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VAN BUREN SCHOOL DISTRICT
TEACHER EVALUATION PLAN
Protocols
Revised 4-28-16
EVERY CHILD * WHATEVER IT TAKES.
Van Buren School District Teacher Evaluation Protocols Revised 4-28-16
2
Acknowledgments
Van Buren School District Evaluation Committee:
Members:
Mr. Brian Summerhill, Assistant Superintendent
Mrs. Karen Allen, Federal Programs
Dr. Karen Endel, Principal Butterfield Trail Middle School
Mr. Teddy McMurray, Van Buren High School
Mr. Brad Rotert, Van Buren Freshman Academy
Mrs. Vivian Owen, Northridge Middle School
Mrs. Landi Brown, Rena Elementary
Mrs. Jennifer Perry, Parkview Elementary
Van Buren School District Teacher Evaluation Protocols Revised 4-28-16
3
Table of Contents
INTRODUCTION
4
MISSION STATEMENT
5
PURPOSE
6
PROGRAM OVERVIEW
7
AR TESS TEACHER TRACKS
8
TRACK ONE: PROBATIONARY TEACHERS
9- 11
TRACK TWO: INTERIM TEACHER APPRAISAL PROCESS
12 - 15
TRACK THREE: INTENSIVE SUPPORT TRACK
16 - 17
FORMS
18 - 27
MEDIA SPECIALIST
28
COUNSELORS
29
CURRICULUM COACHES
30
GIFTED AND TALENTED COORDINATOR
31
SPEECH LANGUAGE PATHOLOGIST
32
Van Buren School District Teacher Evaluation Protocols Revised 4-28-16
4
Introduction
In January 2012, a committee of teachers and administrators was formed to address Act
1209 of 2011, Teacher Excellence and Support System (TESS). The committee began the process of
creating a new teacher evaluation plan for the Van Buren School District.
The committee reviewed the rules and regulations for Act 1209 of 2011 and
A.C.A § 6-17-2801 thru A.C.A §6-17-2808 to ensure compliance. The district committee modeled the
evaluation plan after the model plan provided by the Arkansas Department of Education. This model is
based on the Enhancing Professional Practice: Framework for Teaching by Charlotte Danielson. All
rights for the instructional rubric are reserved to Charlotte Danielson. The district believes and
encourages continual growth in both teachers and students.
This evaluation plan is subject to review by the committee as the State of Arkansas determines
future requirements of TESS. The committee will review the plan annually to ensure compliance and
make revisions as necessary. The evaluation plan will be reviewed as needed in the Arkansas
Consolidated School Improvement Plan (ACSIP).
Van Buren School District Teacher Evaluation Protocols Revised 4-28-16
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Van Buren School District
Mission Statement
Van Buren School District will serve the Van Buren community by providing a learning
environment that enables students to attain their full potential and that promotes lifelong
learning.
We believe:
• Everyone can learn
• Education is learner-centered
• Education prepares learners for solving real life problems
• Continual personal and professional growth is vital
• Technology is essential to education
• Education can actively link the community
• Assessment and evaluation are critical steps in the learning process
• A safe, nurturing and orderly environment is conducive to learning
The Van Buren School District supports and promotes an evaluation system which focuses on
the continuing growth of the professional staff toward excellence.
Van Buren School District Teacher Evaluation Protocols Revised 4-28-16
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Purpose
The Van Buren School District and the teacher evaluation committee support the intent of TESS
by lawmakers as referenced in A.C.A § 6-17-2801:
Provide a program affording public school districts and public charter schools a transparent and
consistent teacher evaluation system that ensures effective teaching and promotes
professional learning;
Provide an evaluation, feedback, and support system that will encourage teachers to improve
their knowledge and instructional skills in order to improve student learning;
Provide a basis for making teacher employment decisions;
Provide an integrated system that links evaluation procedures with curricular standards,
professional development activities, targeted support, and human capital decisions;
Encourage highly effective teachers to undertake challenging assignments;
Support teachers’ roles in improving students’ educational achievements;
Increase the awareness of parents and guardians of public school students concerning the
effectiveness of public school teachers.
Van Buren School District Teacher Evaluation Protocols Revised 4-28-16
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Program Overview
This evaluation system provides a listing of specific teaching behaviors and outcomes that apply to all
professional teachers in the Van Buren School District. These expectations are divided into four
domains for all teachers with additional domains for media specialists, counselors and curriculum
coaches and gifted and talented coordinator. This evaluation system creates three tracks in which
teachers may be assigned.
Track One is designed for teachers within their three-year probationary status or those teachers whose
probationary status has been extended. An experienced teacher hired into the Van Buren School
District will be placed in the third year of the probationary track.
Track Two is designed for experienced teachers who have obtained non-probationary status. A full
summative evaluation will occur every fourth year based on all four domains and the twenty two
components of the instructional rubric as well as evidence of student growth. The process consists of
at least one formal evaluation based on an instructional rubric with four performance levels. During
the non-formal evaluation years (interim) of track two, teachers will establish a growth plan in
collaboration with the evaluator for their professional learning and engage in appropriate activities.
Teachers will be rated based on their PGP goals.
Track Three is designed for probationary or non-probationary teachers who need intensive assistance
to improve their teaching skills and to enhance their impact on student learning.
Teachers will continue in the tracks to which they are assigned until reassigned by their evaluators.
Timely and accurate communication of the VBSD Teacher Evaluation Plan, including revisions, will be
available in electronic formats. The Human Resources Office will provide any changes to the VBSD
Teacher Evaluation Plan. Each school principal will notify all certified employees of approved changes
to the plan. The entire teacher evaluation system is available on the VBSD web site:
http://www.vbsd.us/teachers/existing/tess
Van Buren School District Teacher Evaluation Protocols Revised 4-28-16
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Tracks
Van Buren School District Teacher Evaluation Protocols Revised 4-28-16
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Track One: Probationary Teachers
Track One is the section of the teacher evaluation system designed for teachers within their
three-year probationary status or those teachers whose probationary status has been extended. An
experienced teacher hired into the Van Buren School District will be placed in the third year of the
probationary track. This also includes Media Specialist, Counselors, Gifted and Talented Coordinator
and Curriculum Coaches in the first year of their new role. The Probationary Track will consist of:
An initial conference with the evaluator at the beginning of the school year.
A full evaluation will occur every year based on all four domains, and the twenty two
components of the instructional rubric as well as evidence of student growth. The instructional
rubric will consist of the following four performance levels: Distinguished(4), Proficient (3),
Basic (2), and Unsatisfactory (1).
Teachers will receive a rating in each domain derived from the average of the ratings of each
component in that domain. A summative rating will be derived from the average of the four
domain ratings.
The teacher will have at least one formal observation which includes a pre and post conference.
It is recommended that the evaluator complete at least two informal observations, based on
the identified components of the PGP, with feedback, before completing a formal observation
for each novice/probationary teacher.
All teachers will utilize the Bloomboard online platform provided by the State to document all
observations and other activities as required.
The novice/ probationary teacher will complete a self-assessment before the initial conference
at the beginning of the year.
The novice/probationary teacher will establish a growth plan in collaboration with the
evaluator for their professional learning and engage in appropriate activities. The professional
growth plan must be related to their teaching responsibilities and designed to improve student
growth. The teacher will identify at least two goals* If the teacher and evaluator cannot agree
on a professional growth plan, the evaluator’s decision shall be final.
With the evaluator’s approval, the teacher may collaborate with a team of
teachers on a shared plan that benefits the whole school, a content area, or a
grade level.
If a group is selected, the evaluation is still an individual process and all self-
assessments, conferences etc. will be conducted as an individual.
The teacher must complete and submit an Individual Professional Growth Reflection at the end
of the school year.
Van Buren School District Teacher Evaluation Protocols Revised 4-28-16
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A mid-year review of the PGP with the teacher might include discussion related to informal
observation(s) results. Possible revisions might result.
Drop-in observations are encouraged and the number and length shall be at the discretion of
the evaluator.
The teacher shall upload artifacts to Bloomboard related to the domains and components for
discussion during the pre-and/or post-observation conferences.
Evidence of student growth(when implemented)
Evaluators will conduct a Summative Conference at the end of the school year to discuss
performance on all 22 components obtained from informal and formal observations
throughout the year, progress on PGP, relevant artifacts, and input from the teacher.
Teachers will receive a rating in each domain derived from the average of the ratings of each
component in that domain. A summative rating will be derived from the average of the four
domain ratings. Each domain average is 25% of the overall weighted score.
o Summative Conference will be held by March 15
th
o Teacher Deadline to submit evidence March 1
st
Evaluator makes the final summative rating decision
Conclusion of the Probationary Track:
At the end of the probationary period, the evaluator may place a teacher in Track Two or extend the
probationary period another year.
If a teacher has an Unsatisfactory rating on any domain, the teacher shall be placed in the
Intensive Support Track (Track 3). (A teacher may be placed into the Intensive Support Track at
any time during the academic year. If placement in the Intensive Support Track does not
happen at the summative evaluation at the end of the academic year, the teacher should
immediately be evaluated based on the procedures in Track 3.) The teacher and evaluator
develop an Intensive Growth Plan (IGP) by reviewing relevant data to determine goals for a
research-based plan of improvement. If poor student performance is the basis for the teacher’s
status, student performance data is utilized to develop the plan. A teacher may be placed in
the Intensive Support Track with ratings of Basic or Unsatisfactory on a majority of the
components. The same process for IGP development should be followed. Teacher should
receive notice in writing when he/she is placed in the Intensive Support Track.
Van Buren School District Teacher Evaluation Protocols Revised 4-28-16
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Glossary
Formal Observation- A scheduled observation for a minimum of 75% of the class period, which has
both a pre and post observation conference, for which evidence is collected and recorded as part of
the evaluation documentation.
Informal Observation- A scheduled or unscheduled observation with a minimum of 75% of the class
period, which has a post observation conference, for which evidence is collected and recorded as part
of the evaluation documentation.
Drop-In Observation- All other observations for which evidence is accumulated and which is also part
of the evaluation documentation.
Forms C-2/C-4 – Drop In Observation Forms
Van Buren School District Teacher Evaluation Protocols Revised 4-28-16
12
Track Two: Interim Teacher Appraisal Process
Track Two is the section of the teacher evaluation system designed for experienced teachers
who have obtained non-probationary status. A full evaluation will occur every fourth year based on all
four domains and the twenty two components of the instructional rubric as well as evidence of student
growth. The instructional rubric will consist of the following four performance levels: Distinguished (4),
Proficient (3), Basic (2), and Unsatisfactory(1). The process consists of at least one formal evaluation.
The teacher will receive a rating in each domain derived from the average of the ratings of each
component in that domain. A summative rating will be derived from the average of the four domain
ratings.
Any number of informal and drop-in observations are conducted at the discretion of the evaluator. The
teacher shall upload artifacts to Bloomboard related to the lesson, as appropriate, for discussion
during the pre and/or post observation conferences.
Summary of performance is based on all formal and informal observations conducted
throughout the school year, progress on the PGP, relevant artifacts, and input from the teacher.
o Complete Self-Assessment
o Evidence of components 4a, 4b, 4c, 4d, 4e and 4f
o Evidence of student growth(When Implemented)
All teachers will utilize the Bloomboard online platform provided by the State to document all
observations and other activities as required.
During the interim appraisal of track two, teachers will establish a growth plan in collaboration with
the evaluator for their professional learning and engage in appropriate activities. The professional
growth plan must be related to their teaching responsibilities and designed to improve student
growth. The teacher will identify at least two goals. * If the teacher and evaluator cannot agree on
a professional growth plan, the evaluator’s decision shall be final. Teachers will be rated with
instructional rubric based on their PGP goals.
2A. Summative Evaluation Year:
Summative evaluation covering all 4 domains and the 22 components of the instructional rubric
will be conducted.
An initial conference with the evaluator at the beginning of the school year will be conducted to
discuss process, set/review professional development goals and self-assessment.
The teacher will complete a Self Assessment
The teacher will complete an Individual Professional Growth Plan
Teachers will establish a growth plan in collaboration with the evaluator for their professional
learning and engage in appropriate activities. The professional growth plan must be related to
their teaching responsibilities and designed to improve student growth. The teacher will
identify at least two goals. * If the teacher and evaluator cannot agree on a professional
growth plan, the evaluator’s decision shall be final.
Van Buren School District Teacher Evaluation Protocols Revised 4-28-16
13
o With the evaluator’s approval, the teacher may collaborate with a team of teachers on
shared plan that benefits the whole school, a content area, or a grade level.
o If a group is selected, the evaluation is still an individual process and all self-
assessments, conferences etc. will be conducted as an individual.
The teacher must complete and submit an Individual Professional Growth Reflection at the end
of the school year.
At least one formal observation will occur consisting of a pre and post observation conference.
o Teachers will need to log onto Bloomboard to complete Pre/Post conferencing process.
It is recommended that at least one informal observation, based on the identified components
of the PGP, with feedback, should be conducted prior to the formal observation.
Evaluators may conduct informal observations when deemed necessary, but will do classroom
drop-in observations at least one each semester.
Throughout the year, teachers will collect evidence of student growth and professional
activities.
A mid-year review of the PGP with the teacher might include discussion related to informal
observation(s) results. Possible revisions might result.
Evaluators will conduct a Summative Conference at the end of the school year to discuss
performance on all 22 components obtained from informal and formal observations
throughout the year, progress on PGP, relevant artifacts, and input from the teacher. Teachers
will receive a rating in each domain derived from the average of the ratings of each component
in that domain. A summative rating will be derived from the average of the four domain
ratings. Each domain average is 25% of the overall weighted score.
o Summative Conference will be held by March 15
th
o Teacher Deadline to submit evidence March 1
st
Evaluator makes the final summative rating decision
If a teacher has an Unsatisfactory rating on any domain, the teacher shall be placed in the
Intensive Support Track (Track 3). (A teacher may be placed into the Intensive Support Track at
any time during the academic year. If placement in the Intensive Support Track does not
happen at the summative evaluation at the end of the academic year, the teacher should
immediately be evaluated based on the procedures in Track 3.) The teacher and evaluator
develop an Intensive Growth Plan (IGP) by reviewing relevant data to determine goals for a
research-based plan of improvement. If poor student performance is the basis for the teacher’s
status, student performance data is utilized to develop the plan. A teacher may be placed in
the Intensive Support Track with ratings of Basic or Unsatisfactory on a majority of the
components. The same process for IGP development should be followed. Teacher should
receive notice in writing when he/she is placed in the Intensive Support Track.
Van Buren School District Teacher Evaluation Protocols Revised 4-28-16
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2B3,2B2, 2B1 Interim Appraisal
An initial conference with the evaluator at the beginning of the school year will be conducted to
discuss process, set/review professional development goals and self-assessment.
Teachers will establish a growth plan in collaboration with the evaluator for their professional
learning and engage in appropriate activities. The professional growth plan must be related to
their teaching responsibilities and designed to improve student growth. The teacher will
identify at least two goals. * If the teacher and evaluator cannot agree on a professional
growth plan, the evaluator’s decision shall be final.
All teachers will utilize the Bloomboard online platform provided by the State to document all
observations and other activities as required.
o With the evaluator’s approval, the teacher may collaborate with a team of teachers on a
shared plan that benefits the whole school, a content area, or a grade level.
o If a group is selected, the evaluation is still an individual process and all self-
assessments, conferences etc.. will be conducted as an individual.
Teachers will be rated with instructional rubric based on their progress with their PGP goals.
At any time the evaluator believes there is evidence to support several areas of growth not
addressed on the PGP, the evaluator may place the teacher in Track 2A. If after being placed in
Track 2A, a teacher may be placed in Track 3 if evidence from observations supports placement.
The teacher must complete and submit an Individual Professional Growth Reflection at the end
of the school year.
Throughout the year, teachers will collect evidence of student growth and professional
activities.
The evaluator will conduct informal observations with feedback focusing on professional
growth to ensure the teacher is meeting the outcomes of the PGP.
Observations may focus on targeted areas of the professional growth plan. A modified
evaluation may be used based on specific components of the rubric addressed in the
professional growth plan over the two years.
The teacher and evaluator will conference to determine progress on the PGP and relevant
portions of the evaluation framework.
Summative Evaluation Conference by March15
th
Teacher deadline to submit artifacts/evidence March 1st
Van Buren School District Teacher Evaluation Protocols Revised 4-28-16
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Glossary
Formal Observation- A scheduled observation for a minimum of 75% of the class period, which has
both a pre and post observation conference, for which evidence is collected and recorded as part of
the evaluation documentation.
Informal Observation- A scheduled or unscheduled observation with a minimum of 75% of the class
period, which has a post observation conference, for which evidence is collected and recorded as part
of the evaluation documentation.
Drop-In Observation- All other observations for which evidence is accumulated and which is also part
of the evaluation documentation.
Forms C-2/C-4 – Drop In Observation Forms
Van Buren School District Teacher Evaluation Protocols Revised 4-28-16
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Track Three: Intensive Support Track
Track Three includes teachers who have received a rating of Unsatisfactory in any one entire domain of
the framework or if the teacher has a rating of Unsatisfactory or Basic in the majority of components of
a domain. A teacher may be placed in this track at any time from Track 1 or Track 2 based on
observations or teacher performance. A teacher may be moved from this track to Track 1 or Track 2A
by the evaluator, based on whether goals and tasks of the Intensive Growth Plan are met.
Teachers assigned to track three (Intensive Support Track) will be notified in writing of their placement
in track three. Teachers should then expect to engage in a conversation with their administrators
about the development of a:
Formal, written plan of action with scheduled observations and further evaluations
An Intensive Growth Plan(IGP) is developed by the teacher and evaluator based on data,
observations, and artifacts. The IGP guides the evaluator’s observations (informal) which are
recommended to be conducted at least two (2) times each month. A meeting is conducted
following each observation to provide specific and substantive feedback of teacher progress.
Documentation of each meeting is maintained by the evaluator, and the IGP is adjusted based
on teacher performance.
Evaluators should conduct at least one (1) formal observation (announced) during each
semester.
Established timeline of actions
o Intensive Support Track will not have a minimum time requirement, but shall not last
more than 2 consecutive semesters, unless the teacher has substantially progressed and
the evaluator elects to extend the intensive support status for up to 2 additional
consecutive semesters.
If intensive support status is related to student performance, the teacher shall use formative
assessments to gauge student progress. The teacher shall be offered support to use formative
assessments.
The evaluator completes a summative evaluation over all 22 components.
At this time, one of the following actions will occur:
o If the teacher met the goals of the plan, the teacher is moved from the Intensive
Support Track to either Track 1 (Probationary) or Track 2A (Interim Teacher Appraisal-
Summative Evaluation Year).
o If progress was made but goals were not met, the teacher may be recommended for
two (2) additional semesters of intensive support (maximum of four semesters); if the
teacher’s time in Intensive Support Track is extended, the teacher should be notified in
writing
Van Buren School District Teacher Evaluation Protocols Revised 4-28-16
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o If the teacher did not make progress, the teacher is recommended for termination or
non-renewal.
TESS does not conflict, nor is it meant to replace the Arkansas Teacher Fair Dismissal Act.
Evaluators should follow all aspects of the Arkansas Teacher Fair Dismissal Act when
considering termination or non-renewal.
Track Three forms:
Forms completed by teacher in collaboration with evaluator:
Form Q- Intensive Growth Plan
Form S- Intensive Growth Plan Reflective Narrative
Forms completed by administrator:
Form P: Notification of placement in the Intensive Assistance Track
Form R: Recommendation Form
Van Buren School District Teacher Evaluation Protocols Revised 4-28-16
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FORMS
Van Buren School District Teacher Evaluation Protocols Revised 4-28-16
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Fo
rm C-2
DROP-IN OBSERVATION DOCUMENTATION
Domain I: Planning and Preparation
Teacher:
Date:
Component
OBS*
Not
OBS
Comments/ Evidence
Demonstrating knowledge of
content and pedagogy (1a)
Demonstrating knowledge of
students (1b)
Setting instructional outcomes
(1c)
Demonstrating knowledge of
resources (1d)
Demonstrating coherent
instruction (1e)
Designing student
assessments (1f)
Comments/Summary:
Teacher Signature
Evaluator Signature
*OBS indicates that the component was either observed or not observed during this walk-through.
Van Buren School District Teacher Evaluation Protocols Revised 4-28-16
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Form C-3
DROP-IN OBSERVATION DOCUMENTATION
Domain II: The Classroom Environment
Teacher:
Date:
Component
OBS*
Not
OBS
Comments/ Evidence
Creating an environment of
respect and rapport (2a)
Establishing a culture for
learning (2b)
Managing classroom
procedures (2c)
Managing student behavior
(2d)
Organizing physical space
(2e)
Comments/Summary:
Teacher Signature
Evaluator Signature
*OBS indicates that the component was either observed or not observed during this walk-through.
Van Buren School District Teacher Evaluation Protocols Revised 4-28-16
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Form C-4 DROP-IN OBSERVATION DOCUMENTATION
Domain III: Instruction
Teacher:
Date:
Component
OBS*
Not
OBS
Comments/ Evidence
Communicating with students
(3a)
Using questioning and
discussion techniques (3b)
Engaging students in learning
(3c)
Using assessment in
instruction (3d)
Demonstrating flexibility and
responsiveness (3e)
Comments/Summary:
Teacher Signature
Evaluator Signature
*OBS indicates that the component was either observed or not observed during this walk-through.
Van Buren School District Teacher Evaluation Protocols Revised 4-28-16
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FORM P NOTIFICATION OF PLACEMENT IN INTENSIVE SUPPORT TRACK
Date:
To:
From:
Subject:
** if the teacher’s contract is renewed while the teacher is in intensive support status, the fulfillment of the contract term is subject to the
teacher’s accomplishment of the goals established and completion of the tasks assigned in the intensive support status.
I have received this document; my signature does not mean I agree, only that I have received it.
________________________________ __________________
Teacher Signature Date
______________________________ ________________
Evaluator Signature Date
Van Buren School District Teacher Evaluation Protocols Revised 4-28-16
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Form Q
- Intensive Growth Plan (IGP)
Year:
Teacher:
Position:
Professional Growth Target
School/Group/Teacher Problem of Practice:
Description: A Problem of Practice includes an area
of concern involving student performance supported by
multiple data sources and a review of current practices
that may contribute to the area of concern.
Related ACSIP Goal in SMART Format:
(Specific, Measurable, Attainable, Realistic, Timely)
Framework for Teaching component(s) and element(s) to
be addressed:
Goal of this Plan:
Van Buren School District Teacher Evaluation Protocols Revised 4-28-16
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Form Q - Intensive Growth Plan (IGP)
Theory of Action
Implementation Strategies
Results Indicators
Sources of Data to Monitor
If I take the following actions:
What change(s) will be seen in my practices:
Evidence/Artifact of this change:
Then I expect to see my students:
Student data/information source:
Van Buren School District Teacher Evaluation Protocols Revised 4-28-16
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Form Q - Intensive Growth Plan (IGP)
What steps are needed to ensure successful implementation of this growth plan?
What are the proposed and/or revised times of events for this work?
Event
Proposed Completion Date
Revised Completion Date
Note/Comment
Teacher Name: ____________________________________________________________________________________
Signature: ___________________________________________________________Date: ______________________
Principal/ Designee Signature: ___________________________________________Date: ______________________
Van Buren School District Teacher Evaluation Protocols Revised 4-28-16
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FORM R Track 3 RECOMMENDATION
Teacher
School
Grade Level(s)
Subject(s)
Evaluator
Date
Recommendation to move to
Track 1
Track 2A
Documentation:
Recommendation to
Terminate
Non-renew
Documentation:
Recommendation to ________ Extend Intensive Support Track one semester ( No more than 2 semesters)
Documentation:
Teacher’s Signature
Date
Evaluator’s Signature
Date
I have received this document; my signature does not mean that I agree, only that I have received it.
Van Buren School District Teacher Evaluation Protocols Revised 4-28-16
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FORM S- Intensive Growth Plan – Reflective Narrative
Directions: Complete this reflective narrative prior to the summative evaluation conference.
1. What were my successes?
2. What are some remaining and/or additional areas to be addressed to enhance my professional growth?
3. What have I learned that will influence my future instructional practices?
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MEDIA SPECIALIST
Media Specialists are required to participate in all aspects of TESS and the VBSD
Teacher Evaluation Plan. Media Specialists have a specific instructional rubric based on the
work of Charlotte Danielson and modeled by the State of Arkansas. All forms in this section
have been modified for the appropriateness and the uniqueness of the media specialist
assignment.
The rubric’s uniqueness in some aspects lends itself to differentiating the observation
process. In some situations, the evaluator may not be able to utilize one formal observation to
observe all aspects of the rubric. The evaluator may have to observe a series of lessons or
interactions to collect appropriate evidence.
Media Specialists in their first year as a media specialist or first year in the VBSD as a
media specialist shall be placed in the Probationary Track for one year as a Year 3 Probationary
Teacher. Probationary media specialist will follow the same guidelines as other teachers in the
probationary track.
Media Specialists who are in Track 2 will follow the same guidelines as regular
classroom teachers in Track 2. However, the number of observations may vary in order to
observe all aspects of the media specialist rubric. All appropriate and specific forms for media
specialist are located on the Bloomboard website.
Van Buren School District Teacher Evaluation Protocols Revised 4-28-16
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COUNSELORS
Counselors are required to participate in all aspects of TESS and the VBSD Teacher
Evaluation Plan. Counselors will follow a specific instructional rubric based on the work of
Charlotte Danielson and modeled by the State of Arkansas. All forms in this section have been
modified for the appropriateness and the uniqueness of the counselor assignment.
The rubric’s uniqueness in some aspects lends itself to differentiating the observation
process. In some situations, the evaluator may not be able to utilize one formal observation to
observe all aspects of the rubric. The evaluator may have to observe a series of lessons or
interactions to collect appropriate evidence.
Counselors in their first year as a counselor or first year in the VBSD as a counselor shall
be placed in the Probationary Track for one year as a Year 3 Probationary Teacher. Probationary
counselors will follow the same guidelines as other teachers in the probationary track.
Counselors who are in Track 2 will follow the same guidelines as regular classroom
teachers in Track 2. However, the number of observations may vary in order to observe all
aspects of the counselor rubric. All appropriate and specific forms for counselors are located on
the Bloomboard website.
Van Buren School District Teacher Evaluation Protocols Revised 4-28-16
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Curriculum Coaches
Curriculum Coaches are required to participate in all aspects of TESS and the VBSD
Teacher Evaluation Plan. Curriculum Coaches will follow a specific instructional rubric based on
the work of Charlotte Danielson and modeled by the State of Arkansas. All forms in this section
have been modified for the appropriateness and the uniqueness of the curriculum coach
assignment.
The rubric’s uniqueness in some aspects lends itself to differentiating the observation
process. In some situations, the evaluator may not be able to utilize one formal observation to
observe all aspects of the rubric. The evaluator may have to observe a series of lessons or
interactions to collect appropriate evidence.
Curriculum Coaches in their first year as a curriculum coach or first year in the VBSD as
a curriculum coach shall be placed in the Probationary Track for one year as a Year 3
Probationary Teacher. Probationary curriculum coaches will follow the same guidelines as other
teachers in the probationary track.
Curriculum Coaches who are in Track 2 will follow the same guidelines as regular
classroom teachers in Track 2. However, the number of observations may vary in order to
observe all aspects of the curriculum coach rubric. All appropriate and specific forms for
curriculum coaches are located on the Bloomboard website.
Van Buren School District Teacher Evaluation Protocols Revised 4-28-16
31
Gifted and Talented Coordinator
The Gifted and Talented Coordinator is required to participate in all aspects of TESS and the
VBSD Teacher Evaluation Plan. GT Coordinators will follow a specific instructional rubric based on the
work of Charlotte Danielson and modeled by the State of Arkansas. All forms in this section have been
modified for the appropriateness and the uniqueness of the GT Coordinator assignment.
The rubric’s uniqueness in some aspects lends itself to differentiating the observation process. In
some situations, the evaluator may not be able to utilize one formal observation to observe all aspects of
the rubric. The evaluator may have to observe a series of lessons or interactions to collect appropriate
evidence.
GT Coordinators in their first year as a GT Coordinator or first year in the VBSD as a GT
Coordinator shall be placed in the Probationary Track for one year as a Year 3 Probationary Teacher.
Probationary GT Coordinators will follow the same guidelines as other teachers in the probationary
track.
GT Coordinators who are in Track 2 will follow the same guidelines as regular classroom
teachers in Track 2. However, the number of observations may vary in order to observe all aspects of the
GT Coordinator rubric. All appropriate and specific forms for GT Coordinators are located the
Bloomboard website.
Van Buren School District Teacher Evaluation Protocols Revised 4-28-16
32
Speech Language Pathologist
Speech Pathologists are required to participate in all aspects of TESS and the VBSD Teacher
Evaluation Plan. Speech Pathologist will follow a specific instructional rubric based on the work of
Charlotte Danielson and modeled by the State of Arkansas. All forms in this section have been modified
for the appropriateness and the uniqueness of the Speech Pathologist assignment.
The rubric’s uniqueness in some aspects lends itself to differentiating the observation process. In
some situations, the evaluator may not be able to utilize one formal observation to observe all aspects of
the rubric. The evaluator may have to observe a series of lessons or interactions to collect appropriate
evidence.
Speech Pathologists in their first year as a Speech Pathologist or first year in the VBSD shall be
placed in the Probationary Track for one year as a Year 3 Probationary Teacher. Probationary Speech
Pathologists will follow the same guidelines as other teachers in the probationary track.
Speech Pathologists who are in Track 2 will follow the same guidelines as regular classroom
teachers in Track 2. However, the number of observations may vary in order to observe all aspects of the
Speech Pathologist rubric. All appropriate and specific forms for are located on the Bloomboard
website.
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VAN BUREN SCHOOL DISTRICT TEACHER EVALUATION PLAN Protocols

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Completed 3 September 2021

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