Carson Educators Achieve High Marks in Annual Performance Review
Educators within the Carson City School District have received positive evaluations in the latest annual performance review, as stated by Associate Superintendent of Human Resources Dan Sadler during a school board meeting on October 14. According to the report, teachers continue to be rated as effective or highly effective under the state’s performance framework. This year, data for teacher evaluations encompassed 332 staff members, which reflects a decrease from previous totals; however, this number does not accurately represent the total of 385 teachers due to a software error that excluded a group of employees from the state report.
The Nevada Educator Performance Framework (NEPF) classifies educators into four categories: highly effective, effective, minimally effective, and ineffective. This framework assists teachers in evaluating their performance against achievement targets, identifying professional development needs, and fostering collaboration with peers for improvement. Evaluations are scored on a four-point scale, with 178 teachers achieving scores between 2.8 and 3.59, and 95 teachers receiving a highly effective rating between 3.6 and 4.0. Only one teacher was rated as developing, scoring between 1.91 and 2.79, while there were no educators classified as ineffective, scoring between 1.0 and 1.9. Additionally, 58 educators were exempt from evaluation after achieving highly effective ratings for two consecutive years.
“We’re a learning organization and we always want to support learning for, obviously, our students, first and foremost, and our staff,” Sadler remarked. He emphasized the importance of fostering growth within the educational environment, stating, “As long as we’re continuing to grow, we’re going to do really good things.”
Evaluation Framework and Concerns
The NEPF places substantial weight on educational practices, constituting 85% of a teacher’s evaluation, while student learning goals account for the remaining 15%. Sadler noted that most teachers now experience less anxiety about meeting the student learning goal expectations compared to when the district first implemented the framework.
Trustee Molly Walt raised a concern regarding the 15% weight assigned to student learning goals, particularly in cases of chronic absenteeism. She questioned whether this factor could be adjusted in light of extenuating circumstances, advocating for a fairer assessment of teacher performance. “Is there any way that that is kind of taken into consideration when it’s that 15% of the teacher’s performance?” Walt inquired.
Sadler responded, “It is, and I think it’s going to get less flexible in the future, to be quite honest with you, looking at the NEPF crystal ball.” He emphasized that evaluations should foster collaborative discussions focusing on instructional and student learning growth, ensuring that teacher concerns are integral to these conversations.
Future of Evaluations
Sadler acknowledged the variability in how evaluators conduct assessments but expressed confidence in the district’s strong administrative support. He stated, “Evaluators are not going to do it all exactly the same way. But I do think we have strong administrators and understanding with what are the standards and indicators and ‘How do I need to get evidence of that?’ and really hopefully supporting a collaborative conversation.”
As the Carson City School District continues to navigate its evaluation processes, educators and administrators remain dedicated to fostering an environment that prioritizes both student and staff development. The ongoing commitment to growth and improvement promises to sustain the district’s positive trajectory in educational performance.
