Florida – Educator Effectiveness
This profile summarizes the efforts made by states and districts to implement evaluation and feedback systems, including the SREB Elements of Evaluation—basic information about the state evaluation framework. The sections below correspond to the three sections of the State Actions to Advance Teacher Evaluation report released in February 2016.
SREB Elements of Evaluation
|
System Name |
Florida State Evaluation Model |
|
System Type |
State Framework, Districts Develop Local System for SEA Approval |
|
Framework for Effective Teaching |
Florida Educator Accomplished Practices |
|
Key Elements of Professional Practice |
District Optional Measures Include Parent Input, Student and Peer Teacher Surveys, and Professional Growth Goals |
|
Measures of Student Growth |
Value-added model (VAM), district-selected measures such as external assessments, student learning objectives (SLOs) |
|
Weight of Component Measures |
≥ 33% Professional practice; ≥ 33% Student growth |
|
Number of Required Observations During Summative Evaluation |
Two |
|
Performance Levels |
Unsatisfactory, Needs Improvement, Effective, Highly Effective |
Design of State Evaluation Models
The state department endorses an evaluation framework but allows districts to pursue other models, as long as they align with the Florida Educator Accomplished Practices.
Districts may use optional measures, including parent, student and peer teacher surveys to supplement rubric ratings. Teachers of tested grades and subjects receive VAM ratings.
Districts develop student growth measures for teachers of non-tested grades and subjects using local assessments.
Educators develop professional development plans based on summative evaluation results.
Implementation of District Evaluation Systems
Districts choose the personnel who cany evaluate teachers and the number of observers required for each summative evaluation. In most cases, principals and assistant principals conduct observations. Districts can authorize peer and mentor teachers to participate in classroom observations.
The state department provides a default evaluation model but authorizes districts to adopt their own evaluation and feedback systems. The state requires districts to include four elements in evaluator training, but districts decide how to assess and certify evaluators.
The Florida Department of Education developed a template for districts to submit system descriptions for state approval. This approach allows the state education agency to connect similar districts to share knowledge and support with one another.
Transformation of Professional Learning
The state department analyzes district evaluation results and publishes an annual evaluation report for the state legislature.
State law requires districts to submit the overall summative rating for each employee. The state department does not receive data related to specific evaluation components.
Districts coordinate communications and professional learning related to performance evaluation.