District task-force members described a year-long effort to revise the teacher-evaluation system to align with Lindbergh’s model of instruction and current classroom practices.

Presenters said the work responded to state requirements arising from Senate Bill 291 (2009) and DESE guidance while addressing teacher and administrator feedback that the existing instrument was lengthy and inconsistent across buildings. The task force of roughly 40 educators produced a streamlined set of forms built around 10 elements of the district’s instructional model (derived from Marzano research) and consistent response language: “meets expectations,” “growth opportunity,” and “area of concern.”

Key changes cited for the pilot include a reduced minimum number of observations: four observations for first-year teachers, three for probationary teachers and three plus a summative form for those up for tenure. The task force said pilot teachers in each building are using the new forms this year; administrators can observe together to improve calibration. TalentEd (HR/evaluation software referenced in the presentation) will host the forms.

Other components discussed: a Professional Growth Plan (PGP) aligned to one of the 10 instructional elements and a separate Student Learning Objective (SLO) form to document student growth measures used in summative discussions. Presenters said the PGP process emphasizes face-to-face conversations between principals and teachers to set meaningful goals and that summative results will still report the categories required by state reporting.

Administrators raised the desire for better data-aggregation features from TalentEd; presenters said the state-required aggregate reporting exists but building-level analytics currently require local spreadsheet compilation.

Presenters said the pilot will continue through the academic year, with feedback used to refine forms before wider rollout.