Defiance City School District
Bylaws & Policies
 

3220.04 - PERFORMANCE EXPECTATIONS ADDRESSED IN THEEVALUATION PROCESS

The following performance expectations are held by the Board of Education and administration for teachers in Defiance City Schools:

 A.Teaching Procedures
  1.Skill in Planning
   a.Content and procedures are selected to achieve purposes of the lesson and of long-term plans.
   b.Daily plans are written in the plan book with enough detail for the teacher's use. Additional information is available when necessary.
   c.There is sufficient familiarity with the lesson plan. Necessary preparation has been made prior to the beginning of the lesson. Teaching aids are ready for use.
   d.Plans provide variety and balance in types of activities with continuity between lessons.
   e.The teacher plans for a maximum amount of quality task time.
  2.Assessment and evaluation skills
   a.The teacher's long-term planning includes periodic evaluation of the students' progress, both formal (e.g., quizzes, tests) and informal (e.g., nonverbal clues indicating whether or not the students comprehend the lesson).
   b.Based on such evaluations, the teacher will decide if the material must be retaught.
  3.Resourceful use of instructional materials
   a.A variety of material is used to stimulate interest and enrich learning.
   b.Materials are properly related to the class work and are appropriately timed.
   c.The teacher follows the authorized scope and sequence of instruction and provides the students with a variety of materials within the limitations of the resources made available.
  4.Skill in using motivation techniques
   a.The teacher uses questions, pictures, or other concrete materials, and short reviews to lead into the day's work.
   b.Lessons provide a balance of student and teacher interaction.
   c.The enthusiasm of the teacher is evident in the classroom.
  5.Skill in questioning techniques
   Questions. . .
   a.Relate to students' level of comprehension and appropriate to the purpose, subject area and class (e.g. closed versus open-ended).
   b.Motivate students to read, to find out, and to create.
   c.Help students clarify meanings and check understandings.
   d.Help students organize their thinking in a logical way.
   e.Help students assimilate ideas and make generalizations.
   f.Point out how new learnings can be applied.
   g.Offer positive confirmation of students' responses.
  6.Skill in making assignments
   a.Instruction and direction help to relate new subject matter to previous learnings.
   b.Presentation follows planned steps for most effective learning and shows adjustment to needs of the group and individuals.
   c.Worthwhile and interesting assignments are presented clearly, and explicit directions are given so that students know what is expected of them.
   d.Classwork and homework assignments are made realistic in length and level of difficulty.
  7.Ability to recognize and provide for individual differences
   a.The teacher shows an interest in each student's progress whether or not individualized instruction techniques are used.
   b.Through the use of a variety of assignments and teaching methods, individual students are encouraged to achieve their potential.
   c.All students are provided opportunities to succeed.
  8.Skill in developing good work study habits
   a.High standards of work are consistently encouraged.
   b.Opportunities are provided for creative, independent work.
  9.Voice quality and language usage
   a.The quality and control of the teacher's voice does not hinder learning. (For example, in the primary grades, the teacher's distinct enunciation of different vowel sounds is necessary to teach reading; a teacher's voice that is too low to be heard will impede instruction.)
   b.The teacher uses correct grammar.
 B.Classroom Management
  1.Effective classroom discipline
   a.The teacher establishes clear principles and guidelines for appropriate student behavior.
   b.Punishments are appropriate.
   c.Teacher provides positive modeling to demonstrate appropriate attitudes and behaviors.
   d.Students are encouraged to develop self-discipline and a positive self-concept.
  2.Effective interaction with students
   a.There is consistent practice of fairness in teacher-student relationships.
   b.There is evidence of understanding, respect, and regard for students as individuals.
   c.The teacher emphasizes positive reinforcement of behavior and performance.
   d.The teacher does not demonstrate individual or group bias.
  3.Efficient classroom routine
   a.The teacher effectively carries out daily routines, record keeping and administrative requests.
   b.The physical arrangement of furniture and the pattern of the teacher's movement within the room enhance the learning process.
   c.The teacher is flexible and takes advantage of spontaneous learning opportunities.
 C.Knowledge of Subject
  1.Capability to teach subject assigned
  2.Openness to suggestions and innovations
 D.Personal Characteristics and Professional Responsibility
  1.Genuine interest in teaching and positive, professional attitude toward teaching
  2.Appropriate interaction with students
   a.Confidence in teaching ability is exhibited.
   b.The teacher maintains consistent disposition and appropriate behavior even during an unforeseen incident or interruption.
   c.The teacher demonstrates emotional self-control and uses appropriate language.
  3.Good personal hygiene, neatness, and appropriate dress
  4.Compliance with accepted policies and procedures of the Defiance City Schools
  5.Responsibility outside the classroom
   a.Required school activities and meetings will be attended.
   b.Duties will be fulfilled as assigned.
  6.Cooperative approach toward parents and school personnel
  7.Punctuality