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Formative Evaluation
The primary goal of formative evaluation is improved classroom instruction
that produces a quality education experience for each student. Formative
evaluation is designed to encourage professional growth for the teacher and
to promote teamwork among the teacher, his/her principal, and the
department head. Informal and formal observations in the classroom are
critical for the formative evaluation process.
Summative Evaluation
The goal of the summative evaluation process is to appraise each teachers
professional performance and instructional effectiveness through a broad
variety of criteria. This evaluation assesses the teachers performance
according to the Teacher Job Description (Appendix G). All formative
evaluations (informal and formal) are considered in the total summative
evaluation process. The Summative Performance Report (Appendix F) is
completed, reviewed with the teacher, and placed by the principal in the
teachers professional development file at the end of each school year.
Appendix A
Goal Check
Philosophy:
Before an employees performance can be evaluated, there must be specific performance standards in place. The purpose
of the goal check is simply to provide an avenue to encourage continued growth and to discuss areas of weakness based
on the goals that have been given.
Procedures:
Goals are set by the beginning of the school year. By mid-January, managers are to schedule a meeting with each
employee to review the goals that were previously submitted. By mid-May, the end of the year results and an explanation
should be completed. The final goal check should be copied and placed in the employees personnel file.
DEVELOPMENTAL GOALS TO BE ACHIEVED
Employees Name: ________ _______________
check_________________
Goals
Projected
Completion
Date
______________
Explanation
(State if goals were fully
achieved according to
schedule and if not,
why)
I have met with the above employee and discussed the goals (listed above) that were previously set. It was determined that the following
steps of action will be put in place:
________________________________________
__________________________________________
Supervisor signature
Copy distribution:
__ Personnel File
Employee Signature
__ Employee
__ Supervisor
Appendix B
ABC Christian School
-Page 1 of 5-
School___________________________
Grade/Subject___________________________
Department______________________________
Directions
Evaluations use this form to maintain a record of evidence documented for each
teacher performance standard. Evidence can be drawn from formal observations,
informal observations, and other appropriate sources. This report is shared at a
meeting with the teacher held prior to the Christmas break.
1. Knowledge of Curriculum, Subject Content, and Developmental Needs
The teacher demonstrates an understanding of the curriculum, subject
content, and the developmental needs of students by providing relevant
learning experiences.
Appropriate curriculum standards
Accurate knowledge
Key concepts are integrated
High expectation
Higher order thinking skills
Knowledge of developmental
needs
Relationship to past/future
Comments
Improvement
Evident
Needs
2. Instructional Planning
The teachers collaborative planning uses appropriate curricula,
instructional strategies, and resources to address the needs of all
students and includes biblical integration.
Clear, logical, integrated plans
Curriculum materials
Content alignment
Differentiates instruction
Coherent instructional plans
Biblical integration
Comments
Improvement
Evident Needs
4. Assessment
The teacher systematically gathers, analyzes, and used data to measure student
progress, guide instruction, and provide timely feedback.
Pre/post assessment
Student ownership
Timely feedback
Re-teaches/accelerates
Teacher records
Comments
Evident
Needs
Improvement
5. Learning Environment
The teacher provides a well-managed, safe, Christ-centered environment that is
academically challenging and respectful.
Climate of trust and respect
Classroom
rules/routines
Diversity appreciation
Active listening, caring,
fair
Continuous improvement
Safe and attractive area
Exhibits the fruit of the Spirit
Evaluation of Instruction Plan and Procedure
Comments
Improvement
Evident
Needs
-Page 3
of 56. Communication
The teacher communicates effectively with students, school personnel, families,
and the community.
Correct language usage
Staff communication
Clear directions and explanations
Work relationships
maintained
Parent/family communication
Comments
Evident
Needs
Improvement
7. Professionalism
The teacher maintains a professional demeanor, participates in professional
growth opportunities, and contributes to the profession.
Appearance and demeanor
Contributions to the
school
Confidentiality is maintained
Contributions to the
profession
Professional growth activities
Comments
Evident
Needs
Improvement
8. Student Achievement
The work of the teacher results in acceptable, measurable individual student
Evaluation of Instruction Plan and Procedure
Improvement
Instructional
Evidence of goal
Collaboration with
Evident
Needs
-Page 4 of 5-
9. Spiritual
The teacher leads a separated Christian life that is exemplary in conduct and
makes a vital spiritual contribution to the life and work of the school.
Unquestionable testimony
Follows Matthew 18 principle
Personal holiness
Comments
Improvement
10.
Role model
Daily Bible reading and prayer
Called by God to serve at SCS
Evident
Needs
Personal
The teacher must have regular attendance at school; must comply with all school
philosophies, policies, procedures, and rules; and must fulfill all responsibilities required
by the school.
Cooperates with the school administration Emotionally stable
Good public relations
Excellent attendance
Submits respectfully to authority
Complies with school policies
Comments
Improvement
Evident
Needs
- Page 5 of 5 Strengths
Areas of Improvement
Comments (Teacher)
________________________________________
Evaluator Signature
Date
__________________________________
Date
Teacher Signature
Appendix C
ABC Christian School
Informal Classroom Observation Form
Teacher Observed____________________
Date: ______________________________
1. KNOWLEDGE OF CURRICULUM,
SUBJECT CONTENT, &
DEVELOPMENTAL NEEDS
SPECIFIC EXAMPLES:
Pre/post assessment
Timely feedback
Teacher records
Student ownership
Re-teaches/accelerates
5. LEARNING ENVIRONMENT
SPECIFIC EXAMPLES:
Varied strategies
Variety of resources
Appropriate pacing
Student involvement
Relevance of instruction
Biblical integration
4. ASSESSMENT
SPECIFIC EXAMPLES:
3. INSTRUCTIONAL DELIVERY
SPECIFIC EXAMPLES:
2. INSTRUCTIONAL PLANNING
Department____________________
Time: ________________________
SPECIFIC EXAMPLES:
6. COMMUNICATION
SPECIFIC EXAMPLES:
7. PROFESSIONALISM
SPECIFIC EXAMPLES:
8. STUDENT ACHIEVEMENT
SPECIFIC EXAMPLES:
Teachers
Appendix D
ABC Christian School
Pre-observation Discussion and Concerns
Teacher____________________________
Date: ______________________________
9. KNOWLEDGE OF CURRICULUM,
SUBJECT CONTENT, &
DEVELOPMENTAL NEEDS
DISCUSSION
Pre/post assessment
Timely feedback
Teacher records
Student ownership
Re-teaches/accelerates
DISCUSSION:
Varied strategies
Variety of resources
Appropriate pacing
Student involvement
Relevance of instruction
Biblical integration
12. ASSESSMENT
DISCUSSION:
DISCUSSION
Department_______________________________
Time: ___________________________________
DISCUSSION:
Classroom rules/routines
Active listening, caring, fair
Safe and attractive area
Exhibits the fruit of the Spirit
14. COMMUNICATION
DISCUSSION:
15. PROFESSIONALISM
DISCUSSION:
DISCUSSION:
Cooperative Learning
Lesson Element
Plans
Explanation of
academic and
social objectives
Statement of
objective/purpo
se
Teaching of
necessary social
skills
Input
Face-to-face
interaction
Modeling
Positive
interdependenc
e
Guided practice
Individual
accountability
Independent
practice
Group
processing
Appendix E
ABC Christian School
Faculty Probation Status
Teachers Name: _______________________________ Date:
______________________________
Area(s) of deficiency:
Teacher:
Principals signature
Teachers signature
Appendix F
ABC Christian School
- Page 14 of 5
Teacher Summative Performance Report
Teacher____________________________________
Grade/Subject______________________________
Year__________________
Department___________________
School
Directions
Evaluators use this form to provide the teacher with an assessment of
performance. The teacher should be given a copy of the form at the end of each
evaluation cycle.
1. Knowledge of Curriculum, Subject Content, and Developmental Needs
Rating
Exemplary
The teacher demonstrates an understanding of the curriculum, subject content, and
Proficient
the developmental needs of students by providing relevant learning experiences.
Evaluation of Instruction Plan and Procedure
Needs Improvement
Appropriate curriculum standards
Unsatisfactory
Key concepts are integrated
Relationship to past/future
Accurate knowledge
High expectation
Knowledge of developmental
needs
Comments
2. Instructional Planning
Rating
Exemplary
The teachers collaborative planning uses appropriate curricula, instructional
Proficient
strategies, and resources to address the needs of all student and includes biblical
Needs Improvement
Integration
Unsatisfactory
Clear, logical, integrated plans
Curriculum materials
Content alignment
Differentiates instruction
Coherent instructional plans
Biblical integration
Comments
Rating
Exemplary
4. Assessment
Rating
Exemplary
The teacher systematically gathers, analyzes, and uses data to measure student
Proficient
progress, guide instruction, and provide timely feedback.
Needs
Improvement
Pre/post assessment
Student ownership
Unsatisfactory
Timely feedback
Re-teaches/accelerates
Teacher records
Comments
5.
6. Learning Environment
Rating
Exemplary
The teacher provides a well-managed, safe, Christ-centered environment that is
Proficient
academically challenging and respectful.
Needs
Improvement
Climate of trust and respect
Classroom rules/routines
Unsatisfactory
Diversity appreciation
Active listening, caring, fair
Continuous improvement
Safe and attractive area
Exhibits the fruit of the Spirit
Comments
-Page 3 of 5 7. Communication
Rating
Exemplary
The teacher communicates effectively with students, school personnel, families, and
Proficient
the community.
Needs
Evaluation of Instruction Plan and Procedure
Improvement
Correct language usage
Unsatisfactory
Clear directions and explanations
Parent/family communication
Comments
Staff communication
8. Professionalism
Rating
Exemplary
The teacher maintains a professional demeanor, participates in professional
Proficient
growth opportunities, and contributes to the profession.
Needs Improvement
Appearance and demeanor
Contributes to the school
Unsatisfactory
Confidentiality is maintained
Contributes to the profession
Professional growth activities
Comments
9. Student Achievement
Rating
Exemplary
The work of the teacher results in acceptable, measurable individual
Proficient
student progress, based on established standards.
Needs
Improvement
Unsatisfactory
Student achievement goals
Data collection
Formative assessment
Comments:
Instructional modification
Evidence of goal attainment
Collaboration with others
- Page 4 of 5 10.
Spiritual
Rating
Exemplary
The teacher leads a separated Christian life that is exemplary in conduct and makes
Proficient
a vital spiritual contribution to the life and work of the school.
Needs Improvement
Unquestionable testimony
Follows Matthew 18 principle
Personal holiness
Comments
Role model
Daily Bible reading and prayer
Called by God to serve at SCS
11.
Personal
Rating
Exemplary
The teacher must have regular attendance at school; must comply with all school
Proficient
philosophies, policies, procedures, and rules; and must fulfill all responsibilities
Needs Improvement
required by the school.
Unsatisfactory
Cooperates with the school administration Emotionally stable
Good public relations
Excellent attendance
Submits respectfully to authority
Complies with school policies
Comments
Exemplary Proficient
Needs Improvement
Instructional Planning
Unsatisfactory
Exemplary Proficient
Needs Improvement
Instructional Delivery
Unsatisfactory
Exemplary Proficient
Needs Improvement
Assessment
Unsatisfactory
Exemplary Proficient
Needs Improvement
Learning Environment
Unsatisfactory
Exemplary Proficient
Needs Improvement
Communication
Unsatisfactory
Exemplary Proficient
Needs Improvement
Professionalism
Unsatisfactory
Exemplary Proficient
Needs Improvement
Student Achievement
Unsatisfactory
Exemplary Proficient
Needs Improvement
Spiritual
Unsatisfactory
Exemplary Proficient
Needs Improvement
Personal
Unsatisfactory
Exemplary Proficient
Needs Improvement
Strengths
Areas of Improvement
Evaluator Signature
Date
Date
Teacher Signature
_______________________________________
__________________________________________
Superintendent Signature
Date
_______________________________________
Appendix G
ABC Christian School
Teacher Job Description
Position Title: Christian schoolteacher
General Description: The Christian schoolteachers roll is to help students learn
Christian concepts in all areas of curriculum matter and to help them internalize
the subject matter, skills, and attitudes that will prepare them for Christian
leadership.
Qualifications: The Christian schoolteacher must be one who has received Jesus
Christ as Savior and Lord and shall be a member in good standing in a church of
like faith and practice. The teacher shall be a person with spiritual, academic,
and leadership abilities. The teacher shall reflect the purpose of the school to
honor Christ in every class and activity.
The Christian schoolteacher shall be a college graduate, certified by the
Association of Christian Schools International (ACSI), evaluated by the
administration to be capable of giving effective instruction to students at the
assigned grade and subject level and called of God to the Christian school
teaching profession.
Reports to: the principal
Supervises: students, student teachers, teacher aides, and volunteers
Performance Standards: The expectations for teacher performance are
defined using a two-tiered approach.
Performance Standards
Performance Indicators
Performance standards are the major duties performed by a teacher. For
teachers, there are ten performance standards.
SCS Performance Standards
1. Knowledge of curriculum, Subject Content, and
Developmental Needs
The teacher demonstrates an understanding of the curriculum,
subject content, and the developmental needs of students by
Evaluation of Instruction Plan and Procedure
The performance indicators are provided to help teachers and their evaluators
clarify job expectations. All performance indicators, however, may not be
applicable for a particular teaching assignment. Ratings are NOT made at the
performance indicator level but at the performance standard level.
Performance Standards:
Performance Standard 1: Knowledge of Curriculum, Subject
Content, and Developmental Needs
The teacher demonstrates an understanding of the curriculum, subject content,
and the developmental needs of students by providing relevant learning
experiences.
Example Performance Indicators
The teacher
Effectively address appropriate curriculum standards.
Integrates key content elements and higher level thinking skills in
instruction.
Demonstrates ability to link present with past and future learning
experiences, other subject areas, and real world experiences and
applications.
Demonstrates accurate knowledge of subject matter.
Demonstrates skills relevant to the subject area(s) taught.
Bases instruction on goals that reflect high expectations, and understanding
of the subject.
Understands intellectual, social, emotional, and physical development of
the age group.
Performance Appraisal Rubric
Exemplary
In addition to
meeting the
standard
The teacher
consistently
demonstrates
extensive
knowledge of the
subject matter
Proficient*
Needs
Improvement
Unsatisfactory
The teacher
demonstrates an
understanding of
the curriculum,
subject content,
and the
The teacher
inconsistently
demonstrates
understanding of
curriculum,
content, and
The teacher
bases instruction
on material that
is inaccurate or
out-of-date
and/or
and continually
enriches the
curriculum.
developmental
needs of students
by providing
relevant learning
experiences.
student
inadequately
development or
addresses the
lacks fluidity of
developmental
using the
needs of
knowledge in
students.
practice.
* Proficient in the baseline of acceptable performance for teachers and is the
actual performance standard.
Proficient*
Needs
Improvement
Unsatisfactory
The teachers
The teachers
The teachers
The teachers
collaborative
collaborative
collaborative
collaborative
planning process planning uses
planning displays planning
consistently
appropriate
inconsistent use
inadequately
anticipates
curricula,
of curricula,
meets the needs
student
instructional
strategies, and/or of the learners
misconceptions
strategies, and
resources to
and/or follows the
and/or prior
resources to
meet students
adopted
knowledge by
address the
needs.
curriculum.
employing a
needs of all
variety of
students.
instructional
strategies and
resources.
* Proficient in the baseline of acceptable performance for teachers and is the
actual performance standard.
Exemplary
Proficient*
Needs
Unsatisfactory
In addition to
Improvement
meeting the
standard
The teachers
The teacher
The teacher
The teacher
instructional
promotes student inconsistently
offers instruction
delivery
learning by
differentiates
that inadequately
optimizes
addressing
instruction and/or addresses
students
individual
uses limited
differences in
opportunity to
learning
instructional
students learning
learn by
differences and
strategies.
needs.
engaging
by using effective
students in
instructional
higher order
strategies.
thinking skills and
processes to
address divergent
learning needs.
* Proficient in the baseline of acceptable performance for teachers and is the
actual performance standard.
Exemplary
In addition to
meeting the
standard
The teacher uses
a variety of
informal and
formal
assessments
based on
intended learning
outcomes to
assess student
learning and
teaches students
how to monitor
their own
academic
progress.
Proficient*
Needs
Improvement
The teacher
systematically
gathers,
analyzes, and
uses data to
measure student
progress, guide
instruction, and
provide timely
feedback.
Unsatisfactory
Proficient*
Needs
Improvement
Unsatisfactory
The teacher
provides a wellmanaged, safe,
Christ-centered
environment that
is academically
challenging and
respectful.
The teacher
The teacher
inconsistently
inadequately
addresses
addresses
student behavior student behavior,
and needs
displays a poor
required for a
attitude with
safe, positive
students, and/or
social and
ignores safety
academic
standards.
environment.
* Proficient in the baseline of acceptable performance for teachers and is the
actual performance standard.
Coordinates efforts with school staff, other service providers, and Academic
Resource Center to reach educational decisions that enhance student
learning.
Supports, promotes, and communicates the strategic plan, policies,
regulations, and school events.
Maintains effective and appropriate communication with other teachers and
administrators.
Performance Appraisal Rubric
Exemplary
In addition to
meeting the
standard
The teacher uses
a variety of
communication
techniques to
inform, network,
and collaborate
with others to
enhance student
learning.
Proficient*
The teacher
communicates
effectively with
students, school
personnel,
families, and the
community.
Needs
Improvement
Unsatisfactory
The teacher
inconsistently or
ineffectively
communicates
with others.
The teacher
inadequately
communicates
with school
community by
poorly
acknowledging
concerns,
responding to
inquiries, and/or
encouraging
involvement with
stakeholders.
* Proficient in the baseline of acceptable performance for teachers and is the
actual performance standard.
Proficient*
Needs
Improvement
Unsatisfactory
The teacher leads a separated Christian life that is exemplary in conduct and
makes a vital spiritual contribution to the life and work of the school.
Example Performance Indicators
The teacher
Professes a personal faith in Jesus Christ as Savior and Lord.
Maintains an unquestionable Christian testimony in the community.
Affirms, without any mental reservation, ABC Christian Schools Statement
of Faith in its entirety.
Remains in active fellowship with an evangelical church of like faith and
practice with ABC Christian Schools Statement of Faith.
Has a conviction concerning the necessity of Christian education
demonstrating such by enrolling qualified children in your family in ABC
Christian School. Exceptions must be approved by the school
superintendent.
Is a role model in speech, actions and attitudes, with a consistent walk with
Jesus Christ.
Exhibits a close walk with the Lord by Bible reading, prayer, personal
holiness and participation in personal devotions.
Follows the Matthew 18 principle in dealing with students, parents, and
staff.
Shows support for the role of parents as primarily responsible before God
for their childrens education and assists them in the task.
Encourages students to accept Gods gift of salvation and to grow in their
faith.
Emphasizes to students the reality of their self-worth in Christ.
Knows a definite call from God to serve at ABC Christian School.
Performance Appraisal Rubric
Exemplary
Proficient*
Needs
Unsatisfactory
In addition to
Improvement
meeting the
standard
The teacher
The teacher
The teacher has a The teacher has
attains a high
attains spiritual
minimum level or questionable
level spiritual
maturity and
spiritual maturity spiritual maturity
maturity and
Christian
and/or Christian
and/or Christian
exemplarily
character and is
character and is
character and is
Christian
actively growing
not growing in
not growing in
character and is
in Christ.
Christ.
Christ.
actively growing
in Christ and
disciplining
others.
* Proficient in the baseline of acceptable performance for teachers and is the
actual performance standard.