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Getting Involved

400 - Personnel Policy

Table of Contents

Policy 400.31 Exhibit 3 – CTESS Process Timeline



CTESS Process Timeline


  • Completed at least fifteen (15) school days prior to the first formal IPOP

Self-Assessment: Professional Learning Goal 

  • September 30 – Professional Learning Goal submitted to the evaluator

Student Growth Goal 

  • October 30 – Student Growth Goal submitted to the evaluator

Beginning-of-Year Conference (BYC) 

  • October 6 – Professional Learning Goal feedback provided
  • November 5 – Student Growth Goal feedback provided

Instructional Priorities Observation Protocol (IPOP)

  • May begin fifteen (15) school days after the orientation

Feedback for Provisional Educators (Year 1) 

  • November 30 – Two formal IPOPs completed for provisional educators (Year 1)

Analysis/Response to Stakeholder Feedback 

  • December 15 – Response Statement regarding student and parent feedback

Mid-Year Conference: Instructional Quality Rating (IQR) 

  • January 30 – IQR completed for provisional educators (Years 2 and 3)
  • March 30 – IQR completed for provisional educators (Year 1), probationary educators, and career educators in Phase Three

Student Growth 

  • April 30 – Response Statement regarding Student Growth Data

End-of-Year Conference: Summative Overall Rating (SOR) 

  • May 30 – Summative Overall Rating completed for all provisional educators, probationary educators, and career educators in Phase Three

This online presentation is an electronic representation of the Canyons School District’s currently adopted policy manual. It does not reflect updating activities in progress. The official, authoritative manual is available for inspection in the office of the Superintendent located at 9361 South 300 East Sandy, UT 84070.

Lucie Chamberlain

Alta View Elementary

If a movie about super teachers were ever made, Lucie Chamberlain would be a prime candidate for a leading role. Fortunately for her kindergarten students at Alta View Elementary, she already thrives in a supporting role for them. Parents thank her for being a “super teacher.” She is also described as an “amazing colleague.” Whether students need help in the classroom or from home while sick, Lucie goes above and beyond to help them learn, overcome fears, and feel important and cared for. Lucie is the reason a number of kids went from hating school to loving it, according to parents. The way she exudes patience, sweetness, positive energy, and love for her students with special needs melts is appreciated and admired. One parent noted: “Both my kids wish she could be their teacher forever.” Another added:  “She treats every student like their learning and their feelings are her priority.” Super teacher, indeed!

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