Rv-Full Evaluation All Levels Master

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R Ro oc ck k V Va al ll le ey y P Pr ro of fe es ss si io on na al l L Le ea ar rn ni in ng g C Co om mm mu un ni it ty y
Vision and Beliefs: The Theory Behind the Plan

We are a professional learning community totally focused on teaching and learning. As professionals we are specifically
focused on:

o Standards:
We use teaching and learning standards to focus instruction and professional dialogue on student learning.

o Collaborations:
We strive to support each other in best practices.

o Competence:
We focus upon best practice to increase student achievement/performance and increase our professional practice.

o Communication:
We use and share student achievement/performance data to focus our professional dialogue.

o Creativity and Compassion:
We are passionate about our ability to create conditions that create enthusiasm for student and adult learning.

In summary, our total focus is: Improved student learning through a focus on best practice instruction while
increasing enthusiasm for learning.

A school teaches in three ways: by what it teaches (rigor), by how it teaches (relevance), and by the kind of place it is
(relationships). - Lawrence Downey

The professional growth process includes four
cycles:

o Tier I: Beginning Teacher

o Tier II: Probationary Career Teacher
Career Teacher

o Tier III: Intensive Assistance Cycle

Tier I, II, III Notification

By September 30
th
of each school year, a member of the
administrative staff shall acquaint employees with the
evaluation procedures, criteria, and instruments. An employee
starting work after the beginning of the school year shall be
given such notification not later than one (1) week prior to the
first formal evaluation.

Tier I

Tier I: Beginning Teacher Evaluation

The purpose of the Tier I cycle is to assist beginning teachers
in becoming a contributing member of the Rock Valley
Community School District staff. Focused upon the first two
years of employment, it shall include the following
components: mentoring, classroom observations, and
evidence of meeting the Iowa Teaching Standards and Criteria
for purposes of licensure.

Tier I: Classroom Observations

Tier I teachers will be formally observed by their principal at
least three times at mutually agreed upon times. The first two
formal observations will be conducted prior to February 1
st
of
each contract year. The third formal observation and
summative report will be completed not later than March 30 of
each contract year. These observations will focus upon the
Iowa Teaching Standards and Criteria. Each observation will
include a pre-conference and a feedback conference. The
district will provide a form for the summative evaluation
report. Essentially, this means that a first or second year
teacher is observed three times in their first year and an
additional three times in their second year of teaching.

T Ti ie er r I I, , I II I, , a an nd d I II II I
Teacher Evaluation Procedures

Definitions

1. Comprehensive Evaluation shall mean a summative
evaluation of a Tier I and a Probationary Career
teacher conducted by an evaluator for the purposes of
determining a teachers competency relative to the
Iowa Teaching Standards. For Tier I teachers, the
Comprehensive Evaluation will also be used for
recommendation for licensure.

2. Performance Review shall mean a summative
evaluation of a teacher other than a Tier I or
Probationary Career teacher used to determine if the
teachers practice meets school district expectations
and the Iowa Teaching Standards.

3. Tier I, Beginning Teacher, shall mean an individual
serving under an initial provisional license, issued by
the Board of Educational Examiners under charter 272
who is assuming a position as a classroom teacher.

4. Probationary Career Teacher shall mean an individual
who holds a valid practitioners license but has served
less than two years in the district.

5. Career Teacher means an individual who holds a valid
practitioners license and who has been employed in
the district for more than two years.

6. Formal Observation shall mean that observation of a
teachers performance which is used for the
development of the summative evaluation.

7. Informal Observation shall mean the unannounced
observation of a teachers performance that results in a
written informal report.

8. Teacher means an individual holding a practitioners
license issued under chapter 272, who is employed in
a non-administrative position as a teacher, librarian, or
counselor.
9.

Tier II

Tier II: Probationary Career Teacher

The purpose of the Tier II, probationary career cycle, is to assist
teachers new to the Rock Valley Community School District with
becoming contributing members of our school community. Focused
upon the first two years of employment in the Rock Valley
Community School District, it shall include the following;
components: formal observation and meeting the Iowa Teaching
Standards and Criteria.

Tier II: Probationary Career Teacher Classroom
Observations

Tier II, probationary career teachers, will be formally observed by
their principal at least two times at mutually agreed upon times.
The first formal observation will occur prior to February 1
st
of each
contract year. The second formal observation and a summative
report will be completed by March 30 of each contract year. These
observations will focus upon the Iowa Teaching Standards and
Criteria. Each observation will include a pre-conference and a
feedback conference. The district will provide a form for the
summative evaluation report.
- - - - - - - - - - - - - - - - - - - - -

Tier II: Career Teacher

The purpose of the Tier II is to extend and enrich the professional
learning and growth of all teachers and significantly impact
organizational performance. Tier II teachers shall annually (except
on year three which is an evaluation year) design their own
professional growth plan. These process plans are formulated into a
written document called a Professional Learning Plan.

Tier II: Performance Review

At least once every three years, Tier II teachers performance shall
be evaluated by a building principal on each of the Iowa Teaching
Standards and Criteria. Each standard will be rated as meets
standard or does not meet standard. Each standards criteria will
not be rated but will be used as a reference point for gathering
evidence to overall performance on each standard. Artifacts related
to each teachers annual professional learning plan would be used as
documentation when completing the summative evaluation.

Tier II Classroom Observation

Tier II teachers will be formally observed by their principal at least
once during the performance review cycle. The observation will
occur at a mutually agreed upon time. The

formal observation shall occur prior to March 30. The
observation will focus on the Iowa Teaching Standards and
Criteria. The observation will include a pre-conference and a
feed back conference. The district will provide a form for the
summative evaluation report.

Tier III

Tier III Intensive Assistance Plan

The purpose of the Intensive Assistance Plan is to provide a
structured process for a Tier II teacher who needs additional
assistance and support to maintain an acceptable level of
performance, as identified in the Iowa Teaching Standards and
Criteria. It is used when a teachers future employment with
the Rock Valley Community School is being scrutinized and a
potential termination of contract could result. The process is
initiated in writing with all the requirement of due process
met. It consists of two assistance levels: Awareness Phase
and Assistance Phase.

Awareness Phase

In the awareness phase, the principal identifies a problem(s)
relating to the Teaching Standards and Criteria that is a
characteristic of the teachers performance rather than an
anomaly. The principal shall contact the teacher in writing,
make him/her aware of the problem, collaboratively develop
and implement a plan to resolve the problem, and schedule a
time (not to exceed three (3) school months) to discuss
resolution. While the teacher and the principal attempt to
resolve the problem, the teacher remains in Tier II. At the
conclusion of the agreed upon timeframe, the principal will
review the progress and will make one of the following
recommendations:
o The problem is resolved and the teacher is
removed from the awareness phase and
continues to work within Tier II.
o In the event the problem is not resolved, the
teacher is notified in writing and placed into the
assistance phase. Placement in the assistance
phase would suspend the Professional Learning
Plan in Tier II.

Assistance Phase

After the final meeting of the Awareness Phase, a letter will be
sent to the teacher to formally notify him/her of placement in
the Assistance Phase. A copy is forwarded to the
Superintendents office and is place in the personnel file. The
teacher shall be notified of their right to request assistance
Tier I, II, and III
Teacher Evaluation Procedures (Continued)

from their local education association. The superintendent or his/her
designee will then organize an evaluation team consisting of at least
two (2) administrative evaluators to work with the teacher. Team
members must have successfully completed the state-mandated
requirements of evaluator approval. A conference shall be held
between the teacher and the Evaluation Team members to develop an
Assistance Plan that must include a specific statement of problem (s)
related to one or more of the Iowa Teaching Standards as well as
specific growth promoting goals that are measurable, action-oriented,
and time-bound. At the conclusion of the agreed upon timeframe, the
Evaluation Team will review the progress and will make one of the
following recommendations:

o The problem is resolved and the teacher is removed from the
Intensive Assistance Plan.
o Progress is noted, the timeline is extended but may not exceed
nine (9) school months and work continues in the assistance
phase.
o The problem is not resolved, progress is not noted. Action
shall be taken by the district to move towards a
recommendation for non-renewal of contract.

Nothing in this section precludes the district from initiating termination
procedures at any time under Chapter 279 of Iowa Code for just cause.

Further Information on Tier I, II and III

Observation of work performance of a teacher shall be conducted
openly. A copy of the Post-Observation Reflection Form shall be given
to the principal within five working days of the observation. A
conference shall be held between the principal and the teacher within
ten days of the observation. This time may be extended by mutual
agreement. The teacher shall sign the evaluators copy acknowledging
receipt of the teachers copy. The teachers signature on the evaluation
form shall be understood to indicate his or her awareness of the
material but in no instance shall said signature be interpreted to mean
agreement with content of the material.

The teacher shall have the right to submit a written response regarding
any aspect of the evaluation. The written response shall be made on the
form provided by the district and shall be submitted with two (2)
working days of the conference. Any material including written
complaints used for evaluation purposes shall not be placed in the
teachers personnel file without the employees knowledge.

T Ti ie er r I I, , I II I, , a an nd d I II II I
Teacher Evaluation Procedures (Continued)

R Ro oc ck k V Va al ll le ey y C Co om mm mu un ni it ty y S Sc ch ho oo ol ls s

P Pe er rf fo or rm ma an nc ce e R Re ev vi ie ew w
T Ti ie er r I I - - I II I

Rock Valley Community School District
Performance Review Process
Iowa Teaching Standards Review

Teacher
Evaluator
Performance Review
Year

Iowa Teaching Standard

Supporting Indicators
(Completed by the teacher)
Evaluators Comments

1. STANDARD: Demonstrates ability to
enhance academic performance and
support for implementation of the school
districts student achievement goals.

The Teacher:

a. Provides evidence of student learning to
students, families and staff.
b. Implements strategies supporting student,
building, and district goals.
c. Uses student performance data as a guide for
decision making.
d. Accepts and demonstrates responsibility for
creating a classroom culture that supports the
learning of every student.
e. Creates an environment of mutual respect,
rapport, and fairness.
f. Participates in and contributes to a school
culture that focuses on improved student
learning.
g. Communicates with student, families,
colleagues, and communities effectively and
accurately.

Mark one:

Meets Standard

Does Not Meet Standard

Teacher
Evaluator
Performance Review
Year


Evaluators Comments

2. STANDARD: Demonstrates competence
in content knowledge appropriate to the
teaching profession.

The Teacher:

a. Understands and uses key concepts, underlying
themes, relationships, and different perspectives
related to the content area.
b. Uses knowledge of student development to
make learning experiences in the content area
meaningful and accessible for every student.
c. Relates ideas and information within and across
content areas.
d. Understands and uses instructional strategies
that are appropriate to the content area.

Mark one:

Meets Standard



Teacher
Evaluator
Performance Review
Year


Evaluators Comments

in planning and preparing for
instruction.

The Teacher:

a. Uses student achievement data, local standards
and the district curriculum in planning for
instruction.
b. Sets and communicates high expectations for
social, behavioral, and academic success for all
students.
c. Uses student development needs, background,
and interests in planning for instruction.
d. Selects strategies to engage all students in
learning.
e. Uses available resources, including
technologies, in the development and
sequencing of instruction.

Mark one:

Meets Standard



Teacher
Evaluator
Performance Review
Year


Evaluators Comments

4. STANDARD: Uses strategies to deliver
instruction that meets the multiple
learning needs of students.

The Teacher:

a. Aligns classroom instruction with local
standards and district curriculum.
b. Uses research-based instructional strategies that
address the full range of cognitive levels.
c. Demonstrates flexibility and responsiveness in
adjusting instruction to meet student needs.
d. Engages students in varied experiences that
meet diverse needs and promote social,
emotional, and academic growth.
e. Connects students prior knowledge, life
experiences, and interests in the instructional
process.
f. Uses available resources, including
technologies, in the delivery of instruction.

Mark one:

Meets Standard



Teacher
Evaluator
Performance Review
Year


Evaluators Comments

5. STANDARD: Uses a variety of methods
to monitor student learning.

The Teacher:

a. Aligns classroom assessment with instruction.
b. Communicates assessment criteria and
standards to all students and parents.
c. Understands and uses the results of multiple
assessments to guide planning and instruction.
d. Guides students in goal setting and assessing
their own learning.
e. Provides substantive, timely, and constructive
feedback to students and parents.
f. Works with other staff and building and district
leadership in analysis of student progress.

Mark one:

Meets Standard



Teacher
Evaluator
Performance Review
Year


Evaluators Comments

in classroom management.

The Teacher:

a. Creates a learning community that encourages
positive social interaction, active engagement,
and self-regulation for every student.
b. Establishes, communicates, models and
maintains standards of responsible student
behavior.
c. Develops and implements classroom procedures
and routines that support high expectations for
learning.
d. Uses instructional time effectively to maximize
student achievement.
e. Creates a safe and purposeful learning
environment.

Mark one:

Meets Standard



Teacher
Evaluator
Performance Review
Year


Evaluators Comments

7. STANDARD: Engages in professional
growth.

The Teacher:

a. Demonstrates habits and skills of continuous
inquiry and learning.
b. Works collaboratively to improve professional
practice and student learning.
c. Applies research, knowledge, and skills from
professional development opportunities to
improve practice.
d. Establishes and implements professional
development plans based upon the teacher
needs aligned to the Iowa Teaching Standards
and district/building student achievement goals.

Mark one:

Meets Standard



Teacher
Evaluator
Performance Review
Year


Evaluators Comments

8. STANDARD: Fulfills professional
responsibilities established by the school
district.

The Teacher:

a. Adheres to board policies, district procedures,
and contractual obligations.
b. Demonstrates professional and ethical conduct
as defined by state law and individual district
policy.
c. Contributes to efforts to achieve district and
building goals.
d. Demonstrates an understanding of and respect
for all learners and staff.
e. Collaborates with students, families,
colleagues, and communities to enhance
student learning.

Mark one:

Meets Standard


P Pl le ea as se e m ma ar rk k o on ne e: :

o o T Th he e t te ea ac ch he er r i is s a a f fi ir rs st t y ye ea ar r B Be eg gi in nn ni in ng g T Te ea ac ch he er r. .

o o T Th he e t te ea ac ch he er r m me ee et ts s o or r e ex xc ce ee ed ds s a al ll l e ei ig gh ht t I Io ow wa a T Te ea ac ch hi in ng g S St ta an nd da ar rd ds s ( (c ca ar re ee er r t te ea ac ch he er r) )

o o a an nd d i is s r re ec co om mm me en nd de ed d f fo or r a a s st ta an nd da ar rd d l li ic ce en ns se e ( (2 2
n nd d
/ /3 3
r rd d
y ye ea ar r t te ea ac ch he er r) )

o o T Th he e t te ea ac ch he er r f fa ai il ls s t to o m me ee et t t th he e I Io ow wa a T Te ea ac ch hi in ng g S St ta an nd da ar rd ds s. .

o o T Th he e t te ea ac ch he er r i is s b be ei in ng g r re ec co om mm me en nd de ed d f fo or r a a t th hi ir rd d y ye ea ar r b be ef fo or re e a a l li ic ce en ns se e d de ec ci is si io on n i is s m ma ad de e* *

E Ev va al lu ua at to or r s s S Si ig gn na at tu ur re e: : _ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ _ D Da at te e: : _ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ _

E Ev va al lu ua at ti io on n P Pe er ri io od d: : _ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ _. . 2 20 0_ __ __ __ __ _ t to o _ __ __ __ __ __ __ __ __ __ __ __ __ __ _, , 2 20 0_ __ __ __ _

T Te ea ac ch he er r s s S Si ig gn na at tu ur re e: : _ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ _ D Da at te e: : _ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ _

* * T Th he e d di is st tr ri ic ct t m mu us st t c co on nt ta ac ct t t th he e B Bo oa ar rd d o of f E Ed du uc ca at ti io on na al l E Ex xa am mi in ne er rs s t to o e ex xt te en nd d t th he e p pr ro ov vi is si io on na al l l li ic ce en ns se e f fo or r a a t th hi ir rd d y ye ea ar r. . T Th he er re e w wi il ll l b be e a a
f fo or rm m p pr ro ov vi id de ed d b by y t th he e B Bo oa ar rd d o of f E Ed du uc ca at ti io on na al l E Ex xa am mi in ne er rs s f fo or r t th he e e ev va al lu ua at to or r t to o u us se e t to o c co om mm mu un ni ic ca at te e t th he e d de ec ci is si io on n m ma ad de e o on n e ea ac ch h 2 2
n nd d
y ye ea ar r
t te ea ac ch he er r. .

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E Ev va al lu ua at ti io on n P Pr ro oc ce es ss s

Name:_____________________________ Building/Grade: _________________

Event Date Completed
Planning Conference

Pre-Observation Conference
Observation
Post Observation Conference
Observation
Observation
Summative Evaluation Conference
Job Improvement Targets Submitted

C Co om mm me en nt ts s: :

Notes:

1. The planning conference and first pre-observation conference can be combined.
2. The last observation conference and the summative evaluation conference can also be combined.

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S Sp pe ec ci ia al l P Pl la an nn ni in ng g d da at ta a f fo or r P Pr re e- -O Ob bs se er rv va at ti io on n

Teacher Name: Administrator:
Pre-Conference Date: Date and Time of Observation:
Grade/Subject: Unit Topic:

1. Briefly describe the students in the class, including those with special needs.

2. What are the goals for the lesson? How do these goals support the districts curriculum?

3. Specifically, which standard are you addressing in your curriculum?

4. How do you plan to assess student achievement of the goals? What procedures will you use: (Attach any
tests or performance tasks, with rubrics or scoring guides.)

5. How do you plan to engage students in the content? What will you do? What will the students do?

6. What difficulties do students typically experience in this area, and how do you plan to anticipate these
difficulties?

7. What instructional materials or other resources, if any will you use? (Attach sample materials you will be
using in the lesson.)

8. What Iowa teaching standards/criteria will be demonstrated in this observation?

9. Teacher comments pertaining to observation setting: List any items you might want to call to the attention of
the administrator.

__________________________________________ _________________________________________
Teachers Signature/date Administrators signature/date

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G Gu ui id di in ng g Q Qu ue es st ti io on ns s f fo or r P Po os st t- -O Ob bs se er rv va at ti io on n

The districts professional evaluation process focuses upon the Iowa teaching standards/criteria. It is a learning-
centered approach. Each standard is driven by a core reflective question(s).

Teaching
Standards
Essential Questions
for all Tiers
Standard 1:
Student
Achievement
Goals
What does your data/evidence tell you about student achievement on district
standards/benchmarks?
In terms of improved student achievement, what area(s) is of greatest concern or
interest to you?
Standard 2:
Content
Knowledge
What resources do you use to integrate and align your instruction with content
standards, students developmental needs, backgrounds and interests?
Standard 3:
Planning/Prep
How do you differentiate curriculum and instruction to meet students
developmental needs, backgrounds, and interests as you plan to develop and/or
sequence instruction and support student learning?
Standard 4:
Instructional
Strategies
What research-based practices do you use to address the full range of student
cognitive levels and their social-emotional/physical needs?
Standard 5:
Monitoring
Learning
In what ways are you using your classroom assessment evidence: 1) to adjust your
lesson/unit planning and instruction, 2) to guide lessons in the assessment of their
own learning?
Standard 6:
Classroom
Management
How do you establish high expectations for learning and build a positive classroom
environment?
How do you build and maintain student ownership for their learning and appropriate
classroom behavior?
Standard 7:
Professional
Learning
How has your learning contributed to your personal growth and to the collective
growth of your colleagues and school district?
(How do you know?) What is your evidence?
Standard 8:
Professional
Responsibility
In what ways do you collaborate and communicate with students, families,
colleagues and the community to enhance student learning and the teaching
profession?

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P Po os st t- -O Ob bs se er rv va at ti io on n R Re ef fl le ec ct ti io on n F Fo or rm m

Name: School:
Grade/Subject:
Observation Date: Time:
Post-conference Date: Time:

1. As I reflect on the lesson, to what extent were students productively engaged?

2. Did the students learn what I intended? Were my instructional goals met? How do I know?

3. Did I alter my goals or instructional plan as I taught the lesson? If so, why?

4. If I had the opportunity to teach this lesson again to this same group of students, what would I do differently?
Why?

5. Provide several samples of student work related to this lesson. The samples should reflect the full range of
student ability in your class and include the feedback you provide to students on their papers.

6. How are you utilizing the Professional Development training that the school district is providing you with in
your instructional setting? What impact is that training having on student achievement?

7. How are you collaborating and communicating with students, families, colleagues and the community to
enhance student learning and the teaching profession?

8. How are you incorporating the use of technology within your instructional setting? How has this impacted
student achievement?

Teacher Signature __________________________________________________ Date:__________________

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I In nt te en ns si iv ve e A As ss si is st ta an nc ce e
T Ti ie er r I II II I

I In nt te en ns si iv ve e A As ss si is st ta an nc ce e P Pl la an n

Identification of Concern Awareness Phase

Teacher ___________________________________________________ Date____________________

Administrators Signature:_____________________________________________ Date:__________________
Teacher Signature* __________________________________________________ Date:__________________

*Signature of the teacher does not indicate that the teacher agrees with the content of the review, only that they have received a copy.

Date(s) of Informal Discussions:

Identification of Specific Concern(s) Related to the following Iowa Teaching Standards:

Information and Evidence Documenting the Specific Concern (s):

Actions to Be Taken: Timeline:

Expected Progress Indicators:

Expected Outcomes:

Next Meeting Date:


Final Summary Awareness Phase

Teacher ___________________________________________________ Date____________________

Administrators Signature:_____________________________________________ Date:___________________


Identification of Specific Concern(s) Related to the Following Iowa Teaching Standards:

Administrative Recommendation(s):

o The problem is resolved and the teacher is recommended for removal from the Intensive Assistance
Awareness Phase and continues to work within Tier II.
o The problem is not resolved, and the teacher is recommended for removal from Tier II and placed in the
Assistance Phase of Intensive Assistance.

Information and Evidence Documenting Administrative Recommendation:

Teacher Comments:


Plan of Assistance Assistance Phase

Teacher ___________________________________________________ Date____________________

Specific Concern(s) Related to the Following Iowa Teaching Standards:

Plan (Methods/Strategies):

Proposed Timeline:

Indicators of Progress:

Resources/Support Needed:

Next Meeting Date:




Final Summary Assistance Phase

Teacher ___________________________________________________ Date____________________

Information and Evidence Documenting Evaluators Recommendation:

Evaluators Recommendation:

o The problem is resolved and the teacher is recommended for removal from the Intensive Assistance
Assistance Phase and returns to work within Tier II.
o Progress is noted and the recommendation is to extend the timeline for the Assistance Phase of Intensive
Assistance.
o The problem is not resolved, progress is not noted. The recommendation is for non-renewal of contract




P Pr ro of fe es ss si io on na al l L Le ea ar rn ni in ng g P Pl la an n


P Pr ro oc ce es ss s

1. The Professional Learning Plan is drafted by the teacher on an annual basis. It will identify any other staff
members who are working collaboratively with the teacher as part of the plan. This Professional Learning
Plan will be due within the first two weeks of the school year.
2. The evaluator will meet with the teacher to review the draft plan; work with the teacher on any modifications
needed, and approve the plan. Both the teacher and evaluator will have a copy of the final plan. In those
rare situations, where there is disagreement as to the draft plan, the evaluator makes the final decision.
3. Informal discussions of the progress of the plan may be initiated by either the teacher or the evaluator at any
time.
4. If during the term of the plan, a teacher wishes to modify the plan, the teacher will meet with the evaluator to
discuss proposed changes and submit a revised plan for any agreed-upon changes. Both the teacher and
evaluator will have a copy of the revised plan.
5. In January or February of each year your principal will schedule a mid-year conference to provide the
opportunity to discuss your Professional Learning Plan to date, redirect the Professional Learning Plan Goal
as needed, ad review and sign off any completed projects. A form (Mid-Year Reflection and Update) will be
completed by the instructor prior to this meeting date.
6. In April or May of each year a final conference will be held to assess the degree to which the goals have been
successfully achieved. A form (End of Year Report) will be completed by the instructor prior to this meeting
date.
7. All forms, Professional Learning Plan, Mid-Year Reflection and Update and End of Year Report, will be
signed by the teacher and the principal and placed in the teachers personnel file in his/her building.


Examples of Professional Learning Plan Goals

Classroom Environment
Improve general classroom management
Motivate students to higher levels of performance
Pace classroom activities more skillfully
Improve working relationships with students (rapport)
Develop greater tolerance for divergent thinking
Develop skills in enhancing multi-cultural relationships
Instructional and Pupil Growth:
Improve lecturing techniques
Improve leading of classroom discussions
Conduct demonstrations and/or lab lessons more skillfully
Develop appropriate student reinforcement skills/concept retention
Conduct drill-type lessons more skillfully
Utilize media/technology more effectively
Develop plans for assisting exceptional students
Implement vocabulary building strategies
Implement note taking strategies
Develop more innovative instructional methods
Improve questioning skills
Develop greater self-initiative in students
Simulate greater creativity in students
Implement cooperative learning in the classroom
Incorporate strategies to teach higher level thinking skills
Planning and Preparation
Develop more effective long and short range plans
Write behavioral objectives for units/courses taught
Add variety to classroom activities
Plan and organize for greater individualization of instruction for varied styles of learning
Develop better methods of evaluating teaching outcomes
Utilize students more effectively in planning
Professional Responsibilities/Work
Attitude

Improve communication skills with students in/out of the classroom
Improve communication skills with colleagues
Use good judgment and tact

Give great attention to details such as punctuality, record keeping, use of English, personal
appearance etc.
Take greater responsibility for professional growth
Take greater interest in school activities

+ Many more possibilities exist

(Job Target)

Teacher: Date:
School: Administrator:
School Year

Job Target:

Student Data:What student assessment data/artifacts, student skills status, research on instruction, and my needs (related
to the district content standards/school improvement plans) was analyzed in order to design this plan?
Learning Plan or Goal:

What specific student knowledge/skill will be increased?

How is this goal linked to the buildings or districts plan for improving student achievement?

How will the strategies and activities in this plan lead to accomplishing the goal?

Evidence:

I will document my use of my instructional practices, professional learning and their effect on student learning through the
following evidence and data:

Check the Iowa Teaching Standards that are addressed in this plan:
1. Enhancing Student Achievement 5. Monitoring Student Learning
2. Content Standards 6. Classroom Management
3. Planning and Preparation 7. Professional Growth
4. Instructional Strategies 8. Professional Responsibilities

Teacher Signature ___________________________________________________ Date:__________________

Professional Learning Plan

M Mi id d- -Y Ye ea ar r R Re ef fl le ec ct ti io on n a an nd d U Up pd da at te e

School Year: Date:
Teacher: Building:

Explain any revisions needed?

Administrators Comments:

Teacher Signature __________________________________________________ Date:__________________

What progress have you made toward completion of the plan?

What are you learning?

What impact is this learning having on you and your students?

Professional Learning Plan

E En nd d o of f Y Ye ea ar r R Re ep po or rt t

School Year: Date:
Teacher: Building:


*Signature of the teacher does not indicate that the teacher agrees with the content of the review, only that they have received a copy
What do the results, outcomes and/or products of this plan indicate relating to student learning concerns?

Teacher comments and reflections on what has been learned as a result of this plan and how has it impacted student
achievement?

Administrator comments and reflections:

As a result of this experience, what might be the focus of the next professional learning plan?

My focus will be: _________________________________________________________________
Next year I will be taking part in my summative evaluation
.

Classroom

Instructional Performance

Evaluation Component


Classroom Observation Record

__________________ _____________________ ____________________ ______________
Teacher Class Building Date

Teaching Methods

1. Instructional Setting: The lesson is introduced in a manner that invites students interest and prepares
student for the remainder of the lesson.

_____ Effective Observation Notes:
_____ Growth Needed
_____ Must Improve
_____ Not Applicable

2. Instructional Objective: The objective of the lesson is stated clearly and concisely.

_____ Growth Needed
_____ Must Improve

3. Instructional Input: Demonstrates current and accurate information of the subject matter. Applies
teacher/student background knowledge while planning and implementing the lesson. Objectives are
consistent with district curriculum.

_____ Growth Needed
_____ Must Improve
Definition for rating categories:

Effective: District standards are consistently met or exceeded.
Growth Needed: District standards are not consistently achieved; additional
attention to improvement for the respective item is expected.
Must Improve: Current performance might jeopardize continued employment
in the district.
Not Applicable: Insufficient data to formulate a response.
Classroom Settings/Background Data:

Classroom Settings/Background Data:

4. Instructional Modeling: Visual/verbal/tactile demonstration or examples designed to illustrate an
acceptable finished product.

_____ Growth Needed
_____ Must Improve

5. Instructional Assessment: Various forms of feedback are used frequently to determine the degree of
student learning. Students receive prompt feedback on their progress, and quality of work.

_____ Growth Needed
_____ Must Improve

6. Teacher Directed Practice: Allows learners to perform the task while being supervised. Provides for
error correction.

_____ Growth Needed
_____ Must Improve

7. Learner Practice: Teacher provides activities in which student applies lesson concepts.

_____ Growth Needed
_____ Must Improve

8. Instructional Closure: Teacher provides a period of time when the teacher and the learner summarize the
learning that has taken place.

_____ Growth Needed
_____ Must Improve

Teaching Techniques

1. Instructional Strategies: Uses a variety of teaching strategies and materials that stimulate students
learning and accommodates different learning styles.

_____ Growth Needed
_____ Must Improve

2. Questioning Techniques: Uses appropriate questioning techniques to allow for a variety of student
responses requiring several levels of intellectual activity (from recall and recognition to application,
synthesis, and evaluation).

_____ Growth Needed
_____ Must Improve

3. Individualization: Provides for individual differences. Materials provide for a range of intellectual and
achievement levels. Uses a variety of teaching techniques which enable students to proceed at different
rates of progress.

_____ Growth Needed
_____ Must Improve

4. Motivation: Stimulates students by choosing proper materials and experiences. Displays an enthusiasm
for subject matter. Praises, elicits, and responds to students questions before proceeding. Communicates
challenging scholastic expectations to students.

_____ Growth Needed
_____ Must Improve

5. Communication: Written and spoken communication is conducted in accordance with accepted standards
of English usage. Explains things well, put ideas across logically and in an orderly way.

_____ Growth Needed
_____ Must Improve

Classroom Management

1. Discipline: Disposition of discipline problems is characterized by consistency, fairness, firmness, and in
accordance with legal requirements and district policy. Occurrences that distract from the learning
environment are resolved promptly. Communicates and enforces established behavior guidelines.

_____ Growth Needed
_____ Must Improve

2. Classroom Atmosphere: Student and teacher relationships structures personal interaction with students
to demonstrate personal regard. Promotes personal goal setting.

_____ Growth Needed
_____ Must Improve

3. Organizing the Professional Setting: Ensures the material and information can be read or seen by the
students. Adjusts physical arrangements and modifies noise level in order to provide for a variety of
learning situations. Selects activities appropriate to the physical attributes of the work area. Maintains a
classroom which is conductive to good health and safety.

_____ Growth Needed
_____ Must Improve

4. Classroom Routine: Teacher uses minimum class time for non-instructional routine thus maximizing
time on task. Begins lessons promptly. Avoids distractions and unnecessary delays during the lesson.
Ensures that academic engaged time continues until the end of the period.

_____ Growth Needed
_____ Must Improve

Professionalism

1. Professional Growth: Is willing to take steps to improve performance. Demonstrates commitment by
participation in professional activities. Attends professional meetings.

_____ Growth Needed
_____ Must Improve

2. Commitment: Has regular attendance. Is punctual. Provides accurate data to the school, area, and district
as requested. Completes duties accurately and promptly. Completes assigned supervisory duties. Stays
informed regarding school policies.

_____ Growth Needed
_____ Must Improve

3. Appearance: Grooming and attire commensurate with the professional nature of the position and provides
a positive role model for the students in the school.

_____ Growth Needed
_____ Must Improve

4. Curriculum: Actively and productively participates in the evaluation, and selection of classroom
materials, curriculum development and revisions. Demonstrates willingness to keep curriculum and
instructional practices current.

_____ Growth Needed
_____ Must Improve

5. Cooperation: Works with parents in the best interest of the students. Makes use of support services as
needed. Informs administrators about school-related matters. Works cooperatively with other teachers and
administrators. Responds appropriately to parental concerns.

_____ Growth Needed
_____ Must Improve

6. Communication: Parents are informed of students progress by telephone, mail, or as appropriate to the
circumstances. Can be trusted to hold confidential matters private. Adheres to district policy to solve
problems or to seek change.

_____ Growth Needed
_____ Must Improve

S Su um mm ma at ti iv ve e A Ap pp pr ra ai is sa al l

1. Teaching Methods
A. Implementation
1. Instructional Setting
2. Instructional Objective
3. Instructional Input
4. Instructional Modeling
5. Instructional Assessment
6. Teacher Directed Practice
7. Learner Practice
8. Instructional Closure
B. Teaching Techniques
1. Instructional Strategies
2. Questioning Techniques
3. Individualization
4. Motivation
5. Communication
II. Classroom Management
1. Discipline
2. Classroom Atmosphere
3. Organizing the Professional Setting
4. Classroom Routine
III. Professionalism
1. Professional Growth
2. Commitment
3. Appearance
4. Curriculum
5. Cooperation
6. Communication

Signatures:

A. The content of this observation has been discussed.

Signature of Observer Date

B. The content of this observation has been discussed with me by the observer. (Signature does not
indicate agreement.)

Signature of Instructor Date

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