Teacher Evaluation Plan

		Teacher provides a positive environment that enables students to find something good about themselves and their school environment. Intrinsic and/or extrinsic reinforcement, social (such as teacher praise), and activity rewards are in place to meet the student's needs for approval of effort and success.
2.	STUDENT INVOLVEMENT
		Students participate in specific observable activities and mental processes related to desired academic objectives; wandering off the objective wastes time and learners lose focus of the learning.
3.	CLASSROOM APPEARANCE
		Classroom is neat, organized, promotes creativity, encourages interest, and increases motivation.
4.	CLASSROOM ATMOSPHERE
		Teacher projects a sense of caring; Teacher structures surrounding influences that foster a sense of belonging where unique needs are met and there are many chances to succeed.
5.	TEACHER PROMPTNESS
		Teacher is in the room on time; time is not wasted during beginning of the day or beginning of each class/subject.
6.	STUDENT INTEREST LEVEL
		Students participate freely in a non-threatening manner by indicating understanding, confusion, opposition, etc.; answering questions, working on assignments, asking questions.
7.	LEVEL OF RESPECT
		A positive, social-emotional climate is present where warmth, acceptance, personal interest, courtesy, use of proper language is present throughout the classroom. Teacher acts as a role model, etc.
8.	BEHAVIORAL EXPECTATION/CONSEQUENCES
		Teacher uses positive reinforcements to motivate students toward desired goals and acceptable behavior, e.g. praise, rewards, smiles, personal interest, close proximity, courtesy, accepting feelings, etc. Limits for acceptable behavior through a classroom management plan are set. Consequences of student choices of disruptive behavior are emphasized. Negative reinforcement is both reasonable and workable.
9.	STUDENT RESPONSIBILITY
		Teacher assists students in understanding the consequences of their choices; teacher effects study skills vital to the accomplishment of the tasks set for students, such as, listening to directions, productive use of time for assignments, providing a supportive study environment, note taking, reading for retention, etc.; encourages students to improve their thinking and problem-solving skills; finds ways to get students to cooperate with one another.
10.	RAPPORT/STUDENT
		Teacher responds constructively to student needs and concerns; uses verbal and non-verbal classroom management techniques effectively provides positive reinforcement for acceptable behavior and performance; respects students contributions to class by maintaining a supportive environment for the students.
11.	USE OF INSTRUCTIONAL ASSISTANTS (IF APPLICABLE)
		Assures that students' time with instructional assistance is productive, communicates expectations effectively to assistants; clearly communicates need and desired outcomes to assistants.
PLANNING AND ORGANIZATION
1.	LESSON/UNIT PLANNING
		Lesson/unit plans should be prepared and the learning, activity, and conditions identified (pg. number, ditto, etc.); plans should be completed and available for administrator as required.
2.	ACADEMIC EXPECTATIONS
		Classroom and individual goals are set. Teacher expects success from all students, regardless of ability levels. Teacher keeps students challenged.
3.	PREPARATION/MATERIALS
		Materials for instruction are readily available and a variety of teaching materials is utilized to vary instruction.
4.	MEANINGFUL OBJECTIVES
		Teacher should be able to communicate appropriate objectives for a lesson when asked to do so.
5.	LEARNING OPPORTUNITIES/STYLES
		Uses a variety of structures in materials and methods to involve all students.
6.	MODIFICATIONS FOR SPECIAL NEEDS STUDENTS
		Individual student's needs, styles of learning, and levels of instruction are recognized and addressed. (All students with special needs do not require special education, e.g., have an IEP or gifted education.)
7.	APPROPRIATE TO CURRICULUM
		Lessons taught are directly related to district adopted curriculum.
8.	ACCURATE RECORD KEEPING
		Record keeping documents student progress, attendance, parent communication, special needs modifications, etc. as required by school district/administration.
LESSON PRESENTATION
1.	UTILIZES THE FOLLOWING STEPS OF EFFECTIVE INSTRUCTION
		Teacher demonstrates the following principles of learning: 1. Establishes an anticipatory set to focus the learner's attention on the learning to come. 2. Gives clear written and oral instructions. 3. Teaches correct information. 4. Uses relevant examples and demonstrations to illustrate concepts and skills. 5. Speaks fluently and precisely, modeling good language and vocabulary usage. 6. Interacts with students during lesson. 7. Asks clear questions, making sure students have a chance to respond. 8. Holds students accountable for their academic work. 9. Ties current learning to previous learning. 10. Provides closure in a way that allows the learners to review and summarize the learning 11. Makes smooth, efficient transitions between or within lessons. 12. Selects problems and other academic tasks that are well matched to lesson content. 13. Uses an effective variety of media, materials, and equipment to facilitate active learning. 14. Checks homework so that students have immediate feedback. 15. Provides a variety of meaningful seat work/homework assignments that can be completed successfully in a timely manner.
2.	GUIDED AND INDEPENDENT INSTRUCTION
		Initial practice directed and monitored by teacher; should be sort, intense, and meaningful; practicing without direction or assistance after adequate guided practice; homework might also be an independent learning activity.
3.	VARIES INSTRUCTIONAL TECHNIQUES
		Teacher utilizes a variety of teaching techniques such as: individual, small group, whole group, cooperative learning, etc. Teacher utilizes a variety of media to enhance instruction.
4.	MONITORING AND ADJUSTING INSTRUCTION
		The teacher changes strategies or modes of instruction in response to the unique needs of the student, consistent with the nature of the content.
5.	ENTHUSIASM AND INTEREST IN LESSON
		Teacher uses innovative ideas and displays creativity in the instructional process. Teachers show enthusiasm when teaching. Shows understanding of theory of motivation and knows how and when to use the level of concern, knowledge of results, interests, feeling, tone, success, and rewards.
EVALUATION
1.	USES A VARIETY OF ASSESSMENT METHODS
		Teacher used various evaluation techniques such as observations, teacher-made tests, performance tests (demonstrations rather than written responses, criterion-referenced tests, projects, etc.)
2.	CURRICULUM GUIDE OBJECTIVES ARE BEING MET
		Lesson plans and data collection support that curriculum goals are actively incorporated in the classroom
3.	MEASURES STUDENT PROGRESS ACCURATELY
		Test students regularly to collect enough data for valid judgment of performance
4.	USES EVALUATION DATA TO MONITOR AND ADJUST PRESENTATIONS, ASSIGNMENTS, AND MEET SPECIAL NEEDS
		Planning reflects that student's level of understanding is checked and subsequent activities are based on that understanding.
5.	STUDENT RECORDS (e.g., GRADE BOOK, ETC.)
		Grading system is clearly defined and consistent. Other record keeping tools may be maintained to record student progress as required. A sufficient number of grades are recorded to reflect student progress.
COMMUNICATION SKILLS
1.	COMMUNICATES IN A EFFECTIVE, PROFESSIONAL MANNER
		Exchanges information and/or opinions in a non-threatening way.
2.	WORKS COOPERATIVELY
		Demonstrates cooperative attitude with peers, parents, and school personnel. Demonstrates willingness to work with others.
3.	ESTABLISHES A POSITIVE RAPPORT AND MAINTAINS APPROPRIATE, PROFESSIONAL RELATIONSHIPS WITH STUDENTS
		Fosters a positive social-emotional climate where warmth, acceptance, personal interest, courtesy, and proper language are present.
4.	MAINTAINS PROFESSIONAL RELATIONS WITH OTHER STAFF MEMBERS AND SUPERVISORS
		A professional atmosphere is maintained; conducts professional business through approved/established channels.
5.	INITIATES WRITTEN AND/OR ORAL COMMUNICATION WITH PARENTS REGARDING STUDENT PROGRESS AND/OR BEHAVIOR
		Teacher is responsible for keeping parents informed; how-school communication practices include frequent and close monitoring of student achievement.
6.	RESPECTS THE CONFIDENTIAL NATURE OF MATTERS RELATING TO STUDENTS, PARENTS, & SCHOOL PERSONNEL, USES DISCRETION IN REMARKS ABOUT STUDENTS, TEACHERS, AND SCHOOL MATTERS
		Teacher shall keep in confidence information that has been obtained in the course of professional service, unless the disclosure serves professional purposes or is required by law.
7.	ENTHUSIASTIC AND POSITIVE
		Teacher demonstrates interest and vitality in his/her profession; is approachable and flexible; willing to accept change.
PROFESSIONAL GROWTH AND RESPONSIBILITIES
1.	KNOWLEDGEABLE IN SUBJECT MATTER
		Teacher exhibits a competent level of knowledge of subject matter and skillfully utilizes resources to meet the needs of varied student interest and abilities; demonstrates an awareness of relevant research.
2.	PARTICIPATION IN PROFESSIONAL DEVELOPMENT, MEETINGS, ACTIVITIES
		Teacher supports established policies and procedures; contributes to the effective operation of the school and district; uses confidential information for professional purposes only; demonstrates efforts to gain greater knowledge (relevancy and currency) or profession; e.g. attendance at workshops, conferences, professional meetings, and course work.
3.	ACKNOWLEDGES RECOMMENDATIONS
		Teacher responds appropriately to recommendations given by district and/or building administrators; suggested recommendations are successfully incorporated and implemented.
4.	RESOURCEFUL, KNOWLEDGEABLE IN PROBLEM-SOLVING TECHNIQUES
		Problem solving strategies are practiced throughout the year.
5.	COMPLETES DUTIES AND ASSIGNMENTS IN AN APPROPRIATE AND TIMELY MANNER (e.g., TO SCHOOL, CLASS, MEETINGS, AND/OR DUTIES)
		Performs duties and completes assigned tasks on schedule (e.g. arrives on time for school, class, meetings, duties, and other scheduled activities).
6.	CONTRIBUTES TO A POSITIVE SCHOOL CLIMATE
		Teacher is a positive role model for students; works cooperatively with students, administrator, para-professionals, community members, parents and teachers; exhibits a positive attitude and refrains from non-constructive discussions of students, parents, colleagues, and the school district in general; displays appropriate professional dress and personal hygiene.
7.	FOLLOWS ESTABLISHED HEALTH/SAFETY PROCEDURES
		Examples are fire drills, bomb threats, notify authorities regarding suspected abuse, etc.

PHILOSOPHY:	Every person has potential for further growth and development. Death is the only stopping point. The major function of evaluation is to improve the quality of instruction and to facilitate the learning process.
PROCEDURE:	District policy states that "All certified personnel shall be evaluated during the school year...."

The evaluation will consist of:
1.	A review of the evaluation process with staff members, to include discussion of philosophy variables (criteria) to be evaluated, evaluation forms, and other related items.
2.	Pre-evaluation Conference - Each teacher may meet with an administrator to discuss the evaluation process individually. This time can be used to discuss goals, problems or any other area of interest or concern.
3.	Classroom Observations - Classroom observations will be either formal and/or informal depending on need as determined by the administration.
	Formal observations will be at least thirty (30) minutes in length. Of the total observations, at least one should include the first 30 minutes of a lesson or class and one the final 30 minutes.
	Informal evaluations will be of varying lengths of time. A teacher's room must be visited at least four times for five minutes. No conference is necessary for these short visits.\|
	Non-continuing contract teachers will have a minimum of two (2) formal evaluation visits during the school year, while continuing contract teachers will have a minimum of one(1).
4.	The areas of learning environment, planning and organization, lesson presentation, evaluation, communication skills, and professional growth and responsibilities are the major areas of concern addressed in this evaluation plan. The definitions below are to serve as a guide in communication concerning the evaluation process and evaluation forms.
LEARNING ENVIRONMENT
1.	USES POSITIVE AND APPROPRIATE METHODS TO ACKNOWLEDGE EFFORT AND SUCCESS