Salisbury Christian School Teacher Evaluation Tool
Name: _____________________________________ Date: _______________ Evaluator: _______________________
Section 1 – Planning and Preparation
DOMAIN:
Continuum of Professional Growth
Basic
Proficient
Unsatisfactory
1a.
Demonstrating
knowledge of
content and
pedagogy
1b.
Demonstrating
knowledge of
students
Makes content errors or does
not correct student errors
and/or no connection with
other content areas.
☐
Displays basic knowledge
but does not connect it with
other areas.
Displays little understanding
pedagogical
issues/knowledge of age
group involved in student
learning of the content and is
unfamiliar with different
approaches to learning.
☐
1c.
Setting
instructional
outcomes
Goals do not reflect relevant,
engaged, standards-based
learning and are unclear.
They are in no way
communicated with students.
1d.
Demonstrating
knowledge of
resources
1e.
Designing
coherent
instruction
1f.
Designing
student
assessments
Totals:
Distinguished
☐
Displays solid content
knowledge and makes
connections with other
content areas.
☐
Displays basic pedagogical
knowledge/knowledge of
age group. Some evidence
of planning for special
needs of a particular group.
Displays general
understanding of different
approaches to learning.
☐
☐
☐
Clear goals sometimes
reflect relevant, engaged,
standards-based learning.
Goals are implied but not
visible or verbally
communicated with
students.
☐
Practices reflect current
research on best pedagogical
practices within the
discipline and displays
thorough understanding of
age group and any special
needs of particular group.
Displays solid knowledge of
different approaches to
learning-some evidence in
planning and practice.
Clear goals moderately
reflect relevant, engaged,
standards-based learning.
Goals are communicated
with the students and are
visibly posted in the
classroom.
Unaware of instructional
resources available.
☐
Displays limited awareness
of instructional resources
available.
☐
Fully aware of all
instructional resources
available.
☐
Plans have no clear structure.
☐
Plans have recognizable
structure but are missing
objectives or assessments in
lessons.
☐
☐
No assessments evident, or if
there are assessments, they
are not congruent with
instructional outcomes.
☐
Assessments are somewhat
congruent with instructional
outcomes.
☐
Plans have clear,
recognizable structure that
almost always contains
objectives and assessments
for each lesson.
Assessments are nearly all
congruent with instructional
outcomes. Formative
assessments are evident.
Choose an item.
Choose an item.
☐
☐
Choose an item.
Displays extensive content
knowledge with evidence of
much integration with other
content areas, including the
arts.
Practices reflect current
research on best pedagogical
practices and reflect a
continual search for best
practices and displays
extensive knowledge of age
group and any special needs of
group. Uses different
approaches to learning in
planning and practice.
☐
Clear, high quality goals
consistently reflect relevant,
engaged, standards-based
learning. Goals are
communicated with the
students and are visibly
posted in the classroom with
flawless consistency.
Fully aware of all instructional
resources available and
consistently uses resources in
planning.
Plans have clear, recognizable
structure that consistently
contains objectives and
assessments for each lesson.
☐
Assessments are highly
congruent with instructional
outcomes.
☐
☐
☐
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Choose an item.
Section 2 – The Classroom Environment
DOMAIN:
Continuum of Professional Growth
Basic
Proficient
Unsatisfactory
2a.
Creating an
environment of
respect and
rapport
Interaction with some
students is negative or
demeaning or inappropriate
to the age of the students.
Students exhibit disrespect
for the teacher. Student
interactions are
characterized by conflict,
sarcasm, or put-downs.
Teacher conveys a negative
attitude toward content.
☐
2b.
Establishing a
culture for
learning
Students are unmotivated to
do high quality work and
seem to be more concerned
with completing the task.
Little expectations of student
achievement. Most students
are off task or working
unproductively.
☐
2c.
Managing
classroom
procedures
Much time is lost during
transitions and/or routines
are not established.
2d.
Managing
student
behavior
2e.
Organizing
physical space
Totals:
Interactions are generally
appropriate but may reflect
inconsistencies or
favoritism. Students exhibit
only minimal respect for the
teacher. Students do not
demonstrate negative
behavior toward one
another. Teacher
communicates the
importance of work but with
little buy-in from the
students.
Students invest little energy
in high quality work.
Inconsistent expectations of
student achievement. Some
off task behavior, but most
students are productive.
☐
Interactions are friendly and
demonstrate warmth, caring,
and respect. Students exhibit
respect for teacher. Student
interactions are generally
polite and respectful.
Teacher conveys genuine
enthusiasm for content and
students are committed to its
value.
☐
☐
Transitions are sporadically
efficient, resulting in some
loss of instructional time.
Routines are attempted.
☐
Student behavior is not
monitored-teacher is
unaware of what the students
are doing. Misbehavior is
not addressed.
☐
Teacher is aware of student
behavior but may miss
activities of some students
or responds to misbehavior
with inconsistent results.
☐
Classroom is unsafe, overly
cluttered, or not conducive to
student learning.
☐
Classroom is safe and
arranged in a way that is
conducive to student
learning. Visuals on walls
are minimally relevant to
what students are learning
at the time.
☐
Choose an item.
Choose an item.
Distinguished
☐
Demonstrates genuine caring
and respect for individual
students. Students exhibit
respect for the teacher as an
individual and as a teacher.
Students demonstrate genuine
caring for one another and the
culture of their classroom.
Students demonstrate through
their active participation and
attention that they value the
content’s importance.
☐
Students accept teacher
insistence on work of high
quality and demonstrate
pride in that work. High
expectations for student
achievement. All students
are engaged and working.
☐
☐
Transitions occur smoothly,
with little loss of
instructional time. Routines
are evident and implemented
effectively.
Teacher is alert to student
behavior at all times.
Responses to misbehavior
are appropriate and
respectful.
☐
Students take obvious pride in
their work and strive to
initiate improvements in it.
High expectations for student
achievement. Environment
clearly creates a culture of
excellence. All students are
engaged, working and
assuming responsibility for
productivity.
Transitions are seamless.
Routines are well established
and implemented without
prompting from the teacher.
☐
Classroom is safe and could
be arranged in a way that
allows for different learning
activities. Visuals on walls
are somewhat relevant to
what students are learning at
the time.
☐
Monitoring by teacher is
subtle and preventative.
Students monitor their own
and peers’ behavior. Teacher
responds to misbehavior with
effectiveness and sensitivity.
Classroom is safe and
arranged in a way that allows
for different learning
activities. Visuals on walls are
relevant to what students are
learning at the time.
☐
Choose an item.
☐
☐
Choose an item.
Section 3 – Instruction
DOMAIN:
Continuum of Professional Growth
Basic
Proficient
Unsatisfactory
3a.
Communicating
with students
Directions and procedures
are confusing to students.
Spoken or written language
contains many errors.
☐
Directions and procedures
are clarified after initial
student confusion or are
excessively detailed.
Spoken or written language
is correct but vocabulary is
limited.
☐
3b.
Using
questioning
and discussion
techniques
Questions are virtually all of
poor, low level quality.
☐
Teacher’s questions are a
combination of low and
high quality. Only some
invite a response.
☐
3c.
Engaging
students in
learning
Interaction between teacher
and students is
predominantly recitation
style, with teacher mediating
all questions and answers.
Only a few students
participate. Activities and
assignments are
inappropriate for students.
Instructional materials are
unsuitable or do not engage
students.
☐
Teacher makes some
attempt to engage students
in a true discussion, but
only some students
participate. Activities and
assignments are mostly
appropriate for students.
Instructional materials are
suitable and somewhat
engage students.
3d.
Using
assessment in
instruction
Assessment is not evident
and there is little evidence of
monitoring student learning
and progress. Feedback is
not provided to students or is
of poor quality. Feedback is
not given in a timely manner.
☐
3e.
Demonstrating
flexibility and
responsiveness
Ignores or brushes aside
student questions or
concerns.
☐
Totals:
Choose an item.
Distinguished
Directions and procedures
are clear to students and
contain an appropriate
amount of detail. Spoken or
written language is correct
and vocabulary is
appropriate to students’ age
and interests.
Most of teacher’s questions
are of high quality. Adequate
time is given for students to
respond.
☐
☐
Classroom interaction
represents true discussion in
which all students are
engaged. All activities and
assignments are appropriate
for students and are relevant
and engaging. Instructional
materials are suitable and
consistently engage students.
☐
Assessment is minimal and
there is some evidence of
monitoring student learning
and progress. Feedback is
present but is inconsistent
in quality or timeliness.
☐
Assessment is evident, both
formative and summative.
There is clear evidence of
monitoring student learning
and progress. Student selfassessment is also evident.
Feedback is consistently high
quality and is provided in a
timely manner.
☐
Attempts to accommodate
students’ questions or
interests.
☐
Successfully accommodates
students’ questions or
interests.
☐
Choose an item.
☐
Choose an item.
Directions and procedures are
clear to students and
anticipate possible student
misunderstanding. Spoken
and written language is
correct and expressive, with
well-chosen vocabulary that
enriches the lesson.
Teacher’s questions are
uniformly high quality, with
adequate time for students to
respond. Students also
formulate many of their own
questions.
Students assume considerable responsibility for the
success of the discussion,
initiating topics and making
unsolicited contributions. All
students are engaged. All
activities and assignments are
engaging. Evidence of
working toward long-term
instructional goals is highly
evident. Instructional materials are highly appropriate and
consistently engage students.
Assessment is evident, varied,
and ongoing. There is clear
evidence of monitoring
student learning and progress.
Student self-assessment is
also highly evident. Feedback
is consistently high quality,
provided in a timely manner,
and provisions are made for
students to use that feedback
in their learning.
Seizes opportunities to
enhance learning building on
spontaneous events.
☐
☐
☐
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Choose an item.
Section 4 – Professional Responsibilities
DOMAIN:
Continuum of Professional Growth
Basic
Proficient
Unsatisfactory
4a.
Reflecting on
teaching
Teacher does not see when a
lesson is ineffective or
effective and/or has no
suggestions for how to
improve a lesson.
☐
Teacher sees when a lesson
is ineffective and can make
minimal suggestions on how
to improve a lesson.
4b. Maintaining
accurate
records
System for maintaining
information on student
completion of assignments,
grades, and/or noninstructional activities is
either nonexistent or in
disarray.
☐
4c.
Communicating
with families
Provides no or irrelevant
information to parents about
class work. Teacher
maintains little or no contact
with parents. Emails and
phone calls are responded to
inconsistently.
4d.
Participating in
the professional
community
Distinguished
☐
Teacher sees when a lesson is
ineffective and can make
many suggestions on how to
improve a lesson.
☐
System for maintaining
information on student
completion of assignments,
grades, and/or noninstructional activities is
only partially effective.
☐
System for maintaining
information on student
completion of assignments,
grades, and/or noninstructional activities is
effective.
☐
☐
Provides some information
to parents about class work.
Teacher maintains some
contact with parents.
Emails and phone calls are
responded to in a timely
manner.
☐
Provides consistent
information to parents about
class work. Teacher
maintains much contact with
parents. Emails and phone
calls are responded to in a
timely manner.
☐
Relationships with colleagues
are negative. Teacher avoids
taking part in school
committees and never
attends school events.
☐
☐
Relationships with colleagues
are characterized by support
and cooperation. Teacher
actively takes part in school
committees and consistently
attends school events.
☐
4e.
Growing and
developing
professionally
Engages in no professional
development beyond school
requirement. Does not seek
to maintain proper
certification.
☐
Relationships with
colleagues are cordial.
Teacher takes part in school
committees only when
specifically asked and
attends school events
sporadically.
Participates in minimal
professional development
beyond school requirement.
Maintains proper
certification.
☐
☐
4f.
Showing
professionalism
Demonstrates poor decisionmaking and/or does not
advocate for students.
☐
Needs guidance with
decision-making and shows
little evidence of advocating
for and serving students.
☐
Participates in a variety of
professional development
opportunities beyond the
school requirements.
Maintains proper
certification.
Makes good decisions and
shows evidence of advocating
for and serving students.
Totals:
Choose an item.
Choose an item.
☐
Choose an item.
Drawing on an extensive
repertoire of skills, the teacher
offers specific actions,
complete with probable
successes of different
approaches.
System for maintaining
information on student
completion of assignments,
grades, and/or noninstructional activities is
effective and may be
considered a model for other
staff members.
Provides consistent
information to parents about
class work. Teacher maintains
much contact with parents,
and initiates positive contacts.
Emails and phone calls are
responded to in a timely
manner.
Support, cooperation, and
leadership characterize
relationships with colleagues.
Teacher takes a leadership
role in school committees and
consistently attends school
events.
Seeks out individual
professional development
activities and assists
colleagues in professional
growth. Maintains proper
certification.
Makes good decisions and
shows a strong degree of
evidence of advocating for and
serving students.
☐
☐
☐
☐
☐
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Choose an item.
Section 5 – Commitment to Christian Education
The teacher shall:
No Opportunity to
Observe
Does not meet
expectation
Meets expectation
Exceeds
expectation
Recognize the role of parents as primarily
responsible before God for their children’s
education and be prepared to assist them in
that task.
☐
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Maintain a personal appearance that is a
Christian role model of cleanliness, modesty,
and agreement with school policy.
☐
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Respectfully submit and be loyal to
constituted authority.
☐
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Reflect the purpose of the school, which is to
honor Christ in every class and in every
activity.
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Lead students to a realization of their selfworth and God-given purpose in Christ.
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Integrate biblical principles and the Christian
philosophy of education throughout the
curriculum and activities.
☐
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Follow the Matthew 18 principle in dealing
with conflict with students, parents, staff, and
administration.
☐
☐
☐
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Seek the counsel of the administrator,
colleagues, and/or parents while maintaining
a teachable attitude.
☐
☐
☐
☐
Attend and participate in scheduled
devotional, in-service, retreats, committees,
faculty, and Parent Teacher Fellowship
meetings.
☐
☐
☐
☐
Motivate students to accept God’s gift of
salvation and help them grow in their faith
through their witness and Christian role
modeling.
Actively disciples students using appropriate
elements of discipleship (who God is, who
students are in Christ, love God, love others,
active service).
Sections 1-4
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Section 5
Totals:
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Commendations: Click here to enter text.
Improvement Goals: Click here to enter text.
Comments or rebuttal by teacher regarding this evaluation: Click here to enter text.
I have reviewed and discussed this evaluation with my administrator.
____________________________________ _______________
Teacher’s Signature
Date
____________________________________ _______________
Administrator’s Signature
Date
* A signature on this evaluation does not necessarily mean that the teacher agrees with the
evaluation but indicates that he/she participated in the evaluation, and has had an opportunity for discussion.