(2x)to use the system developed under this subsection:

(a)Fifty percent of the total evaluation score assigned to a teacher or principal shall be based upon measures of student performance, including performance on state assessments, district-wide assessments, student learning objectives, school-wide reading at the elementary and middle-school levels, and graduation rates at the high school level.

(b)Fifty percent of the total evaluation score assigned to a teacher or principal shall be based upon one of the following:

1. For a teacher, the extent to which the teacher’s practice meets the core teaching standards adopted by the 2011 Interstate Teacher Assessment and Support Consortium.

2. For a principal, the extent to which the principal’s practice meets the 2008 Interstate School Leaders Licensure Consortium Educational Leadership Policy Standards.

(c)A teacher or principal evaluated under this subsection shall be placed in one of multiple performance categories.

(a)The department shall promulgate by rule an equivalency process aligned with the evaluation system established under sub.

(2)for a school district, a charter school under contract with a school board that is not an instrumentality of the school district, or a charter school established under s. 118.40

(2r)or

(2x)seeking to utilize an alternative process for the evaluation of teacher and principal practice. The process under this subsection shall be based on the criteria established in the 2011 Interstate Teacher Assessment and Support Consortium and the 2008 Interstate School Leaders Licensure Consortium Educational Leadership Policy Standards, and a school district, charter school under contract with a school board that is not an instrumentality of the school district, or charter school established under s. 118.40

(2r)or

(2x)that uses the process under this subsection shall evaluate the performance of teachers in the following domains:

1. Planning and preparation.

2. The classroom environment.

3. Instruction.

4. Professional responsibilities and development.

(b)A teacher or principal evaluated under this subsection shall be placed in one of multiple performance categories.