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.

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Teacher Evaluation Form: Non-Template

Teacher Evaluation Form:Example

Last Name First Middle ID Number

Subject(s) Taught Grade Level
This form is to serve as a permanent record of a teacher’s professional performance evaluation.
PERFORMANCE EVALUATION

Directions: 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. Check the appropriate aspects of teaching, and indicate the sources of evidence used to determine the evaluation of the results in each category. Assign an evaluation for each of the four categories and then assign an overall evaluation of performance. Sign the form and gain the signature of the student teacher.

Category I: Planning and Preparation – Teacher demonstrates thorough knowledge of content and pedagogical skills in planning and preparation. Teacher makes plans and sets goals based on the content to be taught/learned, knowledge of assigned students, and the instructional context.

Teacher’s performance appropriately demonstrates:
• Knowledge of content
• Knowledge of pedagogy
• Knowledge of Academic Standards
• Knowledge of students and how to use this knowledge to impart instruction
• Use of resources, materials, or technology available through the school or district
• Instructional goals that show a recognizable sequence with adaptations for individual student needs
• Assessments of student learning aligned to the instructional goals and adapted as required for student needs
• Use of educational psychological principles/theories in the construction of lesson plans and setting instructional goals

Sources of Evidence (Check all that apply and include dates, types/titles and number)
* Lesson/Unit Plans
* Resources/Materials/Technology
* Assessment Materials
* Information About Students (Including IEP’s)
* Student Teacher Interviews
* Classroom Observations
* Resource Documents
* Other
Category Exemplary 3 Points Superior 2 Points Satisfactory 1 Point Unsatisfactory 0 Points
Criteria for Rating The teacher consistently and thoroughly demonstrates indicators of performance. The teacher usually and extensively demonstrates indicators of performance. The teacher sometimes and adequately demonstrates indicators of performance. The teacher rarely or never and inappropriately or superficially demonstrates indicators of performance.
Rating
(Indicate √)
Justification for Evaluation

Last Name First Middle

Category II: Classroom Environment – Teacher establishes and maintains a purposeful and equitable environment for learning, in
which students feel safe, valued, and respected, by instituting routines and setting clear expectations for student behavior.

Teacher’s performance appropriately demonstrates:

• Expectations for student achievement with value placed on the quality of student work
• Attention to equitable learning opportunities for students
• Appropriate interactions between teacher and students and among students
• Effective classroom routines and procedures resulting in little or no loss of instructional time
• Clear standards of conduct and effective management of student behavior
• Appropriate attention given to safety in the classroom to the extent that it is under the control of the student teacher
• Ability to establish and maintain rapport with students

Sources of Evidence (Check all that apply and include dates, types/titles, and number)

* Classroom Observations
* Informal Observations
* Teacher Interview
* Visual Technology
* Resources/Materials/Technology/Space
* Other
Category Exemplary 3 Points Superior 2 Points Satisfactory 1 Point Unsatisfactory 0 Points
Criteria for Rating The teacher consistently and thoroughly demonstrates indicators of performance. The teacher usually and extensively demonstrates indicators of performance. The teacher sometimes and adequately demonstrates indicators of performance. The teacher rarely or never and inappropriately or superficially demonstrates indicators of performance.
Rating
(Indicate √)
Justification for Evaluation

Student/Candidate’s Last Name First Middle Social Security Number

Category III – Instructional Delivery – Teacher, through knowledge of content, pedagogy and skill in delivering instruction, engages students in learning by using a variety of instructional strategies.

Student Teacher/candidate’s performance appropriately demonstrates:

• Use of knowledge of content and pedagogical theory through his/her instructional delivery
• Instructional goals reflecting Educational standards
• Communication of procedures and clear explanations of content
• Use of instructional goals that show a recognizable sequence, clear student expectations, and adaptations for individual student needs
• Use of questioning and discussion strategies that encourage many students to participate
• Engagement of students in learning and adequate pacing of instruction
• Feedback to students on their learning
• Use of informal and formal assessments to meet learning goals and to monitor student learning
• Flexibility and responsiveness in meeting the learning needs of students
• Integration of disciplines within the educational curriculum

Sources of Evidence (Check all that apply and include dates, types/titles, or number)
* Classroom Observations
* Informal Observations/Visits
* Assessment Materials
* Teacher Interviews  Student Assignment Sheets
* Student Work
* Instructional Resources/Materials/Technology
* Other
Category Exemplary 3 Points Superior 2 Points Satisfactory 1 Point Unsatisfactory 0 Points
Criteria for Rating The teacher consistently and thoroughly demonstrates indicators of performance. The teacher usually and extensively demonstrates indicators of performance. The teacher sometimes and adequately demonstrates indicators of performance. The teacher rarely or never and inappropriately or superficially demonstrates indicators of performance.
Rating
(Indicate √)
Justification for Evaluation

Student/Candidate’s Last Name First Middle Social Security Number

Category IV – Professionalism – Teacher demonstrates qualities that characterize a professional person in aspects that occur in and beyond the classroom/building.

Teacher performance appropriately demonstrates:

• Knowledge of school and district procedures and regulations related to attendance, punctuality and the like
• Knowledge of school or district requirements for maintaining accurate records and communicating with families
• Knowledge of school and/or district events
• Knowledge of district or college’s professional growth and development opportunities
• Integrity and ethical behavior, professional conduct as stated by local, state, and federal, laws and regulations
• Effective communication, both oral and written with students, colleagues, paraprofessionals, related service personnel, and administrators
• Ability to cultivate professional relationships with school colleagues
• Knowledge of Commonwealth requirements for continuing professional development and licensure

Sources of Evidence (Check all that apply and include dates, types/titles, or number)
* Classroom Observations
* Informal Observations/Visits
* Assessment Materials
* Teacher Interviews
* Written Documentation  Student Assignment Sheets
* Student Work
* Instructional Resources/Materials/Technology
* Other
Category Exemplary 3 Points Superior 2 Points Satisfactory 1 Point Unsatisfactory 0 Points
Criteria for Rating The teacher consistently and thoroughly demonstrates indicators of performance. The teacher usually and extensively demonstrates indicators of performance. The teacher sometimes and adequately demonstrates indicators of performance. The teacher rarely or never and inappropriately or superficially demonstrates indicators of performance.
Rating
(Indicate √ )
Justification for Evaluation

Overall Rating
Category Exemplary (Minimum of
12 Points) Superior (Minimum of 8 Points) Satisfactory (Minimum of
4 Points) Unsatisfactory (0 Points)
Criteria for Rating The teacher consistently and thoroughly demonstrates indicators of performance. The teacher usually and extensively demonstrates indicators of performance. The teacher sometimes and adequately demonstrates indicators of performance. The teacher rarely or never and inappropriately or superficially demonstrates indicators of performance.
Rating
(Indicate √ )

Note: This assessment instrument must be used a minimum of two times. A satisfactory rating (1) in each of the 4 categories, resulting in a minimum total of at least (4) points, must be achieved on the final summative rating to favorably complete this assessment.

Justification for Overall Rating:

Teacher Last Name First Middle ID Number

District/IU School Interview/Conference Date

School Year: Term:

Required Signatures:
Supervisor/Evaluator:
Date:

Teacher:

Date:

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.