Evaluation Forms
PERFORMANCE AGREEMENT
Part of the Evaluation of Certificated Employees is the development of performance objectives and the measurement of the degree to which these objectives are met. California Education Code 44662 requires that:
(A) The governing board of each school district shall establish standards of expected pupil achievement at each grade level in each area of study.
(B) The governing board of each school district shall Evaluate and assess certificated employee competency as it reasonably relates to:
(1) The progress of pupils toward the standards established pursuant to subdivision (A).
(2) The instructional techniques and strategies used by the employee.
(3) The employee's adherence to curricular objectives.
(4) The establishment and maintenance of a suitable learning environment within the scope of the employee's responsibilities.
In addition to the above areas, Lake County Superintendent of Schools requires that:
(A) Employees will perform duties as described in specific job descriptions.
(B) Employees will comply with the LCOE General Employee Expectations.
(C) At least one objective be written for professional growth.
(D) A minimum of one additional objective must be included. (May draw upon elements of A, B, and C above.)
PERFORMANCE OBJECTIVES for the School Year :
(A) Employees will perform duties as described in specific job descriptions. (Standards 1-6)
(B) Employees will comply with the LCOE General Employee Expectations.
(C)
(D)
The Evaluator and the Evaluatee should agree upon these performance objectives and so indicate by signing and dating this document.
WE, THE UNDERSIGNED, have agreed upon the appropriateness of the performance objectives listed above for the position of .
Evaluatee:______Date:______
Evaluator:______Date:______
If the evaluator and evaluatee do not agree on performance objectives, they may confer with the Deputy Superintendent, whose determination will be final.
Copies: Director, Human Resources Evaluator Evaluatee
GENERAL EMPLOYEE EXPECTATIONS
Time and Work Management
1. Does paperwork on time.
2. Honors or conforms to time expectations.
3. Demonstrates the ability to see things through.
4. Organizes job well.
Relationships with Others
5. Works cooperatively with all LCOE personnel, other agency personnel and community members.
6. Is willing to be confronted and to confront issues in a constructive way.
7. Cooperates and contributes as a team member.
8. Utilizes time spent in interaction with staff members to program's advantage.
Relationships with Students
9. Displays positive attitude toward students.
10. Is a role model for students.
11. Works effectively with students.
Professional
12. Maintains professionalism under stress/pressure.
13. Has regular attendance.
14. Displays ability to make and follow through with decisions.
15. Maximizes time spent in serving the organization's goals.
16. Represents the organization positively.
17. Takes reasonable precautions for personal safety.
18. Follows prescribed procedures.
19. Presents self in a professional manner at school or at community sites.
20. Asks for help when needed.
21. Accepts and uses suggestions and recommendations of supervisor.
22. Adheres to the State of California Code of Ethics.
PRE-OBSERVATION CONFERENCE FORM
Teacher: / Date:School: / Time/Period:
Grade/Subject:
Please answer these questions and bring the completed form to your pre-observation conference.
PRE-CONFERENCE QUESTIONS:What will you be teaching in this lesson?
What do you expect your students to learn by the end of this lesson?
What activities will you and your students be doing?
How will you know if your lesson is successful?
On which standard would you like me to focus? 1 2 3 4 5 6
Comments:
Evaluator ______Teacher ______Date ______
CALIFORNIA STANDARDS FOR THE TEACHING PROFESSIONEngaging & Supporting All Students in Learning / Creating & Maintaining Effective Environments for Student Learning / Understanding and Organizing Subject Matter for Student Learning
Using knowledge of students to engage them in learning / Promoting social development responsibility within a caring community where each student is treated fairly and respectfully / Demonstrating knowledge of subject matter, academic content standards, and curriculum frameworks
Connecting students’ prior knowledge, life experience, and interest with learning goals. / Creating physical or virtual learning environments that promote student learning, reflect diversity, and encourage constructive and productive interactions among students / Applying knowledge of student development and proficiencies to ensure student understanding of subject matter
Connecting subject matter to meaningful, real-life contexts / Establishing and maintaining learning environments that are physically, intellectually, and emotionally safe / Organizing curriculum to facilitate student understanding of the subject matter
Using a variety of instructional strategies and resources to respond to students’ diverse needs / Creating a rigorous learning environment with high expectations and appropriate support for all students / Utilizing instructional strategies that are appropriate to the subject matter.
Promoting critical thinking through inquiry, problem solving, and reflection / Developing, communication, and maintaining high standards for individual and group behavior. / Using and adapting resources, technologies, and standards-aligned instructional materials to make subject matter accessible to all students
Monitoring student learning and adjusting instruction while teaching / Employing classroom routines, procedures, norms, and supports for positive behavior to ensure a climate in which all students can learn / Addressing the needs of English learners and students with special needs to provide equitable access to the content
Using instructional time to optimize learning
Planning Instruction & Designing Learning Experiences for All Students / Assessing Student Learning / Developing as a Professional Educator
Using knowledge of students’ academic readiness, language proficiency, cultural background, and individual development to plan instruction / Applying knowledge of the purposes, characteristics, and uses of different types of assessments / Reflecting on teaching practice in support of student learning
Establishing and articulating goals for student learning / Collecting and analyzing assessment data from a variety of sources to inform instruction / Establishing professional goals and engaging in continuous and purposeful professional growth and development
Developing and sequencing long-term and short-term instructional plans to support student learning / Reviewing data, both individually and with colleagues, to monitor student learning involving and guiding all students in assessing their own learning / Collaborating with colleagues and the broader professional community to support teacher and student learning
Planning instruction that incorporates appropriate strategies to meet the learning needs of all students / Using assessment data to establish learning goals and to plan, differentiate, and modify instruction / Working with families to support student learning
Adapting instructional plans and curricular materials to meet the assessed learning needs of all students. / Involving all students in self-assessment, goal setting, and monitoring progress / Engaging local communities in support of the instructional program.
Using available technologies to assist in assessment, analysis, and communication of student learning / Managing professional responsibilities to maintain motivation and commitment to all students
Using assessment information to share timely and comprehensible feedback with students and their families / Demonstrating professional responsibility, integrity, and ethical conduct
CLASSROOM OBSERVATION FORM
School: / Time/Period:
Grade/Subject:
EVIDENCE OF STANDARDS (during observation)
Evaluator ______Teacher ______Date ______
CALIFORNIA STANDARDS FOR THE TEACHING PROFESSIONEngaging & Supporting All Students in Learning / Creating & Maintaining Effective Environments for Student Learning / Understanding and Organizing Subject Matter for Student Learning
Using knowledge of students to engage them in learning / Promoting social development responsibility within a caring community where each student is treated fairly and respectfully / Demonstrating knowledge of subject matter, academic content standards, and curriculum frameworks
Connecting students’ prior knowledge, life experience, and interest with learning goals. / Creating physical or virtual learning environments that promote student learning, reflect diversity, and encourage constructive and productive interactions among students / Applying knowledge of student development and proficiencies to ensure student understanding of subject matter
Connecting subject matter to meaningful, real-life contexts / Establishing and maintaining learning environments that are physically, intellectually, and emotionally safe / Organizing curriculum to facilitate student understanding of the subject matter
Using a variety of instructional strategies and resources to respond to students’ diverse needs / Creating a rigorous learning environment with high expectations and appropriate support for all students / Utilizing instructional strategies that are appropriate to the subject matter.
Promoting critical thinking through inquiry, problem solving, and reflection / Developing, communication, and maintaining high standards for individual and group behavior. / Using and adapting resources, technologies, and standards-aligned instructional materials to make subject matter accessible to all students
Monitoring student learning and adjusting instruction while teaching / Employing classroom routines, procedures, norms, and supports for positive behavior to ensure a climate in which all students can learn / Addressing the needs of English learners and students with special needs to provide equitable access to the content
Using instructional time to optimize learning
Planning Instruction & Designing Learning Experiences for All Students / Assessing Student Learning / Developing as a Professional Educator
Using knowledge of students’ academic readiness, language proficiency, cultural background, and individual development to plan instruction / Applying knowledge of the purposes, characteristics, and uses of different types of assessments / Reflecting on teaching practice in support of student learning
Establishing and articulating goals for student learning / Collecting and analyzing assessment data from a variety of sources to inform instruction / Establishing professional goals and engaging in continuous and purposeful professional growth and development
Developing and sequencing long-term and short-term instructional plans to support student learning / Reviewing data, both individually and with colleagues, to monitor student learning involving and guiding all students in assessing their own learning / Collaborating with colleagues and the broader professional community to support teacher and student learning
Planning instruction that incorporates appropriate strategies to meet the learning needs of all students / Using assessment data to establish learning goals and to plan, differentiate, and modify instruction / Working with families to support student learning
Adapting instructional plans and curricular materials to meet the assessed learning needs of all students. / Involving all students in self-assessment, goal setting, and monitoring progress / Engaging local communities in support of the instructional program.
Using available technologies to assist in assessment, analysis, and communication of student learning / Managing professional responsibilities to maintain motivation and commitment to all students
Using assessment information to share timely and comprehensible feedback with students and their families / Demonstrating professional responsibility, integrity, and ethical conduct
POST-OBSERVATION CONFERENCE FORM
School: / Time/Period:
Grade/Subject:
POST-OBSERVATION CONFERENCE QUESTIONS:
How do you think the lesson went? Did the lesson go as you had planned? Would you like to see the data I gathered? How does this data match your expectations or surprise you?
1. What worked?2. Lesson Focus - Challenges – Concerns:
3. Next Steps:
Teacher’s Next Steps:
Evaluator’s Next Steps:
Evaluator ______Teacher ______Date ______
EVALUATION OF TEACHING PERFORMANCE
Teacher: / Date:School: / Time/Period:
Dates of Observation: / Dates of Conference:
1. MEETS OR EXCEEDSSTANDARDS
2. NEEDS IMPROVEMENT
3. UNSATISFACTORY - DOES NOT MEET STANDARDS
STANDARD I - Engaging and Supporting All Students in Learning / 1 / 2 / 31.1 Using knowledge of students to engage them in learning
1.2 Connecting learning to students’ prior knowledge, backgrounds, life experiences, and interests
1.3 Connecting subject matter to meaningful, real-life contexts
1.4 Using a variety of instructional strategies, resources, and technologies to meet students’ diverse learning needs
1.5 Promoting critical thinking through inquiry, problem solving, and reflection
1.6 Monitoring student learning and adjusting instruction while teaching
STANDARD II - Creating & Maintaining Effective Environments for Student Learning / 1 / 2 / 3
2.1 Promoting social development and responsibility within a caring community where each student is treated fairly and respectfully
2.2 Creating physical or virtual learning environments that promote student learning, reflect diversity, and encourage constructive and productive interactions among students
2.3 Establishing and maintaining learning environments that are physically, intellectually, and emotionally safe
2.4 Creating a rigorous learning environment with high expectations and appropriate support for all students
2.5 Developing, communicating, and maintaining high standards for individual and group behavior
2.6 Employing classroom routines, procedures, norms, and supports for positive behavior to ensure a climate in which all students can learn
2.7 Using instructional time to optimize learning
STANDARD III - Understanding & Organizing Subject Matter for Student Learning / 1 / 2 / 3
3.1 Demonstrating knowledge of subject matter, academic content standards, and curriculum frameworks
3.2 Applying knowledge of student development and proficiencies to ensure student uderstanding of
subject matter
3.3 Organizing curriculum to facilitate student understanding of the subject matter
3.4 Utilizing instructional strategies that are appropriate to the subject matter
3.5 Using and adapting resources, technologies, and standards-aligned instructional materials to make subject matter accessible to all students
3.6 Addressing the needs of English learners and students with special needs to provide equitable access
to the content
STANDARD IV - Planning Instruction & Designing Learning Experiences for All Students / 1 / 2 / 3
4.1 Using knowledge of students' academic readiness, language proficiency, cultural background, and individual development to plan instruction
4.2 Establishing and articulating goals for student learning
4.3 Developing and sequencing long-term and short-term instructional plans to support student learning
4.4 Planning instruction that incorporates appropriate strategies to meet the learning needs of all students
4.5 Adapting instructional plans and curricular materials to meet the assessed learning needs of all students
STANDARD V - Assessing Student Learning / 1 / 2 / 3
5.1 Applying knowledge of the purposes, characteristics, and uses of different typesssessment
5.2 Collecting and analyzing assessment data from a variety of sources to inform instruction
5.3 Reviewing data, both individually and with colleagues, to monitor student learning
5.4 Using assessment data to establish learning goals and to plan, differentiate, and modify instruction
5.5 Involving all students in self-assessment, goal setting, and monitoring progress
5.6 Using available technologies to assist in assessment, analysis, and communication of student learning
5.7 Using assessment information to share timely and comprehensible feedback with students and their families
STANDARD VI - Developing as a Professional Educator / 1 / 2 / 3
6.1 Reflecting on teaching practice in support of student learning
6.2 Establishing professional goals and engaging in continuous and purposeful professional growth and development
6.3 Collaborating with colleagues and the broader professional community to support teacher and student learning
6.4 Working with families to support student learning
6.5 Engaging local communities in support of the instructional program
6.6 Managing professional responsibilities to maintain motivation and commitment to all students
6.7 Demonstrating professional responsibility, integrity, and ethical conduct
GENERAL EMPLOYEE EXPECTATIONS (p. 14) / 1 / 2 / 3
· Demonstrates competent time and work management
· Maintains positive relationships with others
· Maintains positive relationships with students
· Demonstrates Professionalism
** A copy of this evaluation will be placed in your personnel file. You have the right to respond and your response will be attached to your evaluation.