(a) At least one (1) time every four (4) school years, a public school shall conduct a summative evaluation for each teacher who is not a novice teacher.
(b) The evaluation framework for a summative evaluation for a classroom teacher shall include without limitation:(1) The following teacher evaluation domains:(A) Planning and preparation;(B) Classroom environment;(C) Instruction; and(D) Professional responsibilities; and(2) An evaluation rubric using nationally accepted components that consists of at least four (4) performance ratings.
(1) The following teacher evaluation domains:(A) Planning and preparation;(B) Classroom environment;(C) Instruction; and(D) Professional responsibilities; and
(A) Planning and preparation;
(B) Classroom environment;
(C) Instruction; and
(D) Professional responsibilities; and
(2) An evaluation rubric using nationally accepted components that consists of at least four (4) performance ratings.
(c) A summative evaluation shall:(1) Result in an evaluation determination, which may be done in writing or digitally, for the teacher's performance on all evaluation domains as a whole;(2) Use the evaluation framework and evaluation rubric appropriate to the teacher's role;(3) (A) Use multiple sources of evidence of the teacher's professional practice including direct observation, indirect observation, artifacts, and data.(B) Subdivision (c)(3)(A) of this section does not require that every component of the domains be evidenced by artifacts when observation or data is used.(C) A school or school district may adopt policies to:(i) Incorporate peer observations and student feedback that contribute to the summative rating; and(ii) Substitute for the whole or any part of the summative evaluation any part of a teacher's work completed for the certification or renewal of a certification from the National Board for Professional Teaching Standards;(4) Include presentations of evidence chosen by the teacher, the evaluator, or both;(5) Provide an opportunity for the evaluator and teacher to discuss the review of evidence used in the evaluation; and(6) Provide feedback based on the evaluation rubric that the teacher can use to improve teaching skills and student learning.
(1) Result in an evaluation determination, which may be done in writing or digitally, for the teacher's performance on all evaluation domains as a whole;
(2) Use the evaluation framework and evaluation rubric appropriate to the teacher's role;
(3) (A) Use multiple sources of evidence of the teacher's professional practice including direct observation, indirect observation, artifacts, and data.(B) Subdivision (c)(3)(A) of this section does not require that every component of the domains be evidenced by artifacts when observation or data is used.(C) A school or school district may adopt policies to:(i) Incorporate peer observations and student feedback that contribute to the summative rating; and(ii) Substitute for the whole or any part of the summative evaluation any part of a teacher's work completed for the certification or renewal of a certification from the National Board for Professional Teaching Standards;
(A) Use multiple sources of evidence of the teacher's professional practice including direct observation, indirect observation, artifacts, and data.
(B) Subdivision (c)(3)(A) of this section does not require that every component of the domains be evidenced by artifacts when observation or data is used.
(C) A school or school district may adopt policies to:(i) Incorporate peer observations and student feedback that contribute to the summative rating; and(ii) Substitute for the whole or any part of the summative evaluation any part of a teacher's work completed for the certification or renewal of a certification from the National Board for Professional Teaching Standards;
(i) Incorporate peer observations and student feedback that contribute to the summative rating; and
(ii) Substitute for the whole or any part of the summative evaluation any part of a teacher's work completed for the certification or renewal of a certification from the National Board for Professional Teaching Standards;
(4) Include presentations of evidence chosen by the teacher, the evaluator, or both;
(5) Provide an opportunity for the evaluator and teacher to discuss the review of evidence used in the evaluation; and
(6) Provide feedback based on the evaluation rubric that the teacher can use to improve teaching skills and student learning.
(d) At the conclusion of a summative evaluation, a public school shall assign the teacher being evaluated an overall performance rating.
(e) In a year in which a public school does not perform a summative evaluation, the public school shall perform an annual rating that satisfies the requirements of the Merit Teacher Incentive Fund Program, § 6-17-2901 et seq.
(f) As used in this section, “annual rating” means a formative or summative rating given at the end of each school year that is based on observations, which may be based on a teacher's professional growth plan, and that includes without limitation components within an evaluation framework as reported in the state-approved evaluation system.