______School District #__

Certified Personnel Evaluation Program

2003/ 2004

Enhancing Quality Instruction, Encouraging Professional Growth, and Improving Student Achievement

Table of Contents

Purpose…………………………………………………………………………….2

Probationary Personnel…………………………………………………………….3

Probationary Teacher Evaluation Cycle…………………………………………….4

Tenure Personnel…………………………………………………………………….5

Tenured Teacher Evaluation Cycle…………………………………………………….7

Remediation for Tenured Teachers…………………………………………………….8

Illinois Professional Teaching Standards…………………………………………...10

Domain 1: Planning and Preparation…………………………………………………...11

Domain 2: The Classroom Environment…………………………………………...17

Domain 3: Instruction…………………………………………………………………...22

Domain 4: Professional Responsibilities…………………………………………...28

Pre-observation Form………………………………….………………………………..35

Formative Evaluation Form………………………….………………………………..36

Summative Evaluation Form………………………….………………………………..37

Final Summative Evaluation Form…………………….……………………………..42

Bibliography……………………………………………….…………………………..43

Purpose

The purpose of the Certified Personnel Evaluation Program is to create a highly effective system to evaluate certified staff. The new system is based on the most current research and best practices. This system is designed to clarify district expectations for staff and to guide staff in their professional growth. The system contains a differentiated model for probationary staff, tenured staff, and staff on remediation. The outcome is to enhance quality instruction, encourage professional growth for the participants, and improve student achievement.

Probationary Personnel

Probationary personnel will follow an intensive development model of supervision/evaluation. An evaluation cycle will consist of the pre-observation conference, observation, and post-observation conference. The components of this cycle will be scheduled to ensure that they occur in a timely manner. There will be a minimum of two evaluation cycles per year.

  1. Initial Pre-conference - Before each pre-conference, the probationary teacher will complete a Pre-Observation Form. This form will help structure the discussion and give the teacher an opportunity to think about the lesson and how it will affect student learning. At the pre-conference, the probationary teacher and the evaluator will discuss the Pre-Observation Form in addition to any other questions the teacher or the evaluator may have.
  2. Diagnostic observation – Each observation shall be at least (40) cumulative minutes. The evaluator will collect data and take notes during the lesson.
  3. Post-Conference – The evaluator and teacher shall meet to discuss the observation regarding what was successful and what areas may need to be addressed in subsequent observation(s).
  4. The evaluator will complete a Formative Summary Evaluation detailing the observation and the post-conference meeting. The Formative Summary Evaluation will be completed within 10 school days after the post-conference. The Formative Summary Evaluation will be given to the teacher to review and signed if there are no questions. If needed the teacher and evaluator will meet to discuss the Formative Summary Evaluation. Both the teacher and the evaluator will sign the document. The signature of the teacher shall not indicate agreement with the written Formative Summary Evaluation but rather shall indicate that the conference and discussion have occurred and that the teacher is in receipt of the written Formative Summary Evaluation. One copy will be given to the teacher and one copy will go into the teacher’s personnel file.

Between evaluation cycles, the supervisor and teacher may meet to discuss strategies and techniques to improve instruction.

Subsequent evaluation cycle(s) will focus on areas of skill development agreed upon in the previous evaluation cycle(s).

After a minimum of two observation cycles, the evaluator will complete the Summative Evaluation. The SummativeEvaluation will be completed in compliance with School Code 105 ILCS 5/24-11, which is at minimum 45 days before the end of the school term. Formal observations and informal data will be used to complete the evaluation. The teacher and the evaluator will meet to discuss the Summative Evaluation and the teacher’s performance for the year. A final rating of Unsatisfactory, Satisfactory, or Excellent will be given. The teacher and evaluator will sign the document. The signature of the teacher shall not indicate agreement with the written Summative Evaluation but rather shall indicate that the conference and discussion have occurred and that the teacher is in receipt of the written Summative Evaluation. A copy will be given to the teacher and one placed in the teacher’s personnel file.

Probationary Teacher Evaluation Cycle
Tenure Personnel

The tenure personnel evaluation process is used with experienced, competent teachers who have received tenure status, and have received a rating of satisfactory or excellent on their most recent summative evaluation. Tenured personnel will be evaluated on a two-year cycle. Professional growth plans may continue for one or two years.

The format of tenure evaluations is as follows:

  1. The teacher and the supervisor meet to identify one or more growth goals that will increase student learning or improve the school community.
  2. The teacher may select one or more methods to make progress toward achieving the goals. The teacher chooses to follow one or more of the following methods in either a cooperative or the self-directed manner. Teachers need to demonstrate understanding of the chosen methods before implementing them. (See Chapters 5-6 in Glatthorn, Differentiated Supervision).
  3. Research
  4. Peer coaching
  5. Action research
  6. Graduate courses, workshops, and conferences
  7. Professional roles
  8. Generic skills of teaching
  9. Subject-specific skills
  10. NBPTS (National Board for Professional Teaching Standards) Certification Process
  11. Mixed sources
  12. Other approved sources
  1. The teacher and supervisor will communicate throughout the evaluation period through meetings and an internet-based evaluation feedback system (Gnomen web), and may also use memos, e-mail, or other means to demonstrate progress and provide feedback. These communications will become part of a teacher portfolio.
  2. The teacher will provide a portfolio that demonstrates progress and achievements. Documentation may include:
  3. Student data
  4. Evidence of communication
  5. Teacher reflections
  6. Interviews
  7. Instructional Materials
  8. Video
  9. Artifacts of teaching and learning
  10. Evidence that may pertain to other domain areas
  11. Feedback from students, parents, staff, or community members
  12. Honors or awards received
  13. Other items as needed
  14. The teacher and the supervisor will meet at the end of the evaluation period for the summative evaluation. The Summative Evaluation will be completed prior to the 60-day requirement as outlined in the School Code 105 ILCS5/24-12. The portfolio, informal data any formal observations may be used to complete the summative evaluation. The teacher and the evaluator will meet to discuss the Summative Evaluation and the teacher’s performance for the evaluation cycle. A final rating of Unsatisfactory, Satisfactory, or Excellent will be given. The teacher and evaluator will sign the document. The signature of the teacher shall not indicate agreement with the written Summative Evaluation but rather shall indicate that the conference and discussion have occurred and that the teacher is in receipt of the written Summative Evaluation. A copy will be given to the teacher and one placed in the teacher’s personnel file.

Tenured Teacher Evaluation Cycle

(Two-Year Process)

Remediation for Tenured Teachers

If a teacher’s performance was found to be unsatisfactory in a teaching area, intensive development would need to occur. The teacher and the supervisor would follow the same procedures for intensive development as non-tenure teachers. A formal remediation plan would be created and followed under the School Code 105 ILCS 5/24-12 until the area became satisfactory or was found to be irremediable.

Illinois Professional Teaching Standards

#1 Content Knowledge

The teacher understands the central concepts, methods of inquiry, and structures of the discipline(s) and creates learning experiences that make the content meaningful to all students.

#2 Human Development and Learning

The teacher understands how individuals grow, develop, and learn and provides learning opportunities that support the intellectual, social, and personal development of all students.

#3 Diversity

The teacher understands how student differ in their approaches to learning and creates instructional opportunities at are adapted to diverse learners.

#4 Planning for Instruction

The teacher understands instructional planning and designs instruction based upon knowledge of the discipline, students, the community and curriculum goals.

#5 Learning Environment

The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation

#6 Instructional Delivery

The teacher understands and uses a variety of instructional strategies to encourage students’ development o critical thinking, problem solving, and performance skills.

#7 Communication

The teacher uses knowledge of effective written, verbal, nonverbal, and visual communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.

#8 Assessment

The teacher understands various formal and informal assessment strategies and uses them to support the continuous development of all students.

#9 Collaborative Relationships

The teacher understands the role of the community in education and develops and maintains collaborative relationships with colleagues, parents/guardians, and the community to support student learning and well-being.

#10 Reflection and Professional Growth

The teacher is a reflective practitioner who continually evaluates how choices and actions affect students, parents, and other professionals in the learning community and actively seeks opportunities to grow professionally.

#11 Professional Conduct

The teacher understands education as a profession, maintains standards of professional conduct, and provides leadership to improve student learning and well-being.

1

D

DOMAIN 1: PLANNING AND PREPARATION

Component 1a: Demonstrating Knowledge of Content and Pedagogy

LEVEL OF PERFORMANCE
ELEMENT / DISTINGUISHED / PROFICIENT / BASIC / UNSATISFACTORY
Knowledge of
Content / Teacher displays extensive content knowledge with evidence of continuing pursuit of such knowledge. / Teacher displays solid content knowledge and connects content with other parts of the discipline and other disciplines. / Teacher displays basic content knowledge but does not articulate connections with other parts of the discipline or with other disciplines. / Teacher makes content
errors or does not correct content errors students make.
Knowledge of
Prerequisite
Relationships / Teacher actively builds on knowledge of prerequisite relationships when describing instruction or seeking causes for student misunderstanding. / Teacher’s plans and practices reflect understanding of prerequisite relationships among topics and concepts. / Teacher indicates awareness of prerequisite learning, although such knowledge may be incomplete or inaccurate. / Teacher displays little understanding of prerequisite knowledge important for student learning of the content.
Knowledge of
Content-Related
Pedagogy / Teacher continually searches for and applies best practice methods and anticipates student misconceptions. / Teacher applies current research on best pedagogical practice within the discipline and anticipates student misconceptions. / Teacher displays basic pedagogical knowledge but does not anticipate student misconceptions. / Teacher displays little understanding of pedagogical issues involved in student learning of the content.
Knowledge of Technology / Teacher is knowledgeable of current technology and continues to increase their knowledge of technology. / Teacher has good working knowledge of technology. / Teacher displays basic knowledge of technology. / Teacher has little or no knowledge of technology.

DOMAIN 1: PLANNING AND PREPARATION

Component 1b: Demonstrating Understanding of Students

LEVEL OF PERFORMANCE
ELEMENT / DISTINGUISHED / PROFICIENT / BASIC / UNSATISFACTORY
Understanding of
Characteristics
Of Age Group / Teacher displays understanding of typical developmental characteristics of age group, exceptions to the patterns, and the extent to which each student follows patterns. / Teacher displays thorough understanding of typical developmental characteristics of age group as well as exceptions to general patterns. / Teacher displays general understanding of developmental characteristics of age group. / Teacher displays minimal understanding of developmental characteristics of age group.
Understanding of
Students’ Varied
Approaches to Learning / Teacher uses, where appropriate, understanding of students’ varied approaches to learning in instructional planning. / Teacher displays solid understanding of the different approaches to learning that different students exhibit. / Teacher displays general understanding of the different approaches to learning that students exhibit. / Teacher is unfamiliar with the different approaches to learning that students exhibit, such as learning styles, modalities, and different “intelligences.”
Understanding of
Students’ Skills
And Knowledge / Teacher displays understanding of skills and knowledge for individual students, including those with special needs, and recognizes and applies the value of this knowledge. / Teacher understands and applies skills and knowledge to groups of students and recognizes the value of this knowledge. / Teacher recognizes the value of understanding students’ skills and knowledge but applies this knowledge for the class as a whole. / Teacher displays little understanding of students’ skills and knowledge.
Understanding of
Students’
Interests, Strengths, and
Cultural Heritage / Teacher displays understanding of the interests, strengths, and cultural heritage of each student and recognizes and applies the value of this knowledge. / Teacher displays understanding of the interests, strengths, and/or cultural heritage of groups of students and recognizes the value of this knowledge. / Teacher recognizes the value of understanding students’ interests, strengths, or cultural heritage but displays this knowledge for the class as a whole. / Teacher displays little understanding of students’ interests, strengths, or cultural heritage.

DOMAIN 1: PLANNING AND PREPARATION

Component 1c: Selecting Instructional Goals

LEVEL OF PERFORMANCE

ELEMENT

/ DISTINGUISHED / PROFICIENT / BASIC / UNSATISFACTORY
Value / Not only are the goals valuable, but teacher can also clearly articulate how goals establish high expectations and relate to curriculum frameworks and standards. / Goals are valuable in their level of expectations, conceptual understanding and importance of learning. / Goals are adequate in either their expectations or conceptual understanding for students and in importance of learning. / Goals are not valuable and represent low expectations or no conceptual understanding for students. Goals do not reflect important learning.
Clarity / All of the goals are clear, written in the form of student learning and permit viable methods of assessment. / Most of the goals are clear but may include a few activities. Most permit viable methods of assessment. / Goals are adequately clear or include a combination of goals and activities. Some goals do not permit viable methods of assessment. / Goals are either not clear or are stated as student activities. Goals do not permit variable methods of assessment.
Suitability for
Diverse Students / Goals take into account the varying learning needs of individual students or groups. / All the goals are suitable for most students in the class. / Most of the goals are suitable for most students in the class. / Goals are not suitable for the class.
Balance / Goals reflect student initiative in establishing important learning with shared planning between teacher and student. / Goals reflect several different types of learning, and opportunities for integration of curriculum are mainly teacher directed. / Goals reflect several types of learning but no effort at coordination or integration. / Goals reflect only one type of learning and one discipline or strand.

DOMAIN 1: PLANNING AND PREPARATION

Component 1d: Demonstrating Knowledge of Resources

LEVEL OF PERFORMANCE

ELEMENTS / DISTINGUISHED / PROFICIENT / BASIC / UNSATISFACTORY
Resources for
Teaching / In addition to being aware of school and district resources, teacher actively seeks other materials to enhance instruction, for example, from professional organizations or through the community. / Teacher is fully aware of all resources available through the school or district. / Teacher displays limited awareness of resources available through the school or district. / Teacher is unaware of resources available through the school or district.
Resources for
Students / In addition to being aware of school and district resources, teacher is aware of additional resources available through the community and knows how to gain access for students. / Teacher is fully aware of all resources available through the school or district and knows how to gain access for students. / Teacher displays limited awareness of resources available through the school or district. / Teacher is unaware of resources available to assist students who need them.

DOMAIN 1: PLANNING AND PREPARATION

Component 1e: Designing Coherent Instruction

LEVEL OF PERFORMANCE

ELEMENTS / DISTINGUISHED / PROFICIENT / BASIC / UNSATISFACTORY
Learning Activities / Learning activities are highly relevant to students and instructional goals. Activities progress coherently, producing a unified whole and reflecting recent professional research. / Most of the learning activities are suitable to students and instructional goals. Progression of activities in the unit is fairly even, and most activities reflect recent professional research. / Only some of the learning activities are suitable to students or instructional goals. Progression of activities in the unit is uneven, and only some activities reflect recent professional research. / Learning activities are not suitable to students or instructional goals. They do not follow an organized progression and do not reflect recent professional research.
Instructional
Materials and
Resources / All materials and resources support the instructional goals, and most engage students in meaningful learning. There is evidence of student participation in selecting or adapting materials. / All materials and resources support the instructional goals and most engage students in meaningful learning. / Some of the materials and resources support the instructional goals and some engage students in meaningful learning. / Materials and resources do not support the instructional goals or engage students in meaningful learning.
Instructional
Groups / Instructional groups are varied, as appropriate to the different instructional goals. There is evidence of student choice in selecting different patterns of instructional groups. / Instructional groups are varied, as appropriate to the different instructional goals. / Instructional groups are inconsistent in suitability to the instructional goals and offer minimal variety. / Instructional groups do not support the instructional goals and offer no variety.
Lesson and
Unit Structure / Lesson or unit structure is clear and allows for different pathways according to student needs. / The lesson or unit activities are organized around a clearly defined structure. Time allocations are reasonable. / The lesson or unit has a recognizable structure, although the structure is not uniformly maintained throughout. Most time allocations are reasonable. / The lesson or unit has no clearly defined structure, or the structure is chaotic. Time allocations are unrealistic.

DOMAIN 1: PLANNING AND PREPARATION