INTRODUCTION

 

 

      The Evaluation/Supervision Model was developed during the 1988/89 school year and during the Fall of 1989.  It is the result of workshop and seminar attendance, and includes the input of both administration and staff members.  The School Board has charged the administration with developing an evaluation system, culminating in a Yearly Appraisal Summary.  This form includes recommendations to the Superintendent and the School Board concerning continued employment by the District.  The School Board will review the evaluation process on an annual basis, and recommend, if necessary, revisions in the Model.

 

      The “Ideal Teacher” has been defined as follows:

 

“I always liked a teacher who was in control.  I liked a teacher who combined discipline with compassion”. – Teacher

 

“Someone who can motivate the students and make the kids feel good about themselves.  Someone who hasn’t forgotten what it’s like to be a kid.  Someone who is patient, understanding, and isn’t afraid to make a mistake.  Someone who can laugh”. – Teacher

 

“Someone who’s nice, and doesn’t always yell at the kids.  He/she lets them get a little noisy, and does fun activities with the kids/” – Student

 

“When he/she helps you out and teaches you different stuff.  When he/she listens when you need someone to talk to.  When you’re done your work, he/she lets you play”. – Student

 

“One that has an eye to the future for the child; one who doesn’t overlook learning disability;…..a teacher who does that leaves a lasting impression with a child”. – Parent

 

 

PHILOSOPHY OF THE CHICHESTER SCHOOL DISTRICT

 

 

      The individual is the most important part of the educational process.  The school is a means of helping the individual to become a contributing member of society.  In reaching this goal, the school will strive to make each student a mature individual who has developed a respect for himself/herself and for other persons and property.

 

      The Chichester Central School, as a democratic institution, has the responsibility of developing in each child the way to learn how to learn.  In attempting to reach that goal, each child shall be afforded opportunities to develop his/her potential to the maximum.

 

      We believe that:

 

      Education should improve human relationships by:

 

1.      Developing an appreciation of the ethical values which are basic to all life in a democratic society.

 

2.      Developing respect for other persons and groups of persons and the ability to live and work co-operatively with others.

 

      Education should further self-realization by:

 

1.      Stimulating intellectual curiosity, engendering satisfaction in intellectual achievement, and cultivating the ability to think logically.

 

2.      Helping the individual to learn to appreciate and enjoy the beauty of language, literature, art, music and nature and preparing him/her for wise use of leisure time.

 

3.      Helping the individual to develop realistic goals.

 

4.      Helping the individual to develop and maintain good health habits and physical fitness.

 

PHILOSOPHY OF THE TEACHER EVALUATION PROCESS

FOR THE CHICHESTER SCHOOL DISTRICT

 

 

      The teacher evaluation process is a cooperative and continuing effort undertaken for the purpose of improving the quality of education.  Education is a process with specific goals and objectives and as such, evaluation is an integral part of that process.  Therefore, in order to provide for the maintenance and orderly growth of the Chichester School, performance review and evaluation must be considered an essential part of professional growth.

 

To the Staff Member:

 

      Formal teacher evaluations are a necessary administrative function and a beneficial educational tool.  They should be viewed as a positive, learning experience – for both the teacher and the administrator.

 

      Teacher strengths will be noted and discussed so that they can be capitalized upon, while areas of improvement if any will be identified and methods presented for alleviating them.  Evaluations serve to assess teacher and school strengths and weaknesses.  This provides direction for staff development.  The observation process should not be seen as threatening, but as a cooperative effort at improvement.  Classroom visitations provide another set of eyes/ears to help monitor teacher performance – for teacher and administrator.

 

      Prior to the evaluation, it is important for the observer to indicate the evaluative criteria – the teacher should understand and be ready to comment on these criteria and his or her classroom performance.  To this end, please review our observation form, as well as the other materials included in the model.

 

      In addition, to make the visit more meaningful, there is a Pre-Observation “Helper.”  Please fill this out and make an appointment to review it with the observer.  Please indicate which class you are most comfortable being observed in.

 

PURPOSE OF THE TEACHER EVALUATION PROCESS

FOR THE CHICHESTER SCHOOL DISTRICT

 

 

A.     To improve instruction.

 

B.     To provide opportunity and direction for professional growth/development.

 

C.     To encourage the highest of educational standards among all teachers.

 

D.     To clarify each teacher’s instructional responsibilities.

 

E.      To facilitate communications and cooperation between evaluator(s) and teachers.

 

F.      To provide a means by which the teacher will continually analyze and assess his/her professional strengths and weaknesses.

 

G.     To remediate professional weaknesses.

 

H.     To commend professional strengths.

 

I.        To enable the administrator(s) to make personnel decisions.

 

J.       To provide “another set of eyes” in the classroom.

 

AREAS ADDRESSED BY EVALUATIONS AND THE EVALUATION PROCESS:

 

1.      Student Motivation.

 

2.      Teacher/Student Relationships (individualization, etc.)

 

3.      Teacher/Community Relationships.

 

4.      Organization and Structure toward Achievement of Established Goals (e.g. – District Curricula)

 

5.      Professionalism and Collegiality.

 

6.      Resources, Experts, and “Outside” Material.

 

7.      Teaching Techniques, including Questioning Skills and Behavior.

 

8.      Knowledge of subject area.

 

CALENDAR FOR TEACHER EVALUATION

 

 

Time	Event
Prior to opening	Evaluation orientation
September – June	Observations, conferences
November 5	New teachers observed
February 15	All teachers observed
February – March 31	Yearly Appraisal Summary Form and recommendations concerning nomination to Superintendent, Staff review to School Board.

 

Observation Schedule

      (including pre-observation and post-observation conferences)

 

      Less than 3 years in the District -

 

            1 to 3 classroom observations per year

 

            1 observation in first quarter for new teachers

 

            1 observation to be done prior to February 15

 

      Three or more years in the District –

 

            Minimum of 1 observation per year prior to February 15.

 

GENERAL PROCEDURES

 

 

Observation Schedule

 

      (See Calendar for Teacher Evaluation)

 

Rating Scale

 

      Classroom observations are rated on four levels – Outstanding, Satisfactory, Area of Concern, and Remediation Necessary.  Categories which do not apply will be marked NA.

 

Observation Form

 

      The classroom observation form includes a Skill and Characteristics checklist and a Narrative/Anecdotal Record (described below).

 

Global Scan Anecdotal Record/Narrative

 

      With this technique the observer writes down both what is happening and what is being said in the classroom.  There are descriptions of actual behavior and questions for the teacher to consider, not a list of inferences, conclusions, opinions, and judgements.  Moreover, the descriptions are responsive to the concerns expressed by the teacher in the pre-conference (for example, a concern about classroom management).

 

Evaluation Process

 

1.      Pre-Observation Conference

 

2.      Observation

 

3.      Post-Observation Conference

 

4.      Yearly Appraisal Summary

 

This process is outlined in the following teacher objective list:

 

Objectives of the Teacher in Developing Questioning Skills through the Evaluation Process.

 

I.    Pre-observation (plan).  The teacher will:

 

a)      State the purpose of the lesson.

b)      Translate the purposes into descriptions of observable student behaviors desired.

c)      Describe the teaching strategies/behaviors to be used to facilitate students’ performance of desired objectives.

d)      Describe the sequence in which the lesson occurs.

e)      Describe procedures for assessing results.

f)        Anticipate any concerns.

g)      Describe the role of the observer.

 

II.   The Lesson (teach).  During the observation of teaching, no questions are asked.

 

III. Post-observation (reflect & analyze).  The teacher will:

 

a)      Express feelings about the lesson/

b)      Recall student behaviors observed during the teaching to support feelings.

c)      Recall his or her own behavior during the lesson.

d)      Compare student behavior performed with student behavior desired.

e)      Compare teacher behavior performed with teacher behavior planned.

f)        Make inferences as to the achievement of the purpose of the lesson.

g)      Analyze why the student behaviors were/were not performed.

 

IV. Post-observation (apply).  The teacher will:

 

h)      Prescribe alternative teaching strategies/behaviors/conditions.

i)        Evaluate the interview process and supervisor’s conferencing skills.

 

Performance Standards/Criteria

 

      Following are a list of performance standards used for the Yearly Appraisal Summary and criteria for the effective teacher.

 

PERFORMANCE STANDARDS GUIDE

YEARLY APPRAISAL SUMMARY

 

I.    Professional Preparation

 

a)      Is accredited by the State of New Hampshire for position held.

b)      Fulfills the prescribed regulations of the State of New Hampshire, and the local Board of Education.

c)      Participates actively in professional organizations related to position held.

d)      Seeks ways of improving ability and teaching performance by continuing study, effective participation in grade level or department meetings, attendance at institutes & workshops and current readings.

e)      Maintains an up-to-date knowledge of his/her field as evidenced by participation in an ongoing approved master plan.

 

II.   Instructional Skills

 

a)      Strives to follow the course of study developed by consensus of the educational unit which he/she belongs.

b)      Shows empathy for students in the teaching-learning process.

c)      Shows a recognition of individual differences among classes and students.

d)      Uses a variety of teaching methods in different situations, and is willing to try new techniques and experiment in their development.

e)      Strives toward the use of inductive teaching techniques and concentrates on concept formation.

f)        Shows strong evidence of class planning on a yearly basis and in smaller time periods.

g)      Classroom Techniques stimulate creativity and eagerness to learn on the part of the students.

h)      Measures the program of individual pupils effectively and realistically.

i)        Provides meaningful opportunities for student feedback on his/her work.

 

III. Management Abilities

 

a)      Maintains an effective classroom environment in which learning occurs through room arrangement, displays, use of color, etc., when appropriate.

b)      Pays appropriate attention to physical condition of classroom and cares for materials and equipment.

c)      Completes requested reports promptly and accurately.

d)      Maintains useful records of individual students.

 

IV. Personal Characteristics

a)      Has the physical and emotional health necessary to meet responsibilities required by the position, including reasonable extra curricular activities as well as normal teaching load.

b)      Is sensitive and responsive to others.

c)      Is able to communicate effectively with students.

d)      Is conscious of his role as a model.

e)      Is respected by fellow educators and students.

f)        Personal appearance reflects good judgment and is not distracting to the learning situation.

g)      Works cooperatively with co-workers for betterment of school.

h)      Uses correct speech, writes legible and expresses himself/herself in a coherent style.

i)        Shows evidence of effectively working towards ideals stated in school philosophy.

 

V.  Performance Level

a)      Students achieve in relation to their ability.

b)      Classes show an organized approach to learning.

c)      Students can convey an understanding of the materials and its relevance.

d)      Develops, social, emotional, and physical growth.

CRITERIA FOR THE EFFECTIVE TEACHER

 

                                                                                                                                                           

 

2.   Demonstrates skill in appraisal, diagnosis, and prescription of/for the learning needs of students using reasonable performance standards.

Varies level and pace of instruction to meet individual needs. Challenges students without defeating them. Uses visual, auditory and kinesthetic techniques. Uses concrete as well as abstract teaching method. Accommodates different development stages of students. Diagnoses students needs. Provides an effective evaluation of students progress.   Special Education: Administers appropriate tests. Translates testing data into effective programs. Interprets testing and medical reports of others.

                                                                                                                                                           

 

3.   Adheres to and maintains the scope and sequence of the district’s curriculum.                 PROFESSIONAL RESPONSIBILITIES   3.   Cont.

Plans and demonstrates knowledge of subject matter, scope and sequence. Demonstrates short range planning.   Special Education: Adheres to and maintains legal (federal and state) guidelines and curriculum. Complies with federal and state procedural expectations including SPEDIS form and IEP’s. GUIDELINES   Knows state and district guidelines for educationally handicapping condition(s) of students. Provides for students’ minimum competency expectations.

                                                                                                                                                           

 

4.   Utilizes appropriate and varied instructional strategies, teaching methods, and instructional media.

Uses large group, small group independent study. Varies lecture and individual discovery through demonstration, modeling and hands-on experiences. Has clarity in presentation. Maintains task-oriented behavior. Uses audio-visual aids, learning centers and community resources. Uses interdisciplinary units. Uses probing questions. Uses student ideas. Shows a progression to higher levels of thinking skills. Uses criticism and praise effectively. Uses sequential classroom activities. Demonstrates effective interaction skills. Provides access to enrichment and resource materials.

                                                                                                                                                           

 

5.   Maintains academic climate conducive to good learning and develops and presents lessons of substantial quality.

Prepares lessons that are well organized and effective. Is creative. Creates lessons relevant to students. Assigns meaningful homework with explicit directions and ample time allotment. Demonstrates good introduction, execution, and closing of lessons. Is approachable and receptive to student needs. Demonstrates clarity and accuracy in oral and written communication. Defines expectations. Demonstrates flexibility in appropriate situations. Has clear expectations for student outcomes. Encourages student self direction and responsibility for learning.

PROFESSIONAL RESPONSIBILITIES   6.   Assumes classroom management responsibilities and maintains physical climate conducive to good learning.

GUIDELINES   Prepares for lessons and activities. Keeps accurate and up-to-date records. Implements administrative directives. Maintains classroom that is attractive, safe, and inviting. Has versatile arrangement of classroom furniture. Has written evidence of planning. Starts on time. Demonstrates consideration for other classes. Has effective organization and layout of classroom.