DECISIONPOINT EDUCATIONEvaluation cycleEDUCATOR EVALUATION CYCLE PLAN
CONTEXT
Educator: [Educator name]
Evaluator: [Evaluator name]
Role: Classroom teacher
School year: 2026–2027
Framework: District-approved evaluation framework
EVIDENCE SOURCES
• Student talk and reasoning
• Student work or products
• Checks for understanding
OBSERVATION CYCLE 1
Pre-conference: Schedule | Observation: Schedule | Post-conference: Schedule
Focus: Student discourse and evidence of thinking
Teacher goal/context: Capture the teacher’s goal, students, lesson context, and requested feedback.
Student learning look-fors: Define what students will say, do, make, or understand if the lesson is successful.
Low-inference evidence
Record observable words, actions, tasks, student responses, and timestamps before interpreting.
Strengths and impact
Name the practice, cite the evidence, and explain the effect on student learning.
Growth opportunity
Identify one high-leverage area grounded in evidence and connected to student need.
Agreed next action
Specify one manageable action the teacher will try.
Evaluator support
Name modeling, resources, time, coaching, or collaboration the evaluator will provide.
Follow-up evidence/date
Name what will show implementation and when it will be reviewed.
OBSERVATION CYCLE 2
Pre-conference: Schedule | Observation: Schedule | Post-conference: Schedule
Focus: Checks for understanding and responsive instruction
Teacher goal/context: Capture the teacher’s goal, students, lesson context, and requested feedback.
Student learning look-fors: Define what students will say, do, make, or understand if the lesson is successful.
Low-inference evidence
Record observable words, actions, tasks, student responses, and timestamps before interpreting.
Strengths and impact
Name the practice, cite the evidence, and explain the effect on student learning.
Growth opportunity
Identify one high-leverage area grounded in evidence and connected to student need.
Agreed next action
Specify one manageable action the teacher will try.
Evaluator support
Name modeling, resources, time, coaching, or collaboration the evaluator will provide.
Follow-up evidence/date
Name what will show implementation and when it will be reviewed.
YEAR-END CONFERENCE
Conference date: Schedule
Evidence considered across the year
Include observation evidence, artifacts, student-learning evidence, implementation follow-up, professional responsibilities, and teacher-provided context as permitted by district policy.
Teacher reflection and voice
Invite the educator to identify growth, impact, challenges, context, and evidence they want considered.
Growth across both cycles
Compare evidence across time. Name changes in practice and the corresponding evidence of student impact without overstating causation.
Priority for next year
Identify one meaningful, measurable professional-growth priority connected to student need.
Support commitment
Name the resources, coaching, collaboration, time, or learning opportunity the organization will provide.
CONFERENCE QUESTIONS
1. What are you most proud of, and what evidence makes that visible?
2. What changed in student experience or learning across the year?
3. Which feedback or support had the greatest effect on your practice?
4. What remains challenging, and what conditions or resources would help?
5. What is the most valuable next professional-learning goal?
QUALITY & FAIRNESS CHECK
• Use the district-approved framework, process, timelines, and required forms.
• Separate low-inference evidence from interpretation and ratings.
• Consider multiple evidence sources and the educator’s context and voice.
• Avoid including protected student information in this planning tool.
• Do not let this generated plan replace required evaluator training, calibration, due process, or professional judgment.
