53G-11-507. Components of educator evaluation program.
(1) A local school board in consultation with a joint committee established in Section 53G-11-506 shall adopt a reliable and valid educator and principal evaluation program that evaluates educators based on educator professional standards established by the state board and includes:
(a) a systematic annual evaluation of all provisional, probationary, and career educators;
(b) use of multiple lines of evidence, including:
(i) self-evaluation;
(ii) student and parent input;
(iii) for an administrator, employee input;
(iv) a reasonable number of supervisor observations to ensure adequate reliability;
(v) evidence of professional growth and other indicators of instructional improvement based on educator professional standards established by the state board;
(vi) for a teacher in kindergarten through grade 3, fluency in and implementation of the science of reading, as that term is defined in Section 53G-10-306;
(vii) for a principal of a school that includes kindergarten through grade 3, effective implementation of the science of reading, as that term is defined in Section 53G-10-306, within the school; and
(viii) student academic growth data, including, in kindergarten through grade 3, student performance and academic progress on the benchmark reading assessment described in Section 53E-4-307;
(c) a summative evaluation that differentiates among levels of performance; and
(d) for an administrator, the effectiveness of evaluating employee performance in a school or school district for which the administrator has responsibility.
(2)(a) An educator evaluation program described in Subsection (1) may include a reasonable number of peer observations.
(b) An educator evaluation program described in Subsection (1) may not use end-of-level assessment scores in educator evaluation.