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Section 500
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Adopted 7/13/1989
Revised 11/9/93, 5/9/95, 8/14/01 ELF
| Policies and Procedures Handbook |
Created by the Resource Center Contact the Webmaster Last Updated: 5/4/2005 |
Garrett County Board of Education 40 South Second Street Oakland, MD 21550 (301)334-8900 |
TEACHER EVALUATION
Administrative Procedure
I. Purposes of Evaluation A. To provide a process which reinforces the concept of quality education for all youth B. To strengthen teacher competency and performance which are inherent in quality education C. To promote greater communication among all levels of instruction and administration D. To serve as a basis for continued employment, assignment, and class of certificate of teachers
II. Responsibility of Evaluation
Evaluation is the responsibility of the administrators and supervisors who are employed by the Garrett County Public School System.
SPECIFIC EVALUATION RESPONSIBILITIES
| Staff Category |
Primary Evaluator |
|
Classroom Teacher |
Principal at Base School |
|
Resource Teacher/Traveling Teacher |
Principal at Base School |
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Counselor |
Supervisor of Pupil Services/ Principal at Base School |
|
Diagnostic, Prescriptive Teacher |
Supervisor of Special Education |
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Infant and Toddler Teacher |
Supervisor of Special Education/ Principal |
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Speech Pathologist |
Supervisor of Special Education |
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Central Office Based Teacher |
Designated Central Office Administrator/Supervisor |
The Summative Report of Professional Growth may include input from other appropriate administrative and/or supervisory personnel who have observed the teacher. A follow-up conference will be planned and implemented mutually by the appropriate administrator and the teacher being evaluated. Other appropriate administrative/supervisory personnel may attend this conference through invitation and/or advanced announcement to the participants.
III. Frequency of Observations and Evaluations
A Summative Report of Professional Growth will be completed according to the following chart.
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Professional Development Record Observations |
Summative Report of Professional Growth Evaluations ** |
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Non-Tenured* |
minimum of two per semester |
by whom: minimum of two different professionals |
minimum of one per semester |
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Tenured -- SPC 1 or 2 |
minimum of two per year |
by whom: minimum of one professional |
minimum of one per year |
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Tenured -- APC |
certificate years 1 - 3 - 5 |
minimum of one per semester |
by whom: minimum of one professional |
minimum of one per year |
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certificate years 2 - 4 |
minimum of one per year |
by whom: minimum of one professional |
Optional |
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IV . Procedures of Observations and Evaluations
A. Summative Reports of Professional Growth of a teacher will be prepared with full knowledge of the teacher that he or she is being evaluated. B. Teachers will be given a copy of all Summative Reports of Professional Growth. No report will be submitted to the central office, placed in a teacher's personnel file, or otherwise acted upon, without a prior conference with the teacher. C. All Summative Reports of Professional Growth of a teacher will be sent to the Director of Personnel at the central office, and placed in the teacher's personnel file. D. Teachers may request additional assistance from the appropriate supervisory/central office staff..V. INDICATORS OF EFFECTIVE TEACHING WITH PROFESSIONAL COMPETENCIES AND RELATED BEHAVIORS
The administrator or the supervisor who is completing the Summative Report on any teacher is to use these indicators of effective teaching with professional competencies and related behaviors as a guide in completing the Report. These indicators, which are by no means inclusive, are indicators of competent classroom performance. While no one professional can be expected to exhibit all of these behaviors at any given time, it is understood that these indicators are goals to pursue in order to enhance effective teaching for all students.
A. PLANS THE PROGRAM OF STUDY
1. Gives Thoughtful Planning to the Program of Study
a. States objectives clearly
b. Identifies skills basic to the content area
c. Develops long term plans
d. Provides differentiated
assignments and activities to meet the needs of
student's individual levels of achievement,
abilities, and interests e. Plans instruction in
developmental sequence or continuum of skills f. Selects appropriate techniques
or methods for lesson development g. Develops and has available
daily written lesson plans h. Provides for the logical
conclusion of lessons through proper design of
meaningful assignments which require resources
within the reach of the students i. Uses curriculum guides and
teacher's editions of textbooks when available j. Integrates into lesson plans
major concepts from other disciplines as they become
relevant k. Provides for relevant use of
technology, audio-visual, manipulative materials,
community, and other resources l. Makes plans available for
substitutes as necessary
2. Uses Evaluations to Determine
Student Needs and Progress
a. Uses information from school
records and/or cumulative folders
b. Establishes procedures for
assessing student performance by selecting means of
evaluation which are appropriate to the objectives
of the lesson
c. Provides evidence of continual
evaluation of performance by formal/informal
measurement
d. Informs students of criteria
used in evaluations
e. Utilizes standardized test
results in planning learning strategies and
activities
f. Records and discusses test
results with students
g. Provides for varied routes to
accomplish specific and general objectives
B. IMPLEMENTS THE PROGRAM OF STUDY
1. Demonstrates Knowledge and Understanding of Subject Matter
a. Presents correct, accurate, factual information b. Uses appropriate subject matter in terms of student ability and level c. Presents subject matter according to the guidelines as prescribed by the curriculum guides, teacher's manuals or the teacher-prepared course design d. Correlates and sequences concepts and skills required by MSDE frameworks and by-laws into the program of studies as appropriate e. Uses examples and illustrations which make the content more relevant f. Organizes objectives, content, and activities for a developmental sequence of experiences g. Creates situations for creative work, skill work, and application of skills and talents h. Plans and initiates effective reinforcement activities to be provided by instructional assistants2. Exhibits Careful and Appropriate Use of Instructional Materials a. Devises and uses materials other than pencil and paper which reinforce unit/course content b. Follows school procedures for the use and care of materials and equipment c. Previews materials and resources d. Uses manipulative materials, technology, audio-visual aids, and other resources when appropriate to the lessons being taught e. Uses available materials and equipment for effective teaching
C. FOSTERS A CLASSROOM ENVIRONMENT CONDUCIVE TO LEARNING
1. Arranges the Classroom Setting to
Facilitate Group and Individual Instruction/Activity
a. Arranges room for whole class instruction or small group
work as appropriate
b. Designates areas for certain
activities such as reading groups, learning centers,
and learning teams, when appropriate
c. Places materials needed in
areas designed and identified for day to day work
d. Keeps room as well lighted and
ventilated as possible
e. Organizes books, supplies, and
materials in a neat and orderly manner
f. Arranges classroom furniture
in a neat, yet functional manner
g. Maintains the classroom free
of clutter and litter
2. Provides an Orderly Arrangement of Relevant Instructional Materials and Displays a. Makes instructional materials easily accessible for student use as directed by the teacher b. Prepares current unit materials c. Displays a cross section of students' work d. Provides evidence in the classroom of projects developed by the students based on objectives of the unit taught e. Organizes classroom material to stimulate and foster a learning atmosphere and to appeal to students' unique learning styles
3. Fosters a Climate of Openness
a. Maintains a frequent eye contact with students b. Moves purposefully around the room c. Encourages attentive listening d. Calls students by acceptable, preferred names e. Exhibits good humor with students 4. Provides Effective and Productive
Management of Student Behavior
a. Remains aware of student
behavior
b. Responds effectively to
disruptive and disturbing behaviors in a timely
manner
c. Exhibits flexibility in
dealing with situations that require changes in
instructional approaches
d. Treats all students fairly
e. Implements appropriate management procedures for student
behavior
D. PROVIDES FOR INDIVIDUAL DIFFERENCES
1. Produces Active Teaching of the
Individual and the Whole Class
a. Organizes the class so that
each individual will know what is expected
b. Conducts learning experiences
in a structured situation in which all class members
participate
c. Conducts learning activities
according to the kinds of learning styles and
preferences exhibited by individual students
d. Adapts groupings according to
the kinds of learning that are facilitated by the
different grouping styles
e. Adapts learning activities and
expectations according to the individual's emotional
and personal growth
f. Conducts learning activities
in classroom, seminar, individual, and large group
settings
g. Creates a positive atmosphere
for help provided by resource teachers, counselors,
coaches, assistants, supervisors, and/or
administrators
2. Encourages Students to Explore Alternatives and Respect the Point of View of Others a. Establishes expectations for divergent solutions b. Allows time to consider alternatives/points of view c. Questions more than one student for point of view/solution d. Encourages students to support/explain their thoughts e. Recognizes efforts and contributions of individual students
E. UTILIZES INSTRUCTIONAL STRATEGIES WHICH INCREASE STUDENT LEARNING
1. Remains Involved in Each Aspect of Classroom Work a. Moves around classroom purposefully to encourage and stimulate student participation in class and to give assistance where needed b. Promotes learning through use of thought-provoking questions c. Manages orderly discussions b and other classroom activities d. Provides for smooth transition between activities within the classroom
2. Promotes Self-direction and Decision-making by Students a. Provides opportunities for students to develop qualities of leadership and self-direction commensurate with their abilities b. Encourages student participation in decisions which affect them c. Develops cooperatively with students objectives for large units of study, daily class work, and special activities d. Provides opportunities for each student to determine appropriate direction and activities to achieve learning objectives e. Provides opportunities for peer instruction f. Induces climate of information sharing among students g. Helps students understand group processes, group decision-making/leadership skills, and peer relationships
3. Exhibits Effective Teaching Techniques as Evidenced by Motivation a. Uses natural motivation such as interests of students, social acceptance, and pride in accomplishment b. Provides choices of activities designed to learn or relearn the assigned task c. Uses models, manipulative, role-playing, demonstrations, etc., to motivate student participation d. Utilizes strengths of individual students to vary the approach to a unit of study e. Uses inductive and deductive lesson development
4. Exhibits Effective Teaching Techniques as Evidenced by Clarity a. Uses appropriate, understandable language for instruction b. Uses concrete objects, graphics, and/or manipulative models in explaining abstract ideas c. Shows interrelationships between segments of instruction d. Presents key ideas more than once, in different ways e. Helps students to relate learning to their own experiences f. Identifies essential content to be mastered by all students g. Previews highlights of the unit/topic content h. Shows relationships within and among disciplines to enhance learning
5. Exhibits Effective Teaching Techniques as Evidenced by Task-oriented Behavior a. Identifies specific learning outcomes for each lesson b. Assigns tasks directed toward accomplishing the specific learning outcomes c. Defines the standards required in the accomplishment of the expected outcomes d. Requires completion of tasks assigned within a reasonable amount of time e. Discusses thoroughly tasks/assignments with students f. Presents tasks/assignments in both oral and written forms
6. Exhibits Effective Teaching Techniques as Evidenced by Closure a. Concludes each lesson with a summary of the concepts developed during the lesson and objectives attained b. Provides for student classroom clean-up/reorganization as a routine end-of-period activity c. Provides relevant end-of-unit activities in addition to, or instead of, paper-and-pencil tests d. Uses varied forms of evaluation
7. Promotes Student Thinking in the
Classroom
a. Encourages students to
interact/cooperate by permitting students to work in
pairs or small groups, to respond to other students,
and to help others analyze
and solve problems
b. Demonstrates an attitude of
acceptance by accepting valid student responses and
acknowledging student comments
c. Encourages students to gather
information by having reference materials available,
allowing students the mobility to use them, and
facilitating the collection of data
and its use
d. Leads students in the
organization of data by helping them to classify and
categorize information, take systematic notes, and
symbolize graphically ideas during
instruction
e. Requires students to support
their ideas by probing for correct responses,
seeking evidence for stated claims, analyzing
sources, and relating past experience to
present
problems
f. Maintains student involvement
by using a variety of questioning techniques
g. Asks open-ended questions with
multiple answers as well as single-answer questions
h. Probes student answers and
comments
i. Provides visual cues for
developing cognitive strategies by using a variety
of graphic organizers, gestures, and symbolic
language including simile and metaphor
j. Models reasoning strategies by
using "if/then" language, "what if" and "suppose
that" questions, and clear examples to facilitate
logical thought
k. Allows sufficient wait-time
for students to answer before restating or
redirecting questions
l. Cues student for most logical
answers
m. Encourages students to explore
possibilities before providing "correct" responses
n. Encourages students to react
appropriately
F. PROMOTES AND MAINTAINS POSITIVE STUDENT-TEACHER-COMMUNITY RELATIONSHIPS
1. Provides Consistent Discipline Which is Firm and Fair a. Maintains appropriate order in the classroom
b. Handles unanticipated problems calmly and objectively c. Maintains classroom standards consistent with school standards d. Maintains a balance of freedom and control in the classroom e. Accepts incorrect student responses in a positive manner f. Refrains from using abusive, degrading, and negative language g. Handles behavior problems promptly and in accordance with school policy h. Identifies classroom and school problems and seeks resolution through appropriate services for students2. Exhibits Cordiality, Kindness, and Courtesy a. Teaches class without continual resort to reprimand b. Uses techniques and skills to promote courtesy and respect c. Shows a sincere respect for students as individuals d. Accepts apologies from students e. Acknowledges his/her own mistakes f. Displays a sense of humor
3. Promotes the growth and maturation of students a. Demonstrates a commitment to students' growth and success b. Serves as a positive role model c. Strives to eliminate stereotyping and encourages an appreciation for the customs and traditions of individuals and groups d. Encourages open communications
4. Works to Strengthen Relationships Within the larger School Community a. Interprets the school's philosophy and program to parents b. Interprets goals and objectives of the classroom, significance of the grading and reporting practices, and standards of achievement to parents c. Makes an effort to be available for telephone, personal, and written communications with parents during school hours d. Exhibits a courteous manner toward parents e. Identifies, defines, and attempts to resolve problems cooperatively with parents f. Recommends ways in which parents can support school efforts g. Creates opportunities for parents to visit the classroom h. Answers parent inquiries honestly, discreetly, and in a timely manner i. Cooperates with established procedures for involving parents and other community resources in instructional planning, implementation, and evaluation
G. FULFILLS EMPLOYMENT RESPONSIBILITIES
1. Demonstrates Dependability a. Adheres to established instructional time schedules b. Appears promptly for appointments and specific responsibilities c. Reports to out-of-class duty assignments regularly and promptly and remains for the duration of the time assigned d. Shows evidence of systematic maintenance of accurate student records including grade reports and central office records
e. Prepares accurate administrative reports in a timely manner f. Supervises students in area of responsibility at all times2. Shows Initiative, Resourcefulness, and Industry a. Develops instructional materials in addition to those provided by the school system b. Uses materials in the professional library or school collection c. Makes provision for the use of a variety of resources such as county resource centers, field trips, community resources, etc. d. Utilizes the services and expertise of available system resource personnel
H. CONTRIBUTES POSITIVELY TO THE TOTAL SCHOOL ENVIRONMENT
1. Exhibits Positive Relationships with Co-workers a. Practices effective human relations and communication skills when working with staff members
b. Shows willingness to assist members of the staff c. Nurtures the development of positive intergroup and intragroup relations d. Helps students to understand and appreciate the effort of all staff members e. Avoids disparaging remarks about other staff members or school programs f. Engages in cross-grade, interdisciplinary, and inter-school planning and activities as appropriate2. Demonstrates Responsibility for the Larger Tasks of the School a. Assumes responsibility for monitoring student behavior outside the classroom b. Shows flexibility in accepting responsibility for difficult or demanding assignments. c. Contributes to school-wide, county-wide, and other educational efforts directed toward the improvement of instruction and/or the school
I. MAINTAINS AND UPGRADES PROFESSIONAL SKILLS
1. Shows Skill in the Use of Oral and Written English
2. Shows Poise, Self-control and Maturity
a. Maintains self-control in
frustrating and difficult situations
b. Respects students' attitudes
and makes provision for students to express feelings
appropriately without fear of recrimination or
reprisal
c. Accepts and uses effectively
constructive criticism and information, techniques,
and suggestions given by supervisory and resource
personnel.
d. Uses confidential information
about students for professional purposes only
e. Demonstrates respect for and
rapport with students
f. Works within the framework of
the County philosophy and its position on education
3. Continues to Develop and Enrich Professional Competence a. Maintains proper certification
b. Participates in available staff development activities c. Attempts to apply techniques, knowledge, and skills learned through staff development d. Uses effectively the techniques and suggestions given by resource, supervisory, and administrative personnel e. Participates in curriculum development activities, department/staff meetings, and committee work designed to improve instruction f. Learns and uses current research in the art of teaching and in the appropriate discipline(s) g. Demonstrates willingness to learn from other professionals and to help others learn
J. Maintains
Professional Standards
1. The educator strives to help each
student realize his or her potential as a worthy and
effective member of society. The educator; therefore,
works to stimulate the spirit
of inquiry, the
acquisition of knowledge and understanding, and the
thoughtful formulation of worthy goals. In fulfillment
of the obligation to the student, the educator:
a. Shall not use
professional relationships with students for private
advantage
b. Shall not disclose information
about students obtained in the course of
professional service, unless disclosure serves a
compelling professional purpose or is
2. The educator shall exert every
effort to maintain professional standards. In
fulfillment of the obligation to the profession, the
educator
required by
law
a. Shall not in an application
for a professional position deliberately make a
false statement or fail to disclose a material fact
related to competency and qualifications
b. Shall not misrepresent his/her
professional qualifications
c. Shall not assist entry into
the profession of a person known to be unqualified
in respect to character, education, or other related
relevant attribute
d. Shall not knowingly make a
false statement concerning the qualifications of a
candidate for a professional position
e. Shall not disclose information
about colleagues obtained in the course of
professional service unless disclosure serves a
compelling professional purpose or is
required by
law
f. Shall not knowingly make false
or malicious statements about a colleague
g. Shall not accept any gratuity,
gift, or favor that might impair or appear to
influence professional decisions or actions
VI. The Evaluation Instrument E - Effective, NI - Needs Improvement, and NE - Not Effective
VII. Improvement Plan When needed an Improvement Plan will be developed as part of the evaluation process. Input in developing an Improvement Plan will be given by the evaluators, employee and appropriate staff. Periodic conferences will be held to monitor the progress of improvement.
VIII. Time Table for Less than Satisfactory Performance of Certificated Teachers The Superintendent and Assistant Superintendent must be notified by January 31 (March 31 for second semester hires) if a certificated employee is being considered for any of the following actions because of less than satisfactory performance. Form A will be used for this purpose and will be completed by the team of administrators involved in the evaluation.
1. Non-tenure 2. Extension of the probationary period to a third year 3. Reduction in class certificate 4. Dismissal
Should such action be considered, it is necessary that
1. Notification be sent to the staff merber involved using Form B, 2. The need for action is supported by documentation, 3. Assistance and thorough monitoring of the staff member’s performance be completed prior to April 1 (June 1 for those hired in the second semester).
Upon the completion of the evaluation it will be necessary that the appropriate supervisor forward to the Assistant Superintendent, Superintendent and the employee a final recommendation by using Form C. After further administrative review, the Superintendent will make appropriate recommendations to the Board of Education with final action being taken by the Board of Education, if necessary.
A Summative Report Of Professional Growth
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Section 500 Table of Contents |
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Certificated & Other Professional Personnel 533.611
Adopted 7/13/1989 Revised 11/9/93, 5/9/95, 8/14/01 ELF |