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Teacher Evaluation

Special School District of St. Louis County

Revised 4/12/11


Table of Contents Values, Mission, Vision ......................................................................................................2 Committee Members .........................................................................................................3 Guiding Principles .............................................................................................................4 Performance Evaluation Timelines ..................................................................................5 Performance Evaluation Procedures ...............................................................................6 ♦ ♦ ♦

Teachers, First and Second Year Employees ......................................................6 Teachers, Third through Fifth Year Employees .................................................8 Teachers, Employees of Six Years and Beyond.................................................10

Evaluation System Review ..............................................................................................12 Appeal Process .................................................................................................................12 Pre-Observation Discussion Questions ..........................................................................13 Feedback Form.................................................................................................................14 Post-Observation Discussion Questions .........................................................................16 Performance Improvement Plan ....................................................................................18 Evaluation Report ............................................................................................................19 Evaluation Rubric ............................................................................................................21 Criteria, Descriptors, and Indicators .............................................................................32 Glossary ............................................................................................................................54

Special School District of St. Louis County


Values, Mission, Vision

Values Student Success We will strive to actualize student potential and facilitate student success. Collaboration We will work collaboratively with parents, students, partner Districts and community resources to benefit students. Integrity We will seek to create a fiscally responsible, honest, responsive and compassionate environment valuing and appreciating all people. Stewardship We will be good stewards of the students, the resources and the educational initiatives entrusted to us.

Mission In collaboration with partner Districts, we provide technical education and a wide variety of individualized educational and support services, designed to ensure the student’s successful contribution to our community.

Vision The educational needs of all children are anticipated, accommodated and met successfully.

Special School District of St. Louis County

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Committee Members

Don Bohannon, Co-Chair Amy Schechter, Co-Chair Julianna Dempsey Vicki McNamara Amy Meeks Malon Radcliffe-Argint Jan Wester Carol Wolff Nette Fann

Special School District of St. Louis County

Assistant Superintendent, Human Resources Director, Human Resources Planning and Development Director Area Coordinator Teacher SDNEA Representative Planning and Development Educational Technology Specialist

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Guiding Principles of Evaluation

Evaluation should reflect the District’s mission, vision, values, goals and objectives.

The process should promote dialogue, self-reflection and professional growth for all employees.

Evaluation should develop staff potential and measure competencies required for continued employment.

The process should be user friendly for everyone.

The process should be fair, honest, open, appropriate and motivating.

Administrators and teacher-level staff will require ongoing quality training to ensure that the principles and procedures of evaluation are implemented effectively.

The process should reflect the District’s belief that all students should demonstrate performance growth.

The process should promote continuous improvement ideals.

Continued learning and improving directly correlates with student achievement.

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Performance Evaluation Timelines First through Fifth Year Employees

Year Evaluation Report Scheduled Observation Unscheduled Observation Observation Timeline

2

3

4

5

Yes

Yes

Yes

Yes

Yes

Yes

1

1

1

1

1

1

2

2

1

1

1

Administrator Observes Classroom

1

1

2

1

3

1

At least one observation must be completed prior to winter break.

* Drop-In Employee Reflection Performance Improvement Plan Administrator And Employee Meet

6+ Years

1

PERIODICALLY

PERIODICALLY

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

As Needed

As Needed

As Needed

As Needed

As Needed

As Needed

As Needed

As Needed

Administrator and employee will meet as often as needed to complete and review an improvement plan. Administrator observes classroom instruction/ activity with pre-and post-observation conferencing per PBE guidelines.**

Data Collection

Employee and administrator collect data throughout the year. Data for evaluation purposes must be available by dates established by administrator.

Evaluation Report

Administrator holds conference to review data collected and completes evaluation report by March 1.

Administrator and employee will meet as often as needed to complete and review an improvement plan. Administrator observes classroom instruction/activity with pre- and post-observation conferencing per PBE guidelines.** Employee implements performance enrichment plan during the school year. Data for evaluation purposes must be available by dates established by administrator. Administrator holds conference to review data collected and completes evaluation report by May 1 of the evaluation year.

*Drop-in observations by the administrator/supervisor are encouraged on a regular basis. Drop-in observations do not necessarily require formal written documentation, however, the administrator/supervisor may choose to document specific behaviors or events. **PBE Observation Guidelines: a pre-conference must be held before one scheduled observation. A postconference must be held after each observation (scheduled and unscheduled).

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Performance Evaluation Procedures The committee believes a performance evaluation model that respects the roles and responsibilities of both the employee and administrator is important. This evaluation process is characterized by the following components: ♦ ♦ ♦ ♦

Staff self-reflective process through the use of the Pre and Post Observation Discussion Questions Differentiated process for first through fifth year teacher level staff and staff employed six years and beyond Systematic support for new employees Specific criteria and standards supporting student performance and assessment

First and Second Year Employees The first and second year employee will: ♦

Participate in required professional learning, including new employee training.

Collect documentation related to participation in employee training activities and mentor activities.

Fulfill and maintain requirements for certification and/or licensure.

Provide data as requested by administrator. Personal reflection and other artifact data may be used to measure personal progress related to proficiency of each criterion/descriptor.

Participate in pre-observation conference prior to the scheduled observation. The employee will be prepared to discuss the lesson or activity to be observed using the pre-observation questions as a framework for reflection and discussion.

Participate in post-observation conferences after each observation (scheduled and unscheduled). The employee will be prepared to discuss the lesson or activity observed using the post-observation questions as a framework for reflection and discussion.

The administrator will: ♦

Conduct three formal observations. A minimum of one scheduled and two unscheduled observations will be conducted prior to the annual evaluation conference. At least one conference will be completed prior to winter break. The scheduled observation will include a pre-observation conference. Information from each formal observation will be shared with the employee in a post-observation conference and documented on a feedback form. The conference will take place within ten (10) working days of the observation. Formal observations may be increased as determined by the employee or the administrator.

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♌

Collect data related to performance criteria/descriptors. The administrator may request data from the employee related to performance criteria/descriptors. Written feedback from formal observations and anecdotal information from drop-in visits may be used as data in the collection process. Artifact data from the employee may be used as documentation related to performance criteria/descriptors. Artifacts and non-observed data from the students, parents, general and special education staff and community members will be shared and discussed with the employee prior to being used as documentation related to performance criteria/descriptors. The administrator will review all data, document any data deemed significant and conference with the employee in a timely manner. If the administrator recognizes a need for improvement as a result of an observation, non-observed data, an artifact document or other information that indicates concern regarding a specific criterion/descriptor, the concern should be discussed with the employee within ten (10) working days. If circumstances prevent the administrator from meeting with the teacher (illness, etc.), the administrator will notify the employee and meet as soon as possible. The administrator may develop a performance improvement plan to be reviewed with the employee. The plan is used to assist the employee in becoming proficient in a specific criterion. A sample improvement plan format is provided (page 18).

♌

Conference with the employee in a timely manner. After recording pertinent data on the feedback form, the supervisor and employee will discuss the data as they relate to the criteria. This conference should occur within ten (10) working days. If circumstances prevent the administrator from meeting with the teacher (illness, etc.), the administrator will notify the employee and meet as soon as possible.

♌

Develop and discuss the evaluation report. The administrator will use collected data from the formal observations, drop-ins, artifacts, and non-observed data to complete the evaluation report. The evaluation report summarizes the developmental level of performance of the employee on each criterion. The meets the standard category describes performance at the expected level. A performance improvement plan may be developed when the administrator notes a concern. An explanatory comment is required when a criterion is rated does not meet standard, needs improvement to meet standard or exceeds the standard. The administrator will share the evaluation report with the employee in an annual evaluation conference. The employee and administrator will conference, discuss and sign the evaluation report by March 1st.

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Third through Fifth Year Employees The third through fifth year employee will: ♦

Participate in professional learning that supports the school/District improvement plan.

Participate in pre-observation conference prior to the scheduled observation. The employee will be prepared to discuss the lesson or activity to be observed using the pre-observation questions as a framework for reflection and discussion.

Participate in post-observation conferences after each observation (scheduled and unscheduled). The employee will be prepared to reflect on their teaching and student teaching during the lesson or activity observed using the post-observation questions as a framework for reflection and discussion.

Provide data as requested by administrator. Personal reflection and other artifact data may be used to measure personal progress related to proficiency of each criterion/descriptor.

Maintain appropriate certification and/or licensure.

The administrator will: ♦

Conduct two formal observations. A minimum of one scheduled and one unscheduled observation will be conducted prior to the annual evaluation conference. The scheduled observation will include a pre-observation conference. Information from each formal observation will be shared with the employee in a post-observation conference and documented on a feedback form. The conference will take place within ten (10) working days of the observation. If circumstances prevent the administrator from meeting with the teacher (illness, etc.), the administrator will notify the employee and meet as soon as possible. Formal observations may be increased as determined by the employee or the administrator.

Collect data related to performance criteria/descriptors. The administrator may request data from the employee related to performance criteria/descriptors. Written feedback from formal observations and anecdotal information from drop-in visits may be used as data in the collection process. Artifact data from the employee may be used as documentation related to performance criteria/descriptors. Artifacts and non-observed data from the students, parents, general and special education staff and community members will be shared and discussed with the employee prior to being used as documentation related to performance criteria/descriptors. The administrator will review all data, document any data deemed significant and conference with the employee in a timely manner. If the administrator recognizes a need for improvement as a result of an observation, non-observed data, an artifact document or other information that indicates concern regarding a specific criterion/descriptor, the concern should be discussed with the employee within ten (10) working days. If circumstances prevent the administrator from meeting with the teacher (illness, etc.), the administrator will notify the employee and meet as soon as possible. The administrator may develop a performance improvement plan to be reviewed with the employee. The plan is used to assist the employee in becoming proficient in a specific criterion. A sample improvement plan format is provided (page 18).

Conference with the employee in a timely manner. After recording pertinent data on the feedback form, the supervisor and employee will discuss the data as they relate to the criteria. This conference

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should occur within ten (10) working days. If circumstances prevent the administrator from meeting with the teacher (illness, etc.), the administrator will notify the employee and meet as soon as possible. ♌

Develop and discuss the evaluation report. The administrator will use collected data from the formal observations, drop-ins, artifacts, and non-observed data to complete the evaluation report. The evaluation report summarizes the developmental level of performance of the employee on each criterion. The meets the standard category describes performance at the expected level. A performance improvement plan may be developed when the administrator notes a concern. An explanatory comment is required when a criterion is rated does not meet standard, needs improvement to meet standard or exceeds the standard. The administrator will share the evaluation report with the employee in an annual evaluation conference. The employee and administrator will conference, discuss and sign the evaluation report by March 1st.

Special School District of St. Louis County

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Employees of Six Years and Beyond During the three-year evaluation cycle for employees of six years and beyond, the employee will: ♦

Participate in professional learning that supports the improvement plans of the school/District.

Provide data as requested by administrator. Personal reflection, surveys, and other artifact data may be used to measure personal progress related to proficiency of each criteria/descriptor.

Participate in pre-observation conference prior to the scheduled observation. The employee will be prepared to discuss the lesson or activity to be observed using the pre-observation questions as a framework for reflection and discussion.

Participate in post-observation conferences after each observation (scheduled and unscheduled). The employee will be prepared to discuss the lesson or activity observed using the post-observation questions as a framework for reflection and discussion.

Maintain appropriate certification and/or licensure.

During the three-year evaluation cycle, the administrator will: ♦

Conduct four formal observations. At least one unscheduled observation will be conducted each year during the three-year evaluation cycle. At least one scheduled observation will be conducted during the evaluation year. The scheduled observation will include a pre-observation conference. Information from each formal observation will be shared with the employee in a post-observation conference and documented on a feedback form. The conference will take place within ten (10) working days of the observation. If circumstances prevent the administrator from meeting with the teacher (illness, etc.), the administrator will notify the employee and meet as soon as possible. Formal observations may be increased as determined by the employee or the administrator.

Collect data related to performance criteria/descriptors. The administrator may request data from the employee related to performance criteria/descriptors. Written feedback from formal observations and anecdotal information from drop-in visits may be used as data in the collection process. Artifact data from the employee may be used as documentation related to performance criteria/descriptors. Artifacts and non-observed data from the students, parents, general and special education staff and community members will be shared and discussed with the employee prior to being used as documentation related to performance criteria/descriptors. The administrator will review all data, document any data deemed significant and conference with the employee in a timely manner. If the administrator recognizes a need for improvement as a result of an observation, non-observed data, an artifact document or other information that indicates concern regarding a specific criterion/descriptor, the concern should be discussed with the employee within ten (10) working days. If circumstances prevent the administrator from meeting with the teacher (illness, etc.), the administrator will notify the employee and meet as soon as possible. The administrator may develop a performance improvement plan to be reviewed with the employee. The plan is used to assist the employee in becoming proficient in a specific criterion. A sample improvement plan format is provided (page 18).

Special School District of St. Louis County

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♌

Conference with the employee in a timely manner. After recording pertinent data on the feedback form, the supervisor and employee will discuss the data as they relate to the criteria. This conference should occur within ten (10) working days. If circumstances prevent the administrator from meeting with the teacher (illness, etc.), the administrator will notify the employee and meet as soon as possible.

♌

Develop and discuss the evaluation report. The administrator will use collected data from the formal observations, drop-ins, artifacts, and non-observed data to complete the evaluation report. The evaluation report summarizes the developmental level of performance of the employee on each criterion. A performance improvement plan may be developed when the administrator notes a concern. An explanatory comment is required when a criterion is rated does not meet standard, needs improvement to meet standard or exceeds the standard. The administrator will share the evaluation report with the employee in an annual evaluation conference. The employee and administrator will conference, discuss and sign the evaluation report by May 1st.

Special School District of St. Louis County

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Evaluation System Review The evaluation process is critical to improving teaching, thus improving student knowledge and performance. It is intended to assist administrators and employees in offering a system for supplying information and feedback regarding effective practice, supporting individual growth and nurturing professional growth toward common goals. In order to support the implementation of the process, procedures are in place for overall system review. The administration will initiate an annual review of this evaluation process to assure that it remains an effective, fair, and efficient system that is comprehensive and performance based.

Appeal Process An employee may appeal his/her evaluation as noted in the appeal process below when the employee believes that the procedures outlined in the evaluation process have not been followed or if the employee feels that information presented is not factual. An administrator’s judgment or opinion may not be appealed. The appeal must be submitted in writing within seven (7) working days after receipt of the evaluation documentation. The employee must identify the reason for the request, including an explanation of the information supporting the appeal. When a complete appeal is submitted, the Director will schedule a conference with the supervisor and employee within seven (7) working days of receipt. The employee may request Association representation if said representation can occur in a timely manner. The Director will notify the employee of his/her decision within seven (7) working days. If the employee is not in agreement with the decision or timelines are not followed, he/she may appeal to the Superintendent or his/her designee within seven (7) working days. The Employee may request association representation if said representation can occur in a timely manner. The Superintendent or his/her designee will schedule a conference within seven (7) working days. The Superintendent or his/her designee will notify the employee of his/her decision within seven (7) working days.

Special School District of St. Louis County

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Employee Pre-Observation Discussion Questions (Required for scheduled observations) The pre-observation questions should serve as a framework for the discussion about the lesson to be observed. The administrator will use the questions to gain insight into the employee’s reflective understanding regarding lesson planning.

1. What is the lesson objective (i.e. what do you expect the students to know or be able to do at the end of this lesson)?

2. How does this lesson objective align with the District’s curriculum?

3. Briefly describe the lesson and strategies to be used with students.

4. What strategies will you use to individualize learning?

5. How will student learning be assessed?

6. How will you utilize student feedback to assess the lesson/your teaching?

7. What, in particular, do you want observed? Are there any special circumstances of which to be aware?

Special School District of St. Louis County

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Feedback Form Employee

Location

Date

Time

Check the letter of each criterion to be addressed. 1. Knowledge of content and instructional planning A. Demonstrates knowledge of content and instructional practices/methods

3. Effective instructional practices A. Teaches the board-approved curriculum

B. Demonstrates knowledge of students

B. Communicates clearly and accurately C. Uses effective questioning and discussion techniques

C. Selects instructional goals and objectives based on District curriculum and student data

D. Engages students in learning E. Provides feedback to students

D. Demonstrates knowledge of resources E. Integrates current and emerging digital tools into the

F. Demonstrates flexibility and responsiveness G. Students demonstrate improvement on local and state

learning environment F. Designs coherent instruction

assessments H. Promote and model digital citizenship and responsibility

G. Assesses student learning H. Demonstrates knowledge of IEP process

2. Management of the classroom environment

4. Professional responsibility

A. Creates an environment of respect and rapport B. Establishes a culture for learning

A. Communicates with families B. Contributes to the school and district

C. Manages classroom procedures D. Manages student behavior

C. Grows and develops professionally D. Reflects on teaching

E. Organizes physical space

E. Demonstrates professional behavior F. Follows policies and procedures of the school district G. Develops and maintains IEP documents according to district procedures

Record below information appropriate to criteria referenced above. Observation or artifact data may be attached to this form.

Employee's Comments:

Employee's Signature / Date

Supervisor's Signature / Date

(Signatures imply that the content of this document has been discussed. Additional information may be added by the supervisor. The employee may attach a response).

Improvement Plan needed for criteria SpecialPerformance School District of St. Louis County

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Feedback Form, page 2 Employee

Employee's Signature / Date

Location

Date

Time

Supervisor's Signature / Date

(Signatures imply that the content of this document has been discussed. Additional information may be added by the supervisor. The employee may attach a response).

Performance Improvement Plan needed for criteria Special School District of St. Louis County

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Post-Observation Discussion Questions

1.

What was the objective?

2.

Did you meet your lesson objective?

3.

How did you evaluate the effectiveness of your lesson?

4.

What data did you utilize to evaluate the effectiveness of your lesson?

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Post-Observation Discussion Questions

5.

What would you change about your lesson, if anything?

6.

Were students engaged? How was this evidenced?

7.

What did you learn from this lesson that will help you develop an improved lesson in the future?

8.

What might be additional comments, ideas, or questions you would like to discuss or share?

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Performance Improvement Plan Employee performance at a proficient level positively impacts student learning. The administrator/supervisor may assign a Performance Improvement Plan any time a concern is noted. Additional information may be added by the supervisor. Employee may also attach comments. All Performance Improvement Plans must be reviewed at the end of each school year. If the plan is to continue into a new school year, a new Performance Improvement Plan is to be developed when the new school year begins. If a Performance Improvement Plan is initiated within 30 days of the end of the school year, the administrator should indicate that the plan will be effective the following school year. Employee___________________________ Date Developed ___________________ Assignment/District __________ Standard: ___________________________ Date to be Completed _______________ Criterion: ___________________________ School Year Effective _______________

Activities/Steps to be Taken

Review Dates

Progress

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Initials

Date meeting was held to discuss supervisor/administrator concerns and employee input. _______________________ (On or before PIP implementation date) (Please attach all documented supervisor/administrator concerns and employee input) Employee Signature_______________________________________

Date___________________________

Supervisor Signature_______________________________________

Date___________________________

Special School District of St. Louis County

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Director Signature_________________________________________

Special School District of St. Louis County

Date___________________________

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Evaluation Report Employee

Years of Employment

Date -------------------------------------------------------------------------------------------------------------

Supervisor

Assignment/District

Evaluation Cycle:

Dates of Formal Observations

Standards and Criteria 1.

F. G. H.

The employee demonstrates knowledge of content and instructional planning. Demonstrates knowledge of content and instructional practices/methods Demonstrates knowledge of students Selects instructional goals and objectives based on District curriculum and student data Demonstrates knowledge of resources Integrates current and emerging digital tools into the learning environment Designs coherent instruction Assesses student learning Demonstrates knowledge of IEP process

2. A. B. C. D. E.

The employee demonstrates management of classroom environment. Creates an environment of respect and rapport Establishes a culture for learning Manages classroom procedures Manages student behavior Organizes physical space

3. A. B. C. D. E. F. G. H.

The employee demonstrates effective instructional practices. Teaches the board-approved curriculum Communicates clearly and accurately Uses effective questioning and discussion techniques Engages students in learning Provides feedback to students Demonstrates flexibility and responsiveness Students demonstrate improvement on local and state assessments

4. A. B. C. D. E. F. G.

The employee demonstrates professional responsibility. Communicates with families Contributes to the school and district Grows and develops professionally Reflects on teaching Demonstrates professional behavior Follows policies and procedures of the school district Develops and maintains IEP documents according to district procedures

A. B. C. D. E.

Needs Improvement to Meet Standard

Does not Meet Standard

Approaching Standard

Meets Standard

Exceeds Standard

Promote and model digital citizenship and responsibility

See next page for comments.

Hours absent during evaluation cycle: Sick

Personal

Release

Overall evaluation score resulted in specific professional development/PIP

yes

no

Tenure Status

yes

no

Special School District of St. Louis County

N/A

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Employment Recommendation:

Special School District of St. Louis County

Re-employment recommended

Re-employment not recommended

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Evaluation Report Employee

Years of Employment

Supervisor

Assignment/District

Evaluation Cycle:

Dates of Formal Observations

___ Date

Comments:

Employee

Employee ID #

Date

Supervisor

Date

Signatures imply that the content of this document has been discussed. An explanatory comment is required when a criterion is rated unsatisfactory, needs improvement or superior. Additional information may be added by the supervisor. The employee may attach a response.

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Special School District EMPLOYEE EVALUATION RUBRIC Standard 1: The employee demonstrates knowledge of content and instructional planning.

Criteria

Does not meet Standard

Needs Improvement to meet Standard

Approaching Standard

Meets the Standard

Exceeds the Standard

Prepares lessons that are accurate, consistent with curriculum content and sequence, aligned with instructional objectives and student needs, and integrates the use of technology. Selected instructional practices/methods are research-based. Designs lessons with a variety of researchbased instructional strategies that are tailored to the interests, backgrounds, and learning needs/styles of the students.

Effectively integrates technology, researchbased instructional practices/methods to develop well-structured lessons that align with curriculum and instructional goals.

1A

Demonstrates knowledge of content and instructional practices/methods

Displays little awareness of curriculum content and sequencing. Lessons generally are unsuitable to students and do not appear connected to curriculum or instructional goals.

Displays awareness of curriculum content and sequence. Develops and implements lessons which are generally suitable to students and appropriate to curriculum and/or instructional goals

Identifies key curriculum content and sequence. Develops lessons which are somewhat aligned with curriculum content and sequence as well as instructional objectives and student needs.

1B

Demonstrates knowledge of students

Shows little recognition of students’ abilities, needs, interests and backgrounds. Lessons are generally not suitable for the learning needs of the students and lack a variety of instructional strategies.

Recognition of student’s diverse abilities, needs, interests and backgrounds is sometimes evident through lesson design. The use of varied instructional strategies is inconsistent.

Designs lessons utilizing a variety of instructional strategies that address students’ diverse needs, interests and backgrounds.

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Designs lessons with a variety of researchbased instructional strategies that a tailored to the interests, backgrounds, and learning needs/styles of the individual students and the class as a whole. Spontaneously adjusts strategies throughout the lesson.


Criteria

Does not meet Standard

Needs Improvement to meet Standard

Approaching Standard

Meets the Standard

Exceeds the Standard Lessons are clearly and consistently aligned to District curriculum objectives. Instructional goals and objectives, which are based on student data and rationale for learning, are clearly stated. Employee participates in curriculum development. In addition to using resources available through District(s) and community, employee actively seeks out and utilizes other materials to enhance instruction, including current technology resources. Models and facilitates effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning for students and colleagues.

1C

Selects instructional goals and objectives based on District curriculum and student data.

Alignment of lessons to District curriculum is not evident. Goals and objectives are unclear. Student data is not considered.

Lessons are inconsistently aligned to District curriculum objectives. Instructional goals and objectives are not consistently identifiable. Student data is inconsistently considered.

Lessons are aligned with curriculum objectives but not based on student data.

Lessons are consistently aligned to District curriculum objectives and instructional goals and objectives are clearly stated and based on student data.

1D

Demonstrates knowledge of resources

Appears to be unaware of resources available through District(s) and community. Exhibits limited knowledge and utilization of technology resources.

Displays some awareness of resources available through District(s) and community, including technology resources.

Is knowledgeable of and uses a variety of resources available through the District(s) and community. Integrates technology into the learning environment.

1E

Integrates current and emerging digital tools into the learning environment

Does not utilize technology during instruction.

Provides student some opportunities to use digital resources. Direct instruction for the use of digital resources is not provided. Does not seek assistance in maximizing student’s use of assistive technology.

Displays growing awareness of resources available through the District(s) and community. Limited integration of technology into the learning environment is noted. Provides opportunities for students to use digital resources and tools. Inconsistently provides direct instruction for the efficient and effective use of digital resources and tools. Maximizes student’s use of assistive technology with support.

Students have no opportunities to learn to use digital tools/and or resources.

Special School District of St. Louis County

Provides frequent opportunities and direct instruction for students’ use of digital resources and tools. Maximizes student use of assistive technology.

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Criteria

Does not meet Standard

Needs Improvement to meet Standard

1F

Designs coherent instruction

Lessons do not follow an organized progression. Activities are not related to instructional goals. Shows little evidence of the ability to engage students in active learning.

Designs lessons that are moderately clear and sequential. Learning activities are inconsistently relevant to instructional goals. Student engagement is minimal.

1G

Assesses student learning

Demonstrates minimal skills/knowledge in assessing student learning and in using assessment results for planning.

Demonstrates basic skills/knowledge in assessing student learning and in using assessment results for planning.

1H

Demonstrates knowledge of IEP process

Demonstrates inadequate preparation for conferences or does not adequately fulfill role and responsibilities at IEP meetings. Written components are incomplete and/or inaccurate.

Demonstrates basic knowledge of the IEP process. Preparation for and participation in IEP conferences is rudimentary. Written components are not consistently thorough and accurate.

Special School District of St. Louis County

Approaching Standard

Meets the Standard

Exceeds the Standard

Designs lessons that are clear and sequential. Learning activities relate to instructional goals and sometimes lead to systematic development of skills. Instructional routines to increase student engagement are often present. Selects and uses varied assessments of student learning; uses assessment results for instructional planning. Participates on data teams with peers to share and analyze student data.

Designs lessons in a clear, logical, and sequential format. Learning activities relate to instructional goals and lead to systematic development of skills. Learning activities are engaging and relevant to instructional goals.

Designs lessons that progress coherently. Learning activities are engaging and relevant to instructional goals. Activities reflect recent professional research.

Skillfully uses varied assessments of student learning and uses assessment results in planning for individual and groups of students. Makes students aware of their progress and assists students with self- assessment skills. Participates on data teams with peers to share and analyze student data and makes appropriate changes in instruction.

Demonstrates sufficient knowledge of the IEP process. Brings data and communicates information with growing clarity. Usually completes written components thoroughly and accurately.

Effectively prepares for and fulfills role and responsibilities at IEP conferences. Written components are consistently thorough and accurate.

Demonstrates superior skills/knowledge in assessing student learning and in using assessment results in planning. Students are aware of progress toward established standards and are involved in the planning process. Participates as a leader on data teams with peers to share and analyze student data and makes appropriate changes in instruction. Demonstrates comprehensive knowledge of the IEP process and serves as a resource/mentor to colleagues.

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Standard 2: The employee demonstrates management of the classroom environment.

Criteria

Does not meet Standard

Needs Improvement to meet Standard

2A

Creates an environment of respect and rapport

Interaction with students is generally negative. Positive interaction among students is not promoted.

Demonstrates some skill in creating an environment of respect and rapport. Interaction with students is generally positive.

2B

Establishes a culture for learning

Conveys a negative or apathetic attitude toward the content matter. Goals and activities convey low or modest expectations for student achievement. Does not motivate students to show pride or take interest in their work.

Communicates value of content matter, but the goals and activities convey inconsistent expectations for student achievement. Inconsistently motivates students to show pride and take interest in their work.

Special School District of St. Louis County

Approaching the Standard

Meets the Standard

Exceeds the Standard

Interaction with students is characterized by at least a 4:1 ratio of positive to corrective interactions. Usually promotes positive interactions among students. Shares learning goals with students and helps them discover benefits of content to their lives. Demonstrates high expectations by consistently encouraging students to show pride and take interest in their work.

Demonstrates care, interest and respect for students and consistently promotes positive interactions among students.

Serves as a model of respect and positive interaction and develops a supportive classroom community.

Conveys enthusiasm for content matter and student achievement. Instructional goals and activities convey high expectations for student achievement. Develops tools to help students assess and improve their work. Uses conferences to help students identify possible areas of improvement.

Students demonstrate that they value content matter and maintain high expectations for learning and student achievement. Students take interest, take pride in their work, and initiate improvement. Students are taught to take responsibility for improving classroom and individual learning processes.

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Criteria

Does not meet Standard

Needs Improvement to meet Standard

Approaching Standard

Meets the Standard

Exceeds the Standard Establishes effective/ efficient daily routines demonstrating classroom organization and appropriate pace of instruction with smooth transitions so students are engaged at all times. Students maximize instructional time by assuming responsibility for efficient operation and responsibility for learning and productivity. Standards of conduct are clear to all students and appear to have been developed with student participation. Students monitor their own behavior. The Employee’s response to misbehavior is highly effective and sensitive to students’ individual needs. The Employee follows appropriate District and building rules and policies and serves as a role model.

2C

Manages classroom procedures

Shows little evidence of daily routines and classroom organization. The pace of instruction is either too rushed or delayed and much time is lost during transitions. Considerable instructional time is lost in performing noninstructional duties.

Inconsistently demonstrates evidence of effective / efficient daily routines and classroom organization, including noninstructional duties. The pace of instruction and transitions are sporadically efficient, resulting in some loss of instructional time.

Establishes effective/efficient daily routines for classroom organization. Establishes and teaches routines, which effectively address transitions and instructional engagement. Students are engaged for a majority of instructional time.

Establishes effective/ efficient daily routines demonstrating classroom organization and appropriate pace of instruction with smooth transitions so students are engaged at all times. Teachers revisit/reinforce consistent use of routines and make changes where necessary.

2D

Manages student behavior

No standard of conduct appears to have been established. The Employee does not respond to misbehavior or response is inconsistent, overtly repressive, or does not respect the student’s dignity. Inconsistently takes required disciplinary action with students.

Standards of conduct appear to have been established for most situations and students seem to understand them. Employee attempts to respond to student misbehavior but with uneven results. The Employee usually takes appropriate actions as needed, consistent with District and building rules and policies.

Standards of conduct have been established for most situations and Employee has checked for student understanding. Employee’s response to student behavior is usually effective and usually produces desired results. The Employee usually takes appropriate actions as needed, consistent with District and building rules and policies.

Standards of conduct are clear to students. The Employee’s response to behavior is appropriate and effective, and respects the student’s dignity. The Employee takes appropriate actions as needed, consistent with District and building rules and policies.

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Criteria 2E

Organizes physical space

Does not meet Standard Maintains an unsafe classroom and emergency procedures are not followed. Employee uses physical resources poorly and learning is not accessible to some students.

Needs Improvement to meet Standard Maintains a safe classroom and uses physical resources adequately. Essential learning is accessible to all students. Emergency procedures are possible.

Approaching Standard

Meets the Standard

Exceeds the Standard

Maintains a safe classroom and uses physical resources adequately. An increasing number of teaching and learning needs are accommodated by the environment. Emergency procedures are enforced and followed.

Maintains a safe and well-organized classroom using physical resources skillfully and safely. Assesses and adjusts learning as necessary. Students are instructed in emergency procedures that are followed and enforced.

Employee and students maintain a safe and well-organized classroom. Both Employee and students use physical resources optimally, creatively, and safely to ensure that all learning is equally accessible to all students. Emergency procedures are modeled by Employee and students.

Approaching Standard

Meets the Standard

Exceeds the Standard

Sometimes utilizes curriculum guide and some classroom assessment to plan for student instruction. Incorporates instructional strategies the ensure increasing student access to the general education curriculum.

Utilizes curriculum guides to incorporate District and state standards to plan/deliver instruction. Uses assessment results to plan instruction. Incorporates strategies to ensure that students access general education

Goes beyond the board-approved curriculum by incorporating concepts into students’ everyday lives. Demonstrates skill in curriculum design and serves as a resource to others.

Standard 3: The employee demonstrates effective instructional practices.

Criteria 3A

Teaches the boardapproved curriculum

Does not meet Standard Does not display knowledge of curriculum or ability to incorporate strategies to ensure access to the general education curriculum. Does not utilize assessment results to plan instruction.

Needs Improvement to meet Standard Displays some knowledge of curriculum. Utilizes some classroom assessment to plan for student instruction. Inconsistently incorporates strategies to ensure that students access the general education curriculum.

curriculum.

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Criteria

Does not meet Standard

Needs Improvement to meet Standard

Approaching Standard

Meets the Standard

Exceeds the Standard

3B

Communicates clearly and accurately

Communication with students is unclear, confusing, or inaccurate.

Communication with students is inconsistent, and often clarified after confusion is noted.

Communication with students is routinely followed by checks for understanding. Oral and written communication is modified as needed.

Communication with students is clear, accurate, and explicit. Vocabulary and communication tools are appropriate for student understanding.

Communication with students is consistently of high quality. Demonstrates exceptional skill in integrating a variety of communication tools in an innovative manner throughout instruction.

3C

Uses effective questioning and discussion techniques

Questions may be vague or ambiguous and elicit only recall responses. Opportunities for discussion are limited.

Questions elicit paraphrasing, providing examples, and identifying main idea from students. Provides some opportunities for discussion.

Questions elicit responses that reflect personal connections with text and require students to apply, analyze and make inferences about oral and written information. Provides frequent opportunities for discussion.

3D

Engages students in learning

Students are not engaged in learning. Instructional time lacks structure and is not used efficiently.

Students are sometimes engaged in learning activities. Pacing of the lesson is inconsistent.

Employee engages students in learning activities through increased opportunities to respond during instruction. Pacing of

Questions elicit responses that require strategic thinking and multiple possible answers as evidenced by formulating hypotheses, solving novel problems, and regrouping information. Provides opportunities for students to engage in focused discussions in groups of varying sizes. Presents content in a manner that motivates students through the use of active engagement techniques. Effectively manages

Employee instructs students in how to construct effective questions utilizing and resulting in higherlevel thinking. Employee asks questions that result in student-facilitated discussion. Provides peer leadership by modeling and teaching effective questioning techniques to enhance critical thinking skills. Activities are designed and implemented to actively engage all students of varying cognitive levels. Instruction is designed

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lesson is adequate.

Criteria

Does not meet Standard

Needs Improvement to meet Standard

time, transitions and activities during lessons. Students demonstrate understanding of content.

so students can participate in a variety of activities that demonstrate what has been learned. Students are engaged in identifying key learning processes.

Approaching Standard

Meets the Standard

Exceeds the Standard

3E

Provides feedback to students

Feedback is not provided in a timely manner and/or does not promote the learning process.

Timeliness and quality of feedback is inconsistent and provides for limited growth in the learning process.

Usually provides specific feedback in a timely manner in order to encourage growth in the learning process.

Provides constructive and specific feedback in a timely manner. Encourages growth in the learning process. Engages students in analysis of what worked versus what adjustments can be made in the next cycle of learning.

Provides an opportunity or selfrating tool for students to judge the accuracy and quality of their work. Conferences with students to provide feedback on their self-rating in order to encourage their exploration and growth in developing skills and knowledge.

3F

Demonstrates flexibility and responsiveness

Adheres rigidly to an instructional plan when change will improve student learning, and does not take responsibility for students’ lack of success.

Accepts responsibility for students who have difficulty learning but repertoire of strategies is limited; therefore Employee makes only limited adjustments in instructional plan.

Employee uses a wider variety of strategies to adjust instructional plan as needed. Use of observational data usually impacts instructional decisions.

Adjusts lessons and uses accommodations to meet the needs of all students based on a variety of data sources. Seeks additional resources when necessary.

Persists in seeking effective approaches, uses extensive repertoire of strategies, and solicits additional resources to individualize learning. Provides peer leadership.

3G

Students demonstrate improvement on local and state assessments

Students do not demonstrate improvement on local and state assessments

Students made minimal improvements on local and state assessments

Students did not improve on all areas tested, but showed an overall trend of improvement

Students improved on all areas of local and state assessments

Students met AYP. Students scored at or above grade level on all state and local assessments.

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3H

Promote and model digital citizenship and responsibility

Disregards copyright of digital information. Social interactions through technology are inappropriate.

Use of digital information and technology is limited.

Teaches safe and legal use of digital information and technology. Some students access digital resources. Digital etiquette is limited.

Advocates, models and teaches safe and legal use of digital tools, social media and technology. Students equitably access technology. Teacher and students model digital etiquette.

Students and teacher demonstrate responsible use of technology and are able to learn, network and collaborate within the digital culture.

Standard 4: The employee demonstrates professional responsibility.

Criteria

Does Not Meet the Standard

Needs Improvement to Meet the Standard

Approaches the Standard

Meets the Standard

Exceeds the Standard

4A

Communicates with parents/guardians

Provides little information to parents/guardians and does not respond promptly and/or sensitively to parent concerns.

Uses required activities for communicating progress but offers little additional information or minimal response to parent/guardian concerns.

Communicates with parents/guardians on a set schedule and is responsive to parent/guardian concerns.

Communicates regularly in a variety of ways with parents/guardians about students’ progress, daily activities and anecdotal information and is responsive to parent concerns.

Provides frequent, extensive and varied information to parents regarding instructional program, student progress, daily activities and anecdotal information. Response to concerns is handled with great sensitivity. Offers additional resources to parents. Levels of satisfaction with classroom performance are monitored and systems to respond to areas needing improvement.

4B

Teacher establishes and maintains effective

Relationships with colleagues are negative

Maintains cordial relationships with

Supports and cooperates with

Cooperatively collaborates with

Takes initiative in assuming leadership

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professional relationships with colleagues

Criteria

or minimal and involvement in school activities is avoided.

Does not meet Standard

colleagues to fulfill duties, participates in school events when asked.

Needs Improvement to meet Standard

colleagues, assists other educators and supports school events.

Approaching Standard

colleagues to plan and participate in school and District events.

role and makes critical and innovative contributions in school and District events.

Meets the Standard

Exceeds the Standard

4C

Grows and develops professionally

Engages in little professional development and makes little effort to implement new information.

Participates in professional development but seldom uses the information in the classroom to impact learning. Alignment of professional development to District and building goals is limited or unclear.

Sets professional development goals, which align with District and building objectives and inconsistently implements learning into classroom instruction. Use of data to document the impact of new practices on student learning is emerging.

Aligns professional development to District and building goals. Seeks opportunities for professional development and implements professional learning (uses the information) in the classroom. Documents the impact of new practices on student learning.

Initiates professional activities that are focused, aligned to District and school goals, related to student outcomes and contribute to the profession. Systematically applies knowledge and may conduct research in the classroom. Actively shares knowledge with others.

4D

Reflects on teaching

Does not accurately assess the success of the lesson and attainment of goals and has no suggestions for improvement.

Makes a generally accurate assessment of the effectiveness of a lesson and attainment of goals and makes some suggestions about improvement.

Based upon observation, makes an accurate assessment of a lesson’s effectiveness and attainment of goals, and can make specific suggestions for improvement.

Based on a variety of data sources, makes an accurate assessment of the lesson’s effectiveness and attainment of goals and can offer several alternatives for improvement.

Makes thoughtful and accurate assessment of the lesson’s effectiveness and attainment of goals, citing many specific examples from multiple data sources and offering specific alternative actions. Provides peer leadership in using

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4E

Demonstrates professional behavior

Criteria

Demonstrates little use of discretion and understanding of confidentiality. Participation in decision-making processes is minimal or negative. Does not fulfill responsibilities in team situations.

Generally maintains discretion and sometimes demonstrates an understanding of confidentiality. Limited participation in decision-making processes. Inconsistently fulfills responsibilities in team situations.

Does not meet Standard

Needs Improvement to meet Standard

reflection to improve instruction. Provides guidance and support to others in fulfilling their professional responsibilities. Takes a leadership role in decision-making and situations requiring a team approach with partner District and/or SSD colleagues.

Consistently maintains discretion and confidentiality. Often contributes positively in decision-making processes and fulfills responsibilities in team situations.

Consistently maintains discretion and confidentiality. Positively participates in decision-making processes and fulfills responsibilities in team situations.

Approaching Standard

Meets the Standard

Exceeds the Standard

4F

Follows policies and procedures of the school District

Does not complete duties and responsibilities in an appropriate manner or in compliance with District/school policies and procedures. Does not use appropriate channels for resolving concerns.

Completes most duties and responsibilities relating to District/ school policies and procedures. Inconsistently selects and uses appropriate channels for resolving concerns.

Completes all duties and responsibilities while adhering to District/school policies and procedures. Requires minimal guidance in selecting and/or using appropriate channels for resolving concerns.

Completes all duties and responsibilities while adhering to District/school policies and procedures. Selects and uses appropriate channels for resolving concerns.

Serves as a resource to others in understanding procedures and completing required data.

4G

Develops and maintains IEP documents according to District procedures

IEP components are not completed according to District guideline. Timelines for submission of documents are often missed. Data-recording systems are not in evidence.

IEP components are adequately completed per District guidelines and are generally submitted in a timely manner. Data collection systems are inconsistently utilized.

Completes all IEP components and submits documents in a timely manner per District guidelines. Develops and maintains data recording system that loosely corresponds to IEP goals and curriculum. Participates on data team with colleagues.

Completes all IEP components and submits documents in a timely manner per District guidelines. Maintains related data-recording system, which is well aligned with IEP goals and curriculum. Contributes to data team meetings by using data to analyze student work.

IEP components are exemplary, and documents are accurately completed and consistently submitted in a timely manner. Serves as resource to colleagues/leader on data teams regarding content, procedures and analysis of student data.

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EMPLOYEE EVALUATION CRITERIA WITH DESCRIPTORS AND INDICATORS OF QUALITY* Standard 1: The employee demonstrates knowledge of content and instructional planning.

Criterion 1A: Demonstrates knowledge of content and instructional practices/methods (Descriptor) (Indicator)

(1) Bases instructional methods on knowledge of content a.

Prepares lessons which reflect an accurate understanding of the content

b.

Combines textbook knowledge with digital age practical life experiences when presenting concepts

c.

Uses best practices when planning lessons including the use of Depth of Knowledge Levels

d.

Updates knowledge of curriculum to keep information current and relevant

e.

Maintains an awareness of new developments in curriculum content and delivery methods and research-based instructional practice methods

f.

Selects and presents subject matter which is accurate

g.

Prepares lessons that integrate uses of technology

h.

Promote, support, and model creative and innovative thinking and inventiveness

i.

Engage students in exploring real-world issues and solving authentic problems using digital tools and resources

j.

Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes

k.

Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments

(2) Considers sequence of curriculum when planning lessons a.

Builds lessons on students’ prior knowledge

b.

Understands the prerequisite knowledge necessary for

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understanding topics *Not intended to be all-inclusive. c. Consults District curriculum guides for previous and future objectives d.

Incorporates content from previous level lesson(s) to insure continuity and sequence into daily planning

Criterion 1B Demonstrates knowledge of students (3) Selects subject matter which is appropriate to the abilities, needs, and interests of the students a.

Matches student readiness levels to level of difficulty of the material

b.

Remains sensitive to students’ academic and emotional needs in order to address their individual differences

c.

Uses knowledge of students to design educational experiences

d.

Selects learning experiences and adjusts them to meet students’ individual needs (including IEPs and 504 plans) and enhance learning

e.

Utilizes student input to select subject matter

(4) Identifies students’ prior experiences, learning styles, knowledge and skill level when designing a lesson plan a.

Devises plans that reflect knowledge of the varied learning styles of students

b.

Demonstrates knowledge of the academic development and principles of learning related to level of students

c.

Maintains a differentiated classroom that offers various routes to learning

d.

Provides support materials that are coordinated with the learning experiences and developmental levels of the students

e.

Plans activities that are appropriate for the developmental level of the students

(5) Selects varied instructional strategies a.

Varies instructional presentation in accordance with student

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needs

b.

Plans a variety of learning experiences, allowing students to think beyond the limits of the textbook

c.

Avoids reliance on commercially prepared materials that focus on narrowly defined academic skills

d.

Provides for a variety of activities to promote student involvement

e.

Demonstrates an awareness of how children learn and includes effective teaching strategies in lesson plans

f.

Extends learning to digital and web 2.0 resources

g.

A continuous improvement approach is used to improve the learning process

(6) Plans lessons that reflect student diversity a.

Recognizes the needs of students representing different ethnic groups

b.

Infuses multicultural practices and diversity into existing curricular content areas and instructional programs

c.

Helps students from other cultures acclimate to routines in the school

d.

Fosters student interest in the cultural and artistic contribution of others

e.

Uses web 2.0 technology resources for communications and collaboration within the digital world community

Criterion 1C Selects instructional goals and objectives based on District curriculum and student data (7) Aligns lessons to the District curriculum objectives a.

Incorporates lesson objectives from District curriculum guides

b.

Uses instructional strategies from curriculum guides

c.

Participates in curriculum writing

d.

Interprets and assigns Depth of Knowledge Levels to

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learning objectives and assessments e. (8)

Student data is used for lesson planning

States instructional goals and objectives clearly a.

States the expected learning objectives as student outcomes

b.

Relates lesson objectives to the subject matter being introduced

c.

Communicates expectations and rationale for learning

d.

Aligns all activities with the lesson objective

e.

Begins instruction with a synopsis of the instructional objective and its correlation to the lesson’s objectives

Criterion 1D Demonstrates knowledge of resources (9) Uses a variety of materials, sites, activities and/or personnel to enhance instruction a.

Provides a variety of appropriate supplemental materials to support the curriculum

b.

Includes audio-visual equipment and technology in the lesson

c.

Finds, develops and uses updated resource materials

d.

Utilizes relevant personnel, school and community resources to help students reach their full potential

e.

Uses quality tools as part of the learning cycle

Criterion 1E Integrates current and emerging digital tools into the learning environment (10) Creates opportunities for instructional use of the computer/technology a.

Encourages opportunities for students to seek information on-line

b.

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d.

Provides regular opportunities for students to learn in which students use digital tools and resources

e. f.

Implements the use of assistive technology as appropriate Demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations

g.

Collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation

h.

Communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats

i.

Model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning

Criterion 1F Designs coherent instruction (11) Designs lessons in a clear, logical, sequential format a.

Develops written plan following administrative expectations

b.

Presents facts of the lesson accurately and in sequence

c.

Provides a sequential array of learning activities, ensuring that the learning objectives are reached

d.

Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity

e.

Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress

f.

Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources

g.

Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching

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(12) Plans learning activities that are engaging and relevant to instructional goals a.

Provides a variety of activities which promote maximum student involvement

b.

Provides activities and/or solicits help for remediation and enrichment

c.

Uses learning activities designed to achieve stated objectives

d.

Explains activities well prior to the activity

e.

Provides for well-structured learning activities that encourage students to pay attention and participate

Criterion 1G Assesses student learning (13) Plans assessments that align with content and are congruent with instructional methods a.

Plans pre-assessments to determine learner performance

b.

Constructs tests which reflect what has been taught

c.

Uses assessments that reflects the student work, new knowledge, and goals of the lesson

d.

Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching

(14) Utilizes a variety of assessment strategies to determine students’ success (i.e., teacher-made tests, national and state test data, portfolios, and scoring guides, etc.) a.

Applies a variety of formal and informal assessment techniques (e.g., observations, portfolios of student work, teacher-made tests, performance tasks, projects, student selfassessments, authentic assessments, and standardized tests) to enhance and monitor learning, progress and performance

b.

Prepares and administers both subjective and objective tests on materials that have been taught

c.

Collects information through observation of classroom interaction and questions

d.

Designs and uses assessments that support the transfer of

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learning to real life e.

Makes appropriate modifications in assessments in accordance with students’ IEPs

(15) Assists students in development of self-assessment skills a.

Uses assessment to assist students in becoming aware of their learning behaviors, strengths, needs and progress

b.

Provides scoring guides, as appropriate, to students prior to assessing work

c.

Allows for pupil goal-setting and self-evaluation

d.

Individual student performance data is charted and analyzed for improvement

(16) Aligns the assessment with goals, objectives, and instructional strategies relating to the District curriculum a.

Uses assessments which correlate to the method of instruction and the District curriculum guide

b.

Assigns meaningful activities or homework that are designed to assist the student in understanding

c.

Uses assessment techniques that allow for a variety of multiple intelligences to be used by students

d.

Align assessments with appropriate Depth of Knowledge Level

Criterion 1H Demonstrates knowledge of IEP process (17) Exhibits evidence of preparation for conference (18) Uses objective data to report progress on goals and objectives (19) Organizes comprehensive present level of academic achievement and functional performance that incorporates required elements (20) Develops appropriate goals based on present level of performance (21) Develops objectives with required components (22) Facilitates decision-making concerning accommodations, modifications, and placement

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(23) Incorporates functional behavior assessments and behavior plans as appropriate (24) Efficiently facilitates the IEP meeting and/or actively participates in the meeting (25) Utilizes a team process for decision making (26) Utilizes a process to consider students needs for assistive technology at each IEP Standard 2: The employee demonstrates management of the classroom environment. Criterion 2A Creates an environment of respect and rapport (1) Demonstrates positive teacher-student interaction a.

Relates to students in a manner that promotes trust and mutual respect

b.

Makes an effort to know each student as an individual

c.

Interacts with students in a mutually respectful and friendly manner

d.

Gives constructive criticism and praise when appropriate

e.

Remains reasonably available to all students

f.

Acknowledges the rights of others to hold differing views or values

g.

Creates a positive learning environment where students feel comfortable and willing to engage in learning

h.

Demonstrates sensitivity and fosters an understanding of cultural, gender, intellectual, and physical ability differences in classroom communication and in response to students’ communications

(2) Supports student diversity education in instruction and interactions a.

Recognizes and accepts students and staff without discrimination

b.

Provides a climate that enhances learning by reflecting and recognizing the history, culture and abilities of all people

c.

Supports students knowledge of diverse attitudes, traditions and values

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d.

Provides an atmosphere that fosters respect for all cultures, language, dialects, abilities, ages, genders and sexual orientations

(3) Encourages positive student-student interaction a.

Encourages positive exchange between students

b.

Encourages and supports camaraderie among members of the class

c.

Promotes positive group interactions

Criterion 2B Establishes a culture for learning (4) Communicates expectations for learning and achieving a.

Communicates challenging scholastic expectations to students

b.

Responds positively to requests of students for help

c.

Gives students ample opportunity to demonstrate mastery

d.

Seeks ways in which to improve student achievement

e.

There is a systematic process in place to involve students in developing and achieving goals

(5) Conveys the importance of content a.

Communicates the value of content in relation to life experiences

b.

Makes instruction relevant to the experiences of the students

(6) Encourages pride in student work a.

Strives to motivate students who show little or no interest

b.

Displays students’ work that is reflective of their progress

c.

Acknowledges efforts of students of differing abilities

Criterion 2C Manages classroom procedures (7) Establishes and teaches effective/efficient daily routines a.

Stresses to students importance of productively utilizing class time

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b.

Implements and enforces classroom procedures consistently

(8) Paces instructional day appropriately, with smooth transitions a.

Manages time, space, transitions and activities effectively

b.

Student involvement is neither rushed nor delayed

(9) Displays evidence of organization a. Organizes daily schedule in order to enhance instruction b.

Organizes and effectively manages students who are working in different group structures

(10) Performs non-instructional duties consistently (attendance, drills, etc.) a.

Displays effective methods to carry out routine responsibilities

b.

Performs non-instructional tasks willingly and professionally

c.

Reports promptly for duty assignments and confines activities to the tasks related to the assigned duty

Criterion 2D Manages student behavior (11) Establishes and clearly communicates expectations for classroom behavior a.

Anticipates disruptive classroom management situations and prepares accordingly to ensure student/staff safety

b.

Promotes self-discipline/self-monitoring

c.

Reinforces appropriate behavior

d.

Encourages student responsibility in the classroom

(12) Uses effective techniques to maintain positive behaviors (eye contact, proximity, time on task, etc.) a.

Maintains learner behavior that promotes learning for the group

b.

Endeavors to find and eliminate causes of undesirable behavior

c.

Recognizes and reinforces appropriate student behavior

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(positive ratio of 4:1) d.

Communicates expectations and parameters for student classroom behavior

e.

Exercises responsibility for student management on school property and at school activities during school days

f.

Communicates safety issues for individual students to classroom employees and administrators

g.

Uses de-escalation techniques in dealing with behavioral disruptions

h.

Manages discipline infractions in accordance with school policy

i.

Intervenes during inappropriate behavior

j.

Makes effective use of preventive strategies including sensory supports (proximity, eye contact, non-verbal cues, position and movement)

k.

Recognizes and deals effectively with crisis issues (e.g., substance abuse, child abuse, suicidal behavior, or mood changes)

l.

Encourages students to self-monitor/self-manage

(13) Develops and implements individual and group behavior plans a.

Establishes, teaches and maintains routines, rules and schedules (universals)

b.

Utilizes functional assessment process to develop appropriate behavior plans

c.

Consistently implements behavior plans

Criterion 2E Organizes physical space (14) Maintains a safe, healthy classroom environment a.

Insures that materials and information can be read, seen, and/or heard by the students

b.

Maintains a classroom atmosphere conducive to good health and safety

c.

Arranges and maintains a safe and functional classroom or

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work space (15) Assesses and adjusts learning environment as necessary (seating, room arrangement, instructional learning centers, etc.) a.

Maintains the classroom in a functional, attractive, and orderly environment conducive to student learning

b.

Assesses the learning environment and knows how and when to change that environment

c.

Avoids cluttering classroom with too many materials

Standard 3: The employee demonstrates effective instructional practices. Criterion 3A Teaches the board-approved curriculum (1) Utilizes curriculum guides for approved content a.

Addresses District and state curriculum standards when planning and delivering instruction

b.

Incorporates content from previous lessons/levels and considers content from future objectives when teaching a lesson

(2) Provides direct instruction in skills and strategies to ensure that students have access to and benefit from the general education curriculum. a.

Sets the stage for learning through use of advance organizer (anticipatory set)

b.

Describes, models and facilitates the practice of these skills and strategies

c.

Teaches metacognitive skills as part of the instructional process (eg., self instruction, self monitoring, and problem solving)

d.

Concludes the lesson through the use of post organizer (closure)

(3) Designs classroom assessment that prepares students to perform proficiently on national and state assessments (i.e., constructed response questions, performance events, etc.) a.

Incorporates test-taking skills into lessons in order to familiarize students with the mechanics of taking tests

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b.

Tests for comprehension in both traditional and nontraditional ways

c.

Recognizes and addresses factors which negatively impact on students’ performance on tests

Criterion 3B Communicates clearly and accurately (4) Models effective verbal and written communication skills a.

Uses correct oral and written communication

b. c.

Gives directions that are clear, concise, and reasonable Communicates with students at a level commensurate with their comprehension skills

d.

Uses a variety of verbal and non-verbal techniques (e.g., signing, cues, proximity, physical contact)

e.

Writes documents in a professional manner

f.

Uses effective active listening skills (e.g., affirmation of understanding, eye contact, attentiveness, restating, and paraphrasing)

(5) Uses a variety of media communication tools (i.e., books, periodicals, video, multimedia, internet, etc.) a.

Includes audio-visual equipment and technology in lesson

b.

Provides supplementary material to enhance the lesson

Criterion 3C Uses effective questioning and discussion techniques (6) Encourages student participation a.

Encourages questions and discussions from all students

b.

Provides opportunity for guided and independent practice

c.

Elicits responses to students’ questions and encourages students to respond to each others’ questions

(7) Engages students in critical thinking a.

Assigns work (oral and written) to students which requires application of what they have been taught

b.

Stimulates and encourages creative and critical thinking

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c.

Poses questions at various levels of Bloom’s taxonomy (Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating)

d.

Employs strategies geared towards students’ Depth of Knowledge, including: recall of information, skill / concept, strategic thinking, and extended thinking

e.

Elicits critical thinking skills to assess students’ comprehension of subject matter

Criterion 3D Engages students in learning (8) Presents content in a manner that motivates students a. Provides opportunities for students to explore problems and weigh alternatives in decision-making b.

Provides for student interaction

c.

Provides opportunities for students to experience the processes of discovery and creativity

d.

Challenges students to understand the process by which answers are reached

e.

Provides activities which promote student independence, application and generalization of skills in all learning environments

f.

Utilizes the students’ communication system for engagement (e.g., uses augmentative communication devices within whole group instruction)

g.

Students are taught to establish, improve and lead class learning processes

(9) Manages time, transitions and activities effectively a.

Begins and ends activities promptly

b.

Continues learning activities for the duration of the scheduled instructional time

c.

Avoids unnecessary delays during the lesson

d.

Avoids inappropriate digressions from the topic during the lesson

e.

Gives adequate response time

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Criterion 3E Provides feedback to students (10) Provides feedback in a timely manner a.

Returns test results and assignments as quickly as possible

b.

Assesses students individually or as a group and provides feedback

(11) Gives accurate, substantive, constructive and specific feedback a.

Makes opportunities for one-to-one conferences

b.

Provides written comments in addition to points or scores when appropriate Uses various techniques for evaluation and feedback

c.

Criterion 3F Demonstrates flexibility and responsiveness (12) Adjusts lessons to meet the needs of all students a.

Plans lessons that address individual differences within the class

b.

Prepares activities which address individualized learning styles

(13) Uses accommodations to meet the needs of all students a.

Re-teaches if testing results indicate it is appropriate

b.

Addresses the needs of students who demonstrate varied levels of academic development

Criterion 3G Students demonstrate improvement on local and state assessments (14) Progress monitoring shows students are progressing a.

Aims Web

b.

Dibels

c.

Other measures

(15) Students MAP results are improving (16) Students MAP-A results are improving (17) Students local assessments are showing improvement Criterion 3H Promote and model digital citizenship and responsibility Special School District of St. Louis County

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(1) Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices. a.

Advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources

b.

Address the diverse needs of all learners by using learnercentered strategies providing equitable access to appropriate digital tools and resources

c.

Promote and model digital etiquette and responsible social interactions related to the use of technology and information Develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools

d.

Standard 4: The employee demonstrates professional responsibility. Criterion 4A Communicates with parents/guardians (1) Provides information about individual students a.

Provides a climate of open communication between employee and parent/guardians

b.

Seeks opportunities to develop cooperative partnerships with the parents/guardians of students in support of student learning and well-being

c.

Contacts parents/guardians promptly regarding concerns related to students’ academic or behavioral performance Provides parents/guardians with information regarding program background and purpose

d.

e.

Conveys expectations of shared responsibilities in the learning process to parents/guardians

f.

Responds to parents/guardians who request a conference

g.

Provides pertinent information during parent/teacher conferences

h.

Demonstrates sensitivity, respect, and acceptance of diversity

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i.

Acknowledges and values parent/guardian input

(2) Provides information about the instructional program a.

Uses a variety of communication tools to report student progress

Criterion 4B Teacher establishes and maintains effective professional relationships with colleagues (3) Engages in discourse about professional issues with colleagues/teams a. b. c.

Works cooperatively with colleagues in planning instructional activities Respectfully engages in problem-solving and planning conversations Participates in a decision-making process involving student data

d.

Supports collaborative decisions and professional initiatives

e.

Takes responsibility for reaching sound outcomes

f.

Expresses views and ideas with others in a professional manner

g.

Establishes good rapport with the non-instructional personnel who perform school services

h.

Conveys information concerning special needs of each student with appropriate staff

i.

Collaborates with school personnel to meet the special needs of students

j.

Communicates with other IEP team members to fulfill responsibilities as case manager

(4) Functions as a member of a team/department/school/District a.

Shares ideas, materials and methods with other employees

b.

Establishes good rapport with the non-instructional personnel who perform school services

c.

Assumes necessary non-instructional responsibilities

d.

Carries out duties in accordance with established job description

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e.

Completes duties promptly and accurately

f.

Supports parent/staff activities

g.

Collaborates with school personnel to meet the special needs of students

h.

Communicates with other IEP team members to fulfill responsibilities as case manager

(5) Supervises paraprofessionals effectively a.

Communicates expectations clearly and provides feedback about performance

b.

Coordinates responsibilities, implements training, and evaluates paraprofessionals

c.

Follows the established procedures for disciplinary action in a timely manner

Criterion 4C Grows and develops professionally (6) Participates in the District’s professional learning process a.

Works cooperatively to develop and implement a plan to improve professional development

b.

Satisfies District professional learning requirements

c.

Increases knowledge of expected skill sets

d.

Applies new learning acquired through professional learning opportunities and documents student growth to determine effectiveness of practices/implementation

e.

Takes advantage of opportunities to learn from colleagues, students, parents and the community

f.

Is knowledgeable to current development in subject matter relating to special and technical education

g.

Disseminates information obtained from professional development opportunities with department/faculty/staff as appropriate

h.

Participate in local and global learning communities to explore creative applications of technology to improve student learning

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i.

Exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others

j.

Evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning

k.

Contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of their school and community

(7) Participates in professional activities (professional organizations, course work, in-service activities, conferences, workshops, and reading professional literature) a.

Uses varied building, District, state, or national resources available for professional learning

b.

Participates in professional activities designed to make the entire school a productive learning environment

c.

Participates, as appropriate, in MSIP, CSIP, and classroom learning systems and school/District committee work

d.

Demonstrates commitment to professional growth by participating in professional learning activities (e.g., professional organizations, coursework, workshops, and conferences)

Criterion 4D Reflects on teaching (8) Assesses a lesson and its objectives a.

Evaluates effectiveness of instruction

b.

Practices self-reflection to assess the quality of professional performance

(9) Reevaluates lessons and makes appropriate changes a.

Monitors students’ work and adjusts teaching when needed

b.

Reviews curriculum goals and makes appropriate changes when planning lessons

c.

Conducts ongoing assessments and modifies instruction accordingly

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(10) Uses data collection to make instructional decisions a.

Utilizes a variety of data for evaluation of instruction

b.

Conducts assessments and uses test results to facilitate instructional changes

c.

Interprets and analyzes assessment data accurately

Criterion 4E Demonstrates professional behavior (11) Maintains discretion and confidentiality a.

Handles confidential information and difficult situations ethically and with discretion

b.

Complies with school policy and FERPA guidelines regarding student confidentiality

(12) Promotes a positive image of SSD services within the partner District and community (13) Presents a professional appearance (14) Communicates in a professional manner a. Completes written communication in Standard English b.

Uses effective oral communication skills in all situations

Criterion 4F Follows policies and procedures of the school District (15) Complies with board policies and school procedures a.

Works cooperatively with SSD and partner District administration to implement policies and regulations for which the school is responsible

b.

Informs administrators and/or appropriate personnel of school related matters

c.

Selects appropriate channels for resolving concerns/problems

d.

Stays informed regarding policies and regulations applicable to his/her position

e.

Complies with board policies and school procedures

f.

Performs school supervisory tasks as assigned/requested

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g.

Provides required management and instructional plans for substitutes

h.

Follows assigned building/daily schedule

i.

Demonstrates regular attendance

(16) Processes District/departmental records and data a.

Completes forms/records per established timelines (e.g., caseload information, referrals, requisitions, attendance)

b.

Provides accurate data to the school and District as requested for management purposes

Criterion 4G Develops and maintains IEP documents according to District procedures (17) Completes all items/components of IEP per compliance guidelines (e.g., dates, appropriate forms, etc) (18) Utilizes technology to complete IEP’s and accompanying paperwork as required per District procedures (19) Forwards copy of IEP to IEP team members and parents within the prescribed timelines (20) Develops, implements, and maintains data recording systems that are easily understood and accessible to other staff (21) Completes progress reports per timeline outlined in IEPs

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Glossary

Administrator/Supervisor

The personnel authorized to implement the evaluation process.

Approaching Standard

This performance category is used when the individual has met some requirements but needs better knowledge and understanding of position

Artifact Data

Documents or tangible items of information related to job performance.

Criteria

The items used to evaluate the employee’s performance. The criteria describe the behavior or skill of the employee related to effective performance.

Data Collection

The collection and sharing of measurable, observable, and/or definable information regarding employee performance.

Descriptors

Phrases that aid in defining and outlining the expected behavior for a particular criterion. The descriptors are not an all-inclusive listing of behaviors that might be associated with a criterion.

Does not meet Standard

This performance category is used when the individual does not meet one or more fundamental requirements of the position.

Drop-In

Unscheduled, informal visit to the classroom by the administrator. Data collection is not necessary but may occur, as the administrator deems appropriate.

Evaluation Conference

A conference between the administrator and employee held during the evaluation year to review performance on evaluation criteria and to make reemployment recommendations.

Evaluation Report

The form used to summarize the administrator’s professional judgments about the employee’s performance on each evaluation criterion.

Evaluation Year

The year when the administrator completes an evaluation report.

Exceeds the Standard

This performance category represents achievement that is consistently and significantly beyond the requirements of the position.

Feedback Form

A form completed by the administrator to document an observation, dropin visit, walk-through, artifact data or non-observed data.

Formal Observation

An observation that is either scheduled or unscheduled that fulfills the requirement of the administrator to observe a lesson after which a feedback form is completed and a conference is held.

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Glossary Indicators of Quality

Phrases used to give examples of quality performance.

Meets the Standard

This performance category is used when the individual performs at the expected level.

Mentor

The experienced employee who is assigned and given time to guide and support a first-year employee.

Needs Improvement to meet Standard

This performance category is used when there is a recognizable need for additional development of skills or knowledge.

Non-Observed Data

Non-observed data are those types of information that are not observed first hand by the supervisor.

Professional Development

Process designed to help employees improve professionally on an ongoing basis.

Performance Improvement Plan

The performance improvement plan is used to assist employees in becoming proficient in a specific criterion. The administrator can assign a performance improvement plan anytime a need for improvement is noted.

Pre-Observation Conference

The discussion before a scheduled observation between administrator and employee during which the lesson is previewed and the pre-observation questions are discussed.

Pre-Observation Discussion Questions

Reflective questions used by the employee in preparing for the pre-observation conference.

Post-Observation Conference

A conference between the administrator and the employee following scheduled and unscheduled observations for the purpose of discussing data collected during the observation.

Scheduled Observation

A planned observation of performance during an entire lesson/activity that includes a pre-observation conference, observation with documentation and a post-observation conference.

Self-Reflection Form

Form to be completed by employee and shared with the supervisor during the evaluation or professional development conference.

Unscheduled Observation

An unannounced formal observation of an entire lesson/activity used to collect data for the evaluation. A feedback form will be completed by the administrator and a post-observation conference will be held.

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Teacher Evaluation