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Educator Effectiveness: The 2022-23 Evaluation Cycle


To support districts and BOCES in planning and implementing educator evaluations for the 2022-23 school year, the Educator Effectiveness Office offers the following overview of the requirements, guidance, and considerations, as well as links to additional resources/supports.  Our team of Educator Effectiveness Regional Specialists are available to provide support in the manner that is most helpful to your implementation of the evaluation cycle at any time throughout the school year.  Please contact your EE Regional Specialist or email Educator Effectiveness with any questions and/or requests for specific support.

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For the 2022-23 school year, components related to Educator Effectiveness as required by state statute and rule are in effect.  The following are requirements associated with Educator Effectiveness for the 2022-23 school year: 

  • Complete CDE Assurances for Educator Evaluations Systems for 2022-23 (due July 2022).  Visit the Assurances for Educator Evaluations Systems webpage for information and guidance related to the 2022-23 EE Assurances.
    • NOTE: The 2022-23 EE Assurances ask the same questions asked for the 2021-22 EE Assurances, e.g., weights for professional practices. 
  • Provide notification to all licensed personnel of the standards and criteria for their evaluation (per state statute (C.R.S. 22.9.106)).
    • Data for educators' final effectiveness ratings for the 2022-23 school year will be based on 50% professional practices and 50% MSL/Os.
    • Determine the weights for each standard within the professional practices
    • Determine components and weights for measures of student learning/outcomes (MSL/Os) to be included in evaluations for all licensed personnel.
      • For the 2022-23 school year, the use of student growth from the Colorado Growth Model or district/school performance frameworks may not be used as a part of licensed personnel's Measure of Student Learning/Outcome (MSL/MSO). All other aspects of the system will remain the same.

      • When creating MSLs for teachers for the 2022-23 school year, the requirement for a collectively attributed student growth measure remains in effect, 1 CCR 301-87, Rule 5.01(D)(7)(b). Collective measures are student results on a measure that is attributed to more than one licensed person. This means two or more educators—for example a teaching team, a PLC, a content team, or a school.

    • Ensure that the standards and criteria for evaluation of all licensed personnel are available in writing and are communicated and "discussed by the person being evaluated and the evaluator prior to and during the course of the evaluation." (C.R.S. 22.9.106)
  • Complete educator observations, feedback and evidence collection in support of professional practices throughout the school year.
  • Hold end of year conferences and arrive at final effectiveness ratings for each educator (inclusive of both professional practices and MSL/Os), at least two-weeks prior to the end of the school year.
  • All other requirements for educator evaluations as outlined in state statute and rule are in effect for the 2022-2023 school year.
    • For example, the statutory requirements on how an educator’s final effectiveness rating impacts the earning or loss of non-probationary status.  


Aligned with the primary goal of Educator Effectiveness to provide meaningful feedback that enables educators to continually grow as professionals, the following guidance is offered for the 2022-23 school year:

Educator Effectiveness Cycle Image


Districts and BOCES are encouraged to explore the following considerations related to Educator Effectiveness for the 2022-23 school year.

  • How are you incorporating and/or applying any lessons learned from the past few years into your educator evaluations practices and/or processes?
  • How will you effectively use MSL/O data in your educators' evaluations for the 2022-23 school year?
  • Which stakeholders are involved in decision-making related to educator evaluations? (e.g., Advisory Personnel Performance Evaluation Council (1338 Committee), admin team(s), and educators)
  • What data will be used in the absence of using any data from the Colorado Growth Model or school/district performance frameworks (SPF/DPF) for the 2022-23 school year?
  • How are you documenting any adjustments to your processes and practices within the evaluation cycle?
  • How are you communicating decisions about educator evaluations to your educators and stakeholders?
  • How are the values of your district/BOCES reflected in the evaluation system for your educators?
  • How are the needs/context of your district/BOCES incorporated into the evaluation system for your educators?

Additional support and information

The following are additional resources and supports to districts and BOCES: