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: t :Grand Island Public Schools Summative Teacher Evaluation
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Domain 3: Instructional Process
3.1 Communicates clearly and accurately
3.2 Uses questioning and discussion techniques
3.3 Engages students in learning
3.4 Provides feedback to students
3.5 Demonstrates flexibility and responsiveness
Domain 4: Professional Responsibilities
4.1 Reflects on teaching
4.2 Maintains accurate records
4.3 Communicates with families
4.4 Contributes to the school and district
4.5 Grows and develops professionally
4.6 Shows professionalism DSET T 4 p 1 d > p 0 ! 1 $ = ! > )
Domain 1: Instructional Planning and Preparation
1.1 Demonstrates knowledge of content and pedagogy
1.2 Demonstrates knowledge of students
1.3 Selects instructional learning targets
1.4 Demonstrates knowledge of resources
1.5 Designs coherent instruction
1.6 Assesses student learning
Domain 2: Classroom Environment
2.1 Creates an environment of respect and rapport
2.2 Establishes a culture for learning
2.3 Manages classroom procedures
2.4 Manages student behavior
2.5 Organizes physical space DSET T ! ! $
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and Competencies DSET T z z
, ( ! z { 6 * ! + ' Summative Evaluation Directions
The purposes of the summative evaluation conference are to review and discuss the contents of the evaluation document, to communicate the recommended contract status for the next school year and the recommended level of administrative supervision expected for the next evaluation cycle, and to develop a professional goal. The supervisor has responsibility for completing this document and then discussing its contents with the teacher during a summative evaluation conference scheduled within the established time frame. The teacher is encouraged to submit a self-evaluation or other relevant portfolio information at least five days in advance of the summative evaluation conference. A summative evaluation cycle concludes with communication of the recommended contract status and the level of administrative supervision for the next evaluation cycle.
The supervisor will rate each of the four teaching domains of teaching responsibility acc ording to which of the four performance standards best describes the teachers performance during the evaluation cycle. Each domain will be rated with consideration given to the related competencies and elements within the domain. It is not necessary that every competency be observable at a consistently appropriate and effective level in order to receive a proficient rating. The particular job assignment will determine the appropriate role of each of the four teaching domains and how each domain will be evaluated for various certified staff members. The supervisor will write comments addressing each domain, including narrative to support any areas of concern which do not meet district expectations. The supervisor will also write an Evaluation Summary to summarize the teachers overall performance. Copies of the signed summative evaluation document will be provided to the teacher, the supervisor, and the teachers personnel file at the Administrative Offices. DSET 2 H > 6 * h DSET T
D P , - - 9 - : - - - z - { - Y 5 2 3 6 0 . % / & 0 : . E / F 0 . / ! 0 { . / 0 Y 4 ; I I QH IPerformance Standards
Distinguished: Evidence indicates that a teacher performing at this level has a thorough conceptual understanding of, and consistently implements in various situations, each competency within the teaching domain in a highly effective and appropriate manner. This level of performance exceeds district expectations; it is typified by highly accomplished professionals who operate at a qualitatively higher level. Such classrooms consist of a community of learners who are highly motivated and actively engaged, assume considerable responsibility for their own learning, and perform at high levels. Teachers performing at this level make a significant contribution to education; they share their expertise with others and are capable of modeling their instruction with a high degree of proficiency.
Proficient: E vidence indicates that a teacher performing at this level has a clear conceptual understanding of, and effectively and consistently implements, in various situations, all or almost all competencies within the teaching domain appropriately and without significant errors. This level of performance fully meets district expectations. Most experienced, capable teachers will regard themselves, and will be regarded by others, as performing at the proficient level.
Basic: Evidence indicates that a teacher performing at this level has a generally accurate conceptual understanding of most of the competencies within the teaching domain, and implements many elements with some success. While implementation does accomplish the basic purpose, it is not consistently successfu Hl or appropriate. This level of performance partially meets district expectations. With additional experience, professional development, and coaching and supervision, teachers performing at a basic level should become proficient implementing the teaching domain within a reasonable time period.
Unsatisfactory: Evidence indicates that a teacher performing at this level does not yet have a complete conceptual understanding, and may possibly have some major misconceptions, of several competencies within the teaching domain. Implementation does not regularly accomplish the basic educational purpose. This level of performance does not meet district expectations, and will require specific plans and assistance for improved performance within a reasonable time period.
KEY VARIABLES: Consistency, effectiveness, and appropriateness DSET T X X 0 % $ % % 9 2 @ @ @ l F $
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Domain 1: Planning and Preparation
Competencies
Demonstrates knowledge of content and pedagogy Demonstrates knowledge of resources
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Selects instructional learning targets Assesses student learning DSET 2 H " L
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Competencies
Creates an environment of respect and rapport Manages student behaviors
Establishes a culture for learning Organizes physical space
Manages classroom procedures DSET 2 H " " L L P L # 6 * DSET T # " ^ G G : : Q 6
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Domain 3: Instructional Process
Competencies
Communicates clearly and accurately Provides feedback to students
Uses questioning and discussion techniques Demonstrates flexibility and responsiveness
Engages students in learning DSET 2 H 3 " L L P L 4 6 * DSET T 4 3 ^ G G : : Q 6
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Performance Criteria: Consistency, effectiveness, and appropriateness DSET 2 H 5 " ^ 6 8 ] : z < 6 * DSET 2 H 6 " ^ 5 ^ 2 [ 7 6 * DSET T
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Reflects on teaching Contributes to the school and district
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Communicates with families Shows professionalism DSET 2 H D " ` L $ L P L E 6 * DSET T E D ^ l d h G G : : Q 6
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Performance Criteria: Consistency, effectiveness, and appropriateness DSET 2 H F " t % ^ G I ] K z M 6 * DSET 2 H G " x ^ F ^ 2 [ H 6 * DSET T
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$ The Contract Recommendation and Level of Administrative Supervision as referenced herein, is not a guarantee of continued employment for a specific term and does not alter or amend the teacher's employment contract or the district's rights and remedies under Nebraska or federal law. The Contract Recommendation and Level of Administrative Supervision is a designation for administrative purposes, not a progressive discipline program or indication of entitlement to a certain type of remediation or supervision. DSET T U 0 ( , < < , ( O c O d O W E W V
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4 Supervisors Signature ____________________________________ Conference Date ______________________
Teachers Signature ____________________________________ Conference Date ______________________
NOTE: The teachers signature indicates the review and receipt of, not necessarily agreement with, this summative evaluation.
The teacher may attach additional written responses on separate paper within two weeks of the evaluation conference. DSET T V @ 8 < .
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B X BRecommended Contract Status and Level of Supervision
Do not complete this area for first semester probationary evaluation.
Initial Growth (nontenured only) Reemploy for a second or third school year with a one semester evaluation cycle
Professional Growth Reemploy for next school year with a three-year evaluation cycle
Professional Assistance Reemploy for next school year with a one-year evaluation cycle
Professional Improvement Reemploy for next school year with a written Professional Improvement plan
which requires a one-year or less evaluation cycle
Nonrenewal DSUM HDNI STYL / i J STYL
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