Evaluation Checklist for Teachers

Classroom Instructor Observation Protocol

http://turlockusd-ca.schoolloop.com/siop

California's Turlock Unified School District leverages the Sheltered Instruction Observation Protocol (SIOP) as the basis of its observation protocol. Specifically, this school system has different SIOP site plan protocols for its K-6 schools, 7-8 middle schools, and 9-12 high schools. Observation protocols mandate an instructional visitation that is comprised of a pair of classroom observations and a debriefing period from an instruction coach trained in SIOP methods. For the K-6 schools, a site administrator will ensure that a minimum of 10 walkthroughs are completed per week. Teachers will experience one walkthrough each month in an attempt to identify data trends and their implementation of these data-based practices into their pedagogy.

http://www.scps.k12.fl.us/employees/TeacherEvaluationFeedback.aspx

Florida's Seminole County Public School system does walkthroughs via iObservation, which is an internet-based evaluation program and forms. The goal of the electronic access to this information is to get feedback to teachers more celeritously, and to foster increased communication between educators and administrators. The Marzano Teacher Evaluation Learning Map is the basis for the walkthroughs, and is primarily distinguished into four different categories. The first domain is classroom strategies, the second is planning and preparation, the third is teaching reflection, and the fourth is collegiality and professionalism. There are specific design questions for each of these domains. Additionally, these domains cover specific points of information for which teachers are held accountable. This map provides an objective basis for the walkthroughs and enables pedagogues to prepare for them.

http://www.nctq.org/docs/97-07_6674.pdf

This website provides information about, and includes, the Saint Louis Public Schools Teacher Observation Instrument. This instrument is referred to as a Performance-Based Teacher Evaluation. The four principle areas of evaluation include planning and preparation, classroom environment, instruction and professional responsibility. This form enables administrators to provide evidence of different facets of either satisfying or neglecting the various content pertaining to the aforementioned four areas. There are approximately 10 different protocols for each of the four standards. That related to professional responsibility give teachers a space for reflecting on the lesson and indicating in which areas they were either successful or unsuccessful. The completion of this entire packet of forms is then followed by a conference in which administrators share the results with instructors http://sc.caldwellschools.com/education/components/scrapbook/default.php?sectiondetailid=55600

Caldwell County Schools in North Carolina has this web site to provide information about its Sheltered Instruction Observation Protocol. This particular protocol is deployed for students with limited proficiency in the English language. It consists of eight different sections including lesson preparation, building background, strategies, comprehensible input, interaction, practice and application, lesson delivery, and review and assessment. Instructors can visit this website to watch videos about the different expectations that are a part of the aforementioned categories. Part of the emphasis on these different categories pertains to defining lessons and the various terms of instructions for the students in a codified manner that helps the students learn.

http://www.cherrycreekschools.org/HumanResources/Employees/Documents/Teacher%20Evaluation%20Forms/4170%20Teacher%20Evaluation%20Policy%20and%20Forms.pdf

This site provides evaluation information for the Cherry Creek School District in Colorado. The evaluation process for the teachers in this district is stratified into three -- a general evaluation, a remediation process for those teachers that have had insufficient feedback on their initial evaluations, and a directed improvement plan for those instructors who need an administrator directed approach to correct unsatisfactory observations. Additionally, there are different observations for teachers that are probationary instructors and those that are not. There is also a goal setting component of this evaluation process, in addition to a peer-based model for improvement based on the outcome of the evaluations.

http://www.ride.ri.gov/TeachersAdministrators/EducatorEvaluation.aspx#12764-standards

This site from the Rhode Island department of education provides information about the various standards used to evaluate teacher performance. They are predicated on the Common Core State Standards that students need to graduate from each grade level. There are six standards that teachers must successfully address in their evaluations. Among these, the Rhode Island Standards for Educational Leadership are a significant factor, which is based on a professional responsibilities rubric. That rubric explicates how teachers are responsible to various parties that all interact in the public school system, including parents, colleagues, students, and the state's board of regents. The various evaluations of teachers are used to create annual reports for the district comprehensively.

http://www.clifton.k12.nj.us/district.evalpolicy.asp

Clifton Public Schools, in the state of New Jersey, makes a point to evaluate both new and tenured teachers. Its evaluation system is partly based on the TeachNJ Act and state sponsored guidance known as Achieve NJ. The basis of the latter includes measuring a teacher's prowess according to practice efficacy and learning outcomes. Significantly, the evaluations that instructors endure are based on student progress as opposed to student achievement, which was designed to accommodate those teachers that work with students in special education or who are learning English. There are a number of specific, and in some instances standardized measures for assessing student progress, including Student Growth Percentiles, which play a part in evaluating an instructor's efficacy.

http://www.sde.idaho.gov/site/teacherEval/docs/LEA%20PDF%20Teach%20Evall%20Plans/Idaho%20Science%20&%20Technology%20Charter%20School%20468.pdf

The preceding url details the teacher evaluation plan of Idaho Science and Technology Charter School. Its evaluation is predicated on the Charlotte Danielson Framework for Teaching, and its various domains, as well as state mandates for education. There are four domains that serve as the means of evaluation, and which include professional responsibilities, instruction and use of assessment, learning environment, and planning and preparation. These domains evaluate a teacher's proficiency in the initial stage of pedagogy -- preparing an adequate lesson plan -- to other professional responsibilities teachers are accountable for such as record keeping and reflection. Teachers must go through a minimum of two such evaluations for each calendar year, the first of which must take place prior to the first of January.

http://ee.dpi.wi.gov/teacher/teacher-evaluation