Plan for K-12 Teachers Term Paper

Pages: 6 (1598 words)  ·  Bibliography Sources: 1  ·  File: .docx  ·  Level: College Senior  ·  Topic: Teaching

K-12 Teachers Performance Appraisal Model Evaluation Plan


The school District and the Association agree that collaborative efforts are vital on the part of the evaluator and the 'evaluatee' or 'teacher' with regard to performance appraisal and feedback.

The aim of the performance review is to provide teachers with information that is relevant to their professional performance in accordance with District standards. Every effort will be utilized to ensure that all teachers are given the maximum opportunity to excel in the classroom environment, and evaluations will be carried out in a manner that is objective in nature.

The purpose of the evaluation will be to improve student achievement and progress via attention to the teacher's methods of instruction and competency. The goal will be to enhance classroom management skills and knowledge of curriculum as well as techniques and competencies and responsibilities and abilities in the classroom.

In addition the performance of the evaluation model will be to provide teachers with consistent and regular feedback with regard to their personal performance, and offer opportunities for additional training and mentoring based on the results of the performance evaluation. The purpose of the evaluation will be supportive rather than critical in nature, though any deficiencies in performance will be noted and adequately addressed.


The responsibility for assessing teacher performance is the sole responsibility of the school district.Buy full Download Microsoft Word File paper
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Teachers will have a right to appeal any information they deem biased or untrue based on the results of the performance evaluation.

Frequency of Evaluation

Evaluations and assessment of performance should be made at minimum on an annual basis for all teachers. Tenured teachers may be reviewed on a bi-annual basis. Any members that receive an unsatisfactory evaluation will be re-evaluated mid-year to asses whether progress has been made to correct any deficiencies.

Term Paper on Plan for K-12 Teachers Assignment

In the case that a performance evaluation comes back negative or unsatisfactory, each teacher will have the opportunity for a mini re-review of deficient areas within a three to six-month time frame from the original evaluation.


All teachers will be given notice of impending performance evaluations as of September 1 of each year. If there is a scheduling conflict, every effort will be made to ensure that performance appraisals are given within a 30 day time frame of the original date recommended for review.

Objectives and Assessment Methods

It is vital that the performance appraisal process include establishment of measurable and attainable objectives on an annual basis. By September 2 of each school year the evaluator must meet with each teacher to discuss the objectives and assessment techniques that will be utilized and to identify any potential problems the performance appraisal might bring about.

Performance objectives should be stated in terms of achievement for students and in terms of the achievement outcomes desired of instructors. They must include behavioral outcomes and performance objectives and describe what methods the teacher will employ to produce desired outcomes.

Each teacher will be responsible for designating performance objectives by September 1 of each year and submitting these objectives to the administrators. The objectives should be based on the following requirements:

Two objectives should be directly related to the evaluation of student achievement during the year, and should be stated in terms of a student's achievement with regard to specific academics. The objectives should also be tied to student performance and behavior in the classroom and discuss which methods the teacher intends on utilizing to facilitate the desired behavioral and performance objectives with the student.

A minimum of two personal objectives should be developed related to professional techniques or strategies, growth and educational related activities.

The evaluator may propose in addition to the objectives designed by the teacher additional 1-3 objectives for each student based upon their assessment of individual teacher's growth or educational needs. Additional objectives that are not agreed upon by the evaluator and the evaluatee may be discussed and appealed to the board of directors.

Additional objectives may relate to the area of professional competence or job performance measures including attendance. The teacher will have the opportunity to amend or make additional suggestions to the objectives presented by the evaluator. The time frame for completion of objectives will be agreed upon by both parties involved in the assessment process.

Evaluation of Objectives standard method for evaluating objectives must be established. The method of evaluation will be agreed upon by the evaluator and the District prior to the formal review with the teacher. The factors that might be used to evaluate objectives will include the following:

Student test scores.

Standardized achievement results.

Overall perceived student performance.

Student evaluations of teacher performance.

Observation from other teachers and administrators.

Peer review and feedback.

With regard to professional competencies, teachers may be asked to perform standardized tests and attain a minimum level of proficiency to demonstrate mastery of skills learned in the classroom and outside of the classroom.

Classroom Observation

As part of a comprehensive evaluation plan it is critical that teachers are observed at minimum annually while in the classroom.

The evaluator will be required to attend at minimum one classroom session per year with notice to the teacher and include the results of that session in the final performance evaluation.

The purpose of the classroom observation will be to provide insight into oral teaching methods and classroom participation, in order to provide feedback about classroom success and achievements.

It is recommended that each classroom evaluation last no less than 45 minutes. The evaluatee is responsible for drafting an outline of the activity observed and the purpose of their classroom observation session.

In the event that a teacher demonstrates negative performance in a classroom observation evaluation, the evaluatee may request an additional classroom observation session to take place within three weeks of the initial screening. During the interim the teacher may request assistance or make changes in the classroom curriculum/style to improve the performance feedback.

Documentation/Written Records

All evaluators are required to keep written documentation of performance objectives and results of their evaluation. The evaluator is required to sign a copy of the performance evaluation plan and have the evaluate sign. A copy of the document will be delivered to the evaluatee within 24 hours of completions of the performance review.

The documentation should include a minimum of the objectives, results of classroom observations, identification of areas for improvement and estimated level of professional attainment based on professional objectives and level of experience.

Procedure for Final Review

All teachers should be presented with a formal performance evaluation no later than 60 days prior to the end of the school year. The final performance evaluation will be the culmination of all aspects of teacher performance over the course of the year. The written statement and documentation should include the following elements:

Written summary of overall performance and adherence to performance objectives.

Objectives stated by evaluate and evaluator.

Listing of areas for improvement.

Examples of performance achievements and student accomplishments achieved as a direct result of teacher instruction and methods in the classroom.

Written synopsis of classroom observations.

Notification and written documentation of any negative or unsatisfactory performance.

Listing of any additional measures necessary to improve teacher outcomes.

All information presented in the final evaluations must be backed with solid factual information and must to the very best of the ability of the evaluator be objective rather than subjective in nature.

In addition to the formal written review, the evaluator is encouraged to enlist the assistance of one peer that works directly with the evaluatee to provide performance feedback from an additional perspective.

All information contained in the performance evaluation will be maintained in the evaluate personnel file and may be accessed at any point in time for review or additional information by authorized personnel only. The teacher may request a copy of their performance review at any… [END OF PREVIEW] . . . READ MORE

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