#18 - Teacher Evaluations

              At Detroit Premier Academy, teachers are observed by the principal, Mr. Glass several times in the beginning of the year to ensure that the teachers are performing up to the recommended standards for our school.  There are three different observational tools that the principal uses to evaluate a teacher during the observation.  The first observation is a level 1and it is a quick, 5 to 10 minute visit to ensure that the teacher has control of the classroom, that the environment is warm and welcoming and that the teacher is able to perform her instructional duties.  The next observational level is more detailed in that he is looking for educational objectives on the board, student engagement and other detailed instructional tools.  The third observational level is looking for a formal lesson with higher level questions going on.

            After the first month of school, the observations are performed weekly by the Dean of the teacher’s house and then both the teacher and Dean meet weekly to discuss what he/she observed.  There is a list of targets that the teacher can pick from to be observed upon.  Each teacher chooses 7 to begin with and then as he/she completes them, will pick more to replace those targets.  The teachers that I observed were both 1^st grade teachers in December of 2011.  They had the same 7 targets that were to be observed:  Greeting, Redirect, Affirmation, Attention Signal, Circulate, Calm Voice, and 5/4 Questions.  Each time that the Dean comes into the classroom to observe, she looks for these 7 targets and evaluates if the target was met with full implementation (1), near implementation (0), limited, unsuccessful or no implementation (-1), or no opportunity to observe (N/A).

INDIVIDUALIZED DEVELOPMENT PLAN-GOALS

NAME________Jane Doe  _____SCHOOL ______ Detroit Premier Academy____

ADMINISTRATOR _____ Mrs. Arthur________ SCHOOL YEAR ____2011-2012____

PROBATIONARY:  □ 1^st year □ 2^nd year □ 3^rd year □ 4^th year 

I.    CURRICULUM/CONTENT MASTERY

Standard 1 - Understanding and Organizing Subject Matter for student learning

• Demonstrate knowledge of subject matter content and student development
• Organize curriculum to support student understanding of subject matter
• Interrelating ideas and information within/across subject areas
• Use materials, resources and technologies that make subject matter accessible to all students

    

Strategies (with dates for completion including professional development)

• Attendance in the NHA professional learning series (August, October, & November)
• Participation in bi-weekly vertical alignment meetings
• Meet with the curriculum team bi-weekly
• Attend professional development on differentiation of instruction with Dr. Tilles (TBD)

Anticipated measurable evidence

• Improved development on administrative teacher observation
• Increased performance of student assignments and test scores

Administrative support and resources (including dates for conferences)

• Weekly meetings with new teacher coach
• Bi-weekly observation and feedback

II.   INSTRUCTIONAL AND ASSESSMENT COMPETENCY

Standard 5 - Assessing Student Learning

• Establishing and communicating learning goals for all students
• Collecting and using multiple sources of information to assess student learning
• Using results of assessment to guide instruction
• Communicating with students, families, and other audiences about student progress

Strategies (with dates for completion including professional development)

• Analyze MAP testing data for whole class and individual students by October 1^st
• Conference with all students regarding the class learning goals
• Arrange students into ability groups (3-4 per class) for small group instruction
• Incorporate data from test analysis into lesson plans (weekly)
• Communicate student progress with bi-weekly written progress reports.  Keep the parent website updated (weekly) with weekly objectives, homework, and grades.  

Anticipated measurable evidence

·           Lesson plans developed with small instructional groups

·           Increased test scores through deliberate data- driven instruction

·           Mid-year and end of the year evaluation

Administrative support and resources (including dates for conferences)

·         Work with curriculum team to obtain and analyze testing data during bi-weekly meetings

·         Attend data analysis professional development (October 11^th )

·         Ongoing coaching and feedback

III.  COMMUNICATION/RAPPORT: STAFF/STUDENTS/PARENTS/COMMUNITY

Standard 6 – Developing as a professional educator in partnership with stakeholders

·         Working with colleagues to improve professional performance

·         Working with families to improve professional performance

·         Working with administration to improve professional performance

Strategies (with dates for completion including professional development)

• Meet with grade level team on a weekly basis to discuss goals, lessons, and progress
• Meet with subject area team on a weekly basis to discuss goal, lessons, and progress
• Update the teacher website weekly with learning goals and objectives and assignments
• Make phone calls or send letters to parents regarding student performance and behavior

     

Anticipated measurable evidence

• Satisfactory rating on the parent and employee satisfaction survey
• Student progress reports signed by parent
• Completion of website (weekly)
• Active participation and contribution in team meetings

Administrative support and resources (including dates for conferences)

·         Lead teacher support

·         New teacher coach support

·         Training with the media specialist for AtSchool and teacher website (August 28^th )

IV.   MANAGEMENT/ORGANIZATION

Standard 2 – Creating and maintaining an effective environment for student learning

• Creating a physical environment that engages all students
• Establishing a climate that produces fairness and respect
• Implementing classroom procedures and routines that support student learning
• Using instructional time effectively

   

Strategies (with dates for completion including professional development)

• Design and decorate classroom a week before the start of the school year   
• Develop lesson plans for two weeks of Character Camp (include routines, procedures, behavior expectation, bully initiative, etc.)  Use Capturing kids Hearts as a guide
• Post and explain rules, procedures and consequences during Character Camp
• Develop plans for daily class meeting to discuss issues and concerns

Anticipated measurable evidence

·         Suspension report (minimal entries)

Administrative support and resources (including dates for conferences)

·            Observation and feedback

·            Classroom management PD with Dr. Beamon (August 28^th). Ongoing visits

____________________          ___________________        ___________

  Principal Signature          Teacher Signature              Date