Growth-Oriented Educator Evaluation
The Vision
Growth-oriented teacher evaluations value teacher expertise and foster continuous professional development. By emphasizing ongoing learning and skill enhancement, growth-oriented evaluations recognize that teaching is a dynamic profession. Encouraging reflective practice, collaboration, ongoing feedback, and professional growth, contributes to teachers’ long-term success and satisfaction in their careers.Required Components for Educator Evaluation in Utah
State-level educator evaluation requirements are located under Title 53G Public Education System - Local Administration, Chapter 11 - Employees. in Utah Code.
In 2024 the Legislature provided an update to the laws surrounding educator evaluation. New updates include allowing for summative and formative evaluations within a broader four year cycle. LEAs were given up to 5 years to implement these adjustments, during which time they may continue to abide by the prior code, or align their systems to the new code. The direct link to the updated alternate evaluation language in code may be found here: Educator Evaluation Process
Utah State Code requires the following elements be included in educator evaluation: self-assessment, student and parent feedback, a reasonable number of supervisor observations, student academic growth data, and evidence of professional growth.
Board rule related to educator evaluations can be found in R277-323
Recent updates to state code and board rule, allow for an evaluation cycle of up to four years. This image depicts the requirements for a summative evaluation, and a depiction of what a formative year cycle might look like.
Utah Model Evaluation Tools and Resources
The following documents are components of the Utah Model Educator Evaluation System. Districts and Charter Schools within Utah may choose to use these resources, adapt them, or design their own system, within the guidelines of state code and board rule.
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Provide educators and administrators an understanding of what the Utah effective Teaching Standards may look like in a classroom setting. Additionally, this guide may be used to deepen knowledge of the evidence-based practices embedded in the UETS. |
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This document is an overview of the Utah Model Teacher Evaluation System. |
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Utah Model Teacher Self-Assessment |
The Self-Assessment is a guide for educator reflection on strengths, opportunities for growth, and goal setting practices. |
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The Professional Growth Plan is designed to support educators in reflection and goal setting processes focused on student learning and professional growth. This document may be used as part of a formative evaluation process. |
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The Utah Classroom Observation Tool (U-COT) is designed to provide feedback on observable standards within the instructional setting. |
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Informal Walk Through Observation Standard 1, Standard 2, Standard 3, Standard 4 |
Walk through tools may be used to support frequent informal classroom observations and provide feedback for the educator from the observer. The individual teaching standard aligned tools may be used for feedback targeted to specific goals.
Observation tools for special education team members. |
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The Observation Feedback Protocol may be used as a guide for administrators, coaches, or teacher leaders, as they engage in post-observation discussions. |
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Model Annual Parent Survey of Teacher Model Student Survey of Teacher grades 3-6. |
Input from students and parents is a required component of the summative evaluation process. This may take a variety of forms, but surveys are often used for this purpose. These surveys may be used to support the collection of data from students and parents. |
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The Model Summative Evaluation short form may be used to document evidence of growth related to the Utah Effective Teaching Standards, and serve as documentation for a summative evaluation, or may be used in the formative evaluation process. |
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Utah Model Teacher Summative Evaluation (Long Form) Model Counselor Summative Evaluation |
The Model Summative Evaluation forms may be used to document evidence of teacher growth related to the Utah Effective Teaching Standards, and serve as documentation for a summative evaluation and score. Model summative evaluation materials for other educators are reflective of the adopted standards for each area. |
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This is an example Educator Evaluation policy which LEAs may use to guide their policy making at the local level. |
Resources in Word Formatting
Editable versions of these resources are available by contacting Julie Lundell.
Contact:
Teacher Evaluation Specialist
julie.lundell@schools.utah.gov