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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:
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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
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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