Statutory Authority for Performance-Based Evaluation
Following
is the text of the statute that requires Missouri school districts to implement
a performance-based teacher evaluation program. Adopted by the Missouri
Legislature in l983, the law also requires the Missouri Department of
Elementary and Secondary Education to "provide suggested procedures for
such an evaluation." The first document providing suggested procedures and
evaluation was made available to school districts in 1984. This document serves
to revise the original document to better fulfill the intent of the existing
statute.
Section 168.128. Teacher
records, how maintained-evaluations, how performed and maintained.
-The board of education of
each school district shall maintain records showing periods of service, dates
of appointment, and other necessary information for the enforcement of section
168.102 to 168.130. In addition, the board of education of each school district
shall cause a comprehensive performance-based evaluation for each teacher
employed by the district. Such evaluation shall be ongoing and of sufficient
specificity and frequency to provide for demonstrated standards of competency
and academic ability. All evaluations shall be maintained in the teacher's
personnel file at the office of the board of education. A copy of each
evaluation shall be provided to the teacher and appropriate administrator. The
state department of elementary and secondary education shall provide suggested
procedures for such an evaluation.
(L. 1969 p.275§168.114, A.L. 1983 H.B. 38 & 783)
To assure high quality professional staff performance, and to advance the instructional programs of the Holden R-III School District, the Board will require a program of comprehensive, performance-based evaluations for each professional staff member it employs. The evaluation shall be ongoing and of sufficient specificity and frequency to provide for demonstrated standards of competency and academic ability.
The
primary purpose of a performance-based evaluation is to facilitate and improve
instruction that enhances student learning.
An effective evaluation system should identify areas of
teaching/administrative strength and weakness and provide direction of
maintaining and improving teacher/administrator skills through professional
staff development activities. The
secondary purpose is to determine whether performance meets the degree of
competency required for continued employment and/or tenure.
Teachers
are expected to perform at the expectation level on all criteria on the
district’s performance-based evaluation instrument. Failure to maintain this level of performance is a ground for
non-renewal.
The
procedures and instruments for professional staff evaluation will be developed
by the administration, in consultation with the district’s professional staff,
and will be approved by the Board. One
copy of the completed evaluation form shall be given to the staff member
concerned, one copy filed in the employee’s personnel file at the office of the
Board of Education and one copy retained by the appropriate
administrator/evaluator.
EXECUTIVE
SUMMARY
This
manual contains the philosophy and procedures of the Holden R-III School
District's Performance-Based Teacher Evaluation Model. This evaluation model
has been constructed after considering recent research and best practice. This
model reflects the work of a district advisory committee to link the
Performance-Based Teacher Evaluation with the Missouri Show- Me Standards and
state assessments, individual professional development, teacher education
standards, and ultimately, student success.
The committee spent many
hours discussing concepts and formulating ideas to develop an evaluation model
that respects the roles and responsibilities of both teacher and administrator.
It was important to develop a model that could be used to effectively evaluate
teacher performance while encouraging professional growth. Developmental needs
and the need for reflective practice have been integrated into the model.
The new
evaluation system is characterized by
• Both evaluative and professional development processes,
•
Self-directed professional development for teachers,
• Clear criteria and standards, supporting the Show-Me Standards,
student
performance and assessment,
• Clear
procedures for the evaluation of performance,
• An emphasis on training for both teachers and administrators and
• A collaborative process which is necessary for the development of a
learning
community.
These
characteristics create a linked system, which permits reliable and valid
judgements to be made regarding teacher performance.
A performance-based teacher
evaluation system is critical to improving teaching, thus improving student
knowledge and performance. Performance-based teacher evaluation will assist
teachers in creating a learning environment in which students acquire and apply
knowledge and skills.
A performance-based teacher
evaluation system offers a pathway for individual professional growth, supplies
information and feedback regarding effective practice, allows a mechanism to
nurture professional growth toward common goals and supports a learning
community in which people are encouraged to improve and share insights in the
profession.
Performance-Based Teacher Evaluation consists of a teacher evaluation phase and a professional development phase. Teacher evaluations serve organizational decision-making purposes. Decisions about tenure are based on such evaluations. Teacher evaluation of beginning teachers serves as a means of ensuring that they have or are developing essential teaching skills. Teacher evaluations also serve to reassure the school board that the quality of the teaching force is maintained. Non-tenured teachers are evaluated on an annual basis. Tenured teachers are evaluated on a five-year cycle.
The professional development
phase provides feedback or information that encourages teachers' professional
growth. Restructuring initiatives and higher standards for student success will
continue to push teachers to try new approaches in the classroom. The Missouri
Show-Me Standards may mean that many teachers will have to retool and rethink
the way they teach. If teachers and schools are to improve the quality of
instructional programs, then an evaluation system designed to encourage teacher
growth is essential.
To summarize, the following
definitions are provided:
Professional Development - a system of feedback for teachers that is designed
to help them improve on an ongoing basis.
Teacher Evaluation - a system of feedback for teachers that is designed
to measure their teaching competence.
The evaluation and the professional development of a non-tenured teacher is different from the evaluation and professional development of a tenured teacher because the purposes are different.
Accountability and judging readiness for tenure are more important purposes of evaluation for non-tenured teachers. The evaluation of tenured teachers who are experiencing difficulties will look different from tenured teachers who have proven themselves to be competent year in and year out. Therefore, it is impossible to develop one system of evaluation that addresses all purposes appropriate for non-tenured and tenured teachers.
Professional development may differ among teachers. Tenured teachers meeting district expectations will be given more choice and individual responsibility in developing their PDPs within the parameters of the building and district goals. Non-tenured teachers will develop plans based on their developmental level and interaction with the administrator/supervisor.
Professional Development/Teacher Evaluation Cycles
Non-Tenured Teacher Professional
Development/Evaluation Cycle
Professional Development
Phase
The professional development phase involves teachers
working with one another in confidential and collegial professional
relationships. Professional interaction allows teachers the opportunity to
reflect on practices that relate to student success. During the professional
development phase, teachers are able to engage in supportive dialog and growth
outside of the evaluation phase.
First and Second Year
Teachers
For teachers in year one and
two a mentor will be provided. The mentor will assist the teacher in developing
her/his evaluation portfolio and will observe and be observed by the 1st/2nd
year teacher. This will require adequate time for both the mentor and 1st/2nd
year teacher. Training will be provided for mentors in order for this phase to
be effective.
The mentor should observe the 1st/2nd year teacher teaching a lesson and provide for reflective feedback prior to the 1st/2nd year teacher being observed by the administrator/supervisor. The mentor should not take part in any formal evaluative activities of the non-tenured teacher.
Experienced teachers new to the district will be assigned a partner. The partner should observe and be observed by the new teacher. The partner should not take part in any formal evaluative activities of the non-tenured teacher.
All first year teachers to the district must participate in the mentor/partner program. Each first year teacher to the district will develop a professional portfolio which will document progress on the following criteria: Standard 3: Criterion 14 Teacher effectively manages student behaviors; Standard 3: Criterion 10 #11 Develops plans to implement the district’s curriculum based on performance standards; Standard 2: Criterion 8 The teacher aligns the assessments with the goals, objectives, and instructional strategies of the district’s curriculum guides or IEP’s.; Standard 3: Criterion 12 The teacher will implement cooperative learning structures into lesson plans. (Administrators may waive certain portfolio requirements for master teachers new to our district)
Each second year teacher in the district will document progress on the same four criteria as the first year teacher but will select an additional two criteria to include in their portfolio. (see pages 16-23). Some documentation will be provided by the administrator/supervisor as a result of formal observations. The mentor should assist the teacher in selecting entries for the portfolio. The first and second year teachers will also be responsible for working with the administrator/supervisor to jointly develop a Professional Development Plan marked in the category of “Noted for Development”. This plan should be developed in conjunction with the portfolio criteria (as noted above). First and second year teachers may be required to participate in some individually designed professional development activities. The administrator/supervisor may request certain areas of the portfolio to be revised or developed.
Third Year
Through Tenured Teachers
A non-tenured teacher in years 3-5 will not have a mentor but will be assisted by the administrator/supervisor or his/her designee in developing a Professional Development Plan (PDP). Teachers in this category complete an annual Professional Development Plan based on self-evaluation and discussion with colleagues and administrators/supervisors. The teacher then determines an area of practice, which is focused around one or more criteria of their choice and specific school improvement goals. The PDP will have developmental or enrichment focus. The type of PDP will be determined by the teacher and the administrator/supervisor based on data. While the Professional Development Plan should represent consensus between the teacher and the administrator/supervisor, in cases when there is disagreement, the decision of the administrator/supervisor is final.
Offerings from the
district's Professional Development Committee, as well as training
opportunities from other sources, may be incorporated into the Professional
Development Plans of teachers. The supervisor may recommend the non-tenured
teacher to a peer coaching team, may suggest working with a tenured teacher, or
may allow the teacher to work with a tenured teacher plan option (see tenured
teachers options on pages 9-11 ).
Flexibility and collaboration are vital to this aspect of the model. The
plan is submitted to the administrator/supervisor early in the school year
prior to the date set by the district. Some teachers may choose to submit
applications prior to the end of school for the next school year. This would
allow local district professional
development offerings, graduate work, summer seminars or travel to be used in
developing a plan. A year-end conference regarding the teachers’ professional
development plan should occur on a date prior to the end of the school year.
The supervisor may require the tenure teacher to file a PDP (developmental) as the need arises.
Data Collection
The evaluation phase
involves data collection that documents teaching competence (see criteria and
descriptors). Performance data collection is a collaborative process involving
both the teacher and the administrator/supervisor. The supervisor will
purposefully collect data from sources such as classroom observations, conferences,
videotapes and unplanned data. First and second year teachers are responsible
to develop a portfolio that documents performance on assigned criteria (see
page 4 ). Additional artifact data may be requested by the
administrator/supervisor.
Observed data are those
witnessed by the administrator/supervisor, non-observed data are those shared
with the administrator/supervisor by the teacher, and unplanned data is
unsolicited data received by the administrator/supervisor. These data may be
classified as observed, non-observed, or artifacts (documents created by the
teacher related to practice).
The administrator/supervisor will review all data and determine its significance in documenting specific criteria. All data included in the teacher's working file must be discussed with the teacher and initialed by both parties prior to entering the file.
Observations
During the evaluation cycle,
non-tenured teachers will have a minimum of one scheduled and two unscheduled
observations. Each observation will be followed by a collaborative conference
between the teacher and the administrator/supervisor. During the scheduled
observation, a pre-observation conference is required. Following the
observation, the teacher will complete a Reflection Sheet and bring it to the
post conference. Review of the 1st/2nd year teacher's
professional portfolio will also be discussed in the post-observation
conference.
The non-tenured teacher will
participate in an ongoing Professional Development Plan. If the non-tenured teacher is not meeting
expectations on the criteria then the PDP will be noted for improvement. The PDP can be in response to an observed
deficiency or in response to an artifact document or other significant information
that indicates concern regarding a specific criterion. The PDP should be
discussed and presented to the teacher within a set period of time as
established by the district. The mentor may also assist the non-tenured teacher
in the remediation of deficiencies as listed in a PDP but shall not become part
of the formal evaluation process. If
the non-tenured teacher is meeting all expected criteria then the PDP will be
noted for development or enrichment.
Professional Development Phase
The professional development
phase for the tenured teacher is the responsibility of the teacher, working
collaboratively with colleagues and his or her administrator/supervisor.
Tenured teachers who have met performance expectations on the prior cycle's Summative
Evaluation Report will have the opportunity to select from the Professional
Development Plan options. As part of the process, each teacher will conduct a
self-assessment, select (together with the administrator/supervisor) suitable
goals for focus and then develop and implement a professional development plan.
This will occur on an annual basis, however, Professional Development Plans may
be of multi-year design and may involve collaboration with colleagues. The plan
can be revised or changed by joint agreement of the teacher and the
administrator/supervisor at any time. The tenured teacher will conduct the
entire process, resulting in documentation of enhanced skill or significant
reflection. This data is collected and maintained by the teacher and is used in
year-end conferences with the administrator/supervisor. The teacher and
administrator should each retain the Professional Development Plan. The teacher will keep respective documents
on file.
The administrator/supervisor
and teacher should conference early in the school year or prior to school to
discuss the teacher's options for the professional development process. This
should allow the administrator/supervisor to know both the areas in which the
teacher wishes to focus and those aspects of practice which the teacher
believes can make a contribution to the work of colleagues. Each teacher must
submit a completed proposal form (PDP) to his/her administrator/supervisor for
approval prior to beginning the process (by the end of September). In some
cases, the teacher may wish to determine a plan prior to the end of the
previous school year. This would allow for the teacher to integrate
district-provided professional opportunities, graduate work, summer workshops,
travel or other events into the plan.
Professional collaboration
may take many forms - from processes of two or three exchanges of observations,
planning and reflecting, to comprehensive projects in which teams of teachers
collaborate in a variety of aspects of the instructional process or curriculum
development process.
The
tenured teacher participates in the evaluation phase on a five-year cycle
unless the administrator/supervisor determines a more frequent schedule is
appropriate. During the fifth year of
the evaluation cycle the tenured teacher will be formally evaluated. The
teacher may want to maintain data on each criterion during the Professional
Development Phase. Therefore, during
the Evaluation Phase it will be less time-consuming to provide documentation. It is recommended that the PDPs be retained
and the teacher may choose to use them as evidence of meeting acceptable
standards on one or more of the criteria.
In addition to the normal classroom observations, frequent “drop-in”
observations by the administrator/supervisor are encouraged each year.
Data Collection
The evaluation phase involves data collection that documents teaching competence (see criteria and descriptors, pgs. 16-23) . Performance data collection is a collaborative process involving both the tenured teacher and the administrator/supervisor. The administrator/supervisor will purposefully collect data from sources such as classroom observations, conferences, viewing videotapes and unplanned data. Additional artifact data may be requested by the administrator/ supervisor. The data collected will be reviewed and recorded on the Comprehensive Data Form (see Appendix A).
Observed
data are those witnessed by the administrator/supervisor, non-observed data are
those shared with the administrator/supervisor, and unplanned data are
unsolicited data received by the administrator/supervisor. These data may be classified as observed,
non-observed, and artifact (documents created by the teacher related to
practice or examples of student work).
The
administrator/supervisor will review all data and determine significance in
documenting specific criteria. If
determined significant, the administrator/supervisor will document the data on
the Comprehensive Data Collection Form and place the form in the tenured
teacher’s working file. All data
included in the teacher’s working file should be discussed with the teacher and
initialed by both parties prior to entering the file.
Observation
During the formal evaluation year, tenured teachers will have a minimum of one scheduled and one unscheduled observation. Each observation will be followed by a collaborative conference between the tenured teacher and the administrator/supervisor. For the scheduled observation, a pre-observation conference should be held. Following the observation, the teacher will complete a Reflection Sheet and bring it to the post-conference. Appendix A provides a variety of forms that may be used by the administrator/supervisor for such conferences. The conference may also involve a review of documents related to specific performance criteria. All data reviewed should be recorded on the Comprehensive Data Collection Form and initialed by the tenured teacher and administrator/supervisor.
If a tenured teacher is not meeting expectations on a
performance criterion, a PDP marked “Improvement Necessary” should be
implemented.
All teachers will have an
annual Professional Development Plan approved by the administrator/supervisor.
There are three types of professional plans: enrichment, noted for development,
and improvement necessary.
Teachers on the enrichment
level of the Professional Development Plan must be performing at the proficient
level of performance. An area for enrichment is identified by the teacher in
cooperation with the administrator/supervisor. All teachers not on an
improvement plan or noted for development plan must have an active enrichment
PDP.
This is a Professional
Development Plan that may be assigned by the evaluator or mutually agreed upon
between evaluator and teacher. Progress should be periodically checked with a
target date for completion of the PDP. At the point of completion, the PDP may
be discontinued, continued or converted to an improvement necessary PDP.
Improvement Necessary
This Professional
Development Plan is for teachers performing at the unsatisfactory level of
performance. The area and plan for improvement is identified and developed by
the evaluator. Failure to make satisfactory improvement at this level may be
job threatening. Progress should be periodically checked with a target date for
completion of the PDP. At the point of completion, the PDP may be discontinued,
continued or upgraded to a noted for development PDP.
During the Professional Development Phase tenured teachers will not be formally evaluated, with the exception of the fifth year of the cycle. However, the administrator/supervisor still has the responsibility to be in the classrooms on a regular basis and may receive unplanned data from the observation. If at any time the administrator/supervisor determines a tenured teacher is not meeting expectations on a criterion, the tenured teacher may be reassigned to the evaluation phase and given a PDP for development/improvement necessary by the administrator/supervisor.
Documentation of participation in the Options Model may utilize or select from a variety of procedures, such as portfolios, videos, reflective journals, etc. The administrator/supervisor is expected to serve as a resource and monitor the progress of the staff participating in this model.
Option A
Mentor Teacher
This option allows the teacher to reflect on what he/she is doing with the 1st/2nd year teacher and associating this with his/her own practice. The teacher has mentor training as prescribed in the Professional Development Plan of the district. The teacher uses a self-reflection log to document the activities done with the 1st/2nd year teacher in accordance with duties outlined by the Professional Development Committee. The teacher assists the 1st/2nd year teacher with the development of his/her portfolio by making suggestions and offering advice. The time and dates of the observations done by the teacher for the 1st/2nd year teacher and the time and dates of the conferences with the 1st/2nd year teacher are documented. The teacher uses the documentation to write a reflection of the experiences and how it has affected the teacher's own practices. This plan should specifically relate to criteria and school improvement goals. Information that is confidential between the mentor/mentee should not be shared.
Option B
Action Research Team
This option allows two to five colleagues to work together on a common interest. The topics relate to one or more specific criteria and to a School Improvement Plan goal. The Action Research could tie in with existing district or school programs or could open new areas of research. The Action Research will be approved by the administrator/supervisor. The topic for research could be an issue, strategy or theme such as lowering dropout rate, cooperative learning or building teams. Each teacher involved will keep his/her own data to document the research. The document could include such data as scoring guides, surveys, instructional strategies, and performance tasks. The data should also include at least three points of view such as student, parent, other colleague, administrator or business partner. This plan should specifically relate to criteria and school improvement goals. This plan should be documented.
Option C
Study Group Participation
This option allows three to six colleagues to work together to review research and instructional practices. Members each bring wisdom and knowledge to the table, and their task is to build on that knowledge base. Participants focus on learning how to deepen their understanding by reflection and sharing on an agreed upon topic of interest. Topics may come from a wide variety of instructional strategies. Resources may include: books, educational videos, inquiry kits, video presentations, etc. Attention should focus on a particular topic for an extended period of time. This plan should be documented.
Option D
Individualized Professional Activity
This option allows the teacher to work individually on specific areas approved by the administrator/supervisor. This will likely be based on curriculum development, program development or use of technology. This plan should provide relationships with specific criteria and school improvement goals. This plan should be documented.
Option E
Peer Coaching
This option allows the teacher to interact with colleagues to focus on particular teaching behaviors. This plan should specifically relate to criteria and school improvement goals. Participants focus on teaming how to deepen their understanding by reflection and sharing agreed upon instructional strategies. Teachers will observe each other teaching and reflect on strengths of predetermined instructional strategies. This plan should be documented.
Option F
School- Wide/District- Wide Action
Research
This option allows the teacher with significant experience to work collaboratively on a project outlined in a school/building School Improvement Plan or a district plan. Teams may be developed to represent a specific grade level, subject, common technology implementation or cross discipline/cross district teams. The project will be approved by the administrator/supervisor. Sample projects could be developing tasks to evaluate program or articulation of curriculum. This plan should specifically relate to criteria and school improvement goals.
Option G
Industrial Experience
The industrial instructor internship will provide the opportunity for actual experience by working directly with business and industry. The purpose of this program is to provide additional and/or specialized occupational training for the instructor. The instructor can then give actual work experiences and situations to the students that are up to date from the industry perspective. This plan should be documented.
Option H
Professional
Review Process
This option allows the teacher to use individual reflection to grow professionally. The teacher should be videotaped during three or more teaching sessions, focusing on one or more criteria. His/her lesson should be self-evaluated using a written format. An outside observer, such as a peer, supervisor, STARR teacher, business partner, or representative from an educational agency or university staff development program could also observe the teacher. The teacher should document, by written reflection, the observation and the conference held with the outside observer. The teacher’s reflection portfolio documents the process of reviewing his/her own teaching practices with the data received from the observers, the reflections, survey results, and a final reflective piece on her/his professional growth during the process. This plan should specifically relate to criteria and school improvement goals. Teachers applying for national certification would meet the requirements of this option.
Option I
This option allows a teacher to make a presentation at a state or national conference. Documentation needs to be provided if this option is selected.
Option J
This option allows the teacher to conduct research, devise a proposal and submit a grant application. The grant proposal must relate to the district’s CSIP plan and address a specific need as determined by student achievement data.
Summative Evaluation Report
The Summative Evaluation Report provides a means of synthesizing all the information obtained during the data collection phase. It lists the standards and specific criteria for each standard. Each criterion is rated according to the performance level demonstrated and documented throughout the evaluation process.
Note: A tenured teacher
receiving a rating of basic or unsatisfactory will not be eligible for an
“enrichment" PDP option the following year.
Review and Appeal
Non-tenured and tenured teachers both have the opportunity and right to dispute information on the Summative Evaluation Report. Written comments can be provided by either party (administrator/supervisor or teacher) and included with the report. Written comments by either party must be shared within five days of the post conference and appended to the original copy of the Summative Evaluation Report. The teacher, the administrator/supervisor and Central Office will retain copies of the report.
System Review
The superintendent should initiate a periodic review of the evaluation system to promote the maintenance of an effective, fair and efficient system that is comprehensive and performance- based.
Timeline for Data Collection
and Evaluation
Activity Date
|
Administrator/supervisor
meets with 1st & 2nd year teachers to discuss
management of portfolio and professional development plan. |
by week 4 (recommended during
orientation days) |
|
First or second-year
teacher assigned a mentor. |
by week 2 |
|
Mentor observes
first/second year teacher and provides feedback. |
by week 8 |
|
Teacher (years 3-5)
completes professional development plan. |
by week 4 |
|
Mentor continues to
observe and provide assistance to first/second year teacher. |
week 8 to end of year |
|
Administrator/supervisor
observes teacher with pre- and post-observation conferencing as appropriate.
Continual review of data collection occurs. |
week 5 to end of year |
|
Teacher and
administrator/supervisor collect data. |
week 5 to end of year |
|
Administrator/supervisor
holds conference with teacher to review data collected and completes
Summative Evaluation Report. Teacher's signature obtained, copies distributed
to teacher, administrator/supervisor and personnel file. |
week 3 of March |
Tenured Teacher
Activity Date
|
Teacher completes
professional development plan proposal. |
by week 4 |
|
Administrator/supervisor
observe classroom instruction with pre- and post-observation conference. Data
collection reviewed. |
at anytime (for on-cycle teachers
only) |
|
Teacher implements
professional development plan. |
week 4 to end of year
(multi-year plan where appropriate) |
|
If on evaluation phase,
all data collected and complete Summative Evaluation Report. |
week 3 of March |
|
Administrator/supervisor
holds conference with teacher to review professional development plan. |
end of year |
Performance Evaluation Cycle
Formal Formal
Observation Observation
(Minimum (Minimum
Year scheduled) unscheduled) PDP ER
|
1 |
1 |
2 |
PDP |
Yearly |
|
2 |
1 |
2 |
PDP |
Yearly |
|
3 |
1 |
2 |
PDP* |
Yearly |
|
4 |
1 |
2 |
PDP* |
Yearly |
|
5 |
1 |
2 |
PDP* |
Yearly |
|
6 |
** |
0 |
Options (PDP) |
|
|
7 |
** |
0 |
Options (PDP) |
|
|
8 |
** |
0 |
Options (PDP) |
|
|
9 |
** |
0 |
Options (PDP) |
|
10 1 1 Options (PDP) 5-year cycle
*Indicates a collaborative
decision between the supervisor and the teacher on the type of professional
development plan (developmental or enrichment) to be implemented.
**Indicates an as-needed
observation based on the PDP.
NOTE: All
teachers will be monitored and drop-in visits by the administrator/supervisor
will be made on a frequent basis. A drop-in visit does not necessarily require
formal written documentation. However, the administrator/supervisor may choose
to document specific behaviors or events (see Drop-In Observation report &
Supplemental Professional Observation Record).
Teacher Evaluation Criteria
with Descriptors
Note: The descriptors provided are simply examples of student and teacher behaviors that may be used to document criteria. The descriptors provided are not intended to be an inclusive list. The observation and/or documentation of each criterion will vary based on the context.
* Items represent descriptors
that may be more pertinent to special services teachers.
Standard 1: Students actively participate and are successful in the
learning process
Criterion 1: Students acquire the knowledge and skills to gather, analyze and apply information and ideas.
Teacher
provides the opportunity for students to
1. develop questions and ideas to initiate and
refine research.
2. conduct research to answer questions and evaluate information and ideas.
3. use
technological tools and other resources to locate, select and organize
information.
4. comprehend and evaluate written, visual and
oral presentations and works.
5. discover and evaluate patterns
and relationships in information, ideas and structures.
6. organize data, information and
ideas into useful forms (including charts, graphs and outlines) for analysis
and presentation.
7. identify, analyze and compare
the institutions, traditions and art forms of the past and present societies.
8. apply acquired information,
ideas and skills to different contexts as students, workers, citizens and
consumers.
Criterion 2: Students acquire the knowledge and skills to communicate effectively within and beyond the classroom.
Teacher
provides the opportunity for students to
1. plan
and make written, oral and visual presentations for a variety of purposes and
audiences.
2. review and revise
communications to improve accuracy and clarity of information.
3. exchange information,
questions and ideas while recognizing the perspectives of others.
4. present perceptions and ideas
regarding works of the arts, humanities and sciences.
5. perform or produce works in the
fine and practical arts.
6. apply communication techniques
to the job search and the workplace.
7. use technological tools to
exchange information and ideas.
Criterion 3: Students acquire the knowledge and skills to recognize and solve problems.
Teacher
provides the opportunity for students to
1. identify problems and define their scope and
elements.
2. develop and apply strategies
based on ways others have prevented or solved problems.
3. develop and apply strategies
based on one's own experience in preventing and solving problems.
4. evaluate the processes used in recognizing and
solving problems.
5. reason inductively from a set
of specific facts and deductively from general premises.
6. evaluate the extent to which a
strategy addresses the problem.
7. assess costs, benefits and
other consequences of proposed solutions.
Criterion 4: Students acquire the knowledge and skills to make decisions and act as responsible members of society.
Teacher
provides the opportunity for students to
1. explain reasoning and identify information
used to support decisions.
2. understand and apply the
rights and responsibilities of citizenship in Missouri and the United States.
3. analyze the duties and responsibilities of
individuals in society.
4. recognize and practice honesty
and integrity in academic work and in the workplace.
5. develop, monitor and revise
plans of action to meet deadlines and accomplish goals.
6. identify tasks that require a
coordinated effort and work with others to complete those tasks.
7. identify and apply practices
that preserve and enhance the safety and health of self and others.
8. explore, prepare for and seek educational and
job opportunities.
Standard 2: Evaluation and feedback on
student progress
Criterion
5: Teacher uses various ongoing
assessment to monitor the
effectiveness of instruction.
The teacher
1. employs a variety of formal
and informal assessment techniques (e.g., observations, portfolios of student
work, teacher made tests, performance tasks, projects, student self-assessments,
authentic assessments and
standardized
tests) to enhance and monitor his or her knowledge of learning, to evaluate
student progress and performances and to modify instructional approaches and
learning strategies.
2. evaluates the effect of class
activities on both individual and the group, collects information through
observation of classroom interaction, questions and analyzes student work.
3. designs and uses assessments
that support the transfer of learning to real life.
4. makes appropriate modifications
in assessments in accordance with students' IEPs. *
5. employs district adopted
assessment techniques.*
Criterion
6: Teacher provides continuous
feedback to students and family.
The teacher
1. maintains useful records of
student work and performances and communicates student progress knowledgeably
and responsibly, based on appropriate indicators, to students and family.
2. provides frequent, specific
and timely feedback to students regarding the quality of performance.
3. contacts parents promptly regarding concerns
related to the student's
academic
or behavioral performance.
4. makes regular contact with parents concerning
students' IEP progress.*
5. provides parents with
information regarding program background and purpose.*
Criterion 7: Teacher assists students in the development of self-assessment skills.
The teacher
1. uses assessment strategies to
involve learners in self-assessment activities, to help them become aware of
their learning behaviors, strengths, needs and progress, and encourages them to
set personal goals for learning.
2. develops scoring guides for
students to use in assessing the quality
of their
work.
Criterion 8: Teacher aligns the assessments with the goals, objectives, and instructional strategies of the district curriculum guides.
The teacher
1. uses assessments which
correlate to the method of instruction and the district curriculum guide/IEPs.
2. assigns meaningful homework
which is timed to assist the student in understanding.
3. assigns homework which supports the students'
understanding of content.
Criterion 9: Teacher uses
assessment techniques that are appropriate to the varied characteristics and
developmental needs of students.
The teacher
1. uses assessment data to adjust
instructional strategies appropriately for desired learner outcomes.
2. uses assessment techniques
that allow for a variety of multiple intelligences to be used by students.
3. uses student portfolios to assess student's
work in a developmental
manner.
4. uses a variety of communication tools to
report student progress.
5. provides scoring guides, as
appropriate, to students prior to assessing work.
Standard 3: Instructional Preparation, Processes, and Classroom
Management
Criterion 10. Teacher effectively demonstrates a
readiness to teach.
The teacher
1. prepares lessons which reflect a strong
understanding of the content.
2. implements lessons which link
students' prior knowledge with new ideas.
3. designs lessons in clear, logical and
sequential formats.
4. selects and creates learning
experiences that are appropriate for curriculum goals/IEPs, relevant to learner
and based upon principles of effective instruction.
5. evaluates plans relative to
long and short-term goals and adjusts them to meet student needs/IEPs and to
enhance learning.
6. provides effective
anticipatory set to prepare the students for the learning experience.
7. clearly states the expected
learning objectives to the students.
8. provides resource teachers
with advance knowledge of lessons, tests, dates of project deadlines, and
scoring guides.
9. conferences with classroom
teacher prior to lessons to make appropriate modification for special service
students.*
10.prepares lessons which are aligned with IEP objectives.*
11.uses curriculum guides to plan lessons
Criterion 11: Teacher chooses and implements appropriate methodology and varied instructional strategies that address the diversity of the learner.
The teacher
1. identifies prior experiences,
learning styles, strength and needs when implementing a lesson plan.
2. designs and implements
individualized instruction based on prior experience, teaming styles, strengths
and student needs.
3. demonstrates the ability to
access specialized services to meet students' needs.
4. selects alternative teaching
strategies, materials and technology to achieve
multiple
instructional purposes and then meets student needs. (e.g. lecturing, modeling,
questioning, experimental learning, role playing, Socratic seminar and inquiry)
5. provides opportunity for guided and
independent practice.
6. provides effective closure of the lesson
7. creates lessons and activities
that recognize individual needs of diverse learners and variations in teaming
styles and performance.
8. implements IEP goals for identified students.*
9. modifies students’ participation
in learning activities based on ability and need.*
10.identifies students with possible special needs and refers them to
appropriate resource.
Criterion 12:
Teacher incorporates cooperative learning structures in his/her
lessons.
The teacher
1.
implements
P.I.E.S. in the classroom
2.
provides
opportunities for students to participate in a variety of structures
3.
continues
to learn new cooperative learning structures
4.
creates
a cooperative learning classroom environment
Criterion 13: Teacher creates a positive learning
environment.
The teacher
1. establishes and clearly
communicates expectations and parameters for student classroom behavior.
2. arranges and maintains a safe, orderly and
functional classroom.
3. interacts with students in a professional and
courteous manner.
4. connects instruction to
students’ prior experiences with family, culture and community.
5. creates an environment which
promotes mutual respect.
6. provides for well-structured
learning activities that encourage students to pay attention and participate.
7. manages time, space,
transitions and activities effectively.
8. contributes to maintaining the
positive classroom environment (inclusion).*
Criterion 14: Teacher effectively manages student
behaviors.
The teacher
1. encourages student responsibility in the
classroom.
2. avoids using emotionally
charged language in dealing with behavioral disruptions.
3. makes effective use of
preventive strategies (proximity, eye contact, non- verbal cues, position and
movement)
4. manages discipline infractions in accordance
With school policy.
5. applies rules fairly and consistently.
6. intervenes and redirects off-task behavior and
inappropriate behavior.
7. recognizes and reinforces appropriate student
behavior.
8.
communicates
expectations and parameters for student classroom behavior.
9.
reinforces
the classroom teachers rules (inclusion).*
Criterion 15: Teacher incorporates technology into
instructional practices.
The teacher
1.
uses
computer word-processing software to support composition classes,
the
development of editing skills, and general writing skills
2.
uses
reading assessment/reading record-keeping systems to supplement
overall reading program.
3.
uses
a variety of presentation skills and technological programs to
communicate knowledge and learning.
4.
uses
electronic portfolios of student work samples (compositions, research reports,
research/inquiry results, etc.) in either the core content areas or in
integrated
instructional programs/classes
5.
uses
project-based/inquiry-based problem solving assignments within
classes
which includes using technology to aid in project implementation
6. uses electronic and/or on-line resources to teach students how
to locate
information and how to develop research
skills (including the evaluation
of
various sources of information)
7.
uses
distance learning/virtual classes to enlarge the high school’s program
of studies or to meet individual
students’ interests.
8.
participates
in professional development training on how to successfully
incorporate technology into the
curriculum and instructional practices.
9.
uses
the electronic catalog circulation system to access the collection in
the Library Media Center.
Standard 4: Professional Communication and Interpersonal Relations
Criterion 16: Teacher uses appropriate communication with students, parents, community and staff.
The teacher
1. models effective verbal/non-verbal
communication skills.
2. demonstrates sensitivity to
cultural, gender, intellectual, and physical ability differences in classroom
communication and in response to students' communications.
3. uses a variety of media communication
tools.
4. writes documents in a professional manner.
5. provides clear and concise oral and written
directions.
6. uses effective active listening skills (e.g. affirmation of understanding, eye contact, attentiveness, restating and paraphrasing).
7. talks and listens to students,
is sensitive and responsive to signs of distress, and seeks appropriate help as
needed to solve students’ problems.
8. reviews IEP's with all
stakeholders to convey all special needs of each student with an IEP.*
9. provides information regarding
individual students; IEP to classroom teacher as appropriate.*
Criterion 17: Teacher engages in appropriate interpersonal relationships with students, parents, community and staff
The teacher
1. offers appropriate encouragement to all
students.
2. expresses views and ideas to
others in a professional manner.
3. handles confidential
information and difficult situations ethically and with discretion.
4. seeks opportunities to develop
relationships with the parents/guardians of students in order to develop
cooperative partnerships in support of student learning and well being.
5. conveys expectations to
parent/guardians of shared responsibilities in the learning process.
6. Identifies and uses the
appropriate school personnel and community resources to help students reach
their full potential.
7. supports and participates in parent/staff
activities.
8. is accessible and responsive to parents
desiring conferencing.
9. provides helpful information during
parent/teacher conferences.
10.collaborates
with special education teachers regarding students with IEPS.
11.collaborates with classroom teacher regarding the IEP needs of
special services students.*
Standard 5: Professional Development
Criterion 18: Teacher engages in professional development activities consistent with the goals and objectives of the building, district and state.
The teacher
1. uses resources available for professional
development.
2. participates in school and district inservice
activities as appropriate.
3. maintains appropriate
knowledge of current state and federal laws regarding special services
students.*
4.
participates
in activities that encourage collective inquiry regarding teaching and
learning.
Criterion 19: Teacher engages in professional growth.
The teacher
1. applies a variety of
self-assessment and problem-solving strategies for reflecting on practice, on
his/her influence on students' growth and learning, and on the complex
interactions between them.
2. increases knowledge and skill regarding
child/adolescent development.
3. increases knowledge and skill regarding
theories of learning.
4. works cooperatively to develop
and implement a professional development/growth plan.
Standard 6: Professional Responsibility
Criterion 20: Teacher adheres to all the policies, procedures and regulations of the building and district.
The teacher
1.stays informed regarding policies and regulations applicable to
his/her
position.
2. selects appropriate channels
for resolving concems/problems.
3. complies with school policy on
attendance and punctuality.
4. completes duties promptly and
accurately.
5. complies with school policy
and guidelines on copyright.
5.
complies
with school policy and guidelines regarding student confidentiality.
6.
maintains
IEP records according to district policy.*
Criterion 21: Teacher assists in maintaining a safe and
orderly environment
within the school setting.
The teacher
1. performs school supervisory tasks in a
consistent fashion.
2. exercises responsibility for
student management on school property and at school activities.
3. regularly communicates safety
issues for individual students to classroom teachers and administrators.*
Criterion 22: Teacher collaborates in the development and/or implementation of the district's vision, mission and goals.
The teacher
1. participates in collegial
activities designed to make the entire school a productive teaming environment.
2. participates in formative
evaluation phase to effect ongoing
professional growth.
3. participates, as appropriate,
in Missouri School Improvement Plan Comprehensive School Improvement Plan,
School Improvement Plan
and committee work.
Glossary
Action Research - A process in which the teacher plans, takes action, collects data and
makes a decision based on the collected data regarding professional practice.
Administrator/Supervisor - The personnel trained and authorized to implement
the evaluation process.
Artifact Data - Documents or tangible items of information related to performance.
Artifacts are typically supplied by the teacher, but may be collected from
another related source.
Criteria - The items used to evaluate the teacher's performance. The criteria
describe the behavior of the students and teacher or the skill of the teacher
related to effective performance.
Descriptors - Descriptors are phrases that aid in defining and outlining the expected
behavior for a particular criterion. The descriptors are not an all-inclusive
listing of behaviors that might be associated with a criterion.
Drop-in Visits - An unscheduled, informal visit to the classroom by the
administrator/supervisor. Data collection is not necessary but may occur as the
administrator/supervisor deems appropriate.
Peer Coach - A teacher who collaborates with another teacher for mutual support and
instructional improvement.
Planned Data - Data regarding a teacher, related to a specific criteria and collected
by the administrator/supervisor.
Portfolio - A teacher's collection of data reflecting performance, development, and
involvement in professional activities that reflect criteria, building goals
and the Comprehensive School Improvement Plan.
Comprehensive Portfolio - A teacher's collection of data reflecting
performance, development, and involvement in professional activities that
reflect each of the PBTE criteria.
Professional Development Phase - A system of feedback for teachers that is
designed to help them improve on an ongoing basis.
Post-Observation Conference - A collaborative conference between the
administrator/supervisor and the teacher about data collected during an
observation and other data submitted by the teacher.
Pre-Observation Conference- The interaction between administrator/super-visor
and teacher during which the lesson is previewed, and the purpose, time,
length, and location of the observation are confirmed. In some cases, a form is
required to be completed prior to the conference.
Professional Development Plan - A plan developed by a teacher to formalize and
document professional growth, The choice for each teacher will be dependent
upon his/her developmental level.
Mentor - The experienced teacher who is assigned and given time to guide and
support a first or second-year teacher in the district.
Scheduled Observation - A planned observation of performance that includes
pre-observation discussion, the observation and documentation, and
post-observation discussion used to collect data for the teacher evaluation
phase.
Summative Evaluation Report - The form used to summarize the
administrator's/supervisor's rating of performance for each criterion at the
end of the teacher evaluation process.
System Review - The process for periodic
review of the evaluation system.
Teacher Evaluation Phase - The process of collecting data and making
professional judgments about performance for the purpose of personnel
decision-making.
Unscheduled Observation - An unannounced observation of twenty minutes or more
used to collect data for the teacher evaluation phase.
Unplanned Data - Unsolicited data regarding a teacher, related to a specific criterion
collected by the administrator/supervisor.