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Diagnostic Quiz

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Area 1 - What your evaluation actually measures

When observers score a classroom visit, what does the evidence mostly consist of?*

Notes on teacher actions — what they said and did

Teacher actions with some reference to how students responded

A mix of teacher techniques and student responses

Student evidence of learning is the primary measure; teacher actions are context

Does your evaluation rubric include explicit desired effects — specific student outcomes tied to each strategy?*

No — the rubric describes teacher behaviors only

Desired effects are implied but not written out

Some strategies include desired effects

Every strategy has a clearly stated desired effect tied to student evidence

Does your evaluation system ensure observers are using the ‘lookfors’ accurately.*

Unlikely — we've had disputes where two observers scored the same evidence differently for the same teacher

Possible, but we've never actually tested it

Probably — we do some accuracy calibration, though not consistently

Yes — we have data showing consistent accuracy across observers

Area 2 - Observer reliability and calibration

How often do observers in your district participate in formal calibration training?*

Rarely or never

Once, at initial implementation

Annually

Multiple times per year, using video evidence and side-by-side scoring

What happens if a teacher disagrees with an observation score?*

There's no process

A conversation with their principal

A review involving a third party

A structured evidence review tied directly to the rubric's criteria

Does your district monitor scoring variation across principals and schools?*

No

Informally, if someone raises concern

Through annual reporting

Regularly — and we coach observers whose patterns are outliers

Area 3 - The feedback loop

After an observation, how specific is the feedback a teacher typically receives?*

General impressions — 'good lesson,' 'students seemed engaged'

References to specific moments, but not tied to a framework strategy

Tied to a specific strategy with a suggested next step

Tied to a specific strategy, desired effect, and a concrete growth plan

Do observers struggle to provide feedback to the teachers in a timely manner?*

Strongly agree — feedback is often delayed more than two weeks or delivered inconsistently across the district

Agree — feedback typically comes within two weeks but timeliness varies

Disagree — feedback is generally delivered within a week

Strongly disagree — teachers receive feedback within 48 hours, consistently across all observers

Do teachers access their own observation data and monitor progress in real time?[*

No

Yes — through HR, on request

Yes — through a shared document or report

Yes — in real time, they can see growth across all strategies throughout the year

Area 4 - Connecting evaluation to professional development

How are professional development priorities determined in your district?*

Administrator intuition or annual surveys

Student achievement data alone

Informed by observation data, but not systematically

Driven directly by patterns in observation data across strategies, classrooms, and schools

Does each teacher have a meaningful growth plan?*

No — no there is no meaningful growth plan

Yes — created at the start of the year and rarely revisited

Yes — updated after each observation cycle

Yes — it's a live document connecting observation evidence to specific PD and coaching

Can your district identify which instructional strategies need the most development — at district and school level?*

No — no, aggregate data exists

Yes — we could pull it manually with significant effort

Yes — through annual reporting

Yes — in real time — and we use it to design school and district PD

Area 5 - Time burden on administrators

What percentage of a principal's observation time goes to paperwork versus actual coaching conversations?*

Paperwork dominates — coaching happens when time allows

Roughly equal

More coaching than paperwork

Documentation is streamlined enough that coaching is the primary use of time

Does your evaluation process include structured pre- and post-observation conferences?*

No

Post-conference only, informally

Both, but without a defined protocol

Both — with structured questions & processes that let teachers present student evidence

When you add up all evaluation-related tasks in a year, how would you honestly describe the time cost?*

It's unsustainable — administrators are burning out on it

It's manageable but leaves little room for anything else

It's reasonable, though we could streamline

It's efficient — the process is tight and the time is well spent

Area 6 - Scoring fairness and competency development

How does your district calculate a teacher's final evaluation score for the year?*

Simple average of all observation scores

Weighted average, with later observations counting more

A combination of observation and other measures, averaged

Competency-based — the highest demonstrated score per strategy, reflecting growth

Does your evaluation rubric distinguish between a teacher who uses it correctly and one who uses it correctly with evidence?*

No — correct execution is the only thing scored

Maybe — the rubric implies a difference but scoring is inconsistent in practice

Yes — with some guidance for observers, but still has variance in application

Yes — there are explicit scoring levels that determine both correct technique and demonstrated student impact

How do teachers in your district generally experience evaluation season?*

It's something to get through — stressful and compliance-driven

Mixed — some find value, others see it as bureaucratic

Mostly positive, with some pockets of resistance

Teachers actively use their evaluation data — it's a growth tool, not a checkpoint

Your Results

Here's where your district lands

0/72

Compliance Mode

Your evaluation system is checking all the boxes but not improving instruction. The risk is that teachers' practice isn't improving and therefore the achievement gap is maintained not closing.

Functional but Disconnected

You have the right structures, but they are not aligned. Observation happens. PD happens. They're just not the same conversation.

Growth-Oriented with Gaps

You're close. The investment you've made is real, but one or two areas are impeding your progress. A targeted upgrade could shift the whole picture.

High-Functioning System

Your evaluation is working as an instructional improvement tool. The question now is whether it's keeping pace with your standards expectations and giving you data you can act on districtwide.

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Area 5 Score

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Area 6 Score

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Total Score

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