Forms and Supporting Materials

Summative Conference Overview

Summative evaluators should have summative conferences with all educators who receive component/summative ratings to review their evaluation results from the previous cycle. Oftentimes summative conferences occur at the end of the school year, but some may not be completed until the beginning of the following school year.

In addition to discussing scores from the current evaluation cycle, summative conferences should incorporate the main components of a coaching conversation to help facilitate a productive conversation.

Required Components:

• Discussion of trends and evidence of teacher practice, including
o Points of Contact and Individual Growth and Development Plan
o Self-Assessment and Peer Review
o Teacher Portfolio (if presented)
• Discussion of evidence of student engagement, including
o Student survey results, if applicable
o Additional evidence of engagement
• Discussion of evidence of student learning and achievement, including (if applicable and available)
o Value-added results
o Shared performance goal results
o Class goal results
o Targeted need goal results
• Share component ratings for each measure.
• Let the teacher know when and how the overall score will be calculated.
• Identify next steps.

Other Components

• Commend places of progress or growth
• Focus on the places in need of continued refinement

Saving Time

• Ensure teachers view their data prior to the meeting and reflect with a peer.
• Incorporate this meeting with existing end of year wrap-up meetings or beginning of year initial coaching conversations

Conversation Guidance

• Begin the coaching conversation by communicating the purpose and goals of the meeting to help reduce teacher anxiety.
• Emphasize the need for teacher growth and improvement through changing and refining strategies instead of stating the need to “bring up scores from this year.”
• Use formative and summative data from the previous cycle to discuss patterns in teaching practices related to student growth.
• Provide specific strategies, based on your analysis of the teacher’s areas for growth, including timelines for regular check-ins.