lower merion school district administrative …€¦ · · 2016-10-06the procedure for the...

Lower Merion School District

ADMINISTRATIVE REGULATIONS Policy No.: 412 Section: PROFESSIONAL EMPLOYEES Title: EVALUATION OF PROFESSIONAL EMPLOYEES Date Last Revised: 8/25/05

1

The procedure for the improvement of instructional performance, Evaluation and Rating of the Professional Staff will be in accordance with Board Policy. The specific procedures and forms to fulfill this policy are attached. Evaluation is an ongoing function which begins on the first day worked and is continuous. However, the formal classroom observation process which involves anecdotal records and the completion of a performance evaluation rating record form shall not begin until the first week of October and should be completed by the last week in May under normal circumstances. The Evaluation Procedure can be found in the Teachers’ Handbook. Each year during the opening inservice, each principal and division director must review with his staff the fact that the procedure is contained in the Handbook. Any questions regarding the procedure, or items which should be changed or updated, should be forwarded to the Director of Personnel who is responsible for the overall evaluation system.

Revised August 25, 2005

LOWER MERION SCHOOL DISTRICT PLAN FOR SUPERVISION, EVALUATION

AND PROFESSIONAL GROWTH PROFESSIONAL EMPLOYEES

Approved by

Lower Merion Board of School Directors May 9, 2005

Revised August 25, 2005


AND PROFESSIONAL GROWTH Professional Employees

SECTION I – Description of the Plan PHILOSOPHY Evaluation of a professional’s performance is fundamental to the improvement of instruction and related professional services. An evaluation process, which is cooperative and continuous, will encourage a dialogue between supervising administrators and other professionals that promotes professional growth. Professional growth is necessary for professionals to maintain their effectiveness and adapt to a continually changing work environment. All professionals should continually evaluate their own performance as they measure the progress of their students. In so doing, they determine how to revise, reorder, and improve their activities in order to promote progress. Accordingly, the objectives of professional staff evaluation in the Lower Merion School District are as follows:

1. To improve the quality of the instructional process and professional services rendered.

2. To develop as reflective practitioners and continuous learners by receiving

feedback from supervising administrators and other professionals and by learning from work.

3. To encourage dialogue with other professionals in order to build trust.

4. To recognize the significance of work in relation to the institution.

5. To encourage creativity, exploration, and new learning by the professional staff.

6. To support the Strategic Plan initiatives.

7. To evaluate and rate the quality of the services being provided by the professional

staff (as required by code).

Plan for Supervision, Evaluation and Professional Growth Professional Employees

PLAN OVERVIEW This plan emphasizes, encourages, and supports the growth of School District Professionals. Every effort is made to separate the processes of supervision and evaluation. Evaluation refers only to the formal rating of an individual, i.e. Satisfactory, Unsatisfactory, Provisional. Supervision focuses on improving the quality of instruction and professional services rendered. The plan divides the professional staff into two tracks:

Track I includes tenured professionals who hold an Instructional I or Educational Specialist I certificate, non-tenured professionals and long-term substitutes. Track I requires formal evaluations be completed two times each year. The PDE-426 form will be used for all evaluations. Track II includes tenured professionals who hold an Instructional II or Educational Specialist II certificate. Track II will include most professionals in a three-year supervision/evaluation cycle. Professionals in Track II are encouraged to commit themselves to an option area(s) for two years of the three-year evaluation cycle. The list of professional growth options provides professionals with an extensive number of alternatives from which to develop a growth plan. During these two (2) years, the professional receives the support and encouragement of his/her administrator to achieve the goals/outcomes of his/her growth plan. The formal evaluation during each of these two (2) years will utilize the PDE-428 form and will be completed no later than November 30. This evaluation will not reflect in any way the professional’s efforts in his/her selected area of growth. During the third year of this three-year cycle, a formal evaluation using the PDE-428 will be completed for each professional, which will be independent of the completed work in the selected growth option.

ADVANTAGES OF THE PLAN

1. The District commits itself to the professional growth of all professionals.

2. Professionals will have opportunities to grow professionally, to expand their skills, and to implement programs which have the support of current research and practice without the fear that potential failure will be reflected on their evaluations.

3. For supervising administrators, the system provides a process for focused supervision and

evaluation. It allows for in-depth analysis of a professional’s performance, because supervising administrators will conduct formal anecdotal evaluations with one-third of the professionals in their building/departments each year. The other two-thirds of the professionals will be evaluated prior to starting their professional growth options.


DEFINITIONS The following terms used in this document are defined as follows:

PROFESSIONAL shall mean a regularly employed professional, temporary professional or long term substitute employee who holds a current and valid certificate and who is engaged as a teacher, counselor, nurse, librarian, home and school visitor, speech therapist, psychologist, or dental hygienist in the Lower Merion School District.

SUPERVISING ADMINISTRATOR shall mean any director, principal, assistant principal or supervisor who is properly certificated by the Pennsylvania Department of Education to evaluate the performance of the professional staff and who is authorized to do so by the Superintendent of Schools.

CENTRAL OFFICE ADMINISTRATOR shall mean any administrator assigned to the Central Office who is properly certificated by the Pennsylvania Department of Education to evaluate the performance of the professional staff and who is authorized to do so by the Superintendent of Schools.

Note: Professional employees assigned to the “Central Office” or the “District Administration Building” shall have as their “Supervising Administrator” a member of the Central Office staff rather than a building level administrator.

EVALUATIONS AND RATINGS PER SCHOOL YEAR

In accordance with the Pennsylvania Public School Code and the regulations of the Pennsylvania Department of Education, the evaluation of professional staff in the Lower Merion School District shall be a continuing process with the results of such an evaluation formally recorded at least once each year.

Track I - Non-tenured professionals, tenured professionals who hold an Instructional I or Educational Specialist I certificate shall be evaluated and rated two (2) times each year. Long Term Substitutes shall be evaluated once each semester. Track II - Tenured professionals who hold an Instructional II or Educational Specialist II certificate shall be evaluated and rated a minimum of once each school year.

An employee may be evaluated multiple times within the same school year if the employee’s level of performance changes. The subsequent evaluation shall, however, be based only on performance/incidents that have occurred since the previous evaluation was completed. The Professional employee shall be notified of the reason his/her evaluation is being reopened. The re-opened evaluation of a Track I Professional will begin at Level 1. A Track II professional who is participating in the Professional Option Phase will be removed from Professional Option Phase and begin at Track II Level 1. The reopened evaluation for a Track II professional who is not participating in Professional Option will begin at Track II Level 1.


SECTION II - TRACK I EVALUATION PROCEDURES Employees who hold an Instructional I or Educational Specialist I certificate will be evaluated (2) times each year. Long Term Substitutes will be evaluated once per semester of employment. PDE-426 will be used for evaluating all professionals in Track I. The content of these PDE-426 evaluations will be summarized to complete the PDE-427 which is required by the Pennsylvania Department of Education as part of the application for Level II Instructional or Educational Specialist II certification. These evaluations also provide the documentation required for a Temporary Professional Employee to achieve tenure after completing 3 years of Satisfactory service within the same school district. All Track I professionals begin at Level 1. Only professionals rated as Provisional or Unsatisfactory move on to Level 2 and then only professionals rated as Provisional or Unsatisfactory at Level 2 move on to Level 3. Subsequent levels (Level 2 & Level 3) are designed to assist the professional to improve his/her performance and regain a Satisfactory rating. Track I professionals may be evaluated any time after the second week of school in September and evaluations should be completed by June 1st except for individuals who have been rated Unsatisfactory. This date could be extended if the school year is extended because of snow or other weather emergencies. For Track I professionals in their 3rd year as a Temporary Professional Employee, the final evaluation which will result in Tenure, will be issued at the end of the school year. Level I – Process

Pre-Evaluation Conference: The supervising administrator shall conduct a pre-evaluation conference with each professional to be evaluated, at which time a schedule of observations shall be established by the supervising administrator. The schedule shall include at least one announced observation and may include one or more unannounced observations. Documenting Observations: The supervising administrator shall observe the professional and complete a Professional Observation Anecdotal record for each observation. The professional shall be given a copy of the Professional Observation Anecdotal Record in a confidential manner, as soon as possible, but not later than five (5) school days after each observation. Post-Observation Conference: The supervising administrator shall hold a post-observation/pre-evaluation conference with the professional. Evaluation Form: The supervising administrator shall complete PDE-426 and, in so doing, may use information gathered during informal observations of the professional which he/she has made, as well as from the formal observations as documented on the Professional Observation Anecdotal record(s).


Track I – Evaluation Procedures - continued

1. All supportive documentation including the Professional Observation Anecdotal Record(s) shall be attached to the PDE-426 to the complete evaluation.

2. Incidents which may negatively affect the rating given to the professional by the supervising

administrator must be supported by written anecdotal records, copies of which shall have been previously given to the professional.

3. Professionals shall be given copies of their PDE-426 and all supporting documentation in as confidential manner, as soon as possible, but not later than five (5) school days after the observation.

4. Professionals shall be allowed five (5) school days to confer with their supervising administrator, make comments and sign the PDE-426 Evaluation.

5. If the professional refuses to sign the forms in the space provided, such refusal shall be

recorded and dated on the forms and the professional shall be notified of such a notation within ten (10) days.

6. If the Rating is Satisfactory, 3 signed copies of the PDE-426 with all supporting

documentation shall be forwarded to the Superintendent for review and signature. Once the forms have been signed by the Superintendent, copies will be sent to the Professional, supervising administrator, and the Human Resources Department for inclusion in the professional’s personnel file. The rating is considered complete.

7. If the Rating is Provisional or Unsatisfactory, the supervising administrator shall make

specific recommendations to the employee and then repeat the evaluation process.

a. If the second evaluation is Satisfactory, 3 signed copies of the PDE-426 with all supporting documentation shall be forwarded to the Superintendent for review and signature. Once the forms have been signed by the Superintendent, copies will be sent to the Professional, supervising administrator, and the Human Resources Department for inclusion in the professional’s personnel file. Note: the first Unsatisfactory rating is not to be included with the second evaluation.

b. In the case of two (2) consecutive Provisional or Unsatisfactory ratings, the professional

will be move to Level 2. The supervising administrator shall forward both Evaluation Forms and all supporting documentation to the Director of Human Resources along with a copy of the Performance Improvement Plan issued to the professional. Level 2 begins once the Performance Improvement Plan is issued. The evaluation is not yet complete and will not be included in the employee’s personnel file.


Track I – Evaluation Procedures - continued Level 2

Performance Improvement Plan: A conference will be called by the Director of Human Resources. The professional employee, the supervising administrator, the central office administrator assigned by the Superintendent to evaluate the professional employee and the employee’s LMEA representative will be present. The employee will be given a copy of the Performance Improvement Plan. Expectations will be clarified and plans will be made for the implementation of the Level 2 evaluation process. The employee will be informed that he/she has 120 days to improve his/her performance. If his/her performance does not improve, he/she will move to Level 3. Pre-Observation Conference: A pre-observation conference will be held by the supervising administrator with a central office administrator. Evaluation: Following the pre-observation conference, the professional shall be evaluated by the supervising administrator and by the central office administrator. The evaluation procedures will include at least one scheduled observation and may include one or more unannounced observations.

1. Observations shall be made jointly by the supervising administrator and the central office

administrator; but each shall complete separate Professional Observation Anecdotal Record forms, hold a joint post-observation/pre-evaluation conference with the professional, and complete a separate PDE-426 evaluation form. Copies of the Professional Observation Anecdotal Records and any other documentation the evaluator used for the evaluation shall be attached to the PDE-426 evaluation.

2. If the supervising administrator and the central office administrator rate the professional’s

performance as “Satisfactory”, all copies of both forms shall be forwarded to the Superintendent for his/her review and signature and the evaluation process is completed.

3. If either the supervising administrator or the central office administrator rate the professional’s

performance as Provisional or Unsatisfactory, the evaluation process automatically moves to Level 3.

Level 3

Records Review: Level 3 shall consist of a review by the Superintendent of the professional’s complete performance evaluation record which shall include at PDE-426 evaluation forms and the supportive documentation. The Superintendent may conduct formal or informal announced or unannounced observations of the professional. Evaluation Conference: The Superintendent shall convene a conference with all parties involved in the evaluation process. At the professional’s request, representatives of the Lower Merion Education Association shall be present at the conference and heard, if they so desire.


Track I – Evaluation Procedures - continued Evaluation: Following the Evaluation Conference, the Superintendent shall complete the PDE-426 form on which shall be included his/her conclusions, recommendations, and rating of the professional’s performance, copies of which shall be given to the professional, the representative of the Lower Merion Education Association, the supervising administrator and the central office administrator.

The Superintendent’s recommendation(s) may include, but shall not be limited to the following:

1. The development of an individual staff development program for the professional by the

supervising administrator and/or central office administrator. The program may include readings of professional literature, undergraduate or graduate study, observations of successful peers and/or an intensive professional developmental assistance program

2. An evaluation of the professional by the Superintendent, including observations 3. A change of the professional’s specific assignment and/or school placement 4. An additional evaluation to be completed by the supervising administrator and/or the central

office administrator 5. A recommendation of dismissal from employment to the Board of School Directors 6. A probationary year to become satisfactory. During the probationary year, the professional

will not advance to the next step and/or salary schedule. If rated Satisfactory, the following year, the professional is placed back on the next step of the current salary.

7. Other action deemed appropriate by the Superintendent

Levels 1, 2 and 3 shall be completed in one school year.


SECTION II – TRACK II EVALUATION PROCEDURES Track II Professionals shall be involved in a 3-year supervision/evaluation process. The professional may choose to participate in a Professional Option Phase for 1-2 years of the evaluation cycle. At least once every 3 years, the professional will be formally evaluated. When the professional is not participating in the Professional Option Phase, he/she will begin at Level 1 of the Professionals Not Participating in Professional Option Phase. Professionals in Track II will be evaluated once per year unless their performance is rated as Provisional or Unsatisfactory.

Professionals Participating in Professional Option Phase Process Professionals in Track II who are pursuing a growth option shall receive a formal evaluation before November 30 of the current school year. The evaluation shall consist of the completion of the PDE-428 form.

Pre-Evaluation Conference: The supervising administrator shall conduct a pre-evaluation conference with the professional. The supervising administrator shall have collected the data required to rate the professional’s performance. This data may include, but shall not be limited to classroom observations of the professional’s performance.

Evaluation: The supervising administrator shall complete the PDE-428. Evaluation Conference: The supervising administrator shall conduct a conference with the professional to review the evaluation findings and to present the PDE-428 for the professional’s signature. If the rating is Satisfactory the professional continues or begins his/her professional option. If the rating is Provisional or Unsatisfactory, the professional is removed from the Professional Option Phase and is transferred immediately to Track II Level 1 to be formally evaluated. Processing the Satisfactory Rating: 3 signed copies of the PDE-428 shall be forwarded to the Superintendent for review and signature. Once the forms have been signed by the Superintendent, copies will be sent to the Professional, supervising administrator, and the Human Resources Department for inclusion in the professional’s personnel file. The rating is considered complete.

Processing the Provisional or Unsatisfactory Rating: The supervising administrator shall forward the Evaluation Form to the Director of Human Resources. The evaluation is not yet complete and will not be included in the employee’s personnel file.


Professionals Participating in Professional Option Phase - continued General Guidelines

Implementation Steps

A. A dialogue is initiated by the professional with the supervising administrator, in which the professional explains the focus of learning, describing what the professional wants to know, learn, and be able to do in order to serve the building and district goals and the strategic plan. The professional identifies the most appropriate option available to meet his or her learning needs. The dialogue will help to illuminate possibilities and opportunities to match learning style and needs with resources.

The professional collaborates with the supervising administrator about the support that will be necessary to create an effective environment for learning. Such support may include a shared professional commitment between the supervising administrator and the professional and the need for appropriate resources including, but not limited to, visitation days, materials, funding and a mentor with expertise in the area of study.

The professional and the supervising administrator will reach an agreement about the data to be collected. The data will serve as evidence of student learning and growth and will describe a range of performance by students. The data may also support a rationale for the identification of particular students who would benefit from this learning experience.

B. Preparation of Professional Option Proposal Form. Deadline – September 30th (or the Friday

proceeding September 30th.

C. Completion of PDE-428 by deadline – November 30th

D. Submission of Professional Option Plan form no later than ten (10) working days after the professional has signed his/her PDE-428, signed by the professional and supervising administrator. Deadline – November 30th.

E. Opportunities to conference with the supervising administrator during the implementation of the

plan will allow the individuals to share data and to reflect upon the learnings that are based on the data collected. Based on the data analysis, recommendations from the professional and the supervising administrator should result in a deeper understanding of the learnings.

F. An annual report conference must be completed on or before the last professional workday of the

school year. Recognition of accomplishments and an agreement about future implications and actions for the professional, the building and the district will provide closure to the process at the


Professionals Participating in Professional Option Phase - continued annual report conference. Deadline – May 30th (or the Friday proceeding May 30th).

G. In order to support the successful implementation of certain Professional Options, the professional may, if desired, have the option effort credited towards the already existing individual Staff Development Options Days. It is the responsibility of the professional to meet the current existing time requirements and requisite procedures for individual Staff Development Option Days.

H. In an effort to encourage and foster collegiality in Lower Merion School District within, between and

among buildings, it is recommended that those individuals who select a Professional Option that requires group involvement may, if desired, have their option efforts credited toward the already existing Group Staff Development Options Days. It is the responsibility of the professional to meet the current existing time requirements and requisite procedures for the Group In-service Days.

I. Professionals who have been approved to pursue a Professional Option may chose to cooperate

with other professionals who have also received approval to pursue the same or similar options. In order to facilitate this cooperative endeavor, a list of the professionals selecting options during any given year throughout the school district will be generated and posted in each building. Professionals may review this list and contact any other professional within their own school or in another district school and agree to work cooperatively. The option plans for these professionals should be amended to reflect their intended efforts. This list will be generated and distributed by the district personnel office after having received copies of the plan from the individual schools.

NOTE: All options must be designed to improve the quality of the instructional process or professional services rendered. With an agreement between the supervising administrator and the professional, any of the following conditions are possible. An option may be implemented for one or two years. It may be implemented for one year with a different option selected for the second year. The professional who has implemented an option for two years may extend the option into the third year of the cycle. During the fourth year, an anecdotal evaluation must be completed. Funding Requirements

All anticipated costs must be included in the Professional Option Plan. A discussion regarding these expenses will take place prior to the final agreement with the supervising administrator. At that time, possible reimbursement for the costs will be discussed.


Professionals Participating in Professional Option Phase - continued

Supervising Administrator Role

Supervising administrator will (1) consult with the professional at the professional’s request in the development of the Professional Option Proposal; (2) conference with the professional on the Proposal; (3) reach agreement with the professional on the Professional Option Plan; (4) consult with the professional periodically and provide specific written feedback, where appropriate, during implementation; (5) accept and review the Professional Option Annual Report; and (6) conduct an annual conference with the professional in order to sign the Professional Option Annual Report.

Reporting Mechanism

A Professional Option Annual Report and conference with the supervising administrator will be required. Copies of the Professional Option Plan and Annual Report will be forward to the Assistant Superintendent. These reports will not be included in the professional’s annual evaluation.

Limitations

Activities which are ordinary and standard (i.e. those which are included in the daily functions of a classroom teacher or professional employee), such as the following cannot be the basis for a growth option. Student Teacher/Intern Supervisor Professional In-service Options District Curriculum Committee Membership However, professional activities, which are an outgrowth of these, may be the basis for an acceptable option plan. Decisions shall be neither arbitrary nor capricious.


Professional Growth Options

Option 1 - Cooperative Professional Development Option (Peer Supervision)

Definition/Characteristics

Cooperative Professional Development is a structured, formalized system of instructional improvement involving professional employees observing each other’s work. These planned observations require written feedback as well as discussions of professional issues.

Implementation Procedures

1. Pre-observation goals are established and agreed upon in advance by the professionals. 2. A written record of all observations and the feedback resulting from the observation is mandated. 3. Readings on the supervisory process, the conduct of formal observations and appropriate

conferencing/feedback techniques are strongly encouraged, if appropriate and applicable. 4. Observations must be for a full period and/or a full lesson. The number of observations will be

two (2) times a quarter for one-half year or four times a semester. 5. Both individuals will continue in the same role and receive credit for a yearly option. If individuals

switch roles, this could be a two (2) year option as long as minimum observation requirements are met each year.

6. All observations will be shared only between observer and observee. Peer supervisors will be involved in pre-observation and post-observation conferences and will be available to serve as a resource if appropriate. Peer supervisors will also assist in the identification of instructional/professional goals.

7. A professional resource library should be utilized by the professionals involved. These libraries should be available in each building/complex.

Option 2 - Course Work Option


A professional may wish to enroll in a course at an approved Intermediate Unit or an accredited University. This course should provide the professional with new or improved skills. These newly acquired or enhanced skills will have immediate application to the professional’s areas of responsibility and will benefit students. This option is available only to professionals with Instructional II/Specialist II certification.


1. Enrollment in any course must be approved by the supervising administrator and the Assistant

Superintendent. 2. Approval for the course and the professional’s plans for classroom implementation must be

achieved prior to the first meeting of the class.


Option 2 – Course Work Option - continued 3. Funding for a course may be obtained by using the provisions of the current contract or by using

personal funds. 4. Courses offered during the spring and/or summer may be used to satisfy the requirements for

the following school year only, providing all deadlines for approval have been achieved. Option 3 – Discussion Group Option

Definition/Characteristics The rationale behind the Discussion Group Option centers around the concept that two or more individuals identify a particular area, topic, subject, technique or problem to be discussed in a formalized fashion. This option may involve literature readings, guest speakers, and interviews, as well as verbal interaction between and/or among participants.


This option must meet the general guidelines for all options. Option 4 - Goal Setting Option


A system in which a professional employee selects individual performance goals to be achieved

during a specified time period. Every effort should be make to state each goal in terms, which are both specific and measurable.

Suggested goal areas include the following:

a) Identification of a particular strength which the professional employee wants to enhance; b) Identification of a specific area in which the professional employee intends to develop a

new skill; c) Identification of strategies to improve learning and/or behavior for individual students,

groups of students, or a specific class of students.


Goals may be established for a one- or two-year time period. After the first year, the professional may (1) request an extension of time into the second year for achievement of the stated goals, (2) propose a new set of goals for achievement during the second year, (3) implement a combination of (1) and (2), or (4) select another option.


Option 4 – Goal Setting Option – continued

Funding Requirements

The need for supplies, material or other resources must be detailed and supported in the Professional Option Plan.

Option 5 – Peer Partnership Option

Definition/Characteristics Two (or more) professional employees engage in mutually beneficial professional activities designed

to enhance student learning.


This option must follow the general guidelines for all options.

a) Examples

a) COLLABORATIVE TEACHING – A special education teacher and a first grade teacher agree that science lessons could and should be improved. They cooperate to make lessons more interesting by increasing the number of “hands on” experience. They establish as goals the improvement of basic skills and the development of leadership skills. They agree to combine their classes 2-3 times each week for implementation of science activities.

b) TEAM RESEARCH – Two high school social studies teachers discover a common interest in

Cooperative Learning. Their proposal indicates a plan (1) to read the Johnson and Johnson materials and related professional articles; (2) to discuss plans for the introduction of relevant activities with their respective classrooms; (3) to prepare an outline for the implementation of these plans and (4) to evaluate formally the results of these efforts.

c) STUDY GROUPS – Two middle school mathematics teachers express an interest in two

different textbooks being studied for adoption. Both agree to utilize these respective textbooks for a significant part of the school year with their two relatively compatible classes. Their plan is to compare results along the way and to eventually prepare recommendations based upon these results.


Option 6 – Professional Supervision Option


All professionals are committed to improvement in the quality of their performance. Such improvement promotes a professional atmosphere in their work place and expands their job skills. the Professional Supervision option is a structured, formalized system designed to improve the quality of performance of a professional through observations, analysis, conferences, assistance and general recommendations.


A. Pre-Observation Conference

a. During the pre-observation conference the professional and supervisor will discuss an action plan which should include: (1) an assessment of the essential skills required by the professional for success, and (2) the identification of those skills on which the professional will focus his/her efforts.

B. Observations

a. The observations will provide detailed information for analysis and will be discussed in formal conference in the pursuit of improvement and growth.

C. Post-Observation Conference

Funding – None

Option 7 – Research Option


The purpose of the Research option is to allow professionals to investigate systematically an issue or question and apply its findings. This issue or question should be directly related to the professional’s assignment. This option is intended to encourage exploratory or formal research. It is expected that accepted research methods and reporting procedures will be used.

Implementation Procedures a) WRITTEN DESCRIPTION: Professional provides a written description of the issue directly

related to his/her professional assignment, a survey of the literature prior to the planning conference and a description of the study’s potential impact on the professional’s responsibilities.

b) PLANNING CONFERENCE: Discussion of the issue and literature survey resulting in an agreement to: (1) stop here; (2) revise description of the issue and/or literature survey; or (3)


Option 7 – Research Option – continued

c) proceed to a description of the study and how it is intended to impact on your professional

assignment.

d) PRE-STUDY CONFERENCE: Discussion of the written plan of study, being careful to follow district guidelines, particularly those on research involving students, staff or parents and confidentiality.

e) THE STUDY: Conduct the study and collect all data. f) POST-STUDY CONFERENCE: Discuss and review the written summary of the data and

interpret findings. g) APPLICATION AND DISSEMINATION: Discuss the appropriateness of the study, methods for

disseminating its’ findings, and the application of the findings.

Funding - None Option 9 – Professional Conference Option

Definition/Characteristics A professional may opt to attend a conference that is designed to enhance instruction and learning in his or her field of expertise and to commit to a presentation on the conference topic(s) for selected LMSD employees and others. The requirements for this option cannot be used to meet the requirements of the independent Staff Development Option for in-service days (pending the status of the independent Staff Development Option).


This option must follow the general guidelines for all options. Funding Requirements Pending further negotiation, or a change in circumstances, funds for this option are available through two (2) sources:

A. The Professional Conference Committee B. Individual teacher resources.

Individuals who are denied funding support by the Conference Committee may use school business days (conditional upon approval through appropriate channels*) and their own personal resources to attend their conference. *Principal must submit approved plan to the Assistant Superintendent.


Option 10 – Individualized Plan Option


A professional may submit in writing a plan which does not fit any of the option categories. This plan must be consistent with the philosophy statement, must contain sufficient detail to warrant consideration and must include procedures for implementation in the classroom.

Professionals Not Participating in Professional Option Phase

All Track II professionals begin at Level 1. Only professionals rated as Provisional or Unsatisfactory move on to Level 2 and then only professionals rated as Provisional or Unsatisfactory at Level 2 move on to Level 3. Subsequent levels (Level 2 & Level 3) are designed to assist the professional to improve his/her performance and regain a Satisfactory rating. Track II professionals may be evaluated any time after the second week of school in September and evaluations should be completed by June 1st except for individuals who have been rated Unsatisfactory. This date could be extended if the school year is extended because of snow or other weather emergencies. Level I – Process

Pre-Evaluation Conference: The supervising administrator shall conduct a pre-evaluation conference with each professional to be evaluated, at which time a schedule of observations shall be established by the supervising administrator. The schedule shall include at least one announced observation and may include one or more unannounced observations. Documenting Observations: The supervising administrator shall observe the professional and complete a Professional Observation Anecdotal record for each observation. The professional shall be given a copy of the Professional Observation Anecdotal Record in a confidential manner, as soon as possible, but not later than five (5) school days after each observation. Post-Observation Conference: The supervising administrator shall hold a post-observation/pre-evaluation conference with the professional. Evaluation Form: The supervising administrator shall complete PDE-428 and, in so doing, may use information gathered during informal observations of the professional which he/she has made, as well as from the formal observations as documented on the Professional Observation Anecdotal record(s).


Level I Process – continued

1. All supportive documentation including the Professional Observation Anecdotal Record(s) shall be attached to the PDE-428 to the complete evaluation.

2. Incidents which may negatively affect the rating given to the professional by the supervising

administrator must be supported by written anecdotal records, copies of which shall have been previously given to the professional.

3. Professionals shall be given copies of their PDE-428 and all supporting documentation in as

confidential manner, as soon as possible, but not later than five (5) school days after the observation.

4. Professionals shall be allowed five (5) school days to confer with their supervising

administrator, make comments, and sign the PDE-428 Evaluation.

5. If the professional refuses to sign the forms in the space provided, such refusal shall be recorded and dated on the forms and the professional shall be notified of such a notation with ten (10) days.

6. If the Rating is Satisfactory, 3 signed copies of the PDE-428 with all supporting

documentation shall be forwarded to the Superintendent for review and signature. Once the forms have been signed by the Superintendent, copies will be sent to the Professional, supervising administrator, and the Human Resources Department for inclusion in the professional’s personnel file. The rating is considered complete.

7. If the Rating is Provisional or Unsatisfactory, the supervising administrator shall make

specific recommendations to the employee and then repeat the evaluation process.

a) If the second evaluation is Satisfactory, 3 signed copies of the PDE-428 with all supporting documentation shall be forwarded to the Superintendent for review and signature. Once the forms have been signed by the Superintendent, copies will be sent to the Professional, supervising administrator, and the Human Resources Department for inclusion in the professional’s personnel file. Note: the first Unsatisfactory rating is not to be included with the second evaluation.

b) In the case of two (2) consecutive Provisional or Unsatisfactory ratings, the

professional will be move to Level 2. The supervising administrator shall forward both Evaluation Forms and all supporting documentation to the Director of Human Resources along with a copy of the Performance Improvement Plan. Level 2 begins once the Performance Improvement Plan is issued to the professional. The evaluation is not yet complete and will not be included in the employee’s personnel file.


Level 2

Performance Improvement Plan: A conference will be called by the Director of Human Resources. The professional employee, the supervising administrator, the central office administrator assigned by the Superintendent to evaluate the professional employee and the employee’s LMEA representative will be present. The employee will be given a copy of the Performance Improvement Plan. Expectations will be clarified and plans will be made for the implementation of the Level 2 evaluation process. The employee will be informed that he/she has 120 days to improve his/her performance. If his/her performance does not improve, he/she will move to Level 3. Pre-Observation Conference: A pre-observation conference will be held by the supervising administrator with a central office administrator. Evaluation: Following the pre-observation conference, the professional shall be evaluated by the supervising administrator and by the central office administrator. The evaluation procedures will include at least one scheduled observation and may include one or more unannounced observations.

1. Observations shall be made jointly by the supervising administrator and the central office

administrator; but each shall complete separate Professional Observation Anecdotal Record forms, hold a joint post-observation/pre-evaluation conference with the professional, and complete a separate PDE-428 evaluation form. Copies of the Professional Observation Anecdotal Records and any other documentation the evaluator used for the evaluation shall be attached to the PDE-428 evaluation.

2. If the supervising administrator and the central office administrator rate the professional’s

performance as “Satisfactory”, all copies of both forms shall be forwarded to the Superintendent for his/her review and signature and the evaluation process is completed.

3. If either the supervising administrator or the central office administrator rate the

professional’s performance as Provisional or Unsatisfactory, the evaluation process automatically moves to Level 3.

Level 3

Records Review: Level 3 shall consist of a review by the Superintendent of the professional’s complete performance evaluation record which shall include at PDE-428 Evaluation forms and the supportive documentation. The Superintendent may conduct formal or informal announced or unannounced observations of the professional. Evaluation Conference: The Superintendent shall convene a conference with all parties involved in the evaluation process. At the professional’s request, representatives of the Lower Merion Education Association shall be present at the conference and heard, if they so desire.


Level 3 - continued Evaluation: Following the Evaluation Conference, the Superintendent shall complete the PDE-428 form on which shall be included his/her conclusions, recommendations, and rating of the professional’s performance, copies of which shall be given to the professional, the representative of the Lower Merion Education Association, the supervising administrator and the central office administrator.

The Superintendent’s recommendation(s) may include, but shall not be limited to the following:

1. The development of an individual staff development program for the professional by the

supervising administrator and/or central office administrator. The program may include readings of professional literature, undergraduate or graduate study, observations of successful peers and/or an intensive professional developmental assistance program

2. An evaluation of the professional by the Superintendent, including observations 3. A change of the professional’s specific assignment and/or school placement 4. An additional evaluation to be completed by the supervising administrator and/or the central

office administrator 5. A recommendation of dismissal from employment to the Board of School Directors 6. A probationary year to become satisfactory. During the probationary year, the professional

will not advance to the next step and/or salary schedule. If rated Satisfactory, the following year, the professional is place back on the next step of the current salary.

7. Other action deemed appropriate by the Superintendent

Levels 1, 2 and 3 shall be completed in one school year.


VOLUNTARY PROFESSIONAL DEVELOPMENT ASSISTANCE

Any Lower Merion School District Professional who has achieved a minimum of two full years of Satisfactory professional experience may choose to participate in the Voluntary Professional Development Assistance program. Such a program is supplementary to the Track I or Track II Evaluation Process.

1. Professionals may voluntarily select a peer-counselor to consult, to observe their procedures and

practices, and to provide suggestions regarding the improvement of instruction and professional performance.

2. The peer-counselor may be a peer from the same school level and preferably from the same

school or location as the professional being evaluated.

3. The evaluation(s) completed by a peer-counselor shall serve as informal assistance to the professional being evaluated and shall not, under any circumstances, be construed to be part of the formal evaluation of that professional.

4. The criteria for eligibility as a peer-counselor shall be a minimum of two full years of successful

professional experience.

5. If a peer-counselor is utilized by a professional, the following procedure is strongly recommended:

a. A pre-observation conference with the professional

b. Observation(s) by the peer-counselor c. A post-observation conference with the professional for the purpose of discussing the

peer-counselor’s reactions and suggestions for improvement


AND PROFESSIONAL GROWTH PROFESSIONAL EMPLOYEES

APPENDIX – FORMS PROFESSIONAL OBSERVATION ANECDOTAL RECORD PDE-426 PDE-426A PDE-428 PDE-428A PROFESSIONAL OPTION PROPOSAL PROFESSIONAL OPTION PLAN PROFESSIONAL OPTION ANNUAL REPORT

LOWER MERION SCHOOL DISTRICT Ardmore, Pennsylvania

PROFESSIONAL OBSERVATION ANECDOTAL RECORD

Name School Assignment Level Evaluation No Date(s) and Time(s) GENERAL COMMENTS: CRITERIA Category I – Planning and Preparation Category II – Classroom Environment Category III – Instructional Delivery Category IV - Professionalism School Administrator’s/Central Office Administrator’s Signature_______________________________________________ Date ___________________ Professional’s Comments: (to be completed and returned within five (5) days of receipt) I acknowledge that I have read the report and I have been given an opportunity to discuss it with the rater. However, my signature does not necessarily mean that I agree with the performance evaluation. Professional’s Signature_____________________________________ Date__________________

Commonwealth of Pennsylvania DEPARTMENT OF EDUCATION 333 Market St., Harrisburg, PA 17126-0333

PDE-426

24

SEMI-ANNUAL EMPLOYEE EVALUATION FORM FOR INSTRUCTIONAL I TEACHERS

Employee’s Last Name First Middle Position(s) of Employee District/IU School Evaluator Interview/

Conference Date

School Year: Evaluation: (Check 1) One Two This form is to serve as a permanent record of an administrator’s evaluation of a teacher’s performance during a specific time period based on specific criteria. PERFORMANCE EVALUATION Directions: Examine all sources of evidence provided by the teacher and bear in mind the aspects of teaching for each of the four categories used in this form. Refer to the rubric language, checking the appropriate aspects of teaching, and indicating the sources of evidence used to determine the evaluation of the results in each category. Finally, assign an overall evaluation of performance, sign the form and gain the signature of the employee. Category I: Planning and Preparation – Through their knowledge of content and pedagogy skills in planning and preparation, teachers make plans and set goals based on the content to be learned, their knowledge of students and their instructional context. Category I reviews: Knowledge of Content and Pedagogy, Knowledge of Pennsylvania Academic Standards, Knowledge of Students, Selecting Instructional Goals, Designing Coherent Instruction, Assessing Student Learning, Knowledge of Resources, Materials and Technology.

SATISFACTORY PROVISIONAL UNSATISFACTORY Teacher’s performance demonstrates: o Adequate knowledge of content and pedagogy o Adequate knowledge of Pennsylvania’s Academic Standards o Adequate knowledge of students and how to use this

knowledge to direct and guide instruction o Appropriate instructional goals that reflect standards and

reasonable expectations for students o Reasonable awareness of resources, materials, or technology

available through the school or district or professional organizations

o Appropriate instructional design in which plans for various elements are partially aligned with the instructional goals and have a recognizable sequence with some adaptations for individual student needs

o Appropriate reflection on teaching and learning to enhance instruction

o Appropriate assessment of student learning mostly aligned to the instructional goals and partially adapted as needed for student needs.

Teacher’s performance demonstrates: o Limited or partial knowledge of content and pedagogy o Limited or partial knowledge of Pennsylvania Academic

Standards o Irrelevant or partial knowledge of students and how to use this

knowledge to direct and guide instruction o Unclear or trivial instructional goals and absence of

expectations for students o Little or no awareness of resources, materials, and technology


o Inappropriate or incoherent instructional design in which plans for elements are not aligned with the instructional goals, and have few or inappropriate adaptations for individual student needs

o Little or no reflection on teaching and learning to enhance instruction

o Inappropriate assessments of student learning not aligned to the instructional goals nor adapted as needed for student needs.

Sources of Evidence (Check all that apply and include dates, types/titles and number) Lesson/Unit Plans See Attachment 426 A Teacher Conferences/Interviews See Attachment 426 A Resources/Materials/Technology See Attachment 426 A Classroom Observations See Attachment 426 A Assessment Materials See Attachment 426 A Teacher Resource Documents See Attachment 426 A Information About Students See Attachment 426 A Other See Attachment 426 A Justification for Evaluation


PDE-426

25

Employee’s Name: Category II: Classroom Environment -- Teachers establish and maintain a purposeful and equitable environment for learning, in which students feel safe, valued, and respected by instituting routines and by setting clear expectations for student behavior. Category II reviews: Teacher Interaction with Students, Establishment of a Learning Environment; Student Interaction.

SATISFACTORY PROVISIONAL UNSATISFACTORY Teacher’s performance demonstrates:

o Clear and moderate expectations for student achievement with reasonable value placed on the quality of student work

o Moderate attention to equitable learning opportunities for students

o Appropriate interactions between teacher and students and among students

o Effective classroom routines and procedures resulting in little or no loss of instructional time

o Clear standards of conduct and effective management of student behavior

o Safe and adequate organization of physical space, to the extent it is under the control of the teacher, that provides accessibility to learning and to the use of resources, materials and technology.

Teacher’s performance demonstrates: o Low or unclear expectations for student achievement with little

or no value placed on the quality of student work o Little or no attention to equitable learning opportunities for

students o Inappropriate or disrespectful interactions between teacher and

students and among students o Inefficient classroom routines and procedures resulting in loss

of instructional time o Absent or unclear standards of conduct, or ineffective

management of student behavior o Unsafe or inadequate organization of physical space, to the

extent it is under the control of the teacher, to provide accessibility to learning and to the use of resources, materials, and technology.

Sources of Evidence (Check all that apply and include dates, types/titles and number) Classroom Observations See Attachment 426 A Visual Technology See Attachment 426 A Informal Observations/Visits See Attachment 426 A Resources/Materials/Technology/Space See Attachment 426 A Teacher Conferences/Interviews See Attachment 426 A Other See Attachment 426 A Justification for Evaluation


PDE-426

26

Employee’s Name:

Category III: Instructional Delivery – Teachers, through their knowledge of content and their pedagogy and skill in delivering instruction, engage students in learning by using a variety of instructional strategies. Category III reviews: Communications, Questioning and Discussion Techniques, Engaging Students in Learning, Providing Feedback, Demonstrating Flexibility and Responsiveness.


o Adequate communication of procedures and clear explanations of content

o Adequate use of questioning and discussion strategies that encourage many students to participate

o Reasonable engagement of students in learning and adequate pacing of instruction

o Adequate feedback to students on their learning o Adequate use of informal and formal assessments to meet

learning goals and to monitor student learning o Reasonable flexibility and responsiveness in meeting the

learning needs of students.

Teacher’s performance demonstrates: o Unclear or inappropriate communication of procedures and

poor explanations of content o Ineffective use of questioning and discussion strategies and

little student participation o Little or no engagement of students in learning and poor

pacing of instruction o Inaccurate or inappropriate feedback to students on their

learning o Little or inappropriate use of formal and informal assessments

to meet learning goals and to monitor student learning o Inflexibility in meeting the learning needs of students.

Sources of Evidence (Check all that apply and include dates, types/titles, or number) Classroom Observations See Attachment 426 A Student Assignment Sheets See Attachment 426 A Informal Observations/Visits See Attachment 426 A Student Work See Attachment 426 A Assessment Materials See Attachment 426 A Instructional Resources/Materials/Technology See Attachment 426 A Teacher Conferences/Interviews See Attachment 426 A Other See Attachment 426 A Justification for Evaluation


PDE-426

27

Employee’s Name:

Category IV: Professionalism – Professionalism is demonstrated through qualities that characterize a professional person in aspects that occur in and beyond the classroom/building. Category IV reviews: Maintaining Clear and Accurate Records, Communication with Families and Students, Contributing to School and District, Developing Professionalism.


o Adherence to school and district procedures and regulations related to attendance, punctuality and the like.

o Knowledge of the Professional Code of Conduct. o Compliance with school or district requirements for

maintaining accurate records, communicating with families. o Compliance with participating in school and/or district events

and school or district professional growth and development opportunities.

Teacher’s performance demonstrates: o Failure to adhere to district procedures and regulations related

to attendance, punctuality, and the like. o Lack of knowledge of the Professional Code of Conduct. o Lack of compliance with school or district requirements for

maintaining accurate records, communicating with families o Lack of compliance in participating in school and/or district

events and school or district professional growth and development opportunities.

Sources of Evidence (Check all that apply and include dates, types/titles, and number) Teacher Conferences/Interviews See Attachment 426 A Progress Reports/Report Cards See Attachment 426 A Observations/Visual Technology See Attachment 426 A Parent/School/Community Feedback See Attachment 426 A Artifacts/Interaction with Family See Attachment 426 A Artifacts: Professional Development/Act 48 Documentation See Attachment 426 A Student Records/Grade Book See Attachment 426 A Perceptive Use of Teaching/Learning Reflections See Attachment 426 A Other Justification for Evaluation


PDE-426

28

Employee’s Name: Evaluation: I certify that the before named employee for the period beginning and ending has been evaluated (month/day/year) (month/day/year) to have an overall level of proficiency that is: Satisfactory; Provisional; Unsatisfactory

Signature of Principal/Assistant Principal (Evaluator)

Date

Signature of Superintendent or IU Director Date Overall Justification for Evaluation

Commendations (optional)

Professional Development Areas:

Name of Employee Signature of Employee Date

PDE Form 426 Attachment A

- 29 – PDE-426A

Category I: Lesson Unit Plans: Types Titles and Numbers

Resources / Materials / Technology:

Assessment Material:

Information About Students:

Teacher Conferences Interviews:

Classroom Observations:

Teacher Resource Documents:

Other:


- 30 – PDE-426A

Category II: Classroom Observations:

Informal Observations/Visits:

Teacher Conferences/Interviews:

Visual Technology:

Resources/Materials/Technology/Space:

Other:


- 31 – PDE-426A

Category III: Classroom Observations:


Assessment Materials:


Student Assignment Sheets:

Student Work:

Instructional Resources/Materials/Technology:

Other:


- 32 – PDE-426A

Category IV:


Observations/Visual Technology:

Artifacts/Interaction with Family:

Student Records/Grade book:

Progress Reports/Report Cards:

Parent/School/Community Feedback:

Artifacts: Professional Development/Act 48 Documentation

Perceptive Use of Teaching/Learning Reflections:

Other


- 33 – PDE-428

ANNUAL EMPLOYEE EVALUATION FORM FOR INSTRUCTIONAL II TEACHERS

Employee’s Last Name First Middle Position(s) of Employee District/IU School Evaluator Interview/

Conference Date

School Year: Evaluation: (Check 1) One Two This form is to serve as a permanent record of an administrator’s evaluation of a teacher’s performance during a specific time period based on specific criteria. PERFORMANCE EVALUATION Directions: Examine all sources of evidence provided by the teacher and bear in mind the aspects of teaching for each of the four categories used in this form. Refer to the rubric language, checking the appropriate aspects of teaching, and indicating the sources of evidence used to determine the evaluation of the results in each category. Finally, assign an overall evaluation of performance, sign the form and gain the signature of the employee. Category I: Planning and Preparation – Through their knowledge of content and pedagogy skills in planning and preparation, teachers make plans and set goals based on the content to be learned, their knowledge of students and their instructional context. Category I reviews: Knowledge of Content and Pedagogy, Knowledge of Students, Selecting Instructional Goals, Designing Coherent Instruction, Assessing Student Learning, Knowledge of Resources, Materials and Technology.

SATISFACTORY PROVISIONAL UNSATISFACTORY Performance demonstrates: o In-depth and thorough knowledge of content, pedagogy and Pa.

Academic Standards o Thorough knowledge of students and how to use this knowledge

to direct and guide instruction o Clear and appropriate instructional goals that reflect Pa.

standards and high expectations for students o In-depth and thorough awareness of resources, materials, or

technology available through the school or district or professional organizations

o Appropriate instructional design in which plans for various elements are aligned with the instructional goals and have a recognizable sequence and required adaptations for individual student needs

o Appropriate assessments of student learning completely aligned to the instructional goals and adapted as needed for student needs.

Performance demonstrates: o Limited or partial knowledge of content, pedagogy and Pa.

Academic Standards o Irrelevant or partial knowledge of students and how to use this

information to direct and guide instruction o Unclear or trivial instructional goals and low expectations for

students. o Little or no awareness of resources, materials, and technology


o Inappropriate or incoherent instructional design in which plans for elements are not aligned with the instructional goals, and have few or inappropriate adaptations for individual student needs

o Inappropriate assessments of student learning not aligned to the instructional goals nor adapted as needed for student needs.

Sources of Evidence (Check all that apply and include dates, types/titles and number) Lesson/Unit Plans See Attachment 428 A Teacher Conferences/Interviews See Attachment 428 A Resources/Materials/Technology See Attachment 428 A Classroom Observations See Attachment 428 A Assessment Materials See Attachment 428 A Teacher Resource Documents See Attachment 428 A Information About Students See Attachment 428 A Other See Attachment 428 A Justification for Evaluation


- 34 – PDE-428

Employee’s Name:

Category II: Classroom Environment -- Teachers establish and maintain a purposeful and equitable environment for learning, in which students feel safe, valued, and respected by instituting routines and by setting clear expectations for student behavior. Category II reviews: Teacher Interaction with Students, Establishment of an Environment for Learning, Student Interaction.


o High and clear expectations for student achievement with value placed on the quality of student work

o Significant attention to equitable learning opportunities for students

o Appropriate and highly respectful interactions between teacher and students and among students

o Highly effective classroom routines and procedures resulting in little or no loss of instructional time

o Clear standards of conduct and effective management of student behavior

o Safe and skillful organization of physical space, to the extent it is under the control of the teacher, that provides accessibility to learning and to the use of resources.

Teacher’s performance demonstrates:

o Low or unclear expectations for student achievement with little or no value placed on the quality of student work.

o Little or no attention to equitable learning opportunities for students

o Inappropriate or disrespectful interactions between teacher and students and among students

o Inefficient classroom routines and procedures resulting in loss of instructional time

o Absent or unclear standards of conduct, or ineffective management of student behavior

o Unsafe or inadequate organization of physical space, to the extent it is under the control of the teacher, to provide accessibility to learning and to the use of resources, materials, and technology.

Sources of Evidence (Check all that apply and include dates, types/titles and number) Classroom Observations See Attachment 428 A Visual Technology See Attachment 428 A Informal Observations/Visits See Attachment 428 A Resources/Materials/Technology/Space See Attachment 428 A Teacher Conferences/Interviews See Attachment 428 A Other See Attachment 428 A Justification for Evaluation


- 35 – PDE-428

Employee’s Name:

Category III: Instructional Delivery – Through their knowledge of content and their pedagogy and skill in delivering instruction, teachers engage students in learning by using a variety of instructional strategies. Category III reviews: Communications, Questioning and Discussion Techniques, Engaging Students in Learning, Providing Feedback, Demonstrating Flexibility and Responsiveness.


o Clear and appropriate communication of procedures and high quality explanations of content

o Highly effective use of questioning and discussion strategies that encourage many students to participate

o High-level engagement of students in learning and adequate pacing of instruction

o Equitable, accurate and constructive feedback to students on their learning

o Informed and appropriate use of informal and formal assessments to meet learning goals and to monitor student learning

o High degree of flexibility and responsiveness in meeting the learning needs of students.


o Unclear or inappropriate communication of procedures and poor explanations of content

o Ineffective use of questioning and discussion strategies and little student participation

o Little or no engagement of students in learning and poor pacing of instruction

o Inaccurate or inappropriate feedback to students on their learning

o Little or inappropriate use of formal and informal assessments to meet learning goals and to monitor student learning

o Inflexibility in meeting the learning needs of students.



- 36 – PDE-428

Employee’s Name:

Category IV: Professionalism – Professionalism refers to those aspects of teaching that occur in and beyond the classroom/building. Category IV addresses: Adherence to School and District Procedures, Maintaining Accurate Records, Commitment to Professional Standards, Communicating with Families, Demonstrating Professionalism.


o Full adherence to school and district procedures and regulations related to attendance, punctuality, and the like.

o Full knowledge of Professional Code of Conduct and full commitment to professional standards

o Full and active compliance with school and district requirements for maintaining accurate and complete records

o Full and active compliance with district requirements for communicating with families regarding student needs/improvement

o Full and frequent participation in professional development events/opportunities, consistent application of new learning in the classroom, and sharing of learning with colleagues


o Little and/or irregular compliance to school and district procedures and regulations related to attendance, punctuality, and the like

o Little knowledge of Professional Code of Conduct and little commitment to professional standards

o Inefficient or ineffective system for maintaining accurate records that is not in compliance with school or district guidelines and

o Infrequent or inappropriate communication with families to understand student needs and development

o Little or infrequent participation in professional development opportunities, little application of new learning in the classroom and little sharing of learning with colleagues



- 37 – PDE-428

Employee’s Name: Evaluation: I certify that the before named employee for the period beginning and ending has been evaluated (month/day/year) (month/day/year) to have an overall level of proficiency that is: Satisfactory; Provisional; Unsatisfactory

Signature of Principal/Assistant Principal (Evaluator)

Date

Signature of Superintendent or IU Director Date Overall Justification for Evaluation

Commendations (optional)

Professional Development Areas:

Name of Employee Signature of Employee Date


- 38 – PDE-428A

Employee’s Name: Category I:

Lesson Unit Plans: Types Titles and Numbers:

Lesson Unit Plans: Types Titles and Numbers:

Resources / Materials / Technology:







- 39 – PDE-428A

Resources/Materials/Technology:






Other:


- 40 – PDE-428A

Employee’s Name: Category II: Classroom Observations:



Visual Technology:

Resources/Materials/Technology/Space:

Other:


- 41 – PDE-428A

Employee’s Name: Category III: Classroom Observations:


Assessment Materials:


Student Assignment Sheets:

Student Work:

Instructional Resources/Materials/Technology:

Other:


- 42 –

Employee’s Name: Category IV: Teacher Conferences/Interviews:

Observations/Visual Technology:

Artifacts/Interaction with Family:

Student Records/Grade Book:

Progress Reports/Report Cards:

Parent/School/Community Feedback:

Artifacts: Professional Development/Act 48 Documentation

Perceptive Use of Teaching/Learning Reflections:

Other:

- 43 –

PROFESSIONAL OPTION PROPOSAL

I choose the following professional evaluation/supervision option for the current school year. Professional Supervision Research Staff Development/Conferences Goal Setting Cooperative Professional Development Course Work Discussion Group Peer Partnership Individualized Plan I do not wish to choose a supervision option for the current school year. I prefer to be evaluated using the formal anecdotal evaluation process. Please provide a brief outline of your proposed option in the space below. The outline will be discussed during a conference with your supervising administrator. Signature__________________________________________________ Date________________ Please return this completed proposal form to your supervising administrator by September 30th (or the Friday preceding September 30th. LMSD Evaluation Plan Page 23

- 44 –

PROFESSIONAL OPTION PLAN

Name_________________________________________ School Location__________________ Grade/Subject(s)/Department_______________________________ Activity Year(s)___________ Date__________________________________ Option: Description: Time Line: Funding Requirements: Profession Signature_____________________________________________ Date____________ Administrator Signature___________________________________________ Date____________ This plan shall be completed and signed no later than ten (10) working days after the professional has signed his/her Performance Evaluation Rating Record. LMSD Evaluation Plan Page 24

- 45 –

PROFESSIONAL OPTION ANNUAL REPORT

(TO BE COMPLETED BY THE PROFESSIONAL)

Interim Report Final Report Professional _____________________________________ Date of Report___________________ (Due on or before May 30th) School/Location________________________________ Gr/Subj(s)/Dept_______________ Option_________________________________________________________________________ Summary of Accomplishments:

**************************************************************************************************************** Conference date_________________________________________________________________

(Completed on or before last professional work day) Professional’s Comments: Supervising Administrator’s Comment: _____________________________________ ________________________________ (Professional’s Signature) (Administrator’s Signature) LMSD Evaluation Plan Page 25