TEACHER PERFORMANCE

STANDARDS AND EVALUATION

Seventh-day Adventist SOUTHERN ASIA-PACIFIC DIVISION

Office of Education

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Table of Contents

Teacher Evaluation Definition ..................................................................................... 3 Teacher Evaluation Time-Line .................................................................................... 4 Performance Standards for Teachers ........................................................................... 5 Performance Standards for Teachers – Expanded Form .............................................. 6 Summative Teacher Evaluation Form/Portfolio Directions ...................................... 15 Summative Teacher Evaluation Form – Standards/Elements .................................... 16 Summative Teacher Evaluation Form – Sample #1 .................................................. 19 Summative Teacher Evaluation Form – Sample #2 .................................................. 22 Professional Development Project – the Portfolio ..................................................... 25 Teacher Improvement Contract Provision ................................................................. 29 Teacher Improvement Period ..................................................................................... 30 SSD Teacher Evaluation Policy ............................................................................................. 31

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Teacher Evaluation Definition

Teacher evaluation is a multi dimensional process that includes both formative and summative elements.

During the course of a school year many incidents and events occur which reflect on a teacher’s professional performance. Such events include informal teacher observations, formal teacher observations, school incidents, parent communications, principal communications, etc. Each relevant element shall be documented and shall become a part of the teacher’s evaluation file.

Teacher evaluation is based upon teacher performance standards.

All events and related documents are relevant for a teacher evaluation file only if they relate to one or more of the Teacher Performance Standards for the SSD or other evaluation criteria such as teacher contract issues or prudent behavior issues.

Teacher evaluation is a year-long process.

The evaluation year-long process begins with a collaboratively developed set of professional goals for each teacher and ends with a summative evaluation event which includes a conference with the teacher and a written summative document. This document shall be prepared using the conference supplied summative evaluation form completed according to the directions provided.

The summative document reflects a culmination of the year-long process.

By definition, summative evaluation is a summary of all of the various evaluation events that have occurred during the year and their related documents. These events and documents become the source for the written summative evaluation document. The summative document may include both positive and negative comments on the teacher’s performance. All summative comments shall be specific references to events, conferences, etc. and shall be supported by existing documents. No new critical comments shall be included in a summative document. In addition to preparing the summative document, the superintendent/principal shall conduct an evaluation conference with the teacher.

Summative evaluation reflects the professional goals of the teacher.

The summative evaluation document shall include a statement which summarizes the teacher’s progress toward the attainment of those goals.

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Teacher Evaluation Time-Line

1. At or near the beginning of the school year Meet with teacher and prepare the teacher’s Professional Development Plan. 2. During the school year Conduct formal and informal classroom visits. Maintain a document file containing information about the observations and other events that occur during the year that relate to the teacher’s performance. 3. Early spring (optional) If employment decisions about a teacher need to be made before the end of the school year, an interim summative document shall be prepared. 4. At or near the end of the school year Using data from the document file, prepare the summative evaluation document. Conduct an evaluation conference with the teacher.

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Performance Standards for Teachers

Standard #1: Teachers Will Engage and Support All Students in Learning by: 1.1 Creating a learning environment that engages all students 1.2 Connecting learning goals with students’ prior knowledge, interests, and developmental stages 1.3 Facilitating learning experiences that promote autonomy, interaction, and decision-making 1.4 Engaging students in problem solving and critical thinking 1.5 Promoting self-directed, reflective learning for all students

Standard #2: Teachers Will Create and Maintain an Effective Learning Environment by: 2.1 Creating an environment that stimulates intellectual development 2.2 Creating an environment that is conducive to moral development 2.3 Establishing a climate that promotes fairness and respect 2.4 Promoting social development and group responsibility 2.5 Establishing and maintaining standards for student behavior 2.6 Planning and implementing classroom procedures and routines that support student learning 2.7 Using instructional time effectively 2.8 Maintaining a physical environment that is clean, orderly, and safe

Standard #3: Teachers Will Organize Subject Matter and Design Learning Experiences by: 3.1 Demonstrating knowledge of subject matter content 3.2 Following adopted curriculum and frameworks 3.3 Interrelating ideas and information within and across subject matter areas 3.4 Integrating faith with learning across subject matter areas 3.5 Using a variety of instructional strategies and resources appropriate to the subject matter 3.6 Developing and sequencing instructional activities and materials for student learning

Standard #4: Teachers Will Monitor and Assess Student Learning by: 4.1 Establishing and communicating learning goals for all students 4.2 Collecting and using multiple sources of information to assess student learning 4.3 Involving and guiding all students in assessing their own learning 4.4 Using the results of assessment to guide instruction 4.5 Communicating student progress with students, and appropriate others in a timely manner 4.6 Maintaining complete, accurate, and confidential student records

Standard #5: Teachers Will Develop As a Christian Professional Educator by: 5.1 Modeling a positive and growing relationship with Christ 5.2 Demonstrating a life style consistent with accepted Seventh-day Adventist standards 5.3 Creating and maintaining an environment that encourages students’ spiritual development 5.4 Promoting opportunities for student involvement in outreach activities 5.5 Establishing professional goals and showing initiative in professional development activities 5.6 Working with colleagues and/or communities to enhance professional practice 5.7 Communicating effectively with parents and families 5.8 Maintaining a professional appearance appropriate to one’s teaching assignment 5.9 Fulfilling adjunct duties as required

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Performance Standards for Teachers - Expanded Form

Standard #1: Teachers Will Engage and Support All Students in Learning Teachers build on students’ prior knowledge, life experience, and interests to achieve learning goals for all students. Teachers use a variety of instructional strategies and resources that respond to students’ diverse needs. Teachers facilitate challenging learning experiences for all students in environments that promote autonomy, interaction and choice. Teachers actively engage all students in problem solving and critical thinking within and across subject matter areas. Concepts and skills are taught in ways that encourage students to apply them in real-life contexts that make subject matter meaningful. Teachers assist all students to become self-directed learners who are able to demonstrate, articulate, and evaluate what they learn.

Element 1.1: Connecting a learning environment that engages all students

Teachers may ask, “How or why do I . . .” • arrange the room to facilitate positive classroom interactions? • arrange and adapt classroom seating to accommodate individual and group learning needs? • manage student and teacher access to materials, technology, and resources to promote learning? • create a classroom environment that reflects and promotes student learning? • make the classroom environment safe and accessible for all students? • engage all students in a variety of learning experiences that accommodate the different ways they

learn? • help all students gain access to useful materials, resources, and technologies to support their learning

of subject matter?

Element 1.2: Connecting learning goals with students’ prior knowledge, interests, and developmental stages

Teachers may ask, “How or why do I . . .” • help students to see the connections between what they already know and the new material? • help students to connect classroom learning to their life experiences and cultural understandings? • support all students to use first and second language skills to achieve learning goals? • open a lesson or unit to capture student attention and interest? • build on students’ comments and questions during a lesson to extend their understanding? • make “on the spot” changes in my teaching based on students’ interests and questions? • use knowledge about students' lives and their families and communities to inform my planning of

curriculum and instruction? • recognize and incorporate student diversity as an integral part of my planning? • design lessons that promote subject matter knowledge and language development for second

language learners? • design lessons that challenge students at their own developmental levels?

Element 1.3: Facilitating learning experiences that promote autonomy, interaction, and decision-making

Teachers may ask, “How or why do I . . .” • use the classroom environment to provide opportunities for independent and collaborative learning? • provide a variety of grouping structures to promote student interactions and learning? • participate in and promote positive interactions between all students? • support and monitor student autonomy and choice during learning experiences? • support and monitor student collaboration during learning activities? • help students make decisions about managing time and materials during learning activities?

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Element 1.4: Engaging students in problem solving and critical thinking

Teachers may ask, “How or why do I . . .” • provide opportunities for all students to think, discuss, interact, reflect and evaluate content? • help all students to learn, practice, internalize and apply subject-specific learning strategies and

procedures? • engage all students in problem solving activities and encourage multiple approaches and solutions? • encourage all students to ask critical questions and consider diverse perspectives about subject

matter? • provide opportunities for all students to learn and practice skills in meaningful contexts? • help all students to analyze and draw valid conclusions about content being learned?

Element 1.5: Promoting self-directed, reflective learning for all students

Teachers may ask, “How or why do I . . .” • motivate all students to initiate their own learning and to strive for challenging learning goals? • encourage all students to describe their own learning processes and progress? • explain clear learning goals for all students of each activity or lesson? • engage all students in opportunities to examine and evaluate their own work and to learn from the

work of their peers? • help all students to develop and use strategies for knowing about, reflecting on, and monitoring their

own learning? • help all students to develop and use strategies for accessing knowledge and information? • adjust the lesson plan to make content relevant and accessible to each student? • revise plans based on formal and informal student assessment? • adjust my plans to allow enough time for student learning? • modify my plans to ensure opportunities for all students to learn and synthesize information? • reflect on my teaching to inform short-term and long-term planning?

Standard #2: Teachers Will Create and Maintain an Effective Learning Environment Teachers create physical environments that engage all students in purposeful learning activities and encourage constructive interactions among students. Teachers maintain safe learning environments in which all students are treated fairly and respectfully as they assume responsibility for themselves and one another. Teachers encourage all students to participate in making decisions and in working independently and collaboratively. Expectations for student behavior are established early, clearly understood, and consistently maintained. Teachers make effective use of instructional time as they implement class procedures and routines.

Element 2.1: Creating an environment that stimulates intellectual development

Teachers may ask, “How or why do I . . .” • provide opportunities for students to think, discuss, interact, reflect and evaluate? • support students in critically investigating subject matter concepts and questions? • encourage all students to ask critical questions and consider diverse perspectives? • ask questions or facilitate discussion to clarify or extend students' thinking? • help students develop enthusiasm for and a deep knowledge of the subject matter? • plan questions which encourage the development of critical thinking skills? • encourage students to take risks and be creative? • challenge students to think critically in each subject area?

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Element 2.2: Creating an environment that is conducive to moral development

Teachers may ask, “How or why do I . . .” • stay alert to opportunities that arise to make moral statements in all content areas? • engender such feelings as, loyalty, inspiration, reverence, piety, sorrow, thankfulness, and dedication

in the classroom? • connect ordinary classroom events to moral insights? • provide classroom displays that represent content which is inspiring or morally uplifting? • always model the spirit of trustworthiness? • assure that classroom communication consistently contributes to a feeling of well-being and mutual

respect?

Element 2.3: Establishing a climate that promotes fairness and respect

Teachers may ask, “How or why do I . . .” • help all students become respectful of others who may be different from them? • model and promote fairness, equity, and respect in the classroom? • encourage, support, and recognize the achievements and contributions of all students? • understand and respond to inappropriate behaviors in a fair and equitable way? • demonstrate respect and appreciation for all students, families and cultures?

Element 2.4: Promoting social development and group responsibility

Teachers may ask, “How or why do I . . .” • help all students accept and respect different experiences, ideas, backgrounds, feelings, and points of

view? • group students to promote social development and learning? • facilitate the development of each student's self esteem? • create opportunities for all students to communicate and work with one another? • teach leadership skills and provide opportunities for all students to use them? • use classroom rules to support all students in assuming responsibility for themselves and one

another? • create opportunities for all students to become self-directed learners?

Element 2.5: Establishing and maintaining standards for student behavior

Teachers may ask, “How or why do I . . .” • understand the reasons for student behavior? • establish and consistently maintain standards for behavior that reflect my students' developmental and

personal needs? • intervene when student behavior does not meet agreed-upon classroom standards? • facilitate student participation in classroom decision-making? • help all students learn to solve problems and resolve conflicts? • support all students as they develop responsibility for their own behavior? • work collaboratively with families to maintain standards for student behavior?

Element 2.6: Planning and implementing classroom procedures and routines that support student learning

Teachers may ask, “How or why do I . . .” • develop a daily schedule, timelines, classroom routines, and classroom rules? • involve all students in the development of classroom procedures and routines? • support students to internalize classroom rules, routines, and procedures and to become self-directed

learners?

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• develop classroom procedures and routines that promote and maintain a climate of fairness and respect?

• make decisions about modifying procedures and rules to support student learning?

Element 2.7: Using instructional time effectively

Teachers may ask, “How or why do I . . .” • structure time with students to support their learning? • help students move from one instructional activity to the next? • pace and adjust instructional time so that all students remain engaged? • redirect student behavior in the most productive and time effective way? • ensure that adequate time is provided for all students to complete learning activities? • provide time for all students to reflect on their learning and process of instruction? • structure time for day to day managerial and administrative tasks?

Element 2.8: Maintaining a physical environment that is clean, orderly, and safe

Teachers may ask, “How or why do I . . .” • develop classroom procedures and routines that promote and maintain appropriate order and

efficiency? • apply my knowledge about my professional and legal responsibilities for students' learning, behavior

and safety? • maintain a classroom free of elements which may provide undue risks to students? • recognize my responsibilities for the maintenance of a playground free of unacceptable risks to

students? • promote student attitudes that discourage bullying activities or attitudes? • recognize and prevent student attitudes that may lead to bullying activities?

Standard #3: Teachers Will Organize Subject Matter and Design Learning Experiences Teachers exhibit strong working knowledge of subject matter and student development. Teachers organize curriculum to facilitate students' understanding of the central themes, concepts, and skills in the subject area. Teachers interrelate ideas and information within and across curricular areas to extend students' understanding. Teachers use their knowledge of student development, subject matter, instructional resources and teaching strategies to make subject matter accessible to all students. Teachers plan instruction that draws on and values students' backgrounds, prior knowledge, and interests. Teachers establish challenging learning goals for all students based on student experience, language, development, and home and school expectations. Teachers sequence curriculum and design long-term and short-range plans that incorporate subject matter knowledge, reflect grade-level curriculum expectations, and include a repertoire of instructional strategies. Teachers use instructional activities that promote learning goals and connect with student experiences and interests. Teachers modify and adjust instructional plans according to student engagement and achievement.

Element 3.1: Demonstrating knowledge of subject matter content

Teachers may ask, “How or why do I . . .” • identify and understand the key concepts and underlying themes and relationships in the subject

area(s) to be taught? • ensure that my knowledge of the subject matter incorporates different perspectives? • continue to keep my subject matter knowledge current? • ensure that my subject matter knowledge is sufficient to support student learning? • build understanding of my students' cognitive and linguistic development? • build understanding of my students' social, emotional, and physical development?

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Element 3.2: Following adopted curriculum and frameworks

Teachers may ask, “How or why do I . . .” • plan lessons and units that promote access to academic content for all students? • incorporate subject or grade level expectations and curriculum frameworks in organizing subject

matter? • use adopted curricula and frameworks to develop short-term and long-term plans?

Element 3.3: Interrelating ideas and information within and across subject matter areas

Teachers may ask, “How or why do I . . .” • identify and integrate key concepts and relationships across subject matter areas? • help all students to relate subject matter concepts to previous lessons and their own lives? • help all students to see the relationships and connections across subject matter areas? • help all students to apply learning from different curricular areas to solve problems? • develop units and lessons that highlight themes within and across subject matter areas?

Element 3.4: Integrating faith with learning across subject matter areas

Teachers may ask, “How or why do I . . .” • stay alert to opportunities for presenting God’s love and creative power in all content areas? • engender such feelings as, loyalty, inspiration, reverence, piety, sorrow, thankfulness, and dedication

in the classroom? • connect ordinary classroom events to insights about God’s workings through man? • provide classroom displays that represent the Seventh-day Adventist Christian faith? • consistently model Christlikeness in my dealings with students and parents? • assure that classroom communication consistently contributes to a feeling of well-being and mutual

respect?

Element 3.5: Using a variety of instructional strategies and resources appropriate to the subject matter

Teachers may ask, “How or why do I . . .” • use a variety of strategies to introduce, explain, and restate subject matter concepts and processes so

that all students understand? • choose strategies that make the complexity and depth of subject matter understandable to students? • use strategies that support subject matter learning for second language learners? • modify materials and resources and use appropriate adaptive equipment to support each student's

fullest participation? • use technology to enhance student learning? • vary my instructional strategies to increase students' active participation in learning? • make use of unexpected events to augment student learning? • develop and use a repertoire of instructional strategies well suited to teaching a particular subject

matter? • use my knowledge of subject matter to help students construct their own knowledge? • use a variety of instructional strategies and approaches to illustrate a concept and its connections

within and across subject areas? • use subject matter resources, materials, and technologies to organize the curriculum? • select and use instructional materials and resources that promote students' understanding of subject

matter? • select and use learning materials and resources that reflect the diversity in my classroom? • use technologies to convey key concepts in the subject matter area?

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Element 3.6: Developing and sequencing instructional activities and materials for student learning

Teachers may ask, “How or why do I . . .” • use my subject matter knowledge to organize and sequence the curriculum to increase student

understanding? • organize subject matter effectively to reveal and value different cultural perspectives? • organize curriculum to ensure that students develop a deep understanding of core concepts in each

subject matter area? • sequence subject matter concepts to support student learning? • plan to use instructional strategies appropriate to the complexity of the lesson content and student

learning needs? • sequence instruction to help students see relationships and connections across subject matter areas? • choose and adapt instructional materials to make subject matter relevant to students' experience and

interests? • develop short-term and long-term plans that build on and extend students' understanding of subject

matter? • make decisions about organizing curriculum to allow enough time for student learning, review, and

assessment? • think ahead toward long-term goals for student learning? • use my knowledge of subject matter and my students to plan and pace instructional activities over

time? • plan to ensure access to challenging, diverse, academic content for all students? • provide opportunities for all students to learn at their own pace in my daily, weekly, and unit plans? • incorporate diverse subject matter perspectives in my planning?

Standard #4: Teachers Will Monitor and Assess Student Learning Teachers establish and clearly communicate learning goals for all students. Teachers collect information about student performance from a variety of sources. Teachers involve all students in assessing their own learning. Teachers use information from a variety of ongoing assessments to plan and adjust learning opportunities that promote academic achievement and personal growth for all students. Teachers exchange information about student learning with students, families, and support personnel in ways that improve understanding and encourage further academic progress.

Element 4.1: Establishing and communicating learning goals for all students

Teachers may ask, “How or why do I . . .” • establish short-term and long-term goals for student learning? • ensure that each instructional activity is related to learning goals? • build on the strengths, interests, and needs of all students to establish high expectations for learning? • design instructional activities so that all students participate in setting and achieving learning goals? • ensure that goals for student learning promote critical thinking and problem solving? • involve all students and families in establishing goals for learning? • review and revise learning goals with every student over time? • ensure that student learning goals reflect the key subject matter concepts, skills, and applications? • ensure that goals for learning are appropriate to my students' development, language acquisition, or

other special needs? • ensure that my grading system reflects goals for student learning? • work with other educators to establish learning goals and assessment tools that promote student

learning?

Element 4.2: Collecting and using multiple sources of information to assess student learning

Teachers may ask, “How or why do I . . .” • use a variety of assessments to determine what students know and are able to do?

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• select, design, and use assessment tools appropriate to what is being assessed? • know that the assessment tools I use are matched to and support my goals for student learning? • work with families to gather information about all students and their learning? • ensure that my grades are based on multiple sources of information? • assess my students to support student learning goals, district standards, and family expectations? • use standardized tests, diagnostic tools, and developmental assessments to understand student

progress? • use a range of assessment strategies to implement and monitor individualized student learning goals

(including IEP goals)?

Element 4.3: Involving and guiding all students in assessing their own learning

Teachers may ask, “How or why do I . . .” • make assessment integral to the learning process? • model assessment strategies for all students? • develop and use tools and guidelines that help all students assess their own work? • help all students to build their skills in self-reflection? • provide opportunities for all students to engage in peer discussion of their work? • help all students to understand and monitor their own learning goals? • provide opportunities for all students to demonstrate and reflect on their learning inside and outside

of the classroom?

Element 4.4: Using the results of assessment to guide instruction

Teachers may ask, “How or why do I . . .” • use assessment to guide my planning? • use informal assessments of student learning to adjust instruction while teaching? • use assessment data to plan more effective ways of teaching subject matter concepts and processes? • use assessment information to determine when and how to revisit content that has been taught? • use assessment data to meet students' individual needs? • use assessment results to plan instruction to support students' individual educational plans (IEP)?

Element 4.5: Communicating student progress with students, and appropriate others in a timely manner

Teachers may ask, “How or why do I . . .” • provide all students with information about their progress as they engage in learning activities? • provide opportunities for all students to share their progress with others? • communicate learning goals to all students and their families? • initiate and maintain regular contact with families and resource providers about student progress? • communicate the results of assessments with my students and their families? • involve families as partners in the assessment process?

Element 4.6: Maintaining complete, accurate, and confidential student records

Teachers may ask, “How or why do I . . .” • collect and maintain a variety of assessments to determine what students know and are able to do? • select, design, and use assessment tools appropriate to what is being assessed? • maintain records which allow for the collection and reflection upon evidence of student learning? • collect standardized tests, diagnostic tools, and developmental assessments to understand student

progress? • collect and maintain informal assessments of student learning? • maintain all student assessment data in a secure location? • avoid sharing of student assessment data with unauthorized individuals? • avoid sharing of information about students and families with unauthorized individuals?

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Standard #5: Teachers Will Develop As a Christian Professional Educator Teachers recognize their responsibility as a Christian role model for students. They reflect on their own spiritual growth and recognize the need to continually nurture their own spiritual needs. Teachers reflect on their teaching practice and actively engage in planning their professional development. Teachers establish professional learning goals, pursue opportunities to develop professional knowledge and skill, and participate in the extended professional community. Teachers learn about and work with local communities to improve their professional practice. Teachers communicate effectively with families and involve them in student learning and the school community. Teachers contribute to school activities, promote school goals and improve professional practice by working collegially with all school staff. Teachers balance professional responsibilities with personal and spiritual needs in order to maintain motivation and commitment to all students.

Element 5.1: Modeling a positive and growing relationship with Christ

Teachers may ask, “How or why do I . . .” • maintain a positive attitude with students and colleagues? • demonstrate my relationship with Christ through unselfish service in my church or community? • demonstrate professional conduct and integrity in the classroom and school community? • find time to provide for my personal spiritual needs?

Element 5.2: Demonstrating a life style consistent with accepted Seventh-day Adventist standards

Teachers may ask, “How or why do I . . .” • recognize and identify the standards of the church that reflect my local school and church? • model before my students daily a commitment to the Seventh-day Adventist Church? • continually model, in all aspects of my life, a loyalty to the Seventh-day Adventist Church?

Element 5.3: Creating and maintaining an environment that encourages students’ spiritual development

Teachers may ask, “How or why do I . . .” • stay alert to opportunities that arise to draw students to Christ? • demonstrate such feelings as, loyalty, inspiration, reverence, piety, sorrow, thankfulness, and

dedication in the classroom? • connect ordinary classroom events to students’ spiritual lives? • include formal spiritual lessons in my classroom daily? • assure that classroom communication consistently reflects loyalty to Christ?

Element 5.4: Promoting opportunities for student involvement in outreach activities

Teachers may ask, “How or why do I . . .” • encourage students to witness to one another? • support involvement of my students in the outreach activities of the church or other service

organizations? • collaborate with local church departments or other service organizations to provide outreach activities

for my students? • collaborate with colleagues to provide outreach activities for my students?

Element 5.5: Establishing professional goals and show initiative in professional development activities

Teachers may ask, “How or why do I . . .” • maintain an attitude of lifelong learning? • learn more about my own professional roles and responsibilities? • establish goals and seek out opportunities for professional growth and development? • use professional literature, school district, and other professional development opportunities to

increase my understanding of teaching and learning? • continue to seek out and refine approaches that make the curriculum accessible to every student?

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• expand my knowledge of new instructional methods and technologies? • benefit from and contribute to professional organizations to improve my teaching? • challenge myself intellectually and creatively throughout my career? • formulate professional development plans that are based on my reflection and analysis?

Element 5.6: Working with colleagues and/or communities to enhance professional practice

Teachers may ask, “How or why do I . . .” • value and respect the student's community and appreciate its role in student learning? • increase my understanding of the cultures and dynamics of my students' communities? • promote collaboration between school and community? • identify and use school, district, and local community social service resources to benefit students and

their families? • seek out and use resources from the local community and businesses to support student learning? • provide my students with community-based experiences that support their learning? • interact with students in activities outside the classroom? • create opportunities to collaborate with my colleagues? • collaborate with teachers, administrators, education specialists, and paraprofessionals to ensure that

all students' diverse learning needs are met? • engage in thoughtful dialogue and reflection with colleagues to solve teaching- related problems? • participate in making and implementing school-wide decisions? • contribute to school-wide events and learning activities? • establish and maintain relationships with other school staff to become a visible and valued member of

the school community? • use observations of colleagues to improve my teaching? • prevent and resolve personal and professional conflicts with colleagues and administrators? • contribute to the learning of other educators?

Element 5.7: Communicating effectively with parents and families

Teachers may ask, “How or why do I . . .” • value and respect students' families and appreciate their role in student learning? • develop an understanding of families' racial, cultural, linguistic, and socioeconomic backgrounds? • engage families as sources of knowledge about students' linguistic and social backgrounds? • promote positive dialogue and interactions with all families, and respond to their concerns about

student progress? • ensure that communication with all students and their families is understood? • provide opportunities for all families to participate in the classroom and school community? • present the educational program to all families?

Element 5.8: Maintaining a professional appearance appropriate to one’s teaching assignment

Teachers may ask, “How or why do I . . .” • dress according to the expectations of the local school administrator, board, parents, and community

members? • balance the needs of the physical activities of my assignment with the need to maintain a professional

appearance?

Element 5.9: Fulfilling adjunct duties as required

Teachers may ask, “How or why do I . . .” • integrate attendance at school functions with my personal schedule? • assure that no out-of-class duties and responsibilities are faithfully met? • determine the professional expectations for my time outside of normal school hours?

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Summative Teacher Evaluation Form/Portfolio—Directions

General Directions:

This form is to be completed by the responsible administrator as assigned.

Complete the form for each teacher for whom an evaluation report is required during this academic year.

Complete this form in conjunction with a conference with the teacher.

The administrator and the teacher must sign the form.

The teacher must be provided the opportunity to prepare his or her own statement to attach to this report.

Directions for Completing Boxes 1-5:

The written summative statements are to reference the events, issues, documents, etc., that pertain to the performance standard indicated. Do not reference events or issues not previously a part of your communication with that teacher. Be sure that all statements can be supported by evidence from the teacher’s file. Use as much space as needed; as this electronic form is expandable (see direction #9).

Directions for Completing Box 6/Overall Summary Statement:

List those standards for which the teacher’s performance is satisfactorily met and those standards for which improvement is still needed. Provide a brief summary statement of the teacher’s major strengths and areas of concern based on the narratives in boxes 1 through 5. If a teacher’s performance is such that a change in status may be indicated, that must also be indicated in box 6.

Directions for Completing Box 7/Summary Report for Professional Development Goals:

Refer to the teacher’s professional development plan and summarize the teacher’s progress toward the attainment of those goals. You may wish to attach a copy of the teacher’s “Professional Development Plan” or a locally developed form.

Directions for Entering Data:

Type the teacher’s name and evaluation data directly onto this electronic form. The form has been designed to expand as needed as you enter the data.

Once all the data has been entered, print a hard copy for signatures.

Submit the hard copy with signatures to the Superintendent of Education.

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Summative Teacher Evaluation Form—Standards/Elements

School _____________________________________________________________________

Date __________ Time_______________ Teacher

Class Observed ______________________________________________________________

Legend: 1. Not Observed 2. Needs Improvement 3. Satisfactory; Acceptable 4. Superior; Outstanding

Standard #1: Teachers Will Engage and Support All Students in Learning (by)

1.1 Creating a learning environment that engages all students 1 2 3 4

1.2 Connecting learning goals with students’ prior knowledge, interests, and developmental stages

1 2 3 4

1.3 Facilitating learning experiences that promote autonomy, interaction, and decision-making

1 2 3 4

1.4 Engaging students in problem solving and critical thinking

1 2 3 4

1.5 Promoting self-directed, reflective learning for all students

1 2 3 4

1. Summative statement for standard #1 (see directions). Standard #2: Teachers Will Create and Maintain an Effective Learning Environment (by)

2.1 Creating an environment that stimulates intellectual development

1 2 3 4

2.2 Creating an environment that is conducive to moral development

1 2 3 4

2.3 Establishing a climate that promotes fairness and respect 1 2 3 4

2.4 Promoting social development and group responsibility 1 2 3 4

2.5 Establishing and maintaining standards for student behavior

1 2 3 4

2.6 Planning and implementing classroom procedures and routines that support student learning

1 2 3 4

2.7 Using instructional time effectively 1 2 3 4

2.8 Maintaining a physical environment that is clean, orderly, and safe

1 2 3 4

2. Summative statement for standard #2 (see directions). Standard #3: Teachers Will Organize Subject Matter and Design Learning Experiences (by)

3.1 Demonstrating knowledge of subject matter content 1 2 3 4

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3.2 Following adopted curriculum and frameworks 1 2 3 4

3.3 Interrelating ideas and information within and across subject matter areas

1 2 3 4

3.4 Integrating faith with learning across subject matter areas

1 2 3 4

3.5 Using a variety of instructional strategies and resources appropriate to the subject matter

1 2 3 4

3.6 Developing and sequencing instructional activities and materials for student learning

1 2 3 4

3. Summative statement for standard #3 (see directions). Standard #4: Teachers Will Monitor and Assess Student Learning (by)

4.1 Establishing and communicating learning goals for all students

1 2 3 4

4.2 Collecting and using multiple sources of information to assess student learning

1 2 3 4

4.3 Involving and guiding all students in assessing their own learning

1 2 3 4

4.4 Using the results of assessment to guide instruction 1 2 3 4

4.5 Communicating student progress with students, and appropriate others in a timely manner

1 2 3 4

4.6 Maintaining complete, accurate, and confidential student records

1 2 3 4

4. Summative statement for standard #4 (see directions). Standard #5: Teachers Will Develop As a Christian Professional Educator (by)

5.1 Modeling a positive and growing relationship with Christ

1 2 3 4

5.2 Demonstrating a life style consistent with accepted Seventh-day Adventist standards

1 2 3 4

5.3 Creating and maintaining an environment that encourages students’ spiritual development

1 2 3 4

5.4 Promoting opportunities for student involvement in outreach activities

1 2 3 4

5.5 Establishing professional goals and showing initiative in professional development activities

1 2 3 4

5.6 Working with colleagues and/or communities to enhance professional practice

1 2 3 4

5.7 Communicating effectively with parents and families 1 2 3 4

5.8 Maintaining a professional appearance appropriate to one’s teaching assignment

1 2 3 4

5.9 Fulfilling adjunct duties as required 1 2 3 4

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5. Summative statement for standard #5 (see directions). 6. Overall summary statement (see directions).

7. Summary report of this teacher’s professional development goals (see directions). _________________________________________ ___________________ Administrator’s Signature Date

_________________________________________ ___________________ Teacher’s Signature Date

Notes:

a. The teacher’s signature indicates receipt of this document and does not necessarily imply agreement with all of the contents of the document.

b. The teacher has the right to attach a statement to this document which will become a part of the teacher’s file.

19

Summative Teacher Evaluation Form—Standards/Elements Sample 1

Teacher: Ima Sample

(sample #1; unsatisfactory performance in two standards, some growth)

Standard #1: Teachers Will Engage and Support All Students in Learning by: 1.1 Creating a learning environment that engages all students 1.2 Connecting learning goals with students’ prior knowledge, interests, and developmental stages 1.3 Facilitating learning experiences that promote autonomy, interaction, and decision-making 1.4 Engaging students in problem solving and critical thinking 1.5 Promoting self-directed, reflective learning for all students 1. Summative statement for standard #1. (see directions) During the classroom observations on October 24, it was noted that the teacher generally required student hands to be raised and that her responses were limited to those with raised hands. The result was that less than half of the class actually participated actively in the discussion. During the feedback conference we discussed some “active participation” principles for her to apply. During informal visits and the second formal observation on February 13 it was observed that Mrs. Sample had varied her questioning and responding styles enabling more students to actively participate. Mrs. Sample has committed to continue to improve active participation and to also work on designing questions to elicit higher level thinking.

Standard #2: Teachers Will Create and Maintain an Effective Learning Environment by: 2.1 Creating an environment that stimulates intellectual development 2.2 Creating an environment that is conducive to moral development 2.3 Establishing a climate that promotes fairness and respect 2.4 Promoting social development and group responsibility 2.5 Establishing and maintaining standards for student behavior 2.6 Planning and implementing classroom procedures and routines that support student learning 2.7 Using instructional time effectively 2.8 Maintaining a physical environment that is clean, orderly, and safe

2. Summative statement for standard #2. (see directions) In September of this school year, three parents made a formal complaint in which they stated that they were not confident in Mrs. Sample’s ability to maintain adequate classroom supervision and control. These parents did meet with the teacher and reported that they did not feel that their concerns were given appropriate attention. During the following few weeks the principal and teacher had informal conversations regarding classroom control, and a number of informal classroom visits revealed that students often interrupted the teacher’s instruction. During the September classroom observation, students continued to be disruptive in the classroom. Following that visit, Mrs. Sample was told that she would be provided with a full release day for observing instruction in Mrs. Singh’s class. Mrs. Singh has demonstrated excellent classroom management skills and is a mentor for teachers in our school. Mrs. Sample did not take advantage of this offer until January 22. Following the in-service day with Mrs. Singh, the number of classroom interruptions has declined. During the course of this school year, ten different parents have called the principal to complain about the teacher’s classroom control, but the complaints have become fewer during the second semester. The second formal classroom observation in February demonstrated that control has improved, but some disruptions did occur.

Standard #3: Teachers Will Organize Subject Matter and Design Learning Experiences by: 3.1 Demonstrating knowledge of subject matter content 3.2 Following adopted curriculum and frameworks

20

3.3 Interrelating ideas and information within and across subject matter areas 3.4 Integrating faith with learning across subject matter areas 3.5 Using a variety of instructional strategies and resources appropriate to the subject matter 3.6 Developing and sequencing instructional activities and materials for student learning 3. Summative statement for standard #3. (see directions) In all of the formal and informal classroom observations, Mrs. Sample has demonstrated appropriate knowledge of the subject matter appropriate for her grade assignment. The long-range lesson plans that were examined during the pre-school meeting were all in harmony with the adopted curriculum and frameworks. No observations have been made in which the teacher demonstrated the integration of learning across the curriculum, and in our conference following the February observation this was mentioned as an area for examination next year.

Standard #4: Teachers Will Monitor and Assess Student Learning by: 4.1 Establishing and communicating learning goals for all students 4.2 Collecting and using multiple sources of information to assess student learning 4.3 Involving and guiding all students in assessing their own learning 4.4 Using the results of assessment to guide instruction 4.5 Communicating student progress with students, and appropriate others in a timely manner 4.6 Maintaining complete, accurate, and confidential student records 4. Summative statement for standard #4. (see directions) Mrs. Sample’s record keeping shows excellent organization. She communicates regularly with parents regarding the academic progress of her students. I have observed her outline of comments for parent-teacher conferences and have found them to be complete and informative. Although she has not moved toward portfolio/authentic assessment, she has expressed interest in developing more skills in that aspect.

Standard #5: Teachers Will Develop As a Christian Professional Educator by: 5.1 Modeling a positive and growing relationship with Christ 5.2 Demonstrating a life style consistent with accepted Seventh-day Adventist standards 5.3 Creating and maintaining an environment that encourages students’ spiritual development 5.4 Promoting opportunities for student involvement in outreach activities 5.5 Establishing professional goals and showing initiative in professional development activities 5.6 Working with colleagues and/or communities to enhance professional practice 5.7 Communicating effectively with parents and families 5.8 Maintaining a professional appearance appropriate to one’s teaching assignment 5.9 Fulfilling adjunct duties as required 5. Summative statement for standard #5. (see directions) During this school term, Mrs. Sample’s classroom has been involved in two missionary outreach activities in association with the Green Hills Adventist church. The activities included the distribution of Thanksgiving baskets and the visitation in a local retirement home. Mrs. Sample has served on the school committee reviewing the English curriculum guide and that committee will be making a report in the fall. Mrs. Sample is viewed on the campus and in the community as a spiritual leader and a number of letters in her file will attest to that fact.

21

6. Overall summary statement (see directions) Relative to standards #3, 4, and 5, Mrs. Sample’s professional performance is exemplary. Relative to standard #1, actively engaging all students, she is has made growth during the year and continues to work on improving active involvement and higher level thinking. Relative to standard #2, classroom environment, Mrs. Sample’s classroom has not been as orderly as the standard requires and students have been too often disruptive to the learning environment. Mrs. Sample is in agreement that next year’s professional development plan will focus primarily on active participation and classroom management. 7. Summary report of this teacher’s professional development goals (see directions) Mrs. Sample’s professional growth plan for the year included only one item. That item was that she would explore ways to use more authentic evaluation techniques with her students. She has done some reading and attended a one-day seminar on authentic assessment, but she has not yet implemented the practice.

_________________________________________________________ Administrator’s SignatureDate

_________________________________________________________

Teacher’s SignatureDate

Notes: a. The teacher’s signature indicates receipt of this document and does not necessarily imply agreement

with all of the contents of the document. b. The teacher has the right to attach a statement to this document which will become a part of the

teacher’s file.

22

Summative Teacher Evaluation Form—Standards/Elements Sample 2

Teacher: Ima Sample

(sample #2; unsatisfactory performance in two standards, no growth in standard #2)

Standard #1: Teachers Will Engage and Support All Students in Learning by: 1.1 Creating a learning environment that engages all students 1.2 Connecting learning goals with students’ prior knowledge, interests, and developmental stages 1.3 Facilitating learning experiences that promote autonomy, interaction, and decision-making 1.4 Engaging students in problem solving and critical thinking 1.5 Promoting self-directed, reflective learning for all students 1. Summative statement for standard #1. (see directions) During the classroom observations on October 24, it was noted that the teacher generally required student hands to be raised and that her responses were limited to those with raised hands. The result was that less than half of the class actually participated actively in the discussion. During the feedback conference we discussed some “active participation” principles for her to apply. During informal visits and the second formal observation on February 13 it was observed that Mrs. Sample had varied her questioning and responding styles enabling more students to actively participate. Mrs. Sample has committed to continue to improve active participation and to also work on designing questions to elicit higher level thinking.

Standard #2: Teachers Will Create and Maintain an Effective Learning Environment by: 2.1 Creating an environment that stimulates intellectual development 2.2 Creating an environment that is conducive to moral development 2.3 Establishing a climate that promotes fairness and respect 2.4 Promoting social development and group responsibility 2.5 Establishing and maintaining standards for student behavior 2.6 Planning and implementing classroom procedures and routines that support student learning 2.7 Using instructional time effectively 2.8 Maintaining a physical environment that is clean, orderly, and safe 2. Summative statement for standard #2. (see directions) In September of this school year, three parents made a formal complaint in which they stated that they were not confident in Mrs. Sample’s ability to maintain adequate classroom supervision and control. These parents did meet with the teacher and reported that they did not feel that their concerns were given appropriate attention. During the following few weeks the principal and teacher had informal conversations regarding classroom control, and a number of informal classroom visits revealed that students often interrupted the teacher’s instruction. During the September classroom observation, students continued to be disruptive in the classroom. Following that visit, Mrs. Sample was told that she would be provided with a full release day for observing instruction in Mrs. Singh’s class. Mrs. Singh has demonstrated excellent classroom management skills and is a mentor for teachers in our school. Mrs. Sample did not take advantage of this offer until January 22. Following the in-service day with Mrs. Singh, the number of classroom interruptions has declined. During the course of this school year, ten different parents have called the principal to complain about the teacher’s classroom control. Some complaints have also been received during the second semester. And two additional formal classroom observations in February and March demonstrated that control issues have not been resolved.

23

Standard #3: Teachers Will Organize Subject Matter and Design Learning Experiences by: 3.1 Demonstrating knowledge of subject matter content 3.2 Following adopted curriculum and frameworks 3.3 Interrelating ideas and information within and across subject matter areas 3.4 Integrating faith with learning across subject matter areas 3.5 Using a variety of instructional strategies and resources appropriate to the subject matter 3.6 Developing and sequencing instructional activities and materials for student learning 3. Summative statement for standard #3. (see directions) In all of the formal and informal classroom observations, Mrs. Sample has demonstrated appropriate knowledge of the subject matter appropriate for her grade assignment. The long-range lesson plans that were examined during the pre-school meeting were all in harmony with the adopted curriculum and frameworks. No observations have been made in which the teacher demonstrated the integration of learning across the curriculum, and in our conference following the February observation this was mentioned as an area for examination next year.

Standard #4: Teachers Will Monitor and Assess Student Learning by: 4.1 Establishing and communicating learning goals for all students 4.2 Collecting and using multiple sources of information to assess student learning 4.3 Involving and guiding all students in assessing their own learning 4.4 Using the results of assessment to guide instruction 4.5 Communicating student progress with students, and appropriate others in a timely manner 4.6 Maintaining complete, accurate, and confidential student records 4. Summative statement for standard #4. (see directions) Mrs. Sample’s record keeping shows excellent organization. She communicates regularly with parents regarding the academic progress of her students. I have observed her outline of comments for parent-teacher conferences and have found them to be complete and informative. Although she has not moved toward portfolio/authentic assessment, she has expressed interest in developing more skills in that aspect.

Standard #5: Teachers Will Develop As a Christian Professional Educator by: 5.1 Modeling a positive and growing relationship with Christ 5.2 Demonstrating a life style consistent with accepted Seventh-day Adventist standards 5.3 Creating and maintaining an environment that encourages students’ spiritual development 5.4 Promoting opportunities for student involvement in outreach activities 5.5 Establishing professional goals and showing initiative in professional development activities 5.6 Working with colleagues and/or communities to enhance professional practice 5.7 Communicating effectively with parents and families 5.8 Maintaining a professional appearance appropriate to one’s teaching assignment 5.9 Fulfilling adjunct duties as required

5. Summative statement for standard #5. (see directions) During this school term, Mrs. Sample’s classroom has been involved in two missionary outreach activities in association with the Green Hills Adventist church. The activities included the distribution of Thanksgiving baskets and the visitation in a local retirement home. Mrs. Sample has served on the school committee reviewing the English curriculum guide and that committee will be making a report in the fall. Mrs. Sample is viewed on the campus and in the community as a spiritual leader and a number of letters in her file will attest to that fact. 6. Overall summary statement (see directions) Relative to standards #3, 4, and 5, Mrs. Sample’s professional performance is exemplary. Relative to standard #1, actively engaging all students, she is has made growth during the year and continues to work on improving active involvement and higher level thinking. Relative to standard #2, classroom environment, Mrs. Sample’s classroom has not been as orderly as the standard requires and students have been too often disruptive to the learning environment. Due to a continued inability to demonstrate adequate improvement in classroom management, it will be recommended that Mrs. Sample’s be placed on Probation Restriction for next school year and that an improvement plan be placed in effect that will focus primarily on classroom management with some continued attention to active participation. 7. Summary report of this teacher’s professional development goals (see directions) Mrs. Sample’s professional growth plan for the year included only one item. That item was that she would explore ways to use more authentic evaluation techniques with her students. She has done some reading and attended a one-day seminar on authentic assessment, but she has not yet implemented the practice.

_________________________________________________________ Administrator’s SignatureDate

_________________________________________________________

Teacher’s SignatureDate

Notes: c. The teacher’s signature indicates receipt of this document and does not necessarily imply agreement

with all of the contents of the document. d. The teacher has the right to attach a statement to this document which will become a part of the

teacher’s file.

25

Professional Development Project

• Explore a system of teacher driven evaluation. • Think reflectively about your teaching. • Reinvigorate your own professional growth through self-

evaluation. • Allow instructional leaders to focus time and energy on

new teachers or teachers with specific needs.

The Portfolio

The Southern Asia-Pacific Division (SSD) has recently adopted a new set of Teacher

Performance Standards. Participants in this project will use these standards as a basis for organizing and developing a presentation portfolio. Documentation will be selected that can provide evidence of having met various performance standards.

Following is a list of these Teacher Performance Standards. Along with each of the five

sample standards a list of suggestions for documentation is provided. Technology: The suggested documentation includes “low-tech” options such as documents

and photographs. Teachers may choose “high-tech” options such as PowerPoint, videos, etc.

The Standards

Standard #1: Teachers Will Engage and Support All Students in Learning (by)

1.1 Creating a learning environment that engages all students 1.2 Connecting learning goals with students’ prior knowledge, interests, and developmental

stages 1.3 Facilitating learning experiences that promote autonomy, interaction, and decision-

making 1.4 Engaging students in problem solving and critical thinking 1.5 Promoting self-directed, reflective learning for all students

Possible portfolio documents: • Copies of lesson plans demonstrating (a) higher level thinking, (b) varieties of

instructional strategies, (c) cooperative learning, (d) multiple intelligences • Samples of student work • Copies of I.E.P’s • Sample of teacher feedback • Information about parent-teacher conferences

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Standard #2: Teachers Will Create and Maintain an Effective Learning Environment (by) 2.1 Creating an environment that stimulates intellectual development 2.2 Creating an environment that is conducive to moral development 2.3 Establishing a climate that promotes fairness and respect 2.4 Promoting social development and group responsibility 2.5 Establishing and maintaining standards for student behavior 2.6 Planning and implementing classroom procedures and routines that support student learning 2.7 Using instructional time effectively 2.8 Maintaining a physical environment that is clean, orderly, and safe

Possible portfolio documents: • Photos of classroom, bulletin boards, etc. • Notes from parents, students, others. • Copies of classroom management documents. Rules, discipline plan, etc. • Copies of documents produced by students related to student government • Copy of discipline philosophy

Standard #3: Teachers Will Organize Subject Matter and Design Learning Experiences (by)

3.1 Demonstrating knowledge of subject matter content 3.2 Following adopted curriculum and frameworks 3.3 Interrelating ideas and information within and across subject matter areas 3.4 Integrating faith with learning across subject matter areas 3.5 Using a variety of instructional strategies and resources appropriate to the subject

matter 3.6 Developing and sequencing instructional activities and materials for student learning

Possible portfolio documents: • Photos of learning activities/field trips • Student projects (group and individual) • Copies of instructional plans, (a) daily, (b) unit, (c) yearly

Standard #4: Teachers Will Monitor and Assess Student Learning (by)

4.1 Establishing and communicating learning goals for all students 4.2 Collecting and using multiple sources of information to assess student learning 4.3 Involving and guiding all students in assessing their own learning 4.4 Using the results of assessment to guide instruction 4.5 Communicating student progress with students, and appropriate others in a timely manner 4.6 Maintaining complete, accurate, and confidential student records

Possible portfolio documents: • Copies of grading rubrics used • Samples of tests • Student portfolios

27

Standard #5: Teachers Will Develop As a Christian Professional Educator (by) 5.1 Modeling a positive and growing relationship with Christ 5.2 Demonstrating a life style consistent with accepted Seventh-day Adventist standards 5.3 Creating and maintaining an environment that encourages students’ spiritual

development 5.4 Promoting opportunities for student involvement in outreach activities 5.5 Establishing professional goals and showing initiative in professional development

activities 5.6 Working with colleagues and/or communities to enhance professional practice 5.7 Communicating effectively with parents and families 5.8 Maintaining a professional appearance appropriate to one’s teaching assignment 5.9 Fulfilling adjunct duties as required

Possible portfolio documents: • Materials from conferences or conventions attended • Documents demonstrating professional memberships • Evidence of participation in school leadership projects • Copy of personal mission statement • Letters from colleagues, administrators • Copies of articles published or convention presentations • Documents or photos illustrating church related projects • Newsletters published • Samples of letters used for parent communication • Products from committees served or led • Letter(s) from local pastor(s) or community leaders • Photos from church or other community projects

Overall summary statement (see directions).

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Summary report of this teacher’s professional development goals (see directions).

_________________________________________ ___________________ Administrator’s Signature Date

_________________________________________ ___________________

Teacher’s Signature Date

Notes:

a. The teacher’s signature indicates receipt of this document and does not necessarily imply agreement with all of the contents of the document.

b. The teacher has the right to attach a statement to this document which will become a part of the teacher’s file.

Resources

• Bullock, A. and Hawk, P. (2001). Developing a teaching portfolio. Prentice-Hall. • Campbell, D. and others (1997). How to develop a professional portfolio. Allyn

and Bacon. • http://eduscapes.com/tap/topic82.htm • http://www.glencoe.com/sec/teachingtoday/weeklytips.phtml/43 The following two resources can be obtained through (www.Heinemann.com) • Teacher’s Guide to National Board Certification.

o Unpacking the standards • National Board Certification Workbook, 2d Ed.

o How to prepare your portfolio.

29

Teacher Improvement Contract Provision Personnel Committees may place teachers on an “Improvement Contract.” This action shall take place if, upon documented concerns, it is deemed that the teacher’s professional performance is less than satisfactory. The Improvement Contract may be developed by the administrator or it may be developed collaboratively depending on the circumstances. The terms of such a contract shall include the following elements:

1. The specific areas of concern as related to the Teacher Performance Standards. 2. A timeline to include:

a. contract length b. schedule of teacher-administrator conferences c. schedule classroom observations d. other relevant events

3. The criteria for expected changes in the teacher’s performance 4. Appropriate professional development activities 5. Appropriate administrative support

Notes:

1. The Office of Education staff shall review for approval each “Improvement Contract” to insure that the required elements are present.

2. This step allows for a formal process for clearly communicating to a teacher that his or her professional performance is not satisfactory.

3. This step would precede consideration of the improvement period allowing the teacher and school to focus on professional growth without the negative aspects of the period.

4. The term “improvement contract” is teacher-centered and focused on improvement, an essential due process element

30

Teacher Improvement Period

“Improvement Period” shall be defined as a time frame given to a teacher whose professional competency or personal conduct has been determined by written evaluation to be unsatisfactory. It is an action taken by the conference K-12 board or Executive committee or the governing boards of the schools. The recommendation is made by the superintendent of schools in consultation with the teachers, and the school board chair and/or the school board. “Improvement Period” may be voted at any time during the academic year for reasons listed below. The duration will be established by the governing boards or executive committee for a period of not less than five months or one semester and not greater than ten months or one academic year, so that the teacher may correct the identified problem areas(s). The governing board or executive committee shall approve the imposition of the period for the teacher concerned or the plan for correction of the problem area(s) before implementation. The superintendent of schools shall keep the conference K-12 executive committee updated on regular progress reports in the implementation of the plan. Reasons for the Implementation of the “Improvement Period” a.Unsatisfactory professional competency as determined by written evaluation, or b.Unsatisfactory personal conduct or adverse influence. Plan for Correcting Problem Area(s) While Under the “Improvement Period” a.For the teacher/principal transferring into a new location, no plan is required. b.For weaknesses as described above, the superintendent of schools, in counsel with the principal, school board and the teacher shall develop a plan for professional growth or counseling and implementation as follows: i.The plan for the teacher’s professional improvement and/or corrective actions to be taken shall be approved by the governing board or executive committee. ii.The superintendent of schools shall communicate to the teacher in writing the approved plan no later than 5 days after its approval. iii.The teacher shall receive a copy of the plan for professional improvement and/or corrective actions to be taken and begin implementation no later than five (5) days after receipt of the plan. iv.The superintendent of schools shall assume responsibility for regular supervisory assistance in helping the teacher to meet the improvements requested.

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SSD Teacher Evaluation Policy Evaluation of a teacher on probationary status (1-3 years of experience) A teacher on probationary status shall receive a minimum of two written evaluations annually as follows: 1a. A minimum of one written evaluation per semester based on a minimum of one supervisory visit by the principal or the superintendent of schools or designee. 1b. An evaluation conference between supervisor and teacher based on each written evaluation stipulated in (1a). 1c. Copies of each written evaluation shall be given to the teacher and to the principal, when applicable, and one shall be kept in the teacher's file at the conference office of education. Evaluation of a teacher on regular status (3-8 years of experience) The evaluation of a teacher on regular status shall include the following: 2a. A minimum of one written evaluation per year based upon a minimum of one supervisory visit by the principal or the superintendent of schools or designee. 2b. An evaluation conference with the teacher by the principal and/or office of education personnel based on the written evaluation stipulated in (2a) above. 2c. Copies of each written evaluation shall be given to the teacher and to the principal, when applicable, and one shall be kept in the teacher's file at the conference office of education. Evaluation of a teacher on professional status (8 or more years of experience) The evaluation of a teacher on professional status shall include the following: 3a. A minimum of one written evaluation every three (3) years based upon a minimum of one supervisory visit by the principal or the superintendent of schools or designee. 3b. An evaluation conference with the teacher by the principal and/or office of education personnel based on the written evaluation stipulated in (3a) above. 3c. Copies of each written evaluation shall be given to the teacher and to the principal, when applicable, and one shall be kept in the teacher's file at the conference office of education.