MINGUS UNION HIGH SCHOOL

EVALUATION OF CLASSROOM INSTRUCTION

PURPOSE

The primary purpose of teacher evaluation is the improvement of instruction. To facilitate this goal, evaluation should include praise as well as constructive criticism and advice. It should stimulate an interchange of ideas between teacher and administrator, teacher and teacher, and teacher and student.

This document and procedure is an attempt to provide:

• An effective, equitable method of measuring teaching performance.

• A method for identifying and improving areas of teaching weakness.

• Documentation of the classroom performance of the teacher.

• Assistance to the evaluator in determining the decision to recommend advancement of the teacher on the salary schedule, recommend holding the teacher on step, or recommend the termination of the teacher.

FREQUENCY OF EVALUATION

Each staff member, upon employment, or at the beginning of the school year, whichever is later, shall be apprised of the specific criteria upon which observations and evaluation are to be based. Approximately two (2) hours will be allocated to orient each new staff member.

Beginning teachers (first, second, and third year) will be formally evaluated twice each year, once prior to November 15 and once between November 15 and January 15.

Continuing teachers will be evaluated once each year no later than April 1. Each evaluation will cover one full class period.

Evaluators

Goal: To train identified school district evaluators in the use of comprehensive classroom teaching skills evaluation system and to develop interrater reliability.

Objectives:

Demonstrates, orally or in writing,knowledge of current research regarding a comprehensive evaluation process.

Demonstrates, orally or in writing, knowledge of district and state policies and laws and rules related to evaluation.

Demonstrates planning and implementation strategies relating to timelines, content and expectations through a written plan.

Demonstrates, orally and in writing, date recording and analysis skills through simulated and/or on-site practice/feedback sessions.

Demonstrates, orally and in writing, conferencing planning skills through simulated an/or on-site practice/feedback sessions.

The evaluators implementing this procedure will be administrators at Mingus Union High School, certified by the State of Arizona and approved by the Mingus Union High School Board of Governors. The evaluators will participate in programs designed to develop effective evaluation techniques and will exhibit the following characteristics, performances, and behaviors:

Knowledge

Knowledge of policies, laws, rules related to evaluation.

Knowledge of effective evaluation processes.

Knowledge of district evaluation system.

Knowledge of teacher evaluation criteria.

Evaluation Process

Communicate clearly the timelines, content and expectations of the district evaluation process.

Plans and implements multiple observations during the school year.

Demonstrates motivational strategies throughout the evaluation process.

Documents evaluation tasks performed.

Data Recording and Analysis Gathers and records data correctly and objectively.

Distinguishes between areas of instructional strength, areas of improvement, and deficiencies, if any.

Uses criteria to identify areas of instructional strength.

Uses criteria to identify areas of improvement.

Uses criteria to identify any deficiencies.

Conferences and Improvement Plans

Seeks input from teachers regarding evaluation and preparation of improvement plan.

Communicates areas of instructional strength to teacher.

Specifies areas of improvement and develops improvement plans to include performance outcomes.

Provides ongoing support for teachers to implement improvement plans.

Monitors improvement plans an provides feedback.

*See attached forms as examples.

EVALUATION CRITERIA

The following document, with definitions, has been developed for use in the MUHS evaluations of classroom instruction. This form is used by evaluators in the evaluation of probationary teachers.

The Teacher:

Plans for Instruction: In is evident, through a definite sequence of teaching techniques of methods that the teacher has planned to reach specific educational objectives. Evidence may include written plans, observable organization, and/or sequential presentation from the simple to the complex.

Uses Effective Instructional Methods and Techniques: The teacher informs the learner of the purpose and value of the learning objectives and provides an appropriate focus. The teacher provides monitored practice to aid in learner accuracy and success. The teacher utilizes motivational techniques and provides appropriate feedback. Students are held accountable for the learning and a variety of summarizing techniques are employed. Questioning techniques are varied and effective.

Encourages Student Involvement: The competent teacher encourages all students to become actively involved in day-to-day activities. This involvement may be of a verbal or non-verbal, overt or covert, and/or active or inactive nature, depending on the objective of the lesson.

Uses Materials Effectively: The teacher organizes resources to facilitate the achievement of the objectives.

Provides an Appropriate Classroom Environment: The teacher communicates effectively and promotes positive self-concepts in the learners. The teacher maintains a positive and stimulating learning environment. Insofar as possible, the teacher will provide for the creature comforts of the students. Positive and negative reinforcement techniques to student behavior are used.

Uses Knowledge of Subject Matter: The teacher demonstrates a knowledge of his/her subject area and its correlation with curriculum goals.

Demonstrates Overall Effectiveness: At this point, the evaluator must indicate that a teacher’s classroom instruction is outstanding, exceeds requirements, meets requirements, meets minimum requirements, or is unsatisfactory (inadequate).

GLOSSARY OF TERMS

Outstanding: Superior contribution and exceptional accomplishments; results obtained were obviously far in excess of normal requirements of the position as a result of particularly able and consistent performance.

Exceeds Requirements: Results well above those expected in this position—demonstrated ability to get consistently good results.

Meets Requirements:Fully accomplished all basic position requirements; adequately fulfilled all key assignments and responsibilities—general level of performance substantially met expectation. Meets Minimum Requirements: Did not fully accomplish all objectives or fulfill all responsibilities; reasonable results in general; but shows room for improvement and has the capacity to reach full competent performance, or better, with reasonable effort within reasonable time.

Unsatisfactory:Borderline, questionable performance; potential for improvement must be evident or should be considered for termination.

OTHER TERMS:

Evaluator:Administrator or other designee assigned to evaluate certified staff.

Evaluatee:Certified staff member being evaluated.

Criteria: Specific statements which describe classroom teaching practices or other responsibilities of certified staff.

IMPROVEMENT OF PROCEDURE

Recommendation for Improvement:

Specific recommendations for improvement must be in writing for both evaluator and evaluatee.

Specific follow-up activities and procedures will be written for both evaluator and evaluatee.

Additional evaluations of staff will be completed as necessary to ensure remediation activities/procedures have been completed.

Staff development procedures will be recommended for Board approval and will be consistent with improvement of instruction plans based on results of staff evaluation.

The evaluator shall inform the teacher that he/she will form a cadre of teachers to advise him/her if his/her initial evaluation(s) indicates a need for improvement in specific areas. The members of the cadre shall serve voluntarily and are to be selected by the teacher being evaluated with one person being from the major teaching area. The cadre must be approved by the evaluator.

Assistance proved by the cadre shall consist of, but not be limited to, observation and consultation, planning, arranging for expertise from outside sources, and evaluation.

The evaluator will provide assistance to the cadre in its effort to improve instruction.

An evaluation package for the teacher in question may consist of evaluations done by the cadre, students, and a self-evaluation. A video taping of the teacher in the classroom may also be included.

STATEMENT OF INADEQUATE PERFORMANCE:

After the evaluator has made recommendations for improvement, after all Title 15 requirements have been met, and after all of the above improvement procedures have been implemented, the evaluator will determine if a teachers classroom performance is inadequate.

A teacher’s classroom performance is in inadequate if he/she receives a rating of unsatisfactory in one or more of the components (indicator statements) set forth in the districts teacher evaluation system.

DOCUMENTATION

All evaluations made will be placed in the teacher’s personnel file and a copy will be given to the teacher within five days. Confidentiality of documentation will comply with A.R.S. 15-537 G.

A conference will be held within five (5) days following all formal observations and any observation during which a deficiency has been cited.

Teachers have the opportunity to respond in writing to the evaluation within ten (10) days of the formal evaluation. Board Policy GCN-R(3). The appeal shall be limited to the sole issue of how the evaluation procedure used is at variance from the Board-adopted procedures.

If a teacher is not satisfied with his/her evaluation, he/she may grieve this evaluation using the Grievance Procedure that is in the MUHS Board of Governors Policy (GBM).

The following timeline is used in the evaluation process:

During orientation, the evaluation instrument will be reviewed.

Before November 15, first formal evaluation including observation, conference, and written report.

Prior to January 15, a second evaluation and conference will be accomplished.

Before January 15, non-continuing teachers shall be given a preliminary notice of intention not to renew based upon an evaluation of inadequate classroom performance.A cadre can be formed to assist a teacher in improving instruction.

Prior to April 15, a third evaluation shall be made if notice of inadequate classroom performance has been given as a result of the first and second evaluations. By April 15, the Board shall authorize and send notice to non-continuing teachers who will not be re-employed.

Continuing Teachers:

Continuing teachers shall be evaluated at least once per year.

All provisions of A.R.S. 15-538.01 and A.R.S. 15-539 and other appropriate Arizona Revised Statutes shall be complied within a dismissal of continuing teachers.

EVALUATION OF DOCUMENT AND PROCEDURE

A committee, consisting of administrators, teachers, and Board members will meet yearly to review the existing evaluation policies an procedures. AT this time, it will be determined whether or not the current evaluation instruments and procedures are satisfactory or are in need of modification.

IMPLEMENTATION

Each evaluatee will be asked through a written questionnaire to acknowledge understanding and implementation of the evaluation procedure within the school.

POSITION DESCRIPTION

The attached position description is part of this evaluation package.

POSITION DESCRIPTION

QUALIFICATIONS:

A bachelor’s degree from an accredited four-year university.

An appropriate teaching certificate issued by the State of Arizona.

Meets North Central Association requirements for subject area assigned.

RESPONSIBLE TO:

The classroom teacher is directly responsible to the Principal.

FUNCTION:

To instruct in specific subject areas and assist students with their intellectual, emotional, and psychological growth.

GENERAL RESPONSIBILITIES:

Implements the district philosophy of education, instructional goals, and objectives.

Guides the learner toward the achievement of curriculum goals and communicates these goals to students.

Assess students to determine whether desired student performance objectives are being achieved.

Plans a program of study, after identifying student needs.

Employs instructional methods and materials that are most appropriate for meeting stated objectives.

Identifies the possibility of learning disabilities and refers the student to appropriate specialist.

Evaluates conscientiously and fairly the accomplishments of students and provides progress reports as required by law, district policy, and administrative regulation.

Provides an atmosphere, physically and psychologically, conducive to learning.

Maintains accurate permanent academic and attendance records of students.

Counsels with colleagues, students, and/or parents as needed.

Assists in upholding and enforcing school rules, administrative regulations, and Board of Governors Policies.

Attends and participates in general faculty and department meetings.

Cooperates with other staff members in planning instructional goals, objectives and methods.

Assists in the selection of books and other instruction aids.

Establishes and maintains cooperative relations with others.

Maintains and improves professional competence.

Performs other reasonable duties as may be directed by the Principal.

TERM OF EMPLOYMENT

One year contract corresponding to the dates established by the Board of Governors on the yearly calendar. Salary by Certificated Salary Scheduled as determined by the Board of Governors.

EVALUATION

Performance of this position will be evaluated in accordance with the provisions of the Board of Governors policy on evaluation of certificated personnel.

Performance of this position will be evaluated in accordance with the provisions of the Board of Governors policy on evaluation of certificated personnel.