EDAD 715EDAD 715SupervisionSupervision

Group ProjectGroup Project

Teacher Evaluation ProgramTeacher Evaluation ProgramPat LarsenPat Larsen

Darcey MollmanDarcey Mollman

Beverly ParkerBeverly Parker

Tammy SackTammy Sack

Todd SweeterTodd Sweeter

Why Do We Need to Change?Why Do We Need to Change?

Our current teacher evaluation system and Our current teacher evaluation system and documents are over 30 years old.documents are over 30 years old.

This system of evaluation/performance This system of evaluation/performance does not include enough documentation.does not include enough documentation.

The current system we have in place does The current system we have in place does not include components to promote staff not include components to promote staff improvement.improvement.

Frequency of ObservationsFrequency of Observations

Walk through at least 1 time per weekWalk through at least 1 time per week– Various times during the day and hourVarious times during the day and hour

Formal ObservationFormal Observation– All staff once per yearAll staff once per year– Non-tenured staff and Staff on a Performance Non-tenured staff and Staff on a Performance

Improvement PlanImprovement Planonce per semester or more if needed once per semester or more if needed

Evaluation GuideEvaluation Guide

INTRODUCTIONINTRODUCTIONThe PTTBD Board of Education has the responsibility for establishing the professional The PTTBD Board of Education has the responsibility for establishing the professional

duties and responsibilities of employees. The Board receives guidance in this duties and responsibilities of employees. The Board receives guidance in this responsibility from South Dakota law, rules and regulations of the SD State responsibility from South Dakota law, rules and regulations of the SD State Department of Education, teacher training institutions, educational administrators, Department of Education, teacher training institutions, educational administrators, and professional literature. However it is the Board’s sole responsibility and and professional literature. However it is the Board’s sole responsibility and prerogative, with the legal limits established by State law, to determine the duties and prerogative, with the legal limits established by State law, to determine the duties and responsibilities of employees.responsibilities of employees.

It can be expected that the professional duties and responsibilities of employees, for It can be expected that the professional duties and responsibilities of employees, for which they are held accountable through an identified process of supervision and which they are held accountable through an identified process of supervision and evaluation, will change over time. Such changes may result from changes in law, evaluation, will change over time. Such changes may result from changes in law, changes in rules and regulations established by the State Board of Education, changes in rules and regulations established by the State Board of Education, development of new educational techniques, development of new instructional development of new educational techniques, development of new instructional equipment, or changes in the educational philosophy adapted by the Board. This equipment, or changes in the educational philosophy adapted by the Board. This implies that changes in knowledge, skills, and attitudes of employees will be implies that changes in knowledge, skills, and attitudes of employees will be necessary over time. This is called professional growth of employees.necessary over time. This is called professional growth of employees.

The Teacher Performance process is to promote professional growth in major areas of The Teacher Performance process is to promote professional growth in major areas of responsibilities and duties. Responsibilities and duties are defined in a list of criteria. responsibilities and duties. Responsibilities and duties are defined in a list of criteria. The criteria were selected to relate to high priority needs and goals of the school The criteria were selected to relate to high priority needs and goals of the school district. Data collection procedures and standards of performance are established for district. Data collection procedures and standards of performance are established for each criterion. The emphasis is on gathering valid and reliable data to make an each criterion. The emphasis is on gathering valid and reliable data to make an assessment of strengths and weaknesses of the complete performance of the assessment of strengths and weaknesses of the complete performance of the employee.employee.

Throughout the school year, staff development activities are conducted both in the Throughout the school year, staff development activities are conducted both in the school district and through individual efforts of staff. College courses, seminars, school district and through individual efforts of staff. College courses, seminars, workshops and conferences are means by which instructional skills are enhanced. It workshops and conferences are means by which instructional skills are enhanced. It is expected that certified and classified staff will be lifelong learners.is expected that certified and classified staff will be lifelong learners.

PhilosophyPhilosophyPHILOSOPHY OF TEACHER EVALUATIONSPHILOSOPHY OF TEACHER EVALUATIONSTeacher evaluation is a key element in improving the quality of education within Teacher evaluation is a key element in improving the quality of education within

the school system. It is the goal of the PTTBD School District 5-2 to have the school system. It is the goal of the PTTBD School District 5-2 to have an open systematic and effective evaluation tool. The evaluation process an open systematic and effective evaluation tool. The evaluation process should be periodically updated and improved. The PTTBD School District 5-should be periodically updated and improved. The PTTBD School District 5-2 recognizes the following basic purposes of teacher evaluation:2 recognizes the following basic purposes of teacher evaluation:

We believe that the evaluation process should:We believe that the evaluation process should:Recognize there is no single model educator;Recognize there is no single model educator;Focus on improvement, self-discipline, personal and professional growth;Focus on improvement, self-discipline, personal and professional growth;Identify individual in-service needs;Identify individual in-service needs;Deal effectively with marginal and unsatisfactory performance;Deal effectively with marginal and unsatisfactory performance;Be a collaborative effort between teacher and evaluator;Be a collaborative effort between teacher and evaluator;Provide due process; andProvide due process; andRecognize contributions and excellence.Recognize contributions and excellence.

Glossary of TermsGlossary of Terms

To clarify and aid in the understanding of the teacher performance and professional growth process, the following To clarify and aid in the understanding of the teacher performance and professional growth process, the following terms are presented:terms are presented:

1.1. Building PrincipalBuilding Principal – The primary authority and responsibility for evaluation activities lies with the building – The primary authority and responsibility for evaluation activities lies with the building principal or designated supervisor.principal or designated supervisor.

2.2. Teacher Performance EvaluationTeacher Performance Evaluation – The formal system of teacher appraisal for the teacher’s effectiveness – The formal system of teacher appraisal for the teacher’s effectiveness in producing learning.in producing learning.

3.3. VisitationVisitation – Whenever supervisory personnel enter teacher work areas for purposes other than teacher – Whenever supervisory personnel enter teacher work areas for purposes other than teacher evaluation. This may or may not include feedback.evaluation. This may or may not include feedback.

4.4. Formative ObservationFormative Observation – Whenever supervisory personnel enter the teacher’s work area for purposes of – Whenever supervisory personnel enter the teacher’s work area for purposes of gathering data about the teacher’s performance. This observation will include feedback.gathering data about the teacher’s performance. This observation will include feedback.

5.5. Summative EvaluationSummative Evaluation – The final appraisal of the teacher’s performance, based upon previously gathered – The final appraisal of the teacher’s performance, based upon previously gathered data.data.

6.6. Rating Descriptors:Rating Descriptors:Exceeds District Expectations:Exceeds District Expectations: Performance could be viewed as a model for others. Performance could be viewed as a model for others.Meets District Standards:Meets District Standards: District standards are consistently met. District standards are consistently met.**Marginal:Marginal: Additional attention to improvement is expected. Additional attention to improvement is expected.*Must Improve:*Must Improve: Current performance jeopardizes continued employment in the district. Current performance jeopardizes continued employment in the district.

7.7. IndicatorsIndicators – Examples of teacher behaviors which are observed and will support the criterion. Not all – Examples of teacher behaviors which are observed and will support the criterion. Not all indicators need be observed.indicators need be observed.

8.8. *Performance Improvement Plan*Performance Improvement Plan – A written plan directed to helping professional improvement in – A written plan directed to helping professional improvement in specifically identified areas of deficiency. A plan specifically identified areas of deficiency. A plan will bewill be implemented for a teacher for any criterion that is implemented for a teacher for any criterion that is determined determined Must ImproveMust Improve. A plan . A plan may bemay be implemented for a teacher for any criterion that is determined to implemented for a teacher for any criterion that is determined to be be MarginalMarginal..

Criterion 1Criterion 1The Teacher Demonstrates Effective Planning SkillsThe Teacher Demonstrates Effective Planning Skills

Indicators:Indicators:Develops instructional outcomes related to the South Dakota Develops instructional outcomes related to the South Dakota Content StandardsContent Standards

Picks outcomes at the correct level of difficulty to assure Picks outcomes at the correct level of difficulty to assure successful learning experiences for each studentsuccessful learning experiences for each student

Chooses teaching methods and procedures plus a variety of Chooses teaching methods and procedures plus a variety of student activities connected to the outcomestudent activities connected to the outcome

Incorporates proper materials and resourcesIncorporates proper materials and resources

Develops organized, written plans which are readily availableDevelops organized, written plans which are readily available

Criterion 2Criterion 2The Teacher Implements the Lesson Plan.The Teacher Implements the Lesson Plan.

Indicators:Indicators:Introduces and states the purpose of the lesson to be learnedIntroduces and states the purpose of the lesson to be learnedStates instructional objectives and/or standardsStates instructional objectives and/or standardsProvides input related to objectives and/or standardsProvides input related to objectives and/or standardsModels activities congruent with topic being taught and provides Models activities congruent with topic being taught and provides guided practice to reinforce conceptsguided practice to reinforce conceptsUtilizes lesson closure techniquesUtilizes lesson closure techniquesProvides independent practice activitiesProvides independent practice activitiesMakes effective transitions from one activity to anotherMakes effective transitions from one activity to anotherUses methods and teaching behaviors effectivelyUses methods and teaching behaviors effectivelyExhibits in-depth understanding of content and concepts taughtExhibits in-depth understanding of content and concepts taughtChecks for understandingChecks for understandingWhen appropriate, effectively utilizes multi-cultural, disability When appropriate, effectively utilizes multi-cultural, disability and gender fair conceptsand gender fair concepts

Criterion 3Criterion 3The Teacher Uses Proper Instructional Strategies With Students.The Teacher Uses Proper Instructional Strategies With Students.

Indicators:Indicators:Uses a variety of verbal and non-verbal techniquesUses a variety of verbal and non-verbal techniquesPraises and responds to student questions before proceedingPraises and responds to student questions before proceedingGives clear, explicit directionsGives clear, explicit directionsUtilizes probing techniquesUtilizes probing techniquesUses good, grammar, proper vocabulary and correct spellingUses good, grammar, proper vocabulary and correct spellingListens to studentsListens to studentsIs sensitive to and appropriately responds to students’ non-Is sensitive to and appropriately responds to students’ non-verbal communicationsverbal communicationsProvides an environment where students communicate with the Provides an environment where students communicate with the teacherteacherPromotes student goal settingPromotes student goal settingCommunicates challenging scholastic expectations to studentsCommunicates challenging scholastic expectations to studentsResponds positively to studentsResponds positively to studentsUses methods to stimulate creative expressionUses methods to stimulate creative expression

Criterion 4Criterion 4The Teacher Uses Appropriate Student Assessment The Teacher Uses Appropriate Student Assessment

Techniques and Provides Students With Specific FeedbackTechniques and Provides Students With Specific Feedback

Indicators:Indicators:

prepares tests which reflect instructional objectives and/or standardsprepares tests which reflect instructional objectives and/or standardsuses appropriate questioning techniquesuses appropriate questioning techniquesuses a variety of assessment techniques to evaluate student progress with uses a variety of assessment techniques to evaluate student progress with regular frequencyregular frequencyprovides prompt and specific feedback which includes immediacy, provides prompt and specific feedback which includes immediacy, specificity, cause/effect, growth oriented and preserves dignityspecificity, cause/effect, growth oriented and preserves dignityuses valid, clearly communicated criteriauses valid, clearly communicated criteriamakes provisions for on-going diagnosis and prescriptionmakes provisions for on-going diagnosis and prescriptionprovides written comments as well as gradesprovides written comments as well as gradesprovides opportunities for one-to-one conferencesprovides opportunities for one-to-one conferencesutilizes multiple data indicators to make accurate classroom decisionsutilizes multiple data indicators to make accurate classroom decisionsaccurately interprets assessment results to students and parentsaccurately interprets assessment results to students and parentsteacher teaches test taking skills and strategiesteacher teaches test taking skills and strategies

Criterion 5Criterion 5The Teacher Organizes Students For Effective InstructionThe Teacher Organizes Students For Effective Instruction

Indicators:Indicators:provides extra help and enrichment activitiesprovides extra help and enrichment activitiespresents subject matter which is appropriate for abilities and presents subject matter which is appropriate for abilities and interests of the studentsinterests of the studentsprovides instruction to accommodate a variety of learning stylesprovides instruction to accommodate a variety of learning stylesuses school and community resources to gain knowledge and uses school and community resources to gain knowledge and understanding of studentsunderstanding of studentsimplements Individualized Education Programs (IEPs) as implements Individualized Education Programs (IEPs) as requiredrequiredmonitors student progress and adjusts pace accordinglymonitors student progress and adjusts pace accordinglyutilizes groups according to student instructional needsutilizes groups according to student instructional needsutilizes research-based strategies and techniquesutilizes research-based strategies and techniquesidentifies subject matter that is meaningful to the learneridentifies subject matter that is meaningful to the learnerpresents subject matter in its most understandable form presents subject matter in its most understandable form through a variety of strategiesthrough a variety of strategies

Criterion 6Criterion 6The Teacher Ensures Student Time on Task The Teacher Ensures Student Time on Task

Through Appropriate Classroom Management.Through Appropriate Classroom Management.Indicators:Indicators:

reinforces students who are spending time on task reinforces students who are spending time on task minimizes management timeminimizes management timeminimizes transition timeminimizes transition timefocuses on lesson outcomefocuses on lesson outcomeutilizes entire class period with research-based instructional strategiesutilizes entire class period with research-based instructional strategieshelps students develop efficient learning skills and work habitshelps students develop efficient learning skills and work habitsprovides a positive and productive learning climateprovides a positive and productive learning climatemanages discipline problems in accordance with administrative regulations, manages discipline problems in accordance with administrative regulations, school board policies, and legal requirementsschool board policies, and legal requirementspromotes self disciplinepromotes self disciplineestablishes, communicates, and enforces guidelines for student classroom establishes, communicates, and enforces guidelines for student classroom behaviorbehavioreffectively uses Primetime 1, Downtime, and Primetime 2effectively uses Primetime 1, Downtime, and Primetime 2

Criterion 7Criterion 7The Teacher Accommodates the Needs of StudentsThe Teacher Accommodates the Needs of Students

Indicators:Indicators:

creates, maintains, and sustains an environment conducive to student creates, maintains, and sustains an environment conducive to student learninglearningcreates, maintains, and sustains a safe environmentcreates, maintains, and sustains a safe environmentdemonstrates sensitivity to the physical development of studentsdemonstrates sensitivity to the physical development of studentsis aware of special health needs of studentsis aware of special health needs of studentsrecognizes and deals properly with substance abuse by studentsrecognizes and deals properly with substance abuse by studentsdemonstrates sensitivity to the emotional development of studentsdemonstrates sensitivity to the emotional development of studentsresponds to the physical, emotional, and psychological development of responds to the physical, emotional, and psychological development of students and establishes an appropriate program of learningstudents and establishes an appropriate program of learningcommunicates and works with appropriate educational support personnelcommunicates and works with appropriate educational support personnel

Criterion 8Criterion 8The Teacher Demonstrates Effective Interpersonal RelationshipsThe Teacher Demonstrates Effective Interpersonal Relationships

Indicators:Indicators:

teacher demonstrates ability to work effectively on a teamteacher demonstrates ability to work effectively on a teamshares ideas, materials, and methods with other teachersshares ideas, materials, and methods with other teachersinforms appropriate personnel of school related mattersinforms appropriate personnel of school related mattersenhances community involvement with the schoolenhances community involvement with the schoolprovides a climate which opens up effective communication between the provides a climate which opens up effective communication between the teacher and the hometeacher and the homehas positive relationships with students individually and in groupshas positive relationships with students individually and in groupsis readily available to studentsis readily available to studentsacknowledges the rights of others to hold differing views and valuesacknowledges the rights of others to hold differing views and valueshandles confidential matters or information in a professional mannerhandles confidential matters or information in a professional mannercooperates and communicates effectively with administrationcooperates and communicates effectively with administrationmaintains good working relationship with school personnelmaintains good working relationship with school personneldemonstrates fairness and consistency in working with studentsdemonstrates fairness and consistency in working with students

Criterion 9Criterion 9The Teacher Fulfills Professional Responsibilities.The Teacher Fulfills Professional Responsibilities.

Indicators:Indicators:

participates in curriculum and/or content standards review, revision, and/or participates in curriculum and/or content standards review, revision, and/or development activities at district and /or state leveldevelopment activities at district and /or state leveldemonstrates commitment by participation in professional activitiesdemonstrates commitment by participation in professional activitiesestablishes goals and initiates activities aimed at professional growth and establishes goals and initiates activities aimed at professional growth and developmentdevelopmentuses appropriate procedures for resolving concerns/problemsuses appropriate procedures for resolving concerns/problemsfollows school regulations and board policiesfollows school regulations and board policiesassumes necessary non-instructional responsibilitiesassumes necessary non-instructional responsibilitiesexercises reasonable responsibility for management for all students during exercises reasonable responsibility for management for all students during the school daythe school dayprovides accurate educational data as requested for management purposesprovides accurate educational data as requested for management purposesperforms duties accurately and punctuallyperforms duties accurately and punctuallyattends meetings as requestedattends meetings as requesteddresses in a professional manner and is well groomeddresses in a professional manner and is well groomed

Walk Through FormWalk Through FormPTTBD 5-2 Observation FormPTTBD 5-2 Observation Form

Teacher_____________ Date of observation_______ Time_________ Teacher_____________ Date of observation_______ Time_________ Subject____________Subject____________

1. Demonstrates effective planning skills.1. Demonstrates effective planning skills.Must Improve____Must Improve____ Marginal____ Meets District Standards____ Exceeds District Marginal____ Meets District Standards____ Exceeds District

Standards____Standards____Notes/Comments:Notes/Comments:

2. Implements the lesson plan.2. Implements the lesson plan.Must Improve____Must Improve____ Marginal____ Meets District Standards____ Exceeds District Marginal____ Meets District Standards____ Exceeds District

Standards____Standards____Note/Comments:Note/Comments:

3. Uses appropriate instructional strategies with students.3. Uses appropriate instructional strategies with students.Must Improve____Must Improve____ Marginal____ Meets District Standards____ Exceeds District Marginal____ Meets District Standards____ Exceeds District

Standards____Standards____Notes/Comments:Notes/Comments:

4. Uses appropriate student assessment techniques and provides students with 4. Uses appropriate student assessment techniques and provides students with specific feedback.specific feedback.

Must Improve____Must Improve____ Marginal____ Meets District Standards____ Exceeds District Marginal____ Meets District Standards____ Exceeds District Standards____Standards____

Notes/Comments:Notes/Comments:

Evaluation GuideEvaluation Guide1. 1. Demonstrates effective planning skills.Demonstrates effective planning skills.

Must Must ImproveImprove

MarginalMarginal Meets Meets District District StandardsStandards

Exceeds Exceeds District District StandardsStandards

The teacher The teacher does not does not demonstrate demonstrate effective effective planning skills planning skills

The teacher The teacher needs to needs to demonstrate demonstrate effective effective planning skills planning skills

The teacher The teacher demonstrates demonstrates effective effective planning skills planning skills

The teacher The teacher demonstrates demonstrates excellent excellent planning skills planning skills

Observed Actions:Observed Actions:

Teacher Performance Improvement PlanTeacher Performance Improvement PlanPTTBD School District 5-2PTTBD School District 5-2

Name ____________Assignment ___________Building ___________School Year Name ____________Assignment ___________Building ___________School Year

A plan A plan will bewill be implemented for a teacher for any criterion that is determined implemented for a teacher for any criterion that is determined Must ImproveMust Improve. A plan . A plan may bemay be implemented for a teacher for any criterion that is determined to be implemented for a teacher for any criterion that is determined to be MarginalMarginal. . Continuation of contract is dependent upon successful completion of the plan.Continuation of contract is dependent upon successful completion of the plan.

There shall be:There shall be:--a statement of deficiencies (Criterion # and indicators must be listed.)--a statement of deficiencies (Criterion # and indicators must be listed.)

--a time line stating beginning and ending dates of the plan and progress checks, for the set of --a time line stating beginning and ending dates of the plan and progress checks, for the set of criterion that will “meets district standards” of performance.criterion that will “meets district standards” of performance.

--a list of resources for each area which has been defined as a deficiency. This may include books --a list of resources for each area which has been defined as a deficiency. This may include books tapes, human resources, programs, classes, etc.tapes, human resources, programs, classes, etc.

--a statement of who will be involved in both the improvement process and the evaluation of results.--a statement of who will be involved in both the improvement process and the evaluation of results.

There shall be opportunity for input by the teacher; however final determination of the plan resides in There shall be opportunity for input by the teacher; however final determination of the plan resides in the hands of the building principal.the hands of the building principal.

Successful completion of the plan results in a reinstatement to meet district standards for the teacher. Successful completion of the plan results in a reinstatement to meet district standards for the teacher. Unsuccessful completion results in termination proceedings.Unsuccessful completion results in termination proceedings.

______________________________________________________________Teacher’s SignatureTeacher’s Signature Administrator’s Signature Administrator’s Signature

__________________________________DateDate Date Date

FormsForms

Walk Through Observation FormWalk Through Observation Form

Teacher Summative EvaluationTeacher Summative Evaluation

Teacher Performance Improvement PlanTeacher Performance Improvement Plan

PTTBD Observation Form

Teacher____________________ Date of observation _____________________Time____________Subject_________________

1.Demonstrates effective planning skills.Must Improve_____ Marginal_____ Meets District Standards_____ Exceeds District Standards_____Notes/Comments:

2. Implements the lesson plan.Must Improve_____ Marginal_____ Meets District Standards_____ Exceeds District Standards_____Note/Comments:

3. Uses appropriate instructional strategies with students.Must Improve_____ Marginal_____ Meets District Standards_____ Exceeds District Standards_____Notes/Comments:

4. Uses appropriate student assessment techniques and provides students with specific feedback.Must Improve_____ Marginal_____ Meets District Standards_____ Exceeds District Standards_____Notes/Comments:

5. Organizes students for effective instruction.Must Improve_____ Marginal_____ Meets District Standards_____ Exceeds District Standards_____Notes/Comments:

6. Ensures student time on task through appropriate classroom management.Must Improve_____ Marginal_____ Meets District Standards_____ Exceeds District Standards_____Note/Comments:

7. Accommodates the needs of students.Must Improve_____ Marginal_____ Meets District Standards_____ Exceeds District Standards_____Note/Comments :

8. Demonstrates effective interpersonal relationships with others.Must Improve_____ Marginal_____ Meets District Standards_____ Exceeds District Standards_____Notes/Comments:

9. Fulfills professional responsibilities.Must Improve_____ Marginal_____ Meets District Standards_____ Exceeds District Standards_____Note/Comments:

Observer____________________________________________

Teacher Summative Evaluation p. 1Teacher Summative Evaluation p. 1

Name________________________Name________________________Assignment___________________Assignment___________________Building______________________Building______________________School Year___________________School Year___________________

The following Teacher Summative Evaluation is based on administrative observations, feedback to the teacher conferences, and relatedprofessional interactions, It is understood that the above constitute the formative/supervisory process and this report is the summative process.

Observations :Date Time Length Lesson Topic(s) Follow-Up

The PTTBD School District 5 -1 requires that a copy of the Teacher Observations Report for each observation listed above beattached to this summative evaluation report. A minimum of three observations per year is required.

1. Demonstrates effective planning skills.Must Improve Marginal Meets District Standards Exceeds District Standards

The teacher does not The teacher needs to The teacher The teacherdemonstrate effective demonstrate effective demonstrates effective demonstratesplanning skills planning skills planning skills excellent planning

skillsObserved Actions:

2. Implements the lesson plan.Must Improve Marginal Meets District Standards Exceeds District Standards

The teacher does not The teacher needs to The teacher The teacher is a modelimplement the lesson implement the lesson implements the lesson for other staff inplan effectively plan more effectively plan effectively implementing lesson

plansObserved Actions:

TeacherSummativeEvaluation

PTTBD School District 5-1

Teacher Summative Evaluation p. 2Teacher Summative Evaluation p. 23. Uses appropriate instructional strategies with students.

Must Improve Marginal Meets District Standards Exceeds District Standards

The teacher does not The teacher needs The teacher uses The teacher excels inuse appropriate improvement in using appropriate using appropriateinstructional strategies appropriate instructional strategies instructional strategieswith students instructional strategies with students with students

with studentsObserved Actions:

4. Uses appropriate student assessment techniques and provides students with specific feedback.Must Improve Marginal Meets District Standards Exceeds District Standards

The teacher uses The teacher uses The teacher uses The teacher usesstudent assessment student assessment good student frequent and excellenttechniques which are techniques marginally assessment quality studentirrelevant to the related to the techniques related to assessmentinstructional outcomes instructional outcomes the instructional techniques andand/or gives no and/or needs to outcomes and uses feedbackfeedback improve feedback specific feedback

Observed Actions:

5. Organizes students for effective instruction.Must Improve Marginal Meets District Standards Exceeds District Standards

The teacher does not The teacher needs to The teacher uses The teacheruse techniques which improve techniques techniques which demonstrates effectiveorganize students for which organize organize students for techniques that serveeffective instruction students for effective effective instruction as model for others

instructionObserved Actions:

Teacher Summative Evaluation p. 3Teacher Summative Evaluation p. 36. Ensures student time on task through appropriate classroom management.

Must Improve Marginal Meets District Standards Exceeds District Standards

The teacher permits The teacher needs to The teacher ensures The teacheran inappropriate improve techniques students time on task maximizes studentamount of off task that ensures time on time on tasktime task

Observed Actions:

7. Accommodates the needs of students.

Must Improve Marginal Meets District Standards Exceeds District Standards

The teacher is not The teacher needs to The teacher strives to The teacher issensitive to the needs strengthen awareness meet the needs of extremely sensitive to,of students of the needs of students and strives to meet the

students needs of studentsObserved Actions:

8. Demonstrates effective interpersonal relationships with others.

Must Improve Marginal Meets District Standards Exceeds District Standards

The teacher does not The teacher needs to The teacher The teacher coulddemonstrate effective demonstrate more demonstrates effective serve as a positiveinterpersonal effective interpersonal interpersonal model for all staffrelationships relationships relationships

Observed Actions:

Teacher Summative Evaluation p. 4Teacher Summative Evaluation p. 49. Fulfills professional responsibilities.

Must Improve Marginal Meets District Standards Exceeds District Standards

The teacher does not The teacher needs to The teacher fulfills The teacher exhibitsfulfill professional become more professional extremely highresponsibilities professional in fulfilling responsibilities professionalism

responsibilities

Observed Actions:

Administrator's Summative Statement of Strengths and Weakness:

Evaluation: Based on the formative supervisory process and the summative conference, the performance of __________________________,a teacher in the PTTBD School District 5 -1, is determinedto be at this time and at this assignment:

_____ Exceeds District Standards_____ Meets District Standards_____ Marginal*_____ Must Improve*_____ Unsatisfactory (Continuation of contract is not recommended)

*A plan will be implemented for a teacher for any criterion that is determined Must Improve. A plan may be implemented for a teacher for anycriterion that is determined to be Marginal. Continuation of contract is dependent upon successful completion of the plan.

Contract Status:_____ Probationary_____ Recommended for Continuing Contract_____ Not Recommended for Continuing Contract

Comments By Teacher (Optional-See attached sheet)

Signatures below indicates a conference between teacher and evaluator was held. The signature indicates the teacher has read the evaluation. It does not necessarily indicate concurrence. A refusal to sign will require a third party signature.

__________________________________________ _______________________________________ Teacher's Signature Administrator's Signature

__________________________________________ _______________________________________Date Date

Performance Improvement PlanPerformance Improvement PlanName________________________Name________________________Assignment___________________Assignment___________________Building______________________Building______________________School Year___________________School Year___________________

A plan will be implemented for a teacher for any criterion that is determined Must Improve. A plan may be implemented for a teacher for any criterion that is determined to be Marginal. Continuation of contract is dependent upon successful completion of the plan.

There shall be:

-a statement of deficiencies (Criterion # and indicators must be listed.)

--a time line stating beginning and ending dates of the plan and progress checks, for the set ofcriterion that will "meets district standards" of performance.

--a list of resources for each area which has been defined as a deficiency. This may include bookstapes, human resources, programs, classes, etc.

--a statement of who will be involved in both the improvement process and the evaluation of results.

There shall be opportunity for input by the teacher; however final determination of the plan resides inthe hands of the building principal.

Successful completion of the plan results in a reinstatement to meet district standards for the teacher.Unsuccessful completion results in termination proceedings.

_____________________________________ ___________________________________ Teacher's Signature Administrator's Signature

_____________________________________ ___________________________________ Date Date

Teacher Performance

Improvement PlanPTTBD School District 5-1