teacher evaluation handbook · list of deficiencies (if appropriate.) ... second quarter-term and a...

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North Platte Public SchoolsNorth Platte Public SchoolsNorth Platte Public SchoolsNorth Platte Public Schools

Handbook for Handbook for Handbook for Handbook for

Evaluation of Evaluation of Evaluation of Evaluation of

Professional StaffProfessional StaffProfessional StaffProfessional Staff

Adopted September 13, 2004

Revised August 13, 2007

Revised June 10, 2008

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PHILOSOPHY OF EDUCATION

The mission of the North Platte Board of Education is to provide a quality

education for students. Evaluation procedures provide for a quality education

through the improvement of instruction and effective staffing decisions. The

Staff Evaluation Procedure is a comprehensive system, which focuses on the job

performance of certified personnel. Performance evaluation is a continuous

process that must exist in a cooperative and positive climate.

RATIONALE FOR EVALUATION

An effective evaluation process will:

• Improve teacher job performance

• Identify strengths and weaknesses

• Promote professional growth through goal setting

• Develop an awareness of effective teaching

• Encourage communication and cooperation

• Identify successful performance

• Develop teacher/evaluator trust

• Provide a basis for contract action

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Adopted September 13, 2004

Revised August 13, 2007

Revised June 10, 2008

CERTIFIED STAFF PERFORMANCE EVALUATION PROCEDURES

1. Orientation

1.1 An orientation session will be scheduled annually for all principals

to discuss procedures necessary to implement the handbook on

"Evaluation of Professional Staff".

1.2 An evaluation orientation session will be scheduled during pre-school

workdays for all teachers new to the district.

1.3 All certified staff will receive a copy of the handbook on "Evaluation

of Professional Staff".

1.4 Principals will conduct an annual building meeting to review the

handbook on "Evaluation of Professional Staff".

2. Terms, defined

2.1 Full instructional period for Probationary Staff

2.1.1 P-5 Teacher 20 minutes - minimum

2.1.2 6-8 Teacher 40 minutes - minimum

2.1.3 9-12 Teacher 47 minutes - minimum

2.1.4 Counselor, Nurse, Media Specialist Cumulative of 45 minutes

2.1.5 Administrator Cumulative of 60 minutes

Coordinator, Director

2.2 Full instructional period for Permanent Staff is a minimum of 25

minutes.

2.3 Teaching performance See Teacher Competencies/Rubric Section for

competencies for which teachers will be evaluated.

2.4 Evaluator – building principals and/or designee

3. Requirements for Evaluation

3.1 Within 5 school days of an observation the teacher will be provided a

list of deficiencies (if appropriate.)

3.2 A list of suggestions for improvement will be provided at the same

time as the list of deficiencies is given the teacher.

3.3 A follow up evaluation and assistance will be held when deficiencies

remain 79-828 (2)

4. Probationary Teachers

4.1 Any probationary teacher (as defined in Nebraska statutes 79-828)

shall be formally observed a minimum of once before the end of the

second quarter-term and a minimum of once during the third

quarter/term for a full instructional period (2.1). All formal

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observations are to be followed with written feedback (conferencing is

optional).

4.2 There will be a conference between teacher and evaluator before the

end of the second quarter/term to review progress. A copy of the

completed Teacher Progress Report (Appendix A) shall be sent to the

Associate Superintendent prior to the end of the second quarter/term.

4.3 The probationary teacher shall be evaluated each year to determine job

performance. An evaluation conference will be held by March 15 and

will be based on the evaluator’s completion of the Summative

Evaluation (Appendix B). The Summative Evaluation is based on Teacher

Competencies (Appendix B1). Summative Evaluations are to be submitted

to the Associate Superintendent upon completion of the summative

evaluation conference.

4.4 At the end of Year 1 each probationary teacher will complete a Self-

Appraisal (Appendix C). The Self-Appraisal and Summative Evaluation

will be used to develop Performance Plans (Appendix D) for Years 2 and

3. At the beginning of Years 2 and 3 a Performance Plan Conference

will be held between the teacher and the administrator prior to

October 1. At the end of Years 2 and 3 a conference will be held to

review an end of the year Self-Appraisal, Summative Evaluation and

Performance Objective attainment. Copies of the Performance Plan and

review (Appendix D) are to be submitted to the Associate

Superintendent before the end of the school year. (See Board of

Education Policy to determine years needed for less than 1.0 FTE.

5. Permanent Teachers

5.1 All certificated permanent staff shall confer with the

administrator/evaluator to develop an annual performance plan

(Appendix D) prior to October 1 of each year of employment.

5.2 The teacher and administrator will review progress on performance

plans. Copies of the Performance Plans and review (Appendix D) are to

be submitted to the Associate Superintendent prior to the end of the

school year.

5.3

Permanent teachers shall be evaluated on a three-year cycle after

obtaining permanent status. The one required observation will be

scheduled and will last an instructional period. All formal

observations are to be followed by written feedback (conferencing is

optional. A permanent teacher who is in the third year of the

evaluation cycle will be evaluated at least once, for an instructional

period, prior to the end of the third quarter/term. An evaluation

conference will be held by March 15 and will be based on the

evaluator’s completion of the Summative Evaluation (Appendix B). The

Summative Evaluation is based on Teacher Competencies. The Summative

Evaluation is to be submitted to the Associate Superintendent upon

completion of the summative evaluation conference.

5.4 Areas of identified needed improvement, by the building administrator

or supervisor, will result in a Guided Improvement Plan or immediate

placement on Intensive Assistance.

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6. Permanent Teacher on Guided Improvement Plans

6.1 The building administrator or supervisor along with the teacher will

create a Guided Improvement Plan. (Appendix E)

6.2 The building administrator or supervisor will review successful

completion of a Guided Improvement Plan (Appendix E) that focuses upon

areas of improvement identified by the administrator and or evaluator

for the permanent staff member. The Guided Improvement Plan (Appendix

E) will be used by the teacher and administrator or supervisor to

assist the staff member in improving areas identified as needing

improvement.

7. Permanent Teacher Placed on Intensive Assistance

7.1 When the standards for performance specified in the Teacher

Competencies are not met, teachers may be place on an Intensive

Assistance Plan by the supervising administrator. The determination

of placement on an Intensive Assistance Plan may be made at any point

in the Evaluation process.

7.2 The teacher shall be notified, in writing, as not meeting district

teacher competencies.

7.3 The teacher shall be notified, in writing, and placed on intensive

assistance which includes:

7.3.1 Development of an Intensive Assistance Plan (Appendix F)

7.4 The Intensive Assistance Evaluation Report (Appendix F1) shall be

submitted to the Associate Superintendent.

8. Special Services Staff Evaluation

8.1 Building principals are primarily responsible for evaluation of

special education staff assigned to the buildings

8.2 Special Education Director is responsible for evaluation of district

personnel.

8.4 Evaluative responsibility for specialists outlined below will be

assigned by the Associate Superintendent.

Resource/Special Education School Psychologist

Behavior Strategists Media Specialists

Nurses Reading Coaches

ECP Teachers Educational Diagnostician

Speech Therapists Special Education Coordinator

Associate Principals Adaptive Physical Education

Deans of Students

9. Teachers Assigned to More Than One Building

9.1 Summative evaluations will be completed by the administrator

identified as the primary evaluator as determined by the Associate

Superintendent.

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10. Formative Procedures

10.1 Formative procedures focus on the improvement of instruction through

performance plans.

10.1.1 The teacher and principal shall identify performance plan

areas. Performance plan areas may include:

• Planning and Preparation

• Instructional Performances

• Professional Responsibilities

• The Classroom Environment

10.1.2 Performance plan areas may be identified by teacher self-

appraisal and teacher competency areas.

10.1.3 Performance plan areas may be identified by the principal after

review of the Summative Evaluation.

10.1.4 Performance plans (Appendix D) will be finalized during the

teacher/principal conference prior to October 1. See Appendix

D1 for questions to help in developing performance objectives

and Appendix D2 for sample performance objectives.

10.1.5 An appraisal, written or oral, of performance plan progress

will be completed by teacher being summatively evaluated at the

time of their summative evaluation.

10.1.6 Performance plan appraisal conference scheduling for non-

summative permanent teachers is discretionary but must be

completed prior to the end of the school year.

10.1.7 Copies of the Performance Plans and review (Appendix D) are to

be submitted to the Associate Superintendent prior to the end

of the school year.

11. Summative Procedures

11.1 Summative procedures are used to determine teacher job status.

11.2 Summative evaluations will be determined by data that will include,

but not be limited to, classroom observations.

11.3 Summative evaluation will be based on the completion of the Summative

Evaluation (See Appendix B).

12. Collection of Data

12.1 Data used to complete the Teacher Progress Report and the Summative

Evaluation form may include, but is not limited to, formal and

informal classroom observations, performance plan progress, etc.

Feedback will be provided on all formal classroom observations.

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13. Evaluators

13.1 All evaluators will receive training in classroom observation, data

collection, analysis of data written feedback, and developing conferences

with instructional staff that correlates with competency areas in the

evaluation instrument.

13.2 Certificated support staff need to be evaluated on the basis of

documents contained in their performance file.

13.2 All evaluators of the North Platte Public Schools will have valid

Nebraska Administrative Certificates.

14. Superintendent Evaluation

14.1 Superintendents will be evaluated twice during the first year of

assignment and once annually thereafter.

14.2 Evaluations of the superintendent shall be done by the Board of

Education.

15. Principals, Associate Principals, Administrator Evaluation

15.1 Principals, associate principals and administrators will be evaluated

on the same schedule as probationary and permanent teachers.

15.2 Principals and Central Office administrators will be evaluated by the

superintendent.

15.3 Associate principals will be evaluated by the building principal.

*** See North Platte Public Schools Handbook for Evaluation of Professional Staff

for Appendixs.

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Teacher

Competencies

And

Rubric

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NORTH PLATTE PUBLIC SCHOOL DISTRICT

TEACHER COMPETENCIES

Domain 1: Planning and Preparation

1a: Demonstrating Knowledge of Content and Pedagogy

• Knowledge of content and structure of the discipline

• Knowledge of content related pedagogy

1b: Demonstrating Knowledge of Students

• Knowledge of child development

• Knowledge of the learning process.

• Knowledge of students skills, knowledge, language proficiency

• Knowledge of students’ interests and cultural heritage.

• Knowledge of students special needs.

1c: Setting Instructional Outcomes

• Value, Sequence, and Alignment

• Clarity

• Balance

1d: Demonstrating Knowledge of Resources

• Resources to Extend Content Knowledge and Pedagogy

• Resources for Students

1e: Designing Coherent Instruction

• Learning Activities

• Management of Material and Supplies

• Lesson adjustment

1f: Designing Student Assessments

• Instructional outcomes meet criteria and standards

• Design of formative assessment

• Use of assessment data to inform decisions

1g: Classroom Technology Integration

• Technology knowledge, skills, and use

Domain 2: Instructional Performance

2a: Communicating with Students

• Expectations for Learning

• Directions and procedures

• Explanations of Context

2b: Using Questioning and Discussion Techniques

• Quality of questions

2c: Engaging students in learning

• Activities and assignments

• Grouping of students

• Instructional materials and resources

• Structure and pacing

2d: Using Assessment in Instruction

• Assessment criteria

• Monitoring of student learning

• Feedback to students and parents

• Student self-assessment and monitoring of progress

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Domain 3: The Classroom Environment

3a: Creating an environment of respect and report

• Teacher interaction with students

• Student interactions with other students

3b: Establishing a culture for Learning

• Importance of the content

• Expectations for learning and achievement

• Students pride in work

3c: Managing Classroom Procedures

• Management of instructional groups

• Management of transitions

• Response to students

3d: Managing student behavior

• Expectations

• Response to student misbehavior

3e: Organizing the physical space

• Safety and Accessibility

• Arrangement of furniture and use of physical resources

Domain 4.0 Professional Responsibilities

4a: Maintaining accurate records

• Student completion of assignments

• Student progress in learning

4b: Communicating with Families

• Information about the instructional program

• Information about individual students

4c: Participating in a Professional Community

• Relationships with colleagues

• Involvement in culture of professional inquiry

• Service to the school

• Supervision of volunteers and paraprofessionals

4d: Growing and Developing Professionally

• Enhancement of content knowledge and pedagogical skill

• Receptivity to feedback from colleagues

• Service to the profession

4e: Showing Professionalism

• Integrity and ethical conduct

• Decision making

• Compliance with school and district regulations

• Performance of non-instructional duties

4f: Technology

• Use of current district assessment programs

• Understanding of the social, ethical, and legal issues of technology

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NORTH PLATTE PUBLIC SCHOOL DISTRICT

TEACHER COMPETENCIES RUBRIC



• Knowledge of content and structure of the discipline

o Needs improvement = In planning and practice, teacher makes content errors or does not correct errors

made by students.

o Proficient = Teacher displays solid knowledge of important concepts, discipline, and how these relate to

one another.

o Exemplary = Teacher displays extensive knowledge of the important concepts in the discipline and how

these relate both to one another and to other disciplines.

• Knowledge of content related pedagogy

o Needs improvement = Teacher displays little or no understanding of the range of pedagogical approaches

suitable to student learning of content.

o Proficient = Teacher’s plans and practices reflect the familiarity with a wide range of effective

pedagogical approaches in the discipline.

o Exemplary = Teacher’s plans and practice reflect familiarity with a wide range of effective pedagogical

approaches in the discipline, anticipating student misconceptions.


• Knowledge of child development

o Needs Improvement = Teacher displays little or no knowledge of the developmental characteristics of the

age group.

o Proficient = Teacher displays accurate understanding of the typical developmental characteristics of the

age group, as well as exceptions to the general patterns.

o Exemplary = In addition to accurate knowledge of the typical developmental characteristics of the age

group and exceptions to the general patterns, teacher displays knowledge on the extent to which

individual students follow the general patterns.

• Knowledge of the learning process.

o Needs Improvement = Teacher sees no value in understanding how students learn and does not seek such

information.

o Proficient =Teacher’s knowledge of how students learn is accurate and current. Teacher applies the

knowledge to the class as a whole and to groups of students.

o Exemplary = Teacher displays extensive and subtle understanding of how students learn and applies this

knowledge to individual students.

• Knowledge of students skills, knowledge, language proficiency

o Needs Improvement = Teacher displays little or no knowledge of students’ skills, knowledge, and

language proficiency and does not indicate that such knowledge is valuable.

o Proficient = Teacher recognizes the value of understanding student skills, knowledge, and language

proficiency and displays this knowledge for groups of students.

o Exemplary = Teacher displays extensive and subtle understanding of how students learn and applies this

knowledge to individual students.

• Knowledge of students’ interests and cultural heritage.

o Needs Improvement = Teacher displays little or no knowledge of students’ interest or cultural heritage

and does not indicate that such knowledge is valuable.

o Proficient = Teacher recognizes the value of understanding students’ interest and cultural heritage and

displays this knowledge for groups of students.

o Exemplary = Teacher recognizes the value of understanding students’ interests and cultural heritage and

displays this knowledge for individual students.

• Knowledge of students special needs.

o Needs Improvement = Teacher displays little or no understanding of students’ special learning or medical

needs or why such knowledge is important.

o Proficient = Teacher is aware of students’ special learning and medical needs.

o Exemplary = Teacher possesses information about each student’s learning and medical needs, collecting

such information from a variety of sources.

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• Value, Sequence, and Alignment

o Needs Improvement = Outcomes represent low expectations for students and lack of rigor. They do not

reflect important learning in the discipline or a connection to a sequence of learning.

o Proficient = Most outcomes represent high expectations and rigor and important learning in the discipline.

They are connected to a sequence of learning.

o Exemplary = All outcomes represent high expectations and rigor and important learning in the discipline.

They are connected to a sequence of learning both in the discipline and in related disciplines.

• Clarity

o Needs Improvement = Outcomes are either not clear or are stated as activities, not as student learning.

Outcomes do not permit viable methods of assessment.

o Proficient = All the instructional outcomes are clear, written in the form of student learning. Most

suggest viable methods of assessment.

o Exemplary = All the outcomes are clear, written in the form of student learning, and permit viable

methods of assessment.

• Balance

o Needs Improvement = Outcomes reflect only one type of learning and only one discipline or strand.

o Proficient = Outcomes reflect several different types of learning and opportunities for coordination.

o Exemplary = Outcomes are based on a comprehensive assessment of student learning and take into

account the varying needs of individual students or groups.


• Resources to Extend Content Knowledge and Pedagogy

o Needs Improvement = Teacher is unaware of resources to enhance content and pedagogical knowledge

available through the school or district.

o Proficient = Teacher displays awareness of resources to enhance content and pedagogical knowledge

available through the school or district and some familiarity with resources external to the school and on

the Internet.

o Exemplary = Teacher’s knowledge of resources to enhance content and pedagogical knowledge is

extensive, including those available through the school or district, in the community, through professional

organizations and universities, and on the Internet.

• Resources for Students

o Needs Improvement = Teacher is unaware of resources for students available through the school or

district.

o Proficient = Teacher displays awareness of resources for students available through the school or district

and some familiarity with resources external to the school and on the Internet.

o Exemplary = Teacher’s knowledge of resources for students is extensive, including those available

through the school or district, in the community and on the Internet.


• Learning Activities

o Needs Improvement = Learning activities are not suitable to all students or to instructional outcomes and

are not designed to engage students in active intellectual activity.

o Proficient = All of the learning activities are suitable to the students or to the instructional outcomes, and

most represent significant cognitive challenge, with some differentiation for different groups of students.

o Exemplary = Learning activities are highly suitable to diverse learners and support the instructional

outcomes. They are all designed to engage students in high-level cognitive activity and are differentiated,

as appropriate, for individual learners.

• Management of Material and Supplies

o Needs Improvement = Materials and supplies are handled inefficiently, resulting in significant loss of

instructional time.

o Proficient = The lesson or unit has a clearly defined structure around which activities are organized.

Progression of activities is even, with reasonable time allocations.

o Exemplary = Routines for handling materials and supplies are seamless, with students assuming some

responsibility for smooth operation.

• Lesson adjustment

o Needs Improvement = Teacher adheres rigidly to an instructional plan, even when a change is clearly

needed.

o Proficient = Teacher makes a minor adjustment to a lesson, and the adjustment occurs smoothly.

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o Exemplary = Teacher successfully makes a major adjustment to a lesson when needed.


• Instructional outcomes meet criteria and standards

o Needs Improvement = Proposed approach contains no criteria or standard.

o Proficient = Assessment criteria and standards are clear.

o Exemplary = Assessment criteria and standards are clear:; there is evidence that the students contributed

to their development.

• Design of formative assessment

o Needs Improvement = Teacher has no plan to incorporate formative assessment in the lesson or unit.

o Proficient = Teacher has a well-developed strategy to using formative assessment and has designed

particular approaches to be used.

o Exemplary = Approach to using formative assessment is well designed and includes student as well as

teacher use of the assessment information.

• Use of assessment data to inform decisions

o Needs Improvement = Teacher has no plans to use assessment results in designing future instruction.

o Proficient = Teacher plans to use assessment results to plan for future instruction for groups of students.

o Exemplary = Teacher plans to use assessment results to plan future instruction for individual students.


• Technology knowledge, skills, and use

o Needs Improvement = Teacher does not utilize technology supported instructional strategies that include

methods and strategies for applying technology to the classroom learning environment.

o Proficient = Teacher develops the knowledge and skills necessary to utilize technology as a means of

supporting instruction. Teacher plans, designs, and implements instruction that utilize technology

supported instructional strategies that include methods and strategies for applying technology to the

classroom learning environment.

o Exemplary = Teacher develops the knowledge and skills necessary to utilize technology as a means of

supporting instruction and continually reviews and evaluates best practices regarding the use of

technology. Teacher makes use of and shares innovative technological ideas.



• Expectations for Learning

o Needs Improvement = Teacher’s purpose in a lesson or unit is unclear to students.

o Proficient = Teacher’s purpose for the lesson or unit is clear, including where it is situated within broader

learning.

o Exemplary = The teacher makes the purpose of the lesson or unit clear, include where it is situated within

broader learning, linking that purpose to student interests.

• Directions and procedures

o Needs Improvement = Teacher’s directions and procedures are confusing to students.

o Proficient = Teacher’s directions and procedures are clear to students.

o Exemplary = Teacher’s directions and procedures are clear to students and anticipate possible student

misunderstanding.

• Explanations of Context

o Needs Improvement = Teacher’s explanation of the content is unclear or confusing or uses inappropriate

language.

o Proficient = Teacher’s directions and procedures are clear to students.

o Exemplary = Teacher’s explanation of content with students knowledge


• Quality of questions

o Needs Improvement = Teacher’s questions are virtually all of poor quality, with low cognitive challenge

and a single correct responses, and they are asked in rapid succession.

o Proficient = Most of the teacher’s questions are of high quality. Adequate time is provided for students to

respond.

o Exemplary = Teacher’s questions are of uniformly high quality, with adequate time for students to

respond. Students formulate many questions.

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• Activities and assignments

o Needs Improvement = Activities and assignments are inappropriate for students’ age or background.

Students are not mentally engaged in them.

o Proficient = Most activities and assignments are appropriate to students, and almost all are engaged in

exploring content.

o Exemplary = All students are cognitively engaged in the activities and assignments in their exploration of

content. Students initiate or adapt activities and projects to enhance their understanding.

• Grouping of students

o Needs Improvement = Instructional groups are inappropriate to the students or to the instructional

outcomes.

o Proficient = Instructional groups are productive and fully appropriate to the students or to the

instructional purposes of the lesson.

o Exemplary = Instructional groups are productive and fully appropriate to the students or to the

instructional purposes of the lesson. Students take the initiative to influence the formation or adjustment

of instructional groups.

• Instructional materials and resources

o Needs Improvement = Instructional materials and resources are unsuitable to the instructional purposes or

do not engage students mentally.

o Proficient = Instructional materials and resources are suitable to the instructional purposes and engage

students mentally.

o Exemplary = Instructional materials and resources are suitable to the instructional purposes and engage

students mentally. Students initiate the choice, adaptations, or creation of materials to enhance their

learning.

• Structure and pacing

o Needs Improvement = Lessons have no clearly defined structure, or the pace of the lesson is too slow or

rushed, or both.

o Proficient = Lessons have a clearly defined structure around which the activities are organized. Pacing of

the lessons are generally appropriate.

o Exemplary = The structure of the lessons are highly coherent, allowing for reflection and closure. Pacing

of the lessons are appropriate for all students.


• Assessment criteria

o Needs Improvement = Students are not aware of the criteria and performance standards by which their

work will be evaluated.

o Proficient = Students are fully aware of the criteria and performance standards by which their work will

be evaluated.

o Exemplary = Students are fully aware of the criteria and performance standards by which their work will

be evaluated and have contributed to the development of the criteria.

• Monitoring of student learning

o Needs Improvement = Teacher does not monitor student learning in the curriculum.

o Proficient = Teacher monitors the progress of groups of students in the curriculum, making limited use of

diagnostic prompts to elicit information.

o Exemplary = Teacher actively and systematically elicits diagnostic information from individual students

regarding their understanding and monitors the progress of individual students.

• Feedback to students and parents

o Needs Improvement = Teacher’s feedback to students is of poor quality and not provided in a timely

manner.

o Proficient = Teacher’s feedback to students is timely and of consistently high quality.

o Exemplary = Teacher’s feedback to students timely and of consistently high quality, and students make

use of the feedback in their learning.

• Student self-assessment and monitoring of progress

o Needs Improvement = Students do not engage in self-assessment or monitoring of progress.

o Proficient = Students frequently assess and monitor the quality of their own work against the assessment

criteria and performance standards.

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o Exemplary = Students not only frequently assess and monitor the quality of their own work against

the assessment criteria and performance standards but also make active use of that information in their

learning.

Domain 3: The Classroom Environment

3a: Creating an environment of respect and rapport

• Teacher interaction with students

o Needs Improvement = Teacher interaction with at least some students is negative, demeaning, sarcastic,

or inappropriate to the age or culture of the students. Students exhibit disrespect for teacher.

o Proficient = Student- teacher interactions are friendly and demonstrate genuine caring and respect. Such

interactions are appropriate to the age and cultures of the students. Students exhibit respect for the

teacher.

o Exemplary = Teacher interactions with students reflect genuine respect and caring for individuals as well

as groups of students.

• Student interactions with other students

o Needs Improvement = Student interactions are characterized by conflict, sarcasm, or put-downs.

o Proficient = Student interactions are generally polite and respectful.

o Exemplary = Students demonstrate genuine caring for one another’s treatment of peers, correcting

classmates respectfully when needed.


• Importance of the content

o Needs Improvement = Teacher or students convey a negative attitude toward the content, suggesting that

it is not important or has been mandated by others.

o Proficient = The teacher conveys genuine enthusiasm for the content, and students demonstrate consistent

commitment to its value.

o Exemplary = Students demonstrate through their active participation, curiosity, and taking initiative that

they value the importance of the content.

• Expectations for learning and achievement

o Needs Improvement = Instructional outcomes, activities, and assignments, and classroom interactions

convey low expectations for at least some students.

o Proficient = Instructional outcomes, activities and assignments, and classroom interactions convey high

expectations for most students.

o Exemplary = Instructional outcomes, activities, and assignments, and classroom assignments, and

classroom interactions convey high expectations for all students. Students appear to have internalized the

expectations.

• Students pride in work

o Needs Improvement = Students demonstrate little or no pride in their work. They seem to be motivated

by desire to complete a task rather than to do high-quality work.

o Proficient = Students accept the teacher's insistence on work of high quality and demonstrate pride in that

work.

o Exemplary = Students demonstrate attention to detail and take obvious pride in their work, initiating

improvements in it by, for example, reviewing drafts on their own or helping peers.


• Management of instructional groups

o Need Improvement = Students not working with teacher are not productively engaged in learning.

o Proficient = Small group is well organized, and most students are productively engaged in learning while

unsupervised by the teacher.

o Exemplary = Small-group work is well organized, and students are productively engaged at all times,

with students assuming responsibility for productivity.

• Management of transitions

o Needs Improvement = Transitions are chaotic, with much time lost between activities or lesson segments.

o Proficient = Transitions occur smoothly, with little loss of instructional time.

o Exemplary = Transitions are seamless, with students assuming responsibility in ensuring their efficient

operation.

• Response to students

o Needs Improvement = Teacher ignores or brushes aside students’ questions or interests.

o Proficient = Teacher successfully accommodates students’ questions or interests.

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o Exemplary = Teacher seizes a major opportunity to enhance learning, building on student interests or a

spontaneous event.


• Expectations

o Needs Improvement = No standards of conduct appear to have been established, or students are confused

as to what the standards are.

o Proficient = Standards of conduct are clear to all students.

o Exemplary = Standards of conduct are clear to all students and appear to have been developed with

student participation.

• Response to student misbehavior

o Needs Improvement = Teacher does not respond to misbehavior, or the response is inconsistent, is overly

repressive, or does not respect the student’s dignity.

o Proficiency = Teacher response to misbehavior is appropriate and successful and respects the student’s

dignity, or student behavior is generally appropriate

o Exemplary = Teacher response to misbehavior is highly effective and sensitive to students’ individual

needs, or student behavior is entirely appropriate.


• Safety and Accessibility

o Needs Improvement = The classroom is unsafe, or learning is not accessible to some students.

o Proficient = The classroom is safe, and learning is equally accessible to all student.

o Exemplary = The classroom is safe, and students themselves ensure that all learning is equally accessible

to all students.

• Arrangement of furniture and use of physical resources

o Needs Improvement = The furniture arrangement hinders the learning activities, or the teacher makes

poor use of physical resources.

o Proficient = Teacher uses physical resources skillfully, and the furniture arrangement is a resource for

earning activities.

o Exemplary = Both teacher and students use physical resources easily and skillfully, and students adjust

the furniture to advance their learning.



• Student completion of assignments

o Needs Improvement = Teacher’s system for maintaining information on student completion of

assignments is in disarray.

o Proficient = Teacher’s system for maintaining information on student completion of assignments is fully

effective.

o Exemplary = Teacher’s system for maintaining information on student completion of assignments is fully

effective. Students participate in maintaining the record.

• Student progress in learning

o Needs Improvement = Teacher has no system for maintaining information on student progress in

learning, or the system is in disarray.

o Proficient = Teacher’s system for maintaining information on student progress in learning is fully

effective.

o Exemplary = Teacher’s system for maintaining information on student progress in learning is fully

effective. Students contribute information and participate in interpreting the records.


• Information about the instructional program

o Needs Improvement = Teacher provides little or no information about the instructional program to

families.

o Proficient = Teacher provides frequent information.

o Exemplary = Teacher provides frequent information to families as appropriate, about instructional

program. Students participate in preparing materials for their families.

• Information about individual students

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o Needs Improvement = Teacher provides minimal information to families about individual students, or the

communication is inappropriate to the cultures of the families. Teacher does not respond, or responds

insensitively to family concerns about students.

o Proficient = Teacher communicates with families about student’s progress on a regular basis, respecting

cultural norms, and is available as needed to respond to family concerns.

o Exemplary = Teacher provides information to families frequently on student progress, with students

contributing to the design of the system. Response to family concerns is handled with great professional

and cultural sensitivity.


• Relationships with colleagues

• Needs Improvement = Teacher’s relationships with colleagues are negative or self-serving.

• Proficient = Relationships with colleagues are characterized by mutual support and cooperation.

• Exemplary = Relationships with colleagues are characterized by mutual support and cooperation.

Teacher takes initiative in assuming leadership among the faculty.

Involvement in culture of professional inquiry

o Needs Improvement = Teacher avoids participating in a culture of inquiry, resisting opportunities to

become involved.

o Proficient = Teacher actively participates in a culture of professional inquiry.

o Exemplary = Teacher takes a leadership role in promoting a culture of professional inquiry.

• Service to the school

o Needs Improvement = Teacher avoids becoming involved in school events.

o Proficient = Teacher participates in school events when specifically asked.

o Exemplary = Teacher participates in school events, making a substantial contribution.

• Supervision of volunteers and paraprofessionals

o Needs Improvement = Volunteers and paraprofessionals have no clearly defines duties and are idle most

of the time.

o Proficient = Volunteers and paraprofessionals are productively and independently engaged during the

entire class.

o Exemplary = Volunteers and paraprofessional make a substantive contributor to the classroom

environment.


• Enhancement of content knowledge and pedagogical skill

o Needs Improvement = Teacher engages in no professional development activities to enhance knowledge

or skill.

o Proficient = Teacher seeks out opportunities for professional development to enhance content knowledge

and pedagogical skill.

o Exemplary = Teacher seeks out opportunities for professional development and makes a systematic effort

to conduct action research.

• Receptivity to feedback from colleagues

o Needs Improvement = Teacher resists feedback on teaching performance from either supervisors or more

experienced colleagues.

o Proficient = Teacher welcomes feedback from colleagues when made by supervisors or when the

opportunities arise through professional collaboration.

o Exemplary = Teacher seeks out feedback or teaching from both supervisors and colleagues.

• Service to the profession

o Needs Improvement = Teacher makes little or no effort to share knowledge with others or to assume

professional responsibilities.

o Proficient = Teacher participates actively in assisting other educators.

o Exemplary = Teacher initiates important activities to contribute to the profession.


• Integrity and ethical conduct

o Needs Improvement = Teacher displays dishonesty in interactions with colleagues, students, and the

public.

o Proficient = Teacher displays high standards of honesty, integrity, and confidentiality in interactions with

colleagues, students, and the public.

18

o Exemplary = Teacher can be counted on to hold the highest standards of honesty, integrity, and

confidentiality and takes a leadership role with colleagues.

• Decision making

o Needs Improvement = Teacher makes decisions and recommendations based on self-serving interests.

o Proficient = Teacher maintains an open mind and participates in team or departmental decision making.

o Exemplary = Teacher takes a leadership role in team or departmental decision making and helps ensure

that such decisions are based on the highest professional standards.

• Compliance with school and district regulations

o Needs Improvement = Teacher does not comply with school and district regulations.

o Proficient = Teacher complies fully with school and district regulations.

o Exemplary = Teacher complies fully with school and district regulations, taking a leadership role with

colleagues.

• Performance of non-instructional duties

o Needs Improvement = Considerable instructional time is lost in performing non-instructional duties.

o Proficient = Efficient systems for performing non-instructional duties are in place, resulting in minimal

loss of instructional time.

o Exemplary = Systems for performing non-instructional duties are well established, with students

assuming considerable responsibility for efficient operation.

4f: Technology

• Use of current district assessment programs

o Needs Improvement = Teacher does needs assistance in utilizing assessment programs supported by the

district.

o Proficient = Teacher learns to effectively utilize assessment programs supported by the district.

o Exemplary = Teacher learns to effectively utilize assessment programs supported by the district and

supports and/or shares with others.

• Understanding of the social, ethical, and legal issues of technology

o Needs Improvement = Teacher needs a better understanding of issues relative to the use of technology in

the district and does not apply concepts in practice.

o Proficient = Teacher demonstrates an understanding of issues relative to the use of technology in the

district, and applies appropriate technology use concepts in practice.

o Exemplary = Teacher demonstrates an understanding of issues relative to the use of technology in the

district, applies appropriate technology use concepts in practice, and contributes to the same use by

others.

19

Appendix A

North Platte Public Schools

Teacher Progress Report

Teacher _____________________________________ Date _______________________

School/ Program _____________________________

Grade/Subject _______________________________

The North Platte Public Schools have identified teacher competencies in the area

of Caring and Concern, Interpersonal Relationships, Lesson Design and Deliver,

Professional Responsibilities, and Technology. This progress report is based on

these competencies.

Strengths:

Recommendations:

Teacher Response

The evaluated teacher has the right to attach a response to this evaluation to

become part of the permanent record.

Signatures and Review

Employee’s signature indicates that the employee has seen and discussed the

contents of this summary report with the evaluator. Said signature is not to be

construed to indicate agreement with the contents of this report.

Employee’s Signature and Date Evaluator’s Signature and Date

_____________________________ ______________________________

Supervisor’s Signature and Date

_______________________________

20

Appendix B


Summative Evaluation Report

Teacher

School Year 20___ - 20___ Probationary 1, 2, 3 or Tenured

Name ___________________________________ Grade/Subject __________________________

School _________________________________ Evaluator ______________________________

Date of Summative Evaluation Report ________________________________________

This evaluation is based in part on materials gathered on the following dates:

Performance Plans Date(s) Observation Date(s) Conference Date(s)

______________________________ ___________________ __________________

______________________________ ___________________ __________________

______________________________ ___________________ __________________

______________________________ ___________________ __________________

______________________________ ___________________ __________________

______________________________ ___________________ __________________

Methods of information collection may include, but not be limited to:

A. Informal/Formal Observation B. Self-Appraisal

C. Performance Plan D. Other ______________________

Recommendations of Evaluation

____ Teacher is recommended for contract renewal with the development of a

Performance Plan selected by the teacher and approved by the building

administrator or supervisor. A Performance Plan includes goals, activities,

timelines and assessment. The Plan serves to continually renew the

effectiveness of the teacher by concentrating energy on growth activities.

____ Teacher is recommended for contract renewal contingent upon the development

of a Performance Plan that focuses upon areas for improvement identified by

the building administrator or supervisor.

____ Teacher is recommended for Intensive Assistance. An Intensive Assistance

Plan includes specific deficiencies, proposed solutions to address

deficiencies, and timelines to meet district expectations for professional

performance. The plan serves to establish specific criteria for improvement

by concentrating on particular teacher competencies.

____ Teacher is not recommended for contract renewal.

Teacher Response







___________________________________ ___________________________________


21

NORTH PLATTE PUBLIC SCHOOL Appendix C

TEACHER COMPETENCIES

Self Appraisal

Listed below are the competencies and performance areas. Evaluate yourself in each of the listed areas. Refer to the

Competencies Rubric for more explanation. Mark the items using the number scale listed.

0 – Does not apply

1 – Very Satisfied with performance

2 – Satisfied with performance

3 – Area that needs improvement

Teacher’s Name ______________________________ Date _________________



• Knowledge of content and structure of the discipline 0 1 2 3

• Knowledge of content related pedagogy 0 1 2 3


• Knowledge of child development 0 1 2 3

• Knowledge of the learning process. 0 1 2 3

• Knowledge of students skills, knowledge, language proficiency 0 1 2 3

• Knowledge of students’ interests and cultural heritage. 0 1 2 3

• Knowledge of students special needs. 0 1 2 3


• Value, Sequence, and Alignment 0 1 2 3

• Clarity 0 1 2 3

• Balance 0 1 2 3


• Resources to Extend Content Knowledge and Pedagogy 0 1 2 3

• Resources for Students 0 1 2 3


• Learning Activities 0 1 2 3

• Management of Material and Supplies 0 1 2 3

• Lesson adjustment 0 1 2 3


• Instructional outcomes meet criteria and standards 0 1 2 3

• Design of formative assessment 0 1 2 3

• Use of assessment data to inform decisions 0 1 2 3


• Technology knowledge, skills, and use 0 1 2 3



• Expectations for Learning 0 1 2 3

• Directions and procedures 0 1 2 3

• Explanations of Context 0 1 2 3


• Quality of questions 0 1 2 3


• Activities and assignments 0 1 2 3

• Grouping of students 0 1 2 3

• Instructional materials and resources 0 1 2 3

• Structure and pacing 0 1 2 3

22


• Assessment criteria 0 1 2 3

• Monitoring of student learning 0 1 2 3

• Feedback to students and parents 0 1 2 3

• Student self-assessment and monitoring of progress 0 1 2 3

Domain 3: The Classroom Environment 3a: Creating an environment of respect and report

• Teacher interaction with students 0 1 2 3

• Student interactions with other students 0 1 2 3


• Importance of the content 0 1 2 3

• Expectations for learning and achievement 0 1 2 3

• Students pride in work 0 1 2 3


• Management of instructional groups 0 1 2 3

• Management of transitions 0 1 2 3

• Response to students 0 1 2 3


• Expectations 0 1 2 3

• Response to student misbehavior 0 1 2 3


• Safety and Accessibility 0 1 2 3

• Arrangement of furniture and use of physical resources 0 1 2 3



• Student completion of assignments 0 1 2 3

• Student progress in learning 0 1 2 3


• Information about the instructional program 0 1 2 3

• Information about individual students 0 1 2 3


• Relationships with colleagues 0 1 2 3

• Involvement in culture of professional inquiry 0 1 2 3

• Service to the school 0 1 2 3

• Supervision of volunteers and paraprofessionals 0 1 2 3


• Enhancement of content knowledge and pedagogical skill 0 1 2 3

• Receptivity to feedback from colleagues 0 1 2 3

• Service to the profession 0 1 2 3


• Integrity and ethical conduct 0 1 2 3

• Decision making 0 1 2 3

• Compliance with school and district regulations 0 1 2 3

• Performance of non-instructional duties 0 1 2 3

4f: Technology

• Use of current district assessment programs 0 1 2 3

• Understanding of the social, ethical, and legal issues of technology 0 1 2 3

23

Appendix D

North Platte Public School District

Performance Plans

Teacher ___________________________________ School Year 20___ - 20 ___

Performance Plan Goal:

(Please include activities and timelines.)

Assessment Method:

Performance Plan Conference:

Fall Conference __________ _______________________ ________________

Date Teacher Principal

Performance Plan Review ____ The plan has been attained.

____ The plan has been partially attained.

____ The plan has not been attained.

____ Appropriate progress has been made on the multi-year plans.

____ Appropriate progress has not been made on the multi-year plan.

Teacher Response







______________________________ ________________________________


Appraisal _________ ____________________ ________________

Conference: Date Teacher Principal

24

Appendix D1

Questions to be used

with the

Development of Performance Plans

1. How are the performance plans related to the teacher competency areas?

2. How will the performance plans be observed or measured?

3. How does the plan lead to strengthened professional performance?

4. How does the plan lead to improved student learning?

5. What are the performance plans timelines for accomplishment?

6. Do the performance plans conflict with any building or district objectives

or goals?

7. Are the performance plans realistic and challenging?

25

Appendix D2


Performance Plans

Teacher ___EXAMPLE_________ School Year 20 ___ - 20 ___

Performance Plan Goals:


Year 1: Participate in Six Traits Writing training

Read articles on writing to build my knowledge base

Work in regular writing time in classroom schedule

Collect baseline writing samples from students

Organize/develop a plan to teach the traits

Become knowledgeable on assessment procedures

Reflect on progress

Year 2: Implement plan for teaching Six Trait Writing

Reflect on how students learned, writing improvement and

teaching strategies use

Assessment Method:

• Document classes, readings, etc. through notes and reflections

• Collection of baseline samples

• Comparison of writing samples using traits

• Analysis of writing assessments will yield direction for instruction and

student progress


Fall Conference ________ __________________ ___________________


Performance Plan Review

___ The plan has been attained.

___ The plan has been partially attained.

___ The plan has not been attained.

___ Appropriate progress has been made on the multi-year objective

Teacher Response







_____________________________________ __________________________________


Appraisal _________ ____________________ ________________________


26

Appendix D2(a)


Performance Plan

Teacher ___EXAMPLE________________________________ School Year 20___ - 20

Performance Plan Goal:


I want to explore and try a variety of assessment strategies with students.

Year 1 Form a learning team of peers

Research curriculum frameworks

Research literature – books, journals, etc.

Interview/visit with experts

Share learning with learning team several times a semester

Develop strategies to use to assess students

Assemble “Best Practices” list

Year 2 Implement “Best Strategies”

Research impact on student grades, motivation and parent

understanding.

Assessment Method:

• Learning Team notes will reflect research efforts

• Document conversations/visits with assessment specialists

• Notes from literature/readings

• Reflect on efforts to use assessment strategies with students


Fall Conference _______ ___________________ ______________


Performance Plan Review ___ The plan has been attained.




___ Appropriate progress has not been made on the multi-year objective.

Teacher Response







_________________________________ _____________________________________


Appraisal ________ _________________ ___________________


27

Appendix D2 (b)


Performance Plan

Teacher ____EXAMPLE___________ School Year 20___ - 20___

Performance Objective Goal:


I want to develop effective learning experiences through instructional activities

and materials while using research behind work done with multiple intelligences,

higher order thinking skills and differentiation.

Year 1 Research ideas for practical teaching methods through:

• Articles and books available in the Professional Library

• Articles and information available through the Internet

• Attend workshops, seminars, or professional growth classes

Visit classrooms where MI, higher order thinking skills and

differentiation are applied throughout lessons and

activities.

Identify concepts learned from the research that would apply

Year 2 Utilize methods, activities and strategies researched

Maintain records of student participation within activities

utilizing MI, higher order thinking skills, or

differentiation.

Develop and utilize a system for documenting student growth

through the use of higher order thinking skills, MI and

differentiation within lessons.

Assessment Method:

Maintain a notebook with activities and materials for lessons that will

include the use of MI, higher order thinking skills or differentiation

Keep a log of literature read in each of the areas

Keep a log of visits to classrooms, discussions with colleagues and

attendance at workshops, seminars and professional growth classes dealing

with the areas

Maintain a record of student participation within activities

Utilize a system for documenting student growth as a result of their work

with MI, higher order thinking skills or differentiated lessons and

activities.

Performance Plan Review

___ The plan has been attained.



___ Appropriate progress has been made on the multi-year plans

Teacher Response







_____________________________________ __________________________________


Appraisal _________ ____________________ ________________________


28

Appendix D2 (c)


Performance Plans

Teacher ____EXAMPLE_______ School Year 20___ - 20___

Performance Plan Goals:


I want to utilize the computer as a teaching tool in order to assist and enhance

student comprehension of the curriculum.

Year 1: Review the curriculum to be adopted and determine at least 5

areas of study in which computer skills would enhance student

participation, interest and comprehension.

Develop a collection of lessons and activities that utilize the

computer as a teaching tool that is consistent with the goals,

objectives, and outcomes of the curriculum

Utilize the use of the computer as part of classroom lesson plans

at least 5 times during the school year.

Assessment Method:

Compile a list of units, chapters, and/or lessons that would be enhanced by

incorporating telecummunications, language arts, mathematics, and/or multimedia

aspects of computer usage.

Keep a collection of lessons and activities that demonstrate the student use of

the computer to enhance student participation, interest and comprehension. These

materials shall be consistent with the goals, objectives and outcomes of the

curriculum. Document use of the computer in the classroom lesson plans with

samples of student generated work using a variety of appropriate computer

applications.

Performance Objective Conference:

Fall Conference _________ ____________________ ________________


Performance Plan Review ___ The plan has been attained.




Teacher Response







_____________________________________ __________________________________


Appraisal _________ ____________________ ________________________


29

Appendix E

Guided Improvement Plan

Teacher

Guided Improvement is a process whereby strategies to assist in the improvement of

instruction are identified by the administrator and plans for improvement are

developed by the administrator and teacher.

Area(s) of needing improvement:

Plans for improvement (Administrator and teachers responsibilities defined):

Timeline:

______________________________ ______________________________


______________________________


30

Appendix F


Intensive Assistance Plan

Teacher

Intensive Assistance is a process whereby a teacher is given the opportunity to

improve in specified areas of deficiency in order to retain his/her job. An

Intensive Assistance Plan is an open-ended format that identifies a limited number

of area(s) in which a teacher needs to demonstrate improvement. If the teacher

fails to demonstrate the necessary improvements, he/she will not be recommended

for contract renewal.

Area(s) of Deficiency Identified:

Plans for Improvement (Principal and Teacher Responsibilities Defined):

Timeline:

__________________________________ __________________________________


__________________________________


31

Appendix F1


Intensive Assistance Evaluation Report

Teacher

School Year 20___ - 20___ Probationary 1, 2, 3 or Tenured

Name ____________________________________ Grade/Subject _________________________

School __________________________________ Evaluator _____________________________

Dates of Observation/Evaluation _____________________________

Intensive Assistance is a process whereby a teacher is given the opportunity to

improve in specified areas of deficiency in order to retain his/her job. An

Intensive Assistance Plan is an open-ended format that identifies a limited number

of area(s) in which a teacher needs to demonstrate improvement. If the teacher

fails to demonstrate the necessary improvements, he/she will not be recommended

for contract renewal.

Area (s) of Deficiency Identified in the Intensive Assistance Plan:

Observations and Recommendations (Continued on back if necessary):

Teacher Response







_____________________________________ __________________________________


Appraisal _________ ____________________ ________________________


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