Purpose
The purpose of the Collaborative Assessment System for Teachers is to improve district-wide professional competence, classroom performance, professional growth, and to serve as a basis for management decisions. The process of evaluation utilizes valid, research-based procedures and instruments to identify effective teaching and provide feedback for on-going professional development.
The process of evaluation utilizes the work of Charlotte Danielson, which is based on empirical studies and contemporary research. CAST includes:
– A Rubric with Levels of Proficiency: Highly Effective, Effective, Developing (Category I)/Needs Improvement, and Unsatisfactory)
– Implementation of domains with components which address the Florida Educator Accomplished Practices (FEAPs)
– A process for new and struggling teachers
– A framework for guiding professional practice
TEACHER CATEGORIES AND OBSERVATION SCHEDULE
Category
&
Authorized Evaluator
Criteria for Category
Formal Observations
(Announced)
30 minutes plus
Informal
Observations
(Unannounced)
15-25 minutes
minimum
Summative
Evaluation
Category I
Principal / Asst.
Principal
1-3 year overall
teaching experience
or new to district
2
1 first semester & 1
second semester by
April 30th
2 yearly by April 30th
1st Semester by
January 13th
&
2nd Semester by April
30th
Category II
Principal / Asst.
Principal
In 4th year of teaching
or have more than 3
years of teaching
experience and are
not new to district
1 either semester but
by April 30th1 yearly by April 30th Annually by April 30th
Category III
Principal / Asst.
Principal
Received a D/NI or U
in a domain, but not
overall unsatisfactory
2
1 first semester & 1
second semester by
April 30th . If multiple
D/Nis, then a formal
can be done.
1 per domain that
receives D/NI or if
multiple domains, 1
formal by April 30th
Annually by April
30th
Category IV
Principal
Struggling teacher
(overall
unsatisfactory)
3
2 first semester
1 second semester by
April 30th
1 yearly for each
domain that receives
U by April 30th
Annually by April 30th
Observations are based on assigned teacher categories.
Pre Observation Conference
Scheduled
Lesson Observation
Post Observation Conference
Next Steps
The Formal Observation Process
A formal observation is a scheduled visit by the administrator
which will last a minimum of 30 minutes and includes a pre-
observation and post-observation conference.
The Informal Observation Process
• The informal observation process is the same as the formal
observation process with the following exception:
• The teacher does not complete a pre-observation conference form
or participate in a pre-observation conference
• The observation last 15-25 minutes
Lesson Observation
Post Observation Conference
Pre and Post Conferences Formal observations include a pre and post conference
Informal observations include a post-conference
Conferences are conversations about instruction and practice
Teachers must respond to pre and post observation questions in the
portal for formal observations
Teachers must respond to post observations questions in the portal for
informal observations
Teachers may need to supply artifacts if necessary
Principals and Assistant Principals must use the approved pre and post
observation conference forms for each formal and informal
observations
The administrator will conduct a post conference providing next steps
to the teacher. Written feedback will be provided in the portal and at
the post conference for each formal and informal observation The
teacher may respond back in written form in the portal to the
administrator.
Teacher Points and WeightingAdministrator Observation Score Components Rating Points
U D/NI E HE
1a. Demonstrating Knowledge of Content and Pedagogy 0 0.60 1.80 3
Domain I
Maximum Points
Possible
18
1b. Demonstrating Knowledge of Students 0 0.60 1.80 3
1c. Setting Instructional Outcomes 0 0.60 1.80 3
1d. Demonstrating Knowledge of Resources and Technology 0 0.60 1.80 3
1e. Designing Coherent Instruction 0 0.60 1.80 3
1f. Designing Student Assessments 0 0.60 1.80 3
2a. Creating an Environment of Respect and Rapport 0 0.72 2.16 3.6
Domain II
Maximum Points
Possible
18
2b. Establishing a Culture for Learning 0 0.72 2.16 3.6
2c. Managing Classroom Procedures 0 0.72 2.16 3.6
2d. Managing Student Behavior 0 0.72 2.16 3.6
2e. Organizing Physical Space 0 0.72 2.16 3.6
3a. Communicating with Students 0 1.44 4.32 7.2 Domain III
Maximum Points
Possible
36
3b. Using Questioning and Discussion Techniques 0 1.44 4.32 7.2
3c. Engaging Students in Learning 0 1.44 4.32 7.2
3d. Using Assessment in Instruction 0 1.44 4.32 7.2
3e. Demonstrating Flexibility and Responsiveness 0 1.44 4.32 7.2
4a. Reflecting on Teaching 0 0.60 1.80 3
Domain IV
Maximum Points
Possible
18
4b. Maintaining Accurate Records 0 0.60 1.80 3
4c. Communicating with Families 0 0.60 1.80 3
4d. Participating in a Professional Community 0 0.60 1.80 3
4e. Growing and Developing Professionally 0 0.60 1.80 3
4f. Showing Professionalism 0 0.60 1.80 3
ADMINISTRATOR OBSERVATION SCORE TOTAL (Scale 0-90 points) 90
Domain I: Student Achievement Data 0 0.40 1.20 2
IPDP
Maximum Points
Possible
10
Domain II: Student Achievement Data SMART Goal 0 0.40 1.20 2
Domain III: Professional Learning Goals (a) 0 0.20 0.60 1
Professional Learning Goals (b) 0 0.20 0.60 1
Domain IV: Professional Learning Strategies –Implementation
of Learned Professional Practices
0 0.40 1.20 2
Domain V: Results/Changes in Educator Practices 0 .40 1.20 2
INDIVIDUAL PROFESSIONAL DEVELOPMENT PLAN (Scale 0-10 points) 10
STUDENT GROWTH SCORE (Scale 0-100 points)
FINAL EVALUATION SCORE (Scale 0-200 points)
FINAL OVERALL RATING
Indicators
Ratings
U (0) D/NI ( ) E ( ) HE ( )
Domain
I
30%
1a. Demonstrates knowledge of child and adolescent
development.0 1.8
5.4 9
1b. Measurable goals for the counseling program are appropriate to the setting and the students served, and are aligned with the Duval County District School Counseling Plan and the Florida’s School Counseling Framework.
0 1.8
5.4 9
1c. Implements school counseling program activities that align with measurable program goals.
0 1.85.4 9
Maximum Points 0 5.4 16.20 27
2a. Creates an environment of respect and support. 0 .90 2.7 4.5
Domain
II
20%
2b. Establishes a culture for productive verbal, non-verbal, and written communication.
0 .90 2.7 4.5
2c. Manages routines and procedures. 0 .90 2.7 4.5
2d. Demonstrates knowledge of information and resources within the school, district, and community.
0 .902.7 4.5
Maximum Points 0 3.60 10.8 18
3a. Assesses student needs. 0 1.35 4.05 6.75
Domain
III
30%
3b. Assists students in the formulation of academic, personal/social, and college/career goals and plans, based on knowledge of student needs.
0 1.35
4.05 6.75
3c. Utilizes data in monitoring and evaluating counseling interventions and student progress.
0 1.35 4.05 6.75
3d. Evaluates the school’s comprehensive counseling program in alignment with the Duval County District School Counseling Planand the Florida’s School Counseling Framework, and reflects on practice.
0 1.35 4.05 6.75
Maximum Points 0 5.40 16.20 27.00
4a. Maintains accurate records and when applicable submits in a timely manner.
0 .90 2.7 4.5
Domain
IV
20%
4b. Participates in a professional community. 0 .90 2.7 4.5
4c. Pursues professional growth and development. .90 2.7 4.5
4d. Shows professionalism. 0 .90 2.7 4.5
Maximum Points 0 3.60 10.80 18
Administrator Observation Score (0-90 Points) 90
Individual Professional Development Plan (0-10 Points) 10
Student Growth Score (0-100 Points)
Counselor Points and Weighting
MediaPoints and Weighting
Domain1: DEMONSTRATES ABILITY TO IMPACT STUDENT ACHIEVEMENT: The SLMS systematically
and collaboratively plans library media and information literacy instruction. (Weight 25%) AP 1
U
0 points
D/NI
.90
E
2.7
HE
4.50
1a: Provides instruction to students on research methods and the use
of reference tools.
.90 2.7 4.50
1b: Provides instruction to students in the appropriate use of
technology and software.
.90 2.7 4.50
1c: Promotes appreciation of reading by embedding literature
appreciation instruction and activities into instructional program.
.90 2.7 4.50
1d: Helps students locate and use various library media material. .90 2.7 4.50
1e: Offers staff development lessons coordinated through the Library
Media program.
.90 2.7 4.50
Maximum Points Possible
Domain 2: MANAGES INSTRUCTION COOPERATIVELY WITH FACULTY: The SLMS demonstrates a deep
knowledge of and effective delivery of school library media skills, resources and tools, and their application to content
areas. (Weight: 25%) AP 1, 2
U
0 points
D/NI
1.125
E
3.375
HE
5.63
2a: Integrates research & study skills with classroom instruction by
using Standards for the 21st Century Learner with current state
content standards.
1.125 3.375 5.63
2b: Integrates a standards-based research process model into
instruction.
1.125 3.375 5.63
2c: Plans and delivers cooperative instruction. 1.125 3.375 5.63
2d: Establishes and communicates clear standards of student conduct
and behavior.
1.125 3.375 5.63
Maximum Points Possible
Domain 3: DEVELOPS AND MANAGES COLLECTION: The SLMS provides appropriate, accurate and current
resources in all formats to meet the needs of the learning community. (Weight: 15%) AP 2, 3
U
0 points
D/NI
.54
E
1.62
HE
2.7
3a: Uses approved selection and weeding policies and procedures
based on systematic analysis tools.
.54 1..62 2.7
3b: Processes and arranges resources in accordance with District and
AASL library standards.
.54 1..62 2.7
3c: Circulates materials, including the use of Interlibrary loans. .54 1.62 2.7
3d: Weeds and repairs collection. .54 1.62 2.7
3e: Inventories collection. .54 1.62 2.7
Maximum Points Possible
Domain 4: MANAGES MEDIA PROGRAM The SLMS promotes technological processes and resources that
enhance learning, promote access and serve as an infrastructure for a properly staffed and well-funded library media
program. (Weight: 15%) AP 4
U
0 points
D/NI
.45
E
1.35
HE
2.25
4a: Promotes cooperative program planning. .45 1.35 2.25
4b: Provides for use of media resources and facilities. .45 1.35 2.25
4c: Develops written goals. .45 1.35 2.25
4d: Prepares and submits reports. .45 1.35 2.25
4e: Evaluates the program. .45 1.35 2.25
4f: Communicates the resources of the library media center to the
students, teachers, and parents through multiple formats such as
newsletters, handbook, share drive, web page or other electronic
venues.
.45 1.35 2.25
Maximum Points Possible
Domain 5: MAINTAINS POSITIVE MEDIA CENTER ENVIRONMENT: The SLMS provides an inviting,
accessible and stimulating environment for individual and group use that shares resources across the learning
community. (Weight: 10%) AP 2, 3
U
0 points
D/NI
.45
E
1.35
HE
2.25
5a: Establishes and maintains climate of courtesy and respect. .45 1.35 2.25
5b: Provides for a variety of multiple student learning areas. .45 1.35 2.25
5c: Holds reasonable expectations for students’ social and
academic behavior.
.45 1.35 2.25
5d: Establishes/maintains rapport with students. .45 1.35 2.25
Maximum Points Possible
Domain 6: DEMONSTRATES COMMITMENT TO PROFESSIONAL GROWTH: The SLMS seeks
opportunities for professional growth and development based on self-assessment and advancements in the profession
of library science. (Weight: 5%) AP 5
U
0 points
D/NI
.30
E
.90
HE
1.5
6a: Continues to pursue professional growth and development
through workshops, seminars, college course work and/or other
professional activities
.30 .90 1.5
6b: Participates in school and/or district committees. .30 .90 1.5
6c. Accepts evaluation and redirection and makes necessary
changes or adjustments.
.30 .90 1.5
Maximum Points Possible
Domain 7: DEMONSTRATES EVIDENCE OF PROFESSIONAL CHARACTERISTICS: The SLMS
demonstrates behaviors that reflect positively on the school district and abides by the District's Code of Conduct.
(Weight: 5%) AP 5, 6
U
0 points
D/NI
.225
E
.675
HE
1.125
7a: Interacts and communicates appropriately and effectively with
colleagues, parents, students.
.225 .675 1.125
7b: Maintains professional appearance. .225 .675 1.125
7c: Maintains punctuality. .225 .675 1.125
7d: Exercises emotional self-control. .225 .675 1.125
Maximum Points Possible
Specialists-Coach Points and WeightingAdministrator Observation Score Components Rating Points
U D/NI E HE
1a. Demonstrating Knowledge of Current Trends in specialty Area and Professional Development 0 0.60 1.80 3
Domain I
Maximum Points Possible
18
1b. Demonstrating Knowledge of the School’s Program and Levels of Teacher Skill in Delivering
that Program.
0 0.60 1.80 3
1c. Establishing Goals for the Instructional Support Program Appropriate to the Setting and the
Teachers served.
0 0.60 1.80 3
1d. Demonstrating Knowledge of Resources both within and beyond the School and District 0 0.60 1.80 3
1e. Planning the Instructional Support Program Integrated with Overall School Program 0 0.60 1.80 3
1f. Developing a Plan to Evaluate the Instructional Support Program 0 0.60 1.80 3
2a. Creating an Environment of Trust and Respect 0 0.72 2.16 3.6 Domain II
Maximum Points Possible
18
2b. Establishing a Culture for ongoing Instructional Improvement 0 0.72 2.16 3.6
2c. Establishing Clear Procedures for teachers to Gain Access to Instructional Support 0 0.72 2.16 3.6
2d. Establishing and Maintaining Norms of Behavior for Professional Interactions 0 0.72 2.16 3.6
2e. Organizing Physical Space for Workshops or Training 0 0.72 2.16 3.6
3a. Collaborating with Teachers in the Design of Instructional Units and Lessons 0 1.44 4.32 7.2 Domain III
Maximum Points Possible
363b. Engaging Teachers in Learning New Instructional Skills 0 1.44 4.32 7.2
3c. Sharing Expertise with Staff 0 1.44 4.32 7.2
3d. Locating Resources for Teachers to Support Instructional Improvement 0 1.44 4.32 7.2
3e. Demonstrating Flexibility and Responsiveness 0 1.44 4.32 7.2
4a. Reflecting on Practice 0 0.60 1.80 3
Domain IV
Maximum Points Possible
18
4b. Preparing and Submitting Reports 0 0.60 1.80 3
4c. Coordinating Work with Other Instructional Specialists 0 0.60 1.80 3
4d. Participating in a Professional Community 0 0.60 1.80 3
4e. Engaging in Professional Development 0 0.60 1.80 3
4f. Showing Professionalism through Integrity and Confidentiality 0 0.60 1.80 3
ADMINISTRATOR OBSERVATION SCORE TOTAL (Scale 0-90 points)
Individual Professional Development Plan Score Components
Domain I: Student Achievement Data 0 0.40 1.20 2 IPDP
Maximum Points Domains
I – V
Possible
10
Domain II: Student Achievement Data SMART Goal 0 0.40 1.20 2
Domain III: Professional Learning Goals (a) 0 0.20 0.60 1
Professional Learning Goals (b) 0 0.20 0.60 1
Domain IV: Professional Learning Strategies –Implementation of Learned Professional Practices 0 0.40 1.20 2
Domain V: Results/Changes in Educator Practices 0 0.40 1.20 2
INDIVIDUAL PROFESSIONAL DEVELOPMENT PLAN (Scale 0-10 points)
STUDENT GROWTH SCORE (Scale 0-100 points)
FINAL EVALUATION SCORE (Scale 0-200 points)
FINAL OVERALL RATING
Framework for TeachingDomains (4)/Components (22)
Domain I: Planning and Preparation
• Demonstrating Knowledge of Content and
Pedagogy
• Demonstrating a Knowledge of Students
• Setting Instructional Outcomes
• Demonstrating Knowledge of Resources
• Designing Coherent Instruction
• Designing Student Assessments
Domain 2: The Classroom Environment
• Creating an Environment of Respect and Rapport
• Establishing a Culture for Learning
• Managing Classroom Procedures
• Managing Student Behavior
• Organizing Physical Space
Domain 3: Instruction
• Communicating with Students
• Using Questioning and Discussion Techniques
• Engaging Students in Learning
• Using Assessment in Instruction
• Demonstrating Flexibility and Responsiveness
Domain 4: Professional Responsibilities
• Reflecting on Teaching
• Maintaining Accurate Records
• Communicating with Families
• Participating in a Professional Community
• Growing and Developing Professionally
• Showing Professionalism
ELEMENTS OF THE CURRENT SYSTEM: Ratings, Metrics, Observations
Multiple ratings (Levels of Proficiency):
Highly Effective, Effective, Developing (Category I), Needs
Improvement, and Unsatisfactory
Descriptive research-based indicators for each rating
Multi-metric:
45% based on instructional practice Administrator Observation Score
50% based on performance of students (student growth score)
5% based on development and implementation of the IPDP
Multiple observations for all teachers
New teachers, experienced teachers and struggling teachers
ELEMENTS OF THE CURRENT SYSTEM:SCORING
First Metric:
PERFORMANCE EVALUATION: 0-90 Points
Second Metric
STUDENT GROWTH: 0-100 Points
Third Metric
IPDP 0- 10 Points
FINAL EVALUATION POINTS: 0-200
TEACHERS WILL KNOW THEIR PERFORMANCE
EVALUATION AND IPDP SCORES IN APRIL.
TEACHERS WILL KNOW STUDENT THEIR GROWTH
SCORES AND TOTAL EVALUATION SCORES IN THE LATE
OCTOBER OR UPON RELEASE OF SCORES BY FLDOE.
Overall Score and Ratings The teacher will receive an overall score and rating based on a 200-point scale. CAST cut scores will determine the overall rating for the teacher.
A teacher must have at least 25 points on the Student Growth portion
to be eligible for a ranking of Effective or Highly Effective.
Highly Effective 160 – 200
Effective 80 – 159
Developing/Needs Improvement 45 – 79
Unsatisfactory 44 and Below
• What is it?– Value added is the difference between the actual
performance of a student after a specified period of time and the expected (predicted) performance of the student based on the student’s prior performance. For example, if a 4th grade student scored 250 on the State Assessment last year, it may be predicted that the student will score 300 on this year’s State Assessment. If the student’s score is above the predicted score, the difference is the “value added” and is attributed to the teacher's effectiveness in working with that student.
Value-Added
Value-Added Example
250
320300
0
100
200
300
400
500
Student E
Teacher X
Prior Performance Current Performance Predicted Performance
The predicted performance
represents the level of
performance the student is
expected to demonstrate
after statistically accounting
for factors through the
value added model.
The difference between the
predicted performance and the
actual performance represents
the value-added by the
teachers’ instruction.
Uses a value added model to determine actual growth compared to expected growth
Considers student characteristics and a school effect in determining expected growth
Measures the teacher effect by counting the number of students that meet or exceed the expected growth
State provides tables with the percent of students meeting or exceeding expectations for each teacher; this value is used to determine the Student Growth portion of the teacher’s evaluation
How Value Added Is Used withDOE Tests
Student Characteristics:
Up to two prior years of achievement scores (the strongest predictor of student growth)
The number of subject-relevant courses in which the student is enrolled
Students with Disabilities (SWD) status
English Language Learner (ELL) status
Gifted status
Attendance
Mobility (number of transitions)
Difference from modal age in grade (as an indicator of retention)
Classroom characteristics:
Class size
Homogeneity of students’ entering test scores in the class
State Factors Identified to “Level the Playing Field”
Uses pre- and post-test measures, considers some student
characteristics.
Determines an expected growth based on the District
average growth between tests
Measures the teacher effect by counting the number of
students that meet or exceed the expected growth
A percentage of students meeting or exceeding
expectations is calculated for each teacher
How Student Growth is Measured:Duval Tests
Student growth will continue to be averaged over the prior three years.
Teachers that receive student growth scores based on the state student growth model will now get a three-year aggregate VAM score for those courses in the form of a 1-4. That score will be converted to a categorical rating and converted to a 100 point scale. (see conversion chart)
Tentative CAST Changes – Student Growth for Teachers
VAM Score Conversion Categorical Rating = Points
4 Highly Effective 100
3 Effective 79
2Needs
Improvement/Developing39
1 Unsatisfactory 22
Point allocation pending approval through negotiations
Teachers that receive student growth scores based on the state
student growth model and district assessments or receive growth
scores based only on district assessments will receive a three
year score based on a weighted average using the VAM score
points and the percent of students that met expectations on
district assessments. They will receive a categorical rating
based on the conversion chart that follows.
Tentative CAST Changes – Student Growth for Teachers
VAM Combination and District Only Ranges Categorical Rating
80 - 100 Highly Effective
40 – 79.999 Effective
22.001 – 39.999 Developing/Needs Improvement
0 - 22 Unsatisfactory
Category 1 teachers will now be required to have a complete mid-year evaluation including a student performance component. The growth points will be determined from the chart that follows.
Tentative CAST Changes – Student Growth for Teachers
Non-VAM Score Conversion for the Newly Hired(this will be used for assessments that don’t have a
conversion chart listed within the document)
Categorical Rating = Points
80 – 100% proficiency on any non-VAM assessment Highly Effective 100
40 – 79.999% proficiency on any non-VAM assessment Effective 79
22.001 – 39.999% proficiency on any non-VAM
assessmentNeeds Improvement/Developing 39
0 – 22% proficiency on any non-VAM assessment Unsatisfactory 22
Individual Professional Development Plan
0 – 10 Points : Individual Professional Development Plan (IPDP)
determined by the teacher’s development and implement of his/her
professional learning plan (5%).
Third Metric
Recent Legislative Changes - SB 1664
School Community Professional Development Act (FSS 1012.98)
The individual professional development plan must:
a. Be related to specific performance data for the students to whom the teacher is currently assigned.
b. Define the learning objectives and specific measurable improvements expected in student performance as a result of the learning activities.
c. Include an evaluation component that determines the effectiveness of the professional development plan (i.e., changes in educator practice and results)
IPDP Implementation
• The IPDP is about professional learning.
• Individual teachers are responsible for:
• The development and implementation of their IPDP.
• Familiarizing themselves with the IPDP Rubric
• Disaggregating data to inform selection of student groups
• Selecting assessments that will inform implementation and impact of
professional learning
• Participation in and selection of professional learning
• Evidence of participation, implementation, and impact on
student achievement goals.
• Individuals working at multiple sites are only required to develop one
IPDP.
Navigating the CAST Portal
The Teacher Dashboard
The Formal Observation
The Informal Observation
IPDP (implementation information is forthcoming)
PRINCE DEMO
PRINCE DEMO
PRINCIPAL ONE
PRINCE DEMO
ASST. PRINCE DEMO
ASST. PRINCE DEMO
ASST. PRINCE DEMO
Teacher Dashboard
Observation status symbol (In Progress) or (Complete)
1- ID = Unique system created number
1
2- Date = Date of observation
2
3- Type = Type of observation performed
3
4- Pre Obs = Pre Observation Status
4
5- Informal= Informal Observation Status
5
6- Formal – Formal Observation Status
6
7- Post Obs= Post Observation Conference Status
7
8- Next Steps= Provides next step information
8
9- Observer = Person observing the lesson
9
10- View/Edit = Ability to edit pre-observation before completion
10
11- Print = Prints the completed pre-observation
11
Pre Observation Conference
Scheduled Lesson
Observation
Post Observation Conference
Next Steps
The Formal Observation Process
Starting a Formal Observation
TEACHER 12
PRINCE DEMO
PRINCE DEMO
PRINCIPAL ONE
TEACHER 12
Step 4. Answer the eight (8) pre-observation questions.
Note: the administrator has the ability to view your input and can ask clarifying questions (chat function).
4
Step 5. Select “Update” until you are satisfied you have answered the eight questions adequately
5
5
Step 6. Select “Complete” once you determine you have answered the eight questions adequately.
Selecting “Complete” freezes the form and does not allow for additional input/editing.
6
6
3
Step 3. Complete the pre-observation data section
PRIINCE DEMO
TEACHER 12
Prince Demo
PRINCIPAL ONE
7
Step 7. After the observation select the “Post Obs Conference” tab
10
10
Step 10. Select “Complete” once you determine you have answered the four questions adequately.
Selecting “Complete” freezes the form and does allow for additional input/editing.
9
9
Step 9. Select “Update” until you are satisfied you have answered the four questions adequately
8
Step 8. Answer the four(4) pre-observation questions. Note: the administrator has the ability to view your input and can ask clarifying questions (chat function)
To view your observation
TEACHER 12
11
Step 11. Select the “Formal or Informal Observation” tab
12
Step 12. Select “Expand All”
Printing: The “Print” button prints a completed observation
The “Form” button prints a blank observation form
TEACHER 12
Note: The Next Step form can only be completed by the administrator
Step 13: Select the “Next Step” tab
13
15
Step 15: Review the next steps provided by the administrator
Step 14: Select “Expand All”
14
Printing: The “Print” button prints a completed observation
The “Form” button prints a blank observation form
Note: The observation data was completed in preparation for your pre-observation conference
The Informal Observation Process
• The informal observation process is the same as the formal
observation process with the following exception:
• The informal observation is not scheduled
• The teacher does not complete a pre-observation conference form
or participate in a pre-observation conference
Lesson Observation
Post Observation Conference
CAST Documents and Information
For an in-depth look at the rubric, evaluation documents, and
professional growth ‘Next Steps,’ please visit the Human
Resource website
– CAST Documents http://www.duvalschools.org/Page/5743
– Next Steps Resources http://www.duvalschools.org/Page/5685
If you have a question or concern, please email
[email protected]. Your question will be
answered typically within 24 hours.