Teacher Evaluation Form

Teacher Evaluation Form 150x150 Teacher Evaluation FormDepartments are required to establish a system of performance evaluations for teachers that reflect an impartial rating of each staff member’s performance and potential for further advancement.  Appraisals can be a positive means to assist the teacher in improving job performance.  Appraisals provide a supervisor the opportunity to make known the objectives and goals of the department and the school and to clarify what is expected of the employee to contribute to attainment of these goals.

Teacher Evaluation Form: Downloads

Microsoft Word 97-2003: 

Microsoft Word 2010: 

Adobe PDF:

Teacher performance evaluations should be conducted on a periodic basis (at least annually) and should not reflect personal prejudice, bias, or favoritism on the part of the supervisor for the rating or review.  It is important to be positive in all evaluation meetings.  Remember performance is being measured, not the employee’s value as a person.  Also, remember the employee must know what is expected in job performance and production in order to meet the expectations. 

Teacher Evaluation Form Instructions

  1. Both the teacher and the supervisor should have a copy of the current job expectations.
  2. If you wish to have the teacher participate in self-evaluation, provide a copy for the employee to use as a worksheet. Self-evaluation is helpful in stimulating discussion of ways in which supervisor and teacher can work together to increase effectiveness.
  3. Use one of the following ratings to describe the performance of the individual in each of the categories.
    • Performs Exemplary:    Performance consistently exceeds expectations for the job.
    • Performs Superior:    Performance often exceeds expectations for the job.
    • Performs Satisfactory:    Performance consistently meets expectations for the job
    • Unsatisfactory:    Performance does not meet expectations for the job.
  4. The Evaluator must provide an explanation for that rating when scored Unsatisfactory in the comments section for that category.
  5. All ratings in each category should be averaged together and listed in the comments section for that category.
  6. Supervisor and teacher must discuss the evaluation, progress made in performance, and progress toward objectives and goals for the coming year.
  7. All ratings are reviewed and approved by the next-higher-level supervisor than the one who prepared the rating.
  8. The original teacher evaluation form with the final ratings, comments and signatures is retained in the teacher’s file in the department.
  9. The teacher has a right to make a written statement or rebuttal on the form at the time of the evaluation and/or within ten working days.  Supervisors should make teachers aware of this opportunity.
  10. A copy of the signed teacher evaluation form shall be provided to the teacher within 30 days of the date of the evaluation or upon request.

Teacher Evaluation Form: Categories

The teacher evaluation form is to serve as a permanent record of an administrator’s evaluation of a teacher’s performance during a specific time period based on specific criteria. Examine all sources of evidence provided by the teacher and bear in mind the aspects of teaching for each of the four categories used in this form.  Refer to the rubric language, checking the appropriate aspects of teaching, and indicating the sources of evidence used to determine the evaluation of the results in each category.  Last, assign an overall evaluation of performance, sign the teacher evaluation form and gain the signature of the employee under review.

Planning and Preparation — Through their knowledge of content and pedagogy skills in planning and preparation, teachers make plans and set goals based on the content to be learned, their knowledge of students and their instructional context.  This section will address Knowledge of Content and Pedagogy, Knowledge of Students, Selecting Instructional Goals, Designing Coherent Instruction, Assessing Student Learning, Knowledge of Resources, Materials and Technology.

Classroom Environment — Teachers establish and maintain a purposeful and equitable environment for learning, in which students feel safe, valued, and respected by instituting routines and by setting clear expectations for student behavior. This helps to assess Teacher Interaction with Students, Establishment of an Environment for Learning, Student Interaction.

Instructional Delivery — Through their knowledge of content and their pedagogy and skill in delivering instruction, teachers engage students in learning by using a variety of instructional strategies. This covers Communications, Questioning and Discussion Techniques, Engaging Students in Learning, Providing Feedback, Demonstrating Flexibility and Responsiveness.

Professionalism – Professionalism refers to those aspects of teaching that occur in and beyond the classroom/building. This section addresses Adherence to School and District Procedures, Maintaining Accurate Records, Commitment to Professional Standards,  Communicating with Families, Demonstrating Professionalism.