Nettle Creek School Corporation
Bylaws & Policies
 

3220 - TEACHER EVALUATION

Educational Philosophy

The following statements define the basic educational philosophy of the Nettle Creek School Corporation:

 

A.

The Nettle Creek School system subscribes to the principle that all children, regardless of economic background, gender, religious affiliation or race, shall be provided equal educational opportunity.

     
 

B.

We believe that the School Corporation should provide dynamic leadership in shaping the culture, bettering the citizenship, and increasing the academic, vocational and professional opportunities for all persons residing within its borders.

     
 

C.

We believe in maintaining the highest possible educational standards and that the quality of education will be determined principally by the quality of the staff members employed.

     
 

D.

The school is an integral part of the community and should be constructively cooperative with churches, service organizations, family groups, and other community organizations.

     
 

E.

The school recognizes that society continues in a state of constant change. In order to fully meet the needs created by this change, the school must keep itself aware of the necessity for an expanding curriculum to be offered to people of all ages and must constantly consider, evaluate, and when appropriate, implement new and improved educational techniques and programs. At the same time, inadequate programs or techniques should be deleted.

     
 

F.

The Nettle Creek School Corporation wholeheartedly believes that the Board of Trustees, Administrators, Teachers and other School Personnel should be governed by the highest of professional ethics.

     
 

G.

The educational goals of the Nettle Creek School system shall be attained within a framework of sound business management which, in the conduct of school affairs, shall be rigorously applied.

Purpose of the Evaluation Process

Teacher evaluation is an on-going process that promotes constant improvement of the instruction program and the professional growth of teachers.

The administration supports the fact that the teacher must be given a chance to correct any existing problems as well as adequate time to do so. The administration accepts the professional responsibility to help the teacher improve, but ultimate responsibility for correcting deficiencies rest with the teacher.

Final summary will be one (1) of the factors in the recommendation for continued employment.

Goals

The Goals of the evaluation process are to:

 

A.

Promote the importance of the performance standards and job scope in understanding what is expected of the individual being evaluated.

     
 

B.

Promote performance objectives; cooperatively work for accomplishment; cooperatively assess results; cooperatively plan for the future.

     
 

C.

Strive for quality performance.

     
 

D.

Foster professional growth and advancement.

     
 

E.

Enhance instruction.

     
 

F.

Document performance.

     
 

G.

Provide documentation for needed improvements.

Philosophy of Administration

Educational excellence is best achieved within the framework of effective schools. Nationwide research into effective schools pinpoints strong leadership as a key element. Consistent with Nettle Creek School Corporation's commitment to excellence, the role of administration is to provide educational leadership with particular emphasis on instructional improvement and valid evaluation.

Administrators must be responsive to those they serve. They must propose, interpret, and implement School Board policy. They must know their staff as well as their community and communicate effectively with each group. Operating as efficient managers, administrators should establish a safe, challenging environment conducive to the growth and development of those they supervise. Believing in the value of productive ideas, administrators will be aware of current research in the field of education. Acknowledging that instruction occurs mainly within the classroom, administrators will encourage teachers to review and revise curriculum as well as to examine the quality of teaching and learning that takes place day by day. Recognizing the importance of valid evaluation, administrators will master the skills necessary to fulfill their roles in the evaluation process.

Competent administrators not only manage, they lead, always recognizing the difference between what a school is and what it could become.

Teacher Performance Evaluation Procedures

 

A.

Purpose

     
   

The Nettle Creek School Corporation has stated in its Philosophy of Evaluation that the purpose of evaluation of certified staff is to improve instruction. The evaluation procedures outlined below afford the administration the opportunity to evaluate teacher performance in relation to the corporation-adopted teacher performance evaluation criteria. The evaluation process is intended to be on-going, consistent, and cooperative in nature.

     
 

B.

Orientation and Frequency

     
 

1.

The building principal will provide each teacher under his/her supervision with a copy of the evaluation manual. Same will be a part of the Teacher's Handbook.

   

2.

The building principal will include the teacher evaluation procedure, policy, and instruments in the orientation of all new teachers.

   

3.

The principal or assistant principal will be responsible for the evaluation of teachers.

   

4.

Schedule of Evaluations (minimums noted)

   
 

a.

Teachers new to the Corporation (no previous experience) two (2) times during the school year. One (1) evaluation is to be made during the first nine (9) weeks of the school year.

 

b.

Teacher new to the Corporation (with previous experience) and teachers on a non-permanent status, two (2) times during the school year, one (1) evaluation is to be made on or before December 1st.

   

c.

Teachers beyond their second year of experience in the Corporation and without permanent status shall be evaluated by the evaluator a minimum of one (1) time during the school year. (The principal shall provide a written evaluation of the teacher's performance before January 1st of each school year).

   

d.

Teachers who have attained permanent status shall be evaluated a minimum of one (1) time every three (3) years following the attainment of permanent status.

     
 

All required evaluation forms are to be completed, with evaluations submitted to the Superintendent, on or before April 1st. Additional evaluation may be requested and/or appropriate after April 1st.

     
 

C.

The Evaluation Cycle

     
   

The evaluation cycle consists of an optional pre-observation conference, mandatory observation, post-observation feedback, informal input, and a summative evaluation and conference. The building principal and assistant principal have the authority to organize and direct all evaluation activities. No teacher will formally evaluate other teachers. Administrators will use objective data gathered during the evaluation process.

     
 

1.

Preliminary Planning Conference (optional)

   
 

At the beginning of the school year a teacher or an administrator may request a preliminary planning conference. The purposes of this conference may include:

   
 

a.

to review the teacherís previously established long and short range job improvement targets from previous evaluations.

   

b.

to discuss the teacherís long or short range plans for the year and establish appropriate job targets.

 

2.

Pre-Observation Conference (optional)

   
 

This conference may be requested by either the administrator or the teacher. Topics might include lesson objectives, expected outcomes, teaching techniques, student activities, or any other topic that might make the evaluator a better observer in that class. It is also an opportunity to communicate general information, to clarify expectations, and to delineate the role of the evaluator.

   

3.

Observation

   
 

Observational practices will be consistent with the Philosophy of Evaluation. The evaluator will observe the total classroom situation, try to remain inconspicuous, and consider the class activities before and after the period observed. The evaluator will look for evidence that the teacher is meeting the established performance criteria as outlined on the summative evaluation instrument. Informal observation will also be part of the evaluation cycle.

   

4.

Post-Observation Conference

   
 

Following each formal observation, the evaluator will analyze the data collected. The evaluator will make a written report on the observation to the teacher within five (5) working days after the observation visit. The observation report will be placed in the teacher's mailbox in a sealed envelope with the teacher's name on the envelope. A teacher may respond (within five (5) working days) in writing to the observation feedback. The teacher response will be placed in a sealed envelope with the administrator's name on the envelope and placed in his/her mailbox. Written responses will be placed in the teachers' file along with the observation report from the administrator. The last observation shall be followed by either a post-observation conference or the summative evaluation conference within five (5) working days.

 

5.

Supporting Data and Input

   
 

The evaluator will use appropriate, documented input related to the teacher's performance, such as input from parents, department heads, work samples, etc. These sources of data will supplement formal and informal observation. Any documents placed in a teacher's file which could be used in a negative manner in evaluation must be seen and initialed by the teacher prior to being placed in the teacher's file. The teacher may also submit data to the evaluator for consideration and drafting of the summative evaluation report. All formative data material will become a part of the teacher's permanent file.

   

6.

Summative Evaluation Conference

   
 

The principal or assistant principal is responsible for completing the summative evaluation which will be reviewed, discussed, and clarified during the summative evaluation conference. This conference will be scheduled no later than April 1st.

   
 

The purpose of the summative evaluation conference is to review all relevant data gathered throughout the evaluation cycle and the subsequent judgments made from those data. All performance ratings require supporting comments. Additionally, all negative performance ratings require support from specific formative data (e.g. formal and informal observations, letters of commendation or reprimand) which is substantive in nature. If the evaluator determines that the teacher's performance is below the corporation's standard of acceptable performance, job improvement targets will be required. The writing of said targets may take place during the evaluation conference or at a later conference scheduled for that purpose.

   
 

The administrator and teacher both sign-off on the summative evaluation report which will be placed in the teacher's personnel file. This does not indicate agreement with the content of the report, but indicates that it has been reviewed. The opportunity for rebuttal is provided as part of each reporting cycle. The teacher has five (5) working days in which to file a rebuttal statement. The rebuttal statement will be attached to the report and placed in the teacher's file.

 

D.

Job Improvement Targets

     
   

A reasonable number of job targets (no more than three (3) will be selected from areas that fall below standards. Targets will be written on areas of primary concern and those with potential for the greatest improvement of performance.

     

1.

For teachers in need of improvement, there are sequential steps in the evaluation process after the initial summative evaluation has been accomplished. They are:

   
 

a.

establish specific job improvement targets for the next cycle;

   

b.

discuss an appropriate plan of action;

   

c.

verify participant roles and commitments;

   

d.

determine extent of improvement (performed by the evaluator).

     

2.

The accomplishment of job improvement targets is a shared responsibility.

   

3.

There will be a reasonable number of job targets, (no more than three (3)), proposed and agreed to by both evaluatee and evaluator per cycle. The ultimate responsibility for establishing the job targets is that of the evaluator.

   

4.

All job improvement targets must be written. There may be both long and short-range targets. Specific time lines will be set for each target which provide a reasonable opportunity for the teacher to meet the target. Those targets not accomplished in one (1) cycle may become a target for the next cycle.

   

5.

Individual in-service activities (e.g. workshops, conferences, visitations, etc.) may be planned by the administrator and teacher.

 

6.

The following are suggestions on setting job improvement targets:

   
 

a.

Give a precise statement of outcome.

   

b.

Prepare a plan of action.

   

c.

Describe evaluation methods to be used to determine degree of accomplishment.

   

d.

Be specific; avoid unnecessary details or broad generalizations.

   

e.

Avoid objectives that are not realistic, attainable, or manageable.

   

f.

Construct objectives so that the outcomes are measurable; write them in terms of expected outcomes.

Criteria

More than any other element in the educational process, the quality of teaching determines the impact of instruction. Effective evaluation of teachers results in improved instruction. The Nettle Creek School Corporation has developed an evaluation instrument intended to assist administrators and teachers in determining strengths and weaknesses of individual staff members.

Eleven (11) specific criteria have been selected as characteristics of effective teachers. Several more specific examples of behaviors representative of good teachers have been listed below each criterion. Neither the eleven (11) criteria nor the accompanying descriptors are intended to be all-inclusive listings. Rather, the lists serve as examples of behavior frequently modeled by effective teachers and as a guide for administrations and teachers new to the evaluation process. On the summative evaluation report, administrators must write thorough comments which specifically address these issues: commendation of strengths, identification of weaknesses, and suggestions for improvement.

Teacher Performance Evaluation Criteria

 

A.

Sets High Academic Standards for Students

     
 

1.

Promotes student accountability.

   

2.

Encourages personal goal setting.

 

3.

Establishes expectations for students based on their ability as well as curricular requirements.

   

4.

Encourages self-discipline and responsibility.

     
 

B.

Instructs Effectively

     
 

1.

Plans effectively.

   

2.

Demonstrates, models, and explains.

   

3.

Provides supervised practice.

   

4.

Requires independent practice.

   

5.

Provides feedback.

   

6.

Evaluates performance.

   

7.

Utilizes evaluative data to determine subsequent instruction.

     
 

C.

Motivates Students

     
 

1.

Involves students in classroom activities.

   

2.

Provides feedback in a positive and caring manner.

   

3.

Gives challenging and creative assignments.

   

4.

Communicates clear expectations.

   

5.

Teaches enthusiastically.

   

6.

Encourages students to do their best.

     
 

D.

Communicates Effectively

     
 

1.

Listens effectively.

   

2.

Maintains supportive climate.

   

3.

Documents when appropriate.

   

4.

Documents accurately.

 

5.

Speaks articulately.

   

6.

Writes effectively.

     
 

E.

Manages Classroom Effectively

     
 

1.

Plans for and makes effective use of time, materials, and resources.

   

2.

Demonstrates evidence of personal organization.

   

3.

Sets and enforces high standards for student behavior.

   

4.

Organizes students for effective instruction.

     
 

F.

Evaluates Effectively

     
 

1.

Makes methods and purpose of evaluation clear to students.

   

2.

Utilizes valid evaluation techniques.

   

3.

Provides opportunities for individual student conferences.

   

4.

Monitors student progress through a series of formative and summative evaluation techniques.

   

5.

Encourages students to monitor results of evaluation carefully.

   

6.

Provides written comments as well as objective data.

   

7.

Utilizes evaluative data to determine subsequent instruction.

     
 

G.

Demonstrates Knowledge of Subject Matter

     
 

1.

Teaches relevant, accurate, and up-to-date information.

   

2.

Uses appropriate examples and illustrations.

   

3.

Articulates the relevance of one's field with respect to career opportunities and man's body of knowledge.

   

4.

Encourages integration of learning among disciplines.

 

H.

Participate in Keeping Curriculum and Instructional Practices Current

     
 

1.

Participates in curriculum review, revision, and/or developmental activities.

   

2.

Tries new teaching practices as they are validated by research.

   

3.

Aligns the course content with the school organization's curriculum guide and the state course of study. (Indiana Curriculum Proficiency Guide).

     
 

I.

Relates with Others Effectively

     
 

1.

Provides non-threatening environment which allows for a diversity of opinion.

   

2.

Has positive relationships with students, staff, and parents, both individually and within groups.

   

3.

Communicates with students empathetically both as a speaker and as a listener.

     
 

J.

Models Professional Behavior

     
 

1.

Accepts responsibility.

   

2.

Stays current in educational practices.

   

3.

Takes initiative.

   

4.

Leads by example.

   

5.

Maintains confidentiality.

   

6.

Demonstrates high expectations.

   

7.

Maintains an academic focus.

   

8.

Is accessible to staff and students.

   

9.

Abides by and enforces school regulations and policy.

 

K.

Assumes Responsibilities Outside the Classroom as they relate to School

     
 

1.

Assumes necessary noninstructional duties.

   

2.

Exercises reasonable responsibility for student management throughout the entire building.

 

TEACHER VISITATION REPORT*

 
 

Teacherís Name_________________________________________________ Room____________

 

Subject____________________________________________ Period (Time)__________________

 

Length of Visit (Minutes)_____________________ Date________________________________

 

Type of class procedure used______________________________________________________

 

Topic or topics____________________________________________________________________

 

Impressions received during visit:

 

Comments and suggestions:

 

*When this form is used, it will be shared with the teacher within five (5) school days following the visitation.

 

_____________________________________

_____________________________

 

Administrator

 

Date

 

SUMMATIVE EVALUATION FORM

 
     
   

Conference Date_________________

 

Name__________________________________________

 

Building_______________________________________

 

Grade of Subject______________________________ Length of Service to NCSC__________

 

Date of Classroom Visitation(s)_______________ Total Years of Service________________

Comments:

 

A.

SETS HIGH ACADEMIC STANDARDS FOR STUDENTS

     
     
     
     
     
 

B.

INSTRUCTS EFFECTIVELY

     
     
     
     
     
 

C.

MOTIVATES STUDENTS

     
     
     
     
 

D.

COMMUNICATES EFFECTIVELY

 

E.

MANAGES CLASSROOM EFFECTIVELY

     
     
     
     
     
 

F.

EVALUATES EFFECTIVELY

     
     
     
     
     
 

G.

DEMONSTRATES KNOWLEDGE OF SUBJECT MATTER

     
     
     
     
     
 

H.

PARTICIPATES IN KEEPING CURRICULUM AND INSTRUCTIONAL PRACTICES CURRENT

     
     
     
     
     
 

I.

RELATES WITH OTHERS EFFECTIVELY

     
     
     
     
     
 

J.

MODELS PROFESSIONAL BEHAVIOR

     
     
     
     
 

K.

ASSUMES RESPONSIBILITIES OUTSIDE THE CLASSROOM AS THEY RELATE TO SCHOOL

Date____________________

Signature of evaluatee____________________________

 

(Signature does not necessarily mean agreement)

   

Date____________________

Signature of evaluator____________________________

   

Copy received by Evaluatee_____________

 

(initials)

________ Recommend renewal of contract.

 

________ Recommend renewal of contract with job improvement targets specified.

 

________ Recommend nonrenewal of contract.

 

Job Improvement Target Form

 
     

___________________________________________________________________________________

Administrator

 

___________________________________________________________________________________

(Target)

 

__________________________

____________________

__________________

__________

Name

Subject or Grade

Building

Date

 
 

Criterion from SER on which TARGET is based:

I. GOAL (General Intent)

Job Improvement Target/Professional Growth Target/Growth Target

II. SPECIFIC MEASURABLE BEHAVIOR (What will be done?)

III. PROCEDURES:  (How will it be done?) 
Steps:

When to be accomplished

IV. PROGRESS CHECKS: (How is it going?)

EVALUATORíS COMMENTS:

DOCUMENTATION: APPRAISAL METHOD FOR FINAL ACCOMPLISHMENT OF TARGET: (How do you know it was done?)

Written evidence

Appraisal method

Standard(s)

   

EVALUATOR'S COMMENTS

EVALUATEE'S COMMENTS

   

The target was:

 
 

______Not Accomplished

 
 

______Partially Accomplished

 
 

______Fully Accomplished

 
   

_______________________________________

________________________________________

Signature

Date

Signature

Date

I.C. 20-6.1-9
511 IAC 10-6