ABC Christian School (sample name) Evaluation of Instruction Plan & Procedure Purpose The purpose of evaluation of instruction at ABC Christian School is to continually evaluate and improve the skill and instructional quality of each teacher. Principals, with the assistance of department heads and other designated administrators, have the responsibility to evaluate and promote the growth and development of each teacher in their charge (Hebrews 13:17). They are to carry out their responsibilities in a gentle manner, not lording it over their teachers (1 Peter 5:1, 2). Professional development is at the heart of formative instructional evaluation as we endeavor to develop long-term master teachers. Annual Evaluation Schedule During the first month of each new school year, each teacher will establish professional and personal goals and submit them to their principal for approval (Appendix A). These goals shall include professional development and personal growth plans and will be used by the principal throughout the year as a component of the summative evaluation process. Throughout the school year, principals, along with department heads and designated administrators, will conduct formal (Appendix B) and informal (Appendix C) classroom observations formatively to evaluate instructional effectiveness. By mid-year, each teacher will have received a minimum of one formal observation. When necessary, a teacher may be placed on probationary status at this time until deficiencies are corrected (Appendix E). Contracts may be issued or withheld based upon the mid-year evaluation. Formative Evaluation The primary goal of formative evaluation is improved classroom instruction that produces a quality education experience for each student. Formative evaluation is designed to encourage professional growth for the teacher and to promote teamwork among the teacher, his/her principal, and the department head. Informal and formal observations in the classroom are critical for the formative evaluation process. Principals, with the assistance of department heads and other designated administrators, are tasked with the responsibility to observe classroom instruction. Informal observations are conducted at will and verbal and/or written feedback is encouraged (Appendix C). Formal observations are scheduled in advance and begin with a pre-observation conference (Appendix D) to review the lesson plan, curriculum guide, syllabus, instructional strategies, assessment methodologies, etc. The formal observation itself is generally designed to be an affirmation that Evaluation of Instruction Plan and Procedure 1 of 29
the teacher is able to implement the teaching plan successfully. During the formal observation, the observer completes the Formative Performance Report (see Appendix B). He/she then schedules a follow-up conference with the observed teacher to discuss and review the observation experience. Copies of the completed form are provided to the teacher, and are placed in the teacher s professional development file. Unscheduled, informal observations will occur throughout the year, giving administrators an ongoing sense of what is happening in the classroom and as an encouragement to the teacher. These unplanned visits will give the students and teachers a sense of accountability and will serve as part of the formative and summative process. Summative Evaluation The goal of the summative evaluation process is to appraise each teacher s professional performance and instructional effectiveness through a broad variety of criteria. This evaluation assesses the teacher s performance according to the Teacher Job Description (Appendix G). All formative evaluations (informal and formal) are considered in the total summative evaluation process. The Summative Performance Report (Appendix F) is completed, reviewed with the teacher, and placed by the principal in the teacher s professional development file at the end of each school year. Evaluation of Instruction Plan and Procedure 2 of 29
Appendix A Goal Check Philosophy: Before an employee s performance can be evaluated, there must be specific performance standards in place. The purpose of the goal check is simply to provide an avenue to encourage continued growth and to discuss areas of weakness based on the goals that have been given. Procedures: Goals are set by the beginning of the school year. By mid-january, managers are to schedule a meeting with each employee to review the goals that were previously submitted. By mid-may, the end of the year results and an explanation should be completed. The final goal check should be copied and placed in the employee s personnel file. DEVELOPMENTAL GOALS TO BE ACHIEVED Employee s Name: Date of mid-year check Date of end of year check Goals Mid Year Check (State to what extent goals have been accomplished) Projected Completion Date End of Year Results Achieved (State to what extent goals were accomplished, how well, etc.) Explanation (State if goals were fully achieved according to schedule and if not, why) I have met with the above employee and discussed the goals (listed above) that were previously set. It was determined that the following steps of action will be put in place: Supervisor signature Copy distribution: Personnel File Employee Supervisor Employee Signature Evaluation of Instruction Plan and Procedure 3 of 29
Appendix B ABC Christian School Formative Performance Report -Page 1 of 5- Teacher School Observer Year Grade/Subject Department Directions Evaluations use this form to maintain a record of evidence documented for each teacher performance standard. Evidence can be drawn from formal observations, informal observations, and other appropriate sources. This report is shared at a meeting with the teacher held prior to the Christmas break. 1. Knowledge of Curriculum, Subject Content, and Developmental Needs demonstrates an understanding of the curriculum, subject content, and the developmental needs of students by providing relevant learning experiences. Appropriate curriculum standards Accurate knowledge Key concepts are integrated High expectation Higher order thinking skills Knowledge of developmental needs Relationship to past/future Evident 2. Instructional Planning s collaborative planning uses appropriate curricula, instructional strategies, and resources to address the needs of all students and includes biblical integration. Clear, logical, integrated plans Curriculum materials Content alignment Differentiates instruction Coherent instructional plans Biblical integration Evident Evaluation of Instruction Plan and Procedure 4 of 29
-Page 5 of 5-3. Instructional Delivery promotes student learning by addressing individual learning differences and by using effective instructional strategies. Biblical integration is evident. Varied strategies Student involvement Variety of resources Relevance of instruction Appropriate pacing Biblical integration Evident 4. Assessment systematically gathers, analyzes, and used data to measure student progress, guide instruction, and provide timely feedback. Pre/post assessment Student ownership Timely feedback Re-teaches/accelerates Teacher records Evident 5. Learning Environment provides a well-managed, safe, Christ-centered environment that is academically challenging and respectful. Climate of trust and respect Classroom rules/routines Diversity appreciation Active listening, caring, fair Continuous improvement Safe and attractive area Exhibits the fruit of the Spirit Evident Evaluation of Instruction Plan and Procedure 5 of 29
-Page 3 of 5-6. Communication communicates effectively with students, school personnel, families, and the community. Correct language usage Staff communication Clear directions and explanations Work relationships maintained Parent/family communication Evident 7. Professionalism maintains a professional demeanor, participates in professional growth opportunities, and contributes to the profession. Appearance and demeanor Contributions to the school Confidentiality is maintained Contributions to the profession Professional growth activities Evident 8. Student Achievement The work of the teacher results in acceptable, measurable individual student progress based on the established standards. Student achievement goals Instructional modification Data collection Evidence of goal attainment Formative assessment Collaboration with others Evident Evaluation of Instruction Plan and Procedure 6 of 29
-Page 4 of 5-9. Spiritual leads a separated Christian life that is exemplary in conduct and makes a vital spiritual contribution to the life and work of the school. Unquestionable testimony Role model Follows Matthew 18 principle Daily Bible reading and prayer Personal holiness Called by God to serve at SCS Evident 10. Personal must have regular attendance at school; must comply with all school philosophies, policies, procedures, and rules; and must fulfill all responsibilities required by the school. Cooperates with the school administration Emotionally stable Good public relations Excellent attendance Submits respectfully to authority Complies with school policies Evident Evaluation of Instruction Plan and Procedure 7 of 29
Strengths - Page 5 of 5 - Areas of Improvement (Teacher) Evaluator Signature Date Teacher Signature Date Evaluation of Instruction Plan and Procedure 8 of 29
Appendix C ABC Christian School Informal Classroom Observation Form Teacher Observed Date: 1. KNOWLEDGE OF CURRICULUM, SUBJECT CONTENT, & DEVELOPMENTAL NEEDS Appropriate curriculum standards Key concepts are integrated Higher order thinking skills Relationship to past/future Accurate knowledge High expectation Knowledge of development 2. INSTRUCTIONAL PLANNING Clear, logical, integrated plans Content alignment Coherent instructional plans Curriculum materials Differentiates instruction Biblical integration 3. INSTRUCTIONAL DELIVERY Varied strategies Variety of resources Appropriate pacing Student involvement Relevance of instruction Biblical integration 4. ASSESSMENT Pre/post assessment Timely feedback Teacher records Student ownership Re-teaches/accelerates 5. LEARNING ENVIRONMENT Climate of trust and respect Diversity appreciation Continuous improvement Classroom rules/routines Active listening, caring, fair Safe and attractive area Exhibits the fruit of the Spirit 6. COMMUNICATION Correct language usage Clear directions and explanations Parent/family communication Staff communication Work relationships maintained 7. PROFESSIONALISM Appearance and demeanor Confidentiality is maintained Professional growth activities Contributions to the school Contributions to the profession 8. STUDENT ACHIEVEMENT Student achievement goals Data collection Formative assessment Instructional modification Evidence of goal attainment Collaboration with others Department Time: SPECIFIC EXAMPLES: SPECIFIC EXAMPLES: SPECIFIC EXAMPLES: SPECIFIC EXAMPLES: SPECIFIC EXAMPLES: SPECIFIC EXAMPLES: SPECIFIC EXAMPLES: SPECIFIC EXAMPLES: Observer s Signature: Teacher s Signature Evaluation of Instruction Plan and Procedure 9 of 29
Appendix D ABC Christian School Pre-observation Discussion and Concerns Teacher Date: 9. KNOWLEDGE OF CURRICULUM, SUBJECT CONTENT, & DEVELOPMENTAL NEEDS Appropriate curriculum standards Key concepts are integrated Higher order thinking skills Relationship to past/future Accurate knowledge High expectation Knowledge of development 10. INSTRUCTIONAL PLANNING Clear, logical, integrated plans Content alignment Coherent instructional plans Curriculum materials Differentiates instruction Biblical integration 11. INSTRUCTIONAL DELIVERY Varied strategies Variety of resources Appropriate pacing Student involvement Relevance of instruction Biblical integration 12. ASSESSMENT Pre/post assessment Timely feedback Teacher records Student ownership Re-teaches/accelerates 13. LEARNING ENVIRONMENT Climate of trust and respect Diversity appreciation Continuous improvement Classroom rules/routines Active listening, caring, fair Safe and attractive area Exhibits the fruit of the Spirit 14. COMMUNICATION Correct language usage Clear directions and explanations Parent/family communication Staff communication Work relationships maintained 15. PROFESSIONALISM Appearance and demeanor Confidentiality is maintained Professional growth activities Contributions to the school Contributions to the profession 16. STUDENT ACHIEVEMENT Student achievement goals Data collection Formative assessment Instructional modification Evidence of goal attainment Collaboration with others Department Time: DISCUSSION DISCUSSION: DISCUSSION: DISCUSSION DISCUSSION: DISCUSSION: DISCUSSION: DISCUSSION: Evaluation of Instruction Plan and Procedure 10 of 29
ABC Christian School Observation Cycle Teacher: Pre-observation conference date: Date of observation: Lesson to be taught: Type of lesson (direct teaching or cooperative learning): Direct Teaching Cooperative Learning Lesson Element Plans Lesson Element Plans Anticipatory set Explanation of academic and social objectives Statement of objective/purpose Input Teaching of necessary social skills Face-to-face interaction Modeling Positive interdependence Guided practice Individual accountability Independent practice Group processing Pre-observation discussion and concerns: List on Pre-observation Discussion and Concerns form in appropriate section Post-observation conference date: Post-observation conference time: Signature of teacher: Signature of observer: Date: Evaluation of Instruction Plan and Procedure 11 of 29
Appendix E ABC Christian School Faculty Probation Status Date: Teacher s Name: Area(s) of deficiency: Steps for improvement Administration: Teacher: Review Date: Results of review: Principal s signature Other participant s signature Teacher s signature Evaluation of Instruction Plan and Procedure 12 of 29
Appendix F ABC Christian School Teacher Summative Performance Report - Page 13 of 5 - Teacher Grade/Subject Department School Year Directions Evaluators use this form to provide the teacher with an assessment of performance. should be given a copy of the form at the end of each evaluation cycle. 1. Knowledge of Curriculum, Subject Content, and Developmental Needs Rating Exemplary demonstrates an understanding of the curriculum, subject content, and Proficient the developmental needs of students by providing relevant learning experiences. Appropriate curriculum standards Accurate knowledge Unsatisfactory Key concepts are integrated High expectation Relationship to past/future Knowledge of developmental needs 2. Instructional Planning Rating Exemplary s collaborative planning uses appropriate curricula, instructional Proficient strategies, and resources to address the needs of all student and includes biblical Integration Unsatisfactory Clear, logical, integrated plans Curriculum materials Content alignment Differentiates instruction Coherent instructional plans Biblical integration Evaluation of Instruction Plan and Procedure 13 of 29
-Page 2 of 5-3. Instructional Delivery Rating Exemplary promotes student learning by addressing individual learning Proficient differences and by using effective instructional strategies. Biblical integration is evident. Unsatisfactory Varied strategies Student involvement Variety of resources Relevance of instruction Appropriate pacing Biblical integration 4. Assessment Rating Exemplary systematically gathers, analyzes, and uses data to measure student Proficient progress, guide instruction, and provide timely feedback. Pre/post assessment Student ownership Unsatisfactory Timely feedback Re-teaches/accelerates Teacher records 5. Learning Environment Rating Exemplary provides a well-managed, safe, Christ-centered environment that is Proficient academically challenging and respectful. Climate of trust and respect Classroom rules/routines Unsatisfactory Diversity appreciation Active listening, caring, fair Continuous improvement Safe and attractive area Exhibits the fruit of the Spirit Evaluation of Instruction Plan and Procedure 14 of 29
-Page 3 of 5-6. Communication Rating Exemplary communicates effectively with students, school personnel, families, and Proficient the community. Correct language usage Staff communication Unsatisfactory Clear directions and explanations Work relationships maintained Parent/family communication 7. Professionalism Rating Exemplary maintains a professional demeanor, participates in professional Proficient growth opportunities, and contributes to the profession. Appearance and demeanor Contributes to the school Unsatisfactory Confidentiality is maintained Contributes to the profession Professional growth activities 8. Student Achievement Rating Exemplary The work of the teacher results in acceptable, measurable individual student progress Proficient based on established standards. Student achievement goals Instructional modification Unsatisfactory Data collection Evidence of goal attainment Formative assessment Collaboration with others Evaluation of Instruction Plan and Procedure 15 of 29
- Page 4 of 5-9. Spiritual Rating Exemplary leads a separated Christian life that is exemplary in conduct and makes Proficient a vital spiritual contribution to the life and work of the school. Unquestionable testimony Role model Unsatisfactory Follows Matthew 18 principle Daily Bible reading and prayer Personal holiness Called by God to serve at SCS 10. Personal Rating Exemplary must have regular attendance at school; must comply with all school Proficient philosophies, policies, procedures, and rules; and must fulfill all responsibilities required by the school. Unsatisfactory Cooperates with the school administration Emotionally stable Good public relations Excellent attendance Submits respectfully to authority Complies with school policies Evaluation of Instruction Plan and Procedure 16 of 29
SUMMARY OF RATINGS: - Page 5 of 5 - Knowledge of Curriculum, Subject Content, and Developmental Needs Exemplary Proficient Needs Improvement Unsatisfactory Instructional Planning Exemplary Proficient Needs Improvement Unsatisfactory Instructional Delivery Exemplary Proficient Needs Improvement Unsatisfactory Assessment Exemplary Proficient Needs Improvement Unsatisfactory Learning Environment Exemplary Proficient Needs Improvement Unsatisfactory Communication Exemplary Proficient Needs Improvement Unsatisfactory Professionalism Exemplary Proficient Needs Improvement Unsatisfactory Student Achievement Exemplary Proficient Needs Improvement Unsatisfactory Spiritual Exemplary Proficient Needs Improvement Unsatisfactory Personal Exemplary Proficient Needs Improvement Unsatisfactory Strengths Areas of Improvement Evaluator Signature Date Teacher Signature Date Superintendent Signature Date Evaluation of Instruction Plan and Procedure 17 of 29
Appendix G ABC Christian School Teacher Job Description Position Title: Christian schoolteacher General Description: The Christian schoolteacher s roll is to help students learn Christian concepts in all areas of curriculum matter and to help them internalize the subject matter, skills, and attitudes that will prepare them for Christian leadership. Qualifications: The Christian schoolteacher must be one who has received Jesus Christ as Savior and Lord and shall be a member in good standing in a church of like faith and practice. shall be a person with spiritual, academic, and leadership abilities. shall reflect the purpose of the school to honor Christ in every class and activity. The Christian schoolteacher shall be a college graduate, certified by the Association of Christian Schools International (ACSI), evaluated by the administration to be capable of giving effective instruction to students at the assigned grade and subject level and called of God to the Christian school teaching profession. Reports to: the principal Supervises: students, student teachers, teacher aides, and volunteers Performance Standards: The expectations for teacher performance are defined using a two-tiered approach. Performance Standards Performance Indicators Performance standards are the major duties performed by a teacher. For teachers, there are ten performance standards. SCS Performance Standards 1. Knowledge of curriculum, Subject Content, and Developmental Needs demonstrates an understanding of the curriculum, subject content, and the developmental needs of students by providing relevant learning experiences. 2. Instructional Planning s collaborative planning uses appropriate curricula, instructional strategies, and resources to address the needs of all students and includes biblical integration. 3. Instructional Delivery promotes student learning by addressing individual learning differences and by using effective instructional strategies. Biblical integration is evident. 4. Assessment systematically gathers, analyzes, and uses data to measure student progress, guide instruction, and provide timely feedback. Evaluation of Instruction Plan and Procedure 18 of 29
5. Learning Environment provides a well-managed, safe, Christ-centered environment that is academically challenging and respectful. 6. Communication communicates effectively with students, school personnel, families, and the community. 7. Professionalism maintains a professional demeanor, participates in professional growth opportunities, and contributes to the profession. 8. Student Achievement The work of the teacher results in acceptable, measurable individual student progress based on established standards. 9. Spiritual leads a separated Christian life that is exemplary in conduct and makes a vital spiritual contribution to the life and work of the school. 10. Personal must have regular attendance at school; must comply with all school philosophies, policies, procedures, and rules; and must fulfill all responsibilities required by the school. Performance indicators provide examples of observable, tangible behavior that indicate performance of teacher standards. That is, the performance indicators provide the answer to what must be performed. Performance indicators are provided as examples of the types of performance that will occur if a standard is being fulfilled. However, the list of performance indicators is not exhaustive, and it is not intended to be prescriptive. Teachers are not expected to demonstrate each performance indicator; however, some teaching positions may need to identify additional specific indicators. The performance indicators are provided to help teachers and their evaluators clarify job expectations. All performance indicators, however, may not be applicable for a particular teaching assignment. Ratings are NOT made at the performance indicator level but at the performance standard level. Evaluation of Instruction Plan and Procedure 19 of 29
Performance Standards: Performance Standard 1: Knowledge of Curriculum, Subject Content, and Developmental Needs demonstrates an understanding of the curriculum, subject content, and the developmental needs of students by providing relevant learning experiences. Example Performance Indicators Effectively address appropriate curriculum standards. Integrates key content elements and higher level thinking skills in instruction. Demonstrates ability to link present with past and future learning experiences, other subject areas, and real world experiences and applications. Demonstrates accurate knowledge of subject matter. Demonstrates skills relevant to the subject area(s) taught. Bases instruction on goals that reflect high expectations, and understanding of the subject. Understands intellectual, social, emotional, and physical development of the age group. Performance Appraisal Rubric Exemplary In addition to meeting the standard consistently demonstrates extensive knowledge of the subject matter and continually enriches the curriculum. Proficient* Needs Improvement Unsatisfactory demonstrates an understanding of the curriculum, subject content, and the developmental needs of students by providing relevant learning experiences. inconsistently demonstrates understanding of curriculum, content, and student development or lacks fluidity of using the knowledge in practice. bases instruction on material that is inaccurate or out-of-date and/or inadequately addresses the developmental needs of students. * Proficient in the baseline of acceptable performance for teachers and is the actual performance standard. Evaluation of Instruction Plan and Procedure 20 of 29
Performance Standard 2: Instructional Planning plans for the use of appropriate curricula, instructional strategies, and resources to address the needs of all students and includes biblical integration. Example Performance Indicators Develops plans that are clear, logical, sequential, and integrated across the curriculum (e.g., long-term goals, lesson plans, and syllabi). Incorporates appropriate biblical integration into curriculum. Matches content/skills taught to overall curriculum scope and sequence. Evaluates curricular materials for accuracy, currency, and student interest. Designs coherent instruction based upon knowledge of subject matter, students, the community, and curriculum standards and goals. Demonstrates the ability to evaluate and refine existing materials and to create new materials when necessary. Identifies and plans for the instructional and developmental needs of all students, including remedial and high achievers. Work collaboratively with fellow teachers to plan. Performance Appraisal Rubric Exemplary In addition to meeting the standard s collaborative planning process consistently anticipates student misconceptions and/or prior knowledge by employing a variety of instructional strategies and Proficient* Needs Improvement Unsatisfactory s collaborative planning uses appropriate curricula, instructional strategies, and resources to address the needs of all students. s collaborative planning displays inconsistent use of curricula, strategies, and/or resources to meet students needs. s collaborative planning inadequately meets the needs of the learners and/or follows the adopted curriculum. resources. * Proficient in the baseline of acceptable performance for teachers and is the actual performance standard. Evaluation of Instruction Plan and Procedure 21 of 29
Performance Standard 3: Instructional Delivery promotes student learning by addressing individual learning differences and by using effective instructional strategies. Biblical integration is evident. Example Performance Indicators The Teacher Modifies instruction to make topics relevant to students lives and experiences. Includes biblical integration in instruction. Uses materials, technology, and resources to provide learning experiences that challenge, motivate, and actively involve the learner. Uses a variety of appropriate teaching strategies, which may include grouping, cooperative, peer and project-based learning, audiovisual presentations, lecture, discussions and inquiry, practice and application, and questioning, etc. Paces instruction appropriately with adequate preview and review of instructional components. Solicits comments, questions, examples, and other contributions from students through lessons. Demonstrates ability to engage and maintain students attention and to recapture or refocus it as necessary. Performance Appraisal Rubric Exemplary In addition to meeting the standard s instructional delivery optimizes students opportunity to learn by engaging students in higher order thinking skills and processes to address divergent learning Proficient* Needs Improvement Unsatisfactory promotes student learning by addressing individual learning differences and by using effective instructional strategies. inconsistently differentiates instruction and/or uses limited instructional strategies. offers instruction that inadequately addresses differences in students learning needs. needs. * Proficient in the baseline of acceptable performance for teachers and is the actual performance standard. Evaluation of Instruction Plan and Procedure 22 of 29
Performance Standard 4: Assessment systematically gathers, analyzes, and uses data to measure student progress, guide instruction, and provide timely feedback. Example Performance Indicators Uses pre-assessment data to develop expectations for students and for documenting learning. Assesses student performance based on instructional standards and provides timely and specific feedback. Uses a variety of formal and informal assessment strategies throughout instruction. Collects and maintains a record of sufficient assessment data to support accurate reporting of student progress. Develops tools and guidelines that help students access, monitor, and reflect on their own work. Re-teaches material and/or accelerates instruction based on assessment to pace instruction appropriately for student interest and learning. Performance Appraisal Rubric Exemplary In addition to meeting the standard uses a variety of informal and formal assessments based on intended learning outcomes to assess student learning and teaches students how to monitor their own academic progress. Proficient* Needs Improvement Unsatisfactory systematically gathers, analyzes, and uses data to measure student progress, guide instruction, and provide timely feedback. uses a limited selection of assessment strategies, inconsistently links assessment to intended learning outcomes, and/or does not use assessment to plan/modify instruction. uses an inadequate variety of assessment sources, assesses infrequently, does not use baseline or feedback data to make instructional decisions, and/or does not report on student progress in a timely manner. * Proficient in the baseline of acceptable performance for teachers and is the actual performance standard. Evaluation of Instruction Plan and Procedure 23 of 29
Performance Standard 5: Learning Environment provides a safe, Christ-centered environment that is academically challenging and respectful. Example Performance Indicators Promotes a climate of trust and teamwork within the classroom. Respects and promotes the appreciation of diversity within the classroom. Emphasizes continuous improvement toward student achievement. Creates and maintains a physical setting that minimizes disruption and promotes learning and safety. Establishes and maintains effective classroom rules and procedures communicating them to students and families. Creates an attractive, warm, and supportive classroom environment. Exhibits the fruit of the Spirit in the classroom environment. Maintains a clean, attractive, well-ordered classroom. Performance Appraisal Rubric Exemplary In addition to meeting the standard consistently uses effective management strategies so that learning time is maximized and disruptions are Proficient* Needs Improvement Unsatisfactory provides a well-managed, safe, Christ-centered environment that is academically challenging and respectful. inconsistently addresses student behavior and needs required for a safe, positive social and academic environment. inadequately addresses student behavior, displays a poor attitude with students, and/or ignores safety standards. minimized. * Proficient in the baseline of acceptable performance for teachers and is the actual performance standard. Evaluation of Instruction Plan and Procedure 24 of 29
Performance Standard 6: Communication communicates effectively with students, school personnel, families, and the community. Example Performance Indicators Uses precise language, correct vocabulary and grammar, and acceptable forms of oral and written expression. Explains directions, concepts and lesson content to students in a logical, sequential and ageappropriate manner. Shares major instructional goals and classroom expectations with families. Initiates communication and responds to families or guardians concerning student expectations, progress or problems in a timely and confidential manner. Coordinates efforts with school staff, other service providers, and Academic Resource Center to reach educational decisions that enhance student learning. Supports, promotes, and communicates the strategic plan, policies, regulations, and school events. Maintains effective and appropriate communication with other teachers and administrators. Performance Appraisal Rubric Exemplary In addition to meeting the standard uses a variety of communication techniques to inform, network, and collaborate with others to enhance student learning. Proficient* Needs Improvement Unsatisfactory communicates effectively with students, school personnel, families, and the community. inconsistently or ineffectively communicates with others. inadequately communicates with school community by poorly acknowledging concerns, responding to inquiries, and/or encouraging involvement with stakeholders. * Proficient in the baseline of acceptable performance for teachers and is the actual performance standard. Evaluation of Instruction Plan and Procedure 25 of 29
Performance Standard 7: Professionalism maintains a professional demeanor, participates in professional growth opportunities, and contributes to the profession. Example Performance Indicators Maintains a professional demeanor and behavior (e.g., appearance, punctuality, attendance). Respects and maintains confidentiality and assumes responsibility for professional actions. Handles administrative routines, policies, and procedures quickly and efficiently. Represents the school/community favorably. Evaluates and identifies areas of personal strength and weakness related to professional skills and their impact on student learning and sets goals for improvement of skills and professional performance. Participates in professional growth activities (e.g., mentoring, peer coaching, and/or supervising practicing teachers or interns, attending conferences, participation in workshops, pursuing course work, and/or belonging to professional organizations). Serves on school committees and supports school activities. Maintains appropriate teacher certification. Performance Appraisal Rubric Exemplary In addition to meeting the standard is a professional role model for others, engaging in a high level of personal, professional growth, and contributes to the development of others and the well-being of Proficient* Needs Improvement Unsatisfactory maintains a professional demeanor, participates in professional growth opportunities, and contributes to the profession inconsistently participates in professional growth activities, and opportunities to serve the profession, and/or displays lapses in professional judgment. demonstrates inflexibility, a reluctance to support others in the work of the school, and rarely takes advantage of professional growth opportunities. the profession. * Proficient in the baseline of acceptable performance for teachers and is the actual performance standard. Evaluation of Instruction Plan and Procedure 26 of 29
Performance Standard 8: Student Achievement The work of the teacher results in acceptable, measurable individual student progress based on established standards. Example Performance Indicators Sets measurable and appropriate achievement goals for student progress. Gathers and analyzes data on student academic achievement through standardized test results and other student performance sources. Uses formative assessment to regularly monitor student progress and modify instruction as needed. Provides evidence that achievement goals have been met. Communicates/collaborates with colleagues in order to improve students performance. Keeps students, parents, and administration adequately informed of deficiencies and gives sufficient notice of student failure. Performance Appraisal Rubric Exemplary In addition to meeting the standard attains a high level of student achievement with all populations of learners. Proficient* Needs Improvement Unsatisfactory The work of the teacher results in acceptable, measurable progress based on established standards. The work of the teacher results in student growth but does not meet the established standard and/or is not achieved with all populations taught by the teacher. The work of the teacher does not achieve acceptable student growth. * Proficient in the baseline of acceptable performance for teachers and is the actual performance standard. Evaluation of Instruction Plan and Procedure 27 of 29
Performance Standard 9: Spiritual leads a separated Christian life that is exemplary in conduct and makes a vital spiritual contribution to the life and work of the school. Example Performance Indicators Professes a personal faith in Jesus Christ as Savior and Lord. Maintains an unquestionable Christian testimony in the community. Affirms, without any mental reservation, ABC Christian School s Statement of Faith in its entirety. Remains in active fellowship with an evangelical church of like faith and practice with ABC Christian School s Statement of Faith. Has a conviction concerning the necessity of Christian education demonstrating such by enrolling qualified children in your family in ABC Christian School. Exceptions must be approved by the school superintendent. Is a role model in speech, actions and attitudes, with a consistent walk with Jesus Christ. Exhibits a close walk with the Lord by Bible reading, prayer, personal holiness and participation in personal devotions. Follows the Matthew 18 principle in dealing with students, parents, and staff. Shows support for the role of parents as primarily responsible before God for their children s education and assists them in the task. Encourages students to accept God s gift of salvation and to grow in their faith. Emphasizes to students the reality of their self-worth in Christ. Knows a definite call from God to serve at ABC Christian School. Performance Appraisal Rubric Exemplary In addition to meeting the standard attains a high level spiritual maturity and exemplarily Christian character and is actively growing in Christ and Proficient* Needs Improvement Unsatisfactory attains spiritual maturity and Christian character and is actively growing in Christ. has a minimum level or spiritual maturity and/or Christian character and is not growing in Christ. has questionable spiritual maturity and/or Christian character and is not growing in Christ. disciplining others. * Proficient in the baseline of acceptable performance for teachers and is the actual performance standard. Evaluation of Instruction Plan and Procedure 28 of 29
Performance Standard 10: Personal must have regular attendance at school; must comply with all school philosophies, policies, procedures, and rules; and must fulfill all responsibilities required by the school. Example Performance Indicators Cooperates with the school administration. Accepts a shared responsibility for extra-curricular activities as assigned. Demonstrates the character qualities of enthusiasm, courtesy, flexibility, integrity, gratitude, kindness, self-control, perseverance, and punctuality. Meets everyday stress with emotional stability, objectivity, and optimism. Submits respectfully and is loyal to authority. Recognizes the need for good public relations. Represents the school in a favorable and professional manner to the constituency and general public. Maintains an excellent attendance record. Performs extra duties cheerfully and efficiently. Complies with school philosophies, policies, procedures, and rules. Performance Appraisal Rubric Exemplary In addition to meeting the standard maintains an excellent attendance record and cheerfully goes beyond what is required by philosophies, policies, procedures, rules, and extra responsibilities set forth by the Proficient* Needs Improvement Unsatisfactory maintains an excellent attendance record and cheerfully complies to the philosophies, policies, procedures, rules, and extra responsibilities set forth by the school. has excessive absences or fails to comply with the philosophies, policies, procedures, rules, and extra responsibilities set forth by the school. has excessive absences and fails to comply with the philosophies, policies, procedures, rules, and extra responsibilities set forth by the school. school. * Proficient in the baseline of acceptable performance for teachers and is the actual performance standard. Evaluation of Instruction Plan and Procedure 29 of 29