• Employee Resources
  • Language

CITE and InspirED Offers Schools More Flexibility and Opportunity to Focus on Growth

In a district where we pride ourselves on doing what’s best for all students in order to meet their individual needs, why wouldn’t we offer that same flexibility for teacher and service providers to meet their growth requirements?

Over the past year (and approved by the DCSD Board of Education this summer), revisions were made to the CITE rubrics to reflect a growth mindset and to reassert our focus on professional strengths. Now it's time to make sure our evaluation practices mirror this focus on teacher growth.

In the past, the Colorado Department of Education’s Department of Educator Effectiveness has directed that every certified employee receive a mid-year performance review and also provided the deadline for this evaluation task. Beginning this year, principals and lead evaluators may elect to make mid-year performance reviews optional and/or to develop the timelines within their building that most fit their needs. Additionally, new functionality within InspirED Innovation allows evaluators to provide a teacher with ongoing feedback regarding growth and performance at multiple times throughout the year instead of, or in addition to, only one defined opportunity at mid-year, if they so choose.  This shift allows principals and assistant principals to develop processes that personalize observation, coaching, and evaluation. It also provides ongoing feedback so critical to the continuous growth of our teachers and service providers. In some cases, this may mean that an evaluation team elects not to introduce the new flexible schedule and process for the 2017-18 school year because the current process is meeting the needs of professionals in the building.  

Senate Bill 10-191 sets expectations for all evaluation systems across Colorado, regardless of what evaluation tool (CITE) that we use, and these core expectations won’t change.

  • All teachers must be evaluated annually.

  • Teachers/service providers will receive a summative written evaluation. (This drives our May 1 date)

  • Student growth/performance will make up 50 percent of a teacher/service providers evaluation. (CITE 6)

  • All probationary teachers must have at least two formal observations and all non-probationary teachers must have at least one formal observation.

  • Systems should reflect a continuous growth process and provide teachers with actionable feedback.  

Principals will share with you their plans for modifying any evaluation timelines that may have already been discussed if they are choosing to make any modifications. Again, in some cases, principals may elect to make no change/minor changes to process and schedule for the 2017-18 school year.

Finally, on September 19, the Board of Education unanimously adopted administration’s recommendation that pay for performance for those on CITE (and LEAD) be suspended for SY 2017-18 (impacting pay for SY 18-19). Instead, those on CITE and LEAD who earn a “2” or above will earn a flat raise, budget allowing.

Administration recommended and the Board adopted this approach to allow all stakeholders to become more comfortable with and provide more feedback on the CITE rubric prior to attaching pay to evaluation outcomes.  You can read more about this here.


September 24, 2017 | By CSilberman | Category: Curriculum, Instruction & Professional Growth, Educator Effectiveness, Human Resources for Employees

District News

The Douglas County School District Board of Education welcomes Dr. Thomas S. Tucker into the role of Superintendent of Douglas County School District. Dr. Tucker officially leads the 68,000 student district as of July 1, 2018.


Nearly 1,500 Colorado students applied for the prestigious Boettcher Foundation Scholarship this year, with 42 being named recipients. Of those, the Douglas County School District (DCSD) is proudly home to four recipients.


When it comes to mental health services, communities traditionally focus on supporting kids as needs arise. This work is crucial for the safety of our students. Equally important, though, is prevention-based programming that can help, early on, prevent the social-emotional challenges our kids may be experiencing from escalating.