Teacher Evaluation Package

ABC Christian School
Evaluation of Instruction Plan &

Procedure
Purpose
The purpose of evaluation of instruction at ABC Christian School is to
continually evaluate and improve the skill and instructional quality of each
teacher. Principals, with the assistance of department heads and other
designated administrators, have the responsibility to evaluate and promote
the growth and development of each teacher in their charge (Hebrews
13:17). They are to carry out their responsibilities in a gentle manner, not
lording it over their teachers (1 Peter 5:1, 2). Professional development is
at the heart of formative instructional evaluation as we endeavor to develop
long-term master teachers.
Annual Evaluation Schedule

During the first month of each new school year, each teacher will establish
professional and personal goals and submit them to their principal for
approval (Appendix A). These goals shall include professional development
and personal growth plans and will be used by the principal throughout the
year as a component of the summative evaluation process.
Throughout the school year, principals, along with department heads and
designated administrators, will conduct formal (Appendix B) and informal
(Appendix C) classroom observations formatively to evaluate instructional
effectiveness. By mid-year, each teacher will have received a minimum of
one formal observation. When necessary, a teacher may be placed on
probationary status at this time until deficiencies are corrected (Appendix E).
Contracts may be issued or withheld based upon the mid-year evaluation.
Formative Evaluation
The primary goal of formative evaluation is improved classroom instruction
that produces a quality education experience for each student. Formative
evaluation is designed to encourage professional growth for the teacher and
to promote teamwork among the teacher, his/her principal, and the
department head. Informal and formal observations in the classroom are
critical for the formative evaluation process.
Evaluation of Instruction Plan and Procedure
Principals, with the assistance of department heads and other designated

administrators, are tasked with the responsibility to observe classroom
instruction. Informal observations are conducted at will and verbal and/or
written feedback is encouraged (Appendix C). Formal observations are
scheduled in advance and begin with a pre-observation conference
(Appendix D) to review the lesson plan, curriculum guide, syllabus,
instructional strategies, assessment methodologies, etc. The formal
observation itself is generally designed to be an affirmation that the teacher
is able to implement the teaching plan successfully. During the formal
observation, the observer completes the Formative Performance Report (see
Appendix B). He/she then schedules a follow-up conference with the
observed teacher to discuss and review the observation experience. Copies
of the completed form are provided to the teacher, and are placed in the
teachers professional development file.
Unscheduled, informal observations will occur throughout the year, giving
administrators an ongoing sense of what is happening in the classroom and
as an encouragement to the teacher. These unplanned visits will give the
students and teachers a sense of accountability and will serve as part of the
formative and summative process.
Summative Evaluation
The goal of the summative evaluation process is to appraise each teachers
professional performance and instructional effectiveness through a broad
variety of criteria. This evaluation assesses the teachers performance
according to the Teacher Job Description (Appendix G). All formative
evaluations (informal and formal) are considered in the total summative
evaluation process. The Summative Performance Report (Appendix F) is
completed, reviewed with the teacher, and placed by the principal in the
teachers professional development file at the end of each school year.
Appendix A
Goal Check
Philosophy:
Before an employees performance can be evaluated, there must be specific performance standards in place. The purpose
of the goal check is simply to provide an avenue to encourage continued growth and to discuss areas of weakness based
on the goals that have been given.
Procedures:
Goals are set by the beginning of the school year. By mid-January, managers are to schedule a meeting with each
employee to review the goals that were previously submitted. By mid-May, the end of the year results and an explanation
should be completed. The final goal check should be copied and placed in the employees personnel file.
DEVELOPMENTAL GOALS TO BE ACHIEVED
Employees Name: ________ _______________
check_________________
Goals
Date of mid-year check
Mid Year Check

(State to what
extent goals have
been
accomplished)
Projected
Completion
Date
______________
Date of end of year
End of Year Results

Achieved
(State to what extent
goals were accomplished,
how well, etc.)
Explanation
(State if goals were fully
achieved according to
schedule and if not,
why)
I have met with the above employee and discussed the goals (listed above) that were previously set. It was determined that the following
steps of action will be put in place:
________________________________________
__________________________________________
Supervisor signature
Copy distribution:
__ Personnel File
Employee Signature
__ Employee
__ Supervisor
Appendix B
-Page 1 of 5-
Formative Performance Report

Teacher_________________
Observer_____________________
Year___________________________
School___________________________
Grade/Subject___________________________
Department______________________________
Directions
Evaluations use this form to maintain a record of evidence documented for each
teacher performance standard. Evidence can be drawn from formal observations,
informal observations, and other appropriate sources. This report is shared at a
meeting with the teacher held prior to the Christmas break.
1. Knowledge of Curriculum, Subject Content, and Developmental Needs
The teacher demonstrates an understanding of the curriculum, subject
content, and the developmental needs of students by providing relevant
learning experiences.
Appropriate curriculum standards
Accurate knowledge
Key concepts are integrated
High expectation
Higher order thinking skills
Knowledge of developmental
needs
Relationship to past/future
Comments
Improvement
Evident
Needs
2. Instructional Planning
The teachers collaborative planning uses appropriate curricula,
instructional strategies, and resources to address the needs of all
students and includes biblical integration.
Clear, logical, integrated plans
Curriculum materials
Content alignment
Differentiates instruction
Coherent instructional plans
Biblical integration
Comments
Evident Needs Improvement

-Page 6 of 53. Instructional Delivery
The teacher promotes student learning by addressing individual learning
differences and by using effective instructional strategies. Biblical integration is
evident.
Varied strategies
Student involvement
Variety of resources
Relevance of
instruction
Appropriate pacing
Comments
Improvement
Evident Needs
4. Assessment
The teacher systematically gathers, analyzes, and used data to measure student
progress, guide instruction, and provide timely feedback.
Pre/post assessment
Student ownership
Timely feedback
Re-teaches/accelerates
Teacher records
Comments
Evident
Needs
Improvement
5. Learning Environment
The teacher provides a well-managed, safe, Christ-centered environment that is
academically challenging and respectful.
Climate of trust and respect
Classroom
rules/routines
Diversity appreciation
Active listening, caring,
fair
Continuous improvement
Safe and attractive area
Exhibits the fruit of the Spirit
Comments
Improvement
Evident
Needs
-Page 3
of 56. Communication
The teacher communicates effectively with students, school personnel, families,
and the community.
Correct language usage
Staff communication
Clear directions and explanations
Work relationships
maintained
Parent/family communication
Comments
Evident
Needs
Improvement
7. Professionalism
The teacher maintains a professional demeanor, participates in professional
growth opportunities, and contributes to the profession.
Appearance and demeanor
Contributions to the
school
Confidentiality is maintained
Contributions to the
profession
Professional growth activities
Comments
Evident
Needs
Improvement
8. Student Achievement
The work of the teacher results in acceptable, measurable individual student
progress based on the established standards.

Student achievement goals
modification
Data collection
attainment
Formative assessment
others
Comments
Improvement
Instructional
Evidence of goal
Collaboration with
Evident
Needs
-Page 4 of 5-
9. Spiritual
The teacher leads a separated Christian life that is exemplary in conduct and
makes a vital spiritual contribution to the life and work of the school.
Unquestionable testimony
Follows Matthew 18 principle
Personal holiness
Comments
Improvement
10.
Role model
Daily Bible reading and prayer
Called by God to serve at SCS
Evident
Needs
Personal
The teacher must have regular attendance at school; must comply with all school
philosophies, policies, procedures, and rules; and must fulfill all responsibilities required
by the school.
Cooperates with the school administration Emotionally stable
Good public relations
Excellent attendance
Submits respectfully to authority
Complies with school policies
Comments
Improvement
Evident
Needs
- Page 5 of 5 Strengths
Areas of Improvement
Comments (Teacher)
________________________________________
Evaluator Signature
Date
__________________________________
Date
Teacher Signature
Appendix C
Informal Classroom Observation Form
Teacher Observed____________________
Date: ______________________________
1. KNOWLEDGE OF CURRICULUM,
SUBJECT CONTENT, &
DEVELOPMENTAL NEEDS
SPECIFIC EXAMPLES:
Pre/post assessment
Timely feedback
Teacher records
Student ownership
5. LEARNING ENVIRONMENT
SPECIFIC EXAMPLES:
Varied strategies
Appropriate pacing
Student involvement
Relevance of instruction
4. ASSESSMENT
SPECIFIC EXAMPLES:

Content alignment
3. INSTRUCTIONAL DELIVERY
SPECIFIC EXAMPLES:

Accurate knowledge
High expectation
Knowledge of development
2. INSTRUCTIONAL PLANNING
Department____________________
Time: ________________________
SPECIFIC EXAMPLES:

Classroom rules/routines
Active listening, caring, fair
6. COMMUNICATION
SPECIFIC EXAMPLES:

Staff communication
Work relationships maintained
7. PROFESSIONALISM
SPECIFIC EXAMPLES:

Contributions to the school
Contributions to the profession
8. STUDENT ACHIEVEMENT
SPECIFIC EXAMPLES:

Data collection
Instructional modification
Evidence of goal attainment
Collaboration with others
Observers Signature: _______________________

Signature_____________________
Teachers
Appendix D
Pre-observation Discussion and Concerns
Teacher____________________________
Date: ______________________________
9. KNOWLEDGE OF CURRICULUM,
SUBJECT CONTENT, &
DEVELOPMENTAL NEEDS
DISCUSSION
Pre/post assessment
Timely feedback
Teacher records
Student ownership
13. LEARNING ENVIRONMENT
DISCUSSION:
Varied strategies
Appropriate pacing
Student involvement
12. ASSESSMENT
DISCUSSION:

Content alignment
11. INSTRUCTIONAL DELIVERY
DISCUSSION

Accurate knowledge
High expectation
Knowledge of development
10. INSTRUCTIONAL PLANNING
Department_______________________________
Time: ___________________________________

DISCUSSION:
14. COMMUNICATION
DISCUSSION:

Staff communication
15. PROFESSIONALISM
DISCUSSION:

Contributions to the school
Contributions to the profession
16. STUDENT ACHIEVEMENT
DISCUSSION:

Data collection

Observation Cycle
Teacher:
__________________________________________________________________________
Pre-observation conference date:
_____________________________________________________
Date of observation:
________________________________________________________________
Lesson to be taught:
________________________________________________________________
Type of lesson (direct teaching or cooperative learning):
_________________________________
Direct Teaching
Lesson Element
Plans
Anticipatory set
Cooperative Learning
Lesson Element
Plans
Explanation of
academic and
social objectives
Statement of
objective/purpo
se
Teaching of
necessary social
skills
Input
Face-to-face
interaction
Modeling
Positive
interdependenc
e
Guided practice
Individual
accountability
Independent
practice
Group
processing
Pre-observation discussion and concerns: List on Pre-observation

Discussion and Concerns form in appropriate section
Post-observation conference date:
_____________________________________________________
Post-observation conference time:
_____________________________________________________
Signature of teacher:
________________________________________________________________
Signature of observer:
_______________________________________________________________
Date:
______________________________________________________________________________
Appendix E
Faculty Probation Status
Teachers Name: _______________________________ Date:
______________________________
Area(s) of deficiency:
Steps for improvement

Administration:
Teacher:
Review Date: _______________________

Results of review:
Principals signature
Other participants signature
Teachers signature
Appendix F
- Page 14 of 5
Teacher Summative Performance Report
Teacher____________________________________
Grade/Subject______________________________
Year__________________
Department___________________
School
Directions
Evaluators use this form to provide the teacher with an assessment of
performance. The teacher should be given a copy of the form at the end of each
evaluation cycle.
1. Knowledge of Curriculum, Subject Content, and Developmental Needs
Rating
Exemplary
The teacher demonstrates an understanding of the curriculum, subject content, and
Proficient
the developmental needs of students by providing relevant learning experiences.
Needs Improvement
Unsatisfactory
Accurate knowledge
High expectation
Knowledge of developmental
needs
Comments
Rating
Exemplary
The teachers collaborative planning uses appropriate curricula, instructional
Proficient
strategies, and resources to address the needs of all student and includes biblical
Needs Improvement
Integration
Unsatisfactory
Content alignment
Comments
-Page 2 of 5 3. Instructional Delivery
Rating
Exemplary

Proficient
differences and by using effective instructional strategies. Biblical integration
Needs Improvement
is evident
.
Unsatisfactory
Varied strategies
Student involvement
Appropriate pacing
Comments
4. Assessment
Rating
Exemplary
The teacher systematically gathers, analyzes, and uses data to measure student
Proficient
Needs
Improvement
Pre/post assessment
Student ownership
Unsatisfactory
Timely feedback
Teacher records
Comments
5.
Rating
Exemplary
The teacher provides a well-managed, safe, Christ-centered environment that is
Proficient
academically challenging and respectful.
Needs
Improvement
Unsatisfactory
Comments
-Page 3 of 5 7. Communication
Rating
Exemplary
The teacher communicates effectively with students, school personnel, families, and
Proficient
the community.
Needs
Improvement
Unsatisfactory
Comments
Staff communication
8. Professionalism
Rating
Exemplary
Proficient
Needs Improvement
Contributes to the school
Unsatisfactory
Contributes to the profession
Comments
Rating
Exemplary
The work of the teacher results in acceptable, measurable individual
Proficient
student progress, based on established standards.
Needs
Improvement
Unsatisfactory
Data collection
Comments:
- Page 4 of 5 10.
Spiritual
Rating
Exemplary
The teacher leads a separated Christian life that is exemplary in conduct and makes
Proficient
a vital spiritual contribution to the life and work of the school.
Needs Improvement
Unquestionable testimony
Follows Matthew 18 principle
Personal holiness
Comments
Role model
Daily Bible reading and prayer
Called by God to serve at SCS
11.
Personal
Rating
Exemplary
Proficient
philosophies, policies, procedures, and rules; and must fulfill all responsibilities
Needs Improvement
required by the school.
Unsatisfactory
Cooperates with the school administration Emotionally stable
Good public relations
Excellent attendance
Submits respectfully to authority
Complies with school policies
Comments
- Page 5 of 5 SUMMARY OF RATINGS:

Knowledge of Curriculum,
Subject Content, and
Developmental Needs
Unsatisfactory
Exemplary Proficient
Needs Improvement
Instructional Planning
Unsatisfactory
Needs Improvement
Instructional Delivery
Unsatisfactory
Needs Improvement
Assessment
Unsatisfactory
Needs Improvement
Learning Environment
Unsatisfactory
Needs Improvement
Communication
Unsatisfactory
Needs Improvement
Professionalism
Unsatisfactory
Needs Improvement
Student Achievement
Unsatisfactory
Needs Improvement
Spiritual
Unsatisfactory
Needs Improvement
Personal
Unsatisfactory
Needs Improvement
Strengths
Areas of Improvement
Evaluator Signature
Date
Date
Teacher Signature
_______________________________________
__________________________________________
Superintendent Signature
Date
_______________________________________
Appendix G
Teacher Job Description
Position Title: Christian schoolteacher
General Description: The Christian schoolteachers roll is to help students learn
Christian concepts in all areas of curriculum matter and to help them internalize
the subject matter, skills, and attitudes that will prepare them for Christian
leadership.
Qualifications: The Christian schoolteacher must be one who has received Jesus
Christ as Savior and Lord and shall be a member in good standing in a church of
like faith and practice. The teacher shall be a person with spiritual, academic,
and leadership abilities. The teacher shall reflect the purpose of the school to
honor Christ in every class and activity.
The Christian schoolteacher shall be a college graduate, certified by the
Association of Christian Schools International (ACSI), evaluated by the
administration to be capable of giving effective instruction to students at the
assigned grade and subject level and called of God to the Christian school
teaching profession.
Reports to: the principal
Supervises: students, student teachers, teacher aides, and volunteers
Performance Standards: The expectations for teacher performance are
defined using a two-tiered approach.
Performance Standards
Performance Indicators
Performance standards are the major duties performed by a teacher. For
teachers, there are ten performance standards.
SCS Performance Standards
1. Knowledge of curriculum, Subject Content, and
Developmental Needs
The teacher demonstrates an understanding of the curriculum,
subject content, and the developmental needs of students by
providing relevant learning experiences.

The teachers collaborative planning uses appropriate curricula,
instructional strategies, and resources to address the needs of all
students and includes biblical integration.
3. Instructional Delivery
The teacher promotes student learning by addressing individual
learning
differences and by using effective instructional
strategies. Biblical integration is evident.
4. Assessment
The teacher systematically gathers, analyzes, and uses data to
measure student progress, guide instruction, and provide timely
feedback.
The teacher provides a well-managed, safe, Christ-centered
environment that is academically challenging and respectful.
6. Communication
The teacher communicates effectively with students, school
personnel, families, and the community.
7. Professionalism
The teacher maintains a professional demeanor, participates in
professional growth opportunities, and contributes to the
profession.
The work of the teacher results in acceptable, measurable
individual student progress based on established standards.
9. Spiritual
The teacher leads a separated Christian life that is exemplary in
conduct and makes a vital spiritual contribution to the life and work
of the school.
10. Personal
The teacher must have regular attendance at school; must comply
with all school philosophies, policies, procedures, and rules; and
must fulfill all responsibilities required by the school.
Performance indicators provide examples of observable, tangible behavior that
indicate performance of teacher standards. That is, the performance indicators
provide the answer to what must be performed. Performance indicators are
provided as examples of the types of performance that will occur if a standard is
being fulfilled. However, the list of performance indicators is not exhaustive, and
it is not intended to be prescriptive. Teachers are not expected to demonstrate
each performance indicator; however, some teaching positions may need to
identify additional specific indicators.
The performance indicators are provided to help teachers and their evaluators
clarify job expectations. All performance indicators, however, may not be
applicable for a particular teaching assignment. Ratings are NOT made at the
performance indicator level but at the performance standard level.
Performance Standards:
Performance Standard 1: Knowledge of Curriculum, Subject
Content, and Developmental Needs
The teacher demonstrates an understanding of the curriculum, subject content,
and the developmental needs of students by providing relevant learning
experiences.
Example Performance Indicators
The teacher
Effectively address appropriate curriculum standards.
Integrates key content elements and higher level thinking skills in
instruction.
Demonstrates ability to link present with past and future learning
experiences, other subject areas, and real world experiences and
applications.
Demonstrates accurate knowledge of subject matter.
Demonstrates skills relevant to the subject area(s) taught.
Bases instruction on goals that reflect high expectations, and understanding
of the subject.
Understands intellectual, social, emotional, and physical development of
the age group.
Performance Appraisal Rubric
Exemplary
In addition to
meeting the
standard
The teacher
consistently
demonstrates
extensive
knowledge of the
subject matter
Proficient*
Needs
Improvement
Unsatisfactory
The teacher
demonstrates an
understanding of
the curriculum,
subject content,
and the
The teacher
inconsistently
demonstrates
understanding of
curriculum,
content, and
The teacher
bases instruction
on material that
is inaccurate or
out-of-date
and/or
and continually
enriches the
curriculum.
developmental
needs of students
by providing
relevant learning
experiences.
student
inadequately
development or
addresses the
lacks fluidity of
developmental
using the
needs of
knowledge in
students.
practice.
* Proficient in the baseline of acceptable performance for teachers and is the
actual performance standard.
Performance Standard 2: Instructional Planning

The teacher plans for the use of appropriate curricula, instructional strategies,
and resources to address the needs of all students and includes biblical
integration.
The teacher
Develops plans that are clear, logical, sequential, and integrated across the
curriculum (e.g., long-term goals, lesson plans, and syllabi).
Incorporates appropriate biblical integration into curriculum.
Matches content/skills taught to overall curriculum scope and sequence.
Evaluates curricular materials for accuracy, currency, and student interest.
Designs coherent instruction based upon knowledge of subject matter,
students, the community, and curriculum standards and goals.
Demonstrates the ability to evaluate and refine existing materials and to
create new materials when necessary.
Identifies and plans for the instructional and developmental needs of all
students, including remedial and high achievers.
Work collaboratively with fellow teachers to plan.
Exemplary
In addition to
meeting the
standard
Proficient*
Needs
Improvement
Unsatisfactory
The teachers
The teachers
The teachers
The teachers
collaborative
collaborative
collaborative
collaborative
planning process planning uses
planning displays planning
consistently
appropriate
inconsistent use
inadequately
anticipates
curricula,
of curricula,
meets the needs
student
instructional
strategies, and/or of the learners
misconceptions
strategies, and
resources to
and/or follows the
and/or prior
resources to
meet students
adopted
knowledge by
address the
needs.
curriculum.
employing a
needs of all
variety of
students.
instructional
strategies and
resources.
Performance Standard 3: Instructional Delivery

differences and by using effective instructional strategies. Biblical integration is
evident.
The Teacher
Modifies instruction to make topics relevant to students lives and
experiences.
Includes biblical integration in instruction.
Uses materials, technology, and resources to provide learning experiences
that challenge, motivate, and actively involve the learner.
Uses a variety of appropriate teaching strategies, which may include
grouping, cooperative, peer and project-based learning, audiovisual
presentations, lecture, discussions and inquiry, practice and application,
and questioning, etc.
Paces instruction appropriately with adequate preview and review of
instructional components.
Solicits comments, questions, examples, and other contributions from
students through lessons.
Demonstrates ability to engage and maintain students attention and to
recapture or refocus it as necessary.
Exemplary
Proficient*
Needs
Unsatisfactory
In addition to
Improvement
meeting the
standard
The teachers
The teacher
The teacher
The teacher
instructional
promotes student inconsistently
offers instruction
delivery
learning by
differentiates
that inadequately
optimizes
addressing
instruction and/or addresses
students
individual
uses limited
differences in
opportunity to
learning
instructional
students learning
learn by
differences and
strategies.
needs.
engaging
by using effective
students in
instructional
higher order
strategies.
thinking skills and
processes to
address divergent
learning needs.
Performance Standard 4: Assessment

The teacher systematically gathers, analyzes, and uses data to measure student
The teacher
Uses pre-assessment data to develop expectations for students and for
documenting learning.
Assesses student performance based on instructional standards and
provides timely and specific feedback.
Uses a variety of formal and informal assessment strategies throughout
instruction.
Collects and maintains a record of sufficient assessment data to support
accurate reporting of student progress.
Develops tools and guidelines that help students access, monitor, and
reflect on their own work.
Re-teaches material and/or accelerates instruction based on assessment to
pace instruction appropriately for student interest and learning.
Exemplary
In addition to
meeting the
standard
The teacher uses
a variety of
informal and
formal
assessments
based on
intended learning
outcomes to
assess student
learning and
teaches students
how to monitor
their own
academic
progress.
Proficient*
Needs
Improvement
The teacher
systematically
gathers,
analyzes, and
uses data to
measure student
progress, guide
instruction, and
provide timely
feedback.
The teacher uses

a limited
selection of
assessment
strategies,
inconsistently
links assessment
to intended
learning
outcomes, and/or
does not use
assessment to
plan/modify
instruction.
Unsatisfactory
The teacher uses

an inadequate
variety of
assessment
sources, assesses
infrequently,
does not use
baseline or
feedback data to
make
instructional
decisions, and/or
does not report
on student
progress in a
timely manner.
Performance Standard 5: Learning Environment

The teacher provides a safe, Christ-centered environment that is academically
challenging and respectful.
The teacher
Promotes a climate of trust and teamwork within the classroom.

Respects and promotes the appreciation of diversity within the classroom.
Emphasizes continuous improvement toward student achievement.
Creates and maintains a physical setting that minimizes disruption and
promotes learning and safety.
Establishes and maintains effective classroom rules and procedures
communicating them to students and families.
Creates an attractive, warm, and supportive classroom environment.
Exhibits the fruit of the Spirit in the classroom environment.
Maintains a clean, attractive, well-ordered classroom.

Exemplary
In addition to
meeting the
standard
The teacher
consistently uses
effective
management
strategies so that
learning time is
maximized and
disruptions are
minimized.
Proficient*
Needs
Improvement
Unsatisfactory
The teacher
provides a wellmanaged, safe,
Christ-centered
environment that
is academically
challenging and
respectful.
The teacher
The teacher
inconsistently
inadequately
addresses
addresses
student behavior student behavior,
and needs
displays a poor
required for a
attitude with
safe, positive
students, and/or
social and
ignores safety
academic
standards.
environment.
Performance Standard 6: Communication

The teacher communicates effectively with students, school personnel, families,
and the community.
The teacher
Uses precise language, correct vocabulary and grammar, and acceptable
forms of oral and written expression.
Explains directions, concepts and lesson content to students in a logical,
sequential and age-appropriate manner.
Shares major instructional goals and classroom expectations with families.
Initiates communication and responds to families or guardians concerning
student expectations, progress or problems in a timely and confidential
manner.
Coordinates efforts with school staff, other service providers, and Academic
Resource Center to reach educational decisions that enhance student
learning.
Supports, promotes, and communicates the strategic plan, policies,
regulations, and school events.
Maintains effective and appropriate communication with other teachers and
administrators.
Exemplary
In addition to
meeting the
standard
The teacher uses
a variety of
communication
techniques to
inform, network,
and collaborate
with others to
enhance student
learning.
Proficient*
The teacher
communicates
effectively with
students, school
personnel,
families, and the
community.
Needs
Improvement
Unsatisfactory
The teacher
inconsistently or
ineffectively
communicates
with others.
The teacher
inadequately
communicates
with school
community by
poorly
acknowledging
concerns,
responding to
inquiries, and/or
encouraging
involvement with
stakeholders.
Performance Standard 7: Professionalism

The teacher
Maintains a professional demeanor and behavior (e.g., appearance,
punctuality, attendance).
Respects and maintains confidentiality and assumes responsibility for

professional actions.
Handles administrative routines, policies, and procedures quickly and
efficiently.
Represents the school/community favorably.
Evaluates and identifies areas of personal strength and weakness related to
professional skills and their impact on student learning and sets goals for
improvement of skills and professional performance.
Participates in professional growth activities (e.g., mentoring, peer
coaching, and/or supervising practicing teachers or interns, attending
conferences, participation in workshops, pursuing course work, and/or
belonging to professional organizations).
Serves on school committees and supports school activities.
Maintains appropriate teacher certification.
Exemplary
Proficient*
Needs
Unsatisfactory
In addition to
Improvement
meeting the
standard
The teacher is a
The teacher
The teacher
The teacher
professional role
maintains a
inconsistently
demonstrates
model for others, professional
participates in
inflexibility, a
engaging in a
demeanor,
professional
reluctance to
high level of
participates in
growth activities, support others in
personal,
professional
and opportunities the work of the
professional
growth
to serve the
school, and rarely
growth, and
opportunities,
profession, and/or takes advantage
contributes to the and contributes
displays lapses in of professional
development of
to the profession
professional
growth
others and the
judgment.
opportunities.
well-being of the
profession.
Performance Standard 8: Student Achievement

The work of the teacher results in acceptable, measurable individual student
progress based on established standards.

The teacher
Sets measurable and appropriate achievement goals for student progress.
Gathers and analyzes data on student academic achievement through
standardized test results and other student performance sources.
Uses formative assessment to regularly monitor student progress and
modify instruction as needed.
Provides evidence that achievement goals have been met.
Communicates/collaborates with colleagues in order to improve students
performance.
Keeps students, parents, and administration adequately informed of
deficiencies and gives sufficient notice of student failure.
Exemplary
In addition to
meeting the
standard
The teacher
attains a high
level of student
achievement with
all populations of
learners.
Proficient*
The work of the

teacher results in
acceptable,
measurable
progress based
on established
standards.
Needs
Improvement
Unsatisfactory
The work of the

The work of the
teacher results in teacher does not
student growth
achieve
but does not
acceptable
meet the
student growth.
established
standard and/or
is not achieved
with all
populations
taught by the
teacher.
Performance Standard 9: Spiritual

The teacher leads a separated Christian life that is exemplary in conduct and
makes a vital spiritual contribution to the life and work of the school.
The teacher
Professes a personal faith in Jesus Christ as Savior and Lord.
Maintains an unquestionable Christian testimony in the community.
Affirms, without any mental reservation, ABC Christian Schools Statement
of Faith in its entirety.
Remains in active fellowship with an evangelical church of like faith and
practice with ABC Christian Schools Statement of Faith.
Has a conviction concerning the necessity of Christian education
demonstrating such by enrolling qualified children in your family in ABC
Christian School. Exceptions must be approved by the school
superintendent.
Is a role model in speech, actions and attitudes, with a consistent walk with
Jesus Christ.
Exhibits a close walk with the Lord by Bible reading, prayer, personal
holiness and participation in personal devotions.
Follows the Matthew 18 principle in dealing with students, parents, and
staff.
Shows support for the role of parents as primarily responsible before God
for their childrens education and assists them in the task.
Encourages students to accept Gods gift of salvation and to grow in their
faith.
Emphasizes to students the reality of their self-worth in Christ.
Knows a definite call from God to serve at ABC Christian School.
Exemplary
Proficient*
Needs
Unsatisfactory
In addition to
Improvement
meeting the
standard
The teacher
The teacher
The teacher has a The teacher has
attains a high
attains spiritual
minimum level or questionable
level spiritual
maturity and
spiritual maturity spiritual maturity
maturity and
Christian
and/or Christian
and/or Christian
exemplarily
character and is
character and is
character and is
Christian
actively growing
not growing in
not growing in
character and is
in Christ.
Christ.
Christ.
actively growing
in Christ and
disciplining
others.
Performance Standard 10: Personal

philosophies, policies, procedures, and rules; and must fulfill all responsibilities
required by the school.
The teacher
Cooperates with the school administration.
Accepts a shared responsibility for extra-curricular activities as assigned.
Demonstrates the character qualities of enthusiasm, courtesy, flexibility,
integrity, gratitude, kindness, self-control, perseverance, and punctuality.
Meets everyday stress with emotional stability, objectivity, and optimism.
Submits respectfully and is loyal to authority.
Recognizes the need for good public relations. Represents the school in a
favorable and professional manner to the constituency and general public.
Maintains an excellent attendance record.
Performs extra duties cheerfully and efficiently.
Complies with school philosophies, policies, procedures, and rules.
Exemplary
Proficient*
Needs
Unsatisfactory
In addition to
Improvement
meeting the
standard
The teacher
The teacher
The teacher has
The teacher has
maintains an
maintains an
excessive
excessive
excellent
excellent
absences or fails
absences and
attendance
attendance
to comply with
fails to comply
record and
record and
the philosophies, with the
cheerfully goes
cheerfully
policies,
philosophies,
beyond what is
complies to the
procedures, rules, policies,
required by
philosophies,
and extra
procedures, rules,
philosophies,
policies,
responsibilities
and extra
policies,
procedures, rules, set forth by the
responsibilities
procedures, rules, and extra
school.
set forth by the
and extra
responsibilities
school.
responsibilities
set forth by the
set forth by the
school.
school.

Teacher Evaluation Package

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Teacher Evaluation Package

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ABC Christian School

Evaluation of Instruction Plan &

Annual Evaluation Schedule

Evaluation of Instruction Plan and Procedure

Principals, with the assistance of department heads and other designated

Evaluation of Instruction Plan and Procedure

Date of mid-year check

Mid Year Check

Date of end of year

End of Year Results

Evaluation of Instruction Plan and Procedure

Evaluation of Instruction Plan and Procedure

Formative Performance Report

Evaluation of Instruction Plan and Procedure

Evident Needs Improvement

progress based on the established standards.

Evaluation of Instruction Plan and Procedure

Evaluation of Instruction Plan and Procedure

Clear, logical, integrated plans

Appropriate curriculum standards

Climate of trust and respect

Evaluation of Instruction Plan and Procedure

Correct language usage

Appearance and demeanor

Student achievement goals

Observers Signature: _______________________

13. LEARNING ENVIRONMENT

Clear, logical, integrated plans

11. INSTRUCTIONAL DELIVERY

Appropriate curriculum standards

10. INSTRUCTIONAL PLANNING

Climate of trust and respect

Evaluation of Instruction Plan and Procedure

Correct language usage

Appearance and demeanor

16. STUDENT ACHIEVEMENT

Student achievement goals

ABC Christian School

Evaluation of Instruction Plan and Procedure

Pre-observation discussion and concerns: List on Pre-observation

Steps for improvement

Evaluation of Instruction Plan and Procedure

Review Date: _______________________

Other participants signature

-Page 2 of 5 3. Instructional Delivery

The teacher promotes student learning by addressing individual learning

Evaluation of Instruction Plan and Procedure

Work relationships maintained

Evaluation of Instruction Plan and Procedure

Evaluation of Instruction Plan and Procedure

- Page 5 of 5 SUMMARY OF RATINGS:

Evaluation of Instruction Plan and Procedure

providing relevant learning experiences.

Evaluation of Instruction Plan and Procedure

Evaluation of Instruction Plan and Procedure

Performance Standard 2: Instructional Planning

Evaluation of Instruction Plan and Procedure

Performance Standard 3: Instructional Delivery

Performance Standard 4: Assessment

The teacher uses

The teacher uses

Performance Standard 5: Learning Environment

Promotes a climate of trust and teamwork within the classroom.