South Shore Regional School Board Teacher Performance Appraisal

Transcription

1 Suth Shre Reginal Schl Bard Teacher Perfrmance Appraisal Teacher: Supervisr: Status with SSRSB: Schl: Date f Visit: Reprt Date: Year with SSRSB: Ttal Years f Teaching: Type f Appraisal: Classes Observed: Teaching Assignment: Areas f Strength: Areas fr Future Grwth:

2 Summative Recmmendatin: Select ne statement belw fr summative perfrmance appraisals nly. Based n this perfrmance appraisal, this educatr is recmmended fr cntinued and/ r future emplyment with the Suth Shre Reginal Schl Bard. Based n this perfrmance appraisal, this educatr shws prmise and with additinal supprt, culd meet the needs f the Suth Shre Reginal Schl Bard. At present, this educatr is recmmended fr term and substitute psitins nly until a future perfrmance appraisal demnstrates the required grwth. (Can select fr terms r subs nly) Based n this perfrmance appraisal, this educatr shws prmise and with additinal supprt, culd meet the needs f the Suth Shre Reginal Schl Bard. At present, a recmmendatin fr future and/ r cntinued emplyment is nt frthcming unless a future perfrmance appraisal demnstrates the required grwth. Based n this perfrmance appraisal, this educatr is nt currently recmmended fr future cntracts with the Suth Shre Reginal Schl Bard. Significant imprvements in the areas highlighted abve wuld be required befre such a recmmendatin culd be cnsidered Teacher Cmments: \ Teacher s signature: Date: Principal s signature: Date: Evaluatr s signature: Date: Original: Cpy: Teacher s Persnal File Teacher Schl File

3 1A Suth Shre Reginal Schl Bard Teacher Perfrmance Appraisal Identify the relevant statement(s) within each cmpnent. Cmments may be made in the bx belw the cmpnent, and will be based n, but nt limited t these teaching cmpnents and dmains. Educatrs in the SSRSB are expected t shw grwth twards level ne (exemplary expectatins) ver time as part f the appraisal prcess. Level fur cmments require immediate attentin. Cmpnents Level One Level Tw Level Three Level Fur The educatr uses apprpriate materials in planning instructin. Using the prescribed utcmes frm the Nva Sctia Public Schls Prgrams (PSP) t define instructinal cntext. Cnsistently using materials adpted by the prvince r bard, r using a bias evaluatin tl fr ther materials. Using adpted materials in accrdance with prvincial and bard guidelines and plicies. 1B The educatr plans fr the needs f diverse learners. Identifying the range f student needs and applying a variety f apprpriate instructin. techniques (ex: learning styles, English language learners, gifted and talented, disabilities, cgnitive challenges) Utilizing a variety f instructinal materials and methds fr skill develpment fr all. Demnstrating an awareness f and respnsibility fr students with special needs, thrugh planning and implementing adaptatins t accmmdate learning. Wrking with Prgram Supprt Teacher and PPT t develp prgrams fr students (IPPs, IAs, PBSPs). Attending Prgram Planning Team meetings. 1C The educatr sets gals and makes decisins based n data frm multiple surces. Using data frm multiple surces t adjust lessn design and instructinal strategies. Using data frm frmal and infrmal measures t select instructinal strategies, materials, and pprtunities fr review and practice. Demnstrating an understanding f utcmes and tracking student prgress n utcmes. Develping all lessns/ units frm utcmes. Apprved prvincial utcmes are cnsistently the fundatin fr key cncepts and underlying themes within and acrss the curriculum. Actively uses and mdels prvincial and bard apprved materials, using bias evaluatin tl when selecting ther materials. Serves n r gives input t material adptin cmmittees when asked. Assesses students prir knwledge specific needs; applies varied strategies t address thse needs t challenge all students. Uses a wide range f instructinal materials that are gathered within and utside the schl t infrm adaptatins f lessns in advance. Develps and implements gals fr Individual Prgram Plans, Instructinal Adaptatins, and PBSPs as needed, in cnsultatin with the Prgram Supprt Teacher and Prgram Planning Team. Cnsistently listens; actively cntributes at PPT meetings. Cnsistently utilizes data t differentiate instructin. Embeds a wide range f nging assessments in instructinal activities t prvide cnsistent guidance fr planning and instructin. Tracks teaching f utcmes and individual student learning f utcmes. Indicates the specific utcmes presented within each lessn and unit in written plans. Dmain 1 Planning and Preparatin Uses the prescribed cncepts frm the Department f Educatin curriculum guidelines t define instructin. Cnsistently uses materials adpted by the prvince and bard. Uses adpted materials in accrdance with guidelines. Demnstrates awareness f the bias evaluatin tl and ccasinal use f it. Identifies the range f student needs, designs and implements a variety f apprpriate instructinal techniques. Utilizes a variety f instructinal materials and methds fr skill develpment. Discusses pssible gal areas fr IPPs, IAs, and Psitive Behaviur Supprt Plans (PBSP) with Prgram Supprt Teacher. Implements IPPs and IAs develped by the Prgram Supprt Teacher. Listens and ccasinally cntributes at PPT meetings. Uses data t make sme adjustments t lessn design and instructinal strategies. Uses data frm several frmal and infrmal measures t select instructinal strategies, materials, and pprtunities fr practice. Tracks teaching f utcmes. Often indicates the specific utcmes f lessns in written plans. Fcuses n cre curriculum and skills. Smetimes utilizes prvincially apprved materials as a supplement fr persnal instructinal preferences. Spradically uses adpted materials in accrdance with guidelines. Identifies student needs and addresses sme f these needs. Varies instructinal materials r methds t supprt skill develpment. Makes few adaptatins fr different learners. Depends n the Prgram Supprt Teacher t develp and implement the gals f IPPs and IAs. Occasinally attends Prgram Planning meetings as requested. Data is examined but nt utilized t affect instructin. Uses ne r tw infrmal surces f infrmatin t assess student learning and mnitr student prgress. Reviews the curriculum dcuments when planning units. General utcmes fr units are smetimes indicated in writing. Prvincial utcmes are rarely used t define instructinal cntent. Often utilizes prvincially apprved materials as a supplement fr persnal instructinal preferences. Des nt used apprved materials r fllw prvincial guidelines. Instructin is usually targeted t cntent, nt student needs. Utilizes standard material such as a text bks. Additinal materials are nt prvided. Adaptatins are rarely prvided fr individual learners. Depends n Prgram Supprt Assistants t implement IPPs. Rarely attends Prgram Planning Team meetings Instructin is rarely cnnected t either frmal r infrmal measures f data. Instructin is nt infrmed by assessment. Outcmes are rarely tracked. Neither general nr specific utcmes are indicated fr lessns and units, in the written plans. Pssible Surces f Evidence Classrm Observatin Instructinal Artifacts Lessn r Unit Plan; Year Plan; Lng/Shrt Range Plans Examples f Student Wrk IPPs, IAs, Reprt Card Samples Outcmes and Assessment Tracking Systems Classrm Observatin Instructinal Artifacts Lessn r Unit Plan; Year Plan; Lng/Shrt Range Plans Examples f Student Wrk IPPs, IAs, Reprt Card Samples Outcmes and Assessment Tracking Systems Classrm Observatin Instructinal Artifacts Lessn r Unit Plan; Year Plan; Lng/Shrt Range Plans Examples f Student Wrk IPPs, IAs, Reprt Card Samples Outcmes and Assessment Tracking Systems Adapted with permissin frm Granite Schl District Prfessinal Grwth and Evaluatin Cntinuum, Salt Lake City, Utah Page 3 f 11 Adapted frm Framewrk fr Teaching, Charltte Danielsn and New Teacher Center Cntinuum

4 1D Suth Shre Reginal Schl Bard Teacher Perfrmance Appraisal Identify the relevant statement(s) within each cmpnent. Cmments may be made in the bx belw the cmpnent, and will be based n, but nt limited t these teaching cmpnents and dmains. Educatrs in the SSRSB are expected t shw grwth twards level ne (exemplary expectatins) ver time as part f the appraisal prcess. Level fur cmments require immediate attentin. Cmpnents Level One Level Tw Level Three Level Fur The educatr applies knwledge f develpmentally apprpriate practices when planning instructin. Maximizing student time n task. Utilizing multiple intelligences and learning styles knwledge t supprt differentiatin f instructin. Develping shrt and lng range plans cnsistent with curriculum utcmes. Planning lessns that are apprpriate fr the learning needs f all students. 1E The educatr cllabrates with clleagues in planning instructin, effectively using resurces and prviding supprt fr imprved student learning. Participating in prfessinal teams, cmmittees, and meetings at schl, bard, and/ r Department levels as apprpriate. Cllabrating and exchanging f student infrmatin with prfessinal clleagues. Seeking and using supprt apprpriately frm paraprfessinal staff (if applicable). Wrking with ther prfessinals t imprve the verall learning envirnment. Supprts students t assess their wn n-task behavir and maximizes time n task. Understands when differentiatin is needed and actively incrprates differentiated instructinal strategies apprpriately, with student chice as apprpriate. Curriculum utcmes are cnsistently used as the basis f all planning prcesses (bth shrt and lng range). Supprt and cperatin characterize relatinships with clleagues and supprt staff. Meets regularly with learning team during the schl day t plan instructin, examine student wrk, and mnitr student prgress. Cllabrates with individuals in and ut f schl t prmte student/ teacher learning. Understands the rles f teacher and PSA with respect t students with special needs, and directs PSAs in a way cnsistent with the rle. Wrks with prfessinals (inside and utside the schl) t imprve the verall learning envirnment fr everyne (including staff and students). Maximizes student time n task mst f the time. Uses sme differentiated instructinal strategies with sme student chices. Curriculum utcmes are used in planning many classrm lessns and activities, bth fr shrt and lng range planning. Participates cperatively in prfessinal wrk grups. Cllabrates and exchanges student infrmatin with clleagues. Seeks and uses supprt frm supprt staff and peers. Understands the rles f teacher and PSA with respect t students with special needs, and usually directs PSAs in a way cnsistent with the rle (if applicable). Wrks with schl staff t imprve the learning envirnment. Off-task behavir is incnsistently addressed. Differentiatin and student chice ccur spradically. Activities are planned based n the teacher s perceived strengths and interests, instead f the utcmes (example: favurite units f study). Teacher maintains crdial relatinships with clleagues t fulfill the duties that the schl r district requires. Wrks with thers n nninstructinal issues. Addresses persnal cncerns, nt grup issues. Relatinships are limited ( cliques ). Occasinally teaches special needs students; smetimes depends n the PSA fr this functin. Cllabrates with clse clleagues t slve specific prblems. Attentin is fcused n presenting the lessn rather than student ntask behavir. Learning styles and multiple intelligences are rarely cnsidered in planning and instructin. Outcmes are rarely identified r used as the basis fr classrm activities. Evidence f thrugh planning is incnsistent. Teacher s relatinships with clleagues are nt readily evident. Rarely exchanges infrmatin r discusses student needs with ther clleagues. Rarely interacts with peers. Directs the PSA t teach the special needs students; des nt accept teaching respnsibility fr these learners (if wrking with a PSA). Demnstrates limited effrt r ability t cllabrate r wrk with thers. Pssible Surces f Evidence Classrm Observatin Instructinal Artifacts Lessn r Unit Plan; Year Plan; Lng/Shrt Range Plans Examples f Student Wrk IPPs, IAs, Reprt Card Samples Outcmes and Assessment Tracking Systems Classrm Observatin Instructinal Artifacts Lessn r Unit Plan; Year Plan; Lng/Shrt Range Plans Examples f Student Wrk IPPs, IAs, Reprt Card Samples Outcmes and Assessment Tracking Systems Adapted with permissin frm Granite Schl District Prfessinal Grwth and Evaluatin Cntinuum, Salt Lake City, Utah Page 4 f 11 Adapted frm Framewrk fr Teaching, Charltte Danielsn and New Teacher Center Cntinuum

5 Suth Shre Reginal Schl Bard Teacher Perfrmance Appraisal Identify the relevant statement(s) within each cmpnent. Cmments may be made in the bx belw the cmpnent, and will be based n, but nt limited t these teaching cmpnents and dmains. Educatrs in the SSRSB are expected t shw grwth twards level ne (exemplary expectatins) ver time as part f the appraisal prcess. Level fur cmments require immediate attentin. 2A The educatr cnsistently cmmunicates clearly and accurately while teaching. Using language that is develpmentally apprpriate fr students Writing clearly, legibly, and cherently Uses prfessinal language Prviding timely and cnstructive feedback Using effective strategies fr pening and clsing f lessns Uses spken and written language that is develpmentally apprpriate, prfessinal, expressive and crrect fr students. Directins and prcedures are clear and anticipate pssible misunderstanding. Prvides timely and cnstructive feedback fr all learners. Students are taught t use feedback fr their learning. Bth pening & clsing f lessns are engaging & time effective. Dmain 2 Instructin and Assessment Teacher s spken and written language is crrect and expressive. Directins and prcedures are clear mst f the time. Usually prvides timely and cnsistent feedback. Either the pening r clsing f lessns is engaging, effective and timely. Uses develpmentally apprpriate vcabulary fr many students. Writes r speaks clearly, legibly, and cherently. Directins r prcedures are smetimes clear. Prvides timely r cnstructive feedback fr sme learners. The pening r clsing f lessns is engaging r time effective. Vcabulary is smetimes vague, inapprpriate, r used incrrectly. Speech is inaudible, r written language may cntain grammar errrs. Directins & prcedures are smetimes cnfusing. Feedback is nt descriptive, nt timely, r is f pr quality. Opening and clsing fr lessns are unfcused. Classrm Observatin Instructinal Artifacts Prtflis (Student, Teacher) Examples f Student Wrk, Handuts, Assessment Materials Instructinal Plan fr a Single Lessn 2B The educatr uses a variety f effective instructinal strategies. Demnstrating prficiency in explicit instructin and differentiatin. Using a variety f instructinal materials and methds. Selecting develpmentally and cntextually apprpriate strategies (ex: cperative learning, teaming, and varied gruping). Enriching instructin thrugh the prficient use f technlgy. Assigning wrk and setting time limits, allwing sufficient time fr mastery. Differentiates instructin, uses an extensive repertire f strategies, materials and methds. Mdels effective instructinal strategies within the schl. Articulates a ratinale fr why specific instructinal strategies are apprpriate t learning r meeting utcmes. Enriches instructin thrugh the prficient use f technlgy. Prvides multiple pprtunities fr students t use technlgy t supprt learning utcmes. Assigned wrk and time limits vary t meet the needs f individual students. Demnstrates prficiency in explicit instructin. Uses a variety f instructinal materials and methds. Selects strategies that are develpmentally and cntextually apprpriate. Technlgy use by teacher enhances the lessn. Prvides ccasinal pprtunities fr students t use technlgy t supprt learning utcmes. Assigns wrk and sets time limits, allwing sufficient time fr mastery. Sme instructin is explicit r differentiated. Uses a few instructinal strategies. Materials address the varied learning styles f students. Delivers instructin with little variety in materials and methds. Technlgy is used, but nt purpsefully. Prvides limited pprtunities fr student technlgy use. Apprpriate time limits are given t cmplete mst assignments. Explicit instructin is rarely prvided. Strategies are ften inapprpriate t meet the needs f the learners. Uses the same instructinal strategies repeatedly. Materials and methds are rarely varied fr specific student needs. Technlgy is rarely used in the classrm. Gives insufficient r t much time t cmplete assignments. Classrm Observatin Instructinal Artifacts Prtflis (Student, Teacher) Examples f Student Wrk, Handuts, Assessment Materials Instructinal Plan fr a Single Lessn 2C The educatr uses a variety f engagement strategies. Displaying enthusiastic, psitive demeanr Mdeling & encuraging psitive interactin Eliciting cnfidence and respect Stimulating interest and enthusiasm Praising strengths and cnstructively addressing weaknesses Actively listening Cnnecting t cultural perspectives Ensuring a high level f student engagement, mtivatin, and rapprt Student t student interactins reflect the psitive demeanr f the teacher. Mdels and encurages psitive interactin. Facilitates students self reflectin and grwth. Stimulates interest and enthusiasm cnsistently. Actively listens and respnds t student requests. Facilitates activities and cursewrk that engage all students and are apprpriate t age and cultural backgrunds. Rapprt, engagement and respect are cnsistently apparent with all students. Displays enthusiastic, psitive demeanr. Displays and encurages psitive interactin. Elicits cnfidence and respect. Stimulates interest and enthusiasm. Praises strengths and cnstructively addresses weaknesses. Actively listens. Cnnects t cultural perspectives cnsistently Actively engages students. Varied expectatins impact psitive demeanr and student interactins. Stimulates sme interest and enthusiasm incnsistently. Praises students regularly. Listens t student requests when time permits. Sme activities and assignments are apprpriate t students and engage them mentally. Envirnmental events impact psitive demeanr and student interactins. Rarely stimulates interest and enthusiasm. Praises incnsistently. Seldm listens t student requests. Few activities and assignments are apprpriate t students and/ r engage them mentally. Classrm Observatin Instructinal Artifacts Prtflis (Student, Teacher) Examples f Student Wrk, Handuts, Assessment Materials Instructinal Plan fr a Single Lessn Adapted with permissin frm Granite Schl District Prfessinal Grwth and Evaluatin Cntinuum, Salt Lake City, Utah Page 5 f 11 Adapted frm Framewrk fr Teaching, Charltte Danielsn and New Teacher Center Cntinuum

6 Suth Shre Reginal Schl Bard Teacher Perfrmance Appraisal Identify the relevant statement(s) within each cmpnent. Cmments may be made in the bx belw the cmpnent, and will be based n, but nt limited t these teaching cmpnents and dmains. Educatrs in the SSRSB are expected t shw grwth twards level ne (exemplary expectatins) ver time as part f the appraisal prcess. Level fur cmments require immediate attentin. 2D The educatr invlves students and/r Facilitates regular pprtunities fr Uses a variety f teaching strategies Uses a few teaching strategies. Predminately lectures t deliver students t design and implement t prmte prblem slving. Fcuses questins n fact and key instructin. staff in meaningful learning. inquiries and prblem slving, t Fcuses n quality wrk and high cncepts t supprt learning subject Expectatins are incnsistent. analyze cntent and draw expectatins. matter. Smetimes cnsiders students prir cnclusins, cnsidering multiple Prir knwledge is ften used t Recgnizes the value f students knwledge. Using a variety f teaching strategies t prmte perspectives. cnstruct new learning. prir knwledge and life Only a few students participate in prblem slving Creates a cntext fr and guides Opprtunities are prvided fr realwrld experiences. the discussin r are called upn Fcusing n quality wrk/ high expectatins students t synthesize learning gals applicatin. Real life applicatin is smetimes during questining. Using prir knwledge t cnnect new and bjectives with what they knw Mst students are engaged in cnsidered. knwledge, skills, and understanding and develp their wn discussins and called upn during Students wh vlunteer r raise Teaching integrated cntent and skills fr real cmplementary learning gals. questining. their hands are engaged in wrld applicatin and cnnectins Prir knwledge is cnsistently A variety f methds are used t discussins and called upn. Calling upn all students t answer questins used t cnstruct new learning. call upn students. and participate in discussins Teaches integrated cntent and skills fr real wrld applicatin. All students participate and are called upn; varied strategies are emplyed. 2E The educatr uses assessment t guide instructin and verify that meaningful learning is taking place. Demnstrating flexibility and respnsiveness t assessment results Prviding timely, descriptive feedback t learners and using high-level questins with wait time t prmte understanding and imprvement Assessing prgress with varied techniques, t prvide regular infrmatin abut prgress and t infrm planning/ instructin (perfrmances, tests, prjects, wrk samples, bservatins, cnferences, prtflis, student peer and selfevaluatin, checks fr understanding) Actively encuraging student interactin, respnding, questining, cmments and invlvement in assessment. Creates and uses authentic, assessments that are embedded int the design f the teaching/learning, cnnected t the subject/ cntent area, accmpanied by scring rubrics, in an verall balanced prgram. Cnsistently prvides timely descriptive feedback n strengths and areas needing imprvement. Uses a variety f frmal and infrmal perfrmance and written assessments. Supprts students in assessing their wn wrk and making instructinal decisins based n multiple surces f data. Actively prmtes student invlvement in assessment, thrugh c-cnstructing criteria, gal setting, and self-assessment. Prvides sufficient wait time fr all learners. Uses a variety f strategies t find ut what all students have learned (exit passes, critical thinking questins, checks fr understanding, PMI, KWL, index cards, visual cues, gestures, etc ) Ensures that students knw and can articulate learning gals and utcmes. Uses bth frmal and nging infrmal assessments. Shws respnsiveness t assessment results. Prvides timely and cnstructive descriptive feedback t learners fr imprvement. Evaluates student prgress by such means as perfrmances, tests, prjects, prtflis, student selfevaluatin, etc. Prvides sufficient wait time fr many learners. Frequently uses sme strategies t find ut what students have learned. Emplys critical thinking, higher level questining, with apprpriate wait time. Smetimes shares learning gals with students and invlves them in assessment. Uses end f unit paper-and-pencil tests as the primary assessment strategy. Assessment is used t prvide a grade and nt ften t determine areas f needed imprvement. Feedback is prvided based n test results and assignments, and is evaluative in nature fr the mst part. Smetimes prvides adequate wait time fr sme learners. Sme checking fr understanding takes place n a spradic basis. Uses sme critical thinking r higher level questins. Occasinally invlves students in assessment. (ex: student use f rubrics.) Assessment apprach cntains n clear criteria r link t utcmes. Des nt prvide much descriptive feedback t students, r prvides nly evaluative feedback. Wait time is rarely used effectively. Students d nt have many pprtunities t shw their level f understanding ther than frmal tests. Uses factual recall as a basis fr questins. There is little evidence f Assessment fr Learning practices as part f a balanced assessment prgram. Assessment is the dmain f the teacher, and is rarely shared with students. Classrm Observatin Instructinal Artifacts Prtflis (Student, Teacher) Examples f Student Wrk, Handuts, Assessment Materials Instructinal Plan fr a Single Lessn Classrm Observatin Instructinal Artifacts Prtflis (Student, Teacher) Examples f Student Wrk, Handuts, Assessment Materials Instructinal Plan fr a Single Lessn Adapted with permissin frm Granite Schl District Prfessinal Grwth and Evaluatin Cntinuum, Salt Lake City, Utah Page 6 f 11 Adapted frm Framewrk fr Teaching, Charltte Danielsn and New Teacher Center Cntinuum

7 Suth Shre Reginal Schl Bard Teacher Perfrmance Appraisal Identify the relevant statement(s) within each cmpnent. Cmments may be made in the bx belw the cmpnent, and will be based n, but nt limited t these teaching cmpnents and dmains. Educatrs in the SSRSB are expected t shw grwth twards level ne (exemplary expectatins) ver time as part f the appraisal prcess. Level fur cmments require immediate attentin. 2F The educatr systematically reviews Offers multiple ptins fr bth Prvides several pprtunities fr Directs learning experiences and Uses nly lecture and direct guided and independent guided practice and independent mnitrs student prgress within a instructin. and reinfrces cncepts t supprt perfrmance. perfrmance. specific lessn. Lessn plan is set; little review r lng-term learning. Systematically reviews essential Systematically reviews essential Uses a few different strategies fr reinfrcement f cncepts is cncepts thrughut lessns and in cncepts. applicatin and review f cncepts. evident. each lessn summary. Uses several strategies fr Strategies are re-taught using the Occasinally assigns hmewrk Prviding pprtunities fr bth guided practice Uses multiple strategies t enable applicatin and review f cncepts riginal methd f instructin. based n skills that have nt been and independent perfrmance. students t synthesize, apply new in accrdance with guidelines. Assigns hmewrk based n taught in class. Systematically reviewing essential cncepts. knwledge, and make cnceptual Hmewrk assignments have infrmatin that has been taught in Using a variety f strategies fr applicatin and cnnectins within and acrss apprpriate cntent and purpse class; verall vlume is cnsidered. review f cncepts (ex: summarizing, synthesis, subject matter areas. which cnfrm t schl guidelines use f similarities/ differences, nnlinguistic Assigns hmewrk that is and Bard plicy. representatins, graphic rganizers) apprpriate in vlume, cntent, Assigning hmewrk that is apprpriate, purpse, depth, and relevancy. supprts, student learning, and is cnsistent with existing plicies. Classrm Observatin Instructinal Artifacts Prtflis (Student, Teacher) Examples f Student Wrk, Handuts, Assessment Materials Instructinal Plan fr a Single Lessn Adapted with permissin frm Granite Schl District Prfessinal Grwth and Evaluatin Cntinuum, Salt Lake City, Utah Page 7 f 11 Adapted frm Framewrk fr Teaching, Charltte Danielsn and New Teacher Center Cntinuum

8 Suth Shre Reginal Schl Bard Teacher Perfrmance Appraisal Identify the relevant statement(s) within each cmpnent. Cmments may be made in the bx belw the cmpnent, and will be based n, but nt limited t these teaching cmpnents and dmains. Educatrs in the SSRSB are expected t shw grwth twards level ne (exemplary expectatins) ver time as part f the appraisal prcess. Level fur cmments require immediate attentin. 3A The educatr shws and elicits respect while develping and maintaining psitive rapprt. Facilitating a caring and mtivating envirnment, where scial justice principles prevail. Encuraging psitive scial interactin. Administering cnstructive discipline that des nt demean the individual. Prmting cperative, cllabrative learning. Fsters a safe, inclusive, and equitable learning cmmunity. Facilitates student participatin t create & maintain a climate f equity, caring, and respect. Facilitates cllabratin in which students take initiative scially and academically t creatively slve prblems and address cnflict cperatively. Prmtes student leadership in and beynd classrms. Dmain 3 Learning Envirnment Facilitates a caring and mtivating envirnment. Encurages psitive scial interactin. Administers cnstructive discipline that des nt demean students. Prmtes cperative and cllabrative learning. Supprts student leadership in classrms. Builds rapprt with many students. Mdels respectful relatinships. Uses sme strategies t respnd t unfairness and disrespect. Uses sme strategies t develp students individual respnsibility and recgnitin f thers rights and needs. Teacher interactin is negative, demeaning, r inapprpriate t the age r culture f students. Disrespect is exhibited by teacher and/r students. Student interactins are characterized by cnflict, sarcasm, r put-dwns. Rules are incnsistent and based n whim f the teacher. Classrm Observatins Recrds n Student Behavir Peridic Questinnaires t Students Psted Cde f Cnduct/ PEBS Matrix/ Expectatins Cmments frm Clleagues 3B. The educatr advcates, nurtures, and sustains a culture fr learning. Setting and maintaining high expectatins. Develping self-mtivatin and active engagement in learning. Recgnizing the imprtance f peer relatinships in a climate f learning. Cnnecting curriculum with ther envirnments familiar t the learner. Making cnnectins t students infrmally utside f the classrm curse cntent. Playing an active rle in schl activities. Prviding schlastic help and encuragement. Students are encuraged t set persnal gals and high expectatins; this is mdeled. Challenges negative attitudes; helps ensure that all students are hnred in the schl. Actively prmtes individual and grup engagement. Cnsistently cnnects the curriculum with many ther envirnments familiar t the learner. Frequently cnverses with students infrmally abut their interests and activities. Leads many schl activities. Prvides extra help whenever it is needed by students. Sets and maintains high expectatins. Develps self-mtivatin and active engagement in learning. Recgnizes the imprtance f peer relatinships fr engagement in learning. Often cnnects lessns with ther envirnments familiar t the learner. Occasinally cnverses with students abut interests. Participates in sme schl activities. Prvides extra help n a scheduled basis. Expectatins exist in sme situatins. Sme engagement strategies are applied. Sme pprtunities fr grup interactin are prvided (i.e. cperative learning). Lessns are smetimes cnnected t hme r cultural envirnments. Seldm cnverses with students abut interests. Attends a few schl activities. Prvides extra help if a student makes a specific request. Incnsistent r lw expectatins exist in the classrm. Students are nt expected t engage in their wn learning r wrk with peers. Cnnectins aren t made t familiar envirnments. Interest in students lives utside the classrm is nt in evidence. Rarely attends schl activities. Rarely prvides schlastic supprt utside f the regular classrm times. Classrm Observatins Recrds n Student Behavir Peridic Questinnaires t Students Psted Cde f Cnduct/ PEBS Matrix/ Expectatins Cmments frm Clleagues 3C The educatr teaches and manages prcedures. Arranging and directing classrm and/r schl prcedures with minimum disruptin. Effectively managing transitins. Maximizing the amunt f class time spent in learning. Demnstrating rganizatin f materials t maximize student time n task. Teaching expectatins, applying prcedures and enfrcing rules cnsistently & effectively. Respnding t schl fire drills and situatins apprpriately. Assists all students develp and internalize equitable rutines, prcedures, habits. Facilitates student wnership f rules, habits, prcedures. Learning time is effectively utilized, thrugh effective rganizatin f materials, prcedures, and transitins. Encurages student leadership with respect t classrm prcedures and rutines. Respnds practively t schl fire drills, with apprpriate fllw-up with students. Arranges and directs classrm and/r schl prcedures with minimum disruptin. Manages transitins well. Maximizes the amunt f class time spent learning. Applies prcedures and enfrces rules cnsistently and effectively. Respnds t schl fire drills and situatins and fllws prcedures apprpriately. Establishes sme prcedures and classrm rules t supprt student learning. Students are aware f the prcedures. The majrity f structured time (i.e. reading, cntent fcus) is spent learning. Teaches sme classrm expectatins t students. Fllws prcedures in respnding t schl fire drills and situatins mst f the time. Minimal classrm rules, prcedures are evident. Directins and prcedures are smetimes cnfusing t students. Disruptins and discipline prblems cnsistently inhibit learning. Instructinal time is lst during transitins and in perfrming nninstructinal duties. Chas exists when respnding t schl drills r situatins. Classrm Observatins Recrds n Student Behavir Peridic Questinnaires t Students Psted Cde f Cnduct/ PEBS Matrix/ Expectatins Cmments frm Clleagues Adapted with permissin frm Granite Schl District Prfessinal Grwth and Evaluatin Cntinuum, Salt Lake City, Utah Page 8 f 11 Adapted frm Framewrk fr Teaching, Charltte Danielsn and New Teacher Center Cntinuum

9 3D Suth Shre Reginal Schl Bard Teacher Perfrmance Appraisal Identify the relevant statement(s) within each cmpnent. Cmments may be made in the bx belw the cmpnent, and will be based n, but nt limited t these teaching cmpnents and dmains. Educatrs in the SSRSB are expected t shw grwth twards level ne (exemplary expectatins) ver time as part f the appraisal prcess. Level fur cmments require immediate attentin. Facilities psitive envirnments in Explains & psts rules and Cmmunicates rules and Rules are nt defined, psted, r which students are guided t take a cnsequences. cnsequences verbally and/ r sends cmmunicated t students. strng rle in maintaining and Explains reasns fr disciplinary them hme in written frm. Put-dwns, sarcasm, and/ r mnitring their wn behavir. actins. Respnds t sme disruptive inapprpriate teacher bdy language Presents, adjusts, and facilitates Uses range f strategies. behavir. are smetimes used t cntrl instructin and daily activities s all Administers apprpriate Develps sme rutines fr student behaviur. students are cntinually engaged. cnsequences in a calm, classrm prcedures. Discipline is incnsistent and des Mdels, distributes, and psts the prfessinal manner. Creates a teacher- develped Cde nt crrelate t the infractin. class r schl- develped Cde f Uses fair and cnsistent practices. f Cnduct. Office referrals are at a high level. Cnduct. Frmulates and distributes the class- Students are frequently referred t Interpersnal cnflicts are ignred Investigates, cnsiders bth sides f develped Cde f Cnduct. the ffice. r dealt with incnsistently. interpersnal cnflict, and facilitates Investigates bth sides f student prblem slving. interpersnal cnflict. The educatr manages student behavir psitively. Cmmunicating and teaching rules, expectatins, and cnsequences, with student invlvement in their develpment. Using a range f apprpriate strategies. Administering cnsequences that fit the infractin with a calm, prfessinal demeanr. Applying fair and cnsistent practices using mdeling and a cllabratively develped, psted Cde f Cnduct. Investigating and cnsidering bth sides f interpersnal cnflict; prmting student invlvement in slutins. 3E The educatr prepares and maintains an envirnment cnducive t learning. Organizing the physical envirnment t maximize learning and t accmmdate individual differences / disabilities. Creating safe, rganized, attractive envirnments, which reflect & enrich learning. Managing available resurces and materials t encurage and stimulate learning. Exhibiting apprpriate presentatin strategies (ex: vlume f vice, eye cntact, mvement, bdy language, prximity, vcabulary, pacing) Uses the physical envirnment cmpletely as a resurce t prmte individual and grup learning. Students are able t cntribute t the changing design f the envirnment. Displays are a cmbinatin f student and teacher develped materials, used t enrich and supprt learning. Prmtes care f physical facilities, equipment, and instructinal resurces cnsistently. Uses varied effective materials and presentatin strategies n a cnsistent basis. Designs mvement patterns and access t resurces t prmte individual and grup engagement. Rm displays are used in learning activities. Prmtes care f physical facilities, equipment, and instructinal resurces mst f the time. Uses many effective materials and presentatin strategies mst f the time. Sme interpersnal cnflicts are investigated at teacher s discretin when time permits. Arranges and manages rm fr easy mvement and access t resurces. Rm displays represent current tpics f study, and usually are teacher develped r purchased. Smetimes prmtes care f physical facilities, equipment, and instructinal resurces. Uses sme effective presentatin strategies n an incnsistent basis. Mvement patterns are awkward and resurces are limited. Rm displays are limited and cnnectins t current tpics are nt evident. Interactins are ften inapprpriate and disrespectful between students and teacher, and between students. Presentatin strategies are limited, ineffective, and incnsistent in their use. Classrm Observatins Recrds n Student Behavir Peridic Questinnaires t Students Psted Cde f Cnduct/ PEBS Matrix/ Expectatins Cmments frm Clleagues Classrm Observatins Recrds n Student Behavir Peridic Questinnaires t Students Psted Cde f Cnduct/ PEBS Matrix/ Expectatins Cmments frm Clleagues Adapted with permissin frm Granite Schl District Prfessinal Grwth and Evaluatin Cntinuum, Salt Lake City, Utah Page 9 f 11 Adapted frm Framewrk fr Teaching, Charltte Danielsn and New Teacher Center Cntinuum

10 Suth Shre Reginal Schl Bard Teacher Perfrmance Appraisal Identify the relevant statement(s) within each cmpnent. Cmments may be made in the bx belw the cmpnent, and will be based n, but nt limited t these teaching cmpnents and dmains. Educatrs in the SSRSB are expected t shw grwth twards level ne (exemplary expectatins) ver time as part f the appraisal prcess. Level fur cmments require immediate attentin. 4A The educatr participates in prfessinal grwth and reflectin. Seeking ut pprtunities fr teacher- initiated prfessinal learning (ex: PLCs, cnferences, curses, mentring, c-teaching, study grups, ther jb-embedded pprtunities) and applying new learning. Participating actively in mandated prfessinal learning activities (schl, bard, department) Engaging in annual self-reflectin and evaluatin f persnal educatinal practices thrugh use f a Prfessinal Grwth Plan. Demnstrating students are learning (data n academic imprvement fr each student) Demnstrating knwledge f subject areas f respnsibility (cntent, skills, resurces). Staying current with advancements and develpments within areas f respnsibility. Demnstrating strng educatinal pedaggy. Seeks, attends and applies prfessinal learning t persnal and prfessinal grwth t supprt individual and schl-wide grwth. Participates in bth teacher-initiated and mandated learning pprtunities. Fcus n cntinual learning. Integrates analysis and reflectin int daily practice; uses a PGP. Applies learning and data frm a multitude f surces t refine student learning. Demnstrates strng knwledge f subject matter and pedaggy and stays current in all areas f respnsibility. Dmain 4 Prfessinal Respnsibilities Seeks ut pprtunities fr prfessinal learning. Applies prfessinal learning t individual educatinal settings. Evaluates and refines educatinal practices n an n-ging basis. Engages in annual self-reflectin and evaluatin f persnal educatinal practices thrugh PGP. Demnstrates that students are learning. Stays current with advancements and develpments within areas f respnsibility. Demnstrates knwledge f subject matter and/ r pedaggy. Attends regular required prfessinal develpment training. Sets gals thrugh the PGP prcess. Reflects sme n elements f teaching (e.g., pacing, prcedures, discipline, mvement, materials, etc). Uses limited infrmatin t determine student learning. Stays current with at least ne tpic f study. Knwledge f subject matter and/ r pedaggy is develping. Engages in few prfessinal develpment activities t enhance knwledge r skill. Des nt demnstrate reflectin f educatinal practice. Student prgress is nt clsely mnitred r used t plan instructin. Knwledge f subject matter and pedaggy requires further develpment. Cmmunicatin Lg Prfessinal Learning Recrds Reflective Jurnal Prfessinal Grwth Plan Materials frm Prfessinal Learning Opprtunities Dcumentatin f Sharing with Clleagues 4B The educatr interacts and cmmunicates with all partners. Develping psitive, cperative relatinships & cmmunicatin with educatin cmmunities, students, parents, peers, administratin, supprt staff, schl teams, external agencies, and cmmunity partners (as applicable). Cnsulting with individual parents regarding academic, scial, and emtinal needs. Maintaining cnfidentiality f recrds. Develping camaraderie with all staff members; cllabrating and cperating with clleagues. Maintaining and using Teacher Cmmunicatin Plans, with bjectives, assessment plan, and cmmunicatin techniques included. Articulating clear and apprpriate learning targets t students and parents. Cmmunicating intended utcmes f lessns in writing and t students. Engages families and relevant partners in a variety f respnsive, nging, tw-way cmmunicatins in supprt f student success. Structures a wide range f pprtunities fr families t cntribute t the classrm and schl cmmunity. Invlves parents in prblem slving t address academic, scial and emtinal needs. Actively engages all stake hlders in imprving learning. Demnstrates availability t students, parents, partners, and ther stakehlders. Maintains cnfidential recrds. Demnstrates leadership with respect t cllabratin. Uses full Cmmunicatin Plans fr all subjects; cnsistently cmmunicates utcmes t parents and students. Develps psitive and cperative relatinships with students, parents, peers, administratin, staff, and cmmunity. Establishes effective, nging cmmunicatin with students, parents, peers, administratin, staff, and cmmunity. Cnsults with individual parents abut success, academic, scial, r emtinal needs. Keeps cnfidential recrds as required. Cllabrates regularly. Uses Teacher Cmmunicatin Plans. Frequently cmmunicates intended utcmes f lessns in writing and t students thrughut lessns. Develps sme relatinships with sme partners. Cmmunicates with families at reprting perids and schl events. Advises families f prblems. Recrds are kept in an unsecured lcatin. Sme cllabratin takes place with sme peers. Uses a Teacher Cmmunicatin Plan which cntains bjectives, assessment plan and/r cmmunicatin techniques. Cmmunicates utcmes t students spradically. Teacher culd be mentred and pssibly have great grwth. Des nt build effective relatinships with parents, staff r the utside cmmunity. Cmmunicatin recrds are nt in evidence. Parents are unaware f student needs and/r prblems. Cnfidential infrmatin is nt kept private. Little evidence f cllabratin is bserved. A full Teacher Cmmunicatin Plan is nt used r is in develpment. Little evidence f cmmunicatin f utcmes t students r parents is bserved. Cmmunicatin Lg Prfessinal Learning Recrds Reflective Jurnal Prfessinal Grwth Plan Materials frm Prfessinal Learning Opprtunities Dcumentatin f Sharing with Clleagues Adapted with permissin frm Granite Schl District Prfessinal Grwth and Evaluatin Cntinuum, Salt Lake City, Utah Page 10 f 11 Adapted frm Framewrk fr Teaching, Charltte Danielsn and New Teacher Center Cntinuum

11 4C Suth Shre Reginal Schl Bard Teacher Perfrmance Appraisal Identify the relevant statement(s) within each cmpnent. Cmments may be made in the bx belw the cmpnent, and will be based n, but nt limited t these teaching cmpnents and dmains. Educatrs in the SSRSB are expected t shw grwth twards level ne (exemplary expectatins) ver time as part f the appraisal prcess. Level fur cmments require immediate attentin. Sets an example in behavir and Dresses apprpriately and mdels Dress is clean, but des nt always Appearance is smetimes prfessinal appearance. prfessinalism. reflect a prfessinal standard. inapprpriate, slppy r unkempt. Mdels and prmtes integrity, Mdels and encurages psitive Usually exhibits psitive behavir; Behavir is smetimes negative. fairness and ethical behavir. behavirs. but this is smetimes impacted by Demnstrates unethical behavir Fllws and supprts thers in Demnstrates integrity, fairness, persnal mds. smetimes. fllwing cdes f ethics f DOE, ethical behavir. Fllws mst schl plicies; is Prblems are nt addressed r are bard, schl plicies. Fllws educatinal cdes f ethics unaware f sme bard and addressed inapprpriately. Wrks with thers in slving as well as prvincial, bard, and prvincial plicies. Bundaries are nt cnsistently prblems at apprpriate levels. schl plicies. Usually slves prblems at the prfessinal. Keeps prfessinal and persnal Slves prblems at the apprpriate apprpriate level. bundaries at all times; is a rle level. Is aware f bundaries. mdel t peers Keeps prfessinal bundaries. The educatr maintains prfessinal appearance and behavir. Dressing apprpriately; mdeling prfessinalism. Demnstrating and prmting integrity, fairness, and ethical behavir. Fllwing educatinal cdes f ethics as well as prvincial, bard, and schl plicies. Slving prblems at the apprpriate level. Demnstrating prfessinal and persnal bundaries (cmmn sense, jkes, sarcasm). 4D The educatr perfrms needed nninstructinal duties. Utilizing cnsultatin and preparatin time fr prfessinal purpses. Accepting jb related respnsibilities including supprt f schl prgrams and activities. Perfrming necessary recrding keeping and reprting duties in a timely manner (ex: marks, attendance, discipline, paperwrk). Directing, bserving, evaluating, and prviding feedback t paraprfessinals, vlunteers, and peer tutrs as applicable. Implementing plicies and respnsibilities in the Educatin Act & SSRSB plicies. 4E The educatr demnstrates prfessinal leadership. Having prfessinal visin; setting gals accrdingly in PGP & Cmmunicatin Plan. Participating in prblem slving with thers. Facilitating prgressive, gal-riented schl. Making infrmal and timely decisins. Actively sliciting and prviding feedback. Demnstrating supprt fr schl visin, gals Serving n lead teams, cmmittees, schl imprvement teams (ex: accreditatin, Health Prmting Schls, Psitive Effective Behaviur Supprts, etc.) Maximizes cnsultatin and preparatin time individually and with clleagues. Teacher vlunteers t participate in schl events, making a substantial cntributin. Recrd keeping is accurate, timely, and directs instructin. Supprts teachers and thers in grwth thrugh directing, bserving, evaluating, and prviding descriptive feedback. Implements plicies and prfessinal respnsibilities and supprts thers in understanding/ interpreting plicies. Cmmunicates a prfessinal visin; cllabratively fcuses with thers n setting gals. Actively prblem slves with thers t reach gals & visin. Makes practive, nging adjustments and decisins in a timely manner. Slicits feedback actively and prvides feedback t thers within and utside f the schl. Demnstrates strng supprt fr schl visin and gals. Leads educatinal teams. Utilizes cnsultatin and preparatin time fr prfessinal purpses. Accepts jb related respnsibilities including supprt f schl prgrams and activities. Perfrms recrd keeping and reprting n time. Directs, bserves, evaluates, and prvides feedback t PSAs & vlunteers if applicable Implements plicies and respnsibilities. Has prfessinal visin & sets gals accrdingly. Participates in prblem slving. Facilitates a prgressive and galriented envirnment. Makes infrmal, practive and timely decisins. Actively slicits feedback. Prvides feedback when s requested. Demnstrates supprt fr schl visin and gals. Sits n educatin teams. Uses preparatin time incnsistently; is easily distracted & taken ff-task. Accepts jb related respnsibilities when specifically asked. Keeps required recrds, but des nt always submit these in a timely manner. Prvide directin t paraprfessinals, vlunteers and/ r peer tutrs withut bservatin r feedback. Implements mst plicies and respnsibilities. Sets gals as part f the PGP prcess. Participates in prblem slving n select issues with select clleagues. Makes decisins based n need. Feedback is accepted, but nt slicited. Smetimes shws supprt fr schl visin and gals. Has ffered t serve n an educatinal team. Uses preparatin time ineffectively r fr nn-teaching purpses. Des nt accept additinal respnsibilities. Des nt maintain r submit recrds t the required standard. Wrks alne with little prfessinal exchange with clleagues. Implements selected plicies and respnsibilities. Views teaching as a jb; n visin fr students. Wrks alne; nt invlved r aware f prblems r gals f the schl. Decisins are based n immediate issues rather than lng-term gals. Feedback is avided. Des nt demnstrate nging supprt f schl visin and gals. Willingness t serve n an educatinal team has nt been bserved. Cmmunicatin Lg Prfessinal Learning Recrds Reflective Jurnal Prfessinal Grwth Plan Materials frm Prfessinal Learning Opprtunities Dcumentatin f Sharing with Clleagues Cmmunicatin Lg Prfessinal Learning Recrds Reflective Jurnal Prfessinal Grwth Plan Materials frm Prfessinal Learning Opprtunities Dcumentatin f Sharing with Clleagues Cmmunicatin Lg Prfessinal Learning Recrds Reflective Jurnal Prfessinal Grwth Plan Materials frm Prfessinal Learning Opprtunities Dcumentatin f Sharing with Clleagues Adapted with permissin frm Granite Schl District Prfessinal Grwth and Evaluatin Cntinuum, Salt Lake City, Utah Page 11 f 11 Adapted frm Framewrk fr Teaching, Charltte Danielsn and New Teacher Center Cntinuum