BOARD POLICY 4118
Teacher Evaluation
Ironton City School District
The Ironton City School System is committed to offering the strongest instructional program possible. Teacher effectiveness is a key component in establishing such programs and therefore extremely important that a mutually understood set of criteria be developed (or utilized) to determine teacher effectiveness.
Evaluation should be a continuous process of making judgements that are to be used to improve performance direction for inservice programs. The evaluation process is designed to promote professional growth of all teachers and to provide a sound basis for personnel decision. In other words, it is a vehicle used to establish lines of communication by recognizing strengths and achievements as well as deficiencies.
The criteria used in this process by the Ironton City School System include instructional effectiveness, classroom management, professional qualities and personal characteristic. Individual plans will be developed to improve performance where a need has been determined.
1. To promote effective teacher performance.
2. To provide a basis for upgrading teacher skills through inservice education.
3. To provide a mutually understood basis for administrative and supervisory decisions.
12-9-85
Revised 7-1-96
Ironton City Schools
Teacher Evaluation
Teacher : ________________________________________________________
Classroom Management
Teachers are expected to manage their classroom as it
relates to student discipline, the physical appearance of the classroom,
record keeping responsibilities, and the effective supervision of classroom
activities/field trip, special occasions, etc. |
Expectations |
Rating
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1. Maintain student discipline and provide
an environment which is safe for students.
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2. Define problems related to appropriate
student behavior and learning and submit,
carry out, and evaluate solutions for same. |
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3. Organize class activities which cause appropriate
positive student behavior and
learning. |
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4. Create a classroom environment that is
dedicated to learning.
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5. Provide a neat classroom environment that
is free of clutter and safe for students.
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6. Submit all reports required at the
building level and central office level in a timely
manner and in a neat, organized fashion. |
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7. Manage classroom responsibilities related
to seating arrangements, taking
attendance, assigning grades, etc. |
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8. Be on time to assigned duty, prepared to
give students instruction as it relates to the
adopted courses of study. |
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9. Be prompt to school, teachers’ meetings,
and related activities.
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10.
Have daily lesson plans which follow the adopted course of study.
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11. Supervise
hallways and return to classroom promptly when the bell rings.
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Instructional EnvironmentTeachers are expected to develop an instructional environment which provides for appropriate classroom organization, knowledge of curriculum areas, a variety of instructional approaches, appropriate assessment of students, establishment of achievement goals for students, appropriate use of technology and effective selection of curriculum materials. |
Expectations |
Rating |
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1. Create an environment which maximize the potential of all students and where the individual needs of the student are met. |
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2. Be familiar with computer technology and advanced curriculum, and be able to use existing software to develop classroom activities to fit the needs of the students. |
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3. Develop an environment which is child-centered rather than subject-centered. |
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4. Instill in the students skills for acceptable (or even superior) oral and written communications. |
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5. Be willing to try new approaches positively and objectively and utilize a variety of teaching techniques and materials. |
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6. Use existing assessment methods to establish instructional goals and objectives and provide for continual improvement. |
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7. Become proficient in the use of the existing computer technology and fully implement district-wide adopted programs as they pertain to current teaching assignment. |
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8. Provide assistance to peers and administration in selecting appropriate curriculum materials as related to courses of study. |
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Rating Key: A = Always; M= Most of the Time ; ST = Sometimes; S = Seldom; N = Never
Collaboration with ColleaguesTeachers are expected to establish and maintain collaborative relationships with their peers in their building, the district, and county. These relationships should have a positive effect on the instructional program at all levels (classroom, building, district, and county). |
Expectation |
Rating
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1. Collaborate with peers teaching the same subject at all levels to better coordinate the implementation of the courses of study. |
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2. Collaborate with peers to investigate, evaluate, and implement new approaches and better methods of instruction. |
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3. Collaborate on the planning and conducting of field trips, classroom activities, and special occasions. |
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4. Collaborate for the purpose of team teaching and/or mentoring when appropriate. |
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5. Collaborate on the development and implementation of appropriate modifications for students with special needs and others when appropriate. |
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6. Visit classrooms of peers to exchange new ideas and successes to improve the instructional program. |
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7. Become an active participant in the development of courses of study and selection of appropriate materials, technology, textbooks, and methodology. |
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8. Be a proponent of and encourage appropriate student behavior and learning through effective collaboration with peers. |
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9. Collaborate with building principal to create a building environment which is positive, supportive, and professional. |
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Proficiency TestingTeachers are expected to provide an instructional and learning environment conducive to students acquiring and maintaining skills necessary to pass the fourth, sixth, and ninth-grade proficiency tests. |
Expectation |
Rating |
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1. Participate in staff development activities geared toward proficiency testing. |
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2. Able to develop effective lesson plans that promote the acquisition of skills by students necessary for passing the proficiency tests. |
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3. Use effective instructional methodologies that promote the acquisition of skills by students necessary for passing the proficiency tests. |
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4. Use effective assessment techniques that promote the acquisition of skills by students necessary for passing the proficiency tests. |
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5. Develops and implements appropriate intervention strategies for each individual child that is experiencing difficulty in the acquisition of skills necessary for passing the proficiency tests. |
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6. Conducts analysis of proficiency and off-grade proficiency tests results to determine areas of weakness for individual students. |
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7. Conducts analysis of proficiency and off-grade proficiency tests results to determine weakness in his/her instructional program. |
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8. Conducts analysis of proficiency and off-grade proficiency tests results to determine weakness in existing curriculum materials and courses of study. |
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9. Uses analysis of proficiency and off-grade proficiency test results to design instructional program, provide effective intervention to individual students and ensure effective curriculum materials and courses of study that address proficiency test skills. |
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Rating Key: A =
Always; M = Most of the Time; ST = Sometimes; S = Seldom; N = Never
Orientation (Completed by October 1) ________________
First evaluation (Completed by January 15) ________________
Observation Conducted ___________________________
Goals for improvement _________________
Evaluation report to employee (Completed by January 24) _________________
______________________ ________________
Evaluator Date
______________________ _________________
Teacher Date
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Second Evaluation (Completed by April 1) ____________________
Note: Shall be conducted between February 1 and April 1.
Observation conducted ____________________________
Goals for improvement _____________________
Final Report (Completed by April 10) _____________________
___________________________ _____________________
Evaluator Date
___________________________ ______________________
Teacher Date
The signature of the teacher being evaluated above does not indicate that the teacher agrees with the content of the evaluation report.
1. To assess an employee’s work performance
2. To help the employee to achieve greater effectiveness in performance of the work.
3. To constitute the basis for personnel decisions including continuing contract status,
limited contract renewal, or contract non-renewal or termination.
4. To promote effective teacher performance.
B. Procedure
1. Evaluator
Evaluation of an employee shall be conducted by the employee’s immediate supervisor or
by one other administrator. In the event an employee performs work under the supervision
of more than one supervisor, one supervisor shall be designated as the evaluating supervisor.
The evaluator shall not be a bargaining unit member.
2. Orientation
Not later than October 1 of each school year, each employee shall be notified of the name and
position of the evaluating supervisor and the evaluation process shall be explained to the
employee.
3. Schedule for Evaluation
(a) Any teacher whose non-renewal is considered shall have one evaluation prior to January 15
and a second evaluation between February 10 and April 1. A teacher who is not being
considered for non-renewal may be evaluated at the discretion of the evaluator.
(b) All other teachers are to be evaluated once every three years.
4. Criteria for Evaluation
(a) An employee shall be evaluated in criteria set forth in the Evaluation Instrument that will
be distributed at the teacher inservice prior to the start of each school year.
(b) All monitoring or observation of the work performance of an employee shall be conducted
openly and with full knowledge of the employee.
(c) No misleading, inaccurate, or undocumented information may become a part of an
employee’s performance evaluation report.
(a) A minimum of two formal observations shall be conducted to support each performance
evaluations. A formal observation shall last a minimum of thirty minutes. There shall be
at least one week between formal observations. Drop-in observations may be performed
in addition to the formal operations.
(b) A pre-observation conference shall be held between the teacher and the evaluator prior to
the first formal observation to discuss procedures and expectations.
(c) The employee shall receive the first evaluation written report prior to January 25, and the
second written report no later than April 10.
1. Within three working days following the first evaluation, if possible, the evaluator shall
schedule a date for an evaluation conference with the teacher. During the evaluation
conference the following shall be done.
(a) The evaluation form(s) shall be discussed and a copy shall be prepared for the teacher.
(b) The summary report shall be discussed and a copy given to the teacher.
(c) Any area of deficiency shall be discussed with the teacher.
(d) The evaluator and the teacher will cooperatively develop a plan of corrective action and a
time-table shall be established.
2. Completion of Evaluation Process
The evaluation report shall be signed by the evaluator and the teacher to verify notification to
the teacher that the evaluation will be placed on file, but the teacher’s signature should not be
construed as evidence that the teacher agrees with the content of the evaluation report.
3. Response to Evaluation
The employee shall have the right to make a written response to the evaluation and to have it
attached to the evaluation report to be placed in the employee’s personal file. A copy signed
by both parties shall be retained by the employee.