Form 412 – 1
☐ Superintendent Supervision (PAAL, 1 & 2 Year Teachers, Replacement Contracts, etc.)
☐ In-School Administration Supervision (Temporary Contracts, etc.)
Teacher / Click here to enter text. /School / Click here to enter text. /
Date of Report / Click here to enter a date. /
Teaching Assignment / Click here to enter text. /
Purpose: This performance appraisal is part of the permanent employment record which will be retained in Click here to enter text.Personnel File. It documents evaluation of teacher work performance to ensure fundamental objectives, requirements and expectations of the school division are attained.
Classroom Observation #1Date: / Time: Click here to enter text. / Duration:Click here to enter text.
Grade: Click here to enter text. / Subject: Click here to enter text. / Number of Students:Click here to enter text.
Lesson Outcome(s):Click here to enter text.
Classroom Observation #2
Date: Click here to enter a date. / Time: Click here to enter text. / Duration: Click here to enter text.
Grade: Click here to enter text. / Subject: Click here to enter text. / Number of Students: Click here to enter text.
Lesson Outcome(s):Click here to enter text.
Classroom Observation #3
Date: Click here to enter a date. / Time: Click here to enter text. / Duration: Click here to enter text.
Grade: Click here to enter text. / Subject: Click here to enter text. / Number of Students: Click here to enter text.
Lesson Outcome(s):Click here to enter text.
Summary of Observations
The comments below summarize and evaluate the observations and data recorded in each category.
Planning for Implementation of Curriculum OutcomesThe following indicators of responsive teaching were witnessed by the Central Office LEAD &/or In-school Administrator during observations.
The planning of curriculum outcomes should be based on the students and their learning needs. Effective planning occurs when teachers:
☐ Utilize a combination of whole group, small group and individualized instruction based on student need and/or outcomes.
☐ Have expressed a clear understanding of curriculum outcomes through the Understanding by Design (UbD) framework to unpack outcomes and plan learning opportunities.
☐ Identified the Big ideas, Essential questions, Knowledge and Skills in their UbD Units
☐ Makes students aware of curriculum outcomes, by posting Learning Targets.
☐ Are comfortable using the Understanding by Design (UbD) framework.
☐ Proficient: Consistent evidence of practice and understanding of all the indicators are observed.
☐ Developing: Consistent evidence of practice and understanding of the majority of the indicators are observed.
☐ Beginning: Beginning to demonstrate an understanding of the indicators and implement them into practice.
☐ Unsatisfactory: Performance and understanding of the indicators which does not meet expectations.
Additional Comments and Photos:
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Creation of a Supportive Learning Environment
The following indicators of responsive teaching were witnessed by the Central Office LEAD &/or In-school Administrator during observations.
With the diverse needs of students in today’s classrooms, it is important to create a supportive learning environment in which all students feel comfortable and are willing to take risks in their learning. Teachers provide a supportive learning environment when they:
☐ Recognize that diversity is celebrated and welcomed in a caring environment.
☐ Seek to discover the interests, learning styles, and readiness levels of all the students in their classrooms.
☐ Have a clean, andunclutteredteaching wall.
☐ Create an uncluttered classroom environment that has minimal distractions.
☐ Provides accommodations to students so they can access the curriculum (fidgets, alternate seating, etc.).
☐ Implement school-based interventions and collect data as outlined by RTI teams.
☐ Take an active role in IIP planning and implementation when applicable.
☐ Recognize the important role that culture, and worldviews play in a student’s mastery of curriculum outcomes.
☐ Post a daily class schedule to outline the day/class and any schedule changes.
☐ Involve students in the development of rules and expectations.
☐ Explicitly teach, model, and reinforce classroom routines and expectations.
☐ Implement consistent and appropriate corrective actions in a calm, neutral tone when misbehavior occurs.
☐ Fosters an atmosphere of mutual respect among and between students and teachers.
☐ Proficient: Consistent evidence of practice and understanding of all the indicators are observed.
☐ Developing: Consistent evidence of practice and understanding of the majority of the indicators are observed.
☐ Beginning: Beginning to demonstrate an understanding of the indicators and implement them into practice.
☐ Unsatisfactory: Performance and understanding of the indicators which does not meet expectations.
Additional Comments and Photos:
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Use of Responsive Teaching Strategies for Instruction
The following indicators of responsive teaching were witnessed by the Central Office LEAD &/or In-school Administrator during observations.
Teachers need to use responsive teaching strategies in their instruction. These strategies take into account student readiness levels and are planned around the continual assessment of student need. Teachers who use responsive teaching strategies will:
☐ Plan instruction that is engaging to students and requires their active participation.
☐ Activate the prior knowledge of students before beginning instruction.
☐ Provide different pathways for students to acquire new learning.
☐ Ensure there is a balance between teacher choice and student choice during instruction.
☐ Incorporate flexible groupings based on students’ interest, readiness levels, and learning preferences.
☐ Tier instruction on a regular basis to meet the readiness levels of all students in a classroom.
☐ Use inquiry as a regular part of instruction.
☐ Incorporate higher-level thinking questions to get students to think critically and creatively.
☐ Scaffold instruction to create an environment of success.
☐ Integrate technology into instruction.
☐ Proficient: Consistent evidence of practice and understanding of all the indicators are observed.
☐ Developing: Consistent evidence of practice and understanding of the majority of the indicators are observed.
☐ Beginning: Beginning to demonstrate an understanding of the indicators and implement them into practice.
☐ Unsatisfactory: Performance and understanding of the indicators which does not meet expectations.
Additional Comments and Photos:
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Assessment of Student Learning
The following indicators of responsive teaching were witnessed by the Central Office LEAD &/or In-school Administrator during observations.
The ongoing assessment of student learning plays a key role in a responsive teaching classroom. Teachers need to be continually aware of what their students need to move forward with their learning. To demonstrate the important role that assessment plays in instruction, teachers will:
☐ Continually assess student learning using pre-assessment and formative assessment measures.
☐ Provide evidence that assessment information is being used to plan and guide instruction.
☐ Provide descriptive feedback to students on assessment measures.
☐ Design assessment tasks that cover the depth and breadth of curriculum outcomes.
☐ Triangulate data when assessing student learning of outcomes.
☐ Collect evidence of student learning throughout instruction to support findings of assessment measures.
☐ Involve students in the assessment process through co-constructing criteria, self-assessment, peer assessment,
goal-setting, and collecting evidence of learning.
☐ Have summative/performance tasks identified in UbD plans.
☐ Proficient: Consistent evidence of practice and understanding of all the indicators are observed.
☐ Developing: Consistent evidence of practice and understanding of the majority of the indicators are observed.
☐ Beginning: Beginning to demonstrate an understanding of the indicators and implement them into practice.
☐ Unsatisfactory: Performance and understanding of the indicators which does not meet expectations.
Additional Comments and Photos:
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Growth Mindset
The following indicators of responsive teaching were discussed with the In-school Administration &/or were witnessed by the Central Office LEAD during observations.
Teachers need to have a growth mindset when dealing with students in today’s classrooms. A belief that all students can learn and that talents and skills can be developed is essential for student success. Teachers demonstrate a growth mindset when they:
☐ Believe that all the students have the potential to be leaders of tomorrow.
☐ Recognize and foster each student’s sense of self-worth and dignity.
☐ Take responsibility for the education of all the students in their classrooms.
☐ Recognize and encourage the potential of each student.
☐ Celebrate student success.
Additional Comments:
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Professionalism (Qualities, Attitudes, And Responsibilities)
The following indicators of responsive teaching were discussed with the In-school Administration &/or were witnessed by the Central Office LEAD during observations.
Teachers need to exhibit professionalism when dealing with students, parents, staff, and other community members. They demonstrate their professionalism when they:
Demonstrate a Strong Commitment to Professional Growth
☐ Contribute to the development of the profession through leadership and mentorship opportunities.
☐ Assess their own teaching abilities and look for ways to improve.
☐ Continually seek professional development to remain current with research and best practices.
☐ Implements research-based best practices into instruction.
☐ Respond constructively to feedback and challenges.
Demonstrates Professional Attitudes and Beliefs
☐ Are flexible and adjust to changes.
☐ Show enthusiasm for their chosen profession both in school and out.
☐ Dress professionally in accordance with the GSSD Administrative Procedure
Accepts Their Professional Responsibilities
☐ Support the mission statements and philosophies of the school and school division.
☐ Adhere to the policies provided by the school division.
☐ Handle confidential material in a discreet manner.
☐ Meet assigned tasks and deadlines (report cards, cumulative folders, attendance reports, etc.).
☐ Adheres to the STF Code of Ethics
Additional Comments:
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Interpersonal Relations and Communication Skills
The following indicators of responsive teaching were discussed with the In-school Administration &/or were witnessed by the Central Office LEAD during observations.
Interpersonal and communication skills are an important part of being a professional and working with others on an educational team. Teachers demonstrate these competencies when they:
☐ Engage in a team effort to maintain a healthy, culturally-responsive environment.
☐ Foster positive relationships with students, parents, and staff.
☐ Convey empathy for others.
☐ Demonstrate a willingness to take part in school-related activities.
☐ Take an active, positive role in promoting school and division-based initiatives.
☐ Communicate effectively with students, parents, staff, and community members.
☐ Collaborate with others to solve problems.
Additional Comments:
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Summary of Appraisal
Recommendations for Follow-UpClick here to enter text. /
Appraisal
The overall appraisal indicates the level of performance that describes the individual’s achievement as assessed by the Central Office LEAD &/or In-school Administrator. The appraisal takes into account assessments of specific performance criteria and important indicators of performance and achievement of the general description of each category.
☐ ☐ Meets Expectations / Consistent evidence of practice. Performance which consistently meets normal requirements of the position
☐ Unsatisfactory Performance / Performance and understanding of the indicators which does not meet expectations and requirements of the position. Performance which does not meet expectations and appropriate development has not been evident.
I have read the above report and discussed it with my Central Office LEAD &/or In-school Administrator. My signature does not indicate that I agree with the contents of the report.
Signature / DateTeacher’s Signature
Central Office LEAD’s Signature
In-School Administrator’s Signature