Reflecting on Teaching. Unsatisfactory Basic Proficient Distinguished Teacher does not know whether a lesson was e¤ective or achieved its instructional outcomes, or he/she profoundly misjudges the success of a lesson. Teacher has no suggestions for how a lesson could be improved. Teacher has a generally accurate impression of a lesson’s e¤ectiveness and the extent to which instructional outcomes were met. Teacher makes general suggestions about how a lesson could be improved. Teacher makes an accurate assessment of a lesson’s e¤ectiveness and the extent to which it achieved its instructional outcomes and can cite general references to support the judgment. Teacher makes a few specific suggestions of what could be tried another time the lesson is taught. Teacher makes a thoughtful and accurate assessment of a lesson’s e¤ectiveness and the extent to which it achieved its instructional out- comes, citing many specific examples from the lesson and weighing the relative strengths of each. Drawing on an extensive repertoires of skills, teacher offers specific alternative actions, complete with probable success of difference courses of action. Critical Attributes The teacher considers the lesson but draws incorrect conclusions about its e¤ectiveness. The teacher makes no suggestions for improvement. The teacher has a general sense of whether or not instructional practices were e¤ective. The teacher o¤ers general modifications for future instruction. The teacher accurately assesses the effectiveness of instructional activities used. The teacher identifies specific ways in which a lesson might be improved. In addition to the characteristics of “proficient”: Teacher’s assessment of the lesson is thoughtful and includes specific indicators of e¤ectiveness. Teacher’s suggestions for improvement draw on an extensive repertoire.
Reflecting on Teaching. During the post- observation conference, the evaluator and employee review the ratings for all components. Together they identify areas of agreement, determine components where there was not enough evidence to rate, and identify any areas where the employee’s proficiency is basic or below. The evaluator will take notes and provide the employee with a copy immediately after the post-conference concludes. The employee may add additional comments to the evaluators report.
Reflecting on Teaching. 2 Instruction 🞎 2.8 Reflects and evaluates the effectiveness of instructional performance to identify areas of pedagogical strength and weakness 2.8 Evaluating effectiveness of individual lessons and units #8 Professional Practice 🞎 8.4 Pursues professional development based on his/her written growth and development plan, and monitors progress relative to that plan 8.4 Monitoring progress relative to the professional growth and development plan 7 Domain 4: Collegiality & Professionalism #7 Families and Communities 🞎 7.1 Communicates with parents/guardians and school/communities in a timely and professional manner regarding courses, programs, school events and grade level expectations 7.1 Promoting positive interactions about students and parents - courses, program and school events 🞎 7.2 Communicates individual student progress to parents/guardians in a timely and professional manner 7.2 Promoting positive interactions about students and parents - timeliness and professionalism #8 Professional Practice 🞎 8.1 Collaborates with colleagues about student learning and instructional practices by seeking mentorship for areas of need or interest, and/or by mentoring other teachers through sharing ideas and strategies 8.1 Establish Team Student Growth Goal(s) 🞎 8.2 Promotes positive interactions with colleagues and displays dependability through active participation 8.2 Promoting positive interactions with colleagues 🞎 8.3 Participates in district and school initiatives 8.3 Participating in district and school initiatives 8 Comments: 9 Supervisor’s Signature Date Employee’s Signature Date Appendix D.2 TOUCHET SCHOOL DISTRICT OBSERVATION REPORT FORM Employee Class/Subject Observation Date Time started Time Finished Documentation of observation Strengths observed Suggestions for improvement Observer’s Signature Date Employee’s Signature Date Employee’s signature indicates receipt of this report and does not signify agreement. Additional pages may be used as needed. Observation Record: A minimum of two (2) observations for no less than sixty (60) total minutes except for employees who are probationary, provisional or non-continuing status. Record the date, class/activity, and length of observations in the space provided below. 66 Touchet School District Teacher Comprehensive Summative Evaluation Appendix E.1 Employee Name: School Year: School Name Assignment Evaluation Type: Annual 90 Day Other Description of Responsibilities: Includes areas (such as classes ta...
Reflecting on Teaching. 4b. Maintaining Accurate Records 4c. Communicating with Families 4d. Participating in the Professional Community 4e. Growing and Developing Professionally 4f. Showing Professionalism Performance Standards: ● Highly Effective – Evidence of high levels of knowledge, implements of performance standards along with evidence of leadership initiative and willingness to model and/or serve as a mentor for colleagues. ● Effective – Evidence of increased knowledge, implementation and integration of performance standards. Evidence of a clear proficiency and skill in the performance area. ● Developing – Evidence of basic knowledge and implementation of performance standards. Integration of performance standards is not evident. Educator is making progress towards proficiency. ● Ineffective – Little or no knowledge and minimal implementation of performance standards. Does not meet minimal performance standards and needs substantial improvement. Domains and rubrics extracted from: Xxxxxxxxx Xxxxxxxxx, Enhancing Professional Practice – A Framework for Teaching and from ETS Pathwise. Evaluation Procedures:
Reflecting on Teaching. Criterion Cumulative Score CRITERION 3: Recognizing individual student learning needs and developing strategies to address those needs. Component Obs. Obs. Teacher Teacher Teacher Summative 1b: Demonstrating Knowledge of Students 3e: Demonstrating Flexibility and Responsiveness Student Growth Goals Goal Setting W: Check In S:Check In Final Check In
Reflecting on Teaching. Please reflect on areas of strength and areas for continued growth in your professional capacity. The following sub-categories will be addressed formally on the professional profile as part of the summative evaluation. You may find it beneficial to address these with your evaluator during your pre- observation conference and throughout the course of the year.
Reflecting on Teaching. REQUIRED Teacher does not accurately assess the effectiveness of the lesson, and has no ideas about how the lesson could be improved. Teacher provides a partially accurate and objective description of the lesson, but does not cite specific evidence. Teacher makes only general suggestions as to how the lesson might be improved. Teacher provides an accurate and objective description of the lesson, citing specific evidence. Teacher makes some specific suggestions as to how the lesson might be improved. Teacher’s reflection on the lesson is thoughtful and accurate, citing specific evidence. Teacher draws on an extensive repertoire to suggest alternative strategies and predicting the likely success of each.
Reflecting on Teaching. Unsatisfactory – 1 Basic – 2 Proficient – 3 Distinguished – 4 Teacher does not know whether a lesson was eff ective or achieved its instructional outcomes, or he/she pro- foundly misjudges the success of a lesson. Teacher has no suggestions for how a lesson could be improved. Teacher has a generally accu- rate impression of a lesson’s eff ectiveness and the extent to which instructional out- comes were met. Teacher makes general sug- gestions about how a lesson could be improved. Teacher makes an accurate as- sessment of a lesson’s eff ectiveness and the extent to which it achieved its in- structional outcomes and can cite general references to sup- port the judgment. Teacher makes a few specific suggestions of what could be tried another time the lesson is taught. Teacher makes a thoughtful and accurate assessment of a lesson’s eff ectiveness and the extent to which it achieved its instructional out- comes, cit- ing many specific examples from the lesson and weighing the relative strengths of each. Drawing on an extensive rep- ertoire of skills, teacher off ers specific alternative ac- tions, complete with the probable success of diff erent courses of action.
