2314 ARTICLE 17 2315 EVALUATION PROCEDURE 2316 · PDF file · 2016-12-192350 implementation process (No. 5) ... 2366 (No. 5 above). 2367 7. ... 2375 C. Any complaint made

2314 ARTICLE 17

2315 EVALUATION PROCEDURE

2316 I. RESPONSIBILITY

2317 The responsibility for evaluation of unit members rests with the administrative

2318 head of each educational unit. The final administrative level is with the Superintendent.

2319 It is the responsibility of the Superintendent or designee to:

2320 A. Oversee and facilitate the Districtwide process of evaluating unit members.

2321 B. Act as a resource to the administrative head of each educational unit.

2322 Nothing herein shall be construed, however, as precluding classroom visitations

2323 in cases where alleged deficiencies have been found during the evaluation process, or

2324 where alleged deficiencies are reasonably suspected.

2325 II. EVALUATION PROCEDURES

2326 Each certificated classification has minor variations. These are delineated on

2327 each certificated classification evaluation form. Unless a unit member has permanency

2328 in the position he/she is holding, he/she will be subject to the procedure for

2329 probationary staff.

2330 A. Sequence of evaluation events for permanent unit members:

2331 1. All permanent unit members not on leave shall be evaluated at least

2332 every two (2) years until they have been employed by the District for ten

2333 (10) years or more, are highly qualified pursuant to NCLB, and whose

2334 last evaluation was satisfactory in all Standards of the California

2335 Standards of the Teaching Profession, at which time they may be

2336 evaluated once every five (5) years as provided by California Education

2337 Code number 44664. The evaluator and unit member must both agree

2338 to be put on a five-year cycle and either party may withdraw its consent

2339 to such a cycle at any time.

2340 2. Unit members notified on or about September 30 that this is the year for

2341 evaluation (local administration responsibility).

2342 3. Unit member and evaluator(s) determine mutually-accepted date for first

2343 conference to be held by the end of October.

2344 4. First conference session between evaluator(s) and evaluatee shall

2345 include review of the evaluation instrument, options and the California

2346 Standards for the Teaching Profession (See forms following article).

108

2347 5. Unit members can provide material deemed pertinent by the unit

2348 member to the evaluator.

2349 6. Second conference (by April 15) at which time the results from the

2350 implementation process (No. 5) are reviewed and, if needed, sugges-

2351 tions for improvement are discussed.

2352 7. Signed final reports to the unit member, evaluator(s), supervising

2353 administrator, and personnel file.

2354 B. Sequence of evaluation events for probationary unit members:

2355 1. Probationary unit member will be notified on or about September 30 who

2356 his/her evaluator(s) will be.

2357 2. Probationary unit member and evaluator(s) determine mutually accepted

2358 date for first conference to be held by the end of October.

2359 3. Probationary unit member submits goals and objectives and other

2360 material deemed pertinent by the member to evaluator(s) two weeks

2361 prior to first conference.

2362 4. First conference session between evaluator(s) and evaluatee.

2363 5. The first evaluation/observation is due in the Human Resources office

2364 with the copies to the evaluatee on or about December 15.

2365 6. Implementation of recommendations decided upon in first evaluation

2366 (No. 5 above).

2367 7. Second conference and evaluation report on or about April 15.

2368 Ill. GENERAL EVALUATION PROCEDURES

2369 A. All observation of the work of a unit member shall be conducted openly.

2370 B. All evaluations shall be in writing and a copy given to the unit member within

2371 seven (7) school days of the evaluation, or within ten (10) days after the

2372 evaluation conference. If the member disagrees with the evaluation, he/she . .

2373 may submit a written response which shall be attached to the file copy of the

237 4 evaluation in question.

2375 C. Any complaint made against a unit member which is used in the evaluation

2376 shall be called to the attention of the unit member if said complaint is to be

2377 placed in the unit member's personnel file.

109

2378 D. Each observation of a member in student involvement situations shall be for

2379 an appropriate amount of time. If deficiencies are noted, there shall be an

2380 observation for at least one full period or equivalent.

2381 E. Each observation of a unit member should normally be preceded and

2382 followed by a conference between the unit member and his/her evaluator for

2383 the purpose of clarifying the objectives of the observation and the written

2384 evaluation report.

2385 F. If an evaluator finds a unit member deficient in his/her performance, the

2386 reasons thereof shall be set forth in writing as shall an identification of the

2387 specific ways in which the unit member is to improve and of the specific

2388 assistance available from the administration and other staff members. When

2389 any permanent unit member has received an unsatisfactory evaluation, the

2390 evaluator shall annually evaluate the permanent unit member until he/she

2391 receives a positive evaluation, or is separated from the District.

2392 G. Any evaluation pursuant to this procedure which contains three (3) "does not

2393 meet standards" of a unit member's performance in any three of the first one

2394 through five standards will include the requirement that the unit member

2395 shall, as determined necessary by the District, participate in the Peer

2396 Assistance and Review (PAR) Program designed to improve appropriate

2397 areas of the unit member's performance and to further pupil achievement

2398 and the instructional objectives of the District.

2399 H. At the beginning of the school year during which a unit member is to be

2400 evaluated, a pre-evaluation conference shall be held between the evaluator

2401 and the unit member so the evaluator may be apprised of the unit member's

2402 objectives, methods, and materials planned for the learning situation to be

2403 evaluated.

2404 I. All communications obtained by a unit member in the course of his/her

2405 professional duties and deemed by said unit member to be of a confidential

2406 nature shall not be disclosed except by written request by management.

2407 J. Prior to the beginning of any evaluation, a unit member shall have the right

2408

2409

2410

to put in writing any concerns that he/she may have concerning his/her

evaluator. At this same time, the unit member to be evaluated shall have the

right to request that another administrator be assigned.

110

2411 K. The instructional and professional activities of Professional Learning

2412 Communities will not be used in teacher performance evaluations.

2413 IV. ALTERNATIVE EVALUATION (See Form following Article)

2414 This evaluation program encourages unit members to continue their professional

2415 development and personal growth. The program is flexible to encourage unit members

2416 to grow in self-chosen areas of interest that promote student learning and instructional

2417 leadership. The program also hopes to strengthen collegial relationships, cooperation,

2418 and to decrease unit member isolation.

2419 Participants are permanent unit members with a minimum of five years of

2420 teaching experience with the most recent evaluation rating of "meets standards."

2421 Ill

2422

111

2423

TEACHER'S NAM•:

TEACHER ID NUMBER

Mt:cls S1a11do1rd t>ocs Nur M1.:c1 WithLJ,ow1h 51,rncl;uds ltctu111111c:11di:ll

~---

GROSSMONT UNION HIGH SCHOOL DISTRICT

CERTIFICATED EVALUATION COURSE SCHOOL ·-DATE--

TEMPORARY L PROIJATJONARY L PrmMANENT L I" Year 2"d Year

NotOIJ:i;c:1vc:1J PART I: STANDARDS OF PROFESSIONAL RESl'ONSILllLITIES Mccls ur Nol (Assessed by rencction, observation, documentation, conference) S1n11dards

J\111,lic;iblc

Standard 1: Engaging and Supporting All Students in Leaming

Connecting students' prior knowledge, life experience, and interests with learning goals

--Using a variety of instructional strategics mul resources to respond to students' diverse needs

Facilitating lcu111ing experiences that promote autonomy, interaction, und choice

Engaging students in problem solving, criticul thinking, nnd other activities thnt mnkc subject matter meaningful

Promoting self-directed, rcncctive learning for all students

St:mdimJ 2: Crenting nnd Maintaining Effective l~nvironments For Student Learning - -- -·

Creating a physical environment that engages all students

- ·-- --- ·- -- Establishing a climate that promotes fairness nnd respect

Promoting social development and group responsibility

Establishing and maintaining standards for student behavior

--- --- ----- Planning und imp.lcmcnting ch,ssroom prnccdurcs and routines that support student leitrning

-Using instrnctionnl time effectively

Standard 3: Understanding and Organizing Subject Matter For Student Learning ----

Demonstrating knowledge of subject mntter content and student development

Organiidng curriculum to suppo11 student understanding of subject matte,

lnterrel11ting ideas and information within nnd across subject matter ur~as--

e---- ·-- ------· ----·- Developing student understanding through instructional strategies that are appropriate to the subject matter

-· Using moterinls, resources, and technologies lo make subject mailer accessible to students

112

Ouci Nol Meet Mi.1:1sS1:111tl:vd Mci:IS

Nul Obscn·cd W11hG1ow1h nrNul

Stand:mll RccommcmdcJ

Sr::uuli\fds ApphcitlJh: -- ·

Standard 4: Pfanning Instruction and l)csigning Learning Experiences For All Students - --

Drawing on and valuing students' backgrounds, interests, and developmental learning needs

---· ·-Establishing and articuh1ting goals for student learning

Developing and sequencing i11structiom1l activities and materials fur student lcnrning

Designing shm1-lcnn and long-term plans to foster student learning

Modifying instructional plans to adjust for student needs

-Stimdard 5: Assessing Student Learning

·-Establishing mid communicating learning go.1ls for ull students

Collecting and using multiple sources of information lo assess student learning

Involving nnd guiding all students in assessing their own learning

----·----Using the results of assessments to guide instrnction

·- --· Communicating with studcuts, families, nnd other nudience; about student progress

-------· Related Duties and Rcs11011sibililics

Seeks out opportunities for enlrnnccmen! of content knowledge und --

pedagogical skills ·---- e---·

Demonslrnlcs a willingness to accept suggestions and implement appropriate change

----- --Maintains cunstrnctivc working relationships with colleagues

-· ·- · Maintains constrnctivc working relationships with colleagues for the benefit of students

Maintains uppropriate. school-wide policies and rules

Maintains and promptly submits accurate and complete records und repo11s

-Is regular and prompt in allcndauce

---Dcmonslrates appropri~1te conduct and integrity in the classi-00111 and school-related activities

AnMINJ~TJII\TOll'S INI IIAI.S Ti:t.ciiiill·s JNtllliS SUMMAIIY ON l'AGt: 4 SIJ,\1.1. INU,Unt: Wlll'rn:N llt:COMMt:NIIATIONS FUii ALJ. Jn:MS c.,110:CKt:O "001':S NOl' MY.f..'I STANl>AROS".

·-- · -

2424

113

TEACHER'S NAME SCHOOL/l)El'ARTMENT DATE

PART II: RECORmm OBSEUVATION

-- - ·-· --

2425

114

2426

--- -- --- -- ----

PART III: SUMMATIVIG REVIEW (Commendation/Recommendation)

Dutcs of Observations:

PART IV: OVlmALL EVALUATION

D Meets Standurds D Meets Standnrds With Growth Rcconunendcd D Docs Nol Meet Standards

ADMINISTl<ATOR'S SIGNATURE DATE

TEACHER'S COMMENTS~ The teacher shall have the right to rcspoml in writing to the evaluation. This response shall be attached to the ev11luation prior lo it being placed in the teacher's personnel file if received within ten (10) working days after the receipt orthc evaluation. If received afier ten (10) working days it will be ndded to the personnel file when received by the District.

I acknowledge being apprised of'the above evaluation in a personal contcrcnce. I I IA VE A'lTi\CHED A STATEMENT

DYES ONO TEACHER'S SIGNATURE DATE

115

...... ...... O')

I'\) .i:::,. I'\)

"""'

STANDARD 1: ENGAGING AND SUPPORTING ALL STUDENTS IN LEARNING

DOES NOT MEET STA.1',l)ARD

The teacher makes no c<lllflCClions between the lcuuing gosls znd the students' prior knowledge. like e:q,ericnccs, and interests. The teach<r docs not elicit student qucsnons or comments duru,g a lesson.

The teacher uses instructioaal strategies, but thoi,· lack variety. are poorly c:irricd ou~ or are inappropn­ate to the students or to the msauc­tional goals. No adjusunents are made to respond to studenis' needs.

Lenrning experiences :ire directed by the teacher, pc1miains no student autonomy mtcraction, or choice.

No learning opporrunities are pro>ided for students 10 cog:,ge m problem solving. atnlysis. or inquuy ",rlnn or across subJect ll"l!Uer areas.

:-.o opportunities arc provided for srudcnts to initiate thctr own Jearnins or to monitor their own work.

MEETS STA,'\'DARD WITH

GROW1H RECOM>\llE:S.'DED

I The tc:ichu malces som., con.....:uons between the IC3I11ing goals nnd the

I students' prior knowledge, lifu C.'(J)Cfi·

cnces, and inte.-.sts. The teacher elicits ~ questions tiom students during•

i lesson to monitor tneir und"1Standing.

I

I The tcad!c:-uses a selection of insttuctiooal strategies that :ire largely appropriate to the S\Udents and the instructiono.! go31s, but they ~· Jack

, ,-aricty or may not be responst,·c to I students' needs.

Leaming experience ore directed by the teacher and allow limit<:d student autonomy, interaction. and choice.

I Some learning opponunities are ; provided for studer:rs to cng:,ge in

I problem solvinll wi1hin subject matter areas, but little suppon is given to dc:vclop n=s.sa,y skills.

I

I I Students' learning is din:cttd c.nd

I monitored~- the teocber, but appropriate opportunitics arc not pro,.idcd for students to reflect on their work

I irdividuall)'.

MEETS STA~l)ARD

The teacher mtkes substantial connections. between the learning goals and the students· prior knowledge, li!i, cxpcrienc,,s, 3lld int=s. The teacher elicits and uses students' questions and comments during a lesson to c:<tcnd

I their understanding.

I The teacher uses a variety of instruc­I tional str.itegics that ari: appropriate

to the students nnd the instruaional goals. The tc:ichcr =ics these strategics out thoughtfully. making some adjustmcnls to respond to students' needs .

Leaming e,:pcriences :ire facilitated by the t=aclu:r to promote constructive iottt3Ctions, autonomy, and c.ioice. and to enccurage and suppon student invot..·ffl1t.nt in learning.

I Learning opportunities and support are I provided for students to engage in

problem sol,ing and in investigating and analyzing subject matttr concepts and questions o.ithin subject mancr :ircas.

Students an: supponed in dC\-eloping the skills needed to momror their ov.11

i l=ing during acthities. Students r,,flecr on and talk about their ov.11

"""' "'ith

I I The teacher mcilitlltes as students

cormect and tpply their prior knowledge, life experiences, and interests to new learning and the achiC\·emcnt oflearning g,,als. The te:ichtr builds on students' questions and comments during lessons to modify instruction.

, The teacher mcl<es skillful use ofa : \\ide repertoire of instructional ' stnttegies to engage all stu.dfflts in

learning, making ~djusnncnts while reaching 10 rcspood to students' needs.

Learning e>.l'Crienccs are !3ci!itUcd by the teacher and students 10 promote ar.d support a ,wry of constn.1ctive interactions. autonomy~ and choice in the pursuit of significant lamnng.

-II Leaming :,pponunitics are provided that extend student thinking. and

I engage and support all students in · problem posing, problem solving.

inquiry. and analysis of subject molter concepts and questions "ithin or across subject matter areas.

I Students take initi:ative for their own learning. and reflect on. talk

I abou~ and C\"3luate their 0"11 work with peers.

........

........ -...J

N .i:,.. N ())

STANDARD 2: CREATING AND MAINTAINING EFFECTIVE ENVIRONMENTS FOR STUDENT LEARNING

DOES NOT MEET STA.'<"DARD

The physical environment does not suppon student learning. There an: 0114' or more sofety !t=rth, and m:umals""' difficult to a= when n.ceded.

The classroom climate is cluractcriud by unfiwncss or disrespect. either bet\>ecn the teacher and Sludcnts or among smdcntS. Students are unv.illing to take risks. Teacher response to inappropriate beha-.,ors is unfair or mequilBble.

Students' social de,·elopment, self­estoem. and diversity are not sup­poned, and students have no sense of ~bility fur each Olher .

No standanls for behavior appear to have been established . or srudents an: confused about what the standords are .

Classroom procedures and routines have not been established or ore not being enforced.

Leaming activillCS are oflen rushed or too long. and transtUcns are rough or confusing. resulting m a loss of mstructiolll!l time.

MEETS STANDARD WI1H

GROW1H RECOM.\1ENDED

I The physical environment is arr.mgcd for safd)' , aa:cssibii~, and it fucilitntes ~lc:arr.ing.

I i

A climate offoirncss, e>ring, :ir.d respect is establ ished by the teacher for mos: students, but few smderus take risks and the teacher does linle to encourage them. For the most pan, the pattern of teocher response m inappropriate behavior is fair and ~uitable.

Students rcspcct each other's difler­ences most of the nme and work together modcr.ately "ell. The teacher providts few opportunities 1Dr students to assume responsibility.

SCIJ1d:lrds for behavior have been established by the reacher.

Proctdurcs and routines have been established ond ,.,,r1; moderately well, "ith ~ loss of instructional time.

lnstruetional time is po~ so that some students complt!te lcamjng aaiviti~

MEETS STA."IDARD

l The arrar.gemem of the physical

I environment ensures safely, a=ssibility . and cncourages le:unioz. Most students

I work well individually or together as they (Xl!tid~te 1n learning. activities.

i I A clinute offu.imess.. arini;. and i respect is maintlincd by the teacher,

I and students are encouraged to take risks and be crcative. The pattern of

I teacher response to inappropriate behovior ts fair ond equitable.

I

I Srudents respect each otber's differ­ences and work independently and

· coll.!boralively, tal;ing responsibility fur themselves and their peers.

i

Standuds far beltavior ue ostablisbed. are dear lo all students, and are mainr.ai~ bv the teacher. The teacher's rospo11se to srudent behavior is appropriate.

I' Procedures and routines worl;

~oothly, o.itb no loss of instructional time.

I

I I Pacing of the lesson is appropriate to

I the activities and en:ibles all students to engage successfully with the contenL Transitions are smooth.

The arrangement of the physical environment ensures safot-· ond ac:ccssibility, and fucilitztcs consuuc­tivc interaction and purposeful cngogcmcnt for all studentS m learning activities.

Students ensure lh:it a climate of equity, caring, and respe.ct is maintained in the clossroom. and Students take risks ond are atative. The pan em of teacher response to inoppropriate be!Javior is lilir and equitable.

I StudentS worl: mdependently and

II collaboratively and maintain a

classroom community in which they

I respect each other's differences, assume leadership, and are rcspon­

I sible for themselves and their peers. i ! j Students and teacher d<velop i standards for behavior together, and I students are responsible for helping j cacl, other nwntlin standards.

I

I Students and teacher ensure that classroom procedures and routines

j operate seamlessly nnd effici<ntly.

i l

Pacing of the lesson is adjusted os needed to ensure the engagement of all srudents in !coming activities. T mnsitions are seamless.

.......

....... (X)

N ~ N c.o

ST AND ARD 3: UNDERSTANDING AND ORGANIZrNG SUBJECT MATTER FOR STUDENT LEARNING

DOES NOT MEET STA"JDARD

The te:ichc:'s working knowledge of subject matter nnd student deveiopmcnt is mconsistently evl<ient, does not adoqua1ely support students' lcamm:, or may not be Cl!rTent.

The cumculum is not organized and it rarely demonstrates concepts, themes, and skills; rare!\ values different perspean·es or rarely supports students' understandir.g of core concepts.

The teacher presents curriculum without Identifying or mtcgr.,nog key conceprs and infonna~ or does not relate c.ontenl 10 pn,vious learning in order to support students' understanding.

Instructional suateg,es are not ~ppr:,pnately matched to subject mancr content or c.oncepts, l!Dd do not encourage students to thrnl: critically or to ex-rend their knowledge.

lnstructl0"'1i matenals, resources and 1echnol02ies are eithe:' not used or used inappropriate!~. Matenals do not accoralely reilect divc:se pe,spectives.

MEETS STANDARD WITH GROWTH RECOM:M:E-<'DED

The 1eocher's working knowledge of subject mslta' ~ basic principles of student development rellectS only • single perspective. supports~ studenlS' learning, and is usually ainent.

The curriculum is loosely organized, inconsistently demonstrates conapts. themes. and skills v,.ithout revealing or valuing difforent perspectives; and supports a limited u.nder~nding of co,e conoeptS.

The tc:Jcher identi!ics some 1:c:y concepts and information within the curriculum. and a.'t<:mptS to rolate content to pn,vicus learning "itbout C'<lend,ng students' understandtng.

The teacher may use a few strategies to make the content accessible to students. and encourages only a limited number of students to think criticallv or to e>.1end their kao"iedge of subj.a matter.

(ns:n,ction3J ffl3.terials, ,<$0Urccs, and technologies are used in~uently to convey key subject matter concepts. Materi:tls may reflect d[vcrse per;pectives.

MEETS STANDARD

The teacher's working knowledge of · subject 111.!trcr and basic principles of I student development incorporates

different persp<cti\'CS. supports all students' le1rning. and is current.

The curricu!um is organized and sequenced; demonstrates concepts, themes, and sl.:ills; re\'eals and ,"1!ues diffi:rent persp,:aives; and supports an understanding of core concept< for all students.

I The tc:Jtller identifies and integrntes I key c.oncep!S and information within I the curriculum. n:latcs content to

I srudenlS' lives, and uses previous I leamtng to c:xrend students' under­

standing.

I

The teocher uses appropnatc instructional suategies to m:ike content accessible to all students, to encourage them to think critically, and to e>.1end their knowledge of subject rt13UCr.

I lnstruaioncl m:,terials, resources, and I tochnologies soppon the curriculum , and promote students' understanding

of content and concepts. M~terials reflect diveise perspectives.

I The te.achcr's working knowledge oi subject matt<r and indl\idual students' development incorporates a broad range of~h·es, strongly scppons all sn,dents' leamin!l'., and is current.

I The curriculum is organized and sequence<! and demonstrates concepts, themes, and skills, and the relationships between them. It reveals znd values a broad l'llngc of

I. per,pcctives, and is organized to

ensure that all students develop a deep underSl:lnding of c.ore

j concepts. ! I II The teacher faciliwes students as

they identi.'j; and integrate concepts J and information within and across · curriculum. relate content to their

lives and p!'C"ious le:trning, and use this to Olend their WldeJ'Sl2nding.

A repem,ire of instructional strategies is used 10 make c.ontcnt accessible to all students, to challenge them 10 think critically. and to deepen their knowledge of and enthusiasm for subject matter.

A racgc of insmrctional materials, resources. and technologies are integr.i~ into the curriculum to ex'tend students' understandi!lg of content and conceptS. Materials reflect div= perspectives.

...... ...... co

"' .i:,.. (.,.) 0

ST • .t\NDARD 4: PLANNING INSTRUCTION AND DESIGNING LEARN!NG EXPERIENCES FOR ALL STUDENTS

DOES NOT MEET STA!\'DARD

Instructional plans do not match or reflect students• b:ickgrounds, experien=, interests, and dcvelop­m<ntal needs. 3Jld do no1 suppon students' learning.

Instructional goals are not established or do not address students' langu:igc.. e,.-paience. or school expectations. E.xpccl:ltions for students a,e low

[nstrucboml actJvitres and matenals arc not appropriate to tho students, or the 1nstruct1oml goals do not engage students in meaningful learning Activities a,e not logically sequenced.

Individual lesson plans have little or no relation to long-term goals. or a unit plan has little recogniztble structure.

Instructional plans are not modified, m spilt: of evidence that modir.cations would improve student learning.

MEETS STAi'<'DARD \VnH GROWTH RECO~IMENDED

lllSlrUctioml plans rarely rellect infonnation about students' backgrounds, e.,q,criences. in1eres1s ..

I and developmental needs to suppon students· learning.

I

I ~ instructional goals address st11dcnts' h!nguage, ~rien°", and school c:si,ectations. EJ..l)CCtlrions for students aiC inconsistent

[n=."'trUctiona} ecth.nies and materials are partially appropriate to students and the learning goals. and engage some students in meaningful learning. ~ activities are logic,,lly sequenced within individu,I lessons.

Long-tcnn plans have a recognizable strucnire, although the sequence of individual lessons is uneven and only partially helps students develo;, conceprual und=rstanding.

lnstructio1t1I plans are occasiorully modified as needed to c:nh:ince student learning based on formal and infoltn31 assessment

MEETS STANDARD

Instructional plans reflccl students' backgrounds. e.xpcrienccs, interests and developmental needs to support students' learning.

Short-tcnn and long-term instructional goals a.re bcscd on students· language, e,.-periences. u.d school expectations. Goals arc appropri:itely cmllenging for mo51 srudcnts and represent valuabk leuning. Expectations fur srudcnts arc generally high.

Instructional activities and rnateriaJs are appropriate to students and the learning goals, make content and aincepts rt1CV3Jlt. and engage mo51 srudcnts in meaningful learning. Aah•iries are logically sequenced "ithin indi,idu:il lessons.

Long-term plans have a coherent structure, with learning activities in indhidual lessons well-sequenced to promote undersr:,nding of concepts.

Instructional plans arc modtfi::d as needed to enhance student lcarnrng based on formal and informal asse=icnl

Instructional plans build on students' backgrounds, experiences. intcrestS. and developmental needs to support all students' leaming.

Shon-term and long-term instruc­tional goals are sc:t by te3cbcr and students.. and integra~ studcnts1

language, e>.1>Crience. and school expec12tions. Goals are appropriate!) challenging fur all stUdents and represent \-aluabtc learning. Expcctauons for studenlS arc consistently high.

Instructional actn-ities and marcnals are dlfictenttated to reflect jndi\.; dual students' 1ntercsts :md developmental needs, and engage all students in meaningful learning. Activit ies support the learning goals and arc icgically sequenced to clan!) · content and concepts.

Long-term plans arc highly coherent. Leammg sequences are responsive to the nec:!s of individual students and promp: und<l'Slllruling of complex concepts

Instructional plans a.re modified as needed, bast<! on formal and infonml assessment and students' suggestions,

i to ensure c!ccpc:r conceptUal under­! standmg by all students.

....lo.

"' 0

"' .i::,.. v) ....lo.

STANDARD 5: ASSESSING STUDENT LEARNING

DOES NOT MEET STANDARD

few or no learning goals an: estabhshed. learning goals are not clearly conunun1catcd to students

The teacher u= no consistent sources of information to assess student leammg and/or uses assessment strate::ies that are not appropriate to srudcn.cs· leammg.

The t=her does nor cnrouragc stude:rts to refiec1 on or assess the1r own work .

I nform:>tioo about student lc:,mmg IS

in2pp,opri,tcly or not used bi, the teacher to plaTL guide. or adjust U1S1ntction.

The teacher pro\'1des 1ncomplete or unclear infurmauon abour student learning 10 students, families, and suppon per,onnel.

MEETS STANDARD WITH GROW1H RECOMMENDED

Limircd learning goals are estnblishcd 10 meet school and disttict e>.'J)OCIZ· tions. Goals are communicated to ~students.

The t<3cher uses limited sourecs of infonnalion to assess student learning and limited assessment strategies to understand student progress.

Student reflection is encouraged and guided by the teo.cber during some acthities. Limited opportunities are pl'O\'ided for students to discuss work.

1 Information from a limited ranee of assessments is used to pion li::,;;,ing acti\'ities and may suppott class needs and achievement. As.!essments are not used 10 adjust instruction \\itile teaching.

The teacher provides limited information •bout student learning to students, fiunilies, and suppon pcrsoMel to promote understanding and ac:idemic progress.

MEETS STA!,'DARD

Learning gools are 0510.blishcd in rel>tion to stud<nts' n<ed.s and the curriculum, and meet district and st>te c,cpectaticns. Goals ore communicated to ~u srudents.

Thetc::ache.r uses a variety of sources to collect infonnation about srudent learning and several oppropriate assessment straregies to understl!lld srudent progress.

Studcnt rcflc::1 ion and self-assessment Me included in most lc:,ming activities. The teo.cher models skills •nd assessment strategies 10 help srudents understand and discuss their work.

lnfomuition from a ,'atier:,· of assess­ments is U50d 10 plan and modify lc:nming activities. cs well as to meet cl:,ss and individual S1Uden1 needs and achieven=. Assessmcnts arc occasion.U) used 10 adjust instruction while teachmg.

The teacher r~larly exchanges infonmtion about student learning with students. funilies. and suppott personnel in ways that improve undcrstnnding and encournge academic progress.

I Leo.ming goals are established by

I the teacher ond students. Gol11s an: appropriate to students' n~ ond the curriculum; and meet district and state "'-pectations. Goals are commuruc:ted to all students.

The teacher uses a w..;ciy of sources to coll<et information about student leamingt and a wide range of apprnpriatt: assessment str.itegies to understood student progress.

Ongoing srudCDt reflection and self-assessment nre integrated into the learning process. Students demonstrate :!SSessmc:nt strategies and discuss their work. •

Jofonnation from o voricty of ongoir.g assessments is lb-ed to pl:m and modify learning actMties, and to support class and individ1!3I student needs and achievement. .=ents are used to adjust instruction v..'hile 1.e2ching in response to student needs.

Students panicipate with the reacher 10 co.chnnge information about lheit learning "ith families and suppon personnel in V.'3.YS that improve understanding and encourage academic progress.

...... N ......

N ~ (..u N

STANDARD 6: PROFESSIONAL R.ESPONSIBIUT!ES

DOES NoTMEET STAl"''DARDS

LL'llited participation in appropriau: profcssiom,! development actr.ities.

Un:ible or U!l"ilhng to implement suggestions for improvmg knowledge and/or skills.

Make$ no cffon to take :m ac:ri\'c role in the11 profession

Does not demonstrate effective intr:rper.;onal skills with colleagues

Does not participate 1n required school projects or e,·ems

Does not suppott the 11111intcnanc:c of schoolwide policies and rules

Does not maintain an effective system for collecting, recording and repomng mfonnaaon on student progress and assignment complcuon

Does not nr.ct contractual obhgauons for attendance or punduall>

Does not lllllize soundjudgcrrn,m and mlcp"ity in dclenrurung and exhibitmg professional conduct in the classroom

I I

GROWTH REC0~1)ED

! Partk:Jpatcs in ap;ropri!te j professional development acti\;ries ! as recommended or required.

i . . .

I Ac~ suggesnons fur imprm10i

, l"llowledge of curriculum and skills.

Makes on effon to share knowledge "ith

I others and assume professional I responsibilities.

I

J Maintains cordial n:lationships ,.;th

I colleagues to fulfill required duties

i

I Voluntarily p.micipotes in school ! programs and events

I Minimally patticipotes in maintaining appropriate school\\ide policies and rules

Maimains 211 effecnve sv= for collecting, recording and rcporltng infonn:mon on student progress and :,ss1gitment complc:11on

Meets conncrual obhl!3tions for attendance or punctualit,

Uuhzes sound Judgement and integrity 1n

dcleanining and exhibinng professton:11 condud m the classroom

MEETs STAJ\'DARDS

I Seeks out opponunities fur ap:,ropriate

I prol<SSional development activities th2t .:ohancc lmO"iedge :ind/or skills.

i I I Accepts a.cd implements suggesnons for I improvement ofknowledge and skills. ! I

I Participates actively m ilSSlStUlg and working with other educotors to bener

; the profession.

Maintains relationships v.ith colle:,gues that are supporth·e and cooperauve

j Makes a subslantial rontnOution to school projects and events

'

I' P:uticip:Ucs in m:tintainmg nppropriate

schoolwide policies and rules

Maintains on effective svstem for collecting mfonnataon on student progress and ass,gnment completion

Meets contraaual obhg:mons for anendance :u,d ts ava,Jable 10 students before and after the inslrucrion:il da)

Utili= sound JUdgemcrJ and intcgrily m dcto:mnnm~ •nd cdtibinn& professional condud in the classroom and school eommunny

Frequently seeks out opportunities for professjonaJ devdopment according. to a long 1311ge pl.an and sysrematioally transfers knowledge into pr.actice.

Seeks out suggestJOns for improvement of knowledge and skills from collegial coaches and/or evaluators

Initiates actnities tha.l contnbute to the profession (for =mple; memorships. oommince leadership positions. or mnlcing ~tations

Mamtams professional remtionships "'th all colleagues 2nd tlkes mitiatn·e in assuming leadcrshtp omong the faculty

Assumes leodersh1p roles in sehool projects and events

P:mcipotes in mointammg appropn:ue schoolwidc polic,es and rules

Maintains accurate, complete and com,ct records and infonnallon on srudent progress and assigrunent completion

Exceeds contractual obhgauons fer

I anendonce or punctuality and is av:tiluble to students before and after fr.e school dav

Dcmonstr:!~ leadership 10 help

I. colleagues utilize sound Judgement and

mtegnt) m determming and exhibinng profcsstonal conduct m the classroom and schcol 9)rarouni_rr

...... N N

N N .i::,. .i::,. (.u (.u .i::,. (.u

STANDARD 6: PROFESSIONAL RESPONSIBILITIES

DOES NOT MEET

STA.t""DARDS

Ltmited participation ID appropriau, professional development actrviuos.

Lnableor un"illing to unplement sug&estions for improv,ng kno\\iedge and/or skills.

Mako; no effort to take an active role 1n their profession

Does not demonstrate eff<ctivc imerpcl'50nal skills wi1h colleagues

Does not parrictp0te 1ll requir<d school projects or events

Docs not suppon the maintenance of school\\ide policies and rules

Does not maintain an ~vc systan fur collectmg. recording and rcportin~ rnformanoo on srudcnt progress and us1gnmcnt compldion

Does 0-01 mecl contractual obligations for attendance or pundua!ly

Does no, utilize sound judgement and lnlqnly in determining and exhibiting professional conduct in the classroom

GROW1H

RECOMMENDED

I Participotos in appropriate I professional do:velopment activitios I as recommended or required.

!

ii Accepts suggestions fur improvin~ knowledge of cumculum ond skills.

II M,kes ar. elf on to share knowledge with

olhers and assume professional responsibibtics.

I• !',{2Jlllatns cordial relationships \\1th oolle1gues to fulfill requrrcd duacs

i Voluntarily ponidpatcs 1ll school , pro!filrn.s and events I !

I Mlllimally participates in nuinta1ning ZP?rt>pnate school\\ide policies and rules

I

l

1

1\.1:lintains an effective svsrem for collectmg, rtcording and rcportmg information on student progress and

! ass1r,tment oomplet10n

i Meets contractual obligations for I attendance or punctuali~

l I I Urilizes soundjudgem:nt lllld integrity 111 j determining and ""1ubitmg: professionol ! conduct in the classroom

!

MEETS STANDARDS

l

Seeks out opportunities lbr appropriate professional developmeot activities that <nhana: knowledge and/or skills.

j Ac:o:pts o.od imp!cmcnts suggestions for I miprovement of knowledge and skills.

I Parricrp3tes 3cn,-ely m 3SS1StU1g and ..,,,king with olfter educators to bcncr the profession.

MalnllllnS relationships wrth colleagues that are supportwe 2!1d cooperauve

I !',lakes a substanti:i.! conrribution to

school pro.JOCIS and events

I' P3rtici';X11CS in n:iiDtaining appropnate

schoolw1de poliacs and rules

! Maintains an effective system for

I coll«:ting informatwn on student I progress and us1gnmcm complctJon

I I Meets connctual oblt'l'lllons for

I onendance and ts avai!d>le to students befon: and •ft<r the Utsll'Uctional dsy

Uri Ii= sound JudgemerJ and mtegrily in detemurun: 31ld cxhibinng professiO!llll conduct in the classroom ond school community

Frequently scd.s out opportunities for professional dc\'Clopmenr nccording 10 a Ions range plan and system!tic:,lly transfers L:no"'•lcdge into pr.,cticc.

Seeks out suggcstioas for improvement ofknowlodge ard skills from coll<s'lal c.oa.ches end/or a'D.Juators.

Initiates ac:ti,ities that contnbute to the

I. profession (fur example; mentorships,

commiaec leadership positions. or _making p=>tations)_

Mamtuns professiOtTa! reJ,,tionships with all coUca:ues and 1:lkes tnitiati,·c in .muming leadersblp among the faculty

.>.$$umes IC3dersh1p roles in school proJects and e,·ents

P:,rticipateS tn maint:1inlllg approprute schoolwtde policies and rules

Mainrains a.ccur.11e. complete and com:ct r=rds and information on srudent progress and assi!!llffl<nt completion

! Exc=ls contractual obltg&tJCns for j attendance or punctuality and ts "'-:iilahle , to ,rudenls befon, and tfter the school ! day

I

I D<monstnu:s k:adersh1p to help colleagues ulilizc soundjudgm,cnt and tntcgnty in dete:muning and exhfuitmg. profi:sstonal cooduct .1n the classroom

! and scl100I corr.muni

2435

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GROSSMONT UNION HIGH SCHOOL DISTRICT

Alternative Evaluation Program

Goal:

This evaluation program encourages teachers to continue their professional development and personal growth. The program is flexible to encourage teachers to grow in self-chosen areas of interest that promote student learning and instructional leadership. The program also hopes to strengthen collegial relationships, cooperation, and to decrease teacher isolation.

Description:

The program is an individual exploration of alternatives to the traditional process of evaluation. It is based on the premise that professional educators are capable of setting meaningful goals which will serve as a focus for their professional growth for that year. That individual professional growth becomes the basis for the evaluation for the year. The teacher, together with the site principal, establishes criteria for the evaluation of that growth. The program emphasizes the need for personal reflection and for collaboration between the teacher and the principal.

Participants are permanent teachers with a minimum of five years of teaching experience with the most recent evaluation rating of "meets standards."

The teacher develops goals that become the basis for his/her professional growth and evaluation for the school year. At a conference held early in the fall, the teacher and administrator meet, discuss, and agree upon these goals. They establish the criteria and the option to be used for the evaluation of those goals. They also need to schedule approximate dates for two short evaluation conferences throughout the year. The purpose of these brief conferences will be to discuss that teacher's progress toward his/her goals.

The need for collegial dialogue about the practice of teaching and teacher goals is an important factor. As we move the focus away from a teacher-centered evaluation to that of student performance, the goals should include some of the following:

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2436

GROSSMONT UNION HIGH SCHOOL DISTRICT Alternative Evaluation Goals Form

Page _ of ____ _

TEACHER COMPLlnES PRIOR TO CONFERENCE

Please list your goal(s) which directly relate to student learning or instructional strategics:

Plans for implementation:

Evaluation criteria - How will the goal(s) be evaluated:

Approximate d:1tcs of evaluation conferences with administrator:

TEAC'l(l(l{'S s_,c;NATUIU·: ADMINISTH,\ I Olt'S SIGNATUIU:

124

2437

GROSSMONT UNION HIGH SCHOOL DISTRTCI' Altcrm1tivc Evaluation Final Form

Page __ of __ _

C'A~IH~{ ·~ NAM E __ =c:- SE/Sl lll lHCT/ORADE LE~~~ - l SCJ JOOIJ[)EPARTMEN'J' -----~ --] -_______ L_ _____ _

TEACHER COMPLETES PRIOR TO CONFERENCE Evaluation of goals/obJect1ves: Summarize the extent and degree to which you accomplished your goals/objective(s) as written for the Planning Conference. Was your evaluation criteria met?

Rellcction of teaching: State the extent and degree that this evaluation year enh:mccd your professional growth. How did it nffcct student learning?

Plans for subsequent growth:

[ ______ - _·--· -- REVIEW AND REACTION OF ADMINISTRATOR

TEACHER'S SIGNATURE ___ ___._I _A_D_M_INl: : ~ATOR'S SIGNATURE J

125

2438 2439

2440

GROSSMONT UNION HIGH SCHOOL DISTRICT

PROGRAM ACTIVITIES FOR ALTERNATIVE EVALUATION

TRACIIRRS AND ADMINISTRATilli.S

SI~PTEMBRR:

Teachers: Receive information on the two evaluation procedures.

Principals: Discuss programs at slaff meeling.

OCTOBER:

Teachers: Select method of evaluation and indicate choice to principal. Meet with principal if interested in volunteering to participate in the Alternative Evaluation. Complete the appropriate goals form. Professional goals should be focused on student learning and/or instructional strategics.

Principals: Conduct goal confcn:nces with participants and establish form of evaluation. Work with participants lo ensure their plan includes the key elements of the program. Goals forms due October 30. Calendar two staff meetings for all site participants during the year to review progress on the completion of individual goals.

NOVEMBlm. - APRIL:

Teachers: Work on completion of goals.

Principals: Make infonnal visits to classrooms. Conduct two site meetings for participating teachers. Support and assist individual teachers.

MAY:

Teachers: Complete final evaluation form and have evaluation conference with principal.

Principals: Conduct evaluation conferences with individual teachers. Final evaluation forms due on or about May I.

EV ALUA TI0N"21AI.TEVAL!'RM

126