Current teacher evaluation criteria A list of minimum criteria for certificated classroom teachers.
INSTRUCTIONAL SKILL The certificated classroom teacher demonstrates, in his or her performance, a competent level of knowledge and skill in designing and conducting an instructional experience.
CLASSROOM MANAGEMENT The certificated classroom teacher demonstrates, in his or her performance, a competent level of knowledge and skill in organizing the physical and human elements in the educational setting.
PROFESSIONAL PREPARATION AND SCHOLARSHIP The certificated classroom teacher exhibits, in his or her performance, evidence of having a theoretical background and knowledge of the principles and methods of teaching, and a commitment to education as a profession.
EFFORT TOWARD IMPROVEMENT WHEN NEEDED The certificated classroom teacher demonstrates awareness of his or her limitations and strengths and demonstrates continued professional growth.
THE HANDLING OF STUDENT DISCIPLINE AND ATTENDANT PROBLEMS The certificated classroom teacher demonstrates the ability to manage the noninstructional, human dynamics in the educational setting.
INTEREST IN TEACHING PUPILS The certificated classroom teacher demonstrates an understanding of and commitment to each pupil, taking into account each individual's unique background and characteristics. The certificated classroom teacher demonstrates enthusiasm for or enjoyment in working with pupils.
KNOWLEDGE OF SUBJECT MATTER The teacher demonstrates a depth and breadth of knowledge of theory and content in general education and subject mater specialization(s) appropriate to the elementary and/or secondary levels.
PROFESSIONAL RESPONSIBILITY The certificated teacher demonstrates professionalism in his or her attitude, work ethic and treatment of others.
Source: SPS
---- What changes in 6696, the ed reform bill passed in March 2010
Evaluations:
Each school district must establish performance criteria and an evaluation process for all staff
Each school district must establish a four-level rating system for evaluating classroom teachers and principals with revised evaluation criteria. Minimum criteria is specified in 6696.
The new rating system must describe performance on a continuum that indicates the extent the criteria have been met or exceeded.
When student growth data, (showing a change in student achievement between two points in time), is available for principals and available and relevant to the teacher and subject matter, it must be based on multiple measures.
Minimum criteria for classroom teachers: The revised evaluation criteria must include:
Centering instruction on high expectations for student achievement; demonstrating effective teaching practices;
Recognizing individual student learning needs, and developing strategies to address those needs;
Providing clear and intentional focus on subject matter content and curriculum;
Fostering and managing a safe, positive learning environment;
using multiple student data elements to modify instruction and improve student learning;
Communicating and collaborating with parents and the school community; and exhibiting collaborative and collegial practices focused on improving instructional practice and student learning.
Source: Final Bill Report E2SSB 6696
Short form can be bargained The locally bargained short-form may also be used for certificated support staff or for teachers who have received one of the top two ratings for four years. The short-form evaluations must be specifically linked to one or more of the evaluation criteria.
Measured Academic Progress District's new MAP testing evaluates students three times a year and would qualify as "student growth data"
