Julie H. Rucker
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Evaluation Assignment
Teacher Evaluation System Assignment
As principal of Stephen Covey High School , I want to have an evaluation plan in the school that has three components: evaluation of the curriculum used in classrooms, evaluation of school programs, and evaluation of teachers. While all areas of evaluation are important, the teacher evaluation is a priority because the teachers work directly with students every day. My goal is to have faculty members who meet and exceed evaluation standards, so the evaluation procedure for teachers will focus on helping teachers improve their performance in the classroom as well as improve student learning.
At the beginning of each year, faculty members receive training on the school's evaluation process. This is done during pre-planning at a faculty meeting for returning faculty members. New faculty members are given more in-depth information during their school orientation prior to pre-planning about the evaluation process in our school.
Our administration works hard to be impartial and consistent in our evaluations of faculty members. The staff is divided among administrators equally for classroom observations during the course of the school year. Through these observations, we establish needs for staff development, needs for remediation, possibilities of promotion, and unfortunately, at times, need for termination. All staff members are evaluated in the same systematic, objective manner. If inadequacies are noticed among a faculty members job performance, clear and objective notes are taken to document the inadequacies. The faculty member is also given the opportunity to address those inadequacies and take measures to improve through the help of a mentor teacher, staff development, or the school's academic coach.
Teachers will also be asked to self-assess their performance in the classroom. At the beginning of the term, they will be asked to identify goals for themselves as professional learners and goals for their students. During a yearly evaluation toward the end of the school year, administration will review those goals one-on-one with the teacher and discuss whether or not the goals were met and what type of support the teacher may need to help meet professional goals in the future.
If student goals are not met, the administrator will offer information based on classroom observations and any other data gathered throughout the school term by administration. If necessary, a staff development plan for the teacher will be activated to help the teacher meet satisfactory job performance requirements and to help the teacher meet his/her professional goals. The same considerations and opportunities for improvement will be offered all teachers.