To ensure that our children have all the best education opportunities, teachers in elementary, middle, and high schools are evaluated on a regular basis. There are a variety of different evaluation rubrics that are used by principals and school districts to assess the effectiveness of their educators, including the McREL CUES framework. The feedback gained from these performance evaluations offers educators a chance for professional development and helps to make more efficient educators in the classrooms.
McREL CUES Teacher Evaluation Framework FAQ
What is the McREL CUES Rubric?
McREL, a nonprofit, nonpartisan education research, development, and service organization, helps education agencies and school districts improve the level of education received for all students. The McREL’s Teacher Evaluation Framework operates on the CUES Framework rubric, which has four main components that are utilized for the evaluation of educators. The results of teacher evaluations are reported via specially created forms that help to determine the final ratings for each of the four elements and framework components of the McREL Teacher Evaluation Framework.
What are the 4 CUES Framework Components?
- Content – This component relates to the goals educators have for instruction which includes everything that students are expected to know and understand, as well as the ability to meet the set performance standards of the school district. These expectations are defined by the school district as are the level of skills and the depth of the knowledge required. Teachers in each district are responsible for using the approved curriculum frameworks, vocabulary lists, planning templates, etc., to develop teaching lessons that enable students to acquire the knowledge and skills required by the school district.
- Understanding – This component is about how students will learn and apply the required skills and knowledge, and also about them developing a long-term understanding of the lessons taught by teachers in the classroom. This component also has specific criteria for teachers when it comes to demonstrating knowledge, understanding, and skills. Educators are responsible for using pre-determined instructional methods, tiered interventions, and various summative and formative assessments combined with new technologies to enhance teaching in the classroom.
- Environment – This component relates to all of the teacher’s practices and instruction that creates a culture in the classroom that results in learning a relevant curriculum. This includes how educators develop positive relationships with their students, creating a classroom environment where everyone feels safe and free from psychological distress, and working with students to endure they develop productive class and study habits.
- Support – This component concentrates on all policies, procedures, and practices that are involved in offering high-quality learning for all students. Educators achieve these high standards of teaching by abiding by school district policies; actively introducing these procedures and practices in the classroom; being a leader in the classroom that supports these all of these important procedures and practices; and supporting those that are trying to accomplish their goal of providing the best possible student learning situation.
What Artifacts and Evidence Can Be Used for Teacher Evaluations?
Artifacts, which include everything educators use to practice their profession and make an impact on their students, are an important part of the teacher evaluation process. Artifacts are, in fact, evidence that is used to communicate aspects of teaching that are sometimes not quite as evident when daily classroom practices are observed.
Artifacts and Evidence Used for McREL Teacher Evaluations
- Pre-determined templates to help guide and assist in organizing classroom planning
- Classroom lesson plans using the curriculum to plan instruction as well as individual lessons
- Lesson plans that support IEP lesson accommodations
- Materials used for student learning
- Classroom rules and procedures
- Predetermined tracking system that supports student learning and growth
- Participation in district PLCs and interdisciplinary meetings and conferences
- Formative assessments
- Communication with parents and guardians
- Student Surveys
- Documented student growth
These artifacts and more can be utilized by educators to help them highlight their unique teaching practices during their review, so it is important that they be included in summative and formative teacher evaluations.
What Does the McREL CUES Evaluation Measure?
The McREL CUES Framework for the evaluation of educators focuses on several components including evaluating teacher growth, reinforcing teachers’ depth of knowledge, a teacher’s ability to deliver high-quality instruction, being able to create conditions that support learning for all students, and the utilization of resources to inspire learning.
Standard for Success’ Evaluation Software for McREL Framework
Standard For Success’ Evaluation software supports McREL rubrics and offers these capabilities for evaluation of teachers, principals, and even school districts.
- Teacher Evaluation – Standards-Based – Directly aligned with the InTASC Model Core Teaching Standards, this rubric-based process evaluates teacher performance on activities that relate to student achievement. It also helps to identify the professional development recommendations of educators. The user-friendly software collects data, allows customization of reports, generates action plans, and the ability to track the performance of an educator over time.
- Teacher Evaluation – CUES Framework – A combination of proven strategies that evaluates teacher growth, knowledge of content, ability to provide superior classroom instruction, and the competency to create an environment that supports learning is measured with the CUES framework.
- Principal Evaluation – Standard for Success Evaluation Software provides a way to measure the success of your school principals as well as teachers. The software allows for school districts to track and report on the competence of a principal to ensure their methods of leading are consistent and that they are agents for change, when necessary, in the schools. Standard for Success provides training for school districts to ensure that the employees of the school district understand and can use the new evaluation system with ease.
- Superintendent Evaluation – When district administrators and superintendents focus on goal-oriented school districts, everyone benefits – from the students to the teachers. The Standard for Success evaluation systems work well for school superintendent offices to measure employee performance on the practices they find most important, with specific recommendations on how to work to improve the school system. When this important data is used along with student performance data, school districts can see the effect the district leaders have on the educational success of their students.
Want to Learn More About the McREL CUES Teacher Evaluation Framework from Standard for Success?
Students can receive the best education by ensuring that all teachers are evaluated on a regular basis and offered feedback on their performance. In addition, educators should be offered opportunities for professional development to improve their teaching methods as needed.
The professional team of Standard For Success representatives is here to help with your teacher evaluations to ensure your school or district has the highest quality of educators possible. Contact Standard for Success today to learn more about the McREL CUES Teacher Evaluation framework for your organization.