Educator Evaluation Transparency Reporting-Teachers February 2020 the revised school code (excerpt) Act 451 of 1976

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Educator Evaluation Transparency Reporting-Teachers 
February 2020 
THE REVISED SCHOOL CODE (EXCERPT) 
Act 451 of 1976 

380.1249 Performance evaluation system for teachers and school administrators; 
requirements; governor’s council on educator effectiveness; recommendations on 
evaluation processes; compliance with subsection (2) or (3) not required; effect of 
collective bargaining agreement; effectiveness label. 
A. Introduction
This document describes the teacher evaluation process for teachers in the 
Pontiac School District. The evaluation incorporates the provisions of Board 
Policy and Administrative Regulations.
B. Purpose of Teacher Evaluation 
Teacher evaluation should provide a consistent and systematic approach 
for monitoring and discussing teacher performance and evaluating teacher 
effectiveness to promote student growth. Such a process should further 
provide support, assistance, and recognition for teachers in their efforts to 
develop professionally. Per the above legislation, this system should 
specifically support the district with the following: 
a)
Evaluating the teacher’s job performance at least annually while 
providing timely and constructive feedback. 
b)
Establishing clear approaches to measuring student growth and 
providing teachers with relevant data on student growth. 
c)
Evaluating a teacher’s job performance, using multiple rating 
categories that take into account data on student growth as a 
significant factor--actually 40% of the evaluation. For these purposes, 
student growth shall be measured by national, state, or local 

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assessments and other objective criteria. Teachers must be rated as 
highly effective, effective, minimally effective, or ineffective. 
d)
Using the evaluations, at a minimum, to inform decisions 
regarding all of the following: 
i.
The effectiveness of teachers ensuring that 
they are given ample opportunities for improvement. 
ii.
Promotion, retention, and development of 
teachers, including providing relevant coaching, 
instructional support, or professional development. 
iii.
Whether to grant tenure or full certification, or 
both, to teachers using rigorous standards and 
streamlined, transparent, and fair procedures. 
iv.
Determining next steps for ineffective tenured 
and untenured teachers after they have had ample 
opportunities to improve, and ensuring that these 
decisions are made using rigorous standards and 
streamlined, transparent, and fair procedures.