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EASTERN SCHOOL DISTRICT
PROFESSIONAL EVALUATION/GROWTH OF
PROBATIONARY /REPLACEMENT
TEACHERS
Professional Evaluation Policy
MODULE 1
Outline
1. Procedures for Probationary/Replacement Teacher Evaluation
2. Timelines for Probationary/Replacement Teacher Evaluation
3. Sample Professional Portfolio
4. Eastern School District Professional Evaluation Belief Statements
5. Expectations of Educational Professionals
6. Components of Professional Practice
7. Guidelines for Classroom Visitation
8. Forms
i. Record of Initial Meeting (Form 1)
ii. Probationary/Replacement Evaluator’s Report (Form 2:Checklist format)
iii. Probationary/Replacement Evaluator’s Report (Form 3: Narrative format)
iv. Teacher Self Assessment
v. Parent Questionnaire
vi. Elementary Questionnaire
vii. High School Questionnaire
viii. Professional Growth Plan Template
ix. Professional Growth Plan Year-end Summary Report
x. Professional Growth Plan (Sample 1)
xi. Professional Growth Plan (Sample 2)
PROCEDURES FOR THE PROFESSIONAL EVALUATION OF PROBATIONARY AND
REPLACEMENT TEACHERS
1. All probationary and full year replacement educators to be evaluated shall be informed initially
when employed.
2. All teachers in a probationary contract must be evaluated in accordance with Module One of
the Eastern School District Professional Evaluation Policy.
3. All teachers in a full year replacement contract must be evaluated in accordance with Module
One of the Eastern School District Professional Evaluation Policy.
4. At the time of hiring, all probationary and replacement teachers shall be directed to the
Professional Growth and Professional Evaluation Policy as published on the Eastern School
District website.
5. The principal or designate shall be responsible for the evaluation of probationary and
replacement teachers. Board office personnel shall become involved in the evaluation of
probationary and replacement teachers at the request of the principal. This request shall be
made, in writing, to the Assistant Director of Human Resources or designate.
6. Probationary and replacement teachers will be encouraged to create professional portfolios of
their work. A sample Professional Portfolio contents list is enclosed.
7. An initial meeting shall be held with the probationary/replacement teacher being evaluated as
early as possible in the school year but not later than September 30th
. The meeting shall discuss
the evaluation process. A record of this initial meeting will be made using Form 1. A copy of
this form will be provided to Human Resources Division.
8. Administrators in schools with more than one teacher taking part in Module One professional
evaluation may schedule a group initial meeting. Individual Form 1’s are still required.
9. A second meeting shall be held within two weeks of the initial meeting. In the preparation for
the second meeting the probationary/replacement teacher shall conduct a self-evaluation using
the enclosed teacher self assessment survey tool. The teacher shall develop a Professional
Growth Plan in consultation with the evaluator(s). In this meeting, a schedule of classroom
observations shall be outlined.
10. Evaluation reports on probationary/replacement teachers shall be either Form 2 or Form 3 and
based on:
a. observations derived from classroom visitations.
b. observations as outlined in the Components of Professional Practices.
c. observations of the Expectations of Educational Professionals.
d. observation of progress towards goals outlined in the Professional Growth Plan.
11. Administrators can use either Form 2 or Form 3 for individual formal classroom visits.
However, when Form 2 or Form 3 is submitted to the district office they will be summaries of
all observations for that reporting period.
12. All formal classroom observations shall be preceded by a pre-conference. The structure of this
pre-conference may depend on factors such as the experience of the teacher, the probationary
status etc.
13. The teacher shall provide a copy of the lesson plan for the class observation session to the
evaluator.
14. All formal classroom observations shall be followed by a post-conference.
15. Evaluators may use information and procedures outlined in the Guidelines for Classroom
Visits to assist in the evaluation process.
16. Evaluation reports on probationary/replacement educators shall be submitted on or before
November 30th
and March 31st of each school year. These reports are to be summaries of the
evaluator’s activities with that teacher up to that point and time.
a. the reports shall be in either checklist or narrative form. (Form 2 or Form 3)
b. reports shall be formative and encourage the teacher to reflect on practice.
c. when other evaluators are involved in the process, the principal shall obtain their input
before completing the report.
d. reports shall be discussed with the teacher after all evaluators have agreed and signed
the report.
e. the report shall be discussed with the teacher. The teacher shall be given the
opportunity to respond to the report.
f. the teacher will be requested to sign the report before it is sent to Human Resources.
g. a copy of reports shall be placed in the teacher’s personnel file.
17. A copy of all evaluation reports shall be provided to the probationary/replacement teacher and
the Assistant Director of Human Resources/Designate. All results of evaluation of
probationary/replacement teachers shall be kept in confidential personnel files maintained at
the District Office under the supervision of the Assistant Director of Human Resources
18. A recommendation on the granting of tenure to a probationary teacher shall be made in writing
by the principal to the Assistant Director of Human Resources.
19. The Assistant Director of Human Resources must be contacted immediately if the successful
completion of a teacher’s probationary period is in jeopardy.
20. The Assistant Director of Human Resources must be contacted immediately if the successful
completion of a teacher’s replacement contract is in jeopardy.
21. District level decision making on the continuation/termination of a probationary teachers
contract is to be made no later than April 15th
of the school year.
Administrators may wish to use this timeline to assist in the tracking of Probationary and
Replacement teacher evaluations. This form does not need to be submitted to Human Resources
Division.
Action Date Desired Date Completed/Signature
Initial Meeting
3rd week of
September
Self Assessment
End of September
Implementation of
Professional Growth Plan
October 15th
First Classroom Visit
And Conference
End of October
Probationary Teachers
Evaluation Report Form
(Form 1 & Form 2 or Form 3)
November 30th
Second Classroom Visit
and Conference
(Form 2 or Form 3)
March 15th
Final Evaluator’s Report for
The Probationary/Replacement
Teacher
March 31st
NOTE: Administrators may schedule additional classroom visits if
warranted.
PROFESSIONAL EVALUATION TIMELINES FOR
PROBATIONARY AND REPLACEMENT TEACHERS
SAMPLE PROFESSIONAL PORTFOLIO
A professional Portfolio is a mode which allows teachers to collect information about their
professional, personal and educational background so that they can demonstrate in a practical and
realistic manner that they have the competencies and skills necessary to be successful in their current
role or any future positions in which they might find themselves. Since the professional portfolio is a
showcase it is important that it be kept current and relevant.
The Professional Portfolio could include:
� records of achievement and successes
� records of courses completed
� resume
� certificate of qualification
� awards and certificates
� records of completed projects
� chronological work history – including responsibilities
� evidence of skills and competencies obtained
� mentor’s acknowledgement
� evaluation reports
� school community involvement
� letter of commendations and recommendation
� committee work
� articles written
� conferences attended
� professional development experiences
� list of leadership initiatives
� professional growth plan and reflections
� other pertinent materials
BELIEFS
Beliefs are the values that establish the moral and ethical priorities which serve to guide all the
district’s activities.
We believe
� children are our most valued and our greatest natural resource
� all children can learn and experience success
� learning has intrinsic as well as extrinsic value
� learning is a life-long process
� the dignity of the individual must be preserved and respected
� the best interests of children and youth must guide each decision that is made on their behalf
� education is an active partnership involving the school, family and community
� all partners have a responsibility to ensure success
� teachers do make a difference
� learning environments must be responsive to changing needs
� learning environments must reflect a balance between individual and societal needs
� learning environments must be safe, secure and caring, and promote risk-taking
� learning environments must reflect Christian, religiously inclusive and democratic values
� learning and growth opportunities must be provided for all
� in striving for excellence in attaining identified objectives; and
� in a total commitment to continuous improvement
Further to elaboration upon our beliefs is presented under the following four categories:
A. Milieu
Our mission can be best accomplished in a caring and positive environment which:
� promotes school as a community
� maintains high expectations
� reflects an unconditional regard for the dignity of all
� helps children develop healthy self concepts
� encourages risk-taking as a natural part of the learning process
� fosters an enjoyment of learning
� reflects life-long learning for all
� fosters the active participation of families and community in school life
� reflects efficient and effective organizational structures
� emphasizes growth
B. Learner
Children grow at different rates: intellectually, physically, socially, emotionally and spiritually.
� children have different learning styles and learning needs
� children have an innate desire to learn
� children learn best in secure, stimulating and trusting environments
C. Teacher
The teacher as a facilitator, motivator and communicator:
� preserves student’s dignity and enhances their self-esteem
� accepts children at their developmental level
� maintains high but realistic expectations of themselves and students
� achieves learning outcomes through effective teaching
� takes a holistic view of the education of students
� is firm but compassionate
� adapts programs to meet children’s needs
� is committed to professional growth
� works cooperatively to improve learning
D. Curriculum and Instruction
Curriculum should:
� be reflective of aims and outcomes
� reflect the value of all content areas
� be based upon currently accepted principles of learning
� address children holistically
� be free of ethnic, racial, gender and sexuality bias
� incorporate the resources of the local environment
� be responsive to local needs
Instruction should:
� be relevant to child’s real life experience
� accommodate different learning styles and needs
� motivate and actively engage the learner
� stimulate critical thinking
� promote cooperation and teamwork
� make full use of a variety of resources
� incorporate appropriate evaluation practices as a means of improving student achievement
EXPECTATIONS OF EDUCATIONAL PROFESSIONALS
The School District and the school have the responsibility of providing the employee with a clear
set of expectations. Expectations of professional performance encompass three domains namely,
knowledge, skills and attitudes . It is expected that an educational professional will:
A. Possess extensive knowledge, particularly of:
� the policies of the School Board
� the nature of the learner
� the content, aims, objectives, and intended learning outcomes of the subject areas
for which they are responsible
� a variety of instructional and evaluation strategies
B. Demonstrate skills, particularly in:
� planning, organizing, delivering, and evaluating instruction
� addressing the needs of the whole learner, accommodating different rates and
styles of learning.
� employing a resource-based approach to learning
� incorporating learners’ real-life experiences
� stimulating independent and interdependent learning
� establishing appropriate routines and in using instructional time effectively
� performing different roles such as facilitator, motivator, and communicator
� maintaining adequate records
� modifying programs to meet the needs of the learners
� making professional decisions in the best interest of the learner
� creating a stimulating and supportive atmosphere which respects the uniqueness
of the individual
� organizing an environment which is conducive to learning
� working collaboratively to improve the educational process
� using good interpersonal skills with all stake-holders
C. Exhibit a positive personal attitude that:
� all students can learn
� the dignity of the learner must be preserved
� creates an environment in which learners can develop positive self-esteem
� provides for a bias free environment
� encourages high, realistic personal and learner expectations
� reflects a balanced emphasis on process and product within the curriculum
� parents are integral to the learners’ education
� reflects learning is a life-long process
� professional growth is continuous
Components of Professional Practice:
The Eastern School District recognizes the four components of professional practice
as desirable qualities of all teachers.
These components are outlined in the following pages under the four domains of:
1. Planning and Preparation
2. Classroom Environment
3. Instruction
4. Other Professional Responsibilities
Domain 1:
Planning and Preparation
a. Demonstrating Knowledge of Content and
Pedagogy Knowledge of content
Knowledge of prerequisite relationships
Knowledge of content-related pedagogy
b. Demonstrating Knowledge of Students Knowledge of characteristics of age group
Knowledge of students’ varied approaches to
learning
Knowledge of student’s skills and knowledge
Knowledge of students’ interests and cultural
heritage
c. Selecting Instructional Goals Value
Clarity
Suitability for diverse students
Balance
d. Knowledge of Resources
e. Designing Coherent Instruction Learning activities
Instructional materials and Resources
Instructional groups
Lesson and unit structure
f. Assessing Student Learning Congruence with instructional goals
Criteria and standards
Use for planning
A person cannot teach what they do not know.
He/she must have sufficient command of a subject.
This is not stagnant but evolves over time through
renewal. Students must learn some skills before
others. Knowledgeable teachers know this.
Students vary in interests, talents and preferred
approaches to learning. Skilled teachers help build
on these strengths. Many classes contain special
needs children. These students may demonstrate
knowledge in many ways. This is useful in
planning.
Instructional goals must be worthwhile and have
high expectations for students. They must be
clearly stated in terms of student learning and
should be measurable. The goals should be
appropriate to all students and should include a
balance among different types of learning.
There are two types of resources- those to help the
teacher and those to help the student. They may
be simple or complex. Knowledge about these to
aid in teaching is part of the teacher’s
responsibility.
This is demonstrated by a unit plan. It enables
teachers to demonstrate their skill in organizing
and sequencing activities to engage students in
learning using a variety of materials and groups
appropriately in a reasonable time. It is only
through the assessment of student learning that
teachers know if students have met the
instructional goals of a unit or lesson. Students
should know the required standards achievement. Assessment is to provide feedback to the students.
Domain 2:
The Classroom Environment
a. Creating an Environment of Respect and
Rapport Teacher interaction with students
Student interaction
b. Establishing a Culture for Learning Importance of the content
Student pride in work
Expectations for learning and achievement
c. Managing Classroom Procedures Management of instructional groups
Management of transitions
Management of materials and supplies
Performance of non-instructional duties
Supervision of volunteers and Paraprofessionals
d. Managing Student Behavior Expectations
Monitoring of student behavior
Response to student behavior
e. Organizing Physical Space Safety and arrangement of furniture
Accessibility to learning and use of physical
resources
Commentary
Teaching is a matter of relationships among
individuals and they should show mutual respect
both between teacher and students and
among students.
The classroom is a place where a culture for
learning exists. There are high expectations for all
students and a high value on high quality work.
Student work is valued and displayed. Students
know that the teacher has a high regard for their
abilities.
Teaching requires good management before good
instruction is possible. Teachers must develop
smooth operation of the classroom and the
efficient use of time before they can address
instruction. Volunteers and paraprofessionals
need guidance before they make a substantial
contribution to the class.
The key to efficient and respectful management
of student behavior lies in agreed upon standards
of conduct and clear consequences for
overstepping the bounds.
Use of physical space is important in a learning
environment. Organization of space tells how
teachers view learning–grouping, use of “centers”,
desks facing forward. Space must be used
efficiently and safely.
Domain 3:
Instruction
a. Communicating Clearly and Accurately Directions and procedures
Oral and written language
b. Using Questioning and Discussion Techniques Quality of questions
Discussion techniques
Student participation
c. Engaging Students in Learning Representation of content
Activities and assignments
Grouping of students
Instructional materials and resources
Structure and pacing
d. Providing Feedback to Students Quality: accurate, substantive, constructive and
specific.
Timeliness
e. Demonstrating Flexibility and Responsiveness Lesson adjustment
Response to students
Persistence
Commentary
For students to become actively engaged in
learning, they must be exposed to clear directions
and explanations.
When teachers use skilled questioning, they
engage their students in an exploration of content.
Experienced teachers give think-time before
students respond to a question. They also cultivate
well-run discussions.
This is the “raison d’être” of education. Successful
instruction requires the active and invested
participation of all parties. It is the teacher’s
responsibility to choose appropriate activities,
assignments and grouping which will encourage
students to become active participants in the
learning process.
Feedback is provided to all students about their
learning. To be effective, feedback has to be
timely, accurate, constructive, substantive, and
specific. If a student can’t use a teacher’s
comments, they can’t learn from them.
Teachers can demonstrate flexibility and
responsiveness if lesson is not working and it has
to be modified in midstream. Also, a spontaneous
event may provide for valuable learning. In
addition, a teacher may search for alternative
approaches if all students are not learning. Novice
teachers rarely have the instructional repertoire
to abandon a lesson midstream and go in a new
direction. This comes with experience.
Domain 4:
Other Professional Responsibilities
a. Reflecting on Teaching Accuracy
Use in future teaching
b. Maintaining Accurate Records Student completion of assignments
Student progress in learning
Non-instructional records
c. Communicating with families Information about the instructional program
Information about individual students
Engagement of families in the instructional
Program
d. Contributing to the School District Relationships with colleagues
Service to the school
Participation in school and district projects
e. Growing and developing professionally Enhancement of content knowledge and
pedagogical skill
Service to the profession
f. Showing Professionalism Service to students
Advocacy
Decision making
Commentary
Did the lesson work – were the goals met?
Teachers must reflect on the lesson and evaluate
their errors as well as their successes. This helps
refine their practice.
Teachers need to keep accurate records. Student
assignments, checklists, portfolios and other
performance tasks must be tracked. Other items
such as field trip permission slips and lunch order
collections keep the school operating smoothly.
When the teacher and student’s family work co-
operatively in the educational process, the
likelihood of student learning is enhanced.
Teacher contact is important to keep families
informed.
Committee work, school council, assistance with
curriculum in-servicing for parents, joint
planning in thematic units with colleagues are all
examples as to how teachers make contributions
to the school community.
Continuing development is the mark of a true
professional. They supervise student teachers,
participate in study groups with colleagues, take
short courses in order to stay informed and
increase their skills.
Teachers care for their students and advocate on
their behalf when needed. They demonstrate a
commitment to professional standards in problem
solving and decision making
GUIDELINES FOR CLASSROOM VISITATION The following information is provided to assist an evaluator and a probationary/replacement
teacher during pre-conference, observation, and post-conference periods.
PRECONFERENCE QUESTIONS
All or some of the following questions could be used by the observer in a pre-conference:
1. What are the anticipated outcomes of the lesson?
2. Where are you in the course?
3. What teaching / learning activities will be observed?
4. Which particular teaching procedures do you wish to be monitored?
5. How will you know if the students have met the identified learning outcomes?
6. Are there any group or individual characteristics of which the observer should be aware
(unusual behaviors, need for some students to leave, etc)?
OBSERVATION GUIDELINES
These questions are meant only as guidelines to be used by the observer for consideration during
his/her analysis of the lesson.
Standards
1. Were the students aware of the classroom behavioral expectations?
2. Were the students motivated and engaged in the lesson?
3. Were all materials and equipment necessary for the class session in place and ready to use?
4. Was the taking of attendance and/or completion of record keeping efficiently completed?
5. How did the teacher ascertain the student’s level of familiarity with the subject?
Introduction
1. Were the learning expectations for that session clearly stated to students?
2. Did the teacher make connections to previous learning?
Teaching
1. Did the teacher give an appropriate instruction of the learning before students were expected to
put into practice?
2. Which teaching strategies did the teacher employ?
______ Cloze Procedure ______Authentic Experiences
______ Problem Solving ______ Role Play
______ Concept Attainment ______ Assigned Questions
______ Inquiry ______ Project
______ Questioning ______ Computer-Assisted Instruction
______ Explicit Teaching ______ Learning Contracts
______ Demonstration ______ Conferencing
______ Guided Practice ______ Brainstorming
______ Stimulation ______ Cooperative Small Group
______Interviewing ______ Other
3. Were strategies used appropriate to the lesson?
4. Did the teacher model the learning and its application for the students?
Practice
1. Did the students have opportunities to demonstrate their learning?
2. Did the teacher monitor each student?
3. Did the teacher re-teach the learning when and where necessary?
Closure
1. Did the teacher bring closure to the class by consolidating and summarizing the learning
expectations?
Follow Up (Unguided Practice)
1. Did the teacher assign follow-up work based on the day’s lesson?
Motivation
During the class session, did the teacher use any of the following forms of motivations?
1. Maintaining a constructive atmosphere
2. Avail of teachable moments
3. Add notes of interest
4. Provide feedback to students
5. Recognize students’ contributions
6. Acknowledge moments of success for students
7. Provide positive rewards
Post Conference Suggestions
1. Determine the teacher’s thoughts about the lesson
2. Reinforce the positive teaching behaviors so that the teacher will develop them further
3. Focus on the teacher’s efforts to improve on a few teaching procedures rather than on many.
4. Identify concerns or procedures in need of improvement
5. Use the pre-conference questions to determine if the identified outcomes were met.
6. Summarize the main strengths and identify potential areas for the teacher’s Professional
Growth Plan.
7. Retain a record of the post-conference for use in reporting.
8. Connections to assessment plan for the course.
Form 1 EASTERN SCHOOL DISTRICT
RECORD OF INITIAL MEETING
REPORT FORM
This form is to be sent to Human Resources Division along with the November Report. A copy is
to be provided to the probationary teacher.
TEACHER:______________________________ DATE:______________________________
SCHOOL(S):__________________________________________________________________
PRINCIPAL(S):________________________________________________________________
TEACHING ASSIGNMENT:_____________________________________________________
EXPERIENCE:__________________________________ CERTIFICATE:________________
TRAINING SPECIALTY:________________________________________________________
STATUS OF EVALUATION:
Probationary: 1 _________ 2 _________ 3 _________ Replacement ________ 1 of 2 2 of 2 1 of 1
COMMENTS:
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
The following items were given to the teacher and explained:
- School Board Policy on teacher evaluation
- Eastern School District’s Strategic Education Plan
- Self-Assessment for teachers
- Process and schedule of classroom observations
- Sample Professional Growth Plan
- Guidelines for Classroom Visitation
- Components of Professional Practices
- Date for next meeting to discuss self assessment and professional growth plan creation.
Principal’s Signature:______________________________________Date:___________________
Form 2
EASTERN SCHOOL DISTRICT PROBATIONARY/REPLACEMENT
TEACHER EVALUATOR’S REPORT (Checklist format)
This Report for probationary/replacement teachers to be completed and a copy sent to Human
Resources by November 30th
and by March 31st. A copy is to be provided to the teacher.
Teacher’s Name: ____________________________________________
School: ____________________________________________
Teaching Assignment ____________________________________________
Status: Probationary � Replacement �
CLASSROOM OBSERVATIONS FOR THIS REPORT
Date Grade Subject Evaluator
______________ ______________ _______________ _________________
______________ ______________ _______________ _________________
______________ ______________ _______________ _________________
OTHER ACTIVITIES
Date Grade Subject Evaluator
______________ ______________ _______________ _________________
______________ ______________ _______________ _________________
______________ ______________ _______________ _________________
______________ ______________ _______________ _________________
PROFFESIONAL GROWTH PLAN SUMMARY
1. The teacher has submitted a Professional Growth Plan. Yes ____ No ____
2. The PGP is connected to the School Growth and Development Plan. Yes ____ No ____
3. The PGP is connected to classroom teaching and learning. Yes ____ No ____
4. The teacher is experiencing success in meeting the goals of their PGP Yes ____ No ____
Needs
Domain 1 Excellent Good Improvement
Planning and Preparation
a) Prepares daily and long-range plans. � � � � �
b) Prepares a variety of instructional materials and
methodologies. � � � � �
c) Has knowledge of existing instructional objectives
as provided in available guides. � � � � �
d) Further develops existing program guidelines and
objectives. � � � � �
e) Utilizes existing information on students in planning. � � � � �
f) Adapts and modifies course of study to meet
individual student needs. � � � � �
g) Recommends alternate courses as student needs
dictate. � � � � �
h) Integrates with other subject areas where possible
and appropriate. � � � � �
i) Effectively plans for the use of available facilities,
equipment and resources. � � � � �
j) Makes provision for substitute teachers by supplying
detailed lesson plans, class lists, seating plans (where
appropriate), teaching materials, etc. � � � � �
k) Cooperates with other teachers involved in teaching
the same course. � � � � �
l) Provides for differences in student ability and experience. � � � � �
m) Is cognizant of the learning outcomes of each course
and the degrees to which students have met them. � � � � �
n) Communicates to students the learning outcomes. � � � � �
o) Communicates to students the expectation of a high
standard of achievement. � � � � �
Needs
Domain 2 Excellent Good Improvement
Learning Environment
a) Has developed effective class routines. � � � � �
b) Ensures that physical conditions of room
reflect organization and appearance conducive
to learning. � � � � �
c) Demonstrates and maintains consistent
expectations of student behaviour. � � � � �
d) Encourages and guides students towards
self discipline. � � � � �
e) Makes every effort to resolve his/her classroom
discipline problems. � � � � �
f) Creates a supportive atmosphere that promotes
students’ involvement, questioning and learning. � � � � �
g) Maintains relevance by controlling digression
in a lesson. � � � � �
h) Strictly observes all safety measures. � � � � �
i) Promotes and displays students’ work. � � � � �
Domain 3 Needs Instruction Excellent Good Improvement
a) Communicates clearly and accurately in oral and
written language. � � � � �
b) Uses skilled questioning that engages students in
an exploration of content. � � � � �
c) Gives think-time before students respond to a question. � � � � �
d) Cultivates well-run discussion. � � � � �
e) Encourages students to become active participants
in the learning process by employing various
groupings, instructional strategies, skills, and resources. � � � � �
f) Provides feedback which is timely, accurate, constructive,
substantive and specific. � � � � �
g) Demonstrates flexibility and responsiveness when
a lesson is not working and has to be modified in
midstream. � � � � �
h) Searches for alternative approaches to instruction
when all are not learning. � � � � �
i) Provides for learning diversity so that each student is
challenged to perform to maximum potential. � � � � �
Domain 4
Professional Responsibility Needs Excellent Good Improvement
a) Accepts and adheres to the Teacher Code of Ethics. � � � � �
b) Exhibits an interest in planning, attending and
participating in in-service education activities. � � � � �
c) Adapts instruction to newer changing classroom conditions. � � � � �
d) Recognizes need for honest self-appraisal and attempts
to improve professional skill. � � � � �
e) Displays a willingness to accept constructive criticism,
listens openly to suggestions for improvement, and is
innovative. � � � � �
f) Enhances academic and professional knowledge
through continued educational activities. � � � � �
g) Volunteers to participate in extra-curricular programs. � � � � �
h) Contributes constructively on school and District
committees. � � � � �
i) Contributes to grade/staff/department meetings. � � � � �
j) Supports school and District policies. � � � � �
k) Exercises proper care and control of school equipment. � � � � �
l) Attends responsibly to student supervision duties. � � � � �
m) Attends school-sponsored functions. � � � � �
n) Contributes constructively to the school and district. � � � � �
o) Shows initiative in participating with other teachers in
the sharing of ideas and materials for solving student
learning problems. � � � � �
p) Treats each staff member with respect and dignity. � � � � �
a) Welcomes new teachers and offers assistance as
needed. � � � � �
b) Has developed an effective communication procedure
with parents. � � � � �
c) Communicates effectively with peers. � � � � �
d) Has a positive attitude toward teaching. � � � � �
e) Demonstrates warmth, friendliness, a sense of humor
and understanding. � � � � �
f) Is a role model for students who reflects courtesy and
enthusiasm for learning. � � � � �
g) Is punctual and reliable:
1) Arrives at school on time � � � � �
2) Arrives for classes on time � � � � �
3) Follows through on commitments � � � � �
4) Performs clerical duties efficiently and promptly � � � � �
Summary Statement
From my observation of this teacher during classroom visits and other activities, I have formed the
judgment checked below:
Probationary Teachers
________ I believe this teacher is making satisfactory progress towards tenure with this School
District.
________ I am concerned this teacher will not successfully complete the probationary period
without special assistance. (If checked the evaluator must contact Human
Resources Division).
________ I am recommending this teacher for tenure at the start of the next school year with the
Eastern School District. (For March 31st Report only)
________ I am not recommending tenure for this teacher. (For March 31st Report only)
Replacement Teachers
________ The teacher is making satisfactory progress in this replacement position.
________ The teacher is having difficulty in meeting the requirements for this position and has
been provided with strategies for immediate improvement. (If checked the evaluator
must contact Human Resources Division).
________ The teacher is recommended for a permanent contract. (March 31st Report Only)
________ The teacher is not recommended for a permanent contract. (March 31
st Report Only)
Additional Comment (if required)
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Evaluator’s Signature: __________________________ Date: _________________
TEACHER REQUESTED FOCUS OF OBSERVATION(S)
(This space to be used to elaborate on particular concerns or techniques the teacher may have requested
the evaluator to focus on during observations)
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
TEACHER COMMENTS:
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
My signature confirms only that I have read and received a copy of this evaluator’s report.
Signature of Teacher: _________________________________________________
Date: _________________________________________________
Distribution:
October 31 March 31
Copy 1 - Teacher Copy 1 - Teacher
Copy 2 - Principal Copy 2 - Principal
Copy 3 - Human Resources Copy 3 - Human Resources
Form 3 EASTERN SCHOOL DISTRICT PROBATIONARY/REPLACEMENT TEACHER EVALUATOR’S REPORT (Narrative format)
This Report for probationary/replacement teachers to be completed and a copy sent to Human
Resources by November 30th
and by March 31st. A copy is to be provided to the teacher.
Teacher’s Name: ____________________________________________
School: ____________________________________________
Teaching Assignment ____________________________________________
Status: Probationary � Replacement �
CLASSROOM OBSERVATIONS FOR THIS REPORT
Date Grade Subject Evaluator
______________ ______________ _______________ _________________
______________ ______________ _______________ _________________
______________ ______________ _______________ _________________
OTHER ACTIVITIES
Date Grade Subject Evaluator
______________ ______________ _______________ _________________
______________ ______________ _______________ _________________
______________ ______________ _______________ _________________
______________ ______________ _______________ _________________
PROFFESIONAL GROWTH PLAN SUMMARY
1. The teacher has submitted a Professional Growth Plan. Yes ____ No ____
2. The PGP is connected to the School Growth and Development Plan. Yes ____ No ____
3. The PGP is connected to classroom teaching and learning. Yes ____ No ____
4. The teacher is experiencing success in meeting the goals of their PGP Yes ____ No ____
EVALUATIVE COMMENTS: (use additional paper if required)
Planning and Preparation:
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Learning Environment:
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Instruction:
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Professional Responsibility:
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Teacher Requested Focus of Observation(s)
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Suggestions for Improvement:
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Summary Statement
From my observation of this teacher during classroom visits and other activities, I have formed the
judgment checked below:
Probationary Teachers
________ I believe this teacher is making satisfactory progress towards tenure with this School
District.
________ I am concerned this teacher will not successfully complete the probationary period
without special assistance. If checked the evaluator must contact Human Resources
Division.
________ I am recommending this teacher for tenure at the start of the next school year with the
Eastern School District. (For March 31st Report only)
________ I am not recommending tenure for this teacher. (For March 31st Report only)
Replacement Teachers
________ The teacher is making satisfactory progress in this replacement position.
________ The teacher is having difficulty in meeting the requirements for this position and has
been provided with strategies for immediate improvement. (If checked the evaluator
must contact Human Resources Division).
________ The teacher is recommended for a permanent contract. (March 31st Report Only)
________ The teacher is not recommended for a permanent contract. (March 31
st Report Only)
Additional Comment (if required)
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Evaluator’s Signature: _________________________________ Date: _________________
TEACHER REQUESTED FOCUS OF OBSERVATION(S)
(This space to be used to elaborate on particular concerns or techniques the teacher may have requested
the evaluator to focus on during observations)
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
TEACHER COMMENTS:
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
My signature confirms only that I have read and received a copy of this evaluator’s report.
Signature of Teacher: _________________________________________________
Date: _________________________________________________
Distribution:
October 31 March 31
Copy 1 - Teacher Copy 1 - Teacher
Copy 2 - Principal Copy 2 - Principal
Copy 3 - Human Resources Copy 3 - Human Resources
TEACHER SELF-ASSESSMENT
SURVEY
This form may be used by the probationary teacher in preparing for the first conference with the
administrator. The use of this instrument is meant to be a reflective tool to assist the teacher in
understanding their strengths and weaknesses and should serve as the foundation for the individual’s
professional growth plan.
Instructions:
1. Please take the time to read each statement and rank your response.
2. If you are unable to rank a particular response please record n/a.
3. Bring this survey and a copy for your school administrator to the first conference.
PROBATIONARY/REPLACEMENT TEACHER SELF- ASSESSMENT SURVEY
EASTERN SCHOOL DISTRICT
Teacher’s Name:____________________ School:______________________ Date:_________
Needs Satisfactory
Att.
Planning and Preparation
a) Prepares daily and long-range plans. 1 2 3 4
b) Prepares a variety of instructional materials and methodologies. 1 2 3 4
c) Has knowledge of existing instructional objectives as provided
in available guides. 1 2 3 4
d) Further develops existing program guidelines and objectives. 1 2 3 4
e) Utilizes existing information on students in planning. 1 2 3 4
f) Adapts and modifies course of study to meet individual student needs. 1 2 3 4
g) Recommends alternate courses as student needs dictate. 1 2 3 4
h) Integrates with other subject areas where possible and appropriate. 1 2 3 4
i) Effectively plans for the use of available facilities, equipment and
Resources. 1 2 3 4
j) Makes provision for substitute teachers by supplying detailed lesson
plans, class lists, seating plans (where appropriate), teaching
materials, etc. 1 2 3 4
k) Cooperates with other teachers involved in teaching the same course. 1 2 3 4
l) Provides for differences in student ability and experience. 1 2 3 4
m) Is cognizant of the learning outcomes of each course and the degree
to which students have met them. 1 2 3 4
n) Communicates the learning outcomes to students. 1 2 3 4
o) Communicates to students the expectations of a high standard of
achievement. 1 2 3 4
Needs Satisfactory Learning Environment Att.
a) Has developed effective class routines. 1 2 3 4
b) Ensures that physical conditions of room reflect organization and
appearance conducive to learning. 1 2 3 4
c) Uses firm but fair constructive and consistent methods of discipline. 1 2 3 4
d) Demonstrates and maintains consistent expectations of student
behaviour. 1 2 3 4
e) Encourages and guides students towards self-discipline. 1 2 3 4
f) Makes every effort to resolve his/her classroom discipline problems. 1 2 3 4
g) Creates a supportive atmosphere that promotes students’ involvement,
questioning and learning. 1 2 3 4
h) Maintains relevance by controlling digression in a lesson. 1 2 3 4
i) Strictly observes all safety measures . 1 2 3 4
j) Promotes and displays students’ work. 1 2 3 4
Needs Satisfactory
Instruction Att.
a) Effectively plans and delivers instruction for student success. 1 2 3 4
b) Communicates clearly and accurately in oral and written language. 1 2 3 4
c) Uses skilled questioning that engages students in an exploration of
content. 1 2 3 4
d) Gives think-time before students respond to a question. 1 2 3 4
e) Cultivates well-run discussion. 1 2 3 4
f) Encourages students to become active participants in the learning
process by employing various groupings, instructional strategies,
skills, and resources . 1 2 3 4
g) Provides feedback which is timely, accurate, constructive, substantive
and specific. 1 2 3 4
h) Demonstrates flexibility and responsiveness when a lesson is not
working and has to be modified in midstream 1 2 3 4
i) Searches for alternative approaches to instruction when all are not
learning 1 2 3 4
j) Provides for learning diversity so that each student is challenged to
perform to maximum potential. 1 2 3 4
k) Plans student instruction with the concept of “Learning for All” as
a core element. 1 2 3 4
l) Has a good understanding of the district’s Student Assessment
and Evaluation Policy. 1 2 3 4
Needs Satisfactory Professional Responsibility Att.
a) Has a good understanding and acceptance of the Teacher Code of Ethics. 1 2 3 4
b) Participates in the district Teacher Induction Program.
c) Exhibits an interest in planning, attending and participating in
in-service education activities. 1 2 3 4
d) Adapts instruction to newer changing classroom conditions 1 2 3 4
e) Recognizes need for honest self-appraisal and attempts to
improve professional skill. 1 2 3 4
f) Displays a willingness to accept constructive criticism, listens
openly to suggestions for improvement, and is innovative. 1 2 3 4
g) Enhances academic and professional knowledge through
continued educational activities. 1 2 3 4
h) Volunteers to participate in extracurricular programs 1 2 3 4
i) Contributes constructively on school and District Committees 1 2 3 4
j) Contributes to grade/staff/department meetings 1 2 3 4
k) Supports school and District policies 1 2 3 4
l) Exercises proper care and control of school equipment 1 2 3 4
m) Attends responsibly to student supervision duties 1 2 3 4
n) Attends school sponsored functions 1 2 3 4
o) Contributes constructively to the school and district community 1 2 3 4
p) Shows initiative in participating with other teachers in the sharing
of ideas and materials for solving student learning problems 1 2 3 4
q) Treats each staff member with respect and dignity 1 2 3 4
r) Has developed an effective communication procedure with parents 1 2 3 4
s) Communicates effectively with peers 1 2 3 4
t) Has a positive attitude toward teaching 1 2 3 4
u) Demonstrates warmth, friendliness, a sense of humor and 1 2 3 4
Understanding
v) Is a role model for students who reflects courtesy and enthusiasm
for learning 1 2 3 4
w) Is punctual and reliable:
i. arrives at school on time 1 2 3 4
ii. arrives for classes on time 1 2 3 4
iii. follows through on commitments 1 2 3 4
iv. performs clerical duties efficiently and promptly 1 2 3 4
Questionnaires
Questionnaires are used by the probationary/replacement teacher in preparing for the development of
the Professional growth plan or to inform his or her practices on the learning styles of his/her students.
These instruments are meant to be used as a reflective tool to assist the teacher in understanding their
strengths and weaknesses and design strategies to assist their individual growth.
PARENT QUESTIONNAIRE
Parent/Guardian:
This questionnaire is meant to help you tell this teacher about your student’s school experiences. The
answers given are confidential. The information given will be used to plan the best program for your
student.
Thank you for your assistance.
Teacher’s Name:_______________________________________________________
Name of person completing this questionnaire:_________________________________
Relationship to child:_____________________________________________________
Please check the appropriate blank YES NO Have you met with your child’s teacher? ___ ___
1) Are you aware of the evaluation for this course? ___ ___
If so, how? (Circle all that apply)
(a) website (c) evaluation information distributed
(b) curriculum night (d) Parent Teacher Interview
2) Are you aware of the materials needed in this course? ___ ___
3) Is your child sufficiently challenged in this course? ___ ___
4) Does the teacher find a way to include a special interest
your child may have? ___ ___
5) Is your child a motivated learner? ___ ___
6) Does your child frequently need to be urged to go to school? ___ ___
7) Is your child distracted from class work because of the
behavior of other children? ___ ___
Please use this space to communicate any other information or concerns regarding your child. (e.g.
behavior, bullying, ability, homework, class work, seating in class, special interest.)
__________________________________________________________________________________
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__________________________________________________________________________________
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ELEMENTARY QUESTIONNAIRE
Directions: Read each sentence carefully. Place a check (√) in the appropriate blank.
Your Teacher’s Name:______________________________________
YES NO
1. My teacher knows when I need help. ___ ___
2. My teacher tells us what we are going to learn. ___ ___
3. My teacher helps me learn new things. ___ ___
4. My teacher sometimes lets me choose what I want to do. ___ ___
5. My teacher explains schoolwork so I can understand. ___ ___
6. My teacher explains why I get things wrong. ___ ___
7. My teacher provides ways to show what I know. ___ ___
8. My teacher expects everyone to behave. ___ ___
9. My teachers shows that every student in the class is
important to her/him. ___ ___
10. My teacher makes the room a pleasant place to work. ___ ___
11. My teacher listens to what I say. ___ ___
12. My teacher will help me with problems in school. ___ ___
HIGH SCHOOL QUESTIONNAIRE
Student: This questionnaire is meant to help you tell the teacher about your school experience.
The answers are confidential. The information given will be used to plan the best program for you.
Teacher’s Name:_______________________________________________
Rating: 1 – Strongly Disagree 2 – Disagree 3 – Undecided 4 – Agree 5 – Strongly Agree
Directions: Please circle the appropriate response for each.
RATING
1. The teacher has a knowledge of the subject area. 1 2 3 4 5
2. Ideas are presented at a level which I can understand. 1 2 3 4 5
3. The teacher treats all students with respect. 1 2 3 4 5
4. The teacher knows my academic ability. 1 2 3 4 5
5. This class is interesting and challenging. 1 2 3 4 5
6. The teacher shows interest and enthusiasm for the subject. 1 2 3 4 5
7. The teacher encourages me to raise questions and
express ideas in class. 1 2 3 4 5
8. Assignments are sufficiently challenging. 1 2 3 4 5
9. My teacher is open-minded. 1 2 3 4 5
10. Consideration of others: The teacher is patient, 1 2 3 4 5
understanding, considerate and courteous.
11. The teacher expects everyone to behave. 1 2 3 4 5
12. My teacher offers tutorials. 1 2 3 4 5
13. My teacher knows when I need help. 1 2 3 4 5
14. The teacher’s grading methods are fair. 1 2 3 4 5
15. The teacher is consistently prepared for each class. 1 2 3 4 5
16. The teacher uses varied teaching strategies. 1 2 3 4 5
PROFESSIONAL GROWTH PLAN
FOR
TEACHERS
PLEASE NOTE:
The Professional Growth form is on the District Web Site
EASTERN SCHOOL DISTRICT
PROFESSIONAL GROWTH PLAN
YEAR END SUMMARY REPORT
Year End Summary:
This summary will address the progress toward achieving the stated goal(s) and includes
colleagues/administrator statement. Please note that the Professional Growth Summary is for the
school file only.
Teacher Reflection
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Teacher Signature: _____________________________ Date: ________________________
Administrator Signature: ________________________ Date: _________________________
Administrator’s Comments: (if applicable)
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EASTERN SCHOOL DISTRICT (SAMPLE 1)
Professional Growth Plan (200- – 200- ) School Year
Name: Joe Armstrong Jr. Assignment: Grade Nine Social Studies
School: Johnny Bower Intermediate
Plan Review: Date: Oct.31/0- Date: Jan 30/0- Date: Apr30/0-
(Initial Meeting) (Teacher Review) (Summary Report)
A. Professional Growth Plan goal (s):
1. Increase curriculum co-operation across subject areas.
2. Develop three cross-curricular units.
B. Connection to School Growth and Development Plan and District Strategic Education Plan.
District Goals: Optimal Student Achievement
School Growth and Development: Focus on cross-curricular delivery of outcome
C. Method(s) to address the above goals:
Through Social Studies develop lessons which will involve the outcomes for other courses
such as graphing, letter writing and mapping.
D. Resources needed to achieve this goal:
1. Time to prepare and meet with colleagues
2. Outcomes for other courses
3. Access to technology labs
E. Colleague’s /role:
1. Identify outcomes, which we can share
2. Use the outcomes in his/her classes
F. Describe the methods to monitor progress:
1. The number of lessons shared with teachers in other areas can measure degree of
success.
2. Anecdotal comments regarding differences in student reaction to cross-curricular
units as opposed to past methods of dealing with outcomes.
G. Suggested Timeline
October Meet with administration
October to December Meet with colleagues in various subject areas
November to April Develop and Implement cross-curricular activities
May Evaluation of project
_______________________________________ __________________________
Teacher Date
_______________________________________ __________________________
Administrator Date
EASTERN SCHOOL DISTRICT (SAMPLE)
Professional Growth Plan (200- – 200- School Year)
Name: Jane Doe Assignment: Grade 6
School: Seaview Elementary
Plan Review: Date: Oct.15 /200- Date: Jan.30/200- Date Apr 30/200-
(Initial Meeting) (Teacher Review) (Summary Report)
A. Professional Growth Plan goal(s) Determine the most effective method of teaching writing in order to improve student
achievement.
B. Connection to School Growth and Development Plan and District Strategic Education
Plan The School Growth and Development goal is to improve student writing performance. The
Professional Growth Plan is reflected in the School Growth and Development plan.
C. Method(s) to address the above goals: Action Research
D. Resources needed to achieve the above goals: 1. Seeing Through New Eyes, by Vicki Spandell and Northwest Regional Laboratory
2. Time for monthly meetings with participants
3. Action research resource materials
4. Staff development in Analytic Writing traits
E. Colleague’s role: 1. Participate in the staff development opportunities held on site
2. Participate in the action research process
3. Provide support of time, resources and supplies
F. Describe the methods to monitor progress: 1. Pre and Post assess student writing achievement (province, district and in-school)
2. Reflect and share with team the effectiveness of a writing lesson
3. Attendance at monthly meetings
4. Review and refine action research question
G. Suggested Timeline (include checkpoints with colleague / administrator):
Monthly meeting for participants will be the 3
rd Tuesday 3:30 – 4:40.
September Train participants in action research methods
Determine data gathering techniques
Pre-assess students.
October Provide staff with training on analytical writing traits.
December Conference with administrator
Jan/Feb Group scoring of student papers
April Post assess student papers
Plan for celebration
May Collect and summarize data
Summarize findings
______________________________________ _________________________________
Teacher Date
______________________________________ _________________________________
Administrator Date
