Teachers’ Performance Evaluation

An effective supervisory process makes a principal a better evaluator when summative evaluations are required. Teachers will always respect the supervision process when the principle is familiar with their teaching style, has engaged in conversations with them on teaching, and has seen student performance and work in their classrooms. A informal supervision is always a successful and inviting supervision where a teacher is not threatened of her commitment to teaching. A principal who do healthy supervision where a teacher is also encouraged and motivated for her efforts, is successful in better evaluation of the teachers. A principal has the task of evaluation of teacher performance. The following teacher’s performance evaluation form will help the principals in evaluating the performance of teachers in their school:

 Teacher Performance Evaluation Form

This form will be used for teacher performance evaluation. The form is a definitive guide regarding performance expectations. Although the form is a summative evaluation instrument to be used annually, it should be considered throughout the year in conferences and observations between teachers and principals. It is recommended that a minimum of two observations, followed by conferences, be made annually prior to completion of the evaluation. The model below graphically indicates key aspects of the form.

Teacher Performance Evaluation Form

Teacher’s Name ______________________

The competencies listed under the instructional, curriculum, and professional areas are considered important performance indicators. Thus, this evaluation form, with its performance indicators, serves as a guideline concerning expectation of teachers. The indicators are used as the measure for the overall comments in each area.

A.    Instructional and Curriculum Areas

1.      Classroom methods and techniques

a.       Exhibits clarity and precision of oral and written language in lesson presentation

b.      Plans organized lessons at the appropriate difficulty level

c.       Remains focused on the lessons objective

d.      Use a variety of instructional techniques and materials adapting to various learning styles

e.       Promotes activities that maximize time use and engage the whole class

f.       Provides the appropriate input or modeling to teach the new material

g.      Checks for understanding and, accordingly varies the pace of instruction

h.      Provides guided and independent practice of new learning

i.        Demonstrates skillful questioning techniques

j.        Strives to achieve higher order of thinking

k.      Uses a variety of traditional and alternative techniques to assess progress

Comments ———————————————————————————————

2.      Classroom Climate

a.       Provides opportunities for all students to learn and experience success

b.      Fosters self motivated learning and effective study practices in and out of the classroom

c.       Encourages and recognizes desirable behaviour through positive-reinforcement strategies

d.      Use techniques that help students develop a healthy self-concept

e.       Communicate often with students and classroom dialogue

f.       Maintains a classroom atmosphere that motivates, challenges and fosters high student expectations

g.      Displays interest in the whole child by encouraging both cognitive and affective development

h.      Demonstrates an appreciation of both individual and cooperative efforts

i.        Encourages tolerance for and acceptance of the various cultures represented by the student body

Comments ————————————————————————————————–

3.      Curriculum

a.       Displays breadth and depth of subject matter knowledge

b.      Develops age- appropriate content and skills objectives based on school philosophy and adopted curriculum

c.       Aligns curriculum content with appropriate teaching and assessment strategies

d.      Adjusts the pacing of instruction to meet the needs of international student body

e.       Encourages content area competency through reading, writing, listening and oral communication skills

f.       Works closely on curriculum planning and development with appropriate teachers and administrators

g.      Works to integrate the curriculum, as appropriate

Comments ————————————————————————————————–

B.     Professional Areas

1.      Teacher relations and Communication

a.       Seeks to improve the school program and climate through cooperation and constructive recommendations

b.      Demonstrates a valuing of peer differences

c.       Communicates effectively with appropriate staff when students concerns arise

d.      Projects a positive image of the total school program in the community

e.       Communicates effectively with parents

f.       Seeks advice and counsel when needed from supervisors and other teachers

g.      Shares experience, ideas, and knowledge with staff

h.      Uses established channels of communication

Comments ————————————————————————————————–

2.      Professional Competencies and Qualities

a.       Displays dependability in attendance and exhibits punctuality

b.      Shows, as a role model for students, good judgment, a professional attitude, and ethical behaviour in all school related matters

c.       Displays competency in oral and written expression

d.      Keeps accurate classrooms records and submits reports and records punctually

e.       Adheres to Board policy, administrative procedures, and the organizational structure of the school

Comments ————————————————————————————————–

3.      Professional Growth and Development

a.       Continues to develop skill and competencies

b.      Establishes goals for professional development

c.       Exhibits openness to suggestions, constructive criticism, and change

d.      Displays resourcefulness and initiative

e.       Engages in projects that strengthen the overall school program

f.       Regularly attend the workshops, training programmes and seminars for further professional development

Comments ————————————————————————————————–

Summary Comments: _________________________________________

Recommendations for Growth (based on administrative- teacher dialogue):

Date ———————

Supervisor’s Signature ——————————–

Teacher Comments: (optional)

Date ———————

Teacher Signature ———————————–