TEACHER OBSERVATION

Teacher Observation



Teacher Observation

The teacher evaluation program characterised on the next sheets is a differentiated scheme that comprises of three stages that are qualitatively distinct and conceived to supply starting and veteran professionals with developmentally befitting support.    

Phase I:  Enhancing Professional Practice, is conceived to rendezvous the desires of beginning teachers in their first five years of practice.   Teachers who are new workers of the locality and have 2 or more years in another district will use Phase I for three years. Teachers coming back to district after an nonattendance of three or more years will take part in the Phase I evaluation for the first three years of their re-employment to Schools. Everyone who concerns for a extending agreement should complete a Phase I evaluation the year they apply. 

 Ratings of teacher presentation in Phase I will be founded on the rubrics supplied in this instrument.  With some variations, they are founded on Unsatisfactory, Basic, Proficient and Distinguished presentation on constituents of “Enhancing Professional Practice:  A Framework for Teaching (Danielson, 1996).  An unsatisfactory rating on any constituent should attentive the teacher that grave vigilance should be granted to advanced presentation in that area.  Upon handing out an unsatisfactory ranking, evaluators are to blame for proposing formative aid directed at assisting the teacher advance his or her presentation in the locality of recognised weakness.   In supplement, managers are to encompass exact recommendations considering any yearned improvements and the entails by which the teacher may get aid in producing such improvements, for the teacher to proceed to at least a basic grade of expert performance.

Phase I evaluations comprise of a mid-year and a last summative evaluation report.  The evaluations are founded on school room observations that are accomplished with a clinical, supervisory cycle that encompasses a pre-observation and post- observations. A usual school room observation will be a smallest of 30 minutes in length. A smallest of three observations will be undertook each year. A smallest of two observations will happen the first semester and a smallest of one observation will happen second semester.   Phase I teachers should provide a exact duplicate of the message design for the instructional time span to be observed. The evaluator furthermore will perform the pre-observation seminar founded on the proposed pre-observation inquiries that are encompassed in this report.  Phase I teachers may find it cooperative to familiarize themselves with the pre-observation inquiries former to gathering with their evaluator.  This recommendations furthermore retains factual for the proposed post-observation interview inquiries that are furthermore included. Questions will be considered in individual, not in writing in advance.

All assessed teachers are anticipated to formulate school room goals for the school year. These are to be supplied in in writing pattern at the first pre- evaluation conference. Teachers should mention to the District CIP (Continuous Improvement Plan), their construction CIP, their IPDP (Individual Professional Development Plan), construction goals and the evaluation device with this evaluation program when evolving your goals. Appropriate, discernable, signs of achievement are to be ...