Evaluation & Appraisal Process & Forms

Transcription

1 Evaluatin & Appraisal Prcess & Frms Prbatinary & Tenured Faculty Heads f Department UNIS FDR Drive Crydn Rd. New Yrk, NY Jamaica Estates, NY 11432

2 Evaluatin Prcess Prbatinary Faculty The evaluatin f teaching is a part f an institutinal evaluatin and requires the applicatin f specific expectatins related t the gals and missin f UNIS. T cntinue as members f the UNIS faculty, teachers must successfully meet all UNIS expectatins fr teaching as described in the UNIS Teaching and Learning Plicy. The evaluatin prcess is intended t be supprtive and helpful t teachers. The evaluatin f teaching is initiated when the teacher first arrives and cntinues accrding t established prcedures as lng as the teacher remains at UNIS. The evaluatin f all teachers is managed by the Principals and verseen by the Executive Directr. Prcedures include lessn bservatins, discussins with the teacher, and general bservatins f the teacher s verall perfrmance with students, parents, and clleagues. Prbatinary Faculty Fr 1st and 2nd year prbatinary teachers, the prcess includes: An intrductry meeting (grup r individual) in the fall t review expectatins; An interim meeting (which may be cmbined with a lessn bservatin meeting) by mid- February; and A final evaluatin meeting (which may be cmbined with a lessn bservatin meeting) by the last wrk day f March. Fr 3rd year prbatinary teachers wh will cmplete their prbatinary evaluatin, the prcess includes: An intrductry meeting (grup r individual) in the fall t review expectatins; A final evaluatin meeting (which may be cmbined with a lessn bservatin meeting) by the last day f December At the final meeting, a written evaluatin will be discussed with the teacher and Principal and placed in the teacher s file. The teacher may als prvide written cmment(s). All prbatinary teachers will have: 2

3 At least 2 lessn bservatins per year during the 1st and 2nd year and At least 1 lessn bservatin during the 3rd (r 4th, if applicable) year f emplyment. Lessn bservatins may be scheduled r unscheduled. The Principals carry ut lessn bservatins; ther administratrs may als bserve teachers. Upn cmpletin f a lessn bservatin, the Principal/administratr will meet with the teacher t review the bservatin. A summary f the bservatin is then signed by the principal/administratr and the teacher and placed in the teacher s persnnel file. Teachers n 1-Year Cntracts All teachers n 1-year cntracts will have: At least 1 lessn bservatin as part f the evaluatin prcess. Apprpriate HOD s r clleagues may participate in the evaluatin prcess. Participatin by a clleague r HOD is infrmal. Principals have the final say regarding the teacher s evaluatin. Tenured Teachers All tenured teachers are appraised thrugh the UNIS Appraisal Prgram crdinated by the heads f department. See dcument titled Tenured Faculty Appraisal. Tenured teachers fr whm there is a cncern may be placed n a Special Evaluatin (see belw) track by the Executive Directr, r as recmmended by the Principal. Special Evaluatin Tenured Faculty 3

4 If, in the pinin f the Executive Directr, a Special Evaluatin is required, the Executive Directr will design an apprpriate evaluatin in cnsultatin with the faculty member. Since there are n clear-cut standards fr judging incmpetence, multiple indicatrs must be utilized t identify marginal teachers. The fllwing are sme f the indicatrs that may frm the basis f a decisin t place a member f faculty n Special Evaluatin: Cnsistent and serius cmplaints frm students and r parents. Failure t give feedback t students n a regular basis. Repeated failure t meet deadlines fr reprts, cmmn assessments, internal assessment, etc. Failure t meet the statuary requirements f the IB r UNIS curriculum and assessment plicies e.g., Internal Assessment. Unwillingness t accept respnsibilities agreed upn by faculty. Average student grades significantly belw the year average repeatedly with n extenuating circumstances. In any such assessment, the verall perfrmance f students in a curse needs t be examined. Failure t cmply with cnsensus r administrative decisins. Chrnic absence frm classes r ther duties fr n gd reasn. Vilatin f Guidelines fr a Cnsiderate Wrking Cmmunity. The final decisin t place a member f faculty n a Special Evaluatin lies with the Executive Directr. The Executive Directr shuld explain the issues that have triggered the decisin t cnduct a Special Evaluatin. It shuld be understd that due t issues f cnfidentiality, exact details can nt be made public. If the faculty member disagrees strngly, they can utilize the Grievance Prcedure utlined in the Cllective Bargaining Agreement. Faculty shuld have an advcate present at all meetings with the Executive Directr and detailed ntes f each meeting shuld be made and retained n file. Prcess f Special Evaluatin The Executive Directr, Faculty member being evaluated and an advcate (and the Principal and/ r Curriculum Directr if deemed apprpriate) must meet and agree n: 4

5 The set f criteria that will be evaluated. Identifiable methds f measuring whether the criteria have been successfully met. The timeline fr the evaluatin, which includes a perid fr remediatin and external assistance. Cnsequences if the evaluatin is nt successful 5

6 Appraisal Tenured Faculty Appraisal Prcess Appraisal f Tenured Teachers The bjective f appraisal f tenured teachers is t encurage self-directed, cntinuus prfessinal grwth. It is based n identifying and meeting annual gals, and n a third year self-appraisal prcess. The HOD reviews the appraisal prcess with his/her department faculty at the beginning f each year. Issues arising at the beginning r during the year must be discussed with the divisin principal. Annual Gals By the end f Octber, the teacher meets with the HOD/subject crdinatr fr an annual gal-setting meeting (Gal-Setting Frm). The teacher typically presents up t three gals t supprt bth individual prfessinal grwth and/r current divisin/whle schl initiatives. The teacher identifies pprtunities fr prfessinal develpment. An electrnic cpy f the annual gals is sent t the divisin principal. By the end f May, the teacher and the HOD/subject crdinatr meet t review and discuss the extent t which the gals are met. The teacher presents apprpriate supplementary material t supprt the achievement f the gals. The HOD/subject crdinatr signs the Gal-Setting Frm t indicate that the annual prcess is cmplete. The teacher and the HOD/subject crdinatr retain a cpy f the Gal-Setting Frm. An electrnic cpy f the cmpleted frm is sent t the divisin principal. 3rd Year Self-Appraisal In additin t annual gals, every third year there is an in-depth appraisal f each tenured teacher t include: student feedback, a peer appraisal, and a written individual self-appraisal. At the end f the third year, the principal attends the review meeting between the teacher and the HOD/subject crdinatr. 3rd Gals By the end f Octber, the teacher meets with the HOD/subject crdinatr fr a third-year gal-setting meeting (Gal-Setting Frm). The teacher typically presents up t three gals t supprt bth individual prfessinal grwth and/r current divisin/whle schl initiatives. The teacher identifies pprtunities fr prfessinal develpment. An electrnic cpy f the cmpleted annual gals frm is sent t the divisin principal. Students Feedback Using the Student Feedback Guideline questins, by the end f January, the teacher btains ageapprpriate feedback frm at least ne class r grup f students. The teacher uses the feedback t supprt the self- appraisal prcess. Peer Appraisal By the end f February, the teacher selects a clleague fr peer appraisal. This can be an bservatin, a discussin, a cllabrative lessn r sme ther situatin preferred by the appraisee t elicit cnstructive feedback n a significant aspect f the teacher s wrk. Feedback is undcumented. The teacher uses the feedback t supprt the self-appraisal prcess. Written Individual Self-appraisal 6

7 By the end f March, the teacher cmpletes a written self-appraisal f perfrmance (Self-Appraisal Frm). 3rd Year Appraisal Review Meeting By the end f May, the teacher, the HOD/subject crdinatr and the principal hld a third-year gal review meeting. The principal receives an electrnic cpy f the third-year Gal-Setting and Self- Appraisal Frms prir t the meeting. At this meeting, the gals, students feedback, and self- and peer appraisal are reviewed. The teacher presents apprpriate supplementary material t supprt the achievement f the gals. The principal signs the Gal-Setting Frm and the Self-Appraisal Frm and may cmment in writing. The signed cpies f the Gal-Setting and Self-Appraisal Frms are retained n the teacher s file. Appraisal Frms 7

8 Tenured Faculty Frms: Annual Gal Setting Separate Frms Annual Gal Setting Year 1 Annual Gal Setting Year 2 Annual Gal Setting Year 3 Annual Gal Setting Single Frm fr 3 Years Year 3 Appraisal Frms Tenured Faculty Self Appraisal Frm Student Feedback Guidelines Annual Gal Setting Year 1 8

9 Faculty Name Divisin Date Subject Three year perid Year 1 Gals (Up t 3 individual, divisinal r schl-wide) Plan fr Meeting Gal(s) Related Prfessinal Develpment Gal Review Meeting Reflectin f Gals and evidence Gal Review Meeting Date: HOD Cmments HOD Signature: Date: Annual Gal Setting Year 2 9

10 Faculty Name Divisin Date Subject Three year perid Year 2 Gals (Up t 3 individual, divisinal r schl-wide) Plan fr Meeting Gal(s) Related Prfessinal Develpment Gal Review Meeting Reflectin f Gals and evidence Gal Review Meeting Date: HOD Cmments HOD Signature: Date: Annual Gal Setting Year 3 10

11 Faculty Name Divisin Date Subject Three year perid Year 3 Gals (Up t 3 individual, divisinal r schl-wide) Plan fr Meeting Gal(s) Related Prfessinal Develpment Gal Review Meeting Reflectin f Gals and evidence Gal Review Meeting Date: HOD Cmments HOD Signature: Date: Annual Gal Setting 3 Year Perid

12 Faculty Name Divisin Date Subject Gal Review Meeting - Reflectin f Gals and Evidence Year 1 Year 2 Year 3 Annual Gal(s) - (Up t 3 individual, divisinal r schl-wide) Year 1 Gal(s) Year 2 Gal(s) Year 3 Gal(s) Plan frt Meeting Gal(s) Year 1 Plan Year 2 Plan Year 3 Plan Related Prfessinal Develpment t Meet Gals Year 1 PD Year 2 PD Year 3 PD Date: Date: Date: 12

13 HOD/ Appraiser Cmments Year 1 Year 2 Year 3 HD/Appraiser Signature: HD/Appraiser Signature: HD/Appraiser Signature: Name Tenured Faculty Self-Appraisal Frm Date 13

14 Key Respnsibilities -List all classrm teaching, extracurricular activities and areas f respnsibility Cmments n majr accmplishments in the three year appraisal cycle (include attachments if applicable) 14

15 SCHOOL CULTURE Teaching and Learning Plicy #1 A culture f value and respect exists at UNIS t supprt students and imprve learning. UNIS prmtes an appreciatin f and respect fr students, their cmmunities, and the diverse cultures and values f thers. The teacher builds psitive relatinships thrugh knwing and valuing each student. Teachers and parents cmmunicate t supprt students academic and scial well-being. The classrm envirnment enables students t feel safe physically, intellectually, and emtinally. A supprtive and intellectually challenging envirnment prmtes bth students self-cnfidence and willingness t explre new pssibilities. Strengths Cmment n thse aspects f yur perfrmance that yu believe t be yur real strengths. Regarding TLP #1, #5, #6 UNITED NATIONS Teaching and Learning Plicy #5 The cmmitment t the ideals and wrk f the United Natins and recgnitin f ur respnsibilities as wrld citizens are central t UNIS. (Teaching and Learning Plicy #5) The cmmunity recgnizes ur respnsibility and accuntability t the wrld at large by encuraging students t think and act ethically. The schl nurtures respnsibility, creativity, cperatin, respect, independence, and an internatinal perspective in students. Students understand the wrk f the UN and its missin. Students are expected t take an active rle in the schl and cmmunity-at -large. Areas fr Develpment What areas d yu think yu need t cncentrate n in the cming year frm TLP #1, #5, #6? COMMUNITY CONNECTIONS Teaching and Learning Plicy #6 UNIS is cmmitted t develping cnnectins with lcal and internatinal cmmunities. (Teaching and Learning Plicy #6) Parents prvide essential invlvement t further their child s learning and academic perfrmance. The schl uses UN, lcal, and internatinal resurces t extend and enhance learning. Students recgnize the value f and engage in cmmunity service and actin. 15

16 EFFECTIVE TEACHING Teaching and Learning Plicy #2 Effective teachers have a detailed knwledge f hw effective learning ccurs. Teachers are respnsible, individually and cllectively, t teach the curriculum as determined by UNIS. Teachers scaffld instructin s students can develp varied perspectives and different ways f thinking. Teachers utilize a range f teaching strategies that supprt students t think and learn in different ways. Teachers build n students prir knwledge, experiences, and skills. Teachers emphasize meaning and understanding by encuraging students t explre ideas and cncepts. Teachers use pprtunities t integrate a range f apprpriate technlgies. Teachers encurage students t take respnsibility fr their learning, their actins, and their interactins with thers. Teachers cllabrate with ne anther t ensure excellence in teaching. Teachers advcate fr their students in rder t help them meet their scial, emtinal, and educatinal needs. Teachers cntinue t grw prfessinally in bth their discipline and general pedaggy. Teachers recgnize their respnsibility in having the ability t influence students as learners and individuals. Strengths Cmment n thse aspects f yur perfrmance that yu believe t be yur real strengths. Regarding TLP #2, #4. EFFECTIVE ASSESSMENT Teaching and Learning Plicy #4 Effective assessment is an integral part f teaching and learning and shuld reflect the range f learning bjectives. Assessment enables teachers and students t mnitr present learning and plan fr the future. Teachers use apprpriate and varied assessment tasks. The assessment task is clearly defined and has explicit criteria fr success. Students cllabrate with teachers t establish assessment criteria. Assessment prvides explicit feedback t the learner s the student can mnitr prgress. Self-assessment and reflectin are essential. Students wrk with peers t review and reflect n their learning. Areas fr Develpment What areas d yu think yu need t cncentrate n in the cming year frm TLP #2 and #4? 16

17 COMMUNITY CONNECTIONS Teaching and Learning Plicy #6 UNIS is cmmitted t develping cnnectins with lcal and internatinal cmmunities. (Teaching and Learning Plicy #6) Parents prvide essential invlvement t further their child s learning and academic perfrmance. The schl uses UN, lcal, and internatinal resurces t extend and enhance learning. Students recgnize the value f and engage in cmmunity service and actin. Strengths Cmment n thse aspects f yur perfrmance that yu believe t be yur real strengths. Regarding TLP #3. Areas fr Develpment What areas d yu think yu need t cncentrate n in the cming year frm TLP #3? 17

18 Jb Satisfactin Please cmment n what yu like abut yur jb. Please cmment n what yu dn t like abut yur jb. In what ways, small r large, can the Schl assist yu t imprve yur effectiveness and satisfactin in the wrking envirnment? Any ther cmments Teacher s Signature: HOD / Cmments Date: HOD Signature: Principal s Initials Date: 18

19 Student Feedback Faculty Name Date Divisin Subject Three year perid Guidelines By the end f January, the teacher btains age-apprpriate feedback (Student Feedback Guidelines) frm at least ne class r grup f students. The teacher uses the feedback t supprt the self-appraisal prcess. Please select at least six (6) questins frm the suggested list belw and/r use questins that yu prefer, which relate directly t yur gals but may nt be n the list. Yu are free t apprpriately rewrk and adapt questins fr the targeted student grup. Feedback can be slicited using a survey yu create r have used previusly. Alternatively, feedback can be slicited thrugh discussin, in writing, in diagram frm, r using ther age-apprpriate methds. Imprtantly, yu shuld slicit student feedback in a way that is mst valuable t yu and t yur students. Sharing student feedback appraches will ultimately lead t a future bank f effective ideas fr all grade levels. What yu have learned frm the student feedback will be shared verbally at the thirdyear appraisal review meeting. N written evidence is required. 19

20 Suggested pen-ended questins: Is the wrk t hard, t easy r abut right? What d yu enjy mst abut being in the classrm? Hw d yu knw the teacher cares abut yur wrk? What d yu think abut schlwrk? What d yu think abut hmewrk? Hw wuld yu make the classrm better? What are yur tw favrite experiences in the classrm? Which prject did yu enjy the mst? What tw things that yu have learned in the classrm are yu mst prud f? Which was yur least favrite learning experience? Tell me abut a time in my class when yu felt respected. Tell me abut a time in my class when yu felt frustrated. What advice can yu give me abut hw t be a better teacher? What advice can yu give me fr hw I shuld change my class next year? 20

21 Evaluatin & Appraisal Prcedures Heads f Departments Prcedures Each Year At the beginning f each year, the Curriculum Directr meets with the HOD t cnfirm gals using the gal-setting frm. Fllwing the meeting, ne cpy f the gals is frwarded t the Curriculum Directr. The HOD retains a cpy. Years 1 & 2 In additin t the gal-setting meeting, tw review meetings are held between the Curriculum Directr and the Head f Department: the first in the middle f the schl year as an interim review; the secnd, at the end f the schl year, as a final review. The gal-setting frm is cmpleted and signed. Cpies are retained by the HOD, the Curriculum Directr, and placed n the HOD s persnal file. 21

22 Year 3 In additin t the gal-setting meeting and the interim review meeting, by the last day f February the HOD slicits perfrmance input frm his/her department members. By the last day f March the HOD cmpletes a written self-appraisal. In April/May, the Administrative Cuncil meets t discuss and review the HOD s perfrmance. By the end f the year, the Curriculum Directr, the HOD, and the Executive Directr meet t review the HOD s perfrmance. The gal-setting frm is cmpleted. Cpies are retained by the HOD, the Curriculum Directr, and they are placed in the HOD s persnal file. Criteria Evaluatin: The evaluatin criteria are based n HOD duties and respnsibilities, yearly gals, and assisting the Curriculum Directr and the Principals t assure effective teaching f the subject and the maintenance f a high quality prgram within the department. Appraisal: Depending n their length f tenure, HODs will als be appraised as a tenured r prbatinary teacher. As with all UNIS teachers, the bjective f appraisal f tenured teachers is t encurage self-directed, cntinuus prfessinal grwth. 22

23 HOD Annual Gal Setting Faculty Name Date Divisin Subject Year 1 Year 2 Year 3 Gals Plan t Meet Gals Prfessinal Develpment 23

24 HOD Annual Gal Review Meeting Faculty Name Date Reflectin n Gals & Evidence Cmments HOD Signature: Date: Curriculum Directr Signature: Date: 24

25 Dcuments Referenced Guidelines fr a Cnsiderate Wrking Cmmunity Curteus and prfessinal cnduct is the respnsibility f every member f faculty and staff f the United Natins Internatinal Schl (UNIS), New Yrk. It is bth ur duty, and in ur interests, t fllw guidelines fr civilized prfessinal behavir, s that we prvide an apprpriate learning envirnment fr ur students and a cnstructive and agreeable setting fr emplyment. These Guidelines were develped by and are used with the kind permissin f the Fundatin f the Internatinal Schl f Geneva. They are based n generally accepted cncepts such as respect, hnesty, curtesy and cnsideratin. They aim t clarify the respnsibilities and rights f all staff members f the schl cmmunity. All Members f Staff f UNIS in psitins f respnsibility shuld at all times: Treat everyne in a fair and equitable manner. Shw curtesy and respect t thers. Demnstrate an understanding that their duty is t serve and supprt the students and staff in relatin t whm they have respnsibilities Cnsult clearly and penly wherever it is apprpriate and pssible t d s. 25

26 Encurage the free expressin f pinins n matters under discussin. Explain the reasns fr their decisins. Aim t prmte a psitive and supprtive envirnment within their part f UNIS. All Members f Staff f UNIS shuld at all times: Behave curteusly and with respect twards every member f the schl cmmunity, including students, clleagues, parents and thers. Respect the rights f thers t hld and express different pinins. Attempt t see thers pints f view. Cmmit themselves t trying t reslve situatins f cnflict. Accept established lines f authrity within the schl and accepted prcedures fr challenging decisins shuld this be felt t be necessary. Respect any necessary cnfidentiality in relatin t infrmatin pertaining t students, parents, clleagues and aspects f schl life. 26

27 Act prfessinally when making statements abut students t ther students, abut students t ther students parents, abut their clleagues t students, and abut aspects f schl life t parents. Make every effrt t be accurate in statements made abut peple and situatins encuntered as part f prfessinal life. Maintain a tne f ral, written and cmmunicatin that avids the use f intemperate language. Feel free t express pinins n prfessinal matters withut fear f any negative cnsequences. Maintain prfessinal cnventins in attire, timekeeping and manners. Cmmunicate necessary infrmatin in a timely and apprpriate fashin. Exercise cncern, based n a sense f cmmn purpse, fr the gd name f UNIS in cmmunicatins and relatins with the utside wrld. 27

28 Teaching & Learning Plicy (2010) Philsphy Statement At UNIS we aim t prmte the appreciatin f the diversity f peple and cultures by ffering a glbal curriculum that inspires in ur students the spirit and ideals f the United Natins Charter. As a result, we believe that, fr UNIS, excellence in teaching and learning is based n a cmmitment t the fllwing: a psitive envirnment, a dynamic faculty, engaged students, varied and apprpriate assessment, the UN missin, and scial activism. Principles f Teaching and Learning 1. A culture f value and respect exists at UNIS t supprt students and imprve learning UNIS prmtes an appreciatin f and respect fr students, their cmmunities, and the diverse cultures and values f thers; 1.2 The teacher builds psitive relatinships thrugh knwing and valuing each student; 1.3. Teachers and parents cmmunicate t supprt students academic and scial well-being; 28

29 1.4. The classrm envirnment enables students t feel safe physically, intellectually, and emtinally; 1.5. A supprtive and intellectually challenging envirnment prmtes bth students self-cnfidence and willingness t explre new pssibilities. 2. Effective teachers have a detailed knwledge f hw effective learning ccurs Teachers are respnsible, individually and cllectively, t teach the curriculum as determined by UNIS; 2.2. Teachers scaffld instructin s students can develp varied perspectives and different ways f thinking; 2.3.Teachers utilize a range f teaching strategies that supprt students t think and learn in different ways; 2.4.Teachers build n students prir knwledge, experiences, and skills; 2.5.Teachers emphasize meaning and understanding by encuraging students t explre ideas and cncepts; 2.6.Teachers use pprtunities t integrate a range f apprpriate technlgies; 29

30 2.7.Teachers encurage students t take respnsibility fr their learning, their actins, and their interactins with thers; 2.8.Teachers cllabrate with ne anther t ensure excellence in teaching; 2.9.Teachers advcate fr their students in rder t help them meet their scial, emtinal, and educatinal needs; 2.10.Teachers cntinue t grw prfessinally in bth their discipline and general pedaggy; 2.11.Teachers recgnize their respnsibility in having the ability t influence students as learners and individuals. 3. Effective learners are empwered bth academically and persnally Students engage, participate, and act apprpriately; 3.2. Students cultivate strategies fr learning acrss the disciplines; 3.3. Students cultivate different strategies t meet a variety f learning needs; 3.4. Students questin and reflect; 3.5. Students utilize all the resurces available within the learning cmmunity; 3.6. Students explre different perspectives and develp new ways f thinking; 30

31 3.7. Students apply cncepts and skills beynd the classrm. 4. Effective assessment is an integral part f teaching and learning and shuld reflect the range f learning bjectives. 4.1.Assessment enables teachers and students t mnitr present learning and plan fr the future; 4.2.Teachers use apprpriate and varied assessment tasks; 4.3.The assessment task is clearly defined and has explicit criteria fr success; 4.4.Students have access t assessment criteria prir t the assessment task; 4.5.Assessment prvides explicit feedback t the learner s the student can mnitr prgress; 4.6. Self-assessment and reflectin are essential; 4.7.Students wrk with peers t review and reflect n their learning. 5. The cmmitment t the ideals and wrk f the United Natins and recgnitin f ur respnsibilities as wrld citizens are central t UNIS. 5.1.The cmmunity recgnizes ur respnsibility and accuntability t the wrld at large by encuraging students t think and act ethically; 5.2.The schl nurtures respnsibility, creativity, cperatin, respect, independence, and an internatinal perspective in students; 31

32 5.3.Students understand the wrk f the UN and its missin; 5.4.Students are expected t take an active rle in the schl and cmmunityatlarge. 6. UNIS is cmmitted t develping cnnectins with lcal and internatinal cmmunities. 6.1.Parents prvide essential invlvement t further their child s learning and academic perfrmance; 6.2.The schl uses UN, lcal, and internatinal resurces t extend and enhance learning; 6.3.Students recgnize the value f and engage in cmmunity service and actin. Mnitr and Review: This plicy will be reviewed every 5 years in rder t take int accunt new initiatives, changes in curriculum, develpments in technlgy, r ther changes that impact teaching and learning at UNIS. 32