2.A.10 Teacher Evaluation

Human Resources

 

 

 


Administrative Procedure: Teacher Evaluation

EFFECTIVE DATE:

July 13, 2005

 

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ADMINISTRATIVE PROCEDURE CODE:

2.A.10

AMENDED DATE:

 

Policy Reference

 

 

Legal Reference

 

 

 

 

 

 

 

 













Border Land School Division evaluation policy addresses the need for continued professional growth of teachers in relation to life-long learning and the divisional expectation for accountability. The Board also recognizes that supervision and teacher self-reflection are key components in an effective evaluation policy.

 

The goals of the evaluation policy are:

 

  • To expect the best possible learning environment for the student.
  • To ensure a high level of teacher performance by promoting professional growth.
  • To promote a positive teaching/learning process.
  • To review the performance of teachers for the purpose of summative evaluation.
  • To make decisions regarding the employment of teaching staff.

 

In order to address these goals, this policy recognizes that the evaluative function is separate from the growth function.  The accountability track is designed to address the evaluation function. The developmental track is designed to address the continued professional growth of teachers. Principals will maintain an annual record of those teachers on the evaluative track and those on the professional growth track.

 

Accountability Track

 

The formal teacher evaluation will be based on a framework for professional practice with the following dimensions:

 

  • Planning and Preparation
    • Demonstrating knowledge of content and pedagogy
    • Demonstrating knowledge of student characteristics, learning styles, and background
    • Selecting instructional goals for the learner
    • Demonstrating knowledge of resources
    • Designing coherent instruction
    • Assessing student learning
  • Classroom environment
  • Creating an atmosphere of respect and rapport
  • Establishing a culture of learning
  • Managing classroom procedures
  • Creating a climate for positive student behaviour
  • Organizing the physical space
  • Instruction
  • Communicating clearly and effectively
  • Using questions and discussion techniques
  • Engaging students in learning
  • Providing feedback to students
  • Demonstrating flexibility and responsiveness
  • Professional responsibilities
  • Reflecting on teaching elements
  • Maintaining accurate records
  • Communicating with families
  • Contributing to the school and Division
  • Growing and developing professionally
  • Showing professionalism

 

The components of professional practice are outlined in the Teacher Professional Development Rubric.  This rubric will be used to prepare a summative statement.

 

The accountability track requires that formal summative evaluation will be conducted as follows:

 

  • Teachers in their first year followed with an evaluation every fourth year
  • Teachers requesting a formal evaluation
  • Teachers who, in the professional judgment of the school administrator, are experiencing difficulty meeting an acceptable level of performance
  • Teachers who, in the professional judgment of the school administrator, have not shown appropriate improvement to an acceptable level of performance (may be placed under review- see Procedure below)

 

All participants in the evaluation process will be informed with respect to the purpose, the criteria, the process, and the provision for an appeal.  The accompanying procedures shall be used to guide the evaluation process.

 

In the event that a school administrator has reason to believe that the performance of a teacher is generally not at an acceptable level, the school administrator may, after consultation with the Superintendent, initiate a review process. All written communication pertaining to this process will be given to the teacher with a copy to the Superintendent for placement in the personnel file of the teacher.  The teacher will be informed at the outset of his/her right to have Manitoba Teachers’ Society (MTS) involved in this process.

 

The intent of this review process is to identify and document unsatisfactory teaching performance, to assist teachers to correct and improve unsatisfactory teaching performance, and if required, to provide a mechanism which may result in a recommendation for dismissal.

 

The school administrator is primarily responsible for directing the review process and is required to consult with and keep the Superintendent informed throughout the process.

 

Formal evaluation will be conducted for the following professionals:

 

  • Teachers in their first year in Border Land School Division and every fourth year thereafter
  • Teachers requesting a formal evaluation
  • Teachers who, in the professional judgment of the school administrator, are experiencing difficulty meeting an acceptable level of performance
  • Teachers who, in the professional judgment of the school administrator, have not shown appropriate improvement to an acceptable level of performance (may be placed on the Under Review Process)

 

All participants in the evaluation process will be informed with respect to the purpose, the criteria, the process, and the provision for an appeal.

 

The following will be the minimum that will occur during the formal evaluation:

 

  • A pre-visitation conference between the principal and the teacher which may include observations made during the supervision process
  • A minimum of three pre-arranged classroom visitations by the principal (within a reasonable time frame)
  • A post-visitation conference by the principal which will be held as soon as possible upon completion of these formal visitations

 

The formal report by the principal must be signed by both the teacher and principal and retained in the personnel file of the teacher.  A copy will be given to the teacher.

 

A record of teachers on the evaluation track shall be kept by the principal, using the Principal Record of Teacher Evaluation and Growth Plans

 

 

 

 

Timelines

 

  • New teachers to the Division will receive initial feedback within three (3) months of employment with the Division. This feedback shall be provided using the Feedback Report for Teachers New to the Division
  • All teachers on formal evaluation will receive a Teacher Evaluation Summary Report  by April 30th.

 

Appeal Procedure

 

If a teacher wishes to appeal the Teacher Evaluation Summary Report, he/she will first discuss the report with the evaluator.

 

  • If this does not bring about a satisfactory resolution, the teacher may appeal the report in writing to the evaluator within seven (7) teaching days of signing and receiving a copy of the report.
  • The evaluator shall respond to this appeal in writing within fourteen (14) teaching days of the date the teacher signed and received the report.  The response may be an amended report or written notification that the report will not be amended.
  • Subsequently, the teacher may appeal the report in writing to the Superintendent within twenty-one (21) teaching days of signing and receiving a copy of the report.  The Superintendent shall discuss the report with the teacher within seven (7) teaching days of receiving the appeal.

 

A teacher may withdraw an appeal at any time. 

 

Teacher Evaluation Accountability Track- Under Review

 

Under Review Procedure

 

Teachers who, in the professional judgment of the school administrator, have not shown appropriate improvement to an acceptable level of performance, may be placed on the Under Review Process.

 

  1. The school administrator shall write a letter of concern, which includes

 

  • Identification of specific areas of unsatisfactory performance.
  • Specific description of the improvement(s) expected.
  • Identification of resources and supports available to the teacher to assist in improving performance.
  • Identification of a reasonable time period for the teacher to show sufficient improvement (usually thirty teaching days).
  • A statement of possible consequences (which may include termination) for failure to improve.
  1. A meeting will be arranged with the school administrator, the Superintendent, the teacher, and his/her Manitoba Teachers’ Society (MTS) representative.  The teacher shall be informed of the decision to begin the process and the letter of concern shall be discussed.

 

     Meetings with the teacher and his/her MTS representative will be held throughout

     the process to monitor the progress of the teacher.

  1. The school administrator shall prepare a written summary of every meeting, review it with the teacher, and the teacher will sign the summary, acknowledging that it has been read. The teacher will have the opportunity to respond to the letter. 

     

  2. Based on the identified timelines, the school administrator will conduct a

minimum of three (3) observations to determine whether sufficient improvement has taken place. (Note: should an interruption in the time period occur for any reason other than a scheduled holiday or break, the timeline will be suspended for the duration of the interruption and will be reinstated on the date that the interruption ends).

      5.   If sufficient improvement has taken place, the school administrator will so advise the teacher in writing. The evaluation will return to the timelines outlined in the Teacher Evaluation - Accountability Track. If sufficient improvement has not taken place, the matter will be referred to the Superintendent.

 

Referral to Superintendent

 

The Superintendent shall arrange a meeting with the school administrator, the teacher, and his/her MTS representative.  At this meeting it will be decided whether:

 

  • Extending the timeline for required improvement is appropriate, or
  • Extension of the timeline is not appropriate.In this case, a recommendation fordismissal will be forwarded to the Board with a copy to the teacher.

 

If a decision is made to extend the time period for improvement, the school administrator will write a second letter of concern. Based on the identified timelines, the school administrator will follow up with the teacher to determine whether sufficient improvement has taken place.

 

  • If sufficient improvement has taken place, the school administrator will inform the teacher in writing.
  • If sufficient improvement has not taken place, the matter will be referred to the Superintendent.

Recommendation for Dismissal

 

This decision shall be taken only after all attempts to assist the teacher have failed to produce the required improvement.  The recommendation of the Superintendent will include evidence of:

 

  • Having notified the teacher in writing of the proposed course of action and the reason(s) thereof.
  • Having advised the teacher that he/she has the right to appear and make representation before the Board and/or make a written submission which will be given to the Board as part of the deliberations related to the recommendation for dismissal as per the Public Schools Act.

 

Developmental Track

 

The developmental track has been created with the purpose of fostering life long learning for teachers.  The Board believes that this is accomplished through reflective practice, encouragement of record keeping of professional development, and the celebration of professional achievement

The specific goals are

 

  • To support teachers in developing and maintaining the best possible learning environment for the student.
  • To ensure effective teaching practices.
  • To facilitate ongoing dialogue among professional staff.
  • To promote professional development, recognizing that the needs of each teacher are unique.

 

In order to accomplish these goals, it is expected that all teachers will maintain a professional portfolio record (see appendix) after their first year. This record will be shared with the school administrator on an annual basis.  In addition, principals will encourage teachers to develop a more specific and finalized growth plan for themselves.

 

Components of such a professional growth plan may include the following:

 

  • Self-directed professional development
  • Group-directed professional development
  • Action research
  • Post-secondary study
  • Serving on educational committees
  • Supervising teacher candidates
  • Leading or directing professional development session
  • Other

 

Definitions related to these components are provided below.

 

The procedure with respect to the creation or development of a professional portfolio and suggested formalized growth plan is attached.

 

Every teacher is required to maintain a Professional Portfolio Record on an annual basis.  All teachers shall be encouraged to develop and follow through on a Professional Growth Plan to be shared with their principals

 

Professional Portfolio Record

 

The portfolio will serve as a record of personal and professional activities, which will be shared with the school administrator on an annual basis. See form below.

 

Professional Growth Plan

 

  • The teacher is expected to develop and maintain a professional growth plan and to share that plan with their administrator.
  • The teacher and the school administrator will collaborate concerning the professional growth plan of the teacher. A sample template (Teacher Developmental Track Growth Plan) is included below.
  • The partner in a professional growth plan may be a professional colleague.
  • The plan of the teacher shall include specific details and dates that will allow the principal to discuss progress to date.
  • Both teacher and principal will keep a copy of the plan.  It is recognized that if changes to the plan occur during the year, these changes shall be communicated to the principal.
  • The plan and the Professional Portfolio Record shall be completed by the teacher, discussed with the school administrator, and may be placed in the personnel file of the teacher at his/her discretion.

 

Definitions Related to Developmental and Growth Plan Model for Supervision

 

Professional Portfolios 

This record of personal and professional pursuits may be presented in a variety of formats such as scrapbooks, photo albums, file folders, binders, CD’s or any other medium.

Self-Directed Professional Development    

The teacher may select one or more professional development activities that are relevant to the approved plan.  This might include conferences, visitations, workshops, or other professional development activities discussed with the school administrator.

Group-Directed Professional Development

This might involve school level professional development (P.D), grade level meetings, or other activities where groups of people focus on a particular P.D. topic that is relevant to the teacher’s plan.

Action Research

This is similar to field research.  The teacher selects an area for study and gathers data at the school level.  This may be done individually or by a group of teachers interested in studying the same area.  The project shall result in a report and may be part of a post-secondary course.

 

Post-Secondary Studies

This involves university or community college work that is relevant to the teacher’s plan.

Educational Committees

Many teachers serve on committees at the local level and/or provincial level. This work may be considered for a professional growth plan. The work of the committee must be relevant to the teacher’s plan.

Supervision of Teacher Candidates

When serving as a cooperating teacher for a minimum of a five-week practicum block, the teacher is required to assist the teacher candidate with planning, management, methodology, observation skills, and evaluation techniques.  Discussions and meetings require the teacher to focus on a particular skills area.

 

TEACHER PROFESSIONAL DEVELOPMENT – RUBRIC

 

Level of Performance

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

DOMAIN 1: PLANNING AND PREPARATION

Component 1 a: Demonstrating Knowledge of Content and Pedagogy

Elements:

Knowledge of content * Knowledge of prerequisite relationships

Knowledge of content-related pedagogy

 

 

 

 

 

 

 

 

 


ELEMENT

 

UNSATISFACTORY

 

BASIC

 

PROFICIENT

 

DISTINGUISHED

 

KNOWLEDGE OF CONTENT

 

 

Teacher makes content errors or does not correct content errors students make.

 

 

Teacher displays basic content knowledge but cannot articulate connections with other parts of the discipline or with other disciplines.

 

 

Teacher displays solid content knowledge and makes connections between the content and other parts of the discipline and other disciplines.

 

Teacher displays extensive content knowledge, with evidence of continuing pursuit of such knowledge.

 

KNOWLEDGE OF PREREQUISITE RELATIONSHIPS

 

 

Teacher displays little understanding of prerequisite knowledge important for student learning of the content.

 

Teacher indicates some awareness of prerequisite learning, although such knowledge may be incomplete or inaccurate.

 

 

Teacher’s plans and practices reflect understanding of prerequisite relationships among topics and concepts.

 

Teacher actively builds on knowledge of prerequisite relationships when describing instruction or seeking causes for student misunderstanding.

 

 

KNOWLEDGE OF CONTENT RELATED PEDAGOGY

 

 

Teacher displays little understanding of pedagogical issues involved in student learning of the content.

 

Teacher displays basic pedagogical knowledge but does not anticipate student misconceptions.

 

Pedagogical practices reflect current research on best pedagogical practice within the discipline but without anticipating student misconceptions.

 

 

Teacher displays continuing search for best practice and anticipates student misconceptions.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

DOMAIN 1: PLANNING AND PREPARATION

Component 1 b: Demonstrating Knowledge of Students

Elements:

Knowledge of characteristics of age group * Knowledge of students’ varied approaches to learning

Knowledge of students’ skills and knowledge * Knowledge of students’ interests and cultural heritage

 

 

 

 

 

 

 

 


ELEMENT

 

UNSATISFACTORY

 

BASIC

 

PROFICIENT

 

DISTINGUISHED

 

KNOWLEDGE OF CHARACTERISTICS OF AGE GROUP

 

 

Teacher displays minimal knowledge of developmental characteristics of age group.

 

 

Teacher displays generally accurate knowledge of developmental characteristics of age group.

 

 

Teacher displays thorough understanding of typical developmental characteristics of age group as well as exceptions to general patterns.

 

 

Teacher displays knowledge of typical developmental characteristics of age group, exceptions to the patterns, and the extent to which each student follows patterns.

 

 

KNOWLEDGE OF STUDENTS’ VARIED APPROACHES TO LEARNING

 

 

Teacher is unfamiliar with the different approaches to learning that student’s exhibit, such as learning styles, modalities, and different “intelligences.”

 

 

Teacher displays general understanding of the different approaches to learning that students exhibit.

 

Teacher displays solid understanding of the different approaches to learning that different students exhibit.

 

Teacher uses, where appropriate, knowledge of students’ varied approaches to learning in instructional planning.

 

KNOWLEDGE OF STUDENTS’ SKILLS AND KNOWLEDGE

 

 

Teacher displays little knowledge of students’ skills and knowledge and does not indicate that such knowledge is valuable.

 

 

Teacher recognizes the value of understanding students’ skills and knowledge but displays this knowledge for the class only as a whole.

 

 

Teacher displays knowledge of students’ skills and knowledge for groups of students and recognizes the value of this knowledge.

 

Teacher displays knowledge of students’ skills and knowledge for each student, including those with special needs.

 

KNOWLEDGE OF STUDNTS’ INTERESTS AND CULTURAL HERITAGE

 

 

Teacher displays little knowledge of students’ interests or cultural heritage and does not indicate that such knowledge is valuable.

 

Teacher recognizes the value of understanding students’ interests or cultural heritage but displays this knowledge for the class only as a whole.

 

 

Teacher displays knowledge of the interests or cultural heritage of groups of students and recognizes the value of this knowledge.

 

Teacher displays knowledge of the interests or cultural heritage of each student.

 

 

 

 

 

 

 

 

 

 

 

DOMAIN 1: PLANNING AND PREPARATION

Component 1 c: Selecting Instructional Goals

Elements:

Value: Goals represent high expectations for students; and reflect important learning and conceptual understanding, curriculum standards, and frameworks. * Suitability for Diverse Students: Goals reflect needs of all students in a class. * Balance: Goals represent opportunities for different types of learning-for example, thinking as well as knowledge-and coordination or integration within or across disciplines.

 

 

 

 

 

 

 

 

 

 


ELEMENT

 

UNSATISFACTORY

 

BASIC

 

PROFICIENT

 

DISTINGUISHED

 

VALUE

 

Goals are not valuable and represent low expectations or no conceptual understanding for students. Goals do not reflect important learning.

 

 

Goals are moderately valuable in either their expectations or conceptual understanding for students and in importance of learning.

 

Goals are valuable in their level of expectations, conceptual understanding, and importance of learning.

 

Not only are the goals valuable, but teacher can also clearly articulate how goals establish high expectations and relate to curriculum frameworks and standards.

 

 

SUITABILITY FOR DIVERSE STUDENTS

 

 

Goals are not suitable for the class.

 

Most of the goals are suitable for most students in the class.

 

All the goals are suitable for most students in the class.

 

Goals take into account the varying learning needs of individual students or groups.

 

BALANCE

 

Goals reflect only one type of learning and one discipline or strand.

 

 

Goals reflect several types of learning but no effort at coordination or integration.

 

 

Goals reflect several different types of learning and opportunities for integration.

 

 

Goals reflect student initiative in establishing important learning.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

DOMAIN 1: PLANNING AND PREPARATION

Component 1 d: Demonstrating Knowledge of Resources

Elements:

Resources for students

 

 

 

 

 

 

 

 


ELEMENT

 

UNSATISFACTORY

 

BASIC

 

PROFICIENT

 

DISTINGUISHED

 

RESOURCES FOR STUDENTS

 

 

Teacher is unaware of resources available to assist students who need them.

 

Teacher displays limited awareness of resources available through the school or district.

 

 

Teacher is fully aware of all resources available through the school or district and knows how to gain access for students.

 

 

In addition to being aware of school and district resources, teacher is aware of additional resources available through the community.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

DOMAIN 1: PLANNING AND PREPARATION

Component 1 e: Designing Coherent Instruction

Elements:

Learning activities * Instructional Groups * Lesson and unit structure

 

 

 

 

 

 

 


ELEMENT

 

UNSATISFACTORY

 

BASIC

 

PROFICIENT

 

DISTINGUISHED

 

LEARNING

ACTIVITIES

 

Learning activities are not suitable to students or instructional goals. They do not follow an organized progression and do not reflect recent professional research.

 

 

Only some of the learning activities are suitable to students or instructional goals. Progression of activities in the unit is uneven, and only some activities reflect recent professional research.

 

 

Most of the learning activities are suitable to students and instructional goals. Progression of activities in the unit is fairly even, and most activities reflect recent professional research.

 

Learning activities are highly relevant to students and instructional goals. They progress coherently, producing a unified whole and reflecting recent professional research.

 

INSTRUCTIONAL GROUPS

 

 

Instructional groups do not support the instructional goals and offer no variety.

 

 

Instructional groups are inconsistent in suitability to the instructional goals and offer minimal variety.

 

 

Instructional groups are varied, as appropriate to the different instructional goals.

 

Instructional groups are varied, as appropriate to the different instructional goals. There is evidence of student choice in selecting different patterns of instructional groups.

 

 

LESSON

AND UNIT

STRUCTURE

 

The lesson or unit has no clearly defined structure, or the structure is chaotic. Time allocations are unrealistic.

 

The lesson or unit has a recognizable structure, although the structure is not uniformly maintained throughout. Most time allocations are reasonable.

 

 

The lesson or unit has a clearly defined structure that activities are organized around. Time allocations are reasonable.

 

The lesson’s or unit’s structure is clear and allows for different pathways according to student needs.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

DOMAIN 1: PLANNING AND PREPARATION

Component 1 f: Assessing Student Learning

Elements:

Congruence with instructional goals * Criteria and standards * Use for planning

 

 

 

 

 

 

 

 


ELEMENT

 

UNSATISFACTORY

 

BASIC

 

PROFICIENT

 

DISTINGUISHED

 

CONGRUENCE WITH INSTRUCTIONAL GOALS

 

 

Content and methods of assessment lack congruence with instructional goals.

 

Some of the instructional goals are assessed through the proposed approach, but many are not.

 

All the instructional goals are nominally assessed through the proposed plan, but the approach is more suitable to some goals than to others.

 

 

The proposed approach to assessment is completely congruent with the instructional goals, both in content and process.

 

 

CRITERIA AND STANDARDS

 

The proposed approach contains no clear criteria or standards.

 

Assessment criteria and standards have been developed, but they are either not clear or have not been clearly communicated to students.

 

Assessment criteria and standards are clear and have been clearly communicated to students.

 

Assessment criteria and standards are clear and have been clearly communicated to students. There is evidence that students contributed to the development of the criteria and

standards.

 

 

USE FOR PLANNING

 

 

The assessment results affect planning for these students only minimally.

 

 

Teacher uses assessment results to plan for the class as a whole.

 

 

Teacher uses assessment results to plan for individuals and groups of students.

 

Students are aware of how they are meeting the established standards and participate in planning the next steps.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

DOMAIN 2: THE CLASSROOM ENVIRONMENT

Component 2 a: Creating an Environment of Respect and Rapport

Elements:

Teacher interaction with students * Student interaction

 

 

 

 

 


ELEMENT

 

UNSATISFACTORY

 

BASIC

 

PROFICIENT

 

DISTINGUISHED

 

TEACHER INTERACTION WITH STUDENTS

 

Teacher interaction with at least some students is negative, demeaning, sarcastic, or inappropriate to the age or culture of the students. Students exhibit disrespect for teacher.

 

Teacher-student interactions are generally appropriate but may reflect occasional inconsistencies, favouritism, or disregard for students’ cultures. Students exhibit only minimal respect for teacher.

 

 

Teacher-student interactions are friendly and demonstrate general warmth, caring, and respect. Such interactions are appropriate to developmental and cultural norms. Students exhibit respect for teacher.

 

 

Teacher demonstrates genuine caring and respect for individual students. Students exhibit respect for teacher as an individual, beyond that for the role.

 

STUDENT INTERACTION

 

 

Student interactions are characterized by conflict, sarcasm, or put-downs.

 

 

Students do not demonstrate negative behaviour toward one another.

 

Student interactions are generally polite and respectful.

 

Students demonstrate genuine caring for one another as individuals and as students.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

DOMAIN 2: THE CLASSROOM ENVIRONMENT

Component 2 b: Establishing a Culture for Learning

Elements:

Expectations for learning and achievement

 

 

 

 

 

 

 

 

 


ELEMENT

 

UNSATISFACTORY

 

BASIC

 

PROFICIENT

 

DISTINGUISHED

 

EXPECTATIONS FOR LEARNING AND ACHIEVEMENT

 

 

Instructional goals and activities, interactions, and the classroom environment convey only modest expectations for student achievement.

 

Instructional goals and activities, interactions, and the classroom environment convey inconsistent expectations for student achievement.

 

 

Instructional goals and activities, interactions, and the classroom environment convey high expectations for student achievement.

 

Both students and teacher establish and maintain through planning of learning activities, interactions, and the classroom environment high expectations for the learning of all students.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

DOMAIN 2: THE CLASSROOM ENVIRONMENT

Component 2 c: Managing Classroom Procedures

Elements:

Management of instructional groups * Management of transitions

Supervision of volunteers and paraprofessionals

 

 

 

 

 

 

 


ELEMENT

 

UNSATISFACTORY

 

BASIC

 

PROFICIENT

 

DISTINGUISHED

 

MANAGEMENT OF INSTRUCTIONAL GROUPS

 

 

Students not working with the teacher are not productively engaged in learning.

 

 

Tasks for group work are partially organized, resulting in some off-task behaviour when teacher is involved with one group.

 

 

Tasks for group work are organized, and groups are managed so most students are engaged at all times.

 

Groups working independently are productively engaged at all times, with students assuming responsibility for productivity.

 

MANAGEMENT OF TRANSITIONS

 

 

Much time is lost during transitions.

 

Transitions are sporadically efficient, resulting in some loss of instructional time.

 

 

Transitions occur smoothly, with little loss of instructional time.

 

Transitions are seamless, with students assuming some responsibility for efficient operation.

 

 

SUPERVISION OF VOLUNTEERS AND PARAPROFESSIONALS

 

 

 

Volunteers and paraprofessionals have no clearly defined duties or do nothing most of the time.

 

 

Volunteers and paraprofessionals are productively engaged during portions of class time but require frequent supervision.

 

 

Volunteers and paraprofessionals are productively and independently engaged during the entire class.

 

 

 

 

 

Volunteers and paraprofessionals make a substantive contribution to the classroom environment.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

DOMAIN 2: THE CLASSROOM ENVIRONMENT

Component 2 d: Creating the Climate for Positive Student Behaviour

Elements:

Expectations * Monitoring of student behaviour * Response to student misbehaviour

 

 

 

 

 

 

 


ELEMENT

 

UNSATISFACTORY

 

BASIC

 

PROFICIENT

 

DISTINGUISHED

 

EXPECTATIONS

 

 

 

No standards of conduct appear to have been established, or students are confused as to what the standards are.

 

 

Standards of conduct appear to have been established for most situations, and most students seem to understand them.

 

Standards of conduct are clear to all students.

 

Standards of conduct are clear to all students and appear to have been developed with student participation.

 

MONITORING OF STUDENT BEHAVIOUR

 

 

Student behaviour is not monitored, and teacher is unaware of what students are doing.

 

Teacher is generally aware of student behaviour but may miss the activities of some students.

 

 

Teacher is alert to student behaviour at all times.

 

Monitoring by teacher is subtle and preventive. Students monitor their own and their peers’ behaviour, correcting one another respectfully.

 

 

RESPONSE TO STUDENT MISBEHAVIOUR

 

 

Teacher does not respond to misbehaviour, or the response is inconsistent, overly repressive, or does not respect the student’s dignity.

 

 

Teacher attempts to respond to student misbehaviour but with uneven results, or no serious disruptive behaviour occurs.

 

Teacher response to misbehaviour is appropriate and successful and respects the student’s dignity, or student behaviour is generally appropriate.

 

Teacher response to misbehaviour is highly effective and sensitive to students’ individual needs, or student behaviour is entirely appropriate.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

DOMAIN 2: THE CLASSROOM ENVIRONMENT

Component 2 e: Organizing Physical Space

Elements:

Safety and arrangement of furniture

                                                                       

 

 

 

 

 

 

 

ELEMENT

 

UNSATISFACTORY

 

BASIC

 

PROFICIENT

 

DISTINGUISHED

 

SAFETY AND ARRANGEMENT OF FURNITURE

 

 

 

The classroom is unsafe, or the furniture arrangement is not suited to the lesson activities, or both.

 

The classroom is safe, and classroom furniture is adjusted for a lesson, or if necessary, a lesson is adjusted to the furniture, but with limited effectiveness.

 

 

The classroom is safe, and the furniture arrangement is a resource for learning activities.

 

The classroom is safe, and students adjust the furniture to advance their own purposes in learning.

 

          

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

DOMAIN 3: INSTRUCTION

Component 3 a: Communicating Clearly and Accurately

Elements:

Directions and procedures * Oral and written language

 

 

 

 

 

 

 

 


ELEMENT

 

UNSATISFACTORY

 

BASIC

 

PROFICIENT

 

DISTINGUISHED

 

DIRECTIONS AND PROCEDURES

 

 

Teacher directions and procedures are confusing to students.

 

Teacher directions and procedures are clarified after initial student confusion or are excessively detailed.

 

 

Teacher directions and procedures are clear to students and contain an appropriate level of detail.

 

Teacher directions and procedures are clear to students and anticipate possible student misunderstanding.

 

ORAL AND WRITTEN LANGUAGE

 

 

Teacher’s spoken language is inaudible, or written language is illegible. Spoken or written language may contain many grammar and syntax errors. Vocabulary may be inappropriate, vague, or used incorrectly, leaving students confused.

 

 

Teacher’s spoken language is audible, and written language is legible. Both are used correctly. Vocabulary is correct but limited or is not appropriate to students’ ages or backgrounds.

 

Teacher’s spoken and written language is clear and correct. Vocabulary is appropriate to students’ age and interests.

 

Teacher’s spoken and written language is correct and expressive, with well-chosen vocabulary that enriches the lesson.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

DOMAIN 3: INSTRUCTION

Component 3 b: Using Questioning and Discussion Techniques

Elements:

Quality of questions * Discussion techniques * Student participation

 

 

 

 

 

 

 


ELEMENT

 

UNSATISFACTORY

 

BASIC

 

PROFICIENT

 

DISTINGUISHED

 

QUALITY OF QUESTIONS

 

 

Teacher’s questions are virtually all of poor quality.

 

Teacher’s questions are a combination of low and high quality. Only some invite a response.

 

Most of teacher’s questions are of high quality. Adequate time is available for students to respond.

 

 

Teacher’s questions are of uniformly high quality, with adequate time for students to respond. Students formulate many questions.

 

 

DISCUSSION TECHNIQUES

 

 

Interaction between teacher and students is predominantly recitation style, with teacher mediating all questions and answers.

 

 

Teacher makes some attempt to engage students in a true discussion, with uneven results.

 

Classroom interaction represents true discussion, with teacher stepping, when appropriate, to the side.

 

Students assume considerable responsibility for the success of the discussion, initiating topics and making unsolicited contributions.

 

 

STUDENT PARTICIPATION

 

 

Only a few students participate in the discussion.

 

Teacher attempts to engage all students in the discussion, but with only limited success.

 

 

Teachers successfully engage all students in the discussion.

 

Students themselves ensure that all voices are heard in the discussion.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

DOMAIN 3: INSTRUCTION

Component 3 c: Engaging Students in Learning

Elements:

Activities and assignments * Grouping of students

 

 

 

 

 

 

 

 

 

 


ELEMENT

 

UNSATISFACTORY

 

BASIC

 

PROFICIENT

 

DISTINGUISHED

 

ACTIVITIES AND ASSIGNMENTS

 

 

Activities and assignments are inappropriate for students in terms of their age of backgrounds. Students are not engaged mentally.

 

 

Some activities and assignments are appropriate to students and engage them mentally, but others do not.

 

Most activities and assignments are appropriate to students. Almost all students are cognitively engaged in them.

 

All students are cognitively engaged in the activities and assignments in their exploration of content. Students initiate or adapt activities and projects to enhance understanding.

 

 

GROUPING OF STUDENTS

 

 

Instructional groups are inappropriate to the students or to the instructional goals.

 

 

Instructional groups are only partially appropriate to the students or only moderately successful in advancing the instructional goals of a lesson.

 

 

Instructional groups are productive and fully appropriate to the students or to the instructional goals of a lesson.

 

Instructional groups are productive and fully appropriate to the instructional goals of a lesson. Students take the initiative to influence instructional groups to advance their understanding.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

DOMAIN 3: THE CLASSROOM ENVIRONMENT

Component 3 d: Providing Feedback to Students

Elements:

Quality: accurate, substantive, constructive, and specific

 

 

 

 

 

 

 

 


ELEMENT

 

UNSATISFACTORY

 

BASIC

 

PROFICIENT

 

DISTINGUISHED

 

QUALITY: ACCURATE, SUBSTANTIVE, CONSTRUCTIVE, AND SPECIFIC

 

 

Feedback is either not provided or is of uniformly poor quality.

 

Feedback is inconsistent in quality and timeliness: some elements of high quality are present; others are not.

 

Feedback is consistently high quality and timely.

 

Feedback is consistently high quality and timely. Provision is made for students to use feedback in their learning.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

DOMAIN 3: INSTRUCTION

Component 3 e: Demonstrating Flexibility and Responsiveness

Elements:

Lesson adjustment * Response to Students * Persistence

 

 

 

 

 

 

 

 


ELEMENT

 

UNSATISFACTORY

 

BASIC

 

PROFICIENT

 

DISTINGUISHED

 

LESSON ADJUSTMENT

 

Teacher adheres rigidly to an instructional plan, even when a change will clearly improve a lesson.

 

 

Teacher attempts to adjust a lesson, with mixed results.

 

Teacher makes a minor adjustment to a lesson, and the adjustment occurs smoothly.

 

Teacher successfully makes a major adjustment to a lesson.

 

RESPONSE TO STUDENTS

 

 

Teacher ignores or brushes aside students’ questions or interests.

 

Teacher attempts to accommodate students’ questions or interests. The effects on the coherence of a lesson are uneven.

 

 

Teacher successfully accommodates students’ questions or interests.

 

Teacher seizes a major opportunity to enhance learning, building on a spontaneous event.

 

PERSISTENCE

 

 

When a student has difficulty learning, the teacher either gives up or blames the student or the environment for the student’s lack of success.

 

 

Teacher accepts responsibility for the success of all students but has only a limited repertoire of instructional strategies to use.

 

Teacher persists in seeking approaches for students who have difficulty learning, possessing a moderate repertoire of strategies.

 

Teacher persists in seeking effective approaches for students who need help, using an extensive repertoire of strategies and soliciting additional resources from the school.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

DOMAIN 4: PROFESSIONAL RESPONSIBILITIES

Component 4 a: Reflecting on Teaching

Elements:

Accuracy

 

 

 

 

 

 

 


ELEMENT

 

UNSATISFACTORY

 

BASIC

 

PROFICIENT

 

DISTINGUISHED

 

ACCURACY

 

 

Teacher does not know if a lesson was effective or achieved its goals, or profoundly misjudges the success of a lesson.

 

Teacher has a generally accurate impression of a lesson’s effectiveness and the extent to which instructional goals were met.

 

 

Teacher makes an accurate assessment of a lesson’s effectiveness and the extent to which it achieved its goals and can cite general reference to support the judgment.

 

 

Teacher makes a thoughtful and accurate assessment of a lesson’s effectiveness and the extent to which it achieved its goals, citing many specific examples from the lesson and weighing the relative strength of each.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

DOMAIN 4: PROFESSIONAL RESPONSIBILITIES

Component 4 b: Maintaining Accurate Records

Elements:

Student completion of assignments * Student progress in learning

 

 

 

 

 

 

 

 


ELEMENT

 

UNSATISFACTORY

 

BASIC

 

PROFICIENT

 

DISTINGUISHED

 

STUDENT COMPLETION OF ASSIGNMENTS

 

 

Teacher’s system for maintaining information on student completion of assignments is in disarray.

 

 

Teacher’s system for maintaining information on student completion of assignments is rudimentary and only partially effective.

 

 

Teacher’s system for maintaining information on student

completion of assignments is fully effective.

 

Teacher’s system for maintaining information on student completion of assignments is fully effective. Students participate in the maintenance of records.

 

 

STUDENT PROGRESS IN LEARNING

 

 

Teacher has no system for maintaining information on student progress in learning, or the system is in disarray.

 

 

Teacher’s system for maintaining information on student

progress in learning is rudimentary and partially effective.

 

 

Teacher’s system for maintaining information on student

progress in learning is effective.

 

Teacher’s system for maintaining information on non-instructional activities is highly effective. Students contribute information and interpretation of the records.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

DOMAIN 4: PROFESSIONAL RESPONSIBILITIES

Component 4 c: Communicating with Families

Elements:

Information about the instructional program * Information about individual students

Engagement of families in the instructional program

 

 

 

 

 

 

 

 

 


ELEMENT

 

UNSATISFACTORY

 

BASIC

 

PROFICIENT

 

DISTINGUISHED

 

INFORMATION ABOUT THE INSTRUCTIONAL PROGRAM

 

 

Teacher provides little information about the instructional program to families.

 

Teacher participates in the school’s activities for parent communication but offers little additional information.

 

 

Teacher provides frequent information to parents, as appropriate, about the instructional program.

 

Teacher provides frequent information to parents, as appropriate, about the instructional program. Students participate in preparing materials for the families.

 

 

INFORMATION ABOUT INDIVIDUAL STUDENTS

 

 

Teacher provides minimal information to parents and does not respond or responds insensitively to parent concerns.

 

 

Teacher adheres to the school’s required procedures for communicating to parents. Responses to parent concerns are minimal.

 

 

Teacher communicates with parents about students’ progress on a regular basis and is available as needed to respond to parent concerns.

 

Teacher provides information to parents frequently on both positive and negative aspects of student progress. Response to parent concerns is handled with great sensitivity.

 

 

ENGAGEMENT OF FAMILIES IN THE INSTRUCTIONAL PROGRAM

 

 

Teacher makes no attempt to engage families in the instructional program, or such attempts are inappropriate.

 

Teacher makes modest and inconsistently successful attempts to engage families in the instructional program.

 

Teacher’s efforts to engage families in the instructional program are frequent and successful.

 

Teacher’s efforts to engage in the instructional program are frequent and successful. Students contribute ideas for projects that will be enhanced by family participation.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

DOMAIN 4: PROFESSIONAL RESPONSIBILITIES

Component 4 d: Contributing to the School and Division

Elements:

Relationships with colleagues * Service to the school * Participation in school and district projects

 

 

 

 

 

 

 


ELEMENT

 

UNSATISFACTORY

 

BASIC

 

PROFICIENT

 

DISTINGUISHED

 

RELATIONSHIPS WITH COLLEAGUES

 

 

Teacher’s

relationships with colleagues are negative or self-serving.

 

Teacher maintains cordial relationships with colleagues to fulfil the duties the school or district requires.

 

 

Support and cooperation characterize relationships with colleagues.

 

Support and cooperation characterize relationships with colleagues. Teacher takes initiative in assuming leadership among the faculty.

 

 

SERVICE TO THE SCHOOL

 

 

Teacher avoids becoming involved in school events.

 

Teacher participates in school events when specifically asked.

 

Teacher volunteers to participate in school events, making a substantial contribution.

 

Teacher volunteers to participate in school events, making a substantial contribution, and assumes a leadership role in at least some aspect of school life.

 

 

PARTICIPATION IN SCHOOL AND DISTRICT PROJECTS

 

 

Teacher avoids becoming involved in school and district projects.

 

Teacher participates in school and district projects when specifically asked.

 

Teacher volunteers to participate in school and district projects, making a substantial contribution.

 

Teacher volunteers to participate in school and district projects, making a substantial contribution, and assumes a leadership role in a major school or district project.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

DOMAIN 4: PROFESSIONAL RESPONSIBILITIES

Component 4 e: Growing and Developing Professionally

Elements:

Enhancement of content knowledge and pedagogical skill * Service to the profession

 

 

Elements:

Lesson adjustment * Response to students * Persistence

 

 

 

 

 

 

 

 


ELEMENT

 

UNSATISFACTORY

 

BASIC

 

PROFICIENT

 

DISTINGUISHED

 

ENHANCEMENT OF CONTENT KNOWLEDGE AND PEDAGOGICAL SKILL

 

 

Teacher engages in no professional development activities to enhance knowledge or skill.

 

Teacher participates in professional activities to a limited extent when they are convenient.

 

Teacher seeks out opportunities for professional development and pedagogical skill.

 

Teacher seeks out opportunities for professional development and makes a systematic attempt to conduct action research in his classroom.

 

 

SERVICE TO THE PROFESSION

 

 

Teacher makes no effort to share knowledge with others or to assume professional responsibilities.

 

 

Teacher finds limited ways to contribute to the profession.

 

Teacher participates actively in assisting other educators.

 

Teacher initiates important activities to contribute to the profession, such as mentoring new teachers, writing articles for publication, and making presentations.

 

 

\

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

DOMAIN 4: PROFESSIONAL RESPONSIBILITIES

Component 4 f: Showing professionalism

Elements:

Service to students * Advocacy * Decision making

 

 

 

 

 

 

 

 


ELEMENT

 

UNSATISFACTORY

 

BASIC

 

PROFICIENT

 

DISTINGUISHED

 

SERVICE TO STUDENTS

 

Teacher is not alert to students’ needs.

 

Teacher’s attempts to serve students are inconsistent.

 

 

Teacher is moderately active in serving students.

 

Teacher is highly proactive in serving students, seeking out resources when necessary.

 

 

ADVOCACY

 

 

Teacher contributes to school practices that result in some students being ill served by the school.

 

 

Teacher does not knowingly contribute to some students being ill served by the school.

 

Teacher works within the context of a particular team or department to ensure that all students receive a fair opportunity to succeed.

 

 

Teacher makes a particular effort to challenge negative attitudes and helps ensure that all students, particularly those traditionally underserved, are honoured in the school.

 

DECISION MAKING

 

 

Teacher makes decisions based on self-serving interests.

 

Teacher’s decisions are based on limited though genuinely professional considerations.

 

Teacher maintains an open mind and participates in team or departmental decision-making.

 

 

Teacher takes a leadership role in team or departmental decision-making and helps ensure that such decisions are based on the highest professional standards.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

TEACHER EVALUATION SUMMARY REPORT FORM

 

 

The rubric is to be used as a guide for completion of the summary report.

 

 

Text Box: PLANNING AND PREPARATION                                                              

                                                                                                                      

 

      

                                                                                  Unsatisfactory        Basic        Proficient        Distinguished

                                                                                                       

* Demonstrating Knowledge of Content and Pedagogy              ______       ______      ______        ______                

* Demonstrating Knowledge of Students                                       ______       ______      ______        ______                  

* Selecting Instructional Goals                                                       ______       ______      ______        ______                                  

* Demonstrating Knowledge of Resources                                    ______       ______      ______        ______                  

* Designing Coherent Instruction                                                   ______       ______      ______        ______

* Assessing Student Learning                                                           ______       ______      ______        ______                  

 

Additional Comments

 

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

Text Box: CLASSROOM ENVIRONMENT                                                              

                                                                                                                      

 

      

 

                                                                                                            Unsatisfactory        Basic        Proficient        Distinguished

               

* Creating an Atmosphere of Respect and Rapport                      ______       ______      ______        ______             

* Establishing a Culture for Learning                                              ______       ______      ______        ______                                

* Managing Classroom Procedures                                                  ______       ______      ______        ______               

* Managing Student Behaviour                                                        ______       ______      ______        ______                                

* Organizing Physical Space                                                            ______       ______      ______        ______

                                                             

 

Additional Comments

 

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

 

Text Box: INSTRUCTION                                                              

                                                                                                                      

 

      

                                                                                  Unsatisfactory        Basic        Proficient        Distinguished

 

* Communicating Clearly and Accurately                                    ______       ______      ______        ______                      

* Using Questions and Discussion Techniques                             ______       ______      ______        ______                    

* Engaging Students in Learning                                                     ______       ______      ______        ______                                 

* Providing Feedback to Students                                                   ______       ______      ______        ______                    

* Demonstrating Flexibility and Responsiveness                         ______       ______      ______        ______

                 

 

 

Additional Comments

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

 

 

 

 

 

 

Text Box: PROFESSIONAL RESPONSIBILITIES                                                             

                                                                                                                      

 

                                                                                                                                                                                                                                                                                                                      Unsatisfactory        Basic        Proficient        Distinguished

 

*  Reflecting on Teaching                                                                  ______       ______      ______        ______                  

*  Maintaining Accurate Records                                                    ______       ______      ______        ______                                         

* Communicating With Families                                                    ______       ______      ______        ______                                        

* Contributing to the School and Division                                     ______       ______      ______        ______                                 

* Growing and Developing Professionally                                     ______       ______      ______        ______                                

* Showing Professionalism                                                               ______       ______      ______        ______

                                                                                                                                                                                                         

 

Additional Comments

 

________________________________________________________________________________________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________

 

 

Text Box: CONCLUDING COMMENTS AND RECOMMENDATIONS

 

 

 

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

 

 

________________________________________/_____________________________________Name of Teacher (please print)                                                                 Signature

 

 

I have read this report ______________

 

I will file a response _______________

 

 

_______________________________________________/______________________________________________   Name of Evaluator (please print)                                                                Signature

 

_______________________________________

Date

TEACHER DEVELOPMENTAL TRACK GROWTH PLAN

 

Year _________

 

 

 

TEACHER                                                                   PARTNER

 

Name:______________________________                   Name:___________________________

Assignment:_________________________                   Position:_________________________

School:_____________________________                   School:__________________________

Status:______________________________                  Status:___________________________

Track Placement:_____________________                   ________________________________

                                                                                             Partner’s Signature

 

 

 

GOALS:            Specific

                        Measurable

                        Achievable

                        Realistic

                        Time-Bound                

 

 

 

 

 

 

 

Strategies to achieve my goals

 

 

 

 

 

 

 

 

 

 

 

 

Indicators that will demonstrate I have achieved my goals.

 

 

 

 

 

 

Timeline: What I will do and when I will do it.

Action                                                                                                              Date

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Date:______________________________

Teacher Signature:_____________________________________________

Partner Signature:______________________________________________

Principal _____________________________________________________

 

 

 

 

PRINCIPAL RECORD OF TEACHER EVALUATION AND GROWTH PLANS

 

SCHOOL________________________________________________________________

 

SCHOOL PRINCIPAL______________________________________________________

 

 

 

NAME of TEACHER

General

Contract

Limited Term

Contract

Professional Portfolios

Professional Growth

Formal

Evaluation

Under

Review

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Date_____________________________

 

 

Signature of Principal____________________________________________________________

 

 

FEEDBACK REPORT FOR TEACHERS NEW TO THE DIVISION

 

To be completed by the principal and returned to the teacher after three (3) months

 

 

NAME                                                                                                                                     New Teacher

Please print____________________________________________________                      to Profession

SCHOOL __________________________________________________________________________

TEACHING ASSIGNMENT____________________________________________________________

 

From my observations of the work of this teacher based on classroom visits and other contacts, I have formed the judgement below:

 

 

 


I am satisfied with the progress this teacher is making.

 

 


Although this teacher is having some difficulties, reasonable progress is being made.

 

This teacher is encountering serious difficulties and is receiving further assistance.

 

This teacher must show considerable improvement to merit recommendation for a

 second year. (Applies only to teachers new to the profession)

 

 

 

 

 

SCHOOL PRINCIPAL COMMENTS:

 

___________________