2064 - Employee Evaluation
EMPLOYEE EVALUATION 2064
(Adopted September 10, 2002)
Evaluation of an employee's performance based on established District standards shall be conducted in accordance with accepted professional personnel practices. The employee will be fully informed as to how this evaluation is to be conducted.
Purposes of the evaluation shall include the following:
- Provide a permanent record of the quality of each employee's service.
- Assist in upgrading the performance of employees.
- Provide a basis for judgment with respect to continued employment.
Teachers' classroom performance will be formally evaluated by the principal each year according to the following minimal schedule:
- Provisional teachers classroom performance will be observed two times annually.
- Probationary and teachers on corrective action will be formally observed twice annually and many times informally.
- Career teacher's classroom performance will be observed once every three years.
In addition to formal classroom observations, anecdotal records, self-evaluations and other less formal methods of evaluation may also be included in the teachers file.
All evaluation forms, statements, reports, etc., shall be reviewed with the employee and signed by the employee to indicate awareness of the contents of the report. Such signature does not necessarily indicate agreement with the report.
Teacher Evaluation Criteria
Evaluation of the effectiveness of teaching is a basic function of the school principal. The following criteria related to teaching practice is to be considered:
1. Was the teacher punctual in starting the class?
2. Did the teacher capture the students? (getting them ready to learn)
3. Did the teacher make the objective of the lesson clear to the students?
4. Did the teacher teach to the objective?
5. Did the teacher provide for application of the concept learned?
6. Is learning taking place in the classroom?
A. Are students on task?
B. Is the teacher engaged in the teaching process?
C. Is the teacher getting feedback from the students to assess whether or not they have learned?
D. Is the teacher recycling those students who are having difficulty with the concept?
7. Did the teacher provide learning activities for those students who finished early? (Are these activities included in the teachers' plan?)
8. Was there evidence that the teacher had planned well for this particular class or lesson?
9. Was the physical environment of the classroom stimulating?
10. Was the teacher able to maintain good control in the classroom? (Number of student disruptions)
- Did the teacher demonstrate skill in penmanship, word usage and spelling?
- Did the teacher encourage critical thinking, creativity, and student participation? (Is the teacher eliciting simple recall or more thought provoking answers?)
- Did the teacher reinforce good behavior?
- Was the learning pace appropriate?
- Does the teacher participate positively and actively in the school and assume his/her share of responsibility, and is the teacher dependable?
- Does the teacher cooperate with administration and supervisors?
3. Does the teacher maintain good relationships with parents?
4. Does the teacher contribute to the good fraternal spirit of the staff?
5. Is the teacher interested in improving his/her professional expertise?
6. Is the teacher willing to assume responsibility beyond classroom duties?
7. Is the teacher adhering to "contract responsibilities?"
- Is the teacher willing to help students after class time?
1. Is the teacher's dress appropriate?
2. Does the teacher show good judgment and common sense with respect to his/her work and school program?
3. Is the teacher tolerant, tactful, open-minded and accepting of new ideas?
4. Is the teacher calm, poised, and self-controlled in an emotional situation?
5. Does the teacher have a sense of humor?
6. Does the teacher show enthusiasm and enjoy his/her teaching?
Educators Evaluation Process:
The following processes and criteria shall be used to formally evaluate teachers.
1. The principal/immediate supervisor will formally orient educators to the Piute ITC and/or individual school evaluation plan (ISEP) at least 15 working days before any evaluations are conducted.
2. A pre-evaluation conference between the educator and his/her principal/immediate supervisor, will be held with in five (5) working days before the evaluation is conducted, to discuss the upcoming observation.
- When using the PITC, the educators will be evaluated only on the instructional equipment used during the period of the observation, not on all that could have been used,
- Following the observation, a brief conference should be held to clarify any ambiguities in the data collected or observations recorded.
- A "reasonable" number of observation periods will be conducted to insure an adequate opportunity is given for the demonstration of teaching and classroom management skills.
6. A post-conference will be held between the educator (observations) and the Principals/immediate supervisor (observer) as soon after the final observation period as possible, preferably within 15 days, to review the written results of the evaluation.
7. The educator must receive a rating of three (3) or more on all of the PITC Scales, or achieve average or above ratings in all areas of an ISEP to qualify for the five (5) performance evaluation points on the rating sheet, to submit a second line of evidence, or to participate in the Menu of Special Activities.
8. The Educator who receives a rating of two (2) or less on one or more than one of the PITC Scales, or a below average ranking on any area of the ISEP, may request, following the post-conference meet, one re-evaluation either by the original observer or from another qualified evaluator that is mutually agreed upon between the administrator/immediate supervisor and the educator. The educator will be encouraged to seek help through training and observation.
9. All probationary educators will be evaluated yearly using the PITC and ISEP.
10. Career educators (educators with three or more years of full time experience) new to the district will automatically move to the level according to qualifications on the Career Ladder Program.
- Evaluations conducted for provisional educators or probationary educators may also be used to qualify educators for participation in the Career Ladder Plan, but must comply with Guidelines for Educator Evaluation as outlined in the district's evaluation policy.
- School-Improvement (team)
TENURED TEACHERS - SELF EVALUATION GUIDELINES
1. Before school goal sheets are handed out and teachers are given an overview of the self-evaluation process.
2. A definition of Specific Goals is given with examples.
3. All goals are to be turned into the principal by September 30.
- Goals will be returned to teachers the first week of October for clarification and to insure that they are specific/achievable.
- In January teachers are reminded of their goals and progress is assessed.
- Periodic walkthroughs by the principal are documented and possible goals are annotated for teacher conference.
7. In February and March teachers are scheduled to meet with the principal for their self-evaluation conference (minimum 30 minutes). Each question is discussed individually. The teacher decides how-they will mark
themselves. No matter what the teacher marks for themselves the principal then validates, raises marks on the evaluation, or offers possible goals in documented areas of needed improvement. (Principals need to give specific examples, not just feelings)
8. Qualifications for Career Ladder are documented and submitted.