WRITTEN REPORTS ON TEACHERS

Background

It is recognized that striving for educational excellence in the inclusive classroom must involve an ongoing process for instructional improvement.  To foster this, a broad view of evaluation and assistance must be created.

Students are best served when a high quality of classroom instruction and teacher performance is provided and maintained.  Therefore, the Superintendent requires that a system of regular evaluation is in place to ensure that:

• Quality instruction takes place;
• A process for commendation and improvement of teacher performance is followed; and
• Information is collected on which decisions regarding rehiring, retention, promotion, remediation, or dismissal may be made.

Procedures

1. Both formative and summative evaluation practices are to be conducted in an atmosphere of professional respect.
2. Administrators are to ensure that the procedures associated with teacher evaluation are in compliance with the collective agreement and are well known to the teacher.
3. There is to be a clear differentiation between the teacher evaluation process which results in a summative report and supervision of instruction carried out by administrators as part of their regular duties.
4. Criteria
   1. Criteria to be evaluated shall be discussed by the report writer and teacher in advance.
   2. It is the intent of the formal evaluation process that the report writer and the teacher discuss and resolve the operational interpretation and application of the criteria to be used.Both the teacher and report writer are entitled to consult with a colleague prior to accepting or finalizing the interpretation of any criteria.
   3. Criteria used in the evaluation of teachers who hold positions of special responsibility and who are not teaching in a classroom on a regular basis shall be of a competence-based nature and shall be determined by the teacher and the evaluator, comparable in principle to those below.
   4. Consistent with the Teachers’ Collective Agreement extra-curricular activities shall not form any part of the job description, posting, hiring, or evaluation of any teacher. However, a teacher may request a comment in their evaluation report on any additional voluntary activities in which the teacher is involved with students, staff, or professional organizations.
5. Instruction Procedures
   1. Shows evidence of daily planning;
   2. Shows evidence of long-term planning;
   3. Demonstrates knowledge of subject matter;
   4. Presents subject matter in a non-discriminatory and unbiased manner;
   5. Clearly communicates lesson content;
   6. Conveys and meets the lesson objectives;
   7. Provides individual instruction, where possible, after considering students’ interests, abilities, and needs, working with appropriate resource personnel where necessary;
   8. Effectively uses a variety of instructional techniques;
   9. Provides appropriate pacing of instruction;
   10. Demonstrates skills in developing student interest and in motivating students;
   11. Communicates enthusiasm and the importance of learning;
   12. Provides opportunity for questioning, speculation, and originality;
   13. Asks questions which promote a higher order of thinking skills;
   14. Assigns activities which utilize and reinforce or expand on the content of the lessons;
   15. Develops and uses appropriate and effective evaluation and reporting procedures.
6. Teacher/Student Relations
   1. Establishes mutually respectful relationships with all students;
   2. Enhances the development of the social behaviour of the classroom group;
   3. Encourages individuals to assume responsibility for their own actions and practice self-discipline;
   4. Maintains harmonious and constructive relations in the class by demonstrating such traits as consistency, respect and fairness;
   5. Encourages the contribution of all students;
   6. Encourages such traits as active and enthusiastic classroom participation;
   7. Encourages student on-task activity;
   8. Encourages all students to achieve to their fullest potential;
   9. Deals with students in a non-discriminatory manner (such as sexism and racism).
7. Classroom Organization and Management
   1. Uses appropriate classroom management techniques to create a classroom environment conducive to learning;
   2. Communicates and reinforces expectations for student behaviour;
   3. Creates a physical environment which is within the teacher’s control and is favourable to learning;
   4. Maintains accurate documentation on student attendance, and where required, student behaviour.
8. Communications
   1. Communicates effectively with students;
   2. Participates in staff decision-making, where applicable, as it pertains to her/his student;
   3. Models and encourages effective communication and cooperative problem solving with parents and colleagues;
   4. Displays appropriate interpersonal skills with students, staff, and parents.
9. Professional Development/Involvement
   1. Evaluates, revises, and improves where necessary, personal program materials and teaching methods on a continuing basis;
   2. Endeavors to participate in professional and curriculum development activities;
   3. Works towards the implementation of staff determined school goals.