Showing Professionalism. Unsatisfactory Basic Proficient Distinguished Teacher displays dishonesty in interactions with colleagues, students, and the public. Teacher is not alert to students’ needs and contributes to school practices that result in some students’ being ill served by the school. Teacher makes decisions and recommendations based on self-serving interests. Teacher does not comply with school and district regulations. Teacher is honest in interactions with col- leagues, students, and the public. Teacher attempts, though inconsistently, to serve students. Teacher does not knowingly contribute to some students’ being ill served by the school. Teacher’s decisions and recommendations are based on limited but genuinely professional considerations. Teacher complies minimally with school and district regulations, doing just enough to get by. Teacher displays high standards of honesty, integrity, and confidentiality in interactions with colleagues, students, and the public. Teacher is active in serving students, working to ensure that all students receive a fair opportunity to succeed. Teacher maintains an open mind in team or departmental decision making. Teacher complies fully with school and district regulations. Teacher takes a leadership role with colleagues and can be counted on to hold to the highest standards of honesty, integrity, and confidentiality. Teacher is highly proactive in serving students, seeking out resources when needed. Teacher makes a concerted e¤ort to challenge negative attitudes or practices to ensure that all students, particularly those traditionally under- served, are honored in the school. Teacher takes a leadership role in team or departmental decision making and helps ensure that such decisions are based on the highest professional standards. Teacher complies fully with school and district regulations, taking a leadership role with colleagues. Critical Attributes Teacher is dishonest. Teacher does not notice the needs of students. The teacher engages in practices that are self- serving. The teacher willfully rejects school district regulations. Teacher is honest. Teacher notices the needs of students but is inconsistent in addressing them. Teacher does not notice that some school practices result in poor conditions for students. Teacher makes decisions professionally but on a limited basis. Teacher complies with school district regulations. Teacher is honest and known for having high standards of integrity. Teacher actively addresses student n...
Showing Professionalism. Ineffective Minimally Effective Effective Highly Effective [1 - 493](4.6.I) **Below Counselor displays dishonesty in interactions with colleagues, students, and the public; violates principles of confidentiality. [1 - 493] (0.0.XX) **Below Counselor is honest in interactions with colleagues, students, and the public; does not violate confidentiality. [1 - 493](4.6.E) **At Counselor displays high standards of honesty, integrity, and confidentiality in interactions with colleagues, students, and the public; advocates for students when needed. [1 - 493](4.6.HE) **Above Counselor can be counted on to hold the highest standards of honesty, integrity, and confidentiality and to advocate for students, taking a leadership role with colleagues. Appendix D-3 Domain 1: Planning and Preparation Chelsea School District Speech and Language Pathologist Evaluation
Showing Professionalism. Unsatisfactory – 1 Basic – 2 Proficient – 3 Distinguished – 4 Teacher displays dishonesty in interactions with colleagues, students, and the public. Teacher is not alert to students’ needs and contributes to school practices that result in some students’ being ill served by the school. Teacher makes decisions and recommendations based on self-serving interests. Teacher does not comply with school and district regulations. Teacher is honest in interactions with col- leagues, students, and the public. Teacher attempts, though inconsistently, to serve students. Teacher does not knowingly contribute to some students’ being ill served by the school. Teacher’s decisions and recommendations are based on limited but genuinely professional considerations. Teacher complies minimally with school and district regulations, doing just enough to get by. Teacher displays high standards of honesty, integrity, and confidentiality in interactions with colleagues, students, and the public. Teacher is active in serving students, working to ensure that all students receive a fair opportunity to succeed. Teacher maintains an open mind in team or departmental decision making. Teacher complies fully with school and district regulations. Teacher takes a leadership role with colleagues and can be counted on to hold to the highest standards of honesty, integrity, and confidentiality. Teacher is highly proactive in serving students, seeking out resources when needed. Teacher makes a concerted e# ort to challenge negative attitudes or practices to ensure that all students, particularly those traditionally under- served, are honored in the school. Teacher takes a leadership role in team or departmental decision making and helps ensure that such decisions are based on the highest professional standards. Teacher complies fully with school and district regulations, taking a leadership role with col- leagues. Student Growth Criterion 8: Exhibiting collaborative and collegial practices focused on improving instructional practice and student learning. Student Growth 8.1: Establish Team Student Growth Goal(s) Unsatisfactory – 1 Basic – 2 Proficient – 3 Distinguished – 4 Does not collaborate or reluctantly collaborates with other grade, school, or district team members to establish goal(s), to develop and implement common, high-quality measures, and to monitor growth and achievement during the year. Does not consistently collaborate with other grade, school, or district team members to establis...
Showing Professionalism. Comments: Key: Unsatisfactory (was not substantiated, lacking artifacts or proof; no attempt made) Satisfactory (has shown competency and evidenced the specific criteria) Effective (shown competency and goes beyond to the benefit of the student) Distinguished (goes well above expectations; uses many criteria to substantiate/validate) Commendations: Suggestions for Improvement: Other Comments: Teacher Date Administrator Date Copies: Teacher Principal Personnel File Kirtland Local Schools School Nurse Evaluation Form Nurse: Date: School: OVERALL PERFORMANCE ASSESSMENT U* S E D ARTIFACTS/COMMENTS Skills and Services Urgent care needs Screening and assessment services Maintains, evaluates, and interprets cumulative health data Resource coordination services Enhances health instruction program Health counseling Professional in-service growth Key: Unsatisfactory (was not substantiated, lacking artifacts or proof; no attempt made) Satisfactory (has shown competency and evidenced the specific criteria) Effective (shown competency and goes beyond to the benefit of the student) Distinguished (goes well above expectations; uses many criteria to substantiate/validate) Comments: Summary of Overall Performance, Commendations and Recommendations
Showing Professionalism. Please sign at the time of the pre-conference meeting Teacher Signature: Date: Evaluator Signature: Date: ADD IN: Examples/type of thing it’s asking for, for each question Instructional Observation: Teacher Evaluation Instrument Teacher Years at PCCS Evaluator Classroom Demographics Number of students enrolled Female Male In Attendance/Participating Class Time Day Grade Band Number of identified special needs students Special conditions/circumstances/teacher’s management concerns: Additional comments:
Showing Professionalism. Resources for Teaching and Students Resources for Students Decision Making U S P D N/O School / District / Professional contribution Log –optional – Form G Knowledge of Students and Resources Sheet – optional – Form I APPENDIX “D” SUPPORT STAFF EVALUATION FRAMEWORK TABLE OF CONTENTS Suggested Evaluation Timelines i Support Staff Evaluation Framework Domain 1: Planning and Preparation 1-4 Domain 2: Collaboration and Consultation 5-7 Domain 3: Methodology 8-12 Domain 4: Professional Responsibilities 13-15
Showing Professionalism. Elements: Service to students • Advocacy • Decision making ELEMENT L E V E L O F P E R F O R M A N C E Unsatisfactory Basic Proficient Distinguished Service to Students Teacher is not alert to students’ needs. Teacher’s attempts to serve students are inconsistent. Teacher is moderately active in serving students. Teacher is highly proactive in serving students, seeking out resources when necessary. Advocacy Teacher contributes to school practices that result in some students being ill served by the school. Teacher does not knowingly contribute to some students being ill served by the school. Teacher works within the context of a particular team or department to ensure that all students receive a fair opportunity to succeed. Teacher makes a particular effort to challenge negative attitudes and helps ensure that all students, particularly those traditionally underserved, are honored in the school. Decision Making Teacher makes decisions based on self-serving interests. Teacher’s decisions are based on limited though genuinely professional considerations. Teacher maintains an open mind and participates in team or departmental decision making. Teacher takes a leadership role in team or departmental decision making and helps ensure decisions are based on the highest professional standards. Okemos Public Schools
Showing Professionalism. Teacher does not comply with school and district Teacher complies minimally with school and district regulations, doing just enough Teacher complies fully with school and district Teacher complies fully with school and district regulations, Compliance with school and district regulations regulations. to get by. regulations. taking a leadership role with colleagues. Assessment Rubric For: State / National / Local What Assessment(s):MLPP, When is it available? Fall/Spring Grade Level: Pre-K Building: Elementary In the rubric below, define the proficiency level or cut score for this assessment. Rating Categories (HB 4625-28) Ineffective Minimally Effective Effective Highly Effective Assessment (Percent of students demonstrating 1 year of growth or meeting benchmark) 0-49% 50-59% 60-89% 90-100% In the space below, identify how each teacher will be linked to the assessment data. General Education Teachers: Linked to students in the classroom.
Showing Professionalism. In addition to the teaching framework, frameworks are also provided for Guidance Counselor and Media Specialist. INDIVIDUAL DOMAIN rating system: Excellent Excellent ratings in 3 or more of the components of the domain, with the remaining components rated no lower than Proficient Proficient No more than 1 component rated Needs Improvement, with the remaining components rated at Proficient or Excellent Needs Improvement Two or more components rated Needs Improvement, with the remaining components rated at Proficient, or Excellent Unsatisfactory Any component rated Unsatisfactory SUMMATIVE EVALUTION rating system: Excellent Excellent rating in 2 or more of the domains, with the remaining domains rated as Proficient Proficient No more than 1 domain rated Needs Improvement, with the remaining domains rates at Proficient or Excellent Needs Improvement Two or more domains rated Needs Improvement, with the remaining domains rated as Proficient or Excellent Unsatisfactory Any domain rated Unsatisfactory Evaluation Process Tenured Teachers Expected to maintain an overall Summative Rating of Proficient or Excellent o Minimum of 2 observations during the 2 year cycle, one being formal Professional Development Plan will be developed for an overall Summative Rating of Needs Improvement o Minimum of 3 observations within the school year following the rating, with 2 being formal IF AT ANY POINT in the evaluation cycle there is evidence of Unsatisfactory practice, an Overall Summative Evaluation may be conducted at any point during the contractual year. Non-Tenured Teachers Each teacher will receive a Final Summative Rating and recommendation for renewal/non- renewal of his/her contract each year. o Minimum of 3 observations during each school year, 1 being formal Teachers in years 1 and 2 may receive a Final Summative Rating of Needs Improvement (as they move toward proficiency). Teachers in years 3 and 4 are expected to maintain a Final Summative Rating of Proficient or Excellent.
