Teacher Evaluation Procedure Manual

Sample School District
Teacher Evaluation
Procedure Manual
Objectives
Objectives of the Sample School District Teacher Evaluation system are:

1. To ensure that state standards for student achievement and district curricula
are taught.
2. To identify teaching standards and criterion where strengths are observed
and to encourage continued use of related behaviors.
3. To identify teaching standards and criterion where improvement can occur.
4. To prescribe changes in behaviors which would improve performance on
identified teaching standards and criterion.
5. To identify available resources and assistance for improvement.
6. To help teachers in the creation of a Professional Development Plan that
supports their strengths and provides assistance for areas of improvement.
7. To provide teachers who are new to the profession and/or district an
orientation and support through a three-year induction program.
Evaluation Safeguards
The evaluatee may claim personal bias on conflict of interest at any time during the
evaluation process; however, the evaluation process, including timelines, will be
continued. S/he may appeal first to the principal if the claim is against any qualified
evaluator other than the principal, or to the Assistant Superintended if the claim is
against the principal.
By mutual agreement of the evaluator and evaluate, content of the evaluation
document may be changed as a result of a post-observation conference discussion.
A teacher who wishes to respond to his/her evaluation in writing may do so within
five workdays of receipt of the document. The teachers written response will
become a part of the evaluation document and will be placed in the teachers file
and forwarded to Human Resources.
Confidentiality
Copies of assessment and evaluation reports of teacher performance are
confidential, and do not constitute a public record. Nothing involving teacher
evaluation will be released, shown to, or discussed with unauthorized persons, in
either draft or completed form.
Review by Principal
All evaluations and recommendations will be reviewed and signed by the principal,
who will take appropriate action. If a recommendation for issuance of a Preliminary
Notice of Unsatisfactory Classroom Performance has been made, the principal will
see that the teacher has been provided copies of the applicable Arizona Statutes.
Orientation to the Evaluation System

Prior to any observation for evaluation purposes being conducted, the
principal/designee shall conduct an inservice for the staff on the evaluation process
and instruments. This inservice will include any changes in the process or
instruments from previous years. An introduction to the evaluation process for
teachers new to the district will be presented during teacher induction. All teachers
will be notified of their evaluator, and meet with them prior to any observation
being done.
Evaluation Procedures
Each teacher shall be observed for the purpose of evaluation at least twice
annually, prior to May 1. These observations may be informal observations for
Continuing Teachers in good standings. Each observation shall generate either a
Formative or Summative Evaluation document. A summative evaluation shall be
conducted on each teacher every year, including 50% of teacher performance
determined by classroom instruction, 33% determined by classroom test data, and
17% determined by school-wide test data. There may be more formative/summative
evaluations if requested by the evaluator or the teacher. Informal walk-through
observations will be conducted regularly throughout the year.
The summative evaluation process requires: a school-wide inservice; at least two
formative observation (the first required no later than the 60 th instructional day),
each for a minimum of 30 minutes with no prior notice required; completion of the
Formative Evaluation form, and a copy given to the teacher within five working days
of the observation (with signed copy to teacher, school file, and Human Resources).
After each formative observation, a formative observation conference may be held.
Also included in the summative evaluation process are the development and/or
assessment of a Professional Development Plan.
The summative evaluation, which is based on all completed formative observation,
any other formal observations, results of the Professional Development Plan, and
classroom-level and school-level test data, shall be completed by the evaluator,
reviewed with, and signed by the teacher during the summative evaluation
conference. A copy of the summative evaluation shall be given to the teacher within
five days after the summative evaluation conference, with a copy placed in the
school file and a copy forwarded to Human Resources.
The formative evaluation process requires: a school-wide inservice; at least one
formative observation for at least 30 minutes with no prior notice required;
completion of the Formative Evaluation form and a copy given to the teacher and
verification of receipt by teacher within five working days of the observation (with a
signed copy to the school file and a signed copy to Human Resources). After each
formative observation, a formative observation conference may be held. If a
formative observation has taken place after the 60th instructional day and the
administrator feels the teacher is not performing at an appropriate level, the
administrator is encouraged to support the teacher through any means necessary,
including additional observation, to help the teacher improve to an appropriate
level.
By mutual agreement of the evaluator and evaluate, content of the evaluation
instrument may be changed as a result of a post-observation conference discussion.
A teacher who wishes to respond to his/her evaluation in writing may do so within
five working days of receipt of the document. The teachers written response will
become a part of the evaluation document and will be placed in the teachers file
and forwarded to Human Resources.
If the evaluatee is rated Does Not Meet Standards on any criterion in any
Standard, the evaluator shall complete the summative evaluation instrument and
conference with the teacher. Within five working days of that conference, a
remediation plan shall be developed jointly by the evaluator and teacher and shall
replace the Professional Development Plan during the remediation phase. Each
Remediation Plan form will address the standard identifying the criterion on which
the teachers performance does not meet District expectations. If the summative
evaluation has been completed no later than February 1, the continuing teacher
shall have sixty instructional days for remediation. If the summative evaluation has
been completed no later than November 1, the non-continuing teacher shall have
90 instructional days for remediation. The evaluator shall recommend the issuance
of a Preliminary Notice of Inadequate Classroom Performance after completion of
the summative evaluation process and at least fourteen days prior to the start of
the period of time within which to correct the inadequacy for continuing teachers, to
overcome the grounds for the charge (five days for non-continuing). The evaluator
shall conduct two follow-up observations (no later than March 1 and May 1 if the
remediation plan is implemented during spring semester and no later than October
1 and December 1 if the remediation plan is implemented during fall semester)
during the sixty (continuing teachers) or ninety (non-continuing teacher) day
remediation period to assess improvement.
If the teacher is rated Meets Standards after the two follow-up observations in all
criterion previously rated as Does Not Meet Standards, withdraw Preliminary
Notice. If they are rated Does Not Meet Standards in one or more of the criterion
previously identified, the evaluator shall recommend Human Resources to issue a
Notice of Intention to Dismiss. Recommendations not to reemploy continuing
teachers shall be reviewed by a District-level Evaluation Review Board to ensure
that the formative and summative evaluation procedures have been followed. In the
event that the Review Board finds that the procedures have not been followed, they
shall recommend to the Superintendent that the evaluation process be reinitiated.
Professional Development Plan
Each teacher in the Sample School District will be required to design and implement
a Professional Development Plan. A plan would include all activities to increase skill
level in any of the Teacher Standards and/or Classroom/School-level Test Data. It is
recommended that the plan include one to three professional development
objectives per year. A plan may be annual or multi-year. It should be reviewed and
updated each year during each teachers annual summative evaluation. The
teacher will collaborate with the evaluator to insure a Professional Development
Plan is created and implemented. The teacher shall document activities and projects
completed as specified in the Professional Development Plan. In most cases, the
Teacher Induction Program constitutes the Professional Development Plan for noncontinuing teachers.
Follow-up observation nlt

November 20
Unsatisfactory
Satisfactory
Teacher Evaluation Process

School-wide Inservice
Summative Evaluation
Conference nlt December 1
Issuance of Preliminary
Notice by December 5Remediation Plan (60 days
Continuing/90 nonSatisfactory
Follow-up
Observatio
n
Follow-up
Observatio
n nlt May 1
Satisfactory
Formative Observation
First Semester (before 60th
day)
Formative Observation
Second Semester (before
May 1)
Professional Development
Plan Conference
Issuance of Preliminary
Notice by May 5Remediation Plan (60 days
Continuing/90 nonFollow-up Observation
nlt October 1
Satisfactory
Satisfactory
Follow-up Observation
nlt December 1
Recommendation Not to
Reemploy nlt January 15
Process not
followed
Recommendation Not to
Reemploy nlt May 15
Process not followed
Evaluation
Review Board
Statement of Charges
and Notice of Intent,
nlt June 1
Summative Evaluation and

Professional Development
Plan Conference
Conference no later than
May 1
Evaluation Next Year
Evaluation
Review Board
Statement of Charges
and Notice of Intent,
nlt January 30
TEACHER EVALUATION FORMS
FORMATIVE EVALUATION FORM

Teacher _________________________________
_____
Continuing _____
Non-Continuing
Subject _________________________________
Class period ____________
School __________________________________
Date of Observation ________________
Directions: Using analyzed data from classroom observation notes, observation

tools, planning documents (when available), grade books, and other data sources
(including conference), describe teachers performance in all Standards, with the
possible exception of #5. Use the Teacher Evaluation Rubric to guide your formative
comments to the teacher, but do not make summative judgments (only description
and advise, if necessary).
STANDARD 1- The teacher designs and plans instruction that develops students abilities
to meet Arizonas academic standards and the districts assessment plan.
STANDARD 2 The teacher creates and maintains a learning climate that supports the
development of students abilities to meet Arizonas academic standards :
STANDARD 3- The teacher implements and manages instruction that develops students
abilities to meet Arizonas academic standards:
STANDARD 4- The teacher assesses learning and communicates results to students,

parents and other professionals with respect to students abilities to meet Arizonas
academic standards:
STANDARD 5-The teacher collaborates with colleagues, parents, the community and
other agencies to design, implement, and support learning programs that develop
students abilities to meet Arizonas academic standards and transition from school to
work or post-secondary education:
STANDARD 6 The teacher reviews and evaluates his or her overall performance and
implements a professional development plan:
_____ Formative Evaluation continues.

_____ Summative Evaluation process begins.
_____ Summative Evaluation process continues.
_________________________________
Evaluator Signature
________________
_______________________
Date Signed
Date of Conference
_________________________________
________________
Teacher Signature
Date Signed
Signature indicates receipt of the evaluation but does not necessarily indicate
agreement with the content. Within five days of receipt of evaluation, teacher may
attach comments if desired.
PROFESSIONAL DEVELOPMENT PLAN
Teacher __________________________________________
Date __________________
School ___________________________________________
Dept. _________________
Goal:
Objective(s):
Activities:
Assessment:
Due Date:
____________________________________
Teacher
______________
Date
____________________________________
Evaluator
______________
Date
REMEDIATION PLAN
Teacher __________________________________________ Continuing 1st Year 2nd Year 3rd

Year
School ___________________________________________
Evaluator________________________
Date Plan was Initiated __________________
________________________
Target Completion Date
Observation/Review Dates
_______________________________________________________________
1. Standard on which teachers performance does not meet expectations:
2. Specific criterion(a) identified for remediation:
3. Specific behavior(s) which will be observable upon completion of the plan:
4. Resources for improvement:

a.
b.
c.
d.
e.
______________________________________
Evaluator
_____________
Date
______________________________________
Teacher
_____________
Date
REMEDIATION PLAN RESULTS
Name _________________________________________
__________________________
School
Post Evaluation Conference: Remediation Plan Results

_________ Standard(s) remediated to Meets Standards level or above
_________ Standard(s) not remediated to Meets Standards level or above
Comments:
_______ Recommend Not to Reemploy

_______ Withdraw Preliminary Notice
Observation Dates: ___________________________________
__________________
Conference Date:
______________________________________ ____________
_______________________________
Evaluator Signature
Date
Teacher Signature
SAMPLE DISTRICT
TEACHER SUMMATIVE EVALUATION INSTRUMENT
(DO NOT USE this process for Supervision Project. Only refer to the rubric to help you analyze teacher
performance in each standard. Use terminology from rubric to help you write your Formative
Evaluation narratives, but do NOT use the judgment/scoring/rating terminology;
formative/developmental feedback only.)
TEACHER _________________________________________________
SCHOOL
__________________________________________
Status: ____ 1st year
____ 2nd year
_____ 3rd year
_____ Continuing
INSTRUCTIONS: Using data from classroom observations, planning documents, record reviews, and other sources,
the Evaluator will graph the appropriate level of performance for each criterion using rating descriptions found in the
Teacher Evaluation Rubric. Tally total number of points earned (162 max), divide by 54, and multiply that number
by .5. Any Instruction criteria rated at the Does Not Meet Standard level of performance shall require an
Improvement Plan for that area.
INSTRUCTION 50%
Standard
Distinguish
ed (3
points
each)
Meets
(2 points
each)
Developing
1 2 3 4 5 6 7 8 9 10
11 12 13
1 2 3 4 5 6 7 8 9 10
1 2 3 4 5 6 7 8 9 10 11 12 13
14 15 16
12345
12345
12345
1 2 3 4 5 6 7 8 9 10
11 12 13
1 2 3 4 5 6 7 8 9 10
1 2 3 4 5 6 7 8 9 10 11 12 13
14 15 16
12345
12345
12345
1 2 3 4 5 6 7 8 9 10
11 12 13
1 2 3 4 5 6 7 8 9 10
1 2 3 4 5 6 7 8 9 10 11 12 13
14 15 16
12345
12345
12345
(1 point
each)
Does not
Meet (0
points
each)
Total
points for
each
Standard
1 2 3 4 5 6 7 8 9 10
11 12 13
1 2 3 4 5 6 7 8 9 10
1 2 3 4 5 6 7 8 9 10 11 12 13
14 15 16
12345
12345
12345
_____
_____
_____
_____
_____
______
Total INSTRUCTION points _____ (162 max) 54 = ________ x .5 = ________
Classroom Level Data 33%

INSTRUCTIONS: Using data from each available test, rate individual teachers classroom results, using rating
descriptions found in the Teacher Evaluation Rubric. Tally total number of points earned (15 max), divide by 5 (or
total # of tests used, if not all are available), and multiply that number by .33.
AIMS
Distinguishe
d (3 points
each)
Meets
(2 points
each)
Data Source
Terra Nova
Stanford 10
District
Tests
Benchmark
Tests
Developing
(1 point
each)
Does not
Meet (0
points each)
Total points
for each
Standard
____
_____
_____
_____
_____
Total CLASSROOM LEVEL DATA points _____ (15 max) 5 = ________ x .33 = ________
School Level Data 33%

INSTRUCTIONS: Using data from each available test, rate school test results, using rating descriptions found in the
Teacher Evaluation Rubric. Tally total number of points earned (15 max), divide by 5 (or total # of tests used, if not
all are available), and multiply that number by .17.
AIMS
Data Source
Terra Nova
Stanford 10
District
Tests
Benchmark
Tests
Distinguishe
d (3 points
each)
Meets
(2 points
each)
Developing
(1 point
each)
Does not
Meet (0
points each)
Total points
for each
Standard
____
_____
_____
Total SCHOOL LEVEL DATA points _____ (15 max) 5 = ________ x .17 = ________
Cumulative Teacher Rating
_____
_____
Total INSTRUCTION score, CLASSROOM DATA score, and SCHOOL LEVEL DATA score (3 max) _________
_____ Evaluator has determined this satisfies your annual evaluation as required by law under Title 15 of the
Arizona Revised Statues.
_____ Improvement Plan needed
_____ Request for Preliminary Notice to be issued
_____ Withdrawal of Preliminary Notice
_____ Recommend not to reemploy
_________________________________________
Evaluator Signature
_______________
Date
I have seen and discussed this evaluation plan with the

Evaluator and
I accept the report
Yes
No
I wish to attach additional information (within 5
days)
Yes
No
___________________________________
__________
Principal Signature
Date
(if teacher is rated Does Not Meet Standards)
______________________________________ _______________
Teacher Signature
Date
Teacher Summative Evaluation

Level of Performance Rubric
Instruction 50%
I. The teacher designs and plans instruction that develops students abilities to meet Arizonas academic standards and the
districts assessment plan.
Element
Does not Meet Standard
Developing
Meets Standards
Distinguished
1. Focuses instruction
on Arizonas academic
standards
Planning documents (lesson[s]

and units[s]) do not address
Arizona curricular standards.

and units[s]) address some of
the Arizona curricular standards
and some instructional
objectives.

and units[s]) address most of
the Arizona curricular standards
and most instructional
objectives.

and units[s]) address all of the
Arizona curricular standards
and instructional objectives.
2. Focuses instruction
on the schools and
districts academic
standards
Instructional objectives are

either too easy or too difficult
and fail to address significant or
relevant topics/skills in the
content area.
Some of the instructional

objectives are at the correct
level of difficulty and address
some significant and relevant
topics/skills in the content area.
Many of the instructional

many significant and relevant
topics/strands in the content
area.
All of the instructional

significant and relevant topics/
strands in the content area.
3. Aligns curriculum
with the student
assessments
There is no alignment between

State Standards, District
curricula objectives, activities,
and assessment.
There is some alignment

between State Standards,
District curricula objectives,
activities, and assessment.
There is considerable alignment

There is complete alignment

4. Addresses any
physical, mental, social,
cultural, and community
differences
Planned learning activities are

not relevant or suitable to
students age, physical,
intellectual, social and cultural
characteristics.
Some of the planned learning

activities are relevant and
suitable to students age,
physical, intellectual, social and
cultural characteristics.
Most of the planned learning

activities generally address
students age, physical,
intellectual, social and cultural
characteristics.
Learning activities are highly

relevant to students. Planned
activities consistently address
age, physical, intellectual,
social and cultural
characteristics of students.
among learners
5. Addresses prior
knowledge of individual
and group performance
Teachers plans display little

understanding of prerequisite
relationships important to
student learning of the content.
Teachers plans indicate some

awareness of prerequisite
relationship, although such
knowledge many be inaccurate
or incomplete.
Teachers plans reflect accurate

relationships among topics and
concepts.
Teachers plans reflect

relationships among topics
and concepts and a link to
necessary cognitive structures
by students to ensure
understanding.
6. Indicates short and

long term curriculum
goals
Teachers selection of content

does not include the most
significant topics in the subject
area. Teacher displays little
knowledge important for student
learning. Teachers scope and
sequencing of content is
confusing.

includes many significant topics
in the subject area. Teacher
displays basic understanding of
prerequisite knowledge
important for student learning.
Teachers scope and sequencing
of content is logical and
generally understood.

includes most of the significant
topics in the subject area.
Teacher displays solid
understanding of, and uses,
students prerequisite
knowledge to develop a logical,
clear scope and sequence for
student learning.
Teacher displays extensive

content knowledge with
evidence of organizing
content for meaningful
learning experiences for all
students.
7. Includes appropriate
use of a variety of
methods, materials,
and resources
Planned instructional methods,

materials, and resources lack
sufficient variety to engage
students in meaningful learning.
Planed instructional methods,

materials, and resources have
limited variety to engage
Planned instructional methods,

materials, and resources support
instructional goals and
objectives. There is considerable
variety of methods, materials,
and resources to engage most
Planned instructional
methods, materials, and
resources support
instructional goals and
objectives. There is great
variety of methods, materials,
and resources to engage all
students in meaningful
learning. There is opportunity
for students to participate in
selecting/adapting methods,
materials, and resources.
8. Includes learning
experiences that are
developmentally
appropriate for learners
Teacher displays little or no

knowledge of the developmental
characteristics of the age group.
Teacher displays partial

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

understanding of the typical
developmental characteristics of
the age group, as well as
exceptions to the general
patterns.
In addition to accurate
knowledge of the typical
developmental characteristics
of the age group and
exceptions to the general
patterns, teacher displays
knowledge of the extent to
which individual students
follow the general patterns.
experiences that
address a variety of
cognitive levels
Teacher makes no attempt to

relate content to students
personal experiences or to other
content areas.
Teacher relates content to

students personal experiences
but may not articulate
connection with other content
areas. Teacher sometimes
anticipates students
misconceptions in learning the
content presented.

and makes connections between
content taught and other
content areas. Teacher
anticipates many students
content presented.
Teacher displays continuing

search for best practices in
relating content to students
personal experiences and in
making connections with
other content areas. Teacher
anticipates most students
misconceptions.

appropriate for
curriculum goals
There is no plan for assessing

student progress on State
Standards or District curriculum
objectives.
There are a limited variety of

methods to assess student
progress on State Standards or
District curriculum objectives.
There is a comprehensive plan

for assessing student mastery of
State Standards or District
curriculum objectives.
Assessment methods are

comprehensive, varied, and
clearly communicated to
students, allowing students to
demonstrate mastery in
multiple ways, and enabling
them to monitor their own
progress toward mastering
standards.

based upon principles
of effective
Planned learning activities do

not reflect an understanding of
pedagogy such as appropriate
instructional objective, active
learner involvement, evaluation
of student learning.
Some planned learning activities

reflect an understanding of
pedagogy such as appropriate
instructional objective, active
learner involvement, evaluation
of student learning.
Most planned learning activities

reflect current best pedagogy
such as appropriate instructional
objective, active learner
involvement, evaluation of
student learning.
Planned learning activities

reflect ongoing research into
best pedagogical practices
involved in student learning of
the content. Learning
experiences indicate teachers
intent to apply knowledge of
best practices in curriculum,
instruction, and assessment.
instruction

experiences that
accurately represent
content
Representation of content is
inappropriate and unclear.
Teachers examples, analogies,
and visual models are poor or
inaccurate.
inconsistent in quality. Some of
teachers examples analogies
and visual models are skillfully
used.
appropriate. Teachers
examples, analogies and visual
models are skillfully used and
enhance student learning of
content.
appropriate. Teachers
examples, analogies and
visual models are skillfully
used and enhance student
learning of content. Teacher
provides students an
opportunity to contribute to
representation of content.
13. Incorporates
appropriate
assessment of student
progress
Teacher has no plan to

incorporate assessment in the
lesson or unit.
Approach to the use of

assessment is rudimentary,
including only some of the
instructional outcomes.
Teacher has a well0developed

strategy to using assessment
and has designed particular
approaches to be used.
Approach to using assessment

is well designed and includes
student as well as teacher use
of the assessment
information.
II. The teacher creates and maintains a learning climate that supports the development of students abilities to meet
Arizonas academic standards.
Element
Developing
Meets Standards
Distinguished
1. Establishes and
maintains standards of
mutual respect
No standards of respect appear

to have been established or
students behavior is not
indicative of maintenance of
standards. Teacher doesnt
recognize student efforts with
positive and/or constructive
remarks. Teacher does not
respond to students
interactions that are
characterized by conflict,
sarcasm, sexist and/or racist
vocabulary and derogatory
remarks.
Standards of respect have been

established for most situations
and most students follow them.
Teacher sometimes recognizes
student efforts with positive,
constructive remarks. Teacher
sometimes responds to
students interactions that are
remarks.
Students behavior reflects

adherence to established
standards of mutual respect.
Teacher frequently recognizes
student efforts with positive,
constructive remarks. Teacher
responds to students
interactions that are
remarks.
Students behavior reflects

adherence to established
standards of mutual respect.
Teacher provides students the
opportunity to monitor their
own behavior and offer
suggestions for maintaining a
positive, caring environment
conductive to learning.
Teacher consistently
recognizes student efforts
with positive, constructive
remarks. Students
demonstrate caring attitudes
for one another as
demonstrated by positive
statements and helping

actions.
2. Displays effective
classroom
management
Explicit rules and procedures for

classroom safety and order are
non-existent or not enforced.

developed and enforced some of
the time.

developed and enforced
consistently with all students.
Explicit rules and procedures

for classroom safety and order
are developed and enforced
consistently with all students.
Teacher provides students the
opportunity to participate in
the development and
monitory of the rules and
procedures.
3. Encourages the
student to demonstrate
self-discipline and
responsibility to self
and others
Most of the students are off task

most of the time. There is not a
clear sense of students
engagement in learning
activities in the classroom.
There are no clear classroom
routines and procedures.
Some of the students are on

task most of the class time. The
classroom environment is
generally conductive to learning.
Teacher occasionally uses some
strategies (proximity, eye
contact, interaction with
student, documentation of
behavior, conference, etc.) for
maintaining students
productive behavior. There is
some evidence of classroom
routines and procedures being
in place.
Most of the students are on task

most of the class time. The
classroom environment is
consistently conductive to
learning. Teacher regularly uses
some strategies (proximity, eye
contact, interaction with
student, documentation of
behavior, conference, etc.) for
maintaining students
productive behavior. Classroom
routines and procedures clearly
in place.
Students monitor and take

responsibility for their own
behavior. The classroom
environment is exceptionally
focused on learning and
orderly with students acting
responsibly. Classroom rules
and procedures are in place
and followed by all students.
4. Respects the
individual differences
among learners
Teacher interactions with at

least some students are
negative, demeaning, sarcastic,
or inappropriate to the age or
culture of the students. Teacher
exhibits disrespect for students.
Teacher-student interactions are

generally appropriate but may
reflect occasional
inconsistencies, favoritism, or
disregard for students cultures.
Teacher shows minimal respect
for the students.
Teacher-student interactions are

friendly and demonstrate
general caring and respect.
Such interactions are
appropriate to the age and
cultures of the students. Teacher
exhibits respect for the
students.
Teacher interactions with

students reflect genuine
respect and caring for
individuals as well as groups
of students. Teacher exhibits
respect for students and they
appear to trust the teacher.
5. Facilitates people
working productively
and cooperatively with
each other
Students not working with the

teacher are not productively
engaged in learning.
Students in only some groups

are productively engaged in
learning while unsupervised by
the teacher.
Small-group work is well

organized, and most students
are productively engaged in
learning while unsupervised by
the teacher.
Small-group work is well

organized, and students are
productively engaged at all
times, with students assuming
responsibility for productivity.
6. Provides a
motivating learning
environment
Teacher does not use

motivational techniques such as
praise, success, opportunity for
student choice about his/her
learning, learning tasks relevant
to the students interest and
needs, knowledge of results.
Teacher uses some motivational

techniques such as praise,
success, opportunity for student
choice about his/her learning,
learning tasks relevant to the
students interest and needs,
knowledge of results.
Teacher frequently uses

motivational techniques such as
praise, success, opportunity for
learning, learning tasks relevant
to the students interest and
needs, knowledge of results.
Teacher consistently and

effectively uses motivational
techniques such as praise,
success, opportunity for
learning, learning tasks
relevant to the students
interest and needs, knowledge of
results.
7. Promotes
appropriate classroom
participation
Students are not mentally

engaged in activities and
assignments.
Some students engage in

activities and assignments
mentally, but others are not
engaged.
Almost all students are

cognitively engaged in exploring
content through activities and
assignments.
All students are cognitively

engaged in the activities and
assignments in their
exploration of content.
8. Listens thoughtfully
and responsively
Teacher ignores or brushes aside

students questions or interests.
Teacher attempts to
accommodate students
questions or interests, although
the pacing of the lesson is
disrupted.
Teacher successfully
accommodates students
questions or interests.
Teacher seizes a major

opportunity to enhance
learning, building on student
interests or a spontaneous
event.
9. Organizes materials,
equipment, and other
resources appropriately
Materials, resources and

equipment are either not used
or are handled inefficiently and
ineffectively. Materials and
resources do not address
different learning modalities.

equipment are used properly
during class time. Materials and
resources used may not address
different learning modalities of
all students.

equipment are frequently used
in an efficient, effective manner.
Materials and resources used
address the different learning
modalities of all students.
A wide variety of materials,

resources and equipment are
consistently used during the
instructional time to enhance
learning. Materials and
resources used address the
different learning modalities of
all students.
10. Applies to daily

practice the ethics of
the profession
Teacher displays dishonesty in

interactions with colleagues,
students, and the public.
Teacher is honest in interactions

with colleagues, students, and
the public. Teachers attempts to
Teacher displays high standards

of honesty, integrity, and
confidentiality in interactions
Teacher can be counted on to

hold the highest standards of
honesty, integrity, and
Teacher is not alert to students

needs. Teacher does not comply
with school and district
regulations.
serve students are inconsistent.

Teacher complies minimally with
school and district regulations,
doing just enough to get by.
with colleagues, students, and

the public. Teacher is active in
serving students. Teacher
complies fully with school and
district regulations.
confidentiality and takes a

leadership role with
colleagues. Teacher is highly
proactive in serving students,
seeking out resources when
needed. Teacher complies
fully with school and district
regulations, taking a
leadership role with
colleagues.
III. The teacher implements and manages instruction that develops students abilities to meet Arizonas academic
standards
Element
Developing
Meets Standards
Distinguished
1. Appropriately
implements a teacherdesigned lesson plan
The teacher does not teach the

curricula objectives.
The teacher teaches to some

curricula objectives with some
learning activities supporting
students attaining the objective
being taught.
The teacher teaches to the

curricula objectives with most
the objective being taught.
The teacher teaches to the

curricula objectives with all
the objective being taught.
The lesson is highly coherent,
allowing for reflection and
closure by the students.
2. Communicates to
students specific
standards and high
expectations for
learning
Standards and expectations are

not fully developed and/or not
clearly communicated to
students.
Standards and expectations are

developed but not clearly
communicated to students.
High standards and

expectations are clearly
communicated to students.
Students and teacher develop

and maintain high standards
and expectations for learning.
3. Links learning with

students prior
knowledge,
experiences, and
backgrounds
Teacher makes little or no effort

to connect learning to prior
knowledge and/or previous
learning. No relationship
between lesson and real life
Teacher sometimes connects

learning to prior knowledge
and/or learning. Teacher
displays limited awareness of
the relationship between
Teacher consistently relates

learning to prior knowledge and
learning. Teacher communicates
the relationship between
learning experiences and real
Teacher encourages the

students to build on the
relationship between the
lesson and their prior
experience is established.
learning experiences and real

life experiences.
life experiences
knowledge and experiences.
4. Models the skills,

concepts, attributes, or
thinking processes to
be learned
Teacher does not model the

skills, concepts, attributes, or
thinking processes to be
learned.
Teacher inconsistently models

the skills, concepts, attributes,
or thinking processes to be
learned.
Teacher frequently models the

skills, concepts, attributes, or
learned.
Teacher is a consistent model

for students of the skills,
concepts, attributes, or
learned.
5. Demonstrates
effective written and
oral communication
Spoken or written language

prevents students from
understanding. Vocabulary is
inappropriate, vague or used
incorrectly. Directions are
confusing or non-existent.
Teachers spoken language is

audible and written language is
legible. Both are generally used
correctly. Vocabulary
demonstrates correct word
choice but is limited or not
appropriate to students ages or
backgrounds. Directions are
adequate for guiding many
students in learning activities.
Teachers spoken and written

language is correct and
expressive with well-chosen
vocabulary that enriches the
lesson. Directions are clear,
concise, and easy to follow for
most students.
Teachers spoken and written

language is correct and
expressive. Well-chosen
vocabulary is appropriate to
students age and interests
and enriches the lesson.
Directions are clear, concise,
and easily followed by all
students. Teacher verifies that
all students understand
directions.
6. Uses appropriate
language to
communicate with
learners clearly and
accurately
Teachers explanation of the

content is unclear or confusing
or uses inappropriate language.
Teachers directions and
procedures are confusing to
students.
Teachers explanation of the

content is uneven; some is done
skillfully, but other portions are
difficult to follow. Teachers
directions and procedures are
clarified after initial student
confusion.
Teachers explanation of
content is appropriate and
connects with students
knowledge and experience.
procedures are clear to
students.
Teachers explanation of
content is imaginative and
connects with students
knowledge and experience.
procedures are clear to
students and anticipate
possible student
misunderstanding.
7. Uses strategies that

are appropriate to
students
developmental levels
Activities and assignments are

inappropriate for students age
or background.
Activities and assignments are

appropriate to some students
age or background.
Most activities and assignments

are appropriate to students age
or background.
All activities and assignments

are appropriate to students
age and background.
8. Incorporates
strategies which
address the diverse
needs of learners, and
demonstrates
multicultural sensitivity
Teacher in unfamiliar with

strategies appropriate to
students learning styles and
needs. Teacher displays little
knowledge of students interest
or cultural heritage or seems
unaware of the value of such
knowledge.
Teacher displays general

understanding of students
learning styles. Teacher
recognizes the value of
understanding students
interests and cultural heritage.
Teacher displays understanding

of students learning styles and
uses strategies designed to
meet those needs. Teacher
values students interests and
cultural heritage.
Teacher uses knowledge of

students learning styles,
interests, and cultural
heritage to support
instructional strategies.
9. Encourages critical
thinking
Instruction is focused on lower

level thinking skills. Teachers
questions are limited to
responses requiring recall.
Lesson provides limited

opportunities for students to
employ critical thinking skills
such as comparing/contrasting,
evaluating, analyzing, creating,
and hypothesizing. Teachers
questions require responses at
the recall and comprehension
levels.
Questioning techniques and

learning activities frequently
emphasize problem-solving,
decision-making, and use of
critical thinking skills such as
comparing/contrasting,
evaluating, analyzing, creating,
and hypothesizing.
Questioning and activities

consistently encourage
problem-solving, analysis,
synthesis, evaluation and use
of other critical thinking skills.
10.Connects lesson
content to real life
situations when
appropriate
Teacher makes no attempt to

relate content to students
personal experiences or to
other content areas.

but may not articulate
connection with other content
areas. Teacher sometimes
anticipates students
content presented.

and makes connections
between content taught and
anticipates many students
content presented.
Teacher displays continuing

search for best practices in
relating content to students
personal experiences and in
making connections with
anticipates most students
misconceptions.
11.Uses technology
and a variety of
instructional resources
appropriately
Instructional resources and

technology (such as calculators,
videos, projector systems,
computers, lab equipment) are
inappropriately.

computers, lab equipment) are
use appropriately, but
infrequently.
Teacher appropriately integrates

instructional resources and
computers, lab equipment) into
lesson on a regular basis.

technology (such as
calculators, videos, projector
systems, computers, lab
equipment) are fully
integrated into the lesson.
Teacher rarely checks for

student understanding of
content/skills being taught.
Teacher does not provide
opportunity for guided or
independent practice of new
learning.
Teachers check for student

understanding of content/skills
is not applied to all students.
Teacher inconsistently provides
opportunity for practice of new
learning.
Teacher checks for

understanding of content/skills
of most students. Teacher
consistently provides
opportunity for practice of new
learning.
Teacher involves all students

in monitoring their own
progress. Teacher provides
opportunities for practice of
new learning and uses
strategies to ensure that
learning is transferred beyond
the classroom environment.
Teacher does not focus students

on learning activity and/or
desired results. Teacher fails to
engage students actively during
a large portion of the class time.
Teacher conveys expectations

for learning but may not
establish desired results from
learning activities. Teacher
implements learning activities
that engage many students
during some of the class time.
Teacher focuses student on

learning expectations including
the desired results from
learning activities. Activities
involve most students
throughout the class time.
Teacher focuses all students

on learning tasks and
assessment strategies,
including student selfevaluation. Activities involve
all students throughout the
class time.
14.Provides
opportunities for
students to use and
practice what is
learned
Teacher does not provide

opportunity for students to use
and practice new knowledge
and skills learned in lesson.
Teacher includes some

application and practice
opportunities for students,
although the use of new
knowledge and skills is rushed
or unrealistic.
Teacher includes ample

opportunity for students to
apply new knowledge and
practice new skills in
meaningful ways.
Teacher continually integrates

application of new knowledge
and practice of new skills by
students throughout
lesson/unit.
15.Adjusts instruction
based on feedback
from students
Teacher does not evaluate

effectiveness of lessons and has
no suggestions for how a lesson
may be improved in future
teaching.
Teacher can state the extent to

which instructional goals were
met. Teacher makes general
suggestions about how a lesson
may be improved.
Teacher makes an accurate

assessment of a lessons
effectiveness including the
degree to which the
instructional objectives were
met. Teacher can cite evidence
from the lesson to support the
judgment. Teacher makes
specific suggestions about how
a lesson may be improved.
Teacher solicits students
responses about effectiveness
of learning and teaching.
Teacher makes an accurate

assessment of a lessons
effectiveness, the degree to
which instructional objectives
were met, and cites many
specific examples with
analysis of each ones
strength. Teacher makes
specific suggestions about
how a lesson may be
improved and predicts the
probable success of different
approaches. Teacher uses
students responses to plan
and implement future
12.Uses a variety of
effective teaching
strategies to engage
students actively in
learning which
results in a high level of
success for students
13.Maximizes the
amount of class time
students are engaged
in learning which
results in a high level of
success for students
lessons.
IV. The teacher assesses learning and communicates results to students, parents and other professionals with respect to
students abilities to meet Arizonas academic standards.
Element
Developing
Meets Standards
Distinguished
1. Promotes student
self-assessment
Teacher has no system for

students to reflect and evaluate
their own progress in learning.
Teachers system for student

self-assessment is somewhat
evident and is partially
effective.

self-assessment is evident and
effective with most students.

self-assessment is fully
effective with all students.
2. Uses a variety of
appropriate formal and
informal assessments
aligned with instruction

limited, relying mainly on
paper/pencil tests for measuring
student progress on
instructional objectives.
Assessment methods are varied

and measure some aspects of
student progress on
Assessment methods are varied

and measure many aspects of
student progress on

varied and comprehensively
measure and validate
students learning of all
objectives.
3. Maintains records of
student work and
performance and uses
them to guide
instructional decisions
Teacher has no system for

maintaining information of
student progress: attendance,
attainment of standards and
instructional objectives, grades,
scores on standardized tests
and/or District tests, and/or
teacher-constructed
assessments, compliance with
norms of behavior.
Teachers system for

student progress is limited and
partially effective. Information
on selected indicators of
progress is maintained:
attendance, attainment of
standards and instructional
objectives, grades, scores on
standardized tests and/or
District tests, and/or teacherconstructed assessments,
compliance with norms of
behavior.
Teachers system for

student progress includes data
on each student and the class
as a whole. The system is
effective and includes progress
on identified indicators:
attendance, attainment of
standards and instructional
objectives, grades, scores on
standardized tests and/or
District tests, and/or teacherconstructed assessments,
compliance with norms of
Teachers system for

maintaining information on
student progress is fully
effective and includes student
and group progress on all
identified indicators. Teacher
provides students the
opportunity to contribute
information and selfevaluation of their own
records.
behavior.
4. Offers students and

parents appropriate
feedback on progress
toward learning
expectations
Teacher fails to assess students

learning of lesson objective(s).
Feedback is either not provided
in a timely manner or is of
uniformly poor quality for most
students.
Teacher occasionally assesses,

through formal and informal
methods, students learning of
lesson objectives. Feedback is
inconsistent in quality and not
always timely to students
and/or parents.
Teacher frequently assesses,

through formal and informal
methods, students learning of
lesson objective(s). Feedback is
consistently high quality and is
provided in a timely manner to
students and parents.
Teacher and all students

assess individual and class
progress on learning of lesson
objective(s). Feedback is high
quality, provided in a timely
manner and given to all
students and parents.
Feedback promotes dialogue
with students about
expectations for their
learning.
5. Maintains privacy of
student records and
performance
Teacher violates students

privacy by openly exposing
records or discussing
performance with those who do
not have the right to know.
Teacher may accidentally violate

students privacy by exposing
records or discussing
performance with someone they
believed to have the right to
that information.
Teacher maintains students

privacy of records and
performance by only sharing
this information with those
having the right to it.
Teacher maintains students

privacy of records and
performance by only sharing
this information with those
having the right to it. Teacher
takes a leadership role in
helping colleagues
understand confidentiality.
V. The teacher collaborates with colleagues, parents, the community and other agencies to design, implement, and support
learning programs that develop students abilities to meet Arizonas academic standards and transition from school to work
or post-secondary education
Element
Developing
Meets Standards
Distinguished
1. Works with parents

to enhance student
learning at home and
school
Teachers attempts to contact

parents/guardians are nonexistent.
Teacher makes modest and

inconsistent attempts to contact
parents/guardians on student
attendance, student behavior
and student achievement.
Teachers efforts to contact

parents/guardians are frequent
as evidenced by records of
phone calls, conferences,
written communication with
parents.
Teacher makes efforts to

involve parents/guardians in
the instructional program.
Students contribute ideas for
projects that will be enhanced
by family participation.
2. Collaborates with
other professionals and
agencies to improve
the overall learning
environment for
students
Teacher does not participate in

school events and supervisory
activities such as open house,
department and faculty
meetings, graduation, NCA
activities, club and committee
assignments.
Teacher participates in school

events including open house,
department and faculty
meetings, graduation, NCA
activities, club and committee
assignments, and supervision
activities on a limited basis.
Teacher actively participates in

many school events and
supervision activities.
Teacher takes a leadership

role in organizing colleagues
for school events/supervisory
activities.
3. Accesses community
resources and services
to foster student
learning
Teacher does not interface with

the community to provide
resources/services to support
the learning program.
Teacher has sporadically made

use of community resources to
support learning program.
Teacher consistently makes use

of community resources to
support learning program.
Teacher actively seeks

community resources to
enhance the instructional
program.
4. Demonstrates
productive leadership
and team membership
skills that facilitate
Teachers relationships with

colleagues are negative or selfserving. Teacher does not
participate in school/district
activities.
Teacher maintains cordial

relationships with colleagues
and fulfills duties required by
school and district such as
collaborating in department
activities, school improvement
and NCA.
Teacher consistently supports

and cooperates with colleagues.
Teacher fulfills a leadership role
in such activities as department
meetings, school improvement,
and NCA.
Support, cooperation, and

leadership characterize
teachers relationships with
colleagues.
Teacher is uninvolved in schoolwide and/or district-promoted

initiatives and activities.
Teacher is minimally involved in

school-wide and/or districtpromoted initiatives and
activities.
Teacher is actively involved in

school-wide and/or districtpromoted initiatives and
activities.
Teacher assumes a leadership

role and advocates for and
frequently develops new
school-wide initiatives to
address student achievement
and success.
the development
of mutually
beneficial goals
5. Collaborates with
colleagues to achieve
school and district
goals
VI. The teacher reviews and evaluates his or her overall performance and implements a professional development plan
Element
Developing
Meets Standards
Distinguished
1. Reviews his or
her practices and
evaluates the
influences of his
or her practices
on student growth
and learning
Teacher does not share any

reflection on own practice with
professional development team
or make connections between
practice and application of
professional development
experiences.
Teacher shares reflection on

practice with professional
development team and has
limited understanding of
connections between practice
and application of professional
development experiences.
Teacher shares reflection on

practice with professional
development team and
consistently applies learning
from professional development
experiences.
In addition to reflection on
practice and application of
new learning to teaching, the
teacher can cite evidence of
improved student
achievement results through
systematic approached such
as action research.
2. Designs and
continually adapts
a professional
development plan
for improving
instruction and
student learning
Teacher does not satisfactorily

complete a professional
development plan and/or
induction portfolio or fails to
work collaboratively with
professional development team
or evaluation team.
3. Engages in
activities that
implement the
professional
development plan
Teacher does not meet the

objectives or complete the
activities specified in the plan.
Teacher works collaboratively

with professional development
team or evaluation team to
complete a quality professional
development plan and/or
induction portfolio.
Teacher meets the professional

development objectives and
completes the activities
specified in the plan or
demonstrates significant
progress toward completion of a
plan that extends beyond a
calendar year.
Teacher meets the professional

development objectives,
completes all activities or
demonstrates significant
progress toward completion of a
plan that extends beyond a
calendar year, and consistently
applies the learnings to the
classroom.
Teacher meets the

objectives and activities and
shares learnings with
colleagues. Teacher initiates
activities for continuous
such as action research
projects, protocols for
encouraging professional
dialogue, advanced training,
or professional portfolios.
4. Uses
employers
documentation of
his or her
performance to
develop a
Teacher resists feedback on

teaching performance from
either supervisors or more
experienced colleagues.
Teacher accepts, with some

reluctance, feedback on
teaching performance form both
supervisors and professional
colleagues.
Teacher welcomes feedback

from colleagues and
supervisors, or when
opportunities arise through
professional collaboration.
Teacher seeks out feedback

on teaching from both
supervisors and colleagues.
Teacher engages in no
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 to
enhance content knowledge and
pedagogical skills.
Teacher seeks out

opportunities for professional
development and makes a
systematic effort to conduct
action research.
professional
development plan
5. Pursues
professional
activities to
support
development as a
learner and a
teacher
Classroom Level Data

33%
Element
Commendable
Meets Expectations
Developing
Needs Improvement
AIMS
Teachers class average on AIMS

is more than one grade level
higher than same students
prior year score.

is one grade level higher than
same students prior year score.

is less than one standard
deviation lower than same
students prior year score.
Teachers class average on

AIMS is one standard
Terra Nova
Teachers class average on Terra

Nova is more than one grade
level higher than same

Nova is one grade level higher
than same students prior year
score.

Nova is less than one standard

Terra Nova is one standard
Stanford 10

Stanford 10 is more than one
grade level higher than same

Stanford 10 is one grade level
prior year score.

Stanford 10 is less than one
standard deviation lower than

Stanford 10 is one standard
District Course tests

District Course Test is more than
one grade level higher than
same students pre-test score.

District Course Test is one grade
students pre-test score.

District Course Test is less than
one standard deviation lower
than same students pre-test
score.

District Course Test is one
Benchmark Tests
(Dibbles, district
benchmark tests, etc.)
Teachers class average

Benchmark Tests are more than

Benchmark Tests are one grade

Benchmark Tests are less than
score.

Benchmark Tests are one
School Level Data

17%
Element
Commendable
Meets Expectations
Developing
Needs Improvement
AIMS
Grade/Content/School average
on AIMS is more than one grade
on AIMS is one grade level
prior year score.
on AIMS is less than one
Grade/Content/School
average on AIMS is one
same students prior year
score.
Terra Nova
on Terra Nova is more than one
on Terra Nova is one grade level
prior year score.
on Terra Nova is less than one
average on Terra Nova is one
score.
Stanford 10
Grade/Content/School class
average on Stanford 10 is more
than one grade level higher
than same students prior year
score.
on Stanford 10 is one grade
on Stanford 10 is less than one
average on Stanford 10 is one
score.
District Course tests
on District Course Test is more
than one grade level higher
score.
on District Course Test is one
on District Course Test is less
than one standard deviation
lower than same students pretest score.
average on District Course
Test is one standard deviation
lower than same students
pre-test score.
Benchmark Tests
(Dibbles, district
benchmark tests, etc.)
Benchmark Tests are more than
Benchmark Tests are one grade
Benchmark Tests are less than
score.
average Benchmark Tests are
score.
ARIZONA REVISED STATUTES

ON EDUCATION
15-501. Definitions
In this chapter, unless the context otherwise requires:
1. "Administrator" means any school district administrator except a school principal devoting not
less than fifty per cent of his time to classroom teaching.
2. "Certificated teacher" means a person who holds a certificate from the state board of education
to work in the schools of this state and who is employed under contract in a school district in a
position which requires certification except a psychologist or an administrator devoting less than
fifty per cent of his time to classroom teaching.
3. "Full-time" means employed for a full school day, or its equivalent, or for a full class load, or
its equivalent, as determined by the governing board.
4. "Governing board" means the governing board of a school district or a county school
superintendent in the case of accommodation schools located in such county.
5. "Major portion of a school year" means full-time employment for fifty-one per cent of the
school days during which school is in session, except that a certificated teacher is not deemed to
have completed the major portion of the third school year of three consecutive years of
employment until the end of the third school year.
6. "Superintendent" means the superintendent of schools of a school district.
7. "Suspension without pay" means suspension without pay for a period of time not to exceed ten
school days.
15-536. Offer of contract to certificated teacher who has not been employed more than three
consecutive school years; acceptance; notice to teacher of intention not to reemploy
A. Subject to sections 15-539, 15-540, 15-541, 15-544 and 15-549, the governing board shall
offer a teaching contract for the next ensuing school year to each certificated teacher who has not
been employed by the school district for more than the major portion of three consecutive school
years and who is under a contract of employment with the school district for the current school
year, unless the governing board, a member of the board acting on behalf of the board or the
superintendent of the school district gives notice to the teacher of the board's intention not to
offer a teaching contract or unless such teacher has been dismissed pursuant to section 15-538,
15-539, 15-541 or 15-544. The teacher's acceptance of the contract for the ensuing year must be
indicated within fifteen business days from the date of the teacher's receipt of the written contract
or the offer is revoked. Receipt under this subsection will be deemed to have occurred when the
written contract is personally delivered, placed in the teacher's school provided mailbox,
including electronic mail, or two days after being placed in a United States postal service
mailbox. The teacher accepts the contract by signing the contract and returning it to the
governing board or by making a written instrument which accepts the terms of the contract and
delivering it to the governing board. If the written instrument includes terms in addition to the
terms of the contract offered by the board, the teacher fails to accept the contract.
B. Notice of the board's intention not to reemploy the teacher shall be by delivering it personally
to the teacher or by sending it by registered or certified mail to the teacher at the teacher's place
of residence as recorded in the school district records. The notice shall incorporate a statement of
reasons for not reemploying the teacher. If the reasons are charges of inadequacy of classroom
performance as defined by the governing board pursuant to section 15-539, subsection D, the
board or its authorized representative, at least ninety days prior to such notice, shall give the
teacher written preliminary notice of inadequacy, specifying the nature of the inadequacy with
such particularity as to furnish the teacher an opportunity to correct the inadequacies and
overcome the grounds for such charge. The governing board may delegate to employees of the
governing board the general authority to issue preliminary notices of inadequacy of classroom
performance to teachers pursuant to this subsection without the need for prior approval of each
notice by the governing board. In all cases in which an employee of the governing board issues a
preliminary notice of inadequacy of classroom performance without prior approval by the
governing board, the employee shall report its issuance to the governing board within five school
days. The written notice of intention not to reemploy shall include a copy of any evaluation
pertinent to the charges made and filed with the board.
C. Nothing in this section shall be construed to provide a certificated teacher who has not been
employed by the school district for more than the major portion of three consecutive school years
and who has received notice of the board's intention not to offer a teaching contract with the right
to a hearing pursuant to section 15-539, subsection G.
15-537. Performance of certificated teachers; evaluation system
A. The governing board of a school district shall establish a system for the evaluation of the
performance of certificated teachers in the school district. The objectives of the teacher
performance evaluation system are to improve instruction and maintain instructional strengths.
The governing board shall involve its certificated teachers in the development and periodic
evaluation of the teacher performance evaluation system.
B. The governing board shall prescribe specific procedures for the teacher performance
evaluation system which shall include at least the following elements:
1. A reliable evaluation instrument including specific criteria for measuring effective teaching
performance in each area of the teacher's classroom responsibility.
2. An assessment of the competencies of teachers as they relate to the specific criteria for
measuring teacher performance prescribed in paragraph 1 of this subsection.
3. A specified minimum number and minimum duration of actual classroom observations of the
certificated teacher demonstrating teaching skills by the persons evaluating the teacher.
4. Specific and reasonable plans for the improvement of teacher performance as provided in
subsection F.
5. Appeal procedures for teachers who disagree with the evaluation of their performance, if the
evaluation is for use as criteria for establishing compensation.
C. A regular evaluation of the performance of each certificated teacher as provided in this section
shall be performed at least twice each year for a teacher who has not been employed by the
school district for more than the major portion of three consecutive school years and at least once
each year for a teacher who has been employed by the school district for more than the major
portion of three consecutive school years. The governing board may provide for additional
teacher performance evaluations as it deems necessary.
D. The governing board shall designate persons who are qualified to evaluate teachers to serve as
evaluators for the district's teacher performance evaluation system. The governing board shall
ensure that persons evaluating teachers are qualified to evaluate teachers.
E. An evaluation made as provided in this section shall be in writing, and a copy shall be
transmitted to the certificated teacher within five days after completion of the evaluation. The
certificated teacher may initiate a written reaction or response to the evaluation.
F. Each evaluation shall include recommendations as to areas of improvement in the performance
of the certificated teacher if the performance of the teacher warrants improvement. After
transmittal of an assessment a board designee shall confer with the teacher to make specific
recommendations as to areas of improvement in the teacher's performance. The board designee
shall provide assistance and opportunities for the certificated teacher to improve his performance
and follow up with the teacher after a reasonable period of time for the purpose of ascertaining
that the teacher is demonstrating adequate classroom performance.
G. Copies of the assessment and evaluation report of a certificated teacher retained by the
governing board are confidential, do not constitute a public record and shall not be released or
shown to any person except:
1. To the certificated teacher who may make any use of it.
2. To authorized district officers and employees for all personnel matters regarding employment
and contracts and for any hearing which relates to personnel matters.
3. For introduction in evidence or discovery in any court action between the governing board and
the certificated teacher in which either:
(a) The competency of the teacher is at issue.
(b) The assessment and evaluation were an exhibit at a hearing, the result of which is challenged.
15-538. Preliminary notice of inadequacy of classroom performance

A. The governing board of any school district shall give any certificated teacher who has not
been employed by the school district for more than the major portion of three consecutive school
years notice of intention to dismiss or not to reemploy if such intention is based on charges of
inadequacy of classroom performance as defined by the governing board pursuant to section 15539, subsection D. The governing board, or its authorized representative, shall, at least ninety
days prior to such notice, give the teacher written preliminary notice of his inadequacy,
specifying the nature thereof with such particularity as to furnish the teacher an opportunity to
correct his inadequacies and overcome the grounds for such charge. The governing board may
delegate to employees of the governing board the general authority to issue preliminary notices
of inadequacy of classroom performance to teachers pursuant to this section without the need for
prior approval of each notice by the governing board. In all cases in which an employee of the
governing board issues a preliminary notice of inadequacy of classroom performance without
prior approval by the governing board, the employee shall report its issuance to the governing
board within five school days. The written notice of intention to dismiss or not to reemploy shall
include a copy of any evaluation pertinent to the charges made and filed with the governing
board.
B. If the preliminary notice required in subsection A of this section is issued as a result of an
intention to dismiss, such preliminary notice shall be given at least ninety days prior to service of
notice of the intention to dismiss. If the preliminary notice is issued as a result of an intention not
to reemploy, such preliminary notice shall be given no later than January 15.
15-538.01. Offer of contract to certificated teacher employed more than three consecutive school
years
A. Subject to sections 15-539, 15-540, 15-541, 15-544 and 15-549, the governing board shall
offer to each certificated teacher who has been employed by the school district for more than the
major portion of three consecutive school years and who is under contract of employment with
the school district for the current year a contract renewal for the next ensuing school year unless
the governing board, a member of the board acting on behalf of the board or the superintendent
of the school district gives notice to the teacher of the board's intent not to offer a contract and to
dismiss the teacher as provided in section 15-539.
B. The teacher's acceptance of the contract must be indicated within fifteen business days from
the date of the teacher's receipt of the written contract or the offer of a contract is revoked.
Receipt under this subsection will be deemed to have occurred when the written contract is
personally delivered, placed in the teacher's school provided mailbox, including electronic mail,
or two days after being placed in a United States postal service mailbox. The teacher accepts the
contract by signing the contract and returning it to the governing board or by making a written
instrument which accepts the terms of the contract and delivering it to the governing board. If the
written instrument includes terms in addition to the terms of the contract offered by the board,
the teacher fails to accept the contract.
15-539. Dismissal of certificated teacher; due process; written charges; notice; hearing on request
A. On a written statement of charges presented by the superintendent, charging that there exists
cause for the suspension without pay for a period of time greater than ten school days or
dismissal of a certificated teacher of the district, the governing board, except as otherwise
provided in this article, shall give notice to the teacher of its intention to suspend without pay or
dismiss the teacher at the expiration of ten days from the date of the service of the notice.
B. Whenever the superintendent presents a statement of charges wherein the alleged cause for
dismissal constitutes immoral or unprofessional conduct, the governing board may adopt a
resolution that a complaint be filed with the department of education. Pending disciplinary action
by the state board of education, the certificated teacher may be reassigned by the superintendent
or placed on administrative leave by the board pursuant to section 15-540.
C. The governing board shall give a certificated teacher who has been employed by the school
district for more than the major portion of three consecutive school years notice of intention to
dismiss if its intention to dismiss is based on charges of inadequacy of classroom performance as
defined by the governing board pursuant to subsection D of this section. The governing board or
its authorized representative shall give the teacher a written preliminary notice of inadequacy of
classroom performance at least ten instructional days before the start of the period of time within
which to correct the inadequacy and overcome the grounds for the charge. The governing board
may delegate to employees of the governing board the general authority to issue preliminary
notices of inadequacy of classroom performance to teachers pursuant to this section without the
need for prior approval of each notice by the governing board. In all cases in which an employee
of the governing board issues a preliminary notice of inadequacy of classroom performance
without prior approval by the governing board, the employee shall report its issuance to the
governing board within five school days. The written preliminary notice of inadequacy of
classroom performance shall specify the nature of the inadequacy of classroom performance with
such particularity as to furnish the teacher an opportunity to correct the teacher's inadequacies
and overcome the grounds for the charge. The written preliminary notice of inadequacy of
classroom performance shall be based on a valid evaluation according to school district
procedure, shall include a copy of any evaluation pertinent to the charges made and shall state
the date by which the teacher has to correct the inadequacy and overcome the grounds for the
charge. That evaluation shall not be conducted within two instructional days of any school break
of one week or more. The written preliminary notice of inadequacy of classroom performance
shall allow the teacher not less than sixty instructional days within which to correct the
inadequacy and overcome the grounds for the charge. If within the time specified in the written
preliminary notice of inadequacy of classroom performance the teacher does not demonstrate
adequate classroom performance, the governing board shall dismiss the teacher either within ten
days of the service of a subsequent notice of intention to dismiss or by the end of the contract
year in which the subsequent notice of intention to dismiss is served unless the teacher has
requested a hearing as provided in subsection G of this section. If the teacher demonstrates
adequate classroom performance during the period allowed to correct such deficiencies as
specified in the written preliminary notice of inadequacy of classroom performance, the
governing board may not dismiss the teacher for the reasons specified in the written preliminary
notice of inadequacy of classroom performance. If the governing board of a school district has
received approval to budget for a career ladder program, the governing board may define
inadequacy of classroom performance by establishing a single level of performance that is
required of all teachers or by establishing more than one required level of performance. If more
than one level is established, the same level of performance for minimum adequacy shall be
required of all teachers who have completed the same number of years of teaching in the district.
D. The governing board shall develop a definition of inadequacy of classroom performance that
applies to notices issued pursuant to section 15-536, section 15-538 and this section. The
governing board shall develop its definition of inadequacy of classroom performance in
consultation with its certificated teachers. The consultation may be accomplished by holding a
public hearing, forming an advisory committee, providing teachers the opportunity to respond to
a proposed definition or obtaining teacher approval of a career ladder program that defines
inadequacy of classroom performance.
E. Any written statement of charges alleging unprofessional conduct, conduct in violation of the
rules or policies of the governing board or inadequacy of classroom performance shall specify
instances of behavior and the acts or omissions constituting the charge so that the certificated
teacher will be able to prepare a defense. If applicable, it shall state the statutes, rules or written
objectives of the governing board that the certificated teacher is alleged to have violated and set
forth the facts relevant to each occasion of alleged unprofessional conduct, conduct in violation
of the rules or policies of the governing board or inadequacy of classroom performance.
F. The notice shall be in writing and shall be served on the certificated teacher personally or by
United States registered or certified mail addressed to the teacher's last known address. A copy of
the charges, together with a copy of this section and sections 15-501, 15-538.01, 15-540, 15-541,
15-542 and 15-544 through 15-547, shall be attached to the notice.
G. The certificated teacher who receives notice that there exists cause for dismissal or suspension
without pay shall have the right to a hearing if the teacher files a written request with the
governing board within ten days of service of notice. The filing of a timely request shall suspend
the imposition of a suspension without pay or a dismissal pending completion of the hearing.
15-540. Suspension prior to dismissal of a certificated teacher; written charges; salary
A. Upon a written statement of charges adopted by the governing board charging a certificated
teacher of the school district with cause for suspension without pay or dismissal, the governing
board may immediately place the teacher on administrative leave of absence and give him notice
of the administrative leave of absence.
B. The notice of administrative leave of absence shall be in writing and be served upon the
teacher personally or by United States registered mail addressed to the teacher at his last known
address.
C. Any teacher who is placed on administrative leave of absence pursuant to this section shall
continue to be paid regular salary during the period of administrative leave of absence.

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Sample School District

Objectives of the Sample School District Teacher Evaluation system are:

Orientation to the Evaluation System

Professional Development Plan

Follow-up observation nlt

Teacher Evaluation Process

Process not followed

Summative Evaluation and

Evaluation Next Year

TEACHER EVALUATION FORMS

Sample School District

FORMATIVE EVALUATION FORM

Class period ____________

Date of Observation ________________

Directions: Using analyzed data from classroom observation notes, observation

STANDARD 4- The teacher assesses learning and communicates results to students,

_____ Formative Evaluation continues.

Sample School District

PROFESSIONAL DEVELOPMENT PLAN

Sample School District

Teacher __________________________________________ Continuing 1st Year 2nd Year 3rd

Target Completion Date

2. Specific criterion(a) identified for remediation:

3. Specific behavior(s) which will be observable upon completion of the plan:

4. Resources for improvement:

Sample School District

REMEDIATION PLAN RESULTS

Post Evaluation Conference: Remediation Plan Results

_______ Recommend Not to Reemploy

____ 2nd year

_____ 3rd year

Total INSTRUCTION points _____ (162 max) 54 = ________ x .5 = ________

Classroom Level Data 33%

School Level Data 33%

Cumulative Teacher Rating

_____ Request for Preliminary Notice to be issued

_____ Withdrawal of Preliminary Notice

_____ Recommend not to reemploy

I have seen and discussed this evaluation plan with the

Teacher Summative Evaluation

Does not Meet Standard

Planning documents (lesson[s]

Planning documents (lesson[s]

Planning documents (lesson[s]

Planning documents (lesson[s]

Instructional objectives are

Some of the instructional

Many of the instructional

All of the instructional

There is no alignment between

There is some alignment

There is considerable alignment

There is complete alignment

Planned learning activities are

Some of the planned learning

Most of the planned learning

Learning activities are highly

Teachers plans display little

Teachers plans indicate some

Teachers plans reflect accurate

Teachers plans reflect

6. Indicates short and

Teachers selection of content

Teachers selection of content

Total INSTRUCTION points _ (162 max) 54 = x .5 = ____