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A collaborative process to create local systems that foster continuous growth and development for educators

The E3 Project: A Process, Not an Eventgolden bell logo3.jpg

San Diego COE's Educator Effectiveness and Evaluation (E3) program is a progressive approach to revising teacher evaluation systems with a focus on professional growth, leadership and student impact.

The E3 project develops partnerships between labor and management by bringing districts and bargaining units together for a two-year collaborative process that includes a series of academies and facilitated intersession work sessions that result in the development of an individualized, local evaluation system. It's an opportunity for all stakeholders to work together around the table, with equal voices, instead of working across the table.


Program Components

This two-year process engages district and school teams in a series of academies and intersessions to examine the current evaluation system through the following nationally researched components of effective systems:

  • Stakeholder engagement
  • Professional standards
  • Multiple measures
  • Meaningful feedback
  • Qualified evaluators
  • Professional development aligned to teacher need and context

​Monthly Academy sessions:

Focus on researched components for effective systems, change theory, criteria of effective teaching and learning, observation skill development, criteria for coaching and meaningful feedback, professional teaching standards, multiple measures of teacher practice, national/state teacher evaluation models, and evaluation tool development.

​Intersession meetings:

Provide teams the time and opportunity to agree upon and design the components, processes, and procedures for a revised professional growth system within the district or school context. SDCOE facilitators work with each team to contextualize the academy content.


Team Learning Process

As teams move through the development process, the SDCOE facilitator guides discussion around common language, multiple measures, observations and meaningful feedback, peer support, and capacity building. At the close of each intersession meeting, teams create an action plan for next steps and craft a common message to share with stakeholder groups (teachers, association leadership, site administrators, and district administration). By the end of two years' participation, districts will have prototyped/piloted a system, collected data, trained stakeholders, and revised the system based on data prior to full implementation.  


Program Requirements:

  • Establish a joint agreement to participate between association and district leadership
  • Select a six to ten person team with equal representation from teacher association members and site/district administrators.
  • Year One: Participate in six to eight academy sessions and facilitated intersession work.
  • Year Two: Participate in three to four academy sessions and facilitated intersession work.


Program Opportunities

  • Receive ongoing support and facilitation throughout the development process.
  • Create a context driven teacher effectiveness and evaluation model.
  • Engage in a team-learning process with support from local, state, and national partners.
  • Enhance the labor and management relationships.
  • Shift the culture of evaluation to professional learning.

Program Cost

  • E3 program is a cost recovery model.
  • Program fee includes: facilitation of academy and intersession work, technical assistance, materials and resources.