Teaching Sequence Procedure

TEACHER EVALUATION

INSTRUMENT

ILLINOIS VALLEY CENTRAL

UNIT DISTRICT #321 EVALUATION PROCESS

EVALUATION CYCLE

Non-Tenured Teachers: The performance of regular full-time first year staff members shall be formally evaluated in writing at least twice that school year. The performance of regular full-time second, third, and fourth year staff members shall be formally evaluated in writing at least once during each of those years. Additional evaluations for each of those years may occur at the request of either the evaluator or the staff member.

Tenured Teachers: Each teacher in contractual continued service will be evaluated at least once in the course of every two school years (Article 24 of the Illinois School Code).

TIMELINES

A. Evaluator shall acquaint teachers with evaluation instrument and procedures to be used and specify who shall observe and evaluate their performance. Timeline – within one month after the beginning of the school term.

B. Evaluator shall conduct evaluations through mid-April. An evaluation is complete 10 school days after the post-observation conference has been held. Post-evaluation conferences of first year non-tenured teachers must be completed by mid-December and mid-March. Post-evaluation conferences of second, third, and fourth year non-tenured teachers must be completed by mid-March.

EVALUATION STEPS

A. Pre-observation Conference

1. Purposes: 1. To review evaluative criteria. 2. To review the teacher’s course of study, lesson plans and objectives, methods, suggested teaching procedures (see Appendix A.), classroom records, goals and other pertinent information. 3. To initiate the teacher self-evaluation process (see Appendix B).

2. Procedure: schedule one formal observation within ten school days of the conference.

- 2 - B. Formal Observation(s)

1. Purposes: a. To openly observe each teacher’s performance in the various criteria areas. b. To record notes of the observation sufficient to document identified strengths or weaknesses.

2. Procedure Alternatives: a. Additional observations scheduled within ten (10) school days or b. Post observation conference between evaluator and teacher within ten (10) school days of final observation.

C. Post-observation Conference

1. Analyze the data collected in the classroom observation(s). 2. Identify observed teaching methods and strategies that promoted learning and discuss why they were effective. 3. Discuss alternatives to observed methods and strategies which did not produce the desired instructional outcomes. 4. Generate instructional methods and strategies which will help the teacher grow professionally. 5. Discuss the teacher’s progress in completing the two-year goal and assess its effectiveness in promoting student achievement and school improvement. 6. Provide for teacher input in the written evaluation.

D. Written Documentation

1. The written evaluation form will be completed and presented to the teacher within ten (10) school days of the post-observation conference. 2. Information included in the written evaluation must include direct observations made by the evaluator or by another administrator. This performance must be put into anecdotal form, shared with the teacher verbally and in writing, and put into the teacher’s personnel file. 3. The teacher will sign and return the evaluation to the evaluator within ten (10) school days. The teacher’s signature indicates that the evaluation has been read and understood. The teacher’s signature does not necessarily constitute agreement. 4. If the teacher wishes to respond in writing to the content of a written evaluation, the teacher must submit the response to the evaluator within 30 days of receipt of the evaluation. All parties to the evaluation shall sign the written response and the teacher shall retain a copy. When more than one evaluator is involved in the evaluation process, separate written evaluations may be requested by the teacher or the evaluator. 5. The evaluator will submit a final copy of the evaluation to the superintendent after the teacher and evaluator have signed the evaluation.

EVALUATION RATING DEFINITIONS AND OUTCOMES

A. Ratings for Evaluation Categories

“Meets District Expectations” Teacher is performing at a level equal to or greater than district teaching expectations. The teacher and evaluator will review areas of strength as well as areas for growth.

“Does Not Meet District Expectations” Teacher is performing below district teaching expectations, i.e. unsatisfactory. The teacher needs to change, correct, or eliminate the unacceptable performance.

B. Ratings for Category Descriptors*

“Strengths” Teacher shows outstanding effort/preparation/performance in the specific descriptor.

“Areas for Growth” Teacher shows a need for improvement or a weakness in the specific descriptor.

*Note: a descriptor which has not been checked as a “Strength” or “Area for Growth” means that the teacher shows competence in the specific descriptor.

C. Ratings for Overall Performance and Outcomes

“Excellent” (tenured teachers only) All three of the following must be achieved in order to attain a rating of “Excellent”: 1. All Five Categories “Meets District Expectations” with no significant Areas for Growth in any of the five evaluation categories of the evaluation instrument. 2. Significant progress will be documented on the identified goals and activities as stated on the Goal Setting Form collaboratively agreed upon by the teacher and evaluator. 3. Teacher has shown initiative, creativity and leadership in at least one of the five sections of the evaluation instrument and has provided documentation to support this effort. “Satisfactory” Either of the following will result in a rating of “Satisfactory”: 1. All Five Categories “Meets District Expectations” Teacher will begin next evaluation cycle.

2. One Category (other than Instructional Methods) “Does Not Meet District Expectations” Teacher will be re-evaluated the following school year in that specific category. If the results of the re-evaluation meets district expectations, the teacher’s next evaluation cycle will begin the following year. If the results of the re-evaluation in the specific category is that the teacher is rated ‘Does Not Meet District Expectations’, the teacher will then receive an overall rating of ‘unsatisfactory’, and the teacher will begin the remediation process (see Appendix C).

“Unsatisfactory” Either of the following will result in a rating of “Unsatisfactory”: 1. Multiple Categories “Does Not Meet District Expectations” Tenured teacher will begin the remediation process (see Appendix C). Non-tenured teachers refer to State School Code. 2. Instructional Methods “Does Not Meet District Expectations” Tenured teacher will begin the remediation process (see Appendix C). Non-tenured teachers refer to Illinois School Code. - 5 - GOAL SETTING AS A PART OF TEACHER IMPROVEMENT AND EVALUATION

GOAL SETTING

Purpose: The purpose of the goal setting process is to promote student achievement and school improvement through the professional growth of the teacher. The teacher, who has reached a level of consistent performance in the five evaluation categories, and the evaluator have a shared responsibility to make the goal setting process as productive as possible. The teacher will be evaluated on the mutually agreed upon goal(s). This process will enable the teacher and the evaluator to work together, to reflect on teaching and instruction, and collaboratively to achieve the goal(s).

GOAL PRIORITIES

Goals should be established in accordance with their potential impact on student learning and development. The following guidelines should be considered in determining the appropriateness of goals.

1. Teaching Goals – goals built around teacher methods that are directly related to student learning outcomes. 2. Learner Goals – goals that relate directly to improving student performance in a specific area. 3. Program Goals – goals that relate to curriculum areas, course outlines, articulation activities, material selection, etc.

GOAL SETTING PROCESS

1. Each teacher scheduled for evaluation will meet with the evaluator to establish one mutually determined goal to be completed within the two year evaluation cycle. Either the teacher or the evaluator may choose to set one additional goal.

2. Each goal shall be referenced to one of the five categories indicated in the evaluation instrument.

3. The goal-setting meeting will occur after the previous evaluation has been completed and before the end of the first nine weeks of the following school year (the first year of the new evaluation cycle).

4. At the goal-setting meeting a teacher who wishes to attain the rating of “Excellent” shall inform the evaluator.

5. After completion, the “Goal Setting Form” will become part of the formal evaluation.

6. When the formal evaluation occurs, goal progress or completion will be assessed in conjunction with the category to which it was referenced.

7. Substantial progress on the goal(s) will be expected by the time of the evaluation post-conference. After documentation/evidence of this progress has been observed, the “Goal Progress Form” will become part of the formal evaluation.

GOAL SETTING FORM

This form is used to define the goal and to outline activities planned to accomplish the goal. Each goal is stated in specific terms which clearly indicate how the evaluator will be able to measure goal progress.

GOAL PROGRESS FORM

At the end of each two year evaluation cycle, this form will provide for an outline of accomplished activities and outcomes and to summarize the overall progress in attaining the goal.

SEE GRAPH ON FOLLOWING PAGE

Beginning of Year 1 By the end of 1st st quarter: Teacher End of 1 quarter completes goal setting form.

5. At post-observation conference teacher and evaluator consider possible goal(s) for next evaluation cycle.

4. Evaluator and teacher set By the end of the 2nd quarter: post-observation conference Teacher may amend goal after date within 10 days of final discussion with evaluator. observation. 2-Year

3. Evaluator formally Goal observes teacher. End of 2nd Cycle Quarter 2. At pre-observation conference, evaluator and teacher schedule formal observation date and teacher submits “goal in progress” form to evaluator.

1. Evaluator and teacher schedule pre-observation conference date. Teacher continues to work on goal(s).

End of 3rd Quarter

Beginning of Year 2 GOAL SETTING FORM

Name: ______Date: ______

Position: ______Building(s): ______

======

______I intend to achieve the rating of “Excellent” (please initial)

GOAL: (long-range, fundamental, ongoing) (category: ______) To

TARGET DATES: (criteria, specific, challenging, realistic, manageable, measurable)

HOW: (means, methods, activities, processes, materials, personnel by which goal will be attained)

ACTIVITIES OUTCOME

Additional comments:

GOAL PROGRESS FORM Statement of Goal and Category:

Target Dates:

Outline of Activities and Outcomes:

Narrative Describing Degree of Success in Attaining Goal:

Teacher ______Date ______Teacher Evaluation Instrument For Illinois Valley Central Unit District #321

Meets District Expectations  Does not meet District Expectations 

I. Instructional Planning

A teacher will demonstrate competence in the area of instructional planning by:

Strengths Areas for Growth

A. maintaining daily written lesson plans (i.e. objectives, methods, assessments). B. relating the lesson plans to clearly defined state goals and local learning objectives. C. preparing and revising plans based upon student needs, ability levels, and interests. ( teacher notes, comments attached to lesson plans.) D. using preparation time effectively (i.e. planning lessons, preparing supplies and materials, and communicating with other staff members, administrators, and parents.) E. preparing lesson plans that reflect a variety of instructional methods, techniques, and student activities. F. writing plans that reflect periodic assessment of student achievement and follow-up strategies.

Comments Teacher Evaluation Instrument For Illinois Valley Central Unit District #321

II. Instructional Methods

A teacher will demonstrate competence in the area of instructional methods by:

A. displaying enthusiasm for the subject matter.

B. clearly stating daily objectives/ expectations to students.

C. translating lesson plans into a variety of techniques and methods appropriate for the achievement of class objectives. (see list pg. ) D. effectively implementing technology in assignments and classroom activities when appropriate. E. giving clear, detailed directions and explanations.

F. effectively utilizing the available time for instruction.

G. effectively transitioning from one activity/ subject to another.

H. providing instruction/information in a clear and logical sequence. I. modeling skills expected of students and/or providing examples. J. providing opportunities for students to practice and apply skills. K. using a variety of questioning techniques which encourage critical thinking skills, and providing appropriate response time for students. L. including activities that require higher levels of thinking when appropriate. M. maintaining functional and attractive displays, bulletin boards, and interest centers related to learning. N. providing prompt, positive feedback to students.

O. adjusting the pace of the lesson to appropriately challenge students. P. determining student mastery on a regular basis using a variety of evaluation methods. Q. assigning homework appropriately.

R. allowing for summary, review, and providing closure.

S. using assessment results to diagnose student needs, reteach materials and provide enrichment.

Comments Teacher Evaluation I nstrument For Illinois Valley Central Unit District #321

III. Classroom Management

A teacher will demonstrate competence in the area of classroom management by: Strengths Areas for Growth

A. providing a positive classroom atmosphere that encourages learning and appropriate behavior. B. monitoring the class effectively while working with small groups or individuals. C. creating rapport and working relationships that are conducive to learning and appropriate to the maturity and interest of the students. D. establishing routines and clearly communicating the parameters for student behavior. E. administering fair and consistent discipline in accordance with school regulations. F. identifying student behaviors that need improvement and developing remediation strategies. G. showing sensitivity and flexibility to take into account extenuating circumstances (physical, emotional, and psychological needs of students.). H. maintaining a high level of time on task and redirecting students who are off task. I. moving about the room to ensure engaged learning.

J. demonstrating initiative in handling discipline problems.

K. communicating appropriately with parents of misbehaving students to promote mutual cooperation.

Comments

Teacher Evaluation Instrument For Illinois Valley Central Unit District #321

IV. Educational Competency

A teacher will foster student achievement by:

A. exhibiting knowledge of individual students which benefits the instructional process. B. co-operating with other professional staff members in assessing and helping students solve health, attitude and learning problems. C. effectively communicating with parents through conferences and other means. D. demonstrating thorough knowledge in assigned grade, subject area or special service. E. actively participating in curriculum improvement and other developmental programs. F. demonstrating a willingness to implement new methods and/or programs. G. maintaining professional competence through improvement activities.

Comments

. Teacher Evaluation Instrument For Illinois Valley Central Unit District #321

V. Professional Responsibilities

A teacher will demonstrate competence in the area of professional responsibilities by: Strengths Areas for Growth

A. effectively supervising students in out of classroom activities. B. being punctual to job assignments and meetings.

B. attending staff and committee meetings.

C. showing patterns of regular attendance.

D. establishing and maintaining an effective working relationship with all staff personnel. E. following appropriate channels to express views.

F. supporting district mission and policies, and building rules and regulations. H. demonstrating promptness and accuracy in performing duties.

I. keeping records and reports up-to-date.

J. tactfully handling confidential information and difficult situations. K. accepting constructive suggestions and responding in a positive manner.

Comments

Teacher Evaluation Instrument For Illinois Valley Central Unit District #321

VII. Summary

General Information

Name School

Grade Subject Taught ______

Evaluator

Employment Status

Non-Tenured Teacher Tenured Teacher Years Service In District

Evaluation Outcome

Overall Performance Rating:

_____ Excellent _____ Satisfactory _____ Unsatisfactory

Date of Next Evaluation:

Next Semester ____ Next Year _____ Two Year Cycle

If on Remediation:

______Date Initiated ______Expected Date of Completion

______Date Completed

______

Signatures:

______Evaluator Date

______Teacher Date

Response Attached? _____ Yes _____ No Appendix A.

SUGGESTED TEACHING PROCEDURES

The following procedures are recommendations for presenting a lesson.

1. Review previous lesson, when appropriate.

2. Present purposes/objectives of today’s lesson.

3. Provide prompt and positive feedback to pupils.

4. Use a wide variety of questioning techniques.

5. Move about during lesson to establish, maintain or re-establish pupil involvement.

6. Use functional and attractive displays, bulletin boards, and interest centers.

7. Periodically check comprehension by question and answer, board or paper work.

8. Provide closure/summary for lesson presentation.

9. Give next day’s assignment.

10. Students begin on next day’s assignment.

11. Teacher checks students’ work on next day’s assignment. Appendix B.

ILLINOIS VALLEY CENTRAL UNIT DISTRICT #321 TEACHER SELF EVALUATION FORM

Below are sixteen questions that have been designed to help you understand yourself as an individual and as a teacher. In addition, they will further help you understand how you relate to your students and peers. It is hoped that you will give careful consideration to these questions and will make a few notes.

Please note that these questions are to be used only by you and for your own benefit and personal growth. Also, they will help you prepare for the formal evaluation. In no way will your response to these questions become part of your permanent school file.

1. In what ways do I exhibit an honest evaluative attitude toward my work?

2. In what ways do I reflect enthusiasm for teaching?

3. In what ways do I establish and maintain professional relationships with school personnel?

4. How do I reflect enthusiasm for my subject area?

5. How do my lesson plans guide me or a substitute teacher in the areas of content, objectives, methods, and assessment?

6. In what ways do I strive for continual self-improvement and professional growth?

7. How well do I follow school policies?

8. In what ways am I engaged in the over-all improvement of this school?

9. How do I attempt to create in my classroom an environment conducive to learning?

10. In what ways do I vary my teaching techniques to challenge and to meet the individual needs of my students?

11. What long and short range goals have I established for my students that are consistent with the school’s philosophy and objectives?

12. How do I utilize the resources of the school and community to promote student growth?

13. How do I establish rapport with my students and earn their respect?

14. In what ways do I realistically evaluate my students?

15. How do I help students develop and maintain self-control and self-discipline?

16. Other------

QUESTION FOR THOUGHT: HOW WOULD I LIKE TO SPEND ONE SEMESTER AS A STUDENT IN MY CLASS? Appendix C.