Beruflich Dokumente
Kultur Dokumente
Teacher
Performance
Evaluation
FORMS
2009–2010
Form Page
Planning Conference Worksheet.............................................................3
Sample Observation Form (Collect Data)...............................................4
Reflecting Conference Worksheet ..........................................................5
Teacher Performance Evaluation Summary (First-Tier 1) .....................6
Teacher Performance Evaluation Summary (Final-Tier 1) ....................7
Teacher Performance Evaluation Summary (Final-Tier 2) ....................8
Intent to Apply (Tier 2 Alternative)........................................................9
Project Proposal (Tier 2 Alternative)....................................................10
Reflection (Tier 2 Alternative)..............................................................11
End of the Year Report (Tier 2 Alternative).........................................12
Final Evaluation (Tier 2 Alternative)....................................................13
5-Year Evaluation Cycle Agreement ....................................................14
Professional Development Plan ............................................................15
Standards for Excellence in Teaching #1..............................................17
Standards for Excellence in Teaching #2..............................................19
Coach-to-Teacher Letter .......................................................................22
Example of Project Proposal (Tier 2 Alternative)................................23
Correlation of Evaluation Forms ..........................................................25
COLLECT DATA
Sample Observation Form (Optional)
(completed by observer during lesson)
Time Teacher Student
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3. What new insights will you carry forward from this lesson? (i.e., About instruction? About assessment?
About student’s ability to assess their own learning?)
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During Reflecting Conference:
4. What new insights do you have for the teacher performance standards discussed in the planning conference?
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Recommendations and action plan are attached for specific elements for which employee is not meeting standards.
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Teacher’s Signature Date Evaluator’s Signature Date
Recommendations and action plan are attached for specific elements for which employee is not meeting standards.
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Professional Growth Priorities For Next Year: _________________________________________________________________
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Teacher’s Signature Date Evaluator’s Signature Date
Recommendations and action plan are attached for specific elements for which employee is not meeting standards.
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Professional Growth Priorities For Next Year: _________________________________________________________________
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Teacher’s Signature Date Evaluator’s Signature Date
INTENT TO APPLY
Tier 2—Alternative
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REFLECTION
π First
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Teacher’s Signature Date Supervisor’s Signature Date
3. How will you continue to use what you learned this year?
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4. How will you share what you have learned with other teachers?
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Teacher’s Signature Date Supervisor’s Signature Date
FINAL EVALUATION
Tier 2—Alternative
Name________________________________________________________________ Date ________________________________
School/Location ___________________________________________ Assignment _______________________________________
Grade Level_________ Year Received Permanent Status__________________ or Date of Hire _____________________________
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Teacher’s Signature Date Administrator’s Signature Date
In accordance with the language in the agreement between CUTA and the District,
qualified tenured teachers may be given the option to be evaluated every five years. As noted at
the beginning of the school year, you are eligible to participate in this option based on your
previous performance evaluations. The language (Article 20, Teacher Evaluations, and Section
20.1.3) reads as follows:
“Unit members with permanent status who have been employed by the
District for at least ten (10) years may mutually agree with their evaluator that the employee will
be evaluated only once every five years if the employee is highly qualified under state and
federal law and if the teacher’s previous performance evaluation certifies that the employee
meets or exceeds District standards. Either party may withdraw consent for this evaluation
option at any time without cause.”
To participate in this option, please sign and date the statement below, make a copy for your
records, and return it to me. Please see me if you have any questions.
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____ Yes, I wish to be evaluated every five years. My signature indicates mutual agreement and
I understand that either party may withdraw consent for this evaluation option at any time
without cause.
Date of my last evaluation ________________
Date of my next evaluation five years from above date ______________
____ No, I do not wish to be evaluated under this option but understand that I shall then be
evaluated in accordance with Article 20, Section 20.1, Procedures for Evaluation.
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Employee’s Name (please print) Signature Date
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Evaluator’s Name (please print) Signature Date
PROFESSIONAL
DEVELOPMENT PLAN
Name _________________________________________________________________ School ____________________________
1. Student Achievement
District Goal: Every student makes significant yearly progress toward achieving appropriate and meaningful academic
and essential life skills standards. _________________________________________________________________________
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Site or Special/Alternative Program Focus: _________________________________________________________________
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Strategies/Activities I plan to incorporate into my teaching include: _____________________________________________
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Evidence of improved teaching/student learning:_____________________________________________________________
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Teacher Performance Standards addressed: ________________________________________________________________
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2. Site Plan
Focus area—goal: ______________________________________________________________________________________
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Strategies/Activities I plan to incorporate into my teaching include: _____________________________________________
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Evidence of improved teaching/student learning:_____________________________________________________________
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Teacher Performance Standards addressed: ________________________________________________________________
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Standard 4: Planning Instruction and Designing Learning Experiences for All Students
π B. The instructor helps all students develop a sense of comfort in the classroom.
π C. The instructor has designed instruction so that it reinforces students’ sense of order in the
classroom.
π E. The instructor helps students believe that they have the ability and resources to successfully
π A. The instructor has designed instruction to help students construct meaning for learning content
(i.e., facts, concepts, generalizations, principles) through the use of a variety of interactive
strategies.
π C. The instructor introduces and reinforces essential procedural knowledge (i.e., skills, processes,
procedures) through ongoing modeling, shaping, and internalizing that include providing extensive
practice opportunities.
NOTES: __________________________________________________________________________________________________
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emphasis on knowledge/recall.
π C. Students receive support to understand and apply important thinking processes such as the
following:
π C. The objective of the lesson was clear, specific, and communicated to students.
π D. The lesson plan contained a clear instructional focus, such as mastery of essential content and
habits.
NOTES: __________________________________________________________________________________________________
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II – Knowledge
π A. The teacher provided for the rates and learning styles of all students.
π B. The teacher used students’ names, interacted with students, and provided positive verbal and
nonverbal feedback.
π C. The teacher selected and modeled techniques and strategies to develop students’ critical thinking
skills.
π D. The teacher used effective questioning techniques and emphasized higher-order thinking skills
π A. The teacher organized the classroom well and carefully managed student behavior.
π C. The teacher managed time well, allowing for maximum time devoted to successful learning
experiences.
IV – Classroom Climate
π A. The teacher consistently incorporated # 1 techniques to create a positive and productive classroom
climate that helped students feel accepted, perceive academic tasks as valuable and relevant to
their lives, and believe that they have the ability and resources to perform challenging academic
tasks.
π B. The classroom environment invited learning and helped students to develop a sense of comfort and
order.
π C. The teacher reflected the attitude that all students can learn.
π D. The teacher provided displays related to the subject area that reinforced key learning.
π A. The teacher organized introductory and developmental activities to ensure student mastery of key
learner outcomes.
π B. Activities designed to reinforce essential declarative knowledge (i.e., essential facts, concepts,
generalizations, and principles) helped students construct meaning, organize information, and
π C. Activities designed to reinforce essential procedural knowledge (i.e., skills, processes, competencies,
and procedures) included teacher modeling of the skill or process and numerous opportunities for
π D. The teacher helped students to extend and refine declarative and procedural knowledge through
π E. Where appropriate, the teacher involved students in long-term, meaningful-use tasks that included
one or more of the following: extended decision making, problem solving, investigation,
π F. Assessment and evaluation of student learning were an integral part of all aspects of the lesson; the
teacher adjusted the lesson based on ongoing analysis of student behavior as it related to desired
outcomes.
π 3. The teacher used a variety of teaching strategies to address the various learning styles
VI – Outcomes of Instruction
π A. Closure activities allowed students to reflect on lesson objectives and provided teacher with
π B. The teacher used ongoing metacognitive strategies to help students monitor their comprehension
π C. Summative assessment ensured that all students mastered the essential learner outcomes identified
π D. Where appropriate, the teacher incorporated oral and written communication skills into ongoing
assessment practices.
NOTES: __________________________________________________________________________________________________
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Date: ____________________
Dear______________,
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Coach
PROJECT PROPOSAL
Tier 2—Alternative
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Teacher’s Signature Date Supervisor’s Signature Date
For Tier 2:
Professional Development Plan .................................................................... 14
Coach-to-Teacher Letter ............................................................................... 21
Planning Conference Worksheet..................................................................... 3
Sample Observation Form (Collect Data) ...................................................... 4
Reflecting Conference Worksheet .................................................................. 5
Teacher Performance Evaluation Summary (Final–Tier 2)............................ 6