teacher performance appraisal analysis

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Running Head: TEACHER PERFORMANCE APPRAISAL

Teacher Performance Appraisal Analysis

Janice Edgar

ED7541

Teacher Supervision and Evaluation

PO Box 1379

Marthasville, MO 63357

Telephone: (636) 828-4053

Email: [email protected]

Instructor: Dr. Debbie Schreiner

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Introduction

According to James Nolan and Linda Hoover, “High-quality teacher evaluation is

not for the faint of heart.” Furthermore, they continue, “It requires a clear coherent vision

of what the system should look like and the subsequent commitment of resources to make

a system a reality.” (2008) Throughout the text, Teacher Supervision and Evaluation, the

authors explore the need for a quality evaluation program in schools. They have

identified eight core principles of teacher evaluation that they believe are essential.

Performance-based Teacher Evaluation

The ABC School district has identified an evaluation process that supports and

encourages collaboration, professional growth, and continuous school improvement. The

overall goal of the evaluation process is to increase student learning and promote

professional growth and satisfaction. The commitment necessary for a successful

evaluation program in the ABC School District is dependent on time, training, and

resources provided to all district staff, administrators, and the school board.

In the ABC School District, the guidelines for performance based teacher

evaluation was revised and approved by the school board in July of 2007. In the

Preparing for Tomorrow document, guidelines outline the protocol for administrators

regarding teacher evaluations. A team of educators and administrators established these

guidelines to ensure equality and professionalism.

The Principles

“Principle 1: Teacher evaluation should be broad and comprehensive in nature,

accounting for all of the duties that teachers are expected to perform.”

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In the ABC School District, administrators use both formative and summative data

on teacher evaluations. Administrators frequently sit in on daily lessons, whether drop in

or planned, to observe instruction on a daily basis. Twice a year, the administrator

schedules a more formal observation, complete with pre-conference and reflection forms.

Another tool the administrators in the ABC School district uses is collaboration and

feedback.

“Principle 2: Effective evaluation systems make use of a wide variety of data sources to

provide an accurate portrait of teacher performance.”

Another factor in the evaluation process is the professional growth plan of the

teachers in the building and other sources of data. The ABC School District uses several

forms of documentation, other then the professional growth plan. They use anecdotal

records, observation logs, summative evaluation forms, formative evaluation forms,

preconference forms, reflections, and student learning data in the form of state

assessment and common assessments.

The ABC School District has identified the following forms of date in their

guidelines:

Planned, observed data can be collected from both scheduled or unscheduled visits by the

administrator. This data can be collected specifically from the classroom or outside of the

classroom.

Planned, non-observed data is hen the supervisor seeks information and feedback

from others, although this is rare within the ABC School District.

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Planned, artifact data is when the teacher or supervisor gathers artifacts for the

sole purpose of offering a clear picture of the teachers skills related to specific

criteria. This can be taken from discipline referrals, walk-through visits, and other

sources.

Incidental, Observed Data is data the administrator documents that he or she feels

is important to the teaching or learning process.

Incidental, Non-Observed Data is data collected from sources such as telephone

calls or casual conversations that has been validated by the administrator.

Incidental, Artifact Data is data that the supervisor did not solicit such as letters or

notes from colleagues, students, parents, or others within the educational

community.

The evaluation is built from these sources of data. The overall evaluation is both

formative and summative based on the data collected and the way the evaluation will be

used, such as whether an enrichment plan or an improvement plan must be created.

“Principle 3: well-qualified trained administrators are the appropriate personnel to

make summative judgments concerning teacher performance.”

According to the ABC School District guidelines, all supervising administrators

who may or may not be part of the evaluation process must participate in profession

development “designed to promote consistency and quality in the effective

implementation of the process.” (2007) In the state of Missouri, administrators must have

at least five years classroom experience and at least a Masters in Administration. They

are also required to be certified as an administrator.

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“Principle 4: Ongoing professional development focused on the teacher evaluation

system must be provided for all professionals in the organization.”

According to the district guidelines, all certified staff must attend an orientation on

the evaluation process at the beginning of their employment. All staff will then receive an

in-service annually regarding the evaluation process. This in-service will give the staff a

timeline of the evaluation process and how it relates to them as teachers. It also informs

the teacher of the role they will play and the role the administrator will play in the

evaluation procedures.

“Principle 5: The process used to develop and assess the teacher evaluation system

should be participatory and open to representatives from various stakeholders.”

The performance appraisal for the ABC School District was revised by a committee

comprised of one member from each school building and the curriculum and instruction

director. The committee was not limited to regular educators. It included special

education teachers and specials teachers, such as art or music. These stakeholders are

very crucial to a consistent and fair evaluation tool for all educators.

“Principle 6: The process used to evaluate teacher performance should emphasize the

use of professional judgment informed by a deep understanding of both the research on

teaching and the specific teaching context.”

The performance based evaluation in the ABC School District identifies the

following six standards:

INSTRUCTIONAL PROCESS:

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Standard 1: The teacher causes students to actively participate and be successful in the

learning process.

Standard 2: The teacher uses various forms of assessment to monitor and manage student

learning.

CLASSROOM MANAGEMENT:

Standard 3: The teacher is prepared and knowledgeable of the content and effectively

maintains students’ on-task behavior.

INTERPERSONAL RELATIONSHIPS:

Standard 4: The teacher communicates and interacts in a professional manner with the

school community.

PROFESSIONAL RESPONSIBILITY:

Standard 5: The teacher keeps current on instructional knowledge and seeks and explores

changes in teaching behaviors that will improve student performance.

Standard 6: The teacher acts as a responsible professional in addressing the overall

mission of the school district

Under these six standards are twenty criteria that he teacher must meet, with specific

details of how to meet the identified standard. For example, the teacher engages in

professional growth is criterion seventeen, identified under standard five. In relation to

Nolan and Hoover, who state, “Having a neat checklist of behaviors to observe makes the

process easy to understand, and it also appears to be very objective and precise.

Unfortunately, it is neither objective or precise.” The ABC School District has created a

inter-weaved evaluation tool that includes a checklist with more subjectivity. The

evaluation includes a rubric as versus the yes or no checklist and leaves room for

comments by both the evaluator and the teacher being evaluated.

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“Principle 7: The teacher’s due process rights must be protected by the teacher

evaluation system.”

When a veteran teacher is underperforming, an improvement plan must be put in

place. This plan includes notification to the teacher by the supervisor that there is an area

of concern regarding teaching or learning of the students. The supervisor must also notify

central office about his or her concerns regarding the tenured teacher. This is essential so

that the curriculum and instruction director can get involved in the improvement plan and

the evaluation processes.

“Principle 8: The procedures used for the evaluation of veteran teachers who are

performing at a satisfactory or higher level should differ from the procedures used to

evaluate preservice teachers, novice teachers, or veteran teachers whose performance is

marginal or below.”

In the ABC School District, the process for probationary and tenured teachers differs

significantly. All probationary teachers must have a summative evaluation report each

year of their probationary term. The district has set guidelines that this must be complete

before the spring board meetings where contract renewal is discussed. On the other hand,

tenured teachers, identified as having five or more years experience in district, must have

a summative evaluation completed every five years under the same time guidelines.

However, if a tenured teacher is underperforming he or she may be put on a growth plan

and subject to more frequent summative evaluations. But, the supervisor must notify the

teacher and the district office if there is a need for more summative evaluations to be

carried out.

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Conclusion

One statement that stands out to me as an educator is, “The rationale for the

function of teacher evaluation derives from the legitimate right of the state to protect

children from harm through incompetent, immoral, or unprofessional teacher behavior.”

(Nolan and Hoover, 2008) Looking at the ABC School District evaluation guidelines, I

can see this rationale is reflected through the standards identified. While this is the

current evaluation process, I see change in the future to a more collaborative approach

such as critical friends or peer coaching.

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References

Nolan, J. F., Jr., & Hoover, L. A. (2008). Teacher supervision & evaluation: Theory into

practice (2nd ed.).Hoboken, NJ: Wiley & Sons.

Preparing for Tomorrow. Guidelines for Performance-Based Teacher Evaluation. (2007)

http://www.mc-wildcats.org/PDF%20-%20District%20Info%20Page/PBTE.pdf

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Appendix

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PREPARING FOR TOMORROW

GUIDELINES FOR PERFORMANCE BASED

TEACHER EVALUATION

ABC SCHOOL DISTRICT R-II SCHOOLS

Revised and Board Approved July 12, 2007

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ACKNOWLEDGEMENTS

These evaluation guidelines were developed collegially by the following individuals. Their work and dedication is greatly appreciated. High School Staff Administrator/High School XXX Elementary Staff High School Staff Middle School Staff DDD Elementary Staff Central Office SSS Elementary School Administrator/Middle School

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PERFORMANCE BASED TEACHER EVALUATION

LEGAL BASIS

In 1983 the Missouri Legislature adopted the following statue and added to existing statues concerning teacher tenure in Missouri. This law mandates all public schools in Missouri to implement evaluation programs for professional staffs which focus on identifiable performance criteria. Section 168.128 TEACHER RECORDS, HOW MAINTAINED-EVALUATION, HOW PERFORMED AND MAINTAINED The board of education of each school district shall maintain records showing periods of service, dates of appointment, and other necessary information for the enforcement of sections 168.102 to 168.130. In addition, the board of education of each school district shall cause a comprehensive performance-based evaluation for each teacher employed by the district. Such evaluation shall be ongoing and of sufficient specificity and frequency to provide for demonstrated standards of competency and academic ability. All evaluations shall be provided of the teacher’s personnel file at the office of the board of education. A copy of each evaluation shall be provided to the teacher and appropriate administrator. The State Department of Elementary and Secondary Education shall provide suggested procedures for such an evaluation.

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ABC SCHOOL DISTRICT R-II PUBLIC SCHOOLS

Philosophy Statement in Regard to Performance Based Teacher Evaluation

The performance-based teacher evaluation in the ABC School District R-II

Public Schools is an on-going, collaborative process that supports, guides and expects professional growth and continuous school improvement. This process will improve instruction, enhance student achievement, and promote professional satisfaction.

The performance-based teacher evaluation will include consistent, constructive assessment of performance. It promotes both a personal and a shared responsibility for reflection, exemplary performance, and professional growth.

Successful implementation of performance-based teacher evaluation requires a continuous commitment of time, training and resources. This commitment is a cooperative effort of the entire staff and the Board of Education.

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ABC SCHOOL DISTRICT R-II SCHOOL DISTRICT Performance Based Teacher Evaluation

Terminology Performance Based Teacher Evaluation (PBTE) A process for professional improvement through the identification of job-related performance expectations, conferencing regarding skill performance, opportunity for improvement, and job-related decision-making. Formative Phase The Formative Phrase is the on-going, developmental process for professional improvement. The process is designed to promote communication and professional growth. Summative Phase The Summative Phrase is the review and synthesis of formative data pertaining to the performance of the teacher. Criteria Criteria are job-related performance expectations based upon studies of effective teaching and effective schooling supported in educational literature and research. Descriptors Descriptors are phrases or statements which collectively convey the meaning of a criterion. The statements are not meant to be all inclusive. Professional Growth Plan The process for professional improvement is implemented through the use of a Professional Growth Plan. The Improvement Growth Plan can be either supervisor or teacher initiated. It includes responsibilities for the administrator and teacher which focus upon the identification of specific objectives (usually Descriptor statements) and strategies for achieving the objective(s). The Enrichment Plan is teacher initiated and consists of two components. The first component consists of specific objects (usually Descriptor statements). The second component will consist of strategies for achieving the objective(s) of the first component .

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Terminology Cont. Formative Form The Formative Form provides the format for documenting all data collected in the formative process. The role of the supervisor is to record pertinent data on the form. The data on the form become the basis for discussion between staff member and supervisor relating to job performance. Summative Form The Summative Form is the document used to summarize the evaluator’s rating of performance for each criterion.

Walk-Through Observations: The classroom walk-through process is an enhancement to the Performance-Based Teacher Evaluation System. The process is ongoing and collaborative to encourage and guide professional growth. The purpose is to provide an overall analysis for reflection and monitoring of teaching strategies for school improvement. For example, data collected from several brief classroom walk-through visits could be used to gain a building level perspective on effective implementation of the building improvement plan or implementation of the curriculum

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STAFF DEVELOPMENT

Supervisors Prior to initiating the evaluation process, each evaluator will participate in staff development designed to promote consistency and quality in the effective implementation of the process. Supervisors include all personnel responsible for supervising/evaluating teachers. Central office administrators will also participate in the in-service training. Certified Staff Certified Staff new to the district will receive orientation about Performance Based Evaluation at the beginning of their employment. Staff will receive, on an annual basis, in-service sessions designed to provide:

Information on evaluation terms, process and procedures

An understanding of the roles of the teacher and the supervisor Certified staff include all certificated professional staff members, including teachers, counselors, librarians, media specialists, and special education teachers. While the criteria may differ for these positions, the process for evaluation will be the same for all.

EVALUATION CYCLE

Assignment of Supervisors Supervisors will be assigned to each professional staff member based on their building assignments. Supervisors are responsible for coordinating formative data collection, development of Professional Growth Plans and formulating the Summative Evaluation Form for all teachers assigned to him/her. Assignment of supervisors for elementary traveling teachers will be made by the Director of Elementary Education. Assignment of supervisors for traveling secondary teachers will be coordinated by the middle and high school principals. Assignment of supervisors for other traveling teachers will be coordinated among the building administrators and the assistant superintendent. Building administrators not assigned as supervisors of traveling teachers who work in their building will be expected to participate in these teachers’ evaluation process.

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Scheduling for Tenured Teachers A Summative Evaluation Report will be completed at least once every five years for tenured teachers. The Summative Evaluation Report will be completed by the Spring board meeting designated for review of the certificated teaching staff. Additional Summative Evaluation Reports may occur as deemed necessary by the teacher and/or the administrator. Reasons for more frequent Summative Evaluation Reports are transfer requests, reassignments, administrative concerns and teacher requests. The supervisor will notify the teacher and central office in writing as soon as practical if there is a change in the frequency of a Summative Evaluation Report. Scheduling for Probationary Teachers A Summative Evaluation Report will be completed for probationary teachers for each year of their probationary term. This report will be completed by the Spring board meeting designated for review of the certificated teaching staff.

DATA COLLECTION

Effective supervision includes the collection and sharing of information about teacher performance. The data may be planned or incidental. Each type may include observed data, non-observed data and artifact data. The most typical planned observations are scheduled and unscheduled classroom visits. Following is an explanation of each type of data collection. PLANNED DATA Planned data are information gathered purposefully through scheduled observations, unscheduled observations, non-observed sources, and artifacts. Scheduled and unscheduled observations may include classroom and non-classroom data. Planned, Observed Data Planned, observed data may be classified as scheduled or unscheduled, depending on whether the teacher was aware the supervisor would be observing and whether the two had the opportunity to visit prior to the observation. The observation may focus on specific criteria or may be comprehensive in scope. Planned, Non-Observed Data Planned, non-observed data are information which the supervisor or teacher seeks from others. Although the use of this data is rare, there may be occasions when it will be of benefit in improving the instructional/learning process.

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Collection of this data will be done with the prior knowledge of the teacher and is best utilized with the teacher’s support. This data is not valid for evaluative purpose unless the information is transferred to a Formative Data Form and discussed with the teacher. Planned, Artifact Data Artifact data are documents or materials gathered or identified by the teacher or supervisor to enhance the supervisor’s understanding of the skill of the teacher as related to the specific criteria. Artifact data are typically identified at the beginning of the school year and are collected throughout the formative phase. Examples include grade books, on-task logs, discipline referrals, in-service activities, workshop handouts, walk-through visits and letters. INCIDENTAL DATA Incidental data come to the attention of the supervisor without purposeful intent to gather such data. Incidental data may reflect information obtained by the supervisor, or shared by others with the supervisor. The use of incidental data is not valid for evaluative purposes unless noted, transferred to a Formative Data Form, and discussed as soon as practical (usually within 3 working days) with the teacher in a conference. Data that becomes significant because of its repetition will be shared within three days of determination of significance by the supervisor. As with planned data, there are three basic classifications: observed, non-observed, and artifact data. Incidental, Observed Data Supervisors are in frequent contact with teachers at times when they are not purposefully observing the teacher to collect observation data. If the supervisor observes data that he/she believes is pertinent to the teaching/learning process, the supervisor will document the information and discuss it with the teacher. The data is not valid for evaluative purpose unless the information is transferred to a Formative Data Form and discussed with the teacher as soon as practical. Incidental, Non-Observed Data Incidental non-observed data are those types of information which come to the attention of the supervisor indirectly. These are data which are not observed by the supervisor. Examples include information from telephone calls and conversations. The supervisor should make appropriate notations regarding the information and seek to validate the information and determine if it is significant. If determined to

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be significant, the supervisor will document the information on a Formative Data Form and discuss the data with the teacher as soon as practical. Incidental, Artifact Data Incidental artifact data are written information which comes to the attention of the supervisor indirectly and which the supervisor did not solicit. Examples include letters, memos and notes. If the supervisor determines the data is significant, he/she will document the data on a Formative Data Form and discuss the issue with the teacher as soon as practical.

FORMATIVE PHASE

The Formative Phase is the time between consecutive Summative Evaluation Reports and is the on-going process of data collection, documentation, conferencing and designing growth plans to promote professional development. This phase is critical to the success of the performance-based evaluation and the improvement of instruction for students. Formative Data Forms The Formative Data Forms provide the format for documenting all planned and incidental data collected in the formative process. The role of the supervisor is to record pertinent data on a form. The data on the form become the basis for discussion between teacher and supervisor relating to the teaching/learning process. The Formative Data Form will be completed by the end of the conference with either party having the opportunity to add written comments. Additional written comments either party wants appended to the Formative Form must be shared and discussed within five teacher attendance days after the conference. Scheduled and Unscheduled Observations During the Formative Phase probationary teachers will have a minimum of three classroom observations, one of which must be scheduled. The formative phase for probationary teachers is from the contractual board meeting of the current year to the contractual board meeting of the succeeding year. Supervisors will conduct a minimum of one (1) classroom observation on teachers new to the district prior to the November Board meeting.

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Tenure teachers will have a minimum of two (2) classroom observations per contractual year. A contractual year is defined as time from contractual board meeting of the current year to the contractual board meeting of the succeeding year. The teacher or supervisor may request a minimum of one of the two observations be scheduled. Scheduled Observation and the Pre-Observation Conference Scheduled observations provide focused and comprehensive information. It provides the teacher the opportunity to plan a lesson for which he/she would like to be evaluated. The role of the supervisor is to take notes during the observation and interpret them on a Formative Data Form. The duration of a scheduled observation will be an entire lesson/activity. Prior to the scheduled observation the teacher and supervisor will establish the time and date of the observation. The teacher will complete the Pre-Observation Worksheet. The teacher and supervisor will discuss the lesson to be observed during a pre-observation conference. At the completion of the conference the teacher and supervisor will make any required revisions to the worksheet and each will retain a copy. Unexpected events may necessitate a change in the scheduled observation time. If so, the teacher and supervisor will work together to identify an appropriate time for another observation and the need for another Pre-Observation Worksheet and discussion. Unscheduled Observations The supervisor will take notes during the observation and interpret those notes on the Formative Data Form (either short or long form.) An observation is not valid for evaluative purpose unless notes are taken, transferred to a Formative Data Form, and the observation discussed in a post-observation conference. Conferencing After recording pertinent data on a Formative Form the teacher and supervisor will discuss the data as it relates to the criteria. This conference will occur within two (2) attendance days after planned, scheduled or unscheduled observations. If, for any reason, this conference is not held within this time frame either party has the right to reject the observation and request another observation. After recording pertinent data on a Formative Evaluation Form, the teacher and supervisor will discuss the data related to the criteria. During the conference the

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form may be revised as appropriate. At the conclusion of the conference, the form will be signed by the teacher and supervisor. The signatures indicate only that the data has been discussed. The teacher and supervisor will each retain a copy of the form. When only one criteria is being documented the Short Form will be utilized. For non-observed data, the conference will occur as soon as practical but not later than three teacher attendance days after the data has been determined to be significant. Information which has not been documented on a Formative Data Form and discussed with the teacher may not be used as evaluative data.

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PROFESSIONAL GROWTH PLANS Profession Growth Plans are used to improve professional skills as defined by the criteria. The Professional Growth Plan includes identifiable objective(s) and appropriate means for achieving the objective(s). Professional Growth Plans are of two types: Enrichment Plans Teachers not identified as needing a Professional Improvement Plan to address a deficiency will meet with the supervisor sometime during the formative phase to develop an Enrichment Plan. The teacher and supervisor will discuss the criterion on which the teacher will focus. The supervisor and teacher will develop the plan, with the teacher implementing the plan and sharing the progress/results with the supervisor. The supervisor serves as a resource person to assist the teacher with the plan, including efforts to facilitate participation in activities that may occur outside of, and/or during the school day. The plan may transition through more than one Formative Phase, especially for probationary teachers. The plan will have two components. The first component will address the identified criteria/criterion. The second portion of the plan will address student outcomes as they relate to the criteria/criterion. Good faith effort on the part of the teacher to implement the Enrichment Plan will not detract from the Summative Evaluation. Teachers in the first two years of their teaching experience will utilize their Professional Development Plan in place of an Enrichment plan. Improvement Plans If a supervisor recognizes a need for growth on a criterion, the criterion will be identified and the teacher and supervisor will work together to develop and implement a Professional Improvement Plan. Supervisors are responsible for coordinating all Professional Improvement Plans and may seek additional assistance if appropriate. A staff member will not be rated “Does Not Meet Expectations” unless an Improvement Plan noting a deficiency for that criterion preceded the Summative Evaluation Form.

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SUMMATIVE PHASE

The Summative Phase is the review and synthesis of formative data pertaining to the performance of the teacher. Summative Form The Summative Form is the document used to summarize the evaluator’s rating of performance for each criterion during the preceding formative cycle. Summative Conference After the evaluator has completed the Summative Form a conference between the teacher and evaluator will be conducted to review the information on the Summative Form. The Form and the conference will be completed prior to the spring board meeting designated for review of the certified teaching staff. A conference will be conducted by the building administrator responsible for the Summative Evaluation for a teacher to review and discuss information on the form. If input was provided by other supervisors, such input will be clarified on the form. During the conference, either party will have the opportunity to add written comments. At the completion of the conference the teacher and evaluator will sign the Summative Form, indicating the document has been read and discussed. A rating of “Does Not Meet Expectations” cannot be made unless an Improvement Growth Plan was developed and implemented prior to the Summative evaluation conference. Additional written comments by either party may be appended to the Summative Form within five (5) working days after the Summative Conference, provided a copy of the addendum and the information has been discussed. Copies of the Summative Form will be retained by the teacher, evaluator and the central office.

REVIEW/APPEAL

A teacher may request a review or an appeal of professional judgment. This review/appeal is not to be confused with a grievance. A grievance is related to a violation of the evaluation process: review/appeal is related to professional judgment. A teacher has the right to request a review of a Professional Growth Plan by the administrator’s immediate supervisor. The assistant superintendent will review the Professional Growth Plan and discuss it with the teacher and supervisor. A teacher has a right to appeal the findings on the Formative/Summative Form. The appeal must be made in writing to the assistant superintendent within five (5) working days after the receipt of the Formative/Summative Form and identify the

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reason for the request, including an explanation of the information supporting the appeal. The appeal will be processed by the assistant superintendent within ten (10) working days of the receipt. The assistant superintendent will respond in writing and in person to the teacher during that time. At the conclusion of the appeal all materials associated with an appeal shall be addended to the Summative Evaluation Report.

SYSTEM REVIEW

The assistant superintendent will cause an annual review of all aspects of the evaluation system to promote the maintenance of an effective and efficient system that is comprehensive and performance based. This committee will be composed of representatives from each building, traveling teachers and

administrators.

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STANDARDS FOR PERFORMANCE-BASED TEACHER EVALUATION

INSTRUCTIONAL PROCESS:

Standard 1: The teacher causes students to actively participate and be successful in the

learning process.

Standard 2: The teacher uses various forms of assessment to monitor and manage student

learning.

CLASSROOM MANAGEMENT:

Standard 3: The teacher is prepared and knowledgeable of the content and effectively

maintains students’ on-task behavior.

INTERPERSONAL RELATIONSHIPS:

Standard 4: The teacher communicates and interacts in a professional manner with the

school community.

PROFESSIONAL RESPONSIBILITY:

Standard 5: The teacher keeps current on instructional knowledge and seeks and explores

changes in teaching behaviors that will improve student performance.

Standard 6: The teacher acts as a responsible professional in addressing the overall

mission of the school district

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Standards and Criteria

For Performance-Based Teacher Evaluation

Criterion 1: The teacher causes students to acquire the knowledge and skills to gather,

analyze and apply information and ideas.

Criterion 2: The teacher causes students to acquire the knowledge and skills to

communicate effectively within and beyond the classroom.


recognize and solve problems using higher order thinking skills.

Criterion 4: The teacher causes the students to acquire the knowledge and skills to

make decisions and act as responsible members of society.

Criterion 5: The teacher uses various ongoing assessment to monitor the

effectiveness of instruction.

Criterion 6: The teacher provides continuous feedback to students and family.

Criterion 7: The teacher assists students in the development of self-assessment skills.

Criterion 8: The teacher aligns the assessments with the goals, objectives, and

instructional strategies of the district curriculum guides.

Criterion 9: The teacher uses assessment techniques that are appropriate to the varied

characteristics and developmental needs of students.

Criterion 10: The teacher demonstrates appropriate preparation for instruction.

Criterion 11: The teacher chooses and implements appropriate methodology and varied

instructional strategies that address the diversity of learners.

Criterion 12: The teacher creates a positive learning environment.

Criterion 13: The teacher effectively manages student behaviors.

Standard 1: The teacher causes students to actively

participate and be successful in the learning process.

Standard 2: The teacher uses various forms of assessment to

monitor and manage student learning.

Standard 3: The teacher is prepared and knowledgeable of the

content and effectively maintains students’ on-task behavior.

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Criterion 14: The teacher communicates appropriately with students, parents,

community, and staff.

Criterion 15: The teacher engages in appropriate interpersonal relationships with

students, parents, community, and staff.

Criterion 16: The teacher engages in professional development activities consistent

with the goals and objectives of the building, district, and state.

Criterion 17: The teacher engages in professional growth.

Criterion 18: The teacher adheres to all the policies, procedures and regulations of the

building and district.

Criterion 19: The teacher assists in maintaining a safe and orderly environment.

Criterion 20: The teacher collaborates in the development and/or implementation of the

district’s vision, mission, and goals.

Standard 4: The teacher communicates and interacts in a

professional manner with the school community.

Standard 5: The teacher keeps current on instructional

knowledge and seeks and explores changes in teaching

behaviors that will improve student performance.

Standard 6: The teacher acts as a responsible professional in

addressing the overall mission of the school district.

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Teacher Evaluation Criteria with Descriptors

Note: The descriptors provided are simply examples of student and teacher behaviors that

may be used to document criteria. The descriptors provided are not intended to be an all

inclusive list. The observation and/or documentation of each criterion will vary based on

the context. * Items represent descriptors that may be more pertinent to special services

teachers.

Criterion 1: The teacher causes students to acquire the knowledge and skills to gather,

analyze, and apply information and ideas.

The students will:

1. Develop questions and ideas to initiate and refine research.

2. Conduct research to answer questions and evaluate information and ideas.

3. Use technological tools and other resources to locate, select, and organize information.

4. Comprehend and evaluate written, visual, and oral presentations and works.

5. Discover and evaluate patterns and relationships in information, ideas, and structures.

6. Organize data, information, and ideas into useful forms (including charts, graphs, and

outlines) for analysis and presentation.

7. Identify, analyze and compare the institutions, traditions, and art forms of the past and

present societies.

8. Apply acquired information, ideas, and skills to different contexts as students, workers,

citizens and consumers.



The students will:

1. Plan and make written, oral, and visual presentations for a variety of purposes

and audiences.

2. Review and revise communications to improve accuracy and clarity of information.

3. Exchange information, questions, and ideas while recognizing the perspectives of

others.

4. Present perceptions and ideas regarding works of the arts, humanities, and sciences.

5. Perform or produce works in the fine and practical arts.

6. Apply communication techniques to the job search and the workplace.

7. Use technological tools to exchange information and ideas.


recognize and solve problems using higher order thinking skills.

The students will:

1. Identify problems and define their scope and elements.

2. Develop and apply strategies based on ways others have prevented or solved problems.

3. Develop and apply strategies based on one’s own experience in preventing and solving

problems.

4. Evaluate the processes used in recognizing and solving problems.

5. Reason inductively from a set of specific facts and deductively from general premises.

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6. Evaluate the extent to which a strategy addresses the problem.

7. Assess costs, benefits, and other consequences of proposed solutions.

Criterion 4: The teacher causes students to acquire the knowledge and skills to make

decisions and act as responsible members of society.

The students will:

1. Explain reasoning and identify information used to support decisions.

2. Understand and apply the rights and responsibilities of citizenship in Missouri and the

United States.

3. Analyze the duties and responsibilities of individuals in society.

4. Recognize and practice honesty and integrity in academic work and in the workplace.

5. Develop, monitor, and revise plans of action to meet deadlines and accomplish goals.

6. Identify tasks that require a coordinated effort and work with others to complete

those tasks.

7. Identify and apply practices that preserve and enhance the safety and health of self

and others.

8. Explore, prepare for, and seek educational and job opportunities.

Criterion 5: The teacher uses various ongoing assessments to monitor the effectiveness

of instruction.

The teacher:

1. Applies a variety of formal and informal assessment techniques (e.g., observations,

portfolios of student work, teacher-made tests, performance tasks, projects, student self

assessments, authentic assessments, and standardized tests) to enhance and monitor his

or her knowledge of learning, to evaluate student progress and performances and to

modify instructional approaches and learning strategies.

2. Collects information through observation of classroom interaction, and questions and

analyzes student work.

3. Designs and uses assessments that support the transfer of learning to real life.

4. Makes appropriate modifications in assessments in accordance with students’ IEPs.*

5. Employs district adopted assessment techniques.*

6. Other...

Criterion 6: The teacher provides continuous feedback to students and family.

The teacher:

1. Maintains useful records of student work and performance and shares the information

with the student.

2. Provides feedback to students regarding the quality of performance.

3. Contacts parents promptly regarding concerns related to the student’s academic or

behavioral performance.

4. Makes regular contacts with parents regarding students’ IEP progress.*

5. Provides parents with information regarding program background and purpose.*

6. Other...

Analysis - 31

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Criterion 7: The teacher assists students in the development of self-assessment skills.

The teacher:

1. Uses assessment strategies to involve learners in self-assessment activities, assist

them in becoming aware of their learning behaviors, strengths, needs and progress, and

encourages them to set personal goals for learning.

2. Develops scoring guides for students to use in assessing the quality of their work.

3. Other...

Criterion 8: The teacher aligns the assessments with the goals, objectives, and

instructional strategies of the district curriculum guides or IEPs.

The teacher:

1. Uses assessments which correlate to the method of instruction and the district

curriculum guide/IEPs.

2. Assigns meaningful activities or homework that are timed to assist the student in

understanding.

3. Assigns homework that supports the students’ understanding of content.

4. Uses assessments, which correlate to the methods of instruction.

5. Other...

Criterion 9: The teacher uses assessment techniques that are appropriate to the varied


The teacher:

1. Uses assessment data to adjust instructional strategies appropriately for desired

learner outcomes.

2. Uses assessment techniques that allow for a variety of multiple intelligences to be used

by students.

3. Uses student portfolios to assess students’ work in a developmental manner.

4. Uses a variety of communication tools to report student progress.

5. Provides scoring guides, as appropriate, to students prior to assessing work.

6. Makes modifications of assessment procedures, as appropriate.

7. Other...

Criterion 10: The teacher demonstrates appropriate preparation for instruction.

The teacher:

1. Prepares lessons, which reflect a strong understanding of the content.

2. Implements lessons which link students’ prior knowledge with new ideas and/or

provides effective anticipatory set.

3. Designs lessons in clear and logical formats.

4. Selects and creates learning experiences that are appropriate for curriculum goals/IEPs,

relevant to learner and based upon principles of effective instruction.

5. Evaluates plans relative to long and short-term goals and adjusts them to meet

students’

individual needs/IEP and to enhance learning.

6. Provides effective anticipatory set to prepare the students for the learning experience.

7. Clearly states the expected learning objectives to the students.

Analysis - 32

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8. Utilizes district and/or community resources to implement instruction.

9. Provides resource teachers with advance knowledge of lessons, tests, dates of project

deadlines, and scoring guides.

10. Conferences with classroom teacher prior to lessons to make appropriate

modifications

for special service students.*

11. Prepares lessons which are aligned with IEP objectives.*

12. Other...

Criterion 11: The teacher chooses and implements appropriate methodology and varied

instructional strategies that address the diversity of the learner.

The teacher:

1. Identifies students’ prior experiences, learning styles, strengths and needs when

designing and implementing a lesson plan.

2. Demonstrates the ability to access specialized services to meet students’ needs.

3. Selects alternative teaching strategies, materials, and technology to achieve multiple

instructional purposes and then meets student needs. (e.g. lecturing, modeling,

questioning,

experimental learning, role-playing, Socratic seminar, and project based learning).

4. Provides opportunity for guided and independent practice.

5. Provides effective closure of the lesson.

6. Creates lessons and activities that recognize individual needs of diverse learners and

variation in learning styles and performance.

7. Implements IEP goals for identified students.*

8. Modifies students’ participation in learning activities based on ability and need.*

9. Identifies students with possible special needs and refers them to appropriate resource.

10. Other...

Criterion 12: The teacher creates a positive learning environment.

The teacher:

1. Creates a positive learning environment where students feel comfortable and willing to

engage in learning.

2. Arranges and maintains a safe and functional classroom or workspace.

3. Interacts with students in a professional and courteous manner.

4. Connects learning to students’ prior experiences with family, culture and community.

5. Creates an environment, which promotes mutual respect.

6. Provides for well-structured learning activities that encourage students to pay attention

and participate.

7. Manages time, space, transitions, and activities effectively.

8. Contributes to maintaining the positive classroom environment (class within a class

environment).*

9. Other...

Criterion 13: The teacher effectively manages student behaviors to promote learning.

The teacher:

1. Encourages student responsibility in the classroom.

Analysis - 33

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2. Avoids using emotionally charged language in dealing with behavioral disruptions.

3. Makes effective use of preventive strategies (proximity, eye contact, non-verbal cues,

position and movement).

4. Manages discipline infractions in accordance with school policy.

5. Applies classroom discipline appropriately.

6. Intervenes during inappropriate behavior.

7. Recognizes and reinforces appropriate student behavior.

8. Communicates expectations and parameters for student classroom behavior.

9. Reinforces the classroom teacher’s rules (class within a class environment).*

10. Other...

Criterion 14: The teacher communicates appropriately with students, parents,

community, and staff.

The teacher:

1. Models effective verbal/non-verbal communication skills.

2. Demonstrates sensitivity to cultural, gender, intellectual, and physical ability

differences

in classroom communication and in response to students’ communications.

3. Uses a variety of media communication tools (e.g. video, multimedia, laserdisc,

internet).

4. Writes documents in a professional manner.

5. Provides clear and concise oral and written directions.

6. Uses effective active listening skills (e.g. affirmation of understanding, eye contact,

attentiveness, restating, and paraphrasing).

7. Reviews IEP’s with all stakeholders to convey all special needs of each student with an

IEP.*

8. Talks, listens and is responsive to students.

9. Seeks appropriate assistance as needed to support students with intellectual, emotional,

or physical problems.

10. Provides information regarding individual students; IEP to classroom teacher as

appropriate.*

11. Other...

Criterion 15: The teacher engages in appropriate interpersonal relationships with

students, parents, community, and staff.

The teacher:

1. Offers appropriate encouragement to all students.

2. Expresses views and ideas to others in a professional manner.

3. Handles confidential information and difficult situations ethically and with discretion.

4. Seeks opportunities to develop cooperative partnerships with the parents/guardians of

students in support of student learning and well being.

5. Conveys expectations to parents/guardians of shared responsibilities in the learning

process.

6. Identifies and uses the appropriate school personnel and community resources to help

students reach their full potential.

7. Supports parent/staff activities.

Analysis - 34

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8. Is responsive to parents desiring a conference during regular school hours.

9. Provides pertinent information during parent/teacher conferences.

10. Collaborates with special education teachers regarding students with IEPs.

11. Collaborates with classroom teacher regarding the IEP needs of special services

students.*

12. Other...

Criterion 16: The teacher engages in professional development activities consistent

with the goals and objectives of the building, district and state.

The teacher:

1. Uses varied building, district, state, or national resources available for professional

development.

2. Participates in school and district in-service activities as appropriate.

3. Maintains appropriate knowledge of current state and federal laws regarding special

services students.*

4. Participates in activities that encourage collective inquiry regarding teaching and

learning.

5. Other...

Criterion 17: The teacher engages in professional growth.

The teacher:

1. Applies a variety of self-assessment and problem-solving strategies for reflecting on

practice, on his/her influence on students’ growth and learning, and on the complex

interactions between them.

2. Increases knowledge base related to professional responsibilities.

3. Increases knowledge of learning theory.

4. Applies new understanding of learning theory to the classroom.

5. Works cooperatively to develop and implement a professional development/growth

plan.

6. Disseminates information obtained from professional development opportunities with

faculty/staff as appropriate.

7. Documents continuing education units required for state certification.

8. Other...

Criterion 18: The teacher adheres to all the policies, procedures and regulations of the


The teacher:

1. Stays informed regarding policies and regulations applicable to his/her position.

2. Follows the identified channels for resolving concerns/problems.

3. Complies with school policy on attendance and punctuality.

4. Completes duties promptly and accurately when given adequate notice.

5. Complies with school policy and guidelines on copyright.

6. Complies with school policy and guidelines regarding student confidentiality.

7. Maintains IEP records according to district policy.*

8. Other...

Analysis - 35

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Criterion 19: The teacher assists in maintaining a safe and orderly environment within

the school setting.

The teacher:

1. Performs school supervisory tasks.

2. Exercises responsibility for student management on school property and at

school activities during school days.

3. Regularly communicates safety issues for individual students to classroom teachers

and

administrators.*

Criterion 20: The teacher collaborates in the development and/or implementation of the

district’s vision, mission, and goals.

The teacher:

1. Participates in professional activities designed to make the entire school a productive

learning environment.

2. Participates, as appropriate, in Missouri School Improvement Plan, Comprehensive

School Improvement Plan, School Improvement Plan and committee work.

3. Participates in all phases of the evaluation process to effect ongoing professional

growth.

4. Other...

Analysis - 36

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PERFORMANCE-BASED

TEACHER EVALUATION FORMS

Analysis - 37

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ABC SCHOOL DISTRICT R-II

FORMATIVE EVALUATION FORM

(LONG FORM)

__________________________ __________________ ________________________

Teacher Date School

__________________________ __________________ ________________________

Subject Area Grade Level Observation Time

Scheduled Unscheduled

__________________________

Evaluator/Supervisor

INSTRUCTIONAL PROCESS

Criteria 1: The teacher causes student to acquire the knowledge and skills to gather,

analyze, and apply information and ideas.

Criteria 2: The teacher causes students to acquire the knowledge and skills to


Criteria 3: The teacher causes students to acquire the knowledge and skills to recognize

and solve problems using higher order thinking skills.

Criteria 4: The teacher causes students to acquire the knowledge and skills to make

decisions and act as responsible members of society.

Criteria 5: The teacher uses various ongoing assessments to monitor the effectiveness of

instruction.

Analysis - 38

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Criteria 6: The teacher provides continuous feedback to students and family.

Criteria 7: The teacher assists students in the development of self-assessment

skills.

Criteria 8: The teacher aligns the assessments with the goals, objectives, and instructional

strategies of the district curriculum guides.

Criteria 9: The teacher uses assessment techniques that are appropriate to the varied


CLASSROOM MANAGEMENT

Criteria 10: The teacher demonstrates appropriate preparation for instruction.

Criteria 11: The teacher chooses and implements appropriate methodology and

varied

instructional strategies that address the diversity of the learner.

Criteria 12: The teacher creates a positive learning environment.

Criteria 13: The teacher effectively manages student behaviors.

INTERPERSONAL RELATIONSHIPS

Criteria 14: The teacher communicates appropriately with students, parents, community

and staff.

.

Analysis - 39

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Criteria 15: The teacher engages in appropriate interpersonal relationships with students,

parents, community, and staff

PROFESSIONAL RESPONSIBILITIES

Criteria 16: The teacher successfully engages in professional growth activities consistent

with the goals of the building, district, and state.

Criteria 17: The teacher engages in professional growth.

Criteria 18: The teacher adheres to all the policies, procedures, and regulations of the


Criteria 19: The teacher assists in maintaining a safe and orderly environment

within the school setting.

Criteria 20: The teacher collaborates in the development and/or implementation

of the district’s vision, mission, and goals.

____________________________________ _________________________________

Teacher’s Signature/Date Evaluator’s Signature/Date

* Attach any additional comments to this document and initial by both parties

(Signatures imply that the content of this document has been discussed)

Analysis - 40

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Teacher: Date: School:

Subject Area: Grade Level: Time (if appropriate)

Type of information:

Observed Data Non – observed Data Artifact Data

This form is used in lieu of the longer form when only one criterion is being documented

CRITERION:

DATA:

COMMENTS:

Professional Growth Plan Discussed

_____ Yes _____ No

________________________________ __________________________________

Teacher’s Signature / Date Supervisor’s Signature / Date

FORMATIVE DATA FORM

(Short Form)

Analysis - 41

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Teacher______________________________ School____________________________

Date______________

Dates of Formative Conferences: _______ ______ _______ _______ _______ ______ ______

PERFORMANCE

LEVELS

Instructional Process :Criteria Does Not Meet

Expectations

Progressing Toward

Meeting Expectations

Meets

Expectations

1. The teacher causes student to acquire the

knowledge and skills to gather, analyze, and

apply information and ideas.

2. The teacher causes students to acquire the

knowledge and skills to communicate effect-

tively within and beyond the classroom.


knowledge and skills to recognize and solve

problems using higher order thinking skills.


knowledge and skills to make decisions and

act as responsible members of society.

5. The teacher uses various ongoing assessments

to monitor the effectiveness of instruction.

6. The teacher provides continuous feedback to

students and family.

8. The teacher aligns the assessments with the

goals, objectives, and instructional strategies

of the district curriculum guides.

9. The teacher uses assessment techniques that are

appropriate to the varied characteristics and

developmental needs of students.

Instructional Process- Teacher Comments:

ABC SCHOOL DISTRICT R-II SCHOOLS

SUMMATIVE EVALUATION REPORT

Analysis - 42

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Instructional Process- Supervisor Comments:

PERFORMANCE LEVELS

Classroom Management:Criteria Does Not Meet

Expectations

Progressing Toward


Meets

Expectations

10. The teacher demonstrates appropriate

preparation for instruction.

11. The teacher chooses and implements appropriate

methodology and varied instructional strategies

that address the diversity of learners.

12. The teacher creates a positive learning

environment.

13. The teacher effectively manages student

behaviors.

Classroom Management-Teacher Comments:

Classroom Management-Supervisor Comments:

PERFORMANCE LEVELS

sonal Interpersonal Relationships: Criteria

Does Not Meet

Expectations

Progressing Toward


Meets

Expectations

14. The teacher communicates appropriately

with students, parents, community and staff.

15. The teacher engages in appropriate

interpersonal relationships with students,

parents, community, and staff.

Interpersonal Relationships- Teacher Comments:

Analysis - 43

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Interpersonal Relationships- Supervisor Comments:

PERFORMANCE LEVELS

Professional Responsibilities: Criteria Does Not Meet

Expectations

Progressing Toward


Meets

Expectations

16. The teacher successfully engages in

professional growth activities consistent with the

goals of the building, district, and state.

17. The teacher engages in professional growth.

18. The teacher adheres to all the policies, procedures,

and regulations of the building and district.

19. The teacher assists in maintaining a safe and

orderly environment.

20. The teacher collaborates in the development

and/or implementation of the district’s vision,

mission, and goals.

Professional Responsibilities; Teacher Comments:

Professional Responsibilities; Supervisor Comments:

Dates of Review of Professional Growth Plan:

_______ _______ _______ _______ ______ ______

_____________________________

_____________________________

Teacher Signature/Date Supervisor Signature/Date

Signatures imply the content of this document has been discussed. Copies to the

teacher, supervisor, and the central office

Analysis - 44

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ABC SCHOOL DISTRICT R-II SCHOOL DISTRICT

SUMMATIVE EVALUATION REPORT

SPECIAL EDUCATION ADDENDUM

Teacher____________________________School_____________________

Date________________

Performance Levels

Criteria Does Not Meet

Expectations

Progressing Toward


Meets

Expectations

A. Performs the diagnostic

functions effectively

B. Functions effectively in staffings

C. Writes and monitors appropriate

individual educational programs

(IEP’s)

D. Communicates with and serves

as a liaison between teachers,

parents, and patrons

E. Makes effective use of hired

aides

F. Demonstrates the ability to

schedule students, time, and

activities effectively

Comments:

________________________________

_______________________________

Teacher’s Signature/Date Supervisor’s Signature/Date

(Signatures indicate the date have been read and discussed)

Performance-Based Teacher Evaluation

Analysis - 45

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Pre-observation Worksheet

Teacher: ____________________________ Date: __________________

Content: ___________________________ Grade/Level: ____________

Teacher completes this form and submits form to supervisor prior to scheduled

classroom observation.

Check One: I would like to meet for a pre-observation conference.

A pre-observation conference is not necessary.

1. What are the lesson objectives and how do they relate to curricular objectives?

2. What GLE will be included in the lesson or the unit that this lesson is part of?

3. What teaching methods and learning activities will be used?

4. How are you going to monitor for understanding?

5. Are there any teaching/learning behaviors you especially want monitored?

6. Are there any special circumstances of which the supervisor should be aware?

7. How will the effectiveness of this lesson be analyzed?

________________________________________________________________________

Teacher’s Signature/Date Supervisor’s Signature/ Date

ABC School District R-II School District

Analysis - 46

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Reflection Sheet

The Reflection Sheet should be completed by the teacher following each formal observation and taken to the post-

observation conference. This form may be used by the administrator/supervisor to discuss and document

standards/criteria.

Teacher:___________________________________

Grade/Subject:

______________________________Date:______________________________

1. As I reflect on the lesson, to what extent were the students productively engaged in the work?

How do I know?

2. Did the lesson allow for students to engage in activities and learning situations consistent

with Grade Level Expectations/curriculum? Which GLE/curriculum objectives?

3. What feedback did I receive from students indicating they achieved understanding and that the

goal/objectives were met for this lesson?

4. Did I adjust my goals or my work as I taught the lesson? Why? How?

5. If I had the opportunity to teach this lesson again to this same group of students, what would I do

differently?

6. What would you share (from this lesson) with a colleague that would make student learning more

successful?


PROFESSIONAL ENRICHMENT PLAN (PEP)

Analysis - 47

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Teacher/Team: ________________________________

School: ______________________________________

Annual Plan OR Multi-Year Plan

* If more space is needed, add additional pages

Objective (s):

Strategies for achieving objective(s):

Teacher/team will:

Administrator will:

Assessment methods:

Plan Developed: ________________________ ________________________


Plan Reviewed: _______________________ ________________________

Plan Completed: _______________________ _______________________



Analysis - 48

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PROFESSIONAL IMPROVEMENT PLAN (PIP)

________________________________ ________________ __________________

Teacher’s Name Date School

Evaluator develops plan in collaboration with the teacher

□ Standard I & II Instructional Process Criteria 1-9

□ Standard III Classroom Management Criteria 10-13

□ Standard IV Interpersonal

Relationships

Criteria 14-15

□ Standard V & VI Professional

Responsibilities Criteria 16-18

2. CRITERION: (A separate Professional Improvement Plan should be developed for each

criterion)

3. OBJECTIVE (S): (See descriptors, for suggestions)

4. PROCEDURES FOR ACHIEVING OBJECTIVE (S): a. Plan to expand knowledge base:

b. Plan for implementation:

c. Analysis of plan’s impact on teacher performance and student success:

d. Target dates:

TEACHER’S COMMENTS: EVALUATOR’S COMMENTS:

___________________________ _______________________________


___________________________

Date Achieved

*Signatures simply indicate that information has been discussed