(a) The evaluation framework for a summative evaluation for a classroom teacher shall include:
(1) The following teacher evaluation domains:
(A) Planning and preparation;
(B) Classroom environment;
(C) Instruction; and
(D) Professional responsibilities; and
(2) An evaluation rubric using nationally accepted components that consists of the following four (4) performance ratings:
(A) Distinguished;
(B) Proficient;
(C) Basic; and
(D) Unsatisfactory.
(b) A summative evaluation shall result in a written:
(1) Evaluation determination for the teacher's performance rating on each teacher evaluation domain; and
(2) Summative evaluation determination of the teacher's performance rating on all teacher evaluation domains as a whole.
(c) A summative evaluation shall use an appropriate evaluation framework, evaluation rubric, and external assessment measurements for a teacher who is not a classroom teacher, including without limitation:
(1) A guidance counselor;
(2) A library media specialist;
(3) A special education teacher; or
(4) Other teacher as identified by the State Board of Education.
(d) [Repealed.]
(e) A summative evaluation process shall include:
(1) A pre-observation conference and post-observation conference;
(2) A formal classroom observation and may also include an informal classroom observation;
(3) Presentations of artifacts chosen by the teacher, the evaluator, or both;
(4) An opportunity for the evaluator and teacher to discuss the review of external assessment measures used in the evaluation;
(5) A written evaluation determination for each teacher evaluation domain and a written summative evaluation determination;
(6) Feedback based on the evaluation rubric that the teacher can use to improve teaching skills and student learning; and
(7) Feedback from the teacher concerning the evaluation process and evaluator.
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