Booklet for the: Teacher...Booklet for the: Teacher Wakulla County School Board Human Resources 69 Arran Road Crawfordville, FL 32327 850-926-0065 WCSB Instructional Personnel Performance

INSTRUCTIONAL PERSONNEL PERFORMANCE APPRAISAL SYSTEM

(IPPAS)

Booklet for the: Teacher

Wakulla County School Board Human Resources

69 Arran Road Crawfordville, FL 32327

850-926-0065

www.wakullaschooldistrict.org

WCSB Instructional Personnel Performance Appraisal System 2009-10, Table of Contents

Table of Contents IPPAS – Teacher

Narrative

Preface Statement ............................................................................................................................ 1

Philosophy of IPPAS ....................................................................................................................... 4

Purpose of IPPAS ............................................................................................................................ 5

Vision, Mission, Beliefs .................................................................................................................. 6

Strategic Parameters ........................................................................................................................ 6

Training and Orientation Component .............................................................................................. 7

Planning Session Component .......................................................................................................... 7

Interim Review Component ............................................................................................................. 8

Rating Code Descriptors Component .............................................................................................. 8

Source Codes for Data Collection Component ................................................................................ 9

Individual Goals and Individual Professional Development (IPDP) Component ......................... 10

Staff Development Component ..................................................................................................... 11

Professional Development Assistance Plan Component ............................................................... 12

Career Counseling Component ...................................................................................................... 12

Coaching and Assistance Component ........................................................................................... 12

Performance Appraisal Tasks and Timelines ................................................................................ 14

The IPPAS Process ........................................................................................................................ 16

Annual Performance Optional Process for the Accomplished Instructor ...................................... 17

Other Summary Considerations ..................................................................................................... 17

Context Service Headings / Range of Value ................................................................................. 18

Overall Composite Score Ranges .................................................................................................. 19

Forms

Documentation of Student Performance ........................................................................................ 20

Individual Professional Development Plan e-Tool ........................................................................ 22

Professional Development Assistance Form ................................................................................. 24

Instructional Employee Annual Performance Appraisal for the Accomplished Teacher .............. 26

WCSB Instructional Personnel Performance Appraisal System 2009-10, Table of Contents

Comprehensive Instructional Performance Appraisal Form - Teacher ......................................... 29

Job Description – Teacher ............................................................................................................. 34

Correlation of Standards – Teacher ............................................................................................... 39

Job Context Category: Planning / Preparation .......................................................................... 40

Job Context Category: Climate / Learning Environment ......................................................... 41

Job Context Category: Administration / Management ............................................................. 42

Job Context Category: Assessment / Evaluation ...................................................................... 43

Job Context Category: Intervention / Direct Services .............................................................. 44

Job Context Category: Collaboration ....................................................................................... 46

Job Context Category: Staff Development ............................................................................... 47

Job Context Category: Professional Responsibilities ............................................................... 47

Job Context Category: Student Growth / Achievement ........................................................... 48

WCSB Certified Personnel Performance Appraisal System 2009-2010, Narrative

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PREFACE

School District Human Resources Management and Development Systems, Principal Certification and Blue Print

2000 requirements, as well as the public’s emphasis on accountability, have given new emphasis for improved

performances appraisal systems for public school districts. With varying degrees of success, states, as well as

individual school districts, have developed plans/models designed to improve performance of employees and, in

some instances, reward high performing persons through salary incentives.

There was a clear need for the development of a performance appraisal system, which could be uniquely adapted to

individual school districts to avoid the duplication of research and development among districts. Therefore, the

Florida Association of District School Superintendents, with partial funding from the State Department of Education,

determined to facilitate the development of a prototype performance appraisal system.

Accordingly, Education Management Consultant Services, Inc. entered into a joint effort with the Florida Association

of District School Superintendents to produce such a system in an effort to minimize the fiscal impact on Florida

school districts who elect to revise their system and use this prototype.

The study determined that the final product in each school district should address the following:

Districts should have or develop a management structure which includes the following components:

Defined organizational – communication job charts.

Current descriptions which identify essential functions.

Current mission – vision statement which creates a constancy of purpose that is broadly

communicated and widely understood.

An organization climate which promotes individual and organizational growth.

A written set of belief-value statements with operational parameters.

Sensitivity to conditions which influence employee morale such as compensation, training

opportunities, participation in the decision-making and implementation process, etc.

Performance standards coordinated with essential job functions.

Comprehensive training components which align the development of essential performance

functions and the district constancy of purpose.

Efficiency in administration.

Broad - based involvement of participants.


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Clearly defined purpose (s) of the process.

Restructure the challenges of time, which arise out of the varying degrees of span of control of individual

supervisors (number of person directly supervised).

Provide a process for rewarding high performers.

Promote systems thinking and actions in defining quality performance.

Minimize apprehension of evaluates.

Meet the guidelines for performance appraisal as adopted by the Department of Education and the

Florida Legislature.

Provide for individual and organizational development with a view toward growing a culture that begets

quality.

This major work was commissioned to address a void in practice and to coincide with a revision in the Florida

Council on Educational Management Guidelines relative to the Human Resources Management Development

appraisal component for school based administrators and subsequent changes in Florida Statutes regarding

instructional personnel. For the immediate past several years, a progressive trend of dissatisfaction has developed

through the State with performance assessment programs.

Practitioners in the field are without a clear explanation of this trend in as much as these programs in each district

received full approval and, without exception, appear to have met the procedural requirements of the previous

guidelines. This is disconcerting from the perspective of the time; effort and fiscal resources devoted to these

programs. In addition, the ground work of the Florida Council on Educational Management and the Department of

Education in designing the Florida Performance Measurement System is known throughout the profession as being

sound in principle and systematically anchored in research. From the foregoing, the following conclusions regarding

the study methodology were reached:

A review of the literature was required.

A focus group in at least five districts from each of the state regions to sample issues, successes and

developmental needs was formed.

Focus groups provided feedback in preliminary findings with reference to theory, practice,

feasibility, and implementation strategies.

Interact with various national professional groups to discern the state-of-the-art and best practices.

Design, sample, and re-develop as necessary to reach a final product.

Sample the broad field of management practices and literature from corporate America to determine

congruency.


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In the absence of literature or research to the contrary, use simplicity, systems thinking and

practicality as guiding principles.

Design a prototype system, which is uniquely adaptable to an individual district as opposed to a

“one-size-fits-all model.”

Remain sensitive to the strategic components; such as, purpose, mission, vision, rules, roles,

relationships, and others.

Design a prototype that meets all requirements of the Florida Statutes and other controlling

regulations.

Design a system, which is self-energizing and trainable.

Five school districts representing the various geographic regions of the state graciously consented to participate in the

study. This work was completed in June of 1997. During the course of the study, two of the participating districts

chose to adopt the system for immediate implementation. The third school district recently completed their

implementation of the program. These districts utilized the system primarily for management, technical and/or

school-based administrators.

During the 1997 Legislative session, several new statues were passed that impact the performance appraisal systems

in the state. Particular emphasis was placed on assessment systems for instructional personnel which correlate with

performance based compensation systems. In May of 1998, the Board of Directors of the Panhandle Area

Educational Consortium (PAEC) requested a proposal to design a prototype for use with PAEC districts.

Educational Consultant Management Services (ECMS) responded and were approved to undertake this project. Each

district was asked to select a broadly representative committee to represent the district in a series of feedback and

work sessions with the consulting firm. They read volumes of material and reacted candidly, as well as

professionally, in several work sessions in dealing with unusually sensitive issues. The work of this group has

significantly enhanced the outcome of this particular project.

This study produced comprehensive job descriptions for each employee classification. At the beginning of this study,

a process was initialized by the consultants to review these descriptions to determine direct congruence with a

performance appraisal system. This review also included an examination to determine compliance, accuracy and

usefulness as a significant contributor to the study. The job descriptions were generally found to be acceptable but in

some need for additional detail relative to the teaching process. To supplement this data, a comprehensive analysis by

an EMCS associate was completed on each instructional job description.


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WAKULLA COUNTY SCHOOL DISTRICT

INSTRUCTIONAL PERSONNEL PERFORMANCE APPRAISAL SYSTEM (IPPAS)

PHILOSOPHY

Florida Statute 1012.34 requires the Superintendent in each school district to establish procedures for assessing the

performance of all instructional, administrative and supervisory personnel. The statute established the primary

purpose of the assessment and supporting procedures as improving the quality of instructional, administrative

and supervisory services in the public schools of the state.

In addition to the requirements of the statutes, the Florida Council on Educational Management and the Department

of Education have developed and disseminated guidelines for developing performance appraisal systems. These

systems must support and promote school improvement, focus on student growth and achievement, provide for

parent and teacher input and meet a host of other requirements. The inference in this statement suggests that the

school is a collection of individuals and that school improvement is a reflection of positive experiences by the

participants.

As outgrowth of these guidelines, it can be philosophically stated that the WCSD Appraisal System has been

designed to enhance the quality of the organization, to ensure self-esteem and to promote professional development.

It specifically focuses on the organizational purpose as well as the individual aspirations of the instructional

employees.

Generally, the guidelines can be summarized as follows:

Fairness, equity and legal soundness.

Established procedures for the collection, retrieval and use of data to provide feedback to an

individual, a team, and the system.

Data-based personnel decisions including rewarding and recognizing high performance

through various means.

The negotiation of expectations, criteria, outcomes, and competencies based on the

conditions of the work site.

Promote the growth of the individual and the continuous improvement of the organization.

Provide two levels of appraisal:

Documentation of generic competencies in the early stages of a position.

Development in the later stages of the same position.

Allocate time to plan, coach and counsel for higher performance.


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Provide orientation on the system and skill development in observing, mentoring, coaching

and counseling for those impacted by the appraisal system.

PURPOSE

As previously stated, the IPPAS is designed for the purpose of encouraging continuous school site improvement. The

performance appraisal system has multiple dimensions. The first spans the length of a person’s career and is designed

to provide growth and development and support increased performance. The results/outcome side is a systems

approach to provide organizational growth. These outcomes are influenced by the employee interacting with the

special conditions within a job that exists at a specific work site, which may be impacted by the personal

developmental continuum of the employee. This assessment system has been designed in accordance with the

following:

Based on organization beliefs, mission and purpose.

Based on practices that are reflective of school research.

Based on a local specific job by job essential function analysis.

Based on measurable criteria with specifically identifiable source codes.

Based on practices and/or results that are compatible with human resource development models that

focus both on the employee and the system purpose.

Based on the concept that performance appraisal for an individual is finalized only after thorough

planning sessions that include extensive appraisee input.

Based on a design model that provides for quantity, quality, cost effectiveness and timelines and

which may be performed within an appropriate span of control.

Based on a concept that data should be collected from a variety of sources which may be identified.

Based on current research which provide best component practices for employee performance

appraisal.

Based on the situational context of the employee service.


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BELIEFS OF THE WAKULLA COUNTY SCHOOL DISTRICT

VISION

A rigorous and appropriate education that results in success for all students

MISSION STATEMENT

Committed to Success for students, teachers, staff, and our school system

BELIEFS

(Commonly held values that guide the behavior of every individual within the school system).

We believe that:

each individual has dignity and worth.

education is for all, and learning never stops.

all students are unique and all students can learn. Their times, ways and rates of learning

differ.

high expectations and challenging curriculum lead to greater achievement.

our cultural heritage is important and diversity enriches our lives.

technology must be embraced and used to enhance education.

community involvement is essential for successful schools.

outstanding, highly trained and dedicated personnel are critical.

students should be taught that everyone is responsible and accountable for his/her actions.

every person has a right to be safe.

service to others is a moral imperative.

focus on continuous improvement is critical to success.

STRATEGIC PARAMETERS

(Boundaries that guide the day-to-day decision making of the Wakulla County School System.)

We will always:

make all decisions based on the best interest of the students.

behave in an ethical manner.

be willing to try innovative research-based programs.

employ the most effective person available for any position.

We will never:

compromise excellence.

be satisfied with our successes but will continue to strive for improvement.

give up on a student.

“sit down” until the job is finished.


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INSTRUCTIONAL PERFORMANCE ASSESSMENT PROCEDURES

This section is intended to provide a brief description of the appraisal system and supporting procedures. These

procedures involve a series of major steps as described below:

TRAINING AND ORIENTATION COMPONENT

All instructional personnel shall be fully apprised of the Instructional Personnel Performance Appraisal System

(IPPAS) procedures. The orientation will be provided upon appointment and/or whenever a change or

modification is made to the system. An annual review of the IPPAS will be conducted each year.

It is the shared responsibility of District and School Based Administration to oversee the annual orientation and

training activities. District Administration will direct and assure orientation and training for School Based

Administrators and others responsible for instructional personnel assessment. Additionally, District Administration

will see that the annual teacher orientation is achieved. School Based Administrators (and select Administrators

who supervise certified employees) will implement and maintain the instructional appraisal system.

PLANNING SESSION COMPONENT

Annually, each employee will participate with his/her supervisor in a performance assessment planning session to

plan the sequence of activity for performance assessment for that position. During the session, the objectives and

essential functions that focus on both personal development and work-site growth will be established or reviewed.

Two methods by which the instructional employee will demonstrate continued student growth and achievement

will also be agreed upon. The Student Growth and Performance Form and the Individual Professional

Development Plan Form found on the ePDC will be initiated at this time. Documents that will influence the

discussion may include:

The School Improvement Plan

Service providers

Work site situational context

The District Strategic Plan

Employee career goals and long term development plan

Assessment and data analysis


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INTERIM REVIEW COMPONENT

The supervisor will conduct interim performance review(s) as needed or as requested by the teacher. The schedule

of progress in relation to performance expectations will be discussed. The number of review(s) may depend on

several factors including:

The nature of the performance objectives

Previous performance experiences of the employees

The employee’s need and desire for constructive feedback through the mentoring and coaching

components.

Particular deficiencies, if any, will be noted and a Professional Development Assistance Plan established.

RATING CODE DESCRIPTORS COMPONENT

The district expects competent and professional work from its employees which should improve over time. The

employee and supervisor should discuss the level of performance that is expected for each dimension in the

planning session. In determining the expected performance levels, the requirements of the position and the

employee experience are to be considered. At the culmination of the annual performance appraisal process, the

employee’s performance will be related in the nine Job Context Service Categories. An overall performance rating

for the employee will be given using these descriptors.

Outstanding – Indicates exceptional, recognizable student performance as well as professional

development of the highest quality. This service is of such a nature that when described it can be used to

exemplify the best of the best. If this category is used, there must be written support with specific

comments and examples.

Exemplary - Indicates performance of the highest quality in the areas of professional development and

recognizable student performance. This service is of such a nature that when described it can be used to

exemplify the best. This service indicates a level of service that exceeds District expectations.

Effective - Indicates performance that consistently meets a high quality standard. This professional level of

service meets the District expectations and is consistent with the experience of the employee.

Needs Improvement - Indicates performance that requires additional attention to ensure an acceptable

level of proficiency. Further, this performance is not consistently characteristic of the requirements for the

position and experience of the employees. If this category is used, there must be written support

regarding how performance is to be improved.

Unsatisfactory - Indicates performance that does not meet the minimum requirements of the position and

the level of performance commensurate with the experience of the employee. If this category is used,

there must be written support regarding how performance is to be improved.


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Overall Unsatisfactory - Indicates performance that is not acceptable for continued employment provided

said level of service continues. An employee receiving this rating should be notified that future

performance assessments will be conducted according to the Department of Education Professional

Practices Services Section NEAT procedures. Continued performance at this level should result in notice

of termination when the rights of due process and just cause are evident. School districts should remain

particularly sensitive to the appeal rights of employees identified in F.S. 1012.34(3)(d)(1-8).

SPECIAL NOTE

This system has been designated as a developmental and growth process. A critical ingredient is that the system

remain non-threatening and employee participatory. When it is evident from the use of this system and the above

rating scale that an employee’s job or contract may be in jeopardy, the employee should be placed on formal notice

and the assessment system replaced by the Professional Practices Services Section NEAT Procedures. (See Overall

Unsatisfactory above).

SOURCE CODES FOR DATA COLLECTION COMPONENT

The supervisor and employee will collect data regarding each job service context category. This data collection will

reflect current status and the progress made by the employee toward goal and/or context category accomplishment.

These source codes appear on the Instructional Appraisal Form. The evaluator marks all sources used to document

the employees performance in a Job Context Service Category during the completion of the appraisal instrument.

Pertinent data will be collected if one pays particular attention to the source codes as identified in the following:

Direct Documentation – This is written material that follows a direct line of communication between the

employee and the supervisor. This section also contains information which should flow from a

comprehensive 360 degree feedback type system which may include:

Self Evaluation

School Improvement Plan

Student Assessment

School developed and/or text based assessments

Performance Tests such as Florida Writes, Florida Comprehensive Assessment Test,

Standardized Achievement Tests

Southern Association Accreditation Reports


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School Climate Survey Instruments from

Parents

Students

Teachers

Parent input (when appropriate) regarding instructional employee performance. (Sample

survey questions for elementary and secondary schools are included in the Forms Section

of this plan.)

Indirect Documentation – This is other written materials to which the supervisor has access which

typically follow a communication line between the employee and the school-district level function.

Training Programs/Competency Acquisition - This is the verified acquisition of a particular competency

obtained through designated training programs within the District HRMD and/or Master Inservice Plan.

Evaluatee Provided – This is data provided from the employee receiving the appraisal which supports the

concept that this appraisal procedure is participatory. An example may include internal communications

between the employee and supervisor which documents parent interaction or evidence of student growth.

Confirmed Observation – This is direct observation by the supervisor of an instructional employee

exhibiting behavior relating to a job context service category or performance expectations which may be

confirmed.

INDIVIDUAL GOALS AND INDIVIDUAL PROFESSIONAL DEVELOPMENT PLAN (IPDP)

COMPONENT

All instructional employees will identify individual goals and objectives designed to promote their

personal growth. The employee’s goals and objectives must be agreed upon by both the supervisor and

the individual. The setting of goals and objectives must be a participatory process and be recorded on the

ePDC.

The IPDP should reflect job outcomes related to work site needs as determined by:

The School Improvement Plan

The District Strategic Plan

The School and District vision, mission and goals

Student Assessment Data Analysis

The instructor’s previous performance appraisal.


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When writing objectives, the individual should make sure that the objectives:

Are feasible and primarily under the individual’s control.

Are precisely phrased.

Are written in the future tense.

Are subject to re-negotiation.

State the means by which the job will be accomplished.

Are attainable yet challenging.

Are self-liquidating; i.e., specify a completion date.

Are quantitatively measurable or at least observable.

Are not delegated.

Are agreed to by both employee and supervisor.

Are supportive of the School Improvement Plan.

STAFF DEVELOPMENT COMPONENT

Staff development activities do not carry a specific form or format and are designed to allow the

employee and the district, through mutual discussions, to arrive at a format which fits the unique needs of

the parties. This process assumes the following:

Each employee is a developing, growing professional and as such has a unique set of developmental needs.

Each school district is a growing, developing institution with a mission-constancy of purpose and as such

has a set of unique needs.

Each district should conduct a comprehensive analysis of its leadership and employment needs considering

the primary question, “What must our employees know and be able to do in order to accomplish our

mission and maintain the constancy of purpose?”

The employee being knowledgeable of the district’s needs should conduct a comprehensive personal

inventory of skills, talents, strengths and interests with reference to the district’s needs.

From this inventory, the employee, in concert with the supervisor, should develop a personal growth plan

which may include activities such as additional college classes, planned and systematic observation of

other programs, specific staff training activities, selected comprehensive readings, guided practice sessions

in a clinical setting, adding fields of certification, and/or pursuing additional degrees.

Conversations between the supervisor and the employee regarding this plan should be continuous.

Likewise, the plan should be flexible, fluid and adjustable based on the changing needs of the District and

the developing aspirations of the employee.


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All out-of-field teachers will be required to participate in staff development activities, course

work, take and pass the appropriate subject area exam or actually engage in the district approved

reading endorsement plan as identified in their professional development assistance plan.

PROFESSIONAL DEVELOPMENT ASSISTANCE PLAN COMPONENT

At any time, in the performance assessment cycle, that performance is considered to be at a level less that

satisfactory, a Professional Development Assistance Plan, complete with assistance and time frame for

correction will be established. If at the time of the summative evaluation conference these

deficiencies have not been corrected, a specific objective must be included in the next planning

cycle to provide for this correction.

All out-of-field teachers will be required to have a Professional Development Assistance Plan even

though their performance is considered satisfactory. (See page 24)

CAREER COUNSELING COMPONENT

Career counseling is considered a critical component of this appraisal system. It is an on-going

component which does not include any prescribed forms, but rather may be characterized as a continuing

discussion between the supervisor and the instructional employee. This discussion is to consider the long-

term career goals and developmental needs of the instructional employee. During career counseling the

supervisor acts as a “helper” and provides advice and counsel and explains how the employee’s goals

match organizational needs.

The objectives of career counseling are to:

Improve personal performance and assure continued professional growth and development of employees.

Prepare employees for future work assignments requiring greater levels of professional and personal

commitment.

Help employees identify short and long-term career goals.

Provide unfiltered feedback to employees on their personal plans and strategies for performance

development.

COACHING AND ASSISTANCE COMPONENT

Because a gap often exist between an employee’s actual performance and his/her potential performance,

the supervisor(s) will provide the certified employee with coaching and assistance throughout each

yearly cycle in an effort to meet any performance expectations where difficulty is encountered. The


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supervisor also may suggest other forms of assistance (advice from a colleague, in-service training, etc.)

The objectives of coaching are to:

Improve personal performance and ensure the development of employees.

Help employees eliminate or reduce mistakes or personal shortcomings.

Provide feedback to employees on errors, shortfalls, or successes.

Coaching includes all the instructions, praise, suggestions, criticisms, and mutual discussions that the supervisor(s)

uses to develop and motivate professionals. Coaching is a direct response to the need to assist employees in

developing their potential, with emphasis on the skills required for success in their current jobs.

Coaching, most often, is situational but may also occur during the regularly scheduled formal

performance appraisal sessions. The major differences between the two opportunities for coaching are:

SITUATIONAL COACHING

PERFORMANCE ASSESSMENT/

CAREER COUNSELING COACHING

Usually prompted by a specific situation

Usually tied to evaluating overall performance

Usually addresses a problem, though can just

reinforce successful performance

Scheduled annually or at the completion of an

assignment

Situation is addressed now with little or no

time for preparation

Usually adequate time for preparation

The purpose of coaching is not to emphasize an employee’s mistakes or personal shortcomings, but to improve

future performance or behavior. Coaching is a two-step process:

1. Analyze an error, shortfall or success.

2. Plan for future improvement or continued success.

At any time an employee’s performance is rated as “needs improvement” or “unsatisfactory” during the

interim performance review or the final summative review, coaching activities are to be documented in the

Professional Development Assistance Plan. (There is a designated form for this plan located on page 24.


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PERFORMANCE APPRAISAL TASKS AND TIMELINES

The performance appraisal system is cyclical in nature, a process not an event. Based on a timeline which requires

summative evaluation instruments to be returned to the Human Resources Department on or about June 15 of each

consecutive fiscal year, the following events should occur:

Each instructional employee will participate with his/her supervisor, in an initial performance appraisal

session to discuss and consider performance expectations for the specific assigned position for that year. It is

realized that this planning session will follow and include discussion of the previous year’s evaluation cycle.

It will occur when the current calendar year activities for IPPAS are set.

After the initial performance appraisal session, the supervisor and employee will schedule interim

performance review(s) as needed. The specific number of reviews may depend on several factors including

the nature of the performance objectives, the previous performance experiences of the employee and the

individual’s needs and desire for constructive feedback.

During the formal and informal interim reviews, the supervisor will collect data regarding each performance

area. Progress relating to performance objectives will be discussed.

A formal interim review is to be conducted midpoint of the yearly cycle as needed and/or requested

consistent with the employee’s work.

At any time during the performance appraisal cycle that performance is considered to be less than

satisfactory, a Professional Development Assistance Plan will be written. This plan will designate the

assistance to be sought or given. The plan will designate a time frame for the assistance to take place and for

the correction to occur. If at the time of the summative evaluation conference the deficiencies have not been

corrected, then a specific objective must be included in the next annual appraisal cycle to provide

opportunities for continued correction and/or growth.

The supervisor will provide coaching and assistance, as needed, throughout the yearly cycle.


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Each formal observation of a teacher shall be followed by a conference held between the teacher and the

principal/supervisor: this shall be held within ten (10) days of the formal observations, except by mutual

agreement. Each teacher will be provided a copy of the completed observation instrument for each formal

observation and will have ten (10) days to respond in writing. The written response shall be attached to the

observation instrument. This document must be signed by the teacher; however, the signature does not

necessarily imply agreement with the observation. The data collected on the observation instrument shall be

utilized in preparing the final Appraisal Form. A Professional Assistance Form may be written at this time. If

a teacher requests a Professional Assistance Form, the administrator must comply.

The data collected through observations shall be the basis for completing the Assessment Form. Each teacher

shall be provided a copy of his/her completed Assessment Form. This conference may be waived by mutual

agreement. A teacher will have ten (10) duty days to respond in writing to the form. This written response is

a part of the Assessment Form. The form shall be signed by the teacher; however, signature does not

necessarily imply agreement with the assessment, but rather acknowledges that it has been discussed with the

teacher.

Under extenuating circumstances, such as previously stated, the need for a conference may be waived. The

teacher’s copy of the Assessment Form shall be provided to the teacher with a notation on the form

indicating the reason that no conference was held.

The normal date for the completion of the summative evaluation for IPPAS is on or about the end of post

school during each fiscal year or no later than June 15. This date may be continued with approval of the

HR Department for individuals who started late in the school year or who are in situations where the

completion of a Professional Development Assistance Plan would impact the overall performance appraisal

rating.

The supervisor will conduct the summative performance review conference in which the employee receives

the final ratings on each Job Service Context Category as well as an overall rating on the job appropriate

WCSD Instructional Appraisal Form. The employee will sign the appraisal and will be given a copy. One

copy is kept at the school/program center and one is forwarded to the HR Office to be included in the

employee’s personnel file.


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For the employee who will be continuing at the same school/program for the next school year, the initial

planning meeting can be scheduled. It would be appropriate to discuss which appraisal form will be

recommended for use during the next appraisal cycle. The appraisal cycle is now set to repeat itself.

The IPPAS Process

Training: All instructional “certified” personnel will be provided training during the first eight weeks of the

school year.

Individual Professional Development Plan: Written and accepted by administrator within the first 45 days of

employment. Completed on ePDC.

Fall Observation Requirement for Annual Contract Instructional Personnel: Formal observation using a

written instrument by the end of the first semester.

Fall Assessment Requirement for Annual Contract Instructional Personnel: If NI or U ratings are given, a

Professional Assistance Form is required. (See page 24)

Interim Review: Conducted midpoint of the yearly cycle, addresses the IPDP.

Spring Observation Requirement for Instructional Personnel: Formal Observation using a written instrument

for all teachers.

Spring Assessment Requirement: If NI or U ratings are given, a Professional Assistance Form is required. (See

page 24)

Individual Professional Development Plan: Original plan is signed off on and submitted. Plans may not be

carried over from year to year. They must address the students assigned to that specific teacher not the general

student population.


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ANNUAL PERFORMANCE APPRAISAL

OPTIONAL PROCESS FOR THE ACCOMPLISHED INSTRUCTOR

This appraisal system was designed to recognize the numerous developmental needs and growth patterns of

professional employees as they move through the various stages of their career. The comprehensive appraisal

forms were designed to nurture a continuum of developmental growth. During the development of the system, a

deliberate effort was made to avoid designing a system overburdened with unnecessary processes.

Due to the developmental nature of the growing educational professional, it is recognized that the comprehensive

appraisal system may not be necessary year after year after year. As an optional process, an abbreviated annual

appraisal format has been developed. All components are designed to meet the requirements of law. This form will

be used under certain circumstances that are listed below:

The use of this form should be voluntary on the part of the employee when recommended by the supervisor.

The form should be used only for an employee who has achieved professional service or continuing

status.

The form should not be used for any more than two consecutive years.

The form should be used with employees who have achieved an overall effective or higher rating on the

comprehensive appraisal form.

The use of this form is an annual agreement. It will be discontinued at any time the employee fails to

maintain an effective or higher performance rating.

OTHER SUMMARY CONSIDERATIONS

This appraisal system has been developed giving consideration to the philosophical concept that the system is non-

threatening and developmental. This implies a continuing dialogue between the supervisor and the employee.

Accordingly, it ensures a system of no surprises. The summative evaluation and the completion of the

Instructional Performance Appraisal Form, in this context, becomes a document which summarizes a year-

long sequence of planned activity.


18

This appraisal system contains several components designed to address the requirements. This system:

Encourages the Wakulla County School District, by systemic action, to create an environment and

climate conducive to a strategic, empowered, well-trained and focused work force.

Connects by direct correlation the employee essential performance functions to the district – school

mission, vision or constancy of purpose.

Ensures job specificity with reference to the appraisal system.

Clearly articulates performance roles within a system that is understandable, practical, doable, non-

threatening, developmental, fair, and contains no surprises.

Focuses the appraisal system on growth and development of the employee within the organizational

context.

To accommodate these requirements an exhaustive job analysis was conducted to identify the essential

performance functions of each instructional classification position. These essential functions were categorized into

eight job context service headings. The job context service headings and weighed values are:

CONTEXT SERVICE HEADINGS RANGE OF VALUE

Planning/Preparation 70-0

Climate and Learning Environment 80-0

Administration/Management 50-0

Assessment/Evaluation 60-0

Intervention and Direct Services 90-0

Collaboration 50-0

Staff Development 50-0

Professional Responsibilities 50-0

Student Growth – Achievement None Assigned

Each category is weighted according to beliefs consistent with the essence of the service category regarding

position success. The range of value is broken into five performance ratings. The ratings are Outstanding,

Exemplary, Effective, Needs Improvement and Unsatisfactory.


19

Note: The Job Context Service Category IX – Student Growth – is not assigned a point value. It is designed as a

stand alone component requiring an effective or higher performance rating to establish eligibility for an overall

effective or higher performance rating.

The overall performance score is a composite of the nine job context category performance ratings. It does

not represent an average since some categories carry a greater weight than others.

The maximum number of points available is 500. For each job context category, the scale was developed so that

“0” points are awarded for “Unsatisfactory” performance and one-half the value of effective is awarded for “Needs

Improvement” performance.

The overall rating is a sum of the eight job context service category performance ratings, considering job

context category IX and parental input. The score range is reflected on the assessment form.

OVERALL COMPOSITE SCORE RANGES

0 – 324 Unsatisfactory

325 – 379 Needs Improvement

380 – 449 Effective

450 – 489 Exemplary

490 – 500 Outstanding

WCSB Instructional Personnel Performance Appraisal System 2009-2010, Forms 20

DOCUMENTATION OF STUDENT PERFORMANCE / ACHIEVEMENT

Documentation of Student Performance, setting goals for student growth and achievement is

mandatory. It is used to set instructional goals and to plan documentation for Job Context Service

Category IX. In most cases the objectives set in the initial planning session will be presented by the

instructor at the summative (final) evaluation meeting. IPDP goals are documented using the

ePDC. (see format on pg 22-23) or at www.paec.org.

These goals are to be completed on or before October 1. State law does not mandate this date

though it is logical for an instructor to impact achievement or growth of students, whether it is year

long or semester, beginning status and ending status goals need to be set by this time.

Refer to Section 2 –Planning Session Component, p. 7 of narrative to review process.

All instructional personnel are required to document improvement in the performance of their

students. No one single measure, however, is the most appropriate measure of student progress for

every classroom or instructional assignment. Appropriate student performance measures will vary

from teacher to teacher and class to class.

In order to accommodate individual differences in instructional assignments, each instructional

personnel must document two measures of improved student performance. One of the measures

must be a norm referenced, criterion referenced, state or local test if one is available or applicable.

Other measures may include teacher formal assessments of student performance on district or state

standards, student portfolios, teacher observations, or other evidence of student success.

The principal, during a planning conference with the teacher, must approve the student

performance objectives and expected outcomes and measures at the beginning of the school year.

This conference should take place no later than October 1st. The objectives may be modified only

with the approval of both the principal and the teacher, but no later than January 31st.


For example, a teacher may have originally determined an objective to be that “75% of students in

the language arts class will attain a score of 3.5 or higher on FCAT Writing.” Perhaps in October a

review of past scores or teacher assessments reveals that 60% of the class scored 2.0 or lower. The

objective or expected outcome might appropriately be changed to “75% of the class will score 3.0

or better on FCAT Writing.”

The “results” section reflects the documented student performance. A copy of printouts, grade

sheets, or other supporting information may be attached. The principal and teacher should discuss

the level of attainment versus the expected results during the final performance review conference.

This conference must take place prior to the completion of the teacher’s end of the year evaluation.

The overall rating reflects the administrator’s judgment that evidence was provided which

documents teacher success in improving student growth and performance. This is noted as Job

Context Service Category IX.




PROFESSIONAL DEVELOPMENT ASSISTANCE FORM

This form is intended for use in three very specific circumstances:

1. Out-of-field teachers must complete this form. It should designate the intended course work

that will be taken to meet the requirement to complete 6 hours of the course work or the intent

to take and pass the appropriate subject area exam needed to acquire certification in the

assigned position for that year.

2. Certified personnel, who as a result of formal interim reviews or informal observations, appear

to be deficient:

Performing at less than a satisfactory level or

Having difficulties in meeting designated job responsibilities or

Student achievement goals require an individual written plan.

3. Certified personnel who have a “Needs Improvement” or “Unsuccessful” in any Job Context

Service Category or as the Overall Rating must have a plan written at the beginning of the

next annual performance appraisal cycle. The plan should speak to specific areas needing

improvement.

Note items 5, 6, 7 in the Performance Appraisal Tasks and Timelines Section, p. 16.

Refer to p. 12 in the narrative of the IPPAS plan to review the Professional Development

Assistance Plan Component.


WAKULLA COUNTY SCHOOL DISTRICT HUMAN RESOURCES DEPARTMENT

PROFESSIONAL DEVELOPMENT ASSISTANCE FORM

Employee’s Name: _______________________________________________________ School Position: _________________________________________________________ Supervisor’s Name: ______________________________________________________ PERFORMANCE EXPECTATION: IMPROVEMENT OBJECTIVE: STRATEGIES: ASSISTANCE: Date for follow-up review: _______________ Date for Completion:_______________ _______________________ _________ ______________________ __________ Employee’s Signature Date Supervisor(s) Signature Date


WMIS PR296H New 08/2000, Rev 9/07

INSTRUCTIONAL EMPLOYEE ANNUAL PERFORMANCE APPRAISAL FOR THE ACCOMPLISHED TEACHER

This form is used under these circumstances:

1. The employee has achieved Professional Service status by teaching in Wakulla County

School District for at least three years, has three overall performance appraisal scores of

effective or higher, and is recommended for the Accomplished Teacher Appraisal Option by

his/her supervisor.

2 The employee has a PS (Professional Service) or CC (Continuing Contract) status with five

years of service in WCSD, has an overall score of effective or higher on two consecutive

Comprehensive Instructional Performance Appraisal cycles, and is recommended by his/her

supervisor.

This form is provided to the principal/director as requested per certified employee at the beginning

of each school year. This form can be used two consecutive appraisal cycles. The comprehensive

form should be used the third year. This form was used for the first time during the 2001-2001

year. Its use was suspended for the 2002-2003 year. It was reinstated for the 2003-2004 year. Use

was suspended again in 2006-2007 based on STAR appraisals and reinstated again for the 2007-

2008 year.

Refer to ANNUAL PERFORMANCE APPRAISAL – OPTIONAL PROCESS FOR THE

ACCOMPLISHED INSTRUCTOR, p. 17 in the narrative of the IPPAS plan for further explanation.


WAKULLA COUNTY SCHOOL DISTRICT ANNUAL PERFORMANCE

APPRAISAL FOR THE ACCOMPLISHED TEACHER Name Assignment ___________________________ School/Program School Year ________________

SECTION A - PLANNING AND INTERIM CONFERENCE Performance Planning Session Date

_____________________________________________ Employee’s Signature Supervisor’s Signature

Interim Review Session Date _________________________________________ _____________________________________________ Employee’s Signature Supervisor’s Signature Interim Review Comments _________________________________________________________________________________ _________________________________________________________________________________________________________

SECTION B - SUMMATIVE CONFERENCE

Rating* O = Outstanding Ex = Exemplary E = Effective N = Needs Improvement U = Unsatisfactory

Job Context Service Categories 1. Planning/Preparation 2. Climate/Learning Environment 3. Administration/Management 4. Assessment/Evaluation 5. Intervention/Direct Services 6. Collaboration 7. Staff Development 8. Professional Responsibilities

Rating Source A Direct Documentation B. Indirect Documentation C. Training Programs Competency D. Evaluations Provided E. Confirmed Observation

9. Student Growth/Achievement

Met Student Performance Goal 1 A Source A Direct Documentation B. Indirect Documentation C. Training Programs Competency D. Evaluations Provided E. Confirmed Observation

Partial

Not Met

Met Student Performance Goal 1 B Source A. Direct Documentation B. Indirect Documentation C. Training Programs Competency D. Evaluations Provided E. Confirmed Observation

Partial

Not Met

Original to: Human Resources Dept.

Copy to: School Personnel File Copy to: Employee


WMIS PR543 Rev 9/2003, 9/07 1

Name Assignment ___________________________ School/Program School Year ________________

Comments of Evaluator:

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

Signature of Evaluator Date: _______________________

Comments of Evaluatee: ___________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

This evaluation has been discussed with me: Yes No ______________

Signature of Evaluatee: Date: ______________________

(Signature denotes only that the teacher has received a copy of the evaluation report and does not signify

agreement.)

WMIS PR543 Rev 9/2003, 9/07 2

*Input from parents, as appropriate, was solicited, analyzed and considered in the preparation of this review.

Overall Rating*


COMPREHENSIVE INSTRUCTIONAL PERFORMANCE APPRAISAL FORMS

These forms are used as the summative annual performance appraisal instrument for the WCSD. This form is completed as the culminating event for the yearlong performance cycle. These are mandated forms. Forms are position specific. Forms are available on-line for the following positions:

Guidance Counselor -- WMIS PR296C Media Specialist -- WMIS PR296B Resource Teacher -- WMIS PR296F Speech/Language Pathologist -- WMIS PR296D Staffing Specialist -- WMIS PR296E Teacher -- WMIS PR296A

These forms are located on-line at www.wakullaschooldistrict.org. One copy of the completed form is returned to the Human Resources Department for inclusion in the employee’s personnel record. The certified employee receives a copy and a copy should be kept in the school based personnel file. Note that the Overall Rating Section with comments and signatures has been combined with

employee identifiers and directions on a front cover sheet. The front cover sheet is identical for all versions of the performance appraisal instrument.






JOB DESCRIPTION

TEACHER






CORRELATION OF STANDARDS

TEACHER


WAKULLA COUNTY SCHOOL DISTRICT

CORRELATION OF STANDARDS

TEACHER

Job Context Service Category: PLANNING / PREPARATION

Accomplished Practices

8. Knowledge of Subject Matter: Demonstrates knowledge and understanding of the subject

matter.

10. Planning: Plans, implements, and evaluates effective instruction in a variety of learning

environments.

Generic Competencies:

10. Identifies long-range goals for a given subject area.

11. Constructs and sequences related short-range objectives for a given subject area.

12. Selects, adapts, and/or develops instructional materials for a given set of instructional

objectives and student learning needs.

13. Selects / develops and sequences learning activities that are appropriate to instructional

objectives and student needs.

14. Uses class time efficiently.

Essential Performance Responsibilities

*(1) Create or select long-range plans based on a review of district and state curriculum priorities,

student profiles, and instructional priorities.

*(2) Define goals and objectives for unit and daily plans.

*(3) Sequence content and activities appropriately.

*(4) Identify specific intended learning outcomes which are challenging, meaningful, and

measurable.

*(5) Revise plans based on student needs.

*(6) Plan and prepare a variety of learning activities considering individual student culture,

learning styles, special needs, and socio-economic background.

*(7) Develop or select instructional activities which foster active involvement of students in the

learning process including the use of technology.

*(8) Plan and prepare lessons and instructional strategies which support the school improvement

plan and the District mission.


*(9) Select, develop, modify, and/or adapt materials and resources which support learning

objectives and address students’ varying learning styles, backgrounds, and special needs.

Job Context Service Category: CLIMATE / LEARNING ENVIRONMENT


5. Diversity: Uses teaching and learning strategies that reflect each student’s culture, learning

styles, special needs, and socio-economic background.

7. Human Development and Learning: Uses an understanding of learning and human

development to provide a positive learning environment which supports the intellectual,

personal, and social development of all students.

9. Learning Environments: Creates and maintains positive learning environments in which

students actively engage in learning, social interaction, cooperative learning, and self-

motivation.

Generic Competencies

2. Enhances students’ feelings of dignity and self-worth and the worth of other people

including those from other ethnic, cultural, linguistic and economic groups.

3. Arranges and manages the physical environment to facilitate instruction and ensure student

safety.

7. Formulates a standard for student behavior in the classroom.

8. Deals with misconduct, interruptions, intrusions, and digressions in ways that promote

instructional momentum.

16. Creates and maintains academic focus by using verbal, non-verbal, and / or visual

motivational devices.

21. Relates to students’ verbal communications in ways that encourage participation and

maintain academic focus.

25. Establishes a testing environment in which students can validly demonstrate their knowledge

and skills and receive adequate information about the quality of their test performance.


*(10) Establish and maintain a positive, organized, and safe learning environment.

*(11) Provide a positive environment in which students are encouraged to be actively engaged in

the learning process.


*(12) Maintain a clean attractive learning environment.

*(13) Maintain academic focus by using a variety of motivational techniques.

*(14) Establish and use behavior management techniques which are appropriate and effective.

*(15) Establish routines and procedures and work with students on consistently following them.

*(16) Create a learning climate that is challenging yet non-threatening.

*(17) Maintain instructional momentum with smooth and efficient transitions from one activity to

another.

*(18) Establish appropriate testing environment and ensure test security.

Job Context Service Category: ADMINISTRATION / MANAGEMENT







motivation.


7. Formulates a standard for student behavior in the classroom.

8. Deals with misconduct, interruptions, intrusions, and digressions in ways that promote

instructional momentum.

14. Uses class time efficiently.

26. Utilizes an effective system for maintaining records of student and class progress.


*(19) Establish and maintain effective and efficient record keeping procedures.

*(20) Manage time effectively.

*(21) Develop routines and efficient techniques for minimizing time required for administrative

and organizational activities.

*(22) Manage materials and equipment effectively.

*(23) Organize materials for efficient distribution and collection.

*(24) Instruct and supervise the work of volunteers and aides when assigned.


*(25) Assist in enforcement of school rules, administrative regulations, and Board policy.

Job Context Service Category: ASSESSMENT / EVALUATION


1. Assessment: Uses assessment strategies (traditional and alternate) to assist the continuous

development of the learner.


9. Determines the entry level of knowledge and / or skills of students for a given set of

instructional objectives using diagnostic tests, teacher observation, and student records.

20. Provides appropriate practices to promote learning and retention.

22. Uses feedback procedures that give information to students about the appropriateness of

their responses(s).

24. Constructs or assembles classroom tests and tasks to measure student achievement of

objectives.



26. Utilizes an effective system for maintaining records of student and class progress.


*(26) Develop and use assessment strategies (traditional and alternative) to assist the continuous

development of learners.

*(27) Interpret and use data (including, but not limited to, standardized and other test results) for

diagnosis, instructional planning, and program evaluation.

*(28) Use on-going assessment to monitor student progress, verify that learning is occurring, and

adjust curriculum and instruction.

*(29) Provide feedback to students about the appropriateness of responses and quality of work

with a focus on improving student performance.

*(30) Communicate, in understandable terms, individual student progress knowledgeably and

responsibly to the student, parents, and professional colleagues who need access to the

information.

*(31) Encourage self-assessment by students and assist them in developing plans for improving

their performance.


Job Context Service Category: INTERVENTION / DIRECT SERVICES


2. Communication: Uses effective communication techniques with students and all other

stakeholders.

4. Critical Thinking: Uses appropriate techniques and strategies which promote and enhance

critical, creative, and evaluative thinking capabilities of students.







matter.



motivation.

11. Role of the Teacher: Works with various education professionals, parents, and other

stakeholders in the continuous improvement of the educational experiences of students.

12. Technology: Uses appropriate technology in teaching and learning.


1. Applies knowledge of physical social, and academic developmental patterns and of

individual differences to meet the instructional needs of all students in the classroom and to

advise students about these needs.



3. Arranges and manages the physical environment to facilitate instruction and ensure student

safety.



17. Presents forms of knowledge such as concepts, laws, and law-like principles, academic rules

and value knowledge.


18. Presents directions appropriate for carrying out an instructional activity. Stimulates and

directs student thinking and checks student comprehension through appropriate questioning

techniques.





their response(s).

23. Conducts reviews of subject matter.

27. Uses computers in education.


*(34) Demonstrate knowledge and understanding of curriculum content.

*(35) Communicate high expectations for learning for all students.

*(36) Apply principles of learning and effective teaching in instructional delivery.

*(37) Monitor learning activities, providing feedback and reinforcement to students.

*(38) Use a variety of instructional strategies appropriate for teaching students from diverse

backgrounds with different learning styles and special needs.

*(39) Use appropriate techniques and strategies to enhance the application of critical, creative, and

evaluative thinking capabilities of students.

*(40) Use appropriate materials, technology, and resources to help meet learning needs of all

students.

*(41) Assist students in accessing, interpreting, and evaluating information from multiple sources.

*(42) Provide appropriate instruction and modifications for students with special needs, including

exceptional education students and students who have limited proficiency in English.

*(43) Provide quality work for students which is focused on meaningful, relevant, and engaging

learning experiences.

*(44) Provide instruction on safety procedures and proper handling of materials and equipment.

*(45) Foster student responsibility, appropriate, social behavior, integrity, valuing of cultural

diversity, and respect for self and others, by role modeling and learning activities.


Job Context Service Category: COLLABORATION


2. Communication: Uses effective communication techniques with students and all other

stakeholders.








4. Recognizes overt signs of severe emotional distress in students and demonstrates awareness

of appropriate intervention and referral procedures.

5. Recognizes signs of alcohol and drug abuse in students and demonstrates awareness of

appropriate intervention and referral procedures.

6. Recognizes the overt physical and behavioral indicators of child abuse and neglect and

knows the rights and responsibilities regarding reporting and how to interact appropriately

with a child after a report has been made.

15. Communicates effectively using verbal and non-verbal skills.




*(46) Communicate effectively, orally and in writing, with other professionals, students, parents,

and community.

*(47) Collaborate with students, parents, school staff, and other appropriate persons to assist in

meeting student needs.

*(48) Provide accurate and timely information to parents and students about academic and

behavioral performance of students.

*(49) Work with other teachers in curriculum development, special activities, and sharing ideas

and resources.


*(50) Recognize overt indicators of student distress or abuse and take appropriate intervention,

referral, or reporting actions.

Job Context Service Category: STAFF DEVELOPMENT


3. Continuous Improvement: Engages in continuous professional quality improvement for self

and school.


None


*(51) Engage in continuing improvement of professional knowledge and skills.

*(52) Assist others in acquiring knowledge and understanding of particular area of responsibility.

*(53) Keep abreast of developments in instructional methodology, learning theory, curriculum

trends, and content.

*(54) Conduct a personal assessment periodically to determine professional development needs

with reference to specific instructional assignment.

Job Context Service Category: PROFESSIONAL RESPONSIBILITIES


6. Code of Ethics: Adheres to Code of Ethics and Principles of Professional Conduct of the

Education Profession in Florida.


28. Code of Ethics.


*(55) Act in a professional and ethical manner and adhere at all times to the Code of Ethics and

Principles of Professional Conduct.

*(56) Perform assigned duties.

*(57) Demonstrate attention to punctuality, attendance, records, and reports.

*(58) Maintain confidentiality of student and other professional information.


*(59) Comply with policies, procedures, and programs.

*(60) Exercise appropriate professional judgment.

*(61) Support school improvement initiatives by active participation in school activities, services,

and programs.

*(62) Perform other incidental tasks consistent with the goals and objectives of this position.

Job Context Service Category: STUDENT GROWTH / ACHIEVEMENT


1. Assessment: Uses assessment strategies (traditional and alternate) to assist the continuous

development of the learner.

4. Critical Thinking: Uses appropriate techniques and strategies which promote and enhance

critical, creative, and evaluative thinking capabilities of students.







matter.



motivation.



12. Technology: Uses appropriate technology in teaching and learning.


1. Applies knowledge of physical, social, and academic developmental patterns and of

individual differences to meet the instructional needs of all students in the classroom and to

advise students about these needs.




9. Determines the entry level of knowledge and / or skills of students for a given set of

instructional objectives using diagnostic tests, teacher observation, and student records.

10. Identifies long-range goals for a given subject area.

11. Constructs and sequences related short-range objectives for a given subject area.

12. Selects, adapts, and/or develops instructional materials for a given set of instructional

objectives and student learning needs.

13. Selects / develops and sequences learning activities that are appropriate to instructional

objectives and student needs.

15. Communicates effectively using verbal and non-verbal skills.



17. Presents forms of knowledge such as concepts, laws, and law-like principles, academic rules

and value knowledge.

18. Presents directions appropriate for carrying out an instructional activity.

19. Stimulates and directs student thinking and checks student comprehension through

appropriate questioning techniques.





their response(s).

23. Conducts reviews of subject matter.

24. Constructs or assembles classroom tests and tasks to measure student achievement of

objectives.



27. Uses computers in education.


*(63) Ensure that student growth / achievement is continuous and appropriate for age group,

subject area, and / or student program classification.