Implementing Evaluation Systems: Learning from Pioneering Colorado Districts

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In order to help districts prepare for and implement new evaluation systems, the Colorado Legacy Foundation worked with three Colorado districts who recently revised their evaluation process. Although these districts implemented their new systems prior to passage of Senate Bill 10-191 (SB 191), the process that each district went through is informative. We hope that highlighting these districts and the lessons they learned along the way will help other districts leverage their success and avoid re-living their most difficult challenges.

The time between now and 2013-14 provides an unprecedented opportunity for schools and districts across Colorado to transform how they develop and support their most precious resource – the individual educators that work with students every day. Implemented well, SB 191 can serve as a catalyst to effect deep change in how educators are supported so that they in turn can affect significant improvements in the outcomes for students that they facilitate. Done poorly, SB 191 will be simply another reform effort in a long list of “good ideas.”

Beginning in school year 2013-14, all Colorado school districts are expected to fully implement new educator evaluation systems in accordance with SB191. Districts will not be left alone to figure this out. In the years leading up to full implementation, CDE will be developing a model evaluation system that districts will have the option to adopt. CDE will be piloting the system with districts of all sizes and demographic makeup in order to learn what works and what doesn’t work. Alternatively, districts may decide to develop a brand new evaluation system on their own, or adapt an existing system to meet the requirements of the law. Regardless of the route districts take, the ultimate goal is to increase student achievement by identifying which teachers are excelling and which have more opportunities for growth and to provide increased and targeted support for all educators.

While full implementation is a few years down the road, districts need to start preparing now for the changes that will inevitably be required under the new law. These changes will likely result in changes to school culture and systems. Colorado districts are well served to begin developing a shared understanding of the anticipated changes and how to implement them in a way that will best serve their local community needs. We hope that the resources presented here will support the work that districts and schools across Colorado are already beginning.

Three Case Studies

Brighton 27J – Brighton educators and administration agreed that their evaluation system was a “dog and pony show”.  In 2009 they revised their system, with terrific buy-in from the union, to more meaningfully support teachers.

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Eagle – Eagle has spent nearly a decade developing their evaluation system and aligning it to instruction, assessment, and professional development.

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Harrison – In 2007, Harrison hired a new superintendent who instituted a new evaluation system along with rigorous instructional supports, interim assessments and a pay-for-performance system.

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Highlights of Findings from Case Studies

This document is a summarized compilation of the actions each district took to implement new evaluation systems.

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District Leader’s Guides

Guide: Preparing Your District to Implement a New Educator Evaluation System
This guide has been developed from the lessons learned from Brighton, Eagle, and Harrison. District leaders should use it in conjunction with the above case studies to prepare the district for a new evaluation system.

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Guide: Communicating Effectively with Stakeholders
This guide has been developed from the lessons learned from Brighton, Eagle, and Harrison. It provides helpful information to district leaders on effectively communicating with stakeholders when implementing a new educator evaluation system.

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The Colorado Legacy Foundation believes that increased student achievement for all Colorado students requires effective leaders in every school, effective educators in every classroom, and healthy and engaged students who come to school ready to learn.