Harrison School District Two

Teacher SummativeEvaluation Report

Name: / School Year:
Grade Level: / Assignment:
Name of Evaluator: / Building:
Date of the Summative:

Teacher Status:

Probationary / Non-probationary
Data sources* upon which conclusions are drawn and findings are based:
Spot Observations / Student or Teacher Products
Informal Observations / Parent and/or student survey data
Formal Observations / Peer or community input
Professional Growth Plans / Memos and letters
Other: / Awards and recognitions
Date of
Pre-Observation Conference / Date/Time
of
Formal Observation / Date of
Post-Observation Conference
1st Semester / /
2nd Semester / /
Optional / /
/
Spot Observations / Dates:
1st Semester
2nd Semester
Overall Performance Rating
Standard 1. Preparation for Instruction
Unsatisfactory / Progressing I / Progressing II / Proficient I / Proficient II / Proficient III / Exemplary
(0–1.9) / (2.0-2.9) / (3.0-3.9) / (4.0-4.9) / (5.0-5.9) / (6.0-6.9) / (7.0)
1a. / establish a culture of high expectations for learning and achievement.
use district adopted curriculum maps and content knowledge to design coherent lessons.
post aligned lesson objectives and plan for demonstrations of learning.
1b.
1c.
Standard 2. Use of Data to Inform Instruction
Unsatisfactory / Progressing I / Progressing II / Proficient I / Proficient II / Proficient III / Exemplary
(0–1.9) / (2.0-2.9) / (3.0-3.9) / (4.0-4.9) / (5.0-5.9) / (6.0-6.9) / (7.0)
2a. / use data to improve quality of instruction.
use a variety of assessment methods when designing classroom assessments.
involve students in assessing their own learning.
2b.
2c.
Standard 3. Delivers Quality Instruction
Unsatisfactory / Progressing I / Progressing II / Proficient I / Proficient II / Proficient III / Exemplary
(0–1.9) / (2.0-2.9) / (3.0-3.9) / (5.0-5.9) / (6.0-6.9) / (7.0-7.9) / (8.0)
3a. / instruct bell to bell.
use a variety of instructional strategies to focus instruction.
engage students in learning.
continually check for understanding.
deliver rigorous and relevant content.
integrate 21st Century skills in instruction.
provide feedback to students and parents about proficiency.
3b.
3c.
3d.
3e.
3f.
3g.
Standard 4. Interventions to Meet Diverse Needs
Unsatisfactory / Progressing I / Progressing II / Proficient I / Proficient II / Proficient III / Exemplary
(0–1.9) / (2.0-2.9) / (3.0-3.9) / (4.0-4.9) / (5.0-5.9) / (6.0-6.9) / (7.0)
4a. / differentiate instruction based on student needs and background.
implement interventions with fidelity and adjust instruction based on results.
adapt and modify instruction for the unique needs of learners.
4b.
4c.
Standard 5. Classroom Environment
Unsatisfactory / Progressing I / Progressing II / Proficient I / Proficient II / Proficient III / Exemplary
(0–1.9) / (2.0-2.9) / (3.0-3.9) / (4.0-4.9) / (5.0-5.9) / (6.0-6.9) / (7.0)
5a. / contribute to a safe and orderly learning environment.
use effective classroom management procedures.
effectively manage student behavior.
foster collaboration and self-regulation in students.
promote positive and respectful rapport.
5b.
5c.
5d.
5e.
Standard 6. Leadership
Unsatisfactory / Progressing I / Progressing II / Proficient I / Proficient II / Proficient III / Exemplary
(0–1.9) / (2.0-2.9) / (3.0-3.9) / (4.0-4.9) / (5.0-5.9) / (6.0-6.9) / (7.0)
6a. / understand their role and responsibility in implementing the District and/or Building goals.
promote the concept of Professional Learning Communities through collaboration and purposeful involvement.
continue professional growth.
6b.
6c.
Standard 7. Professionalism
Unsatisfactory / Progressing I / Progressing II / Proficient I / Proficient II / Proficient III / Exemplary
(0–1.9) / (2.0-2.9) / (3.0-3.9) / (4.0-4.9) / (5.0-5.9) / (6.0-6.9) / (7.0)
7a. / adhere to federal laws, state statutes and regulations pertaining to education, the Board of Education (BOE) and District policies, the Agreement of Trust and Understanding (ATU), Human Capital Operational Guidelines and school rules.
demonstrate professionalism.
effectively communicate and solve problems.
7b.
7c.

With the exception of the conditions outlined below, total the points for each rating of standards 1-7 (point ranges are in parenthesis).

  • A teacher with two or more performance standard ratings of “Unsatisfactory”would receive an overall performance evaluation rating of “Unsatisfactory” with a maximum score of 8.
  • A teacher with one performance standard rating of “Unsatisfactory” would receive a maximum overall performance evaluation rating of “Progressing I” with a maximum score of 11.

Evaluation of Performance
Unsatisfactory / Progressing I / Progressing II / Proficient I / Proficient II / Proficient III / Exemplary
0-10 / 11-17 / 18-24 / 25-31 / 32-38 / 39-45 / 46-50


Evaluation of Performance Points Earned:

[See Section 5: Performance Standards Rubrics]

Unsat / Prog. I / Prog. II / Prof. I / Prof. II / Prof. III / Exemplary
0-10 / 11-17 / 18-24 / 25-31 / 32-38 / 39-45 / 46-50

Evaluation of Student Achievement Points Earned:

[This score must reflect the Final Student Achievement Score from the Score Compiler Report in Galileo.]

Unsat / Prog. I / Prog. II / Prof. I / Prof. II / Prof. III / Exemplary
0-7 / 8-15 / 16-22 / 23-34 / 35-43 / 44-50 / Verified by RDA

Add the total points recorded above for Evaluation of Performance in section 1 and Evaluation of Student Achievement in section 2.

Combined Performance and Achievement

Unsat. / Prog. I / Prog. II / Prof. I / Prof. II / Prof. III / Exemplary
0-18 / 19-33 / 34-47 / 48-66 / 67-81 / 82-85 / 86-100
Eligible for Distinguished Eval:**
YES NO

** To be eligible for a Distinguished Teacher Evaluation (DTE), a teacher must meet all of the criteria outlined in Section 10 of the Teacher Evaluation and E&R Handbook. Teachers who score 67 points or more on the summative evaluation but do not meet the established criteria for DTE are only eligible for a 1-step increase in Overall Effectiveness Level (salary placement), not to exceed Proficient I.

  • Unsatisfactory on performance will result in an overall unsatisfactory evaluation.

Exemplary

Proficient IIIIf eligible for Distinguished Evaluation, page 6 must be completed.

Proficient II

Proficient I

Progressing II

Progressing I

Unsatisfactory

*The Summative Evaluation Rating is a one-year rating that reflects a teacher’s evaluation of performance and student achievement during a specific year. The Summative Evaluation Rating may differ from the Overall Effectiveness Level at which teachers are placed if they are on the pay-for-performance (E&R) compensation plan.

Further Action (if applicable)

Remediation Plan needed

Recommend non-renewal or dismissal

Evaluator Comments (required)
Strengths:
Recommended Areas of Growth:
Note: unsatisfactory ratings must always be supported with a written explanation

Eligible for District Distinguished Evaluation (initial one of the following)

Teacher agrees to submit an application for a District Distinguished

Evaluationwithinthe established DTE timeline. ______(initials)

Teacher is not currently a distinguished teacher and declines invitation to submit an application for a District Distinguished Evaluation. Teacher’s Overall Effectiveness Level will not exceed “Proficient I.” ______(initials)

Teacher is currently a distinguished teacher and declines invitation to submit an application for District Distinguished Evaluation.Teacher understands that a District Distinguished Evaluation is required to advance in Overall Effectiveness Level. ______(initials)

  • If a distinguished teacher has attained a student achievement rating that is lower than the teacher’s current Overall Effectiveness Level for two consecutive years (this school year and the previous school year), the teacher must submit an application for Paper Review to determine whether the teacher will maintain his or her current Overall Effectiveness Level.

A Paper Review application will be submitted. (circle one) YES NO*

*Failure to submit a Paper Review application will result in an automatic decline of one Overall Effectiveness Level.

I have reviewed this evaluation and discussed it with my evaluator. My signature indicates that I have been advised of my performance status; it does not necessarily imply that I agree with this evaluation.

Teacher’s Signature:Date:

Evaluator’s Signature:Date:

Evaluator’s Supervisor Signature:Date:

The Evaluator’s Supervisor Signature on this form verifies that the report has been reviewed and that the proper procedure appears to have been followed.