The Archdiocese of Philadelphia
Office of Catholic Education
222 North 17th Street
Philadelphia, PA 19103-1299
(215)587-3700 or (215) 587-3796
EVALUATION REPORT
Last Name: , FirstName: , M.I.:
School:
Evaluator: Title:
Status of Teacher: Permanent Substitute Provisional
Department: Date of Report:
Semester of Evaluation:
Non-Tenured 1 2 3 4 5 6 Continuing
Tenured
Performance Evaluation
Directions:
Examine all sources of evidence provided by the teacher and bear in mind the aspects of teaching for each of the five categories used in this form. Refer to the rubric language, checking the appropriate aspects of teaching, and indicating the sources of evidence used to determine the evaluation of the results in each category. Finally, assign an overall evaluation of performance; sign the form and then gain the signature of the teacher.
Category I –Catholic Identity
The Catholic School educator is the professional teacher who lives one’s life in conformity with the Gospel message of Jesus and actively supports the mission of the Catholic Church in proclaiming and teaching the Catholic faith. Recognizing that the best form of teaching is by example, it is imperative that a Catholic school teacher practice his/her faith on a regular basis and in conformity with the teachings of the Catholic Church as defined by the Magisterium, the teaching authority of the Church. In the evaluation process the criteria and rubric for evaluation of Category 1- Catholic Identity is (1) participation in the sacramental life of the Church to the extent possible; (2) fidelity to the teachings and doctrines of the Catholic Church as defined by the Magisterium; (3) cooperation in the Church’s efforts to evangelize and proclaim the Gospel; (4) encouragement of and participation in the spiritual formation programs sponsored by the local school and the Archdiocese and (5) witness by example, Christian values in one’s behavior and in one’s classroom demeanor.
Teacher’s performance demonstrates: / Teacher’s performance demonstrates:
· Adherence to the practice of prayer before each class / · Non-adherence to the practice of prayer before each class
· Encouragement of and active participation in the sacramental life of the Church and school / · Little or no encouragement of or active participation in the sacramental life of the Church and school
· Adherence to the teachings of the Magisterium of the Church both in and outside of the classroom / · Non-adherence to the teachings of the Magisterium of the Church both in and outside of the classroom
· Encouragement of the building of the community of Faith in the school by participation in the religious and spiritual programs and activities of the school / · Little or no encouragement of the building of the community of Faith in the school by participation in the religious and spiritual programs and activities of the school
· Witness of Christian virtues through word and behavior in the classroom, at school-related activities, and in one’s interaction with members of the school community / · Little or no witness of Christian virtues through word and behavior in the classroom, at school-related activities, and in one’s interaction with members of the school community
· Participation in retreats and spiritual growth programs sponsored by the school community / · Little or no participation in retreats and spiritual growth programs sponsored by the school community
Catholic Identity
SATISFACTORY UNSATISFACTORY
Sources of Evidence (Check all that apply)
Instructional Resources/Materials/Technologies Informal Observations/Visits
Teacher Conference/Interviews Classroom Observations
Assessment Materials Student Assignment Sheets
Student Work Other
Justification for Evaluation
Category II: Planning and Preparation
Through their knowledge of content and pedagogy skills in planning and preparation, teachers make plans and set goals based on content to be learned, their knowledge of students and their instructional context. Category II reviews: Knowledge of Content and Pedagogy, Knowledge of Academic Standards, Knowledge of Students, Selecting Instructional Goals, Designing Coherent Instruction, Assessing Student Learning, Knowledge of Resources, Materials and Technology.
Teacher’s performance demonstrates: / Teacher’s performance demonstrates:
· Adequate knowledge of content and pedagogy / · Limited or partial knowledge of content or pedagogy
· Adequate knowledge of Academic Standards / · Limited or partial knowledge of Academic Standards
· Adequate knowledge of students and how to use this knowledge to direct and guideinstruction / · Irrelevant or partial knowledge of students and how to use this knowledge to direct and guide instruction
· Appropriate instructional goals that reflect standards and reasonable expectations for students / · Unclear and trivial instructional goals and absence of expectations for students
· Reasonable awareness of resources, materials, or technology available through the school, the System or professional organizations / · Little or no awareness of resources, materials and technology available through the school, the System or professional organizations
· Appropriate Instructional design in which plans for various elements are partially aligned with the instructional goals and have a recognizable sequence with some adaptations for individual student needs / · Inappropriate or incoherent instructional design in which plans for elements are not aligned with instructional goals, and have few or inappropriate adaptations for individual student needs
· Appropriate reflection on teaching and learning to enhance instruction / · Little or no reflection on teaching and learning to enhance instruction
· Appropriate assessments of student learning mostly aligned to the instructional goals and partially adapted as needed for student needs. / · Inappropriate assessments of student learning not aligned to the instructional goals nor adapted as needed for student needs
Planning and Preparation
SATISFACTORY UNSATISFACTORY
Sources of Evidence (Check all that apply)
Lesson/Unit Plans Resources/Materials/Technologies
Assessment Materials Information About Student
Teacher Conference/Interviews Classroom Observations
Teacher Resource Documents Other
Justification for Evaluation
Category III: Classroom Environment
Teachers establish and maintain a purposeful and equitable environment for learning, in which students feel safe, valued and respected by instituting routines and by setting clear expectations, which reflect the Catholic identity of the school for student behavior. Category III reviews: Teacher Interaction with Students, Establishment of a Learning Environment; Student Interaction.
SATISFACTORY / UNSATISFACTORYTeacher’s performance demonstrates: / Teacher’s performance demonstrates:
· Reasonable and clear expectations for student achievement with reasonable value placed on the quality of student work / · Low or unclear expectations for student achievement with little or no value placed on the quality of student work
· Reasonable attention to equitable learning opportunities for students / · Little or no attention to equitable earning opportunities for students
· Appropriate interactions between teacher and students and among students / · Inappropriate or disrespectful interactions between teacher and students and among students
· Effective classroom routines and procedures resulting in little or no loss of instructional time / · Inefficient classroom routines and procedures resulting in loss of instructional time
· Clear standards of conduct and effective management of student behavior / · Absent or unclear standards of conduct and ineffective management of student behavior
· Safe and adequate organization of physical space, to the extent it is under the control of the teacher, that provides accessibility to learning and to the use of resources, materials and technologies / · Unsafe and inadequate organization of physical space, to the extent it is under the control of the teacher, that provides accessibility to learning and to the use of resources, materials and technologies
Classroom Environment
SATISFACTORY UNSATISFACTORY
Sources of Evidence (Check all that apply
Resources/Materials/Technologies/Space Informal Observations/Visits
Teacher Conference/Interviews Classroom Observations
Visual Technology Other
Justification for Evaluation
Category IV: Instructional Delivery
Teachers, through their knowledge of content and their pedagogy and skill in delivering instruction, engage students in learning by using a variety of instructional strategies. Category IV reviews: Communications, Questioning and Discussion Techniques, Engaging Students in Learning, Providing Feedback, Demonstrating Flexibility and Responsiveness.
Teacher’s performance demonstrates: / Teacher’s performance demonstrates:
· Adequate communication of procedures and clear explanations of content / · Unclear or inappropriate communication of procedures and poor explanations of content
· Adequate use of questioning and discussion strategies that encourage many students to participate / · Ineffective use of questioning and discussion strategies and little student participation
· Reasonable engagement of students in learning and adequate pacing of instruction / · Little or no engagement of students in learning and poor pacing of instruction
· Adequate feedback to students on their learning / · Inaccurate or inappropriate feedback to students on their learning
· Adequate use of informal and formal assessments to meet learning goals and to monitor student learning / · Little or inappropriate use of formal or informal assessments to meet learning goals and to monitor student learning
· Reasonable flexibility and responsiveness in meeting the learning needs of students / · Inflexibility in meeting the learning needs of students
Instructional Delivery
SATISFACTORY UNSATISFACTORY
Sources of Evidence (Check all that apply)
Instructional Resources/Materials/Technologies Informal Observations/Visits
Teacher Conference/Interviews Classroom Observations
Assessment Materials Student Assignment Sheets
Student Work Other
Justification for Evaluation
Category V: Professionalism
Professionalism is demonstrated through qualities that characterize a professional person in aspects that occur in and beyond the classroom/building. Category V reviews: Maintaining Clear and Accurate records, Communication with Families and Students, Contributing to School and Archdiocesan System, Developing Professionalism.
Teacher’s performance demonstrates: / Teacher’s performance demonstrates:
· Adherence to school and System procedures and regulations related to attendance, punctuality and the like / · Failure adhere to school and System procedures and regulations related to attendance, punctuality and the like
· Knowledge of the Professional Code of Conduct / · Lack of Knowledge of the Professional Code of Conduct
· Compliance with school or Archdiocesan System requirements for maintaining accurate records, communicating with families / · Lack of compliance with school or Archdiocesan System requirements for maintaining accurate records, communicating with families
· Compliance with participating in school or Archdiocesan System events and school or Archdiocesan System professional growth and development opportunities / · Lack of compliance with participating in school or Archdiocesan System events and school or Archdiocesan System professional growth and development opportunities
Professionalism
SATISFACTORY UNSATISFACTORY
Sources of Evidence (Check all that apply)
Instructional Resources/Materials/Technologies Informal Observations/Visits
Teacher Conference/Interviews Classroom Observations
Assessment Materials Student Assignment Sheets
Student Work Other
Justification for Evaluation
Summative Evaluation
I certify that Teacher namefor the period beginning (month/day/year)and ending (month/day/year)has been evaluated to have an overall level of proficiency that is:
Date(s) of Visit(s)______
Satisfactory;
Unsatisfactory
Signature of Evaluator: ______Date
Commendations (optional):
Professional Development Areas:
Name of Teacher
______
Signature of Teacher Date
SCHOOL
Semester of Evaluation
Non-Tenured 123456 Continuing
Tenured