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The following guidelines are meant to provide teachers and administrators with examples of items by which teacher performance can be measured. It is not meant to be an all-inclusive list.
TEACHING TECHNIQUES:
Demonstrate effective planning skills (for example)
• Selects instructional objectives that are related to the district’s prescribed curriculum
• Incorporates content for previous levels for reinforcement
• Anticipates content from future lessons or grade levels to ensure continuity and sequence
• Includes teaching methods and student activities relevant to objectives
• Includes evaluation procedures
• Plans appropriate time allotment
• Provides adequate plans and procedures for substitute teachers
Implements the lesson plan (for example)
• Reviews and previews; provides the structure for learning
• States instructional objectives
• Provides input related to objectives
• Demonstrates activities consistent with topic being taught
• Provides guided practice to reinforce concepts
• Checks for understanding Re-teaches as appropriate
• Provides independent practice
• Utilizes lesson summary technique
• Promotes active participation during the lesson
Utilizes appropriate evaluation activities (for example)
• Makes methods of evaluation clear and purposeful
• Prepares assessment measures which reflect course content
• Administers test required by the district
• Gives written comments, as well as points or scores
• Returns assignments and test results as quickly as possible
• Makes opportunities for one-to-one conferences with students
• Interprets test results to students and/or parents as appropriate
Communicates effectively with students (for example)
• Speaks clearly
• Puts ideas across logically
• Uses a variety of verbal and nonverbal techniques
• Praises, elicits, and responds to student questions before proceeding
• Gives clear, explicit directions
• Utilizes probing techniques
• Provides structuring comments which give the learner a brief overview of the material to be studied
• Indicates positive directions for moving from one activity to the next
• Asks students questions from a variety of thinking levels
Displays a thorough knowledge of curriculum and subject matter (for example)
• Explains the purpose of the topic or activity
• Relates specific topics or activities to content area
• Uses appropriate examples and illustrations
• Presents accurate and up-to-date information
• Prepares plans and course outline(s) which reflect the prescribed curriculum
• Accurately responds to student questions or can readily identify an appropriate source for the answer
Provides opportunities for individual differences (for example)
• Uses knowledge of students to design educational experiences
• Selects objectives at the correct level of difficulty to assure successful learning experiences for students
• Paces learning according to students’ mastery of content
• Provides extra help and enrichment activities
• Presents subject matter which is appropriate for abilities and interests of the students within the framework of the district’s curriculum
• Provides instruction to accommodate a variety of learning styles
• Implements IEP’s and 504 plans as required
Ensures student time on task (for example)
• Schedules learning time according to district guidelines for the subject area(s)
• Begins class work promptly
• Reinforces students who are spending time on task
• Minimizes management time
• Minimizes transition time
• Uses procedures to minimize wait time for students
Sets appropriate and challenging expectations for student achievement (for example)
• Establishes expectation for students based on a level of skills acquisition appropriate to their ability level
• Communicates challenging scholastic expectation for students
• Uses concrete, firsthand information about students in determining expectations
• Assists students to set personal goals for achievement
ORGANIZED, STRUCTURED CLASS MANAGEMENT:
Organizes and effectively uses materials and resources (for example)
• Blends materials and resources into a lesson
• Identifies and/or creates and uses resources and materials effectively
• Maintains organization for efficient distribution of learning materials
• Makes necessary materials readily available to the students
• Presents material in a well-organized fashion
• Makes effective use of support services as needed
Sets high standards for student conduct (for example)
• Manages discipline problems in accordance with administrative regulations, board policies, and legal requirements
• Establishes and clearly communicates parameters for student classroom conduct
• Manages disruptive conduct constructively Demonstrates fairness and consistency in the handling of students
• Models appropriate personal conduct
Organizes students for effective instruction (for example)
• Makes use of the physical school environment to support current learning activities
• Varies size of groups to the instructional objectives and the instructional needs of the students
• Creates a set of guidelines for students to follow when doing small group work
• Provides orientation for new students
EFFECTIVE INTERPERSONAL RELATIONSHIPS:
Demonstrates effective interpersonal relationship with others (for example)
• Shares ideas, district materials, and methods with other teachers
• Informs administrators and/or appropriate personnel of school related matters
• Supports and participates in parent-teacher activities
• Works well with other teachers, support personnel, and the administration
• Provides a climate which open up communications between the teacher and the parent in the best interests of the student
• Has positive relationship with students
• Uses discretion in handling confidential information and difficult situations
Demonstrates awareness of the needs of students (for example)
• Shows awareness of and sensitivity to individual students
• Deals appropriately with student needs and abilities (i.e. physical development, health needs, special needs, etc.)
Promotes positive student self-concept (for example)
• Provides opportunities for all students to achieve recognition for constructive behavior
• Provides opportunity for each student to meet success regularly
• Promotes student self-control
Demonstrates sensitivity in relating to student (for example)
• Is accessible to all students
• Acknowledges the right of others to hold differing views or values
• Gives constructive criticism and praise
• Makes an effort to know each student as an individual
• Is a willing listener
• Communicates with students empathetically, accurately, and with understanding
Promotes student self-discipline and responsibility (for example)
• Helps students develop efficient learning skills and work habits
• Creates a climate in which students display initiative and assume a personal responsibility for learning
PROFESSIONAL RESPONSIBILITY:
Demonstrates employee responsibilities (for example)
• Responds appropriately to parental concerns
• Is punctual to assigned duties
• Provides accurate data to school personnel as requested for management purposes
• Completes duties accurately and promptly
• Follows appropriate procedures for handling money
Supports school regulations and policies (for example)
• Adheres to authorized policies and regulations
• Selects appropriate channels for resolving concerns/problems
• Participates in the development and review of school policies and regulations as appropriate
• Strives to stay informed regarding policies and regulations applicable to his/her position
Demonstrates professional growth (for example)
• Participates in curriculum review/revision and/or development activities
• Selects and attends professional activities and/or university courses related to individual and district goals
• Participates in all scheduled staff in-services
Approved: December 15, 2008
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