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Belief Statement - We believe in the potential of every school teacher.  The school district is dedicated to providing timely evaluation feedback and professional development resources to improve the learning of both students and staff. We believe that the most promising strategy for achieving this objective is to function as a professional learning community focusing on student learning, collaborative culture, and results. 

Goals, Initiatives, & General Resources - District goals and school initiatives are fundamentally grounded in meeting NH Public School Standards and New England Association of Schools and Colleges (NEASC) Accreditation Standards.  Our work has been to align our curriculum, assessment, and instruction to these standards.  The recently adopted NH Public School Standards include a competency education system requiring district and graduation competencies, 9-12 curriculum aligned to district and graduation competencies, and K-8 curriculum aligned to district competencies.

The good news is that the District knew this was coming and plans have been underway.  District content and skills competencies have been developed in alignment with state requirements.  The high school has been the first of our schools to implement district competencies in curriculum, instruction, assessment, and reporting.  The middle school is in process.  The elementary school is beginning. 

The District will also be participating in a state accountability pilot PACE to use performance tasks as an accountability measure.  Although the District did not know that this was coming, it is a positive development because: 1) performance tasks are our next step as we work toward competency education and 2) performance tasks are a measure of real student work and practices.

Below are links to a few resources showing how district competencies were developed and the history of New Hampshire accountability.  Please keep in mind that performance tasks are the connection.

Teacher Work Year Calendar

Teacher Evaluation and Professional Development

The Epping School District teacher evaluation model was developed after reviewing all state requirements and conducting extensive research on various teacher evaluation models.  Kim Marshall's work was used in the overall teacher evaluation design.  Charlotte Danielson's work was used for teacher specialists.  Both works have a strong correlation to the InTASC standards, each other, and the New Hampshire guidelines.

The Epping School District teacher evaluation model includes the following integral components meeting the state criteria while staying true to our educational vision and practice.  Please note that this is only a summary.  For more information please click here for the Teacher Evaluation Model.

We are now using TeacPoint.  Please click on the logo to login.

Self-Assessment by September 30 - At the beginning of the school year each teacher will review district expectations and conduct a self-assessment using the Expectations Rubric for his/her position to identify areas for annual professional growth.  The Expectations Rubrics align to the teacher's job description. 

For more information, please click on the job descriptions and expectations rubrics below for your position.

Professional Staff Job Descriptions and Expectation Rubrics

Teacher Job Description Expectations Rubric
Reading & Writing Specialist Job Description Expectations Rubric
Instructional Specialist Job Description Expectations Rubric
ESOL Teacher Job Description Expectations Rubric
School Guidance Counselor EES Job Description Expectations Rubric
School Guidance Counselor EES Intervention Counselor Job Description Expectations Rubric
School Guidance Counselor EMS Adventure Based Counselor Job Description Expectations Rubric
School Guidance Counselor EHS Job Description Expectations Rubric
School Guidance Counselor EHS Alternative Program Counselor Job Description Expectations Rubric
School Guidance Counselor EHS Special Services Program Counselor Job Description Expectations Rubric
School Nurse Job Description Expectations Rubric
Special Education Building Coordinator Job
Special Education Teacher Job Description Expectations Rubric
Speech Language Pathologist Job Description Expectations Rubric
Occupational Therapist Job Description Expectations Rubric
School Library Media Specialist EES Job Description Expectations Rubric
School Library Media Specialist EMS EHS Job Description Expectations Rubric
Webmaster Job Description Expectations Rubric

Student Data - Teachers will also review student state and/or district assessment data for their individual classroom/caseload and grade level/content area.  The expectation is that each teacher will review this data with his/her professional learning team and identify student learning gaps for their classroom/caseload and grade level/content area.

Goal Setting by September 30 - The Annual Teacher Goal and Action Plan is the document in which teachers articulate their teacher and team goals using the information gained from self-assessment and student data analysis.  Teachers whose grade level/content area is subject to a state assessment will have a team goal based on the state assessment data.  Teachers whose grade level/content area is not subject to a state assessment will have a team goal based on grade level assessment data.  Both team and teacher goals must use the following SMART format and state the assessment measure that will be used to measure student learning.

     S - Specific/Strategic - What do you want to measure?
     M - Measurable - How are you going to measure it?
     A - Action-Oriented - How will you accomplish the goal? 
     R - Rigorous, Realistic & Results-Focused - Is this a realistic goal that you can reasonably accomplish?  
     T - Timed & Tracked - When will you reach your goal?

Observations Throughout the School Year - School administrators will conduct full and mini-observations of teachers in the classroom, service area, and/or team setting. 

The full-observation process includes a pre-observation conference reviewing the lesson/service plan prior to delivery, an observation of the full lesson/service, a written full-observation report, and a post-observation conference to discuss findings.  First year teachers will have a full observation by December 1, and two and three year teachers by March 1.

The mini-observation process includes a series of unannounced, frequent, and short visits to the classroom, service area, or team area. 

The following documents will be used. 

Administrator Assessment by November 30 - The school administrator will conduct a full teacher assessment using the teacher completed Expectations Rubric for his/her teaching position.  The school administrator and teacher will meet to discuss: a) the assessment focusing on areas of professional growth identified by the teacher and/or school administrator and/or b) differences in assessment ratings.

Progress Monitoring by May 30 (March 15 if in certification year) - During the school year teachers will implement the steps and strategies for goal completion, collect evidence of success, and note the timeline for completion per the Annual Teacher Goal and Action Plan.  Using the Annual Teacher & Student Learning Reflection teachers will comment on their success and challenges in meeting their goals on teacher and student learning. 

Summative Evaluation by the End of the School Year - Summative evaluation is the cumulative review of teacher performance over a period of time.  For teachers with 1 to 3 years of experience the time period is annually.  For teachers with more than 3 years of experience in the district the time period is every 3 years if the teacher has met standards for 2 consecutive years. 

School and/or district administration recommend a teacher be placed on an improvement plan.  This may occur following a summative evaluation or at any time during the school year.  Please click here for more information in the Teacher Evaluation Model.

The summative includes the following components.

  • Assessment using Teacher Expectations Rubric
  • Full and Mini-Classroom Observations
  • Teacher learning growth
  • Student learning growth
  • Other

The following documents will be used.

Teacher Evaluation Model, Document and Forms, & Reference Materials

Professional Development Master Plan, Organization, & Questions

Plan - The PD Master Plan (see link below) documents the process by which Epping School Staff are renewed for NH Department of Education certification.  The Professional Development Master Plan has been approved by NH Department of Education and is in effect until June 30, 2016.

Organization - The Professional Learning Organization Chart shows how professional learning fits into the district organization, what professional learning structures are in place, and what roles these structures play.

Questions - Questions may be directed to School Staff Development Coordinators who are members of the District Professional Development Committee. 

Professional Staff Handbook 2018-2019

The Epping School District classifies personnel as professional (salary) and support (hourly).  The contents of the Professional Handbook reflect current School Board policies and administrative practices and procedures.  Teachers are responsible for utilizing this Handbook to become familiar with its information and to understand what is expected as a teacher.

Handbooks change every school year.  Please reference the full handbook and this year's changes below.  

Teachers' Collective Bargaining Agreement

The Epping Education Association represents the nurse, media specialist, guidance counselor, all certified teachers, speech/language therapist, and occupational therapist under written contract with the Epping School District.  In addition all recognized members shall deal directly with children more than 50% of his/her time per day, week, or school year and whose position requires an appropriate credential issued by the New Hampshire Board of Education or New Hampshire Office of Licensed Allied Health Professionals.