SUMMATIVE EVALUATION. Evaluation of Non-Tenured Teaching Staff.

96
SUMMATIVE EVALUATION

Transcript of SUMMATIVE EVALUATION. Evaluation of Non-Tenured Teaching Staff.

Page 1: SUMMATIVE EVALUATION. Evaluation of Non-Tenured Teaching Staff.

SUMMATIVE EVALUATION

Page 2: SUMMATIVE EVALUATION. Evaluation of Non-Tenured Teaching Staff.

Evaluation of Non-Tenured Teaching Staff

Page 3: SUMMATIVE EVALUATION. Evaluation of Non-Tenured Teaching Staff.

18A:27-3.1 Evaluation of Performance of Nontenure Teacher

All nontenure teaching staff must be observed and evaluated in the performance of his or her duties at least three times per year

At least once each semester

Completed before April 30th

Each evaluation shall be followed by a conference

Purpose is to recommend as to reemployment, identify any deficiencies, extend assistance for their correction, and improve professional competence

Page 4: SUMMATIVE EVALUATION. Evaluation of Non-Tenured Teaching Staff.

Title 6 6A:32-4.5

Evaluation of nontenured teaching staff members

(e) The purposes of this procedure for the observation and evaluation of nontenured teaching staff members shall be to improve professional competence, identify deficiencies, extend assistance for the correction of such deficiencies, provide a basis for recommendations regarding reemployment, and improve the quality of instruction received by the pupils served by the public schools.

Page 5: SUMMATIVE EVALUATION. Evaluation of Non-Tenured Teaching Staff.

(b) Each board of education is required to adopt a policy for thesupervision of instruction, setting forth procedures for theobservation and evaluation of all nontenured teaching staffmembers which must be distributed to each nontenured teacherat the beginning of his or her employment.

Page 6: SUMMATIVE EVALUATION. Evaluation of Non-Tenured Teaching Staff.

Observations must be conducted for a minimum duration of one class period in a secondary school, and for one complete subject lesson in an elementary school.

Page 7: SUMMATIVE EVALUATION. Evaluation of Non-Tenured Teaching Staff.

Each observation must be followed by a conference between the observer and the staff member within 10 days.

Both parties should sign the written evaluation report and retain a copy.

Page 8: SUMMATIVE EVALUATION. Evaluation of Non-Tenured Teaching Staff.

The evaluatee has the right to submit a written disclaimer within 10 days following the conference. Any such disclaimer must be attached to the report

Page 9: SUMMATIVE EVALUATION. Evaluation of Non-Tenured Teaching Staff.

In addition to the requisite observations and evaluations, anannual written evaluation must be completed for nontenuredteaching staff members which addresses total performance as anemployee, including, but not limited to:

• performance areas of strength;

• performance areas in need of improvement basedupon the job description;

• a summary of available indicators of student progress andgrowth and a statement of how these indicators relate to theeffectiveness of the overall program and the performance ofthe individual teaching staff member, and

• an individual professional development plan developed bythe supervisor and the teaching staff member.

Page 10: SUMMATIVE EVALUATION. Evaluation of Non-Tenured Teaching Staff.

Evaluation of Tenured Teaching Staff

Page 11: SUMMATIVE EVALUATION. Evaluation of Non-Tenured Teaching Staff.

Title 6 6:32-4.4

Evaluation of tenured teaching staff members

(b) The purpose of the annual evaluation shall be to:

1. Promote professional excellence and improve the skills of teaching staff members;

2. Improve student learning and growth; and

3. Provide a basis for the review of performance of tenured teaching staff members.

Page 12: SUMMATIVE EVALUATION. Evaluation of Non-Tenured Teaching Staff.

(b) Each board of education is required to adopt a policy for thesupervision of instruction, setting forth procedures for theobservation and evaluation of all teaching staff members whichmust be distributed to each tenured teaching staff member nolater than October 1.

Page 13: SUMMATIVE EVALUATION. Evaluation of Non-Tenured Teaching Staff.

6A:32-4.4(C)

• The policies and procedures shall be developed under the direction of the school district’s chief school administrator in consultation with tenured teaching staff members….

Page 14: SUMMATIVE EVALUATION. Evaluation of Non-Tenured Teaching Staff.

The term, "evaluation" means "... a written evaluation preparedby the administrative or supervisory staff member who visitsthe work station for the purpose of observing a teaching staffmember's performance of the instructional process."

Page 15: SUMMATIVE EVALUATION. Evaluation of Non-Tenured Teaching Staff.

In addition to the requisite observations and evaluations, an annual writtenperformance report by the supervisor and an annual summary conferencebetween the supervisor and the teaching staff member

Page 16: SUMMATIVE EVALUATION. Evaluation of Non-Tenured Teaching Staff.

Annual Written Performance ReportShall be prepared by a certified supervisor who has participated in the evaluation of the teaching

staff member and shall include but not be limited to:

performance areas of strength;

performance areas in need of improvement based upon the job description;

a summary of available indicators of student progress and growth and a statement of how these indicators relate to the effectiveness of the overall program and the performance of the individual teaching staff member, and

an individual professional development plan developed by the supervisor and the teaching staff member.

Provisions for performance data, which have not been included in the report prepared by the supervisor, to be entered into the record by the evaluatee within 10 working days after the signing of the report

Page 17: SUMMATIVE EVALUATION. Evaluation of Non-Tenured Teaching Staff.

Annual Summary Conference

Shall be held before the written performance report is filed and shall include but not be limited to:

Review of the teaching staff member’s performance based on the job description Review of the teaching staff member’s progress

toward the objectives of the individual development plan developed at the previous annual conference

Review of the available indicators of student progress and growth toward the program objectives, and

Review of the annual written performance report and the signing of said report within 5 working days of the review

Page 18: SUMMATIVE EVALUATION. Evaluation of Non-Tenured Teaching Staff.

EFFECTIVE SUPERVISORY PROCESSES MUST ACCOMMODATE AT LEAST TWO MAJOR PURPOSES:

• THE DEVELOPMENT AND IMPROVEMENT OF TEACHER COMPETENCIES AND

• THE EVALUATION OF TEACHERS

Page 19: SUMMATIVE EVALUATION. Evaluation of Non-Tenured Teaching Staff.

GOALS FOR SUPERVISION AND EVALUATION

• TO IMPROVE INSTRUCTION TO INCREASE THE PROBABILITY OF STUDENT LEARNING.

• TO ASSESS AND IMPROVE PROFESSIONAL PERFORMANCE

Page 20: SUMMATIVE EVALUATION. Evaluation of Non-Tenured Teaching Staff.

Descriptors of Good Teaching

The descriptors of good teaching presented below portray a professional function that is complex and difficult, requiring a broad range of knowledge, attitudes and techniques. The descriptors are only a framework; they require that local districts examine them and give them specific meaning.For organizational purposes, the descriptors are listed in three area: academics, pedagogy and professionalism.

Page 21: SUMMATIVE EVALUATION. Evaluation of Non-Tenured Teaching Staff.

I. Academics

A. The teacher communicates a positive regard for students and their learning.

B. In interacting with students, the teacher clearly communicates expectations which are challenging and stimulating.

Page 22: SUMMATIVE EVALUATION. Evaluation of Non-Tenured Teaching Staff.

C. Teaching reflects a keen understanding of subject matter.

D. Teaching reflects thoughtful planning.

E. Instructional materials reflect the goals, objectives and content of the curriculum or student's IEP.

Page 23: SUMMATIVE EVALUATION. Evaluation of Non-Tenured Teaching Staff.

II. Pedagogy

A. The teacher evaluates outcomes of instruction for the achievement of stated goals, as well as goals which emerge as teaching unfolds.

B . The teacher is able to identify the significant aspects of his/her own instructional practice which promote student learning.

Page 24: SUMMATIVE EVALUATION. Evaluation of Non-Tenured Teaching Staff.

c . The teacher provides opportunities for students to be creative, analytical, and evaluative.

D . Teaching reflects an understanding of the students' developmental learning needs.

Page 25: SUMMATIVE EVALUATION. Evaluation of Non-Tenured Teaching Staff.

E. The teacher acts as a decision maker who takes charge of instruction, reflects on practice, and makes appropriate choices as teaching proceeds.

F . The teacher believes what he/she teaches is important and exciting and communicates that enthusiasm to the students.

Page 26: SUMMATIVE EVALUATION. Evaluation of Non-Tenured Teaching Staff.

G . The teacher knows about, chooses from, and implements different approaches to teaching.

H . Tasks provided for students are challenging and interesting, yet within their capabilities.

Page 27: SUMMATIVE EVALUATION. Evaluation of Non-Tenured Teaching Staff.

III. Professionalism

A. Teaching practice is consistent with the ethical standards of the profession.

B . The teacher interacts with colleagues about teaching problems and practices, offering and receiving help.

Page 28: SUMMATIVE EVALUATION. Evaluation of Non-Tenured Teaching Staff.

C. The teacher is sensitive to minority, gender and social issues.

D. The teacher demonstrates a commitment to the continuing development of teaching skills.

Page 29: SUMMATIVE EVALUATION. Evaluation of Non-Tenured Teaching Staff.

E. Interacting with students, the teacher develops a sense of community, characterized by a common commitment to work together and a shared responsibility for making classroom life productive and meaningful.

Page 30: SUMMATIVE EVALUATION. Evaluation of Non-Tenured Teaching Staff.

DESCRIPTORS AND INDICATORS OF GOOD

TEACHINGBLOOMFIELD PUBLIC

SCHOOLS

Page 31: SUMMATIVE EVALUATION. Evaluation of Non-Tenured Teaching Staff.

I. Academics

In interacting with students, the teacher clearly communicates expectations, which are stimulating and challenging

1. by challenging the ability of each student in using a variety of prepared and original materials at appropriate levels.

2. by insuring that students are actively engaged in appropriate learning activities throughout the period.

Page 32: SUMMATIVE EVALUATION. Evaluation of Non-Tenured Teaching Staff.

Academics

Teacher possesses and exhibits a keen knowledge and understanding of subject matter

1. by giving appropriate responses to students’ questions.2. by addressing appropriate objectives in the planning and

delivery of subject matter.3. by remaining current in the area(s) of assignment (i.e.,

taking course work, reading journals, attending workshops and visiting other programs, etc.)

4. by maximizing meaning for learners through relevant examples.

Page 33: SUMMATIVE EVALUATION. Evaluation of Non-Tenured Teaching Staff.

Teacher exhibits thoughtful and effective planning

1. by writing plans that are consistent with approved district curriculum and providing appropriate time allocations for implementation.

2. by planning to address the varying student aptitudes and interest.

3. by having instructional materials that relate to the planned activities on hand and ready to be used.

4. by selecting appropriate methods and materials for content to be taught.

5. by planning activities to make the most effective use of academic learning time.

Page 34: SUMMATIVE EVALUATION. Evaluation of Non-Tenured Teaching Staff.

Instruction reflects the goals, objectives and content of the curriculum or student's IEP

1. by using the approved district textbooks, materials, tests and management systems.

2. by using prepared and teacher made supplementary materials matching appropriate program goals and objectives.

3. by educating students in a manner consistent with the goals and objectives of the curriculum

4. by teaching to the intended objective.

Page 35: SUMMATIVE EVALUATION. Evaluation of Non-Tenured Teaching Staff.

II. Pedagogy

The teacher communicates a positive regard for students and their learning

1. by establishing an appropriate rapport with the students and encouraging an atmosphere conducive to learning.

2. by providing positive feedback, reinforcement and praise for student success.

3. by honoring incorrect responses and helping the student to reach the correct answer.

4. by working to facilitate the success of each student.

Page 36: SUMMATIVE EVALUATION. Evaluation of Non-Tenured Teaching Staff.

The teacher evaluates outcomes of instruction for the achievement of stated goals and demonstrates the ability to monitor and adjust

1. by utilizing periodic testing, composed of items that measure the objectives in the curriculum being taught.

2. by employing a variety of evaluation techniques.

3. by monitoring the learning and adjusting instruction to address the multiple learning styles of students.

Page 37: SUMMATIVE EVALUATION. Evaluation of Non-Tenured Teaching Staff.

The teacher is able to identify the significant aspects of his/her own instructional practices that promote student learning

1. by reflectively planning lessons based upon prior successes.

2. by active participation in post-observation conference.

Page 38: SUMMATIVE EVALUATION. Evaluation of Non-Tenured Teaching Staff.

The teacher provides opportunities for students to be creative, analytical, and evaluative

1. by designing activities that focus on the higher level thinking skills.

2. by including, as appropriate, activities that encourage student creativity.

Page 39: SUMMATIVE EVALUATION. Evaluation of Non-Tenured Teaching Staff.

Teaching reflects an understanding of the students’ developmental learning needs

1. by developing lesson plans, delivering instruction and providing activities that are appropriate to the developmental age of the students.

2. by adjusting instruction to meet the needs of special students.

Page 40: SUMMATIVE EVALUATION. Evaluation of Non-Tenured Teaching Staff.

The teacher believes what he/she teaches is important and exciting and communicates that enthusiasm to the students

1. by creating an environment that promotes student motivation.

2. by modeling enthusiasm for the subject being taught.

3. by relating the learning to the lives of the students where appropriate.

Page 41: SUMMATIVE EVALUATION. Evaluation of Non-Tenured Teaching Staff.

The teacher knows about, chooses from, and implements different approaches to teaching

1. by designing activities that actively involve the student in the learning during the lesson.

2. by providing remedial materials and enrichment materials as required by the needs of the individual students.

Page 42: SUMMATIVE EVALUATION. Evaluation of Non-Tenured Teaching Staff.

Tasks provided for students are challenging and interesting, and at the correct level of difficulty

1. by selecting learning activities that are relevant to the intended objective.

2. by selecting learning activities that promote student success.

3. by providing learning activities that tend to be motivating to the student.

Page 43: SUMMATIVE EVALUATION. Evaluation of Non-Tenured Teaching Staff.

III. Professionalism

Teaching practice is consistent with the ethical standards of the profession

1. by adhering to district and school policies and regulations.

2. by performing those duties listed in the job description.

3. by adhering to the teacher code of ethics promulgated by the National Education Association.

Page 44: SUMMATIVE EVALUATION. Evaluation of Non-Tenured Teaching Staff.

The teacher interacts with colleagues about teaching problems and practices, offering and receiving help

1. by active participation on building and district committees.2 by working constructively toward meeting school district

objectives. 3. by actively participating in activities of the school in addition

to assigned classroom duties. 4. by assisting colleagues, by sharing ideas, materials and

methodology. 5. by constructive participation in the process of finding solutions

to school and district-related problems. by demonstrating a positive attitude toward the school, the

district and the profession.

Page 45: SUMMATIVE EVALUATION. Evaluation of Non-Tenured Teaching Staff.

The teacher is sensitive to minority, gender and social issues and the individual needs of students

1. by treating each student without regard to race, religion or gender.

2. by planning activities which group students without regard to religion, race or gender.

3. by actively participating in affirmative action workshops and activities of the school district.

4. by accommodating the special needs of students.

Page 46: SUMMATIVE EVALUATION. Evaluation of Non-Tenured Teaching Staff.

The teacher demonstrates a commitment to the continuing development of teaching skills

1. by taking advantage of in-service, staff development and educational opportunities provided by the school district.

2. by pursuing activities outside of the school district which would result in enhancing competence and currency.

Page 47: SUMMATIVE EVALUATION. Evaluation of Non-Tenured Teaching Staff.

The teacher develops a sense of community, characterized by a common commitment to work together and a shared responsibility for making classroom life productive and meaningful

1. by developing a shared sense of purpose with the students in the classroom.

2. by providing a classroom environment that is well managed and conducive to learning.

3. by expressing a genuine concern for the success of the students.

Page 48: SUMMATIVE EVALUATION. Evaluation of Non-Tenured Teaching Staff.

6:32-4.4 Evaluation of Tenured Teaching Staff Members

(f) The annual written performance report … shall include, but not be limited to:

1. Performance areas of strength;

2. Performance areas needing improvement based upon the job description;

3. An individual professional improvement plan developed by the supervisor and the teaching staff member;

4. A summary of available indicators of pupil progress and growth …

Page 49: SUMMATIVE EVALUATION. Evaluation of Non-Tenured Teaching Staff.
Page 50: SUMMATIVE EVALUATION. Evaluation of Non-Tenured Teaching Staff.
Page 51: SUMMATIVE EVALUATION. Evaluation of Non-Tenured Teaching Staff.
Page 52: SUMMATIVE EVALUATION. Evaluation of Non-Tenured Teaching Staff.
Page 53: SUMMATIVE EVALUATION. Evaluation of Non-Tenured Teaching Staff.
Page 54: SUMMATIVE EVALUATION. Evaluation of Non-Tenured Teaching Staff.
Page 55: SUMMATIVE EVALUATION. Evaluation of Non-Tenured Teaching Staff.
Page 56: SUMMATIVE EVALUATION. Evaluation of Non-Tenured Teaching Staff.
Page 57: SUMMATIVE EVALUATION. Evaluation of Non-Tenured Teaching Staff.
Page 58: SUMMATIVE EVALUATION. Evaluation of Non-Tenured Teaching Staff.

Level of Performance

ElementUnsatisfactory Basic Proficient Distinguished

Knowledge ofCharacteristicsof Age Group

Teacher displaysminimal knowledgeof developmentalcharacteristics ofage group.

Teacher displaysgenerally accurateknowledge ofdevelopmentalcharacteristics of agegroup.

Teacher displaysthoroughunderstanding oftypicaldevelopmentalcharacteristics ofage group as well asexceptions togeneral patterns.

Teacher displaysknowledge of typicaldevelopmentalcharacteristics ofage group,exceptions to thepatterns, and theextent to which eachstudent follows thepatterns.

Knowledge ofStudents=VariedApproaches toLearning

Teacher isunfam iliar with thedifferent approachesto learning thatstudents exhibit,such as learningstyles, mo dalities,and differentintelligences.

Teacher displaysgeneralunderstanding of thedifferent approachesto learning thatstudents exhibit.

Teacher displayssolid understandingof the differentapproaches tolearning that differentstudents exhibit.

Teacher uses, whereappropriate,knowledge ofstudents= variedapproaches tolearning ininstructionalplanning.

Knowledge ofStudents=Skills andKnowledge

Teacher displayslittle knowledge ofstudents= skills andknowledge and doesnot indicate thatsuch knowledge isvaluable.

Teacher recognizesthe value ofunderstandingstudents= skills andknowledge butdisplays thisknowledge for theclass only as awhole.

Teacher displaysknowledge ofstudents= skills andknowledge forgroups of studentsand recognizes thevalue of thisknowledge.

Teacher displaysknowledge ofstudents= skills andknowledge for eachstudents, includingthose with specialneeds.

Knowledge ofStudents=Interests andCulturalHeritage

Teacher displayslittle knowledge ofstudents=interestsor cultural heritageand does notindicate that suchknowledge isvaluable

Teacher recognizesthe value ofunderstandingstudents=interests orcultural heritage butdisplays thisknowledge for theclass only as a whole

Teacher displaysknowledge of theinterests or culturalheritage of groups ofstudents andrecognizes the valueof this knowledge

Teacher displaysknowledge of theinterests or culturalheritage of eachstudent.

Page 59: SUMMATIVE EVALUATION. Evaluation of Non-Tenured Teaching Staff.
Page 60: SUMMATIVE EVALUATION. Evaluation of Non-Tenured Teaching Staff.
Page 61: SUMMATIVE EVALUATION. Evaluation of Non-Tenured Teaching Staff.
Page 62: SUMMATIVE EVALUATION. Evaluation of Non-Tenured Teaching Staff.
Page 63: SUMMATIVE EVALUATION. Evaluation of Non-Tenured Teaching Staff.
Page 64: SUMMATIVE EVALUATION. Evaluation of Non-Tenured Teaching Staff.

InstructionalGroups

Instructional groupsdo not support theinstructional goalsand offer not variety.

Instructional groupsare inconsistent insuitability to theinstructional goalsand offer minimalvariety.

Instructional groupsare varied, asappropriate to thedifferent instructionalgoals.

Instructional groupsare varied, asappropriate to thedifferent instructionalgoals. There isevidence of studentchoice in selectingdifferent patterns ofinstructional groups.

Lesson andUnitStructure

The lesson or unithas no clearly definedstructure or thestructure is chaotic.Time allocations areunrealistic.

The lesson or unit hasa recognizablestructure, althoughthe structure is notuniformly maintainedthroughout . Mosttime allocations arereasonable.

The lesson or unithas a clearly definedstructure thatactivities areorganized around.Time allocations arereasonable.

The lesson=s orUnit=s structure isclear and allows fordifferent pathwaysaccording to studentneeds.

Level of Perform ance

Elem entUnsatisfactory Basic Proficient Distinguished

LearningActivities Learning activities are

not suitable tostudents orinstructional goals.They do not follow anorganizedprogression and donot reflect recentprofessionalresearch.

O nly some of thelearning activities aresuitable to students orinstructional goals.Progression ofactivities in the unit isuneven, and onlysom e activities reflectrecent professionalresearch.

M ost of the learningactivities are suitableto students andinstructional goals.Progression ofactivities in the unit isfairly even, and mostactivities reflectrecent professionalresearch.

Learning activities arehighly relevant tostudents andinstructional goals.They progresscoherently, producinga unified whole andreflecting recentprofessional research.

InstructionalM aterials andResources M aterials and

resources do notsupport theinstructional goals orengage students inm eaningful learning.

Some of the materialsand resourcessupport theinstructional goals,and som e engagestudents inm eaningful learning.

All ma terials andresources support theinstructional goals,and most engagestudents inm eaningful learning.

All ma terials andresources support theinstructional goalsand most engagestudents inm eaningful learning.There is evidence ofstudent participationin selection oradapting materials

Page 65: SUMMATIVE EVALUATION. Evaluation of Non-Tenured Teaching Staff.
Page 66: SUMMATIVE EVALUATION. Evaluation of Non-Tenured Teaching Staff.

Level of Performance

ElementUnsatisfactory Basic Proficient Distinguished

CongruencewithInstructionalGoals

Content and methodsof assessment lackcongruence withinstructional goals

Some of theinstructional goalsare assessed throughthe proposedapproach, but manyare not.

All the instructionalgoals are nominallyassessed through theproposed plan, butthe approach is moresuitable to somegoals than to others.

The proposedapproach toassessment iscompletely congruentwith the instructionalgoals both in contentand process.

Criteria andStandards

The proposedapproach contains noclear criteria orstandards.

Assessment criteriaand standards havebeen developed, butthey are either notclear or have notbeen clearlycommunicated tostudents

Assessment criteriaand standards areclear and have beenclearly communicatedto students.

Assessment criteriaand standards areclear and have beenclearly communicatedto students. There isevidence thatstudents contributedto the development ofthe criteria andstandards.

Use forPlanning

The assessmentresults affect planningfor these studentsonly minimally.

Teacher usesassessment results toplan for the class as awhole.

Teacher usesassessment results toplan for individualsand groups ofstudents.

Students are aware ofhow they are meetingthe establishedstandards andparticipate in planningthe next steps.

Page 67: SUMMATIVE EVALUATION. Evaluation of Non-Tenured Teaching Staff.
Page 68: SUMMATIVE EVALUATION. Evaluation of Non-Tenured Teaching Staff.

Level of Performance

ElementUnsatisfactory Basic Proficient Distinguished

TeacherInteractionwith Students

Teacher interactionwith at least somestudents is negative,demeaning,sarcastic, orinappropriate to theage or culture of thestudents. Studentsexhibit disrespect forteachers

Teacher-studentinteractions are

generally appropriatebut may reflect

occasionalinconsistencies,

favoritism, ordisregard for

students=cultures.Students exhibit onlym inim al respect for

teacher.

Teacher-studentinteractions arefriendly anddemo nstrate generalwarm th, caring, andrespect. Suchinteractions areappropriate todevelopm ental andcultural norm s.Students exhibitrespect for teacher

Teacherdemo nstratesgenuine caring andrespect for individualstudents. Studentsexhibit respect forteacher as anindividual, beyondthat for the role.

StudentInteractions Student interactions

are characterized byconflict, sarcasm, orput-downs.

Students do notdemo nstratenegative behaviortoward one another.

Student interactionsare generally politeand respectful.

Studentsdemo nstrate genuinecaring for oneanother asindividuals and asstudents.

Page 69: SUMMATIVE EVALUATION. Evaluation of Non-Tenured Teaching Staff.
Page 70: SUMMATIVE EVALUATION. Evaluation of Non-Tenured Teaching Staff.

Level of Performance

ElementUnsatisfactory Basic Proficient Distinguished

Importanceof theContent

Teacher or studentsconvey a negativeattitude toward thecontent, suggestingthat the content is notimportant or ismandated by others.

Teachercommunicatesimportance of thework but with littleconviction and onlyminimal apparentbuy-in by thestudents.

Teacher conveysgenuine enthusiasmfor the subject, andstudents demonstrateconsistentcommitment to itsvalue.

Students demonstratethrough their activeparticipation,curiosity, andattention to detail thatthey value thecontents importance.

Student Pridein Work

Students demonstratelittle or no pride intheir work. Theyseem to be motivatedby the desire tocomplete a taskrather than do high-quality work.

Students minimallyaccept theresponsibility to dogood work but investlittle of their energy inthe quality of thework.

Students acceptteacher insistence onwork of high qualityand demo nstratepride in that work.

Students takeobvious pride in theirwork and initiateimp rovem ents in it,for examp le, byrevising drafts ontheir own initiative,helping peers, andensuring that high-quality work isdisplayed.

Page 71: SUMMATIVE EVALUATION. Evaluation of Non-Tenured Teaching Staff.
Page 72: SUMMATIVE EVALUATION. Evaluation of Non-Tenured Teaching Staff.
Page 73: SUMMATIVE EVALUATION. Evaluation of Non-Tenured Teaching Staff.
Page 74: SUMMATIVE EVALUATION. Evaluation of Non-Tenured Teaching Staff.
Page 75: SUMMATIVE EVALUATION. Evaluation of Non-Tenured Teaching Staff.
Page 76: SUMMATIVE EVALUATION. Evaluation of Non-Tenured Teaching Staff.
Page 77: SUMMATIVE EVALUATION. Evaluation of Non-Tenured Teaching Staff.
Page 78: SUMMATIVE EVALUATION. Evaluation of Non-Tenured Teaching Staff.
Page 79: SUMMATIVE EVALUATION. Evaluation of Non-Tenured Teaching Staff.
Page 80: SUMMATIVE EVALUATION. Evaluation of Non-Tenured Teaching Staff.
Page 81: SUMMATIVE EVALUATION. Evaluation of Non-Tenured Teaching Staff.
Page 82: SUMMATIVE EVALUATION. Evaluation of Non-Tenured Teaching Staff.

Level of Performance

ElementsUnsatisfactory Basic Proficient Distinguished

Represen-tation ofContent

Representation ofcontent is inappropriateand unclear or uses poorexamples and analogies

Representation ofcontent is inconsistent inquality. Some is doneskillfully, with goodexamples; other portionsare difficult to follow.

Representation ofcontent is appropriateand links well withstudents= knowledge andexperience.

Representation of content isappropriate and links well withstudents= knowledge andexperience. Studentscontribute to representation ofcontent.

Activities andAssignm ents

Activities andassignm ents areinappropriate for studentsin term s of their age orbackgrounds. Studentsare not engagedm entally.

Som e activities andassignm ents areappropriate to studentsand engage themm entally, but others donot.

M ost activities andassignm ents areappropriate to students.Alm ost all students arecognitively engaged inthem.

All students are cognitivelyengaged in the activities andassignm ents in theirexploration of content.Students initiate or adaptactivities and project s toenhance understanding.

Grouping ofstudents

Instructional groups areinappropriate to studentsor to the instructionalgoals.

Instructional groups areonly partially appropriateto the students or onlym oderately successful inadvancing theinstructional of a lesson.

Instructional groups areproductive and fullyappropriate to studentsor to the instructionalgoals of a lesson.

Instructional groups areproductive and fullyappropriate to the instructionalgoals of a lesson. Studentstake the initiative to influenceinstructional groups toadvance their understanding.

InstructionalM aterials andResources

Instructional materialsand resources areunsuitable to theinstructional goals or donot engage students

Instructional materialistand resources arepartially suitable to theinstructional goals, orstudents= level of

Instructional materialsand resources aresuitable to theinstructional goals andengage students

Instructional materials andresources are suitable to theinstructional goals and engagestudents m entally. Studentsinitiate the choice,

m entally. m ental engagem ent ism oderate.

m entally. adaptations, or creation ofm aterials to enhance their ownpurposes.

Structure andPacing

The lesson has no clearlydefined structure, or thepacing of the lesson istoo slow or rushed, orboth.

The lesson has arecognizable structure,although it is notuniform ly maintainedthroughout the lesson.Pacing of the lesson isinconsistent.

The lesson has a clearlydefined structure aroundwhich the activities areorganized. Pacing of thelesson is inconsistent.

The lesson=s structure ishighly coherent, allowing forreflection and closure asappropriate. Pacing of thelesson is appropriate for allstudents.

Page 83: SUMMATIVE EVALUATION. Evaluation of Non-Tenured Teaching Staff.

In addition to the requisite observations and evaluations, anannual evaluation must be completed for both tenured andnontenured personnel which addresses total performance as anemployee, including, but not limited to:

• performance areas of strength;

• performance areas in need of improvement basedupon the job description;

• a summary of available indicators of pupil progress andgrowth and a statement of how these indicators relate to theeffectiveness of the overall program and the performance ofthe individual teaching staff member, and

• an individual professional improvement plan developed bythe supervisor and the teaching staff member (4.1(a)).

Page 84: SUMMATIVE EVALUATION. Evaluation of Non-Tenured Teaching Staff.

N.J.A.C. 6:3- 4.32. "Indicators of pupil progress and growth means

the results of formal and informal assessment of pupils as defined in N.J.A.C. 6:39;

3. "Individual professional improvement plan" is a written statement of actions developed by the supervisor and the teaching staff member to correct deficiencies or to continue professional growth, timelines for their implementation, and the responsibilities of the individual teaching staff member and the district for implementing the plan;

Page 85: SUMMATIVE EVALUATION. Evaluation of Non-Tenured Teaching Staff.
Page 86: SUMMATIVE EVALUATION. Evaluation of Non-Tenured Teaching Staff.

PERFORMANCE AREAS OF STRENGTH:

PERFORMANCE AREAS NEEDING IMPROVEMENT:

RECOMMENDATIONS FOR PROFESSIONAL GROWTH:

INDICATORS OF PUPIL PROGRESS:

Page 87: SUMMATIVE EVALUATION. Evaluation of Non-Tenured Teaching Staff.

PERFORMANCE AREAS OF STRENGTH:

• Statements should be of a reinforcement nature of observed techniques and/or behaviors.

Page 88: SUMMATIVE EVALUATION. Evaluation of Non-Tenured Teaching Staff.

PERFORMANCE AREAS NEEDING IMPROVEMENT

Statements should :

• directly relate to criteria as set forth in the district’s model for supervision document and job description.

• Be of observed behavior

• Should be translated into PIP objectives on the PIP document

Page 89: SUMMATIVE EVALUATION. Evaluation of Non-Tenured Teaching Staff.

RECOMMENDATIONS FOR PROFESSIONAL GROWTH:

• May also refer to areas needing improvement

• Should be translated into PIP objectives on the PIP document

Page 90: SUMMATIVE EVALUATION. Evaluation of Non-Tenured Teaching Staff.

INDICATORS OF PUPIL PROGRESS:

• Statements should relate to how students have progressed/grown during the school year.

• Reference may be made to statistical as well as qualitative measurements and observations

Page 91: SUMMATIVE EVALUATION. Evaluation of Non-Tenured Teaching Staff.

PERFORMANCE AREAS OF STRENGTH:

Mr. X’s greatest strength is in his knowledge of his subject matter. He is a true scholar who makes every effort to keep current in his field. His students benefit greatly from his preparation. He is always well prepared and goes out of his way to help his students succeed. He often comes in early and stays late in order to assist his students.

PERFORMANCE AREAS NEEDING IMPROVEMENT:

Mr. X is encouraged to vary his teaching strategies. Although he is a master lecturer, it would be helpful for his students to be exposed to other techniques. It is also necessary that Mr. X monitor the learning of all of the students and make adjustments to the lesson as necessary.

RECOMMENDATIONS FOR PROFESSIONAL GROWTH:

It is recommended that Mr. X increase his knowledge in the area of student learning styles.

INDICATORS OF PUPIL PROGRESS:

Students from Mr. X’s classes generally continue their studies in science and do very well when they move on to the next level. His students generally do well on the departmental final exams, and Achievement Test and AP Test scores are well above average for the students that elect to take them. There is, however, a slightly larger than expected dropout rate during the year particularly for beginning students.

Page 92: SUMMATIVE EVALUATION. Evaluation of Non-Tenured Teaching Staff.

PIP RESULTS

• Restate PIP objectives from the previous school year

• Include a statement of the degree of accomplishment of each objective.

Page 93: SUMMATIVE EVALUATION. Evaluation of Non-Tenured Teaching Staff.
Page 94: SUMMATIVE EVALUATION. Evaluation of Non-Tenured Teaching Staff.

Mr. X will become knowledgeable about learning styles and vary his teaching accordingly

Mr. X Dr. Elovitz

High School

Read Multiple intelligences in the classroom.(characteristics of the eight types of intelligences as identified by Howard Gardner) : An article from: Education [HTML] (Digital)by Jennifer L. Nolen

Participate in the district’s 4Mat workshop

Invite supervisor to observe alternative lessons

By Sept 1st

October

Nov. - June

Page 95: SUMMATIVE EVALUATION. Evaluation of Non-Tenured Teaching Staff.

Mr. X will monitor his teaching by checking for understanding and will adjust his teaching if necessary

Mr. X Dr. Elovitz

High School

Review the appropriate chapter in Hunter’s Mastery Teaching and view tape

Observe Mrs. Y’s class

Invite supervisor to observe lessons

By Sept 30th

October

Nov. - June

Page 96: SUMMATIVE EVALUATION. Evaluation of Non-Tenured Teaching Staff.

Summative Sequence

• Teacher submits data on progress toward PIP, professional activities, and pupil progress

• Evaluation conference to assess teacher performance (draft report may be presented)

• Written report to teacher

• Second conference if requested by teacher

• PIP conference to finalize objectives and agree to action plans