TEAch:
Tools for Evaluating
Achievements
TEAch Guide Book
St. Lucie County School District
The School Board of St. Lucie County, Florida
TEAch: Tools for Evaluating Achievements
Teacher Evaluation System
Introduction
This document presents TEAch: Tools for
Evaluating Achievements as implemented
by the St. Lucie County School District,
Florida. It includes the District’s philosophy,
evaluation procedures, appraisal criteria,
and instruments. It is intended for use by
school administrators and instructional staff
members.
Purposes and Principles
TEAch provides for the improvement of
instruction and support services to students.
It supports each instructional staff member
in improving his or her job performance and
impacting student performance. It
delineates management’s responsibilities in
detecting opportunities for performance
improvement. It ensures the prompt
exchange of performance data between the
staff members and administrators.
TEAch is directed at:
•
ensuring a high level of student
performance by intentionally providing
quality, engaging work for all students;
•
ensuring a high level of instructional
staff member performance;
•
enabling the school administrators to
appraise each instructional staff
member’s performance;
•
enabling both to recognize the staff
member’s strengths and weaknesses;
•
providing family members an
opportunity for input into the appraisal of
instructional staff members;
•
contributing to continuous professional
improvement among instructional staff
members;
•
contributing to the improvement of
schools;
•
providing performance data important
for employee promotion and eligibility for
continued employment; and
•
providing information to support pay-forperformance procedures.
TEAch incorporates appraisal criteria based
on sound educational research and
professional consensus. Teaching criteria
are based on the Florida Accomplished
Practices as adopted by the Florida
Education Standards Commission. Nonteaching appraisal criteria are those which
provide a foundation for instructional staff
member duties and responsibilities. These
were identified via professional consensus
involving instructional staff members and
administrators after careful review of the
School Board of St. Lucie County Policy
Guide, the Code of Ethics of the Education
Profession in Florida, and the Standards of
Competent Professional Performance.
TEAch provides a positive process that
recognizes the professional nature of
instruction and supervision. The following
principles guide the implementation of this
appraisal system.
•
Instructional staff members and schoolbased administrators should fully
understand the criteria on which
appraisals are based.
•
The appraisal of instructional staff
members should be based primarily on
the quality of classroom instruction and
student performance.
•
The principals and other appraisers
should be prepared to perform the
instructional personnel appraisal
activities.
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•
The system should promote individual
professional and organizational growth.
•
The appraisal process should be
uniform, fair, and meet legal
requirements.
•
The system should be based on the
principle that all instructional staff
members can improve their
performance.
•
Family members should have an
opportunity for input on instructional
staff member performance.
•
The process should take a supportive,
positive approach toward improving
school and staff member performance.
•
When performance deficiencies are
detected, improvement interventions
should be made promptly.
•
The system should be review
periodically by the TEAch Committee,
administrators, and members of the
School Board.
4.
Data Collection
Administrators collect data on the nature
of staff member performance using a
variety of formal and/or informal
methods. All instructional personnel
in their first year of teaching in SLC
will have a formal observation within
the first 45 days of teaching.
Documentation on the Pre and Post
Conference Forms will be submitted
to the Department of Human
Resources within 10 days of the
observation. Also, instructional
personnel may elect to collect and
maintain evidence of their performance.
5.
Data Solicitation
Family members are invited to provide
information on the performance of
instructional staff members.
6.
Conferencing
School administrators and instructional
staff members review and discuss
performance findings. Annual contract
staff members are given a mid year
progress review to be completed and
submitted to the Human Resource
Department no later than January
15th.
7.
Feedback
School administrators provide formal
and informal feedback to instructional
staff members. Such feedback is
provided during formal conferences and
informal discussions. In some
instances, feedback on performance is
formally documented.
8.
Performance Remediation
When performance is determined to be
less than satisfactory, formal proactive
steps are taken to remediate
performance.
9.
Performance Evaluation
School administrators rate performance
criteria as required. Such ratings are
reviewed with respective instructional
staff members.
Appraisal Activities
Performance appraisal activities are
conducted deliberately to stimulate, improve,
and document performance, and comply
with state law. TEAch activities are
described below:
1.
Training
School administrators are trained to
fulfill the provisions of TEAch.
2.
Orientation
Instructional staff members are annually
oriented to the criteria, forms, and
procedures that apply to them.
3.
Professional Development Plans
Each school year, each instructional
staff member prepares a professional
development plan to guide the design
and implementation of school-based
professional development activities
focused on school improvement and
student performance.
10. Performance Documentation
TEAch forms are completed by school
administrators in order to record
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performance ratings and staff member
accomplishments.
11. Pay-for-Performance
Performance ratings are used to
determine the amount each instructional
staff member’s salary will increase
consistent with the district’s pay-forperformance procedures.
TEAch Criteria: Accomplishments and
Indicators
8.
Ethics & Regulations
Adheres to the Code of Ethics,
Principles of Profession Conduct of the
Education Profession in Florida, laws,
rules, policies, and procedures.
9.
Human Development & Learning
Uses an understanding of learning and
human development to provide a
positive learning environment, which
supports the intellectual, personal, and
social development of all students.
The performance of all instructional staff
members is evaluated according to the 15
accomplishments listed below.
10. Knowledge of Subject Matter
Has a basic understanding of subject
matter taught.
1.
Student performance
Demonstrates that students receiving
instructional services have learned.
2.
Family Relationships
Stimulates and maintains positive family
communication and involvement.
11. Learning Environments/Discipline
Creates and maintains positive learning
environments in which students are
actively engaged in learning, social
interaction, cooperative learning and
self-motivation.
3.
Assessment
Uses assessment strategies (traditional
and alternate) to assist the continuous
development of the learner.
4.
Communication
Uses effective communication
techniques with students and all other
stakeholders.
5.
Continuous/School Improvement
Engages in continuous professional
quality improvement for self and school.
6.
Diversity
Uses teaching and learning strategies
that reflect each student's culture and
linguistic background, learning styles,
special needs, and socio-economic
background.
7.
Critical Thinking
Uses a variety of performance
assessment techniques and strategies
that measure higher order thinking in
students and provides realistic projects
and problem-solving activities which will
enable all students to demonstrate their
ability to think creatively.
12. Planning
Plans, implements, and evaluates
effective instruction in a variety of
learning environments.
13. Role of the Teacher
Works with various education
professionals, family members, and
other stakeholders in the continuous
improvement of the educational
experiences of students.
14. Technology
Uses appropriate technology in teaching
and learning processes.
15. Other Professional Competencies
Demonstrates competency in other
areas required for the position and the
profession.
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Types of Instructional Staff Members
Since not all instructional staff members
perform the same roles, staff members are
clustered in two groups of related roles.
1. Instructional services Instructional
staff members assigned to this group
are directly responsible for instruction
for a defined group of students. These
staff members spend most of their time
with students.
2. Instructional/Student Support
Services Instructional staff members
assigned to this group provide support
services to students, teachers, and/or
family members. These services are
supportive of instruction but may not be
instructional in nature.
All instructional staff members need to
consider how their work meets the 15
appraisal accomplishments to impact
student achievement. Suggested
performance indicators are defined in
Appendix A.
Appraisal Processes
TEAch is operated according to well-defined
processes. These processes are:
1. Appraisal Process
This process is used with all
instructional staff members. This
process includes data collection on
performance and an annual appraisal.
This process is defined in Appendix B
2. Performance Improvement Process
(PIP)
This process is used when performance
is determined to be less than
satisfactory. This process is defined in
Appendix B.
Data Collection
Administrators are expected to accurately
collect data on instructional staff member
performance through the use and
consideration of multiple sources of data.
Sources of performance data may include
but are not limited to the six listed below:
1. Formal observation
Administrators may conduct formal
observations consistent with the CTA
contract. A formal observation is
comprised of observing the staff
member in his or her regular
instructional setting (classroom, media
center, office, etc.) for a period of not
less than 30 minutes. A post
observation conference is conducted
with the staff member within 10 days
following the observation. During this
conference the administrator provides
feedback to the staff member.
All instructional personnel in their first
year of teaching in SLC will have a
formal observation within the first 45
days of teaching. Documentation on the
Pre and Post Conference Forms will be
submitted to the Department of Human
Resources within 10 days of the
observation.
2. Informal observation
Administrators will collect data on staff
member performance through informal
observations of the staff member in the
full range of circumstances that may
occur within the school. A post
observation conference is not required
following an informal observation. No
formal record is required to document
an informal observation.
3. Review of Documents
The administrator can obtain information
on staff member performance through a
review of documents including but not
limited to lessons plans, grade cards,
letters, home/school communications,
and student examinations.
4. Student Performance Data
School administrators are expected to
collect data on the staff member's
effectiveness in stimulating student
performance. Data sources may include
but are not limited to standardized test
scores, grade reports, classroom test
results, portfolios, etc.
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5. Family Input
Family members are invited to provide
input on the performance of instructional
staff members. School administrators
are expected to consider the comments
and findings offered by family members
through surveys, telephone
conferences, written notes, formal
conferences, and informal conferences.
Each year the Superintendent notifies
family members via the district website
they are invited to provide school
principals feedback on instructional staff
members.
6. Staff Member Self-Reports
School administrators may also use
documents, portfolios, test score
summaries, and other reports which
might be offered by individual staff
members.
4.
TEAch Individual Professional
Development Plan
This form is used by the teacher and
administrator in the development
of an Individual Professional
Development Plan during the first 30
days. The plan must be based on
current student data and/or
school/district improvement goals.
5.
TEAch Appraisal Conference
Guide
These questions are used by the
teacher and administrator as a guide
for the mid year progress review and
the evaluation conference.
6.
TEAch Pre-Observation
Conference Planning Guide
(45 Day)
These questions are completed by
the teacher prior to the preobservation conference and
discussed with the administrator
prior to the formal observation.
7.
TEAch Post Observation
Conference Form (45 Day)
Upon reflection on the observation,
these questions are completed by
the teacher prior to the post
conference with the administrator.
The administrator will add written
comments during the conference for
each question.
TEAch Forms
The forms described below are used to
support TEAch.
1.
TEAch Performance Rating Job
Aid
This form is used by the
administrator when considering
performance ratings.
2.
TEAch Evaluation Form
This form is used to document the
evaluation of each instructional staff
member each year. It is used to
document the performance of a staff
member following a formal
observation, both mid year and the
final appraisal for each school year.
It includes a section for self
evaluation to be completed by the
instructional staff member prior to
the conference.
3.
Performance Improvement Plan
Administrators and instructional staff
members use this form when
unsatisfactory performance is
detected. It must be generated
before an Unsatisfactory rating can
be given.
TEAch Tools for Evaluating Achievements – 2008-2009
Revised 2007-2008
All instructional personnel
in their first year of teaching
in St. Lucie County will
have a formal observation
within the first 45 days of
teaching. It will include a
pre-observation conference,
observation and post
observation conference.
The TEAch Pre and Post
Conference Forms must be
submitted to the
Department of Human
Resources within 10 days of
the formal observation.
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Performance Evaluation
Subsequent to data collection activities,
administrators complete appraisal forms for
instructional staff members. Performance
evaluation occurs when administrators have
Rating
Exceptional
Above Expectation
Meets Expectation
Improvement Expected
Unsatisfactory
collected sufficient data on performance to
rate appraisal items accordingly. A rating
scale is used to distinguish performance at
five different levels. These are defined in
the following table.
TEAch Performance Rating Scale
Definition
Performance that consistently exceeds the requirements of the
position. Performance at this level clearly exceeds the Above
Expectation level and may be uncommon among others holding
similar positions in the district.
Performance that regularly exceeds the requirements of the
position. Performance at this level occasionally exceeds or falls
below this level.
Performance that meets the requirements of the position.
Performance at this level usually meets, but occasionally exceeds
or falls below this level. *Ethics may be rated only as Meets or
Unsatisfactory.
Performance that does not meet the requirements of the position.
The instructional staff member is expected to develop and
implement strategies to improve performance to the level
expected.
Performance that does not meet the minimum requirements of
the position and/or a level commensurate with the experience of
the instructional staff member. Prior to this rating being used, a
Performance Improvement Plan (PIP) is initiated by the
administrator and reviewed with the instructional staff member.
The PIP should be prepared when unsatisfactory performance is
detected. A PIP must have been developed and executed before
the “Unsatisfactory” rating can be used. If a rating of
“Unsatisfactory” is used then written comments are required and
the PIP is attached.
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Performance Rating Decisions
Several guidelines assist administrators in rating performance with the TEAch rating scale.
•
The rating scale defined above is used with all instructional staff members.
•
An overall rating of performance is made on the final TEAch Evaluation Form used for the school
year. The factors defined in the following table guide the assignment of overall ratings.
Overall Rating
Exceptional
Above Expectation
Meets Expectation
Improvement Expected
Criteria
No ratings of Unsatisfactory and
No ratings of Improvement Expected and
No more than one rating of Meets Expectation and
More than half of the ratings are Exceptional
No ratings of Unsatisfactory and
No ratings of Improvement Expected and
More than half of the ratings are Above Expectation
No ratings of Unsatisfactory and
No more than three ratings of Improvement Expected
Four or more ratings of Improvement Expected and/or
No more than one rating of Unsatisfactory
Two or more ratings of Unsatisfactory
Unsatisfactory
Additional factor:
ƒ In consideration of the fact that teachers are from time-to-time required to teach courses that
are not consistent with their certification, no teacher assigned as “out-of-field” can receive a
rating of U with respect to “Knowledge of Subject Matter.”
ƒ Since Ethics can only be rated as Meets Expectation or Unsatisfactory, it will not be
considered in the determining an individual’s overall rating.
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Performance Remediation
When administrators detect performance that is below expectation, they will advise the instructional staff
member promptly and clearly explain the gap between actual performance and desired performance. In
recognition that performance improvement can be progressive, the administrator will carefully weigh the
nature and impact of the performance gap. Where the performance gap is small and/or of low
significance, the administrator can initially intervene with informal coaching or conferencing. Where a
performance gap is large and/or of high significance, the administrator will intervene with the development
of a Performance Improvement Plan or a formal notice as prescribed by F.S. 1012.34.
It is important that the individual be advised of the deficiency upon detection. Further, it is important that
both the administrator and the instructional staff member work together to remedy the situation with
expectations of improved performance.
With respect to performance improvement, these options are available to the administrator:
1. Informally advise the instructional staff member of a small or insignificance performance gap and the
expectation of improvement.
2. Formally, in writing, inform the instructional staff member of the performance gap and the expectation
of improvement.
3. Rate performance as “Improvement Expected” using the TEAch Evaluation Form, Mid Year Progress
Review section.
4. Prepare a Performance Improvement Plan when unsatisfactory performance is detected. This form
must be prepared and executed prior to the use of the rating of “Unsatisfactory.” Time must be given
for the instructor to improve based on the recommendations of the Performance Improvement Plan
before an Unsatisfactory rating can be given on the End of Year Appraisal.
Performance remediation interventions will not be selected in those cases where an instructional staff
member has violated law(s), policies, regulations, the Code of Ethics, and/or the Standards of Competent
Professional Performance. In these instances, the administrator will consult with the Division of Human
Resources to determine the most appropriate consequences.
When a performance gap is significant, the District may elect to initiate the provisions of F.S. 1012.34 that
require formal notification and intervention.
Unsatisfactory Performance
The Superintendent shall notify the Florida Department of Education of any instructional staff member
who receives two consecutive unsatisfactory evaluations and who has been given written notice by the
District that his or her employment is being terminated or is not being renewed or that the School Board
intends to terminate, or not renew, his/her employment. This action will be accomplished consistent with
the provisions of F.S. 1012.34.
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APPENDIX A
Accomplishments and Performance Indicators
for Instructional Services Personnel
The accomplishments and performance indicators listed below are the basis of performance appraisal
activities for instructional services personnel. The performance of each instructional staff member is rated
with respect to the 14 accomplishments. Performance indicators are available to assist instructional staff
members in understanding performance expectations. In addition, performance indicators assist
administrators in observing and rating the performance accomplishments. Demonstration or observation
of each performance indicator is NOT REQUIRED.
STUDENT PERFORMANCE
ACCOMPLISHMENT
Demonstrates that students receiving
instructional services have learned.
‰ Presents evidence of student
performance resulting from instructional
services.
‰ Uses strategies designed to improve
student performance.
‰ Develops short and long term personal
and professional goals relating to the
improvement of student performance.
‰ Other
FAMILY RELATIONSHIPS
colleagues using terms that students
and families understand.
‰ Students learn what parents believe
they should learn in a way that the
students find challenging, engaging and
satisfying
‰ Develops short and long term personal
and professional goals relating to family
relationships
‰ Other
ASSESSMENT
ACCOMPLISHMENT
Uses assessment strategies (traditional
and alternate) to assist the continuous
development of the learner.
‰ Diagnoses students' readiness to learn
ACCOMPLISHMENT
Stimulates and maintains positive family
member relationships.
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‰ Maintains effective relationships with
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family members.
Initiates strategies to improve family
involvement which includes inviting
parents in the classroom environment to
affirm student work.
Proposes ways in which families can
support and reinforce goals, objectives,
and standards for instructional services.
Communicates with families including
those of culturally and linguistically
diverse students to become familiar with
the students’ home situation and
background.
Communicates the progress of students
knowledgeably and responsibly based
upon appropriate indicators to the
teachers, student, families, and
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and their individual learning needs and
plans appropriate intervention strategies.
Recognizes students exhibiting
potentially disruptive behavior and offers
alternate strategies.
Uses data from classroom, local, state
and national tests to design instruction
that meets students' current needs in
the cognitive, social, linguistic, cultural,
emotional, and physical domains.
Continually solicits feedback from
students regarding their level of
engagement and utilizes student
responses to redesign instructional
strategies
Assists students in maintaining
portfolios of individual work and
progress toward performance outcomes.
Guides self-assessment by students
and assists them in devising personal
plans for reaching the next performance
level.
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‰ Reviews assessment data about
individual students to determine their
entry-level skills, deficiencies, academic
progress, and personal strengths, and to
design quality work.
‰ Develops short and long term personal
and professional goals relating to
assessment.
‰ Other
ACCOMPLISHMENT
Engages in continuous professional
quality improvement for self and school.
‰ Functions as a facilitator in the school,
‰
COMMUNICATION
ACCOMPLISHMENT
Uses effective communication
techniques with students and all other
stakeholders.
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‰ Establishes positive interaction in the
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learning environment that uses the
design qualities to promote student
engagement and profound learning.
Establishes positive relationships
between teacher and students in all
areas.
Communicates effectively, in both verbal
and nonverbal styles, with all students,
including those with handicapping
conditions and those of varying cultural
and linguistic backgrounds.
Communicates to all students high,
clear and compelling standards for
learning.
Provides all students with opportunities
to learn and affiliate with peers, other
adults, and community members.
Motivates, encourages, and supports
individual and group inquiry.
Encourages students to receive and
accept constructive feedback on
individual work and behavior.
Communicates with colleagues, school
and community specialists,
administrators, and families consistently
and appropriately.
Develops short and long term personal
and professional goals relating to
communication.
Other
CONTINUOUS/SCHOOL IMPROVEMENT
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actively applying accepted principles
and strategies for affecting change that
is congruent with the district beliefs.
Works in general and collegial groups in
cooperation with other educators and
families to analyze the effectiveness of
instruction in the school and to develop
and implement improvement strategies.
Uses data from his/her own learning
environments, (classroom observation,
audio/video recordings, student results,
engagement feedback, and research) as
a basis for reflecting upon and
deepening his/her understanding of how
to utilize design qualities to increase
student engagement.
Completes and implements an
Individual Professional Development
Plan that will have a significant impact
on student achievement
Creates and monitors a personal
professional development plan to guide
his/her own improvement.
Communicates with students, families,
and the community to assess the
adequacy of student progress toward
standards.
Participates in the development and
implementation of the School WOW
Work Plan and the School Improvement
Plan.
Keeps current with learning theory and
subject matter in order to facilitate
learning.
Continues to expand his/her own
repertoire of professional experiences,
e.g. publishing, conducting inservice
activities, mentoring colleagues,
providing leadership in professional
associations, utilizing research
appropriately.
Sees him/herself as a standard-bearer
of public education, and our national
heritage with its multicultural
dimensions, and works to articulate
these positions in a manner appropriate
to the situation.
Works as a member of a learning
organization – teacher as the
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instructional leader and curriculum
designer.
‰ Develops short and long term personal
and professional goals relating to
continuous professional improvement.
‰ Other
DIVERSITY
ACCOMPLISHMENT
Uses teaching and learning strategies
that reflect each student's culture and
linguistic background, learning styles,
special needs, and socio-economic;
background.
‰ Creates a learning environment that
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accepts and values students from
diverse cultures and linguistic
backgrounds, and treats all students
equitably.
Uses appropriate materials, technology,
multi-cultural resources and teaching
strategies to make the curriculum
accessible for all students.
Provides a range of activities to meet
the various students learning styles and
cultural and linguistic backgrounds.
Helps students develop shared values
and expectations that create a climate of
openness, mutual respect, support, and
inquiry.
Selects and uses appropriate materials
and resources that reflect contributors
that are multicultural.
Recognizes the importance of family
and family structure to the individual
learner and uses knowledge of the
student's family situation to support
individual learning.
Fosters student responsibility through
the instruction of appropriate social
behavior, integrity, valuing of diversity,
and honesty by role modeling and
through learning activities.
Develops short and long term personal
and professional goals relating to
diversity
Other
Uses a variety of performance
assessment techniques and strategies
that measure higher order thinking in
students and provides realistic projects
and problem-solving activities which will
enable all students to demonstrate their
ability to think creatively.
‰ Analyzes student performance
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standards to identify associated higherorder thinking skills, and intentionally
designs learning experiences to evoke
these higher-order skills.
Utilizes varied teaching strategies,
materials, and technologies to expand
students' thinking abilities.
Guides students in creating a product
that involves the need to gather
information and solve problems.
Assists students in using what they have
learned to analyze problems, issues,
and matters of concern to them.
Assists students in applying the rules of
evidence that govern the acceptability of
judgments and conclusions.
Guides students in critical thinking
strategies that include analysis,
evaluation, and invention.
Varies his/her role in the instructional
process (designer, instructor, coach,
monitor, facilitator, audience, critic, etc.)
in relation to the purposes of instruction
and the students’ needs, including
linguistic needs.
Monitors student's work and adjusts
strategies in response to learner's needs
and successes in creative thinking
activities.
Proposes open-ended projects and
other activities in which creative
products and innovative solutions are
the ultimate objective.
Develops short and long term personal
and professional goals relating to critical
thinking
Other
CRITICAL THINKING
ACCOMPLISHMENT
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ETHICS & REGULATIONS
ACCOMPLISHMENT
Adheres to the Code of Ethics, the
Principles of Profession Conduct of the
Education Profession in Florida, laws,
rules, policies, and procedures.
‰ Commits to the beliefs of the St. Lucie
‰ Recognizes the developmental level of
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County School District
‰ Encourages students to take
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independent action in pursuit of
learning.
Provides for student access to diverse
points of view.
Takes reasonable precautions to
distinguish between personal views and
those of any educational institution or
organization with which the individual is
affiliated.
Does not intentionally distort or
misrepresent facts concerning an
educational matter in direct or indirect
public expression.
Does not use institutional privileges for
personal gain or advantage.
Maintains honesty in all professional
dealings.
Does not on the basis of race, color,
religion, gender, age, national or ethnic
origin, political beliefs, marital status,
handicapping condition if otherwise
qualified, social and family background
deny to a colleague professional
benefits or advantages or participation
in any professional organization.
Supports a colleague's right to exercise
political or civil rights and
responsibilities.
Complies with laws, rules, policies,
procedures, and regulations that apply
to the position
Other principals of professional conduct
as stated in the State Board Rule.
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KNOWLEDGE OF SUBJECT MATTER
ACCOMPLISHMENT
Demonstrate knowledge and
understanding of subject matter taught.
‰ Communicates accurate knowledge of
subject matter in a language and style
appropriate to all learners.
‰ Encourages students to develop
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HUMAN DEVELOPMENT AND LEARNING
ACCOMPLISHMENT
Uses an understanding of learning and
human development to provide a positive
learning environment, which supports
the intellectual, personal, and social
development of all students.
each student as indicated by behaviors,
writings, drawings, etc. and other
responses.
Stimulates student reflection to activate
previously acquired knowledge and to
link it to new learning.
Draws upon an extensive repertoire of
activities that have proven successful in
engaging and motivating students as
appropriate at developmental levels.
Design lessons with attention to learning
theory, subject matter structure,
curriculum development, student
development, and first and second
language acquisition processes.
Differentiates instruction so that the
content is meaningful to students at all
levels.
Develops short and long term personal
and professional goals relating to
human development and learning. .
Other
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interdisciplinary perspective – to see
how what they are learning in one class
has relevance to what they are learning
in other subjects.
Demonstrates a breadth of subject
matter that enables him/her to
collaborate with colleagues through
collegial conversations/protocols to
integrate interdisciplinary experiences.
Uses the design qualities to evaluate
whether selected materials will lead to
student engagement and profound
learning
Continuously monitors changes in the
subject field.
Develops short and long term personal
and professional goals relating to
knowledge of subject matter
Other
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‰ Integrates student performance and
LEARNING ENVIRONMENT/DISCIPLINE
ACCOMPLISHMENT
Creates and maintains positive learning
environments in which students are
actively engaged in learning, social
interaction, cooperative learning and self
motivation.
‰
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‰ Establishes smooth and efficient
routines.
‰ Involves students in establishing
standards for behavior.
‰ Applies rules and standards consistently
‰
and equitably.
‰ Shares learning environment
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management responsibilities with
students.
Designs appropriate instructional
activities in individual, small and group
settings to meet cognitive, linguistic and
affective needs.
Monitors learning activities, providing
feedback and reinforcement
Recognizes that no significant learning
occurs without a positive studentteacher relationship.
Arranges and manages the physical
environment to facilitate student
outcomes.
Provides a safe environment to promote
risk-taking by students.
Optimizes student learning by
maintaining instructional momentum,
with smooth and efficient transitions.
Maintains academic focus of students
by addressing the motives of students
Develops short and long term personal
and professional goals relating to
learning environments. .
Other
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outcomes as well as embedding design
qualities into lesson designs and
delivery strategies.
Designs experiences that promote high,
clear and compelling standards through
a climate that encourages risk-taking
and expects continuous improvement.
Designs experiences that will result in
challenging and engaging work to
ensure every student meets the
performance required of students in
Florida's public schools.
Utilizes resources such as time, people,
space, information and technology in
ways that cause students to produce
quality work.
Redesigns the visual and physical
environments to support the planned
learning experiences, lesson content,
and needs of all students.
Designs experiences that engage
students in learning activities and
employs strategies to re-engage
students who are not engaged.
Provides for instructional flexibility by
adapting plans while a lesson is in
progress to address unexpected
problems or to benefit from unexpected
opportunities.
Creates approaches to learning that are
interdisciplinary and that integrate
multiple subject areas.
Adjusts instruction based upon reflection
of his/her own practice.
Cooperatively works with colleagues in
planning for instruction through collegial
conversations/protocols.
Designs work for students that has
meaning and significance in their lives
Develops short and long term personal
and professional goals relating to
planning
PLANNING
ACCOMPLISHMENT
Plans, implements, and evaluates
effective instruction in a variety of
learning environments.
‰ Uses student performance outcomes,
benchmarks, and evidence of adequate
progress to guide planning for
differentiated instruction.
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ROLE OF THE TEACHER
ACCOMPLISHMENT
Works with various education
professionals, family members, and other
stakeholders in the continuous
improvement of the educational
experiences of students.
‰ Designs and uses a process for
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instructional services which are
consistent with the mission of the district
and the school.
Serves as a student advocate in the
school and with the social, legal and
health agencies in the community.
Confers with students and their families
to provide explicit feedback on student
progress and assists families in guiding
students in academic and personal
growth.
Proposes ways in which families can
support and reinforce classroom goals,
objectives, and standards.
Uses the community to provide students
with a variety of experiences to examine
and explore career opportunities.
Works effectively with school volunteers
to promote student interest, motivation,
and learning.
Recognizes in students overt signs of
child abuse and severe emotional
distress, and takes appropriate
intervention, referral and reporting
actions.
Recognizes in students overt signs of
alcohol and drug abuse, and takes
appropriate intervention, referral and
reporting actions.
Works cooperatively with colleagues
and other adults through protocols and
informal settings to meet students'
education, social, linguistic, cultural and
emotional needs.
Uses knowledge of continuous quality
improvement to assist the school
community in managing its own school
improvement efforts.
Communicates with families including
those of culturally and linguistically
diverse students to become familiar with
the students’ home situation and
background.
‰ Develops short and long term personal
professional goals relating to the role of
a teacher
‰ Other
TECHNOLOGY
ACCOMPLISHMENT
Uses appropriate technology in teaching
and learning processes.
‰ Utilizes appropriate learning media,
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computer applications, and other
technology to address students' needs
and learning objectives.
Utilizes instructional and other electronic
networks to provide students with
opportunities to organize knowledge and
share information with others.
Uses a wide range of instructional
technologies, such as CD-ROM
interactive video, videotaping and
electronic libraries to enhance subject
matter and to assure the content and
substance is accessible to all students.
Continually reviews and evaluates
educational software to determine its
appropriateness for instruction and
management and shares findings with
others.
Teaches students to use available
computers and other forms of
technology at the skill level appropriate
to enable success and maintain interest.
Uses appropriate technology to provide
quality and engaging work
Works with technical and instructional
specialists to collaborate on instructional
design.
Develops short and long term personal
and professional goals relating to
technology issues.
Other
OTHER PROFESSIONAL
COMPETENCIES
ACCOMPLISHMENT
Demonstrates competencies in other areas
required for the position and the profession
to include rules of the State Board of
Education and policies and procedures of
the District’ School Board.
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APPENDIX B
Appraisal Process
Purpose
•
This process ensures that all instructional staff members are appraised on an
annual basis.
Applicable Staff Members
•
All instructional staff members.
Sequence of Appraisal Activities
1. Orientation of the staff member.
2. Completion of the TEAch Individual Professional Development Plan (IPDP)
for each instructional staff member must be completed within the first month
of the school year. The IPDP is completed consistent with procedures
distributed by the Department of Human Resource Development.
3. Completion of data collection activities.
4. If performance is determined to be “Unsatisfactory”, then the “Performance
Improvement Plan” is prepared and implemented. If performance is
determined to be at least “Improvement Expected”, then informal and formal
observations and follow-up support are provided and documented.
5. A mid-year progress review conference is completed and performance ratings
are reviewed for annual contract teachers. A mid-year progress review
conference is completed for professional services and continuing contract
teachers whose performance has fallen below Meets Expectations.
6. An end of the year appraisal conference is completed and performance
ratings are reviewed annually for all instructional staff members.
7. The employee and the Division of Human Resources receive copies of
completed appraisal forms.
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Performance Improvement Process
PIP
Purpose
•
This process ensures that action is taken to remediate unsatisfactory performance
when it is identified. Further it ensures responsive action and due process.
Applicable Staff Members
•
Any instructional staff member who has been identified with “Unsatisfactory”
performance on one or more criteria.
Sequence of Appraisal Activities
1.
2.
3.
4.
5.
6.
Formal observation findings are reviewed.
A Performance Improvement Plan is prepared.
The Performance Improvement Plan is reviewed with the staff member.
The plan is implemented.
A follow-up formal observation is conducted.
A post-observation conference is conducted within 10 days following the
observation.
7. If performance remains “Unsatisfactory” subsequent to the implementation of the
Performance Improvement Plan, then a rating of “Unsatisfactory” may be used on
the appraisal form.
8. If performance improved to a level above “Unsatisfactory” then the performance is
monitored and documented formally and informally for the remainder of the school
year.
Expected Products
1. Formal observation and conference completed.
2. Performance Improvement Plan prepared and implemented
3. Follow-up formal observation and conference completed.
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The St. Lucie County School Board, Florida
Appendix C
TEAch Forms
1. TEAch Evaluation Form
This form is used to document the evaluation of each instructional staff member each year. It is
used both to document the performance of a staff member following a formal observation, mid year
and as the final appraisal for each school year. It includes a section for self evaluation to be
completed by the instructional staff member prior to the conference.
2. Performance Improvement Plan
This form is used by administrators and instructional staff members when the staff member is
expected to improve his or her performance.
3. TEAch Performance Rating Job Aid
This rubric is used by the administrator when considering performance ratings.
4. TEAch Individual Professional Development Plan
This form is used by the teacher to develop the Individual Professional Development Plan for the
year. The plan is reviewed and agreed upon with the administrator during the first 30 days of the
school year during a face-to-face conference. The plan should be created based on the needs of
the current students the teacher serves and/or the goals of the school or district.
6. TEAch Appraisal Conference Guide
These questions are used by the teacher and administrator as a guide for the mid year progress
review and the end of the year evaluation conference.
7. TEAch Pre-Observation Conference Planning Guide (45 Day)
These questions are completed by the teacher prior to the pre-observation conference and
discussed with the administrator prior to the formal observation. This form, along with the TEAch
Post Observation Conference Form must be sent to the Department of Human Resources within 10
days of the formal observation.
8. TEAch Post Observation Conference Form (45 Day)
Upon reflection on the lesson taught, these questions are completed by the teacher prior to the post
conference with the administrator. The administrator will add written comments during the
conference for each question based on the observation conducted. This form, along with the PreObservation Conference Planning Guide must be sent to the Department of Human Resources
within 10 days of the formal observation.
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