standard 1 - sioux city community school district€¦ · web viewbuilding locationdate of...

Standard 1

Sioux City Community School District

Career Teacher Evaluation

&

Performance Review Form

A Document for Professional Growth

Employee Name (Print or Type)Evaluator Name (Print or Type)

Building LocationDate of Evaluation

Current Position

Iowa Teaching Standard 1

Teacher Demonstrates Ability to Enhance Academic Performance and Support for Implementation of the Sioux City School District Student Achievement Goals

a. Provides evidence of student learning to students, families, and staff.e. Creates an environment of mutual respect, rapport, and fairness.

b. Implements strategies supporting student, building, and district goals.f. Participates in and contributes to a school culture that focuses

c. Uses student performance data as a guide for decision making. on improved student learning.

d. Accepts and demonstrates responsibility for creating a culture thatg. Communicates with students, families, colleagues, and

supports the learning of every student. communities effectively and accurately.

Note: Please place an X on the line located below each Teaching Standard that best fits your answer from Basic – Distinguished or check the box if unacceptable.

1.1 Communicates Information About Student Progress and Learning With Families

U Teacher provides minimal information to family, or does not respond, or responds insensitively to parental or guardian’s concerns about students.

Teacher adheres to the school’s required procedures for communicating with families; however, communication is of limited value and/or teacher’s responses to parental concerns are minimal.

Teacher communicates with parents about student progress and instructional programs on a regular basis and is available as needed to respond to family concerns.

Teacher provides information to parents frequently on both positive and negative aspects of student progress and listens effectively to parent concerns. Response to parent communication is handled with great sensitivity.

|_| Unacceptable Basic Proficient Distinguished

Comments:

1.2 Selects Instructional Goals and Uses Performance Data in Selection and Review of Goals

U Teacher’s goals are not valuable and for students represent low expectations or no conceptual understanding. Goals do not reflect important learning.

Teacher’s goals are moderately valuable in either their expectations or conceptual understanding for students and in importance of learning.

Teacher’s goals are valuable in their level of expectations, conceptual understanding, and importance of learning.

Not only are the goals valuable, but the teacher can also clearly articulate how goals establish high expectations and relate to curriculum frameworks and standards and benchmarks.

|_| UnacceptableBasicProficientDistinguished

Comments:

1.3 Establishes a Culture for Learning: Student Pride in Work

U Students demonstrate little or no pride in their work. They seem to be motivated by the desire to complete a task rather than do high-quality work.

Instructional goals and activities, interactions, and the classroom environment convey inconsistent expectations for student achievement. Students “do good work” but invest little of their energy in the quality of the work.

Instructional goals and activities, interactions, and the classroom environment convey high expectations for student achievement. Students demonstrate pride in their work.

Through planning of learning activities, interactions, and the classroom environment, both students and teachers maintain high expectations for the learning of all students. Students take obvious pride in their work and initiate improvements in it.

|_| UnacceptableBasicProficientDistinguished

Comments:

1.4 Maintains Accurate Records: Student Progress in Learning

U Teacher has no system for maintaining information on student progress in learning or the system is in disarray or inaccurate.

Teacher’s system for maintaining information on student progress in learning is rudimentary and partially effective.

Teacher’s system for maintaining information on student progress in learning is fully effective, accurate, and timely.

Teacher’s system for maintaining information on student progress in learning is fully effective. Students contribute information and self-assess their learning.

|_|

UnacceptableBasicProficientDistinguished

Comments:

1.5 Communicates Clearly and Accurately: Oral and Written Language

U Teacher’s spoken language is inaudible, and/or written language is illegible. Spoken or written language may contain many grammatical and syntactic errors. Vocabulary may be inappropriate, vague, or used incorrectly, leaving students confused.

Teacher’s spoken language is audible, and written language is legible. Both spoken and written are used correctly. Vocabulary is generally correct but limited and/or is not appropriate to students’ ages or backgrounds.

Teacher’s spoken and written language is clear and correct. Vocabulary is appropriate to students’ age and interests.

Teacher’s spoken and written language is correct and expressive, with well-chosen vocabulary that enriches the lesson, and stretches the students’ learning.

|_| UnacceptableBasic Proficient Distinguished

Comments:


Demonstrates Competence in Content Knowledge Appropriate to the Teaching Position

a. Understands and uses key concepts, underlying themes, relationships, c. Relates ideas and information within and across content areas.

and different perspectives related to the content area.d. Understands and uses instructional strategies that are appropriate

b. Uses knowledge of student development to make learning experiences to the content area.

in the content area meaningful and accessible for every student.


2.1 Demonstrates Knowledge of Content

U Teacher makes content errors and/or does not correct the content errors students make.

Teacher displays basic content knowledge but does not articulate connections with other parts of the curriculum.

Teacher displays solid content knowledge and makes connections between the content and other parts of the curriculum.

Teacher displays extensive content knowledge, with evidence of continuing pursuit of such knowledge and makes connections between the content and other parts of the curriculum.


Comments:

2.2 Conveys Importance of the Content

U Teacher conveys a negative attitude toward the content, suggesting that the content is not important or that it is mandated by others.

Teacher communicates importance of the content but with little conviction and only minimal apparent acceptance by the students.

Teacher conveys genuine enthusiasm for the content, and students demonstrate consistent commitment to its value.

Students demonstrate through their active participation, curiosity and attention to detail that they value the content’s importance.


Comments:

2.3 Demonstrating Knowledge of Students

U Teacher displays little knowledge of students’ skills and knowledge and does not indicate that such knowledge is valuable.

Teacher recognizes the value of understanding students’ skills and knowledge but only displays this knowledge for the class as a whole

Teacher displays knowledge of students’ skills and knowledge for groups of students and recognizes the value of this knowledge.

Teacher displays knowledge of students’ skills and knowledge for each student, including those with special needs.


Comments:

2.4 Demonstrates Knowledge of Content and Pedagogy

U Teacher displays little understanding of pedagogical issues involved in student learning of the content.

Teacher displays basic pedagogical knowledge but does not anticipate student misconceptions.

Pedagogical practices reflect current research on best practice within the discipline but without anticipating student misconceptions.

Teacher displays continuing search for best practice and anticipates student misconceptions.


Comments:

2.5 Demonstrates Knowledge of Content and Pedagogy: Knowledge of Prerequisite Relationships

U Teacher displays little understanding of prerequisite knowledge important for student learning of the content

Teacher indicates some awareness of prerequisite learning, although reflects knowledge that may be incomplete or inaccurate.

Teacher’s plans and practices reflect understanding of prerequisite relationships between topics and concepts.

Teacher actively builds on knowledge of prerequisite relationships when describing instruction or seeking causes for student misunderstanding.


Comments:

2.6 Engages Students in Mutually Respectful Participation Using Questions and Discussion Strategies

U Content is inappropriate and unclear, or teacher uses poor examples or analogies. Only a few students participate in the discussion.

Content is inconsistent in quality: some is done skillfully, with good examples; other portions are difficult to follow. Teacher attempts to engage all students in the discussions, but with only limited success.

Content is appropriate and links well with students’ knowledge and experience. Teacher successfully engages all students in mutually respectful discussions.

Content is appropriate and links well with students’ knowledge and experience. Teacher provides opportunity for students themselves to ensure that all voices are heard with students contributing to the content.


Comments:


Demonstrates Competence in Planning and Preparing for Instruction

a. Uses student achievement data, local standards, and the district d. Selects strategies to engage all students in learning.

curriculum in planning for instruction. e. Uses available resources including technologies, in the

b. Sets and communicates high expectations for social, behavioral, development and sequencing of instruction.

and academic success of all students.

c. Uses student’s developmental needs, backgrounds, and interests in

planning for instruction.


3.1 Assesses Student Learning: Assessment Used for Planning

U The assessment results affect planning for the students only minimally.

Teacher uses assessment results to plan for the class as a whole.

Teacher uses assessment results to plan for individuals and groups of students.

Students are aware of how they are meeting the established standards and participate in planning the next steps.


Comments:

3.2 Communicates Directions and Procedures Clearly and Accurately

U Teacher directions and procedures are confusing to students.

Teacher’s directions and procedures are clarified after initial student confusion, or they are excessively detailed.

Teacher’s directions and procedures are clear to students and contain an appropriate level of detail.

Teacher’s directions and procedures are clear to students and anticipate possible student misunderstanding.


Comments:

3.3 Selects Instructional Goals Suitable for Diverse Students

U Goals are not suitable for the class.

Most of the goals are suitable for most students in the class.

Goals take into account the varying learning needs of individual students or groups.

Goals take into account the varying learning needs of individual students or groups. Students initiate the choice, adaptation, or creation of materials to enhance their success.

|_|

UnacceptableBasic Proficient Distinguished

Comments:

3.4 Selects Instructional Goals for Interdisciplinary Learning

U Goals reflect only one type of learning and one discipline or strand.

Goals reflect several types of learning* but show no effort at coordination or integration.

Goals reflect several different types of learning* and various opportunities for integration.

Goals reflect student initiative in establishing important learning*.

(*Content skills, problem solving, higher level thinking skills, Bloom’s taxonomy, etc.)


Comments:

3.5 Demonstrates Knowledge of Developmental Characteristics of Students

U Teacher displays minimal knowledge of developmental characteristics of the age group.

Teacher displays generally accurate knowledge of developmental characteristics of the age group.

Teacher displays thorough understanding of typical developmental characteristics of the age group as well as exceptions of general patterns.

Teacher displays knowledge of typical developmental characteristics of the age group, exceptions to the patterns, and the extent to which each student follows the patterns.


Comments:

3.6 Designs Coherent Instruction: Aligns Learning Activities to Meet Benchmarks and Standards

U Learning activities are not suitable to students or instructional goals. They do not follow an organized progression and do not reflect recent professional research.

Only some of the learning activities are suitable to students or instructional goals. Progression of activities in the unit is uneven, and only some activities reflect recent professional research.

Most of the learning activities are suitable to students and instructional goals. Progression of activities in the unit is fairly even, and most activities reflect recent professional research.

Learning activities are highly relevant to students and instructional goals. They progress coherently, producing a unified whole and reflecting recent professional research.


Comments:


Uses Strategies to Deliver Instruction that Meets the Multiple Learning Needs of Students

a. Aligns classroom instruction with local standards and district curriculum.d. Engages students in varied experiences that meet diverse needs

b. Uses research-based instructional strategies that address the full range and promote social, emotional, and academic growth.

of cognitive levels. e. Connects students’ prior knowledge, life experiences, and interests

c. Demonstrates flexibility and responsiveness in adjusting instruction to into the instructional process.

meet student needs.f. Uses available resources, including technologies,

in the delivery of instruction.


4.1 Uses Questioning and Discussion Strategies

U Interaction between teacher and students is predominantly recitation style. Teacher’s questions are generally at low level*.

Teacher’s questions are a combination of low and high level*, but do not invite student cooperation. Teacher makes some attempt to engage students in a true discussion.

Most of the teacher’s questions are of high level*. Classroom interaction represents true discussion with teacher facilitation.

Teacher’s questions are uniformly of high level* and encourage students to formulate questions for discussion.

(*In accordance with Bloom’s Taxonomy)


Comments:

4.2 Assesses Student Learning: Congruence with Instructional Goals

U Content and methods of assessment lack consistency with instructional goals.

Some of the instructional goals are assessed through the proposed lesson plan, but many are not.

All of the instructional goals are nominally assessed through the proposed lesson plan, but the approach is more suitable to some goals than to others.

The proposed approach to assessment within the lesson plan is completely consistent with the instructional goals, both in content and process.


Comments:

4.3 Demonstrates Flexibility, Responsiveness, and Persistence

U When a student has difficulty learning; the teacher either gives up or blames the student or the environment for the student’s lack of success.

Teacher understands responsibility for the success of all students but has only a limited repertoire of instructional strategies to use.

Teacher persists in seeking approaches for all students possessing a moderate repertoire of strategies. Teacher may solicit additional resources.

Teacher persists in seeking effective approaches for students who need help, using an extensive repertoire of strategies and soliciting additional resources.


Comments:

4.4 Designs Coherent Instructional Grouping of Students

U Instructional groups do not support the instructional goals and/or do not offer any variety in the learning experience.

Instructional groups are inconsistent in suitability to the instructional goals and offer minimal variety in learning experiences.

Instructional groups are suitable to the instructional goals and/or the learning needs of students.

Instructional groups are suitable to the instructional goals and/or to the learning needs of students. There is evidence of student choice in selecting different instructional groups.


Comments:

4.5 Engages Students in Learning Using Appropriate Structure and Pacing

U The lesson has no clearly defined structure, and/or the pacing of the lesson is too slow or rushed, or both.

The lesson has a recognizable structure, although it is not uniformly maintained throughout the lesson. Pacing of the lesson is inconsistent.

The lesson has a clearly defined structure around which the activities are organized. Pacing of the lesson is consistent.

The lesson’s structure is highly coherent, allowing for reflection and closure as appropriate. Pacing of the lesson is appropriate for students with multiple learning needs.


Comments:

4.6 Engages Students in Learning Using Activities and Assignments

U Activities and assignments are inappropriate for students in terms of their age or backgrounds. Students are not cognitively engaged.

Some activities and assignments are appropriate to students, and they are cognitively engaged.

Most activities and assignments are appropriate to students. Almost all students are cognitively engaged in them.

All students are cognitively engaged in the activities and assignments in their exploration of content. Students initiate or adapt activities and projects to enhance understanding.


Comments

4.7 Engages Students in Learning Using Suitable Instructional Materials and Resources

U Teacher does not access suitable resources for instruction or engagement of students.

Teacher selects instructional materials and resources that are partially suitable to the instructional goals, or students’ level of cognitive engagement is moderate.

Teacher seeks out resources for teaching in professional organizations and the community. Instructional materials and resources are suitable to the instructional goals and engage students cognitively.

Teacher seeks out resources for teaching, or in professional organizations and in the community and shares awareness of resources with students’ families and colleagues. Instructional materials and resources are suitable to the instructional goals and engage students cognitively. Students are involved in the choice, adaptation, or creation of materials to enhance their own learning.

|_|

UnacceptableBasic Proficient Distinguished

Comments:

4.8 Accommodates Students’ Varied Approaches to Learning

U Teacher is unfamiliar with the different approaches to learning that student’ exhibit, such as learning styles, and different “intelligences.”

Teacher inconsistently displays general understanding of the different approaches to learning that students exhibit.

Teacher demonstrates solid and consistent understanding of the different approaches to learning that different students exhibit.

Teacher uses knowledge of students’ varied approaches to learning in instructional planning. There is evidence of student choice in appropriate learning activity.


Comments:

4.9 Demonstrates Knowledge of Students’ Skills, Interests, and Cultural Heritage

U Teacher displays little knowledge of students’ skills, interests, and cultural heritage and does not indicate that such knowledge is valuable.

Teacher recognizes the value of understanding students’ skills, interests and cultural heritage and displays this knowledge for the class only as a whole.

Teacher displays knowledge of students’ skills, interests, and cultural heritage for groups of students and recognizes the value of this knowledge. Teacher responds productively to the students’ questions or interests.

Teacher effectively demonstrates knowledge of students’ skills, interests, cultural heritage, and special needs. Teacher seizes opportunities to enhance learning, building on spontaneous events and accommodates each student without jeopardizing the lesson plan and the learning goals.


Comments:


Uses a Variety of Methods to Monitor Student Learning

a. Aligns classroom assessment with instruction.d. Guides students in goal setting and assessing their own learning.

b. Communicates assessment criteria and standards to all students e. Provides substantive, timely, and constructive feedback to

and parents. students and parents.

c. Understands and uses the results of multiple assessments to guidef. Works with other staff and building and district leadership in

planning and instruction. analysis of student progress.


5.1 Selects Clear, Measurable Instructional Goals

U Goals are not clear and/or measurable. Goals do not permit viable methods of assessment.

Some goals are moderately clear and may permit some basic methods of assessment.

Most goals are clear and permit viable methods of assessment.

All goals are clear and permit viable methods of assessment.


Comments:

5.2 Assesses Student Learning Through Criteria

U The proposed approach contains no clear criteria for assessment.

Assessment criteria have been developed, but they are either not clear or have not been clearly communicated to students.

Assessment criteria are clear and have been communicated to students. There is evidence that students understand the criteria.

Assessment criteria are clear and have been effectively communicated to students. There is evidence that students understand the criteria and expectations.


Comments:

5.3 Demonstrates Flexibility and Responsiveness by Adjusting Instruction

U Teacher adheres rigidly to an instructional plan, even when a change will clearly improve a lesson.

Teacher attempts to adjust a lesson with limited results.

Teacher makes adjustments to a lesson with generally positive results.

Teacher successfully makes an adjustment to a lesson, resulting in greater student learning.


Comments:

5.4 Reflects on Teaching

U Teacher does not know if a lesson was effective or achieved its goals, or teacher profoundly misjudges the success of a lesson.

Teacher has a generally accurate impression of a lesson’s effectiveness and the extent to which instructional goals were met.

Teacher makes an accurate assessment of a lesson’s effectiveness and the extent to which it achieved its goals and can cite general references to support the judgment.

Teacher makes a thoughtful and accurate assessment of a lesson’s effectiveness and the extent to which it achieved its goals, citing many specific examples from the lesson and weighing the relative strength of each.


Comments:

5.5 Provides Constructive, Timely, and Specific Feedback to Students

U Feedback is either not provided in a timely manner or is of uniformly poor quality.

Feedback is inconsistent in quality and/or timeliness. Some elements of high quality are present. Timeliness of feedback is inconsistent.

Feedback is consistently high quality and is provided in a timely manner.

Feedback is consistently high quality and provided in a timely manner. Students make prompt use of feedback in their learning.


Comments:


Demonstrates Competence in Classroom and Resource Management

a. Creates a learning community that encourages positive social d. Uses instructional time effectively to maximize student

interaction, active engagement, and self-regulation for every student. achievement.

b. Establishes, communicates, models, and maintains standards of e. Creates a safe and purposeful learning environment.

responsible student behavior.

c. Develops and implements classroom procedures and routines that support

high expectations for students


6.1 Creates an Environment of Respect and Rapport Through Teacher Interaction with Students

U Teacher’s interaction with some students is negative, demeaning, sarcastic, or inappropriate to the age or culture of the students. Students exhibit disrespect for the teacher.

Teacher-student interactions are generally appropriate but may reflect occasional inconsistencies, favoritism, or disregard for students’ cultures. Students exhibit only minimal respect for teacher.

Teacher-student interactions are friendly and demonstrate general warmth, caring, and respect. Such interactions are appropriate to developmental and cultural norms. Students exhibit respect for the teacher.

Teacher demonstrates genuine caring and respect for individual students. Students exhibit respect for the teacher as an individual.


Comments:

6.2 Manages Student Behavior Expectations

U No standards of conduct appear to have been established, or students are confused about the standards.

Standards of conduct appear to have been established for most situations, and most students seem to understand them.

Standards of conduct are clear to all students.

Standards of conduct are clear to all students and appear to have been developed with student participation.


Comments:

6.3 Manages and Monitors Student Behavior

U Student behavior is not monitored, and teacher is unaware of what students are doing; or the response is inconsistent and overly repressive, or does not respect the students’ dignity.

Teacher is generally aware of student behavior but may miss the activities of some students. Teacher attempts to respond to student misbehavior but with uneven results.

Teacher is responsive to student behavior at all times. Teacher’s response to misbehavior is appropriate, successful, and respects the students’ dignity.

Monitoring by teacher is subtle and preventive. Teacher’s response to misbehavior is highly effective and sensitive to students’ individual needs, and/or student behavior is entirely appropriate.


Comments:

6.4 Manages Instructional Groups

U Students not working with the teacher are disengaged from learning.

Tasks for group work are partially organized, resulting in some off-task behavior when the teacher is involved with one group.

Tasks for group work are organized and managed so that most students are engaged at all times.

Groups working independently are productively engaged at all times, with students assuming responsibility for productivity.


Comments:

6.5 Manages Classroom Procedures and Routines

U Much time is lost during transitions. Materials are handled inefficiently, resulting in loss of instructional time.

Transitions are sporadically efficient, resulting in some loss of instructional time. Routines for handling materials and supplies function moderately well.

Transitions occur smoothly, with little loss of instructional time. Routines for handling materials and supplies occur smoothly, with little loss of instruction time.

Transitions are seamless, with students assuming some responsibility for efficient operation. Routines for handling materials and supplies are also seamless, with students assuming some responsibility for efficient operation.


Comments:

6.6 Performs Non-Instructional Classroom Duties

U Considerable instructional time is lost in performing non-instructional duties.

Performance of non-instructional classroom duties is fairly efficient, resulting in some loss of instructional time.

Performance of non-instructional classroom duties is in place, resulting in very minimal loss of instructional time.

Non-instructional classroom duties are well established, with students assuming considerable responsibility for efficient operation.


Comments:

6.7 Organizes Physical Space, Focusing on Safety and Student Learning

U The classroom is unsafe, or the furniture arrangement is not suited to the lesson activities, or both.

The classroom is safe, and classroom furniture is adjusted for a lesson, or, if necessary, a lesson is adjusted to the furniture, but with limited effectiveness.

The classroom is safe, and the furniture arrangement is a resource for learning activities.

The classroom is safe, and students adjust the furniture to advance their own purposes in learning.


Comments:


Engages in Professional Growth

a. Demonstrates habits and skills of continuous inquiry and learning.c. Applies research, knowledge, and skills from professional

b. Works collaboratively to improve professional practice and student development opportunities to improve practice.

learning.d. Establishes and implements professional development plans

based upon the teacher’s needs aligned to the Iowa Teaching Standards and district/building student achievement goals.


7.1 Enhances Content Knowledge and Pedagogical Skill Through Professional Development

U Teacher only engages in required professional development activities to enhance knowledge or skill, with no transfer to classroom instruction.

When they are convenient, the teacher participates in professional activities to a limited extent and implements them sporadically.

Teacher seeks out opportunities for professional development to enhance content knowledge and pedagogical skills, and attempts to implement.

Teacher seeks out opportunities for professional development and makes a systematic attempt to implement action research in the classroom by using feedback, coaching and reflection.


Comments:

7.2 Contributes to the Profession

U Teacher makes no effort to share knowledge with others or to assume professional responsibilities.

Teacher finds limited ways to contribute to the profession.

Teacher participates actively in assisting other educators.

Teacher initiates important activities to contribute to the profession, such as mentoring new teachers, writing articles for publication, and making presentations.


Comments:

7.3 Demonstrates Professionalism in Decision Making

U Teacher makes decisions based on self-serving interests.

Teacher’s decisions are based on limited but genuinely professional considerations.

Teacher maintains an open mind and participates in team or departmental decision-making.

Teacher takes a leadership role in team or departmental decision-making and helps ensure that such decisions are based on the highest professional standards.


Comments:


Fulfills Professional Responsibilities Established by the School District

a. Adheres to board policies, district procedures, and contractualc. Contributes to efforts to achieve district and building goals.

obligations.d. Demonstrates an understanding of and respect for all learners and

b. Demonstrates professional and ethical conduct as defined by staff.

state law and district policy.e. Collaborates with students, families, colleagues, and communities

to enhance student learning.


8.1 Contributes to the School and/or District Through Participation in School and District Projects

U Teacher avoids becoming involved in school and district projects.

Teacher participates in school and district projects when specifically asked.

Teacher volunteers to participate in school and district projects, making a substantial contribution.

Teacher volunteers to participate in school and district projects, making a substantial contribution, and assumes a leadership role in a major school or district project.


List Committees/Projects Teacher Has Been Involved with at the District and Building Level:

Comments:

8.2 Shows Professionalism

U Teacher’s sense of professionalism is low, and teacher engages in practices that are self-serving or harmful to students.

Teacher’s attempts to serve students are genuine but inconsistent.

Teacher makes genuine and successful efforts to ensure that all students are well served by the school

Teacher assumes a leadership position in guaranteeing that school practices and procedures ensure that all students, particularly those traditionally underserved, are honored in the school


Comments:

8.3 Maintains Professional Relationships with Colleagues

U Teacher’s relationships with colleagues are negative or self-serving.

Teacher maintains cordial relationships with colleagues to fulfill the duties that the school or district requires.

Support and cooperation characterize teacher’s relationships with colleagues.

Support and cooperation characterize the teacher’s relationships with colleagues. Teacher takes initiative in assuming leadership among the faculty.


Comments:

8.4 Engages Families in the Instructional Program

U Teacher makes no attempt to engage families in the instructional program, or such attempts are inappropriate.

Teacher makes modest and inconsistently successful attempts to engage families in the instructional program.

Teacher’s efforts to engage families in the instructional program are frequent and often successful.

Teacher’s efforts to engage families in the instructional program are frequent and often successful. Students contribute ideas for projects that will be enhanced by family participation.


Comments:

Teacher demonstrates professional and ethical conduct as expected by District and stated in Iowa Standard 8 and supporting criteria?

|_| Yes, meets these expectations.

|_| No, serious concerns exist.

If no, please attach additional explanation, as noted below, on overall performance citing where the teacher does not meet expectations of Iowa Teaching Standard 8.

Attendance:

Teacher’s attendance is acceptable. Teacher misses few days or has legitimate reasons why he/she is not able to be at work. (a) |_| Yes |_| No If no, please explain:

Safety:

Teacher works safely and encourages others to work safely. (a)

|_| Yes |_| No, If no, please explain:

Teacher is meeting the District’s expectations relative to the Iowa Teaching Standards

|_| Yes |_| No

If no, state which standard(s) is/(are) not met, and attach the information and evidence used to

make the decision.

What has been the teacher’s impact on students? What impact has this teacher had on student achievement?

Teacher comments relevant to evaluation (may attach additional comments):

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

_____________________________

Teacher Name (Print)Teacher Signature Date

_____________________________

Evaluator Name (Print)Evaluator SignatureDate

Rev. 3/20/09

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standard 1 - sioux city community school district€¦ · web viewbuilding locationdate of...

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