Teacher Evaluation Tool

Greenville City Schools
Teacher Evaluation Tool

Table of Contents
Introduction to Teacher Evaluation 2
Glossary 3
Record of Teacher Evaluation Activities 5
Teacher Evaluation Rubric 6
Self-Assessment 11
Growth Plan Goals 12
Growth Plan Rubric 13
Pre-Observation/Post-Observation Questions 14
Classroom Observation Report 15
Summary Report 24
Walkthrough Observation Report 27
Improvement Plan 28
Appendix A: Holistic Ratings 30
Appendix B: Teacher Performance and 32

Growth Measure Charts
Appendix C: Evaluation Tool (Non OTES) 33
Greenville City Schools Teacher Evaluation Tool…..1

Introduction to Teacher Evaluation
The intended purpose of the Greenville City Schools Teacher Evaluation Process is to assess the teacher’s performance in relation to
the Ohio Department of Education Teaching Standards and to design a plan for professional growth. The evaluator will conduct the
evaluation process in which the teacher will actively participate through the use of self-assessment, reflection, presentation of
artifacts, and classroom demonstration(s).
In the spring of 2013, a District-wide committee was established to restructure the evaluation process and procedures. The
committee consisted of six (6) members, three (3) representing the Association and three (3) representing the Administration. The
committee developed the statement of purpose to guide its work.
Laura Bemus Alissa Elliott

Deb Green Chris Mortensen
David Peltz Julie Stratman
The evaluation instruments are based on the Ohio Department of Education Teaching Standards. The instruments are designed to
promote effective leadership, quality teaching, and student learning while enhancing professional practice and leading to improved
instruction. All of the instruments and processes are designed to encourage professional growth, to be flexible and fair to the
persons being evaluated, and to serve as the foundation for the establishment of professional goals and identification of
professional development needs. The committee will survey all certified staff in the spring, 2014 to collect input and make revisions.
Purpose
The teacher performance evaluation process will:
Serve as a measurement of performance for individual teachers;
Serve as a guide for teachers as they reflect upon and improve their effectiveness;
Serve as the basis for instructional improvement;
Focus the goals and objectives of schools and district as they support, monitor, and evaluate teachers;
Guide professional development for teachers;
Serve as a tool in developing coaching and mentoring programs for teachers;
Improve & enhance the implementation of the approved curriculum and teaching standards.
Evaluation Process
Administrator responsibility
Know and understand the Ohio Department of Education Teaching Standards.
Participate in training to understand and implement the Teacher Evaluation Process.
Supervise the Teacher Evaluation Process and ensure that all steps are conducted according to the approved
process.
Identify the teacher’s strengths and areas for improvement and make recommendations for improving
performance.
Ensure that the contents of the Teacher Summary Evaluation Report contain accurate information and accurately
reflect the teacher’s performance.
Develop and supervise implementation of action plans as appropriate.
Teacher responsibility
Know and understand the Ohio Department of Education Professional Teaching Standards.
Participate in training to understand and implement the Teacher Evaluation Process (timeline and tools).
Understand the Greenville City Schools Teacher Evaluation Process.
Prepare for and fully participate in the evaluation process.
Gather data, artifacts and evidence to support performance in relation to standards and progress in attaining
goals.
Develop and implement strategies to improve personal performance/attain goals in areas individually or
collaboratively identified.

Greenville City Schools Certified Evaluation System Glossary
Analysis of Student The examination of student information, facts, and statistics that provide insight into student learning and
Learning achievement. This information should be used by the teacher to meet the needs of all students; plan instruction,
use appropriate teaching strategies, and assess student learning.
Artifacts – teaching, Items from a teacher’s practice that become evidence to support teacher effectiveness in meeting the Ohio
student learning Standards for the Teaching Profession. Artifacts may be in the form of artifacts of teaching/instruction (e.g.,
student work samples, tests, student projects or written reports).
Collaboration Ongoing communication among professionals using a variety of formats (e.g., conferences, electronic mail,
conference calls) to discuss, plan and implement content—course work, experiences, competencies, knowledge
and skills—of the teacher and/or students.
Communication Any communication that shows the teacher invites and encourages parent/guardian/community involvement in
the students’ learning. The communication can be initiated by the teacher or by the
parent/guardian/community.
Content-Specific The interaction of the subject matter and effective teaching strategies to help students learn the subject matter.
Instructional Strategies It requires a thorough understanding of the content to teach it in multiple ways, drawing on the cultural
backgrounds and prior knowledge and experiences of students.
Data Factual information used as the basis for reasoning, discussion, or planning.
Differentiated Instruction The intentional application of multiple modes of instruction in order to meet the needs of all students. To make
a lesson specialized by modifying it or, to change it from a generalized form. Adapting content lessons for
linguistically diverse students, for gifted students, or for special needs students are examples. Teaching
strategies such as flexible grouping may be used.
Entry Year Teachers who are in the first four years of teaching and who hold a Resident License.
Evaluation System A system designed to assess the performance and effectiveness of teachers by trained evaluators. The
evaluation process includes: orientation, analysis of student learning, formal observation, coaching, collection
of artifacts and evidence indicators, students growth data, and a written summative evaluation. The system is
designed to include multiple measures of teacher effectiveness and develop teachers’ expertise over time.
Evaluator The person responsible for overseeing and completing the teacher evaluation process. This is usually the school
principal, but it may be someone who holds OTES credentials and is a district administrator.
Evidence Component Actual events, actions, statements, artifacts, materials and/or log of professional development and activities that
Indicators serve as evidence of teacher performance, and student learning.
Flexible Grouping An instructional strategy that groups children in different ways depending on the concept to be learned, the
ability level, the amount of instruction, and/or reinforcement needed.
Formal Evaluation The process of evaluating a teacher using the following: Training – Before participating in the evaluation process,
Process all teachers, principals, and evaluators must complete training on the evaluation process. Self-Assessment and
*Copies may be provided Growth Plan Conference – Each school year, the evaluator will provide the teacher with a copy of or directions
by electronic means. for obtaining access to a copy of the following: a) Rubric for Evaluating Greenville Teachers, and b) a schedule for
completing all the evaluation process. By October 15th, teachers will have completed a Self-Assessment and
Growth Plan forms, provided a copy of each form to the evaluator, and met with his or her evaluator. Pre-
Observation Conference – Before the first formal observation, the evaluator shall meet with the teacher to
discuss the lesson(s) to be observed. The teacher will provide the evaluator with a written description of the
lesson(s). The goal of this conference is to prepare the evaluator for the observation. Formal Observation – A
formal observation shall last at least thirty minutes. Walk-through – A walk-through may take place as an
evaluator visits classrooms or assists students. Post-Observation Conference – During the post-observation
conference, the evaluator and teacher shall discuss the reinforcement and refinement of the teacher’s
performance during the observed lesson using Greenville’s rubric and Growth Plan progress. Summary
Evaluation Conference and Summary Rating Form – The conference between the evaluator and teacher to
discuss the teacher’s Self-Assessment and Growth Plan forms, the Greenville Evaluation Process completed
during the year, classroom observations, artifacts submitted or collected during the evaluation process, and
other evidence of the
teacher’s performance on the rubric.
Formal Observation Announced - A series of steps in preparation for the classroom observation of a teacher including: pre-
conference, classroom observation, reflection, and post-conference. The observation should be conducted for a
minimum of 30 minutes. Walk-through – An unscheduled observation when the evaluator “drops in” to
complete an observation. This observation will include the classroom observation and reflection.
Formative Assessment A process of measurement that is designed to give teachers feedback on their progress toward a set of skills,
understanding, or knowledge. The goal of formative assessment is to enhance performance by providing clear
indicators of progress and identifying what has been done successfully as well as areas for improvement.
Goal-Setting The goal-setting process helps a teacher provide focus and direction to improving practice. Goals must be
meaningful and help stretch teachers to higher levels of performance and effectiveness. Goals may serve as a
plan for support, coaching, and formative assessment throughout the year. Professional goals may also serve as
part of the summative evaluation of teachers.

Improvement Plan A plan developed by an evaluator and may include input from the teacher for the purpose of articulating specific
actions and outcomes needed in order to improve the teacher’s performance.
Log of Professional A record of the professional development activities participated in to serve as evidence.
Development
Multiple Points of The analysis and use of student learning data to inform instruction.
Student Learning Data
Observational Events and information observed by an evaluator who records teacher performance and instruction as well as
Data/Scripting student learning in the classroom.
Ohio Standards for the The seven standards are broad categories describing teachers’ knowledge, skills, or performance in the areas of:
Teaching Profession Students, Content, Assessment, Instruction, Learning Environment, Collaboration and Communication, and
Professional Responsibility and Growth. The standards are designed to guide teachers as they reflect upon and
improve their effectiveness throughout their careers. Standards should be used to plan and guide professional
development.
Ohio Revised Code Refers to the Ohio Code that discusses Evaluating Teachers on Limited Contracts. More information can be found
3319.111 at: http://codes.ohio.gov/orc/3319.11
Performance Rating A tool that is used to evaluate teacher performance that would inform the formative and summative evaluations.
Rubric
Performance Rating Scale The following rating scale will be used for determining the final evaluation rating for Greenville teachers:
Ineffective, Developing, Proficient, and Accomplished, as demonstrated in the Teacher Performance Rubric.
Professional An on-going process that provides opportunities for the educator to increase skill and knowledge, meet the
Development needs of students, and stay current on best practices in the teaching profession. The ultimate goal of this
process is to increase student learning and achievement. Professional Development must align with personal,
building,
district, state and national goals.
Observation Scoring Written and shared criteria for judging performance that indicate the qualities by which levels of performance
Rubric can be differentiated, and that anchor judgments about the degree of teacher effectiveness.
Refinement A standard area or indicator that needs further improvement or development. (-)
Reinforcement A standard area or indicator that is demonstrated strength. (+)
Self-assessment Personal reflection about one’s professional practice to identify strengths and areas for improvement conducted
without input from others. The self-assessment may be used to clarify performance expectations, guide personal
goal-setting and identify professional development, and provide input during the evaluation process.
SMART Goals SMART criteria include the following components: specific, measurable, attainable, relevant, and time-bound.
Goals should be based on an accurate assessment of teacher performance and analysis of student learning.
Goals must be meaningful and help stretch teachers to higher levels of performance and effectiveness. Goals
may serve as a plan for support, coaching, and formative assessment throughout the year. Professional goals
may also serve as part of the summative evaluation of teachers.
Summative Evaluation A process designed to collect and evaluate evidence of teacher performance and effectiveness using standard,
pre-determined criteria. Summative evaluation is used by an evaluator for the purpose of making personnel
decisions, recommend improvement plan/remediation, establish goals, and recommend professional
development for the teacher. This evaluation normally occurs at the end of an evaluation period and follows
the
guidelines of the Ohio Revised code 3319.112A.
Summative Feedback Feedback that is part of the summative evaluation that provides recommendations on goals, a summative scoring
rubric effectiveness rating, noted areas of strengths, and recommended areas for improvement.
Walkthrough An unscheduled/informal classroom observation that will be used to inform the summative evaluation of the
teacher. One walkthrough will occur prior to each formal observation.

Timeline and Record of Teacher Evaluation Activities
Teacher’s Name School: Grade Level/Subject:
Evaluator’s Name School Year:
Teacher Background: (Briefly describe the teacher’s educational background, years of experience, teaching assignment, and
any other factors that may impact the evaluation.)
The Greenville Teacher Evaluation is based, in part, on informal and formal observations and conferences conducted on the following dates:
Due
Activity Date Teacher Signature Evaluator Signature
Dates
Self-Assessment/
Oct. 15
Professional Growth Plan Conference (p11-13)
Pre-Observation Conference (reference p 6-10, 14)
Classroom Observation #1 (p15-16)
Post-Observation Conference #1 (p17) Dec. 15
Pre-Observation Conference (reference p 6-10, 14)
Classroom Observation #2 (p18-19)
Post-Observation Conference #2 (p20) April 30

Improvement Plan Development Conference
(pgs. 28-29)
Classroom Observation #3
Post-Observation Conference #3 / Improvement
April 15
Plan Evaluation Conference
Classroom Observation #4 / Improvement Plan
Evaluation Conference
Post-Observation Conference #4 April 30
Summary Evaluation Conference May 1
Teacher Reflection Submitted May 10
Evaluation Completed and Submitted May 15
Signature indicates completion, not necessarily agreement.

Observation #3 for Resident educators and teachers designated ineffective or per request. Observation #4 teachers designated ineffective or per
request (not required) (must be requested by April 16).

Teacher Performance Evaluation Rubric
Instructions: The Teacher Performance Evaluation Rubric is intended to be scored holistically. This means that evaluators will assess
which level provides the best overall description of the teacher. The scoring process is expected to occur upon completion of each
thirty (30) minute observation and post-conference. The evaluator is to consider evidence gathered during the pre-observation
conference, observation, post-observation conference, and classroom walkthroughs. When completing the performance rubric,
please note that evaluators are not expected to gather evidence on all indicators for each classroom observation cycle. Likewise,
teachers should not be required to submit additional evidence to address all indicators. The professionalism section of the rubric
may use evidence collected during the pre-observation and post-observation conferences as well as information from the
Professional Growth and/or Improvement Plan.
Instructional Planning
Ineffective Developing Skilled Accomplished
The teacher does not The teacher communicates a The teacher can demonstrate The teacher establishes
demonstrate a clear focus for focus for student learning, a focus for student learning, challenging and measurable
Focus for Learning student learning. Learning develops learning objectives with appropriate learning goal(s) for student learning
(Standard 4: Instruction) objectives are too general to that are appropriate for objectives that include that reflect a range of
guide lesson planning and are students, but do not include measurable goal(s) for students learner needs. The
Suggested Source of Evidence: inappropriate for the measurable goals. student learning. The teacher teacher can explain/
Pre-Observation students. can explain the importance of demonstrate how the goal(s)
Post-Observation the goal and its fit into the broader unit,
appropriateness for students. course and school goals for
content learning and skills.
Notes:
The teacher does not plan for The teacher explains the The teacher demonstrates an The teacher purposefully
the assessment of student characteristics, uses, and understanding that plans assessments and
learning or does not analyze limitations of various assessment is a means of differentiates assessment
student learning data to diagnostic, formative and evaluating and supporting choices to match the full
inform lesson plans. summative assessments but student learning through range of student needs,
does not consistently effectively incorporating abilities and learning styles,
incorporate this knowledge diagnostic, formative, and/or incorporating a range of
into lesson planning. summative assessments into appropriate diagnostic,
Assessment Data lesson planning. formative and summative
(Standard 3: Assessment) assessments into lesson plans.
Suggested Source of Evidence: The teacher employs a variety Student learning needs are
Pre-Observation The teacher does not use a The teacher uses measures of of formal and informal accurately identified through
Post-Observation measure of student student performance but assessment techniques to an analysis of student data;
performance. does not appropriately vary collect evidence of students’ the teacher uses assessment
assessment approaches, or knowledge and skills and data to identify student
the teacher may have analyzes data to effectively strengths and areas for
difficulty analyzing data to inform instructional planning student growth.
effectively inform and delivery.
instructional planning and
delivery.
Notes:
The teacher’s lesson does not The teacher makes an The teacher makes clear and The teacher uses the input
build on or connect to attempt to connect the lesson coherent connections with and contributions of families,
students’ prior knowledge, or to students’ prior knowledge, students’ prior knowledge and colleagues and/or other
the teacher may find an to previous lessons or future future learning-both explicitly professionals in
explanation that is illogical or learning but it is not to students and within the understanding each learner’s
Prior Content inaccurate as to how the completely successful. lesson. prior knowledge and
Knowledge/ content connects to previous supporting their
Sequence/ and future learning. development. The teacher
makes meaningful and
Connections relevant connections between
(Standard 1: Students; lesson content and such
Standard 2: Content; Standard things as other disciplines and
4: Instruction) real-world experiences and
for students to apply learning
Suggested Source of Evidence: from different content areas
Pre-Observation to solve problems.
Post-Observation
The teacher plans and
The teacher plans and sequences instruction that
sequences instruction to reflects an understanding of
include the important the prerequisite relationships

content, concepts, and among the important
processes in district content, concepts, and
curriculum and/or state processes in district
standards. curriculum and/or in state
standards as well as multiple
pathways for learning
depending on student needs.
The teacher accurately
explains how the lesson fits
within the structure
of the discipline.
Notes:
The teacher demonstrates a The teacher demonstrates The teacher demonstrates The teacher demonstrates an
lack of familiarity with some familiarity with familiarity with students’ understanding of the purpose
students’ backgrounds and students’ background background knowledge and and value of learning about
has made no attempts to find knowledge and experiences experience and describes students’ background
this information. and describes one procedure multiple procedures used to experiences, demonstrates
used to obtain this obtain this information. familiarity with each student’s
information. background knowledge and
experiences, and describes
multiple procedures used to
obtain this information.
Knowledge of The teacher’s analysis of

Students The teacher’s plan for The teacher’s instructional The teacher’s instructional student data (student
(Standard 1: Students) instruction does not plan draws upon a partial plan draws upon an accurate development, student
demonstrate an analysis of students’ analysis of the students’ learning and preferred
Suggested Source of Evidence: understanding of students’ development, readiness for development, readiness for learning styles, and student
Pre-Observation development, preferred learning, preferred learning learning, preferred learning backgrounds/prior
Post-Observation learning styles, and/or styles, or backgrounds and styles, and backgrounds and experiences) accurately
student backgrounds/prior prior experiences and/or the prior experiences. connects the data to specific
experiences. plan is inappropriately instructional strategies and
tailored to the specific plans.
population of students in the
classroom.
The teacher plans for and can
articulate specific strategies,
content and delivery that will
meet the needs of the
individual students and
groups of students.
Notes:
Instruction and Assessment

A teacher’s explanations are Teacher explanation are Teacher explanations are clear Teacher explanations are
unclear, incoherent, or accurate and generally clear and accurate. The teacher clear, coherent, and precise.
inaccurate, and are generally but the teacher may not fully uses developmentally The teacher uses well-timed,
ineffective in building student clarify information based on appropriate strategies and individualized,
understanding. The teacher students’ questions about language designed to actively developmentally appropriate
uses language that fails to content or instructions for encourage independent, strategies and language
engage students, is learning activities or the creative and critical thinking. designed to actively
inappropriate to the content, teacher may use some encourage independent,
Lesson Delivery and/or discourages language that is critical thinking, including the
(Standard 2: Content; independent or creative developmentally appropriate use of questions
Standard 4: Instruction; thinking. inappropriate, leading to and discussion techniques.
Standard 6: Collaboration and confusion or limiting
Communication) discussion.
The teacher accurately
Suggested Source of Evidence: The teacher fails to address The teacher re-explains topics The teacher effectively anticipates confusion by
Formal Observation student confusion or when students show addresses confusion by representing information in
frustration and does not use confusion, but is not always explaining topics when asked multiple formats and
effective questioning able to provide an effective and ensuring understanding. clarifying content before
techniques during the lesson. alternate explanation. The The teacher employs students ask questions. The
teacher attempts to employ effective, purposeful teacher develops high-level
purposeful questioning questioning techniques during understanding through
techniques, but may confuse instruction. effective uses of varied levels
students with the phrasing or of questions.
timing of questions.

Notes:
The teacher does not attempt The teacher relies on a single The teacher supports the The teacher matches
to make the lesson accessible strategy or alternate set of learning needs of students strategies, materials, and/or
Differentiation and challenging for most materials to make the lesson through a variety of pacing to students’ individual
(Standard 1: Students; students, or attempts are accessible to most students strategies, materials, and/or needs, to make learning
Standard 4: Instruction) developmentally though some students may pacing that make learning accessible and challenging for
inappropriate. not be able to access certain accessible and challenging for all students in the classroom.
Suggested Source of Evidence: parts of the lesson and/or the group. The teacher effectively uses
Pre-Observation some may not be challenged. independent, collaborative
Formal Observation and whole class instruction to
Post-Observation support individual learning
goals and provides varied
options for how students will
demonstrate mastery.
Notes:
Resources Instructional materials and The teacher uses appropriate Instructional materials and Instructional materials and
(Standard 2: Content; resources used for instruction instructional materials to resources are aligned to the resources are aligned to
Standard 4: Instruction) are not relevant to the lesson support learning goals, but instructional purposes and are instructional purposes, are
or are inappropriate for may not meet individual appropriate for students’ varied and appropriate to
Suggested Source of Evidence: students. students’ learning learning styles and needs, ability levels of students, and
Pre-Observation styles/needs or actively actively engaging students. actively engage them in
Formal Observation engage them in learning. ownership of their learning.
Post-Observation
Notes:
There is little or no evidence The teacher is fair in the The teacher has positive The teacher has positive
of a positive rapport between treatment of students and rapport with students and rapport with students and
the teacher and students. establishes a basic rapport demonstrates respect for and demonstrates respect for and
with them. interest in all students. interest in individual students’
experiences, thoughts and
There are no evident routines Routines and procedures are Routines and procedures run opinions.
or procedures; students seem in place, but the teacher may smoothly throughout the
unclear about what they inappropriately prompt or lesson, and students assume Routines are well-established
should be doing or are idle. direct students when they are age-appropriate levels of and orderly and students
unclear or idle. responsibility for the efficient initiate responsibility for the
operation of the classroom. efficient operation of the
classroom.
Transitions are inefficient with The teacher transitions Transitions are efficient and
Classroom considerable instructional between learning activities, occur smoothly. There is Transitions are seamless as
Environment time lost. Lessons progress but occasionally loses some evidence of varied learning the teacher effectively
(Standard 1: Students; too quickly so students are instructional time in the situations (whole class, maximizes instructional time
Standard 5: Learning frequently disengaged. process. cooperative learning, small and combines independent,
Environment; group and independent work). collaborative, and whole-class
Standard 6: Collaboration and learning and development.
Communication) The teacher creates a learning The teacher engages in two-
environment that allows for The teacher welcomes way communication and A classroom management
Suggested Source of Evidence: little or no communication or communication from families offers a variety of volunteer system has been designed,
Pre-Observation engagement with families. and replies in a timely opportunities and activities implemented, and adjusted
Formal Observation manner. for families to support with student input and is
Post-Observation student learning. appropriate for the classroom
Expectations for behavior are and individual student needs.
not established or are A classroom management Students are actively
inappropriate and/or no Appropriate expectations for system has been encouraged to take
monitoring of behaviors behavior are established, but implemented that is responsibility for their
occurs/ The teacher responds some expectations are appropriate and responsive to behavior. The teacher uses
to misbehavior unclear or do not address the classroom and individual effective strategies to lessen
inappropriately. needs of individual students. needs of students. Clear disruptive behaviors and
The teacher consistently expectations for student reinforce positive behaviors.
monitors behavior. behavior are evident.
Management of student
behavior is consistent,
appropriate, and effective.
Notes:

The teacher does not The teacher uses assessments The teacher uses assessment The teacher uses assessment
routinely use assessments to to measure student mastery, data to identify students’ data to identify students’
measure student mastery. but may not differentiate strengths and needs, and strengths and needs, and
instruction based on this modifies and differentiates modifies and differentiates
information. instruction accordingly, instruction accordingly, as
although the teacher may not well as examines classroom
be able to anticipate learning assessment results to reveal
obstacles. trends and patterns in
individual and group progress
and to anticipate learning
obstacles.
The teacher rarely or never The teacher checks for The teacher checks for When an explanation is not
checks the students’ student understanding and understanding at key effectively leading students to
understanding of content. The makes attempts to adjust moments and makes understand the content, the
teacher fails to make accordingly, but these adjustments to instruction teacher adjusts quickly and
adjustments in the response adjustments may cause some (whole-class or individual seamlessly within the lesson
to student misunderstanding. additional misunderstanding. students). The teacher and uses an alternative way to
responds to student explain the concept.
misunderstandings by
Assessment of providing additional
Student Learning clarification.
By using student data from a
(Standard 3: Assessment)
The teacher persists in using a The teacher gathers and uses The teacher gathers and uses variety of sources, the teacher
particular strategy for student data from a few student data from a variety of appropriately adapts
Suggested Source of Evidence:
responding to sources to choose appropriate sources to choose and instructional methods and
Pre-Observation
misunderstandings, even instructional strategies for implement appropriate materials and paces learning
Formal Observation
when data suggest the groups of students. instructional strategies for activities to meet the needs of
Post-Observation
approach is not succeeding. groups of students. individual students as well as
the whole class.
Students receive occasional or The teacher provides

The teacher does not provide limited feedback about their The teacher provides substantive, specific, and
students with feedback about performance from the substantive, specific, and timely feedback to students,
their learning. teacher. timely feedback of student families, and other school
progress to students, families personnel while maintain
and other school personnel confidentiality. The teacher
while maintain confidentiality. provides the opportunity for
students to engage in self-
assessment and show
awareness of their own
strengths and weaknesses.
The teacher uses student
assessment results to reflect
on his or her own teaching
and to monitor teaching
strategies and behaviors in
relation to student success.
Notes:
Professionalism
Professional The teacher fails to The teacher uses a variety of The teacher uses effective The teacher communicates
communicate clearly with strategies to communicate communication strategies effectively with students,
Responsibilities students and families or with students and families with students and families families, and colleagues. The
(Standard 6: Collaboration collaborate effectively with and collaborate with and works effectively with teacher collaborates with
and Communication; professional colleagues. colleagues, but these colleagues to examine colleagues to improve
Standard 7: Professional approaches may not always problems of practice, analyze personal and team practices
Responsibility and Growth) The teacher fails to be appropriate for a particular student work, and identify by facilitating professional
understand and follow situation of achieve the targeted strategies. dialogue, peer observation
Suggested Source of regulations, policies, and intended outcome. and feedback, peer coaching,
Evidence: Professional agreements. and other collegial learning
Development Plan activities.
Action Plan The teacher understands and
Pre-Observation The teacher fails to follows district policies and The teacher makes ethical and The teacher meets ethical and
Formal Observation demonstrate evidence of an state and federal regulations. professional responsibilities professional responsibilities
Post-Observation ability to accurately self- with integrity and honesty. and helps colleagues access
Daily interaction with others assess performance and to The teacher models and district policies and
appropriately identify areas upholds district policies and understand their implications
for professional development. state and federal regulations. in the classroom.

The teacher identifies The teacher sets data-based The teacher sets and regularly
strengths and areas for short and long-term goals and modifies short and long-term
growth to develop and takes action to meet these professional goals based on
implement targeted goals for goals. self-assessment and analysis
professional growth. of student learning evidence.
Notes:

Self-Assessment Tool
Teacher’s Name School: Grade Level/Subject:
Evaluator’s Name School Year: Self-Assessment Date:
Instructions: Teachers should reflect on practice to indicate strengths and areas for growth for each standard. Then, look across
all of the standards holistically and identify two priorities for the upcoming year. Note these two priorities with check marks in
the far right column. * By October 15th, teachers will have completed a Self-Assessment and Growth Plan forms, provided a copy of each form
to the evaluator, and met with his or her evaluator.
Areas for Priorities
Ohio Standards For The Teaching Profession Strengths
Growth (check 2)
Standard 1: Students Knowledge of how students learn and of student development
Understanding of what students know and are able to do
High expectations for all students
Respect for all students
Identification, instruction and intervention for special populations
Standard 2: Content Knowledge of content
Use of content-specific instructional strategies to teach concepts and skills
Knowledge of school and district curriculum and/or Ohio Content Standards
Relationship of knowledge within the discipline to other content areas
Connection of content to like experiences and career opportunities
Standard 3: Assessment Knowledge of assessment types
Use of varied diagnostic, formative and summative assessments
Analysis of data to monitor student progress and to plan, differentiate, and
modify instruction
Communication of results
Inclusion of student self-assessment and goal-setting
Standard 4: Instruction Alignment to school and district curriculum and/or Ohio Content Standards
Use of student information to plan and deliver instruction
Communication of clear learning goals
Application of knowledge of how students learn to instructional design and
delivery
Differentiation of instruction to support learning need of all students
Use of activities to promote independence and problem-solving
Use of varied resources to support learner needs
Standard 5: Learning Fair and equitable treatment of all students
Environment Creation of a safe learning environment
Use of strategies to motivate students to work productively and assume
responsibility for learning
Creation of learning situations for independent and collaborative work
Maintenance an environment that is conductive to learning for all students
Standard 6: Collaboration & Clear and effective communication
Communication Shared responsibility with parents/caregivers to support student learning
Collaboration with other teachers, administrators, school and district staff
Collaboration with local community agencies
Standard 7: Professional Understanding of & adherence to professional ethics, policies & legal codes
Responsibility and Growth Engagement in continuous, purposeful professional development
Desire to serve as an agent of change, seeking positive impact on teaching
quality and student achievement
Teacher Notes:

Growth Plan Goals
Teacher’s Name: School: Grade Level/Subject:
Evaluator’s Name: School Year: Growth Plan Conference Date:
Instructions: Please use the space below to provide a brief rationale for Growth/Improvement Goals making sure to reference any
relevant data that help demonstrate the importance of this goal to your professional growth or improvement.
Goal 1 Rationale:
Standard
S.M.A.R.T Goal Strategies Indicator of Success
Component:
Goal 2 Rationale:
Standard
S.M.A.R.T Goal Strategies Indicator of Success
Component:
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 Signature Date
Evaluator Signature Date

Growth Plan Rubric
Evaluator’s Name: School Year: Growth Plan

Conference Date:
Goal Rationale/Data Data are not cited in the Data are cited in the Data are citied in the In addition to meeting
Sources rationale. rationale but are not rationale and are clearly proficient criteria, the
clearly connected to connected to the rationale is grounded in
growth/improvement identified professional a concern for student
areas identified in the growth or improvement learning.
plan. needs.
Goals The goals are not The goals are partially The goals are fully In addition to meeting
related to the rationale related to the rationale related to the rationale; the proficient criteria,
and/or are not and meet some of the meet all of the the goals have
articulated as SMART standards for SMART standards for being significant implications
goals. goals or the goals are SMART; and are for student learning as
related to the rationale, challenging professional well as teacher
are SMART, but do not growth or improvement development.
represent a challenge targets for the teacher.
for the teacher.
Strategies The strategies are not Some of the strategies All strategies are related In addition to meeting
related to the goals are related to the to the goals, and all the proficient criteria,
and/or do not goals, but one or more represent reasonable the strategies represent
constitute reasonable may not constitute a and promising methods creative and/or
methods for achieving reasonable method for for achieving the stated collaborative
the stated goals. achieving the stated goals. approaches to
goals. professional
development.
Outcomes Neither of the One of the outcomes is Both outcomes are In addition to meeting
outcomes is achieved, met, and the other is achieved or the teacher the proficient criteria,
and none of the not or progress is made provides a reasonable the teacher displays a
reasons for failing to toward the outcomes, explanation of progress reflective disposition
achieve the outcomes but they are not fully and why one or both toward the outcomes
are reasonable. met. goals were not fully and their implications
achieved. for future practice and
student learning.

Pre-Observation and Post-Observation Resource Questions
Instructions: The questions provided are intended to guide thinking and conversation. Every question may not be answered or
relevant for every observation.
Instructional Planning Instruction and Assessment
Focus (Standard 4: Instruction) Lesson Delivery
o What is the focus for the lesson? (Standard 2: Content, Standard 4: Instruction)
o What content will students know/understand? o How will the goals for learning be communicated to
o What skills will they demonstrate? students?
o What standards are addressed in the planned instruction? o What instructional strategies and methods will be used to
o Why is this learning important? engage students and promote independent learning and
problem solving?
o What strategies will be used to make sure all students
achieve lesson goals?
o How will content-specific concepts, assumptions, and skills
be taught?
Assessment Data (Standard 3: Assessment) Differentiation (Standard 1: Students, Standard 4: Instruction)
o What assessment data was examined to inform this o How will the instructional strategies address all students’
lesson planning? learning needs?
o What does pre-assessment data indicate about student o How will the lesson engage and challenge students of all
learning needs? levels?
o How will developmental gaps be addressed?
Prior Content Knowledge/Sequence/Connections Resources (Standard 2: Content, Standard 4: Instruction)
(Standard 1: Students, Standard 2: Content, o What resources/materials will be used in instruction?
Standard 4: Instruction) o How will technology be integrated into lesson delivery?
o What prior knowledge do students need?
o What are the connections to previous and future learning?
o How does this lesson connect to students’ real-life
experiences and/or possible careers?
o How does it connect to other disciplines?
Knowledge of Students (Standard 1: Students) Classroom Environment
o What should the evaluator know about the (Standard 1: Students, Standard 5: Learning Environment)
student population? o How will the environment support all students?
o How is this a developmentally appropriate learning o How will different group strategies be used?
activity? o How will safety in the classroom be ensured?
o How will respect for all be modeled and taught?
Professional Responsibilities Assessment of Student Learning (Standard 3: Assessment)
How will you check for understanding during the
Collaboration and Communication (Standard 6)
lesson?
o How do you cooperate with colleagues?
o How do you work with others when there is a problem? What specific products or demonstrations will assess
o What is your communication style with students? stand learning /achievement of goals for instruction?
With families? With colleagues? How will you ensure that students understand how they
o In what ways do you seek the perspectives of others? are doing and support students’ self-assessment?
Give an example. How will you use assessment data to inform your next
steps?
Professional Responsibility and Growth (Standard 7)
o How do you apply knowledge gained from
other experiences into your teaching?
o Discuss ways you reflect and analyze your teaching.
o What are some proactive ways you further your own
professional growth?

Classroom Observation Report (1)
Evaluator’s Name: School Year: Observation Date:
Instructions: Please score the teacher’s performance at the standard level using the space provided to provide the teacher with
relevant evidence and any comments based on the evidence. Evaluators may choose to focus on specific elements reflected in
the Teacher’s Growth Plan. If so, circle the element(s) in the left hand column that are the focus of the observation.
Ineffective = I Developing = D Skilled = S Accomplished = A
Instructional Planning Evidence Comments/Score
Focus for Learning
(Standard 4: Instruction)

Pre-Observation
Post-Observation
Assessment Data

Pre-Observation
Post-Observation
Prior Content Knowledge/
Sequence/Connections
(Standard 1: Students;
Standard 2: Content;
Standard 4: Instruction)

Pre-Observation
Post-Observation
Knowledge of Students
(Standard 1: Students)

Pre-Observation
Post-Observation
Instruction and Assessment Evidence Comments/Score

Lesson Delivery
(Standard 2: Content;
Standard 4: Instruction;
Standard 6: Collaboration and Communication)

Formal Observation
Differentiation

Pre-Observation
Formal Observation
Post-Observation

Resources

Pre-Observation
Formal Observation
Post-Observation

Classroom Environment
Standard 5: Learning Environment;

Pre-Observation
Formal Observation
Post-Observation
Assessment of Student Learning

Pre-Observation
Formal Observation
Post-Observation
Professionalism Evidence Comments/Score
Professional Responsibilities
(Standard 6: Collaboration
and Communication;
Standard 7: Professional Responsibility and Growth)

Professional Development Plan
Action Plan
Pre-Observation
Formal Observation
Post-Observation
Daily interaction with others
Evaluator Comments

Refinement:
Reinforcement:

Teachers Reflection/Comments-Classroom Observation (1)
Instruction: Please comment/reflect on the observation and report. Form must be returned to the evaluator within five (5)
working days following the post-conference.
Instruction: Please comment/reflect on progress toward Growth Plan Goals.

Focus for Learning

Pre-Observation
Post-Observation
Assessment Data

Pre-Observation
Post-Observation

Pre-Observation
Post-Observation

Pre-Observation
Post-Observation

Lesson Delivery

Formal Observation
Differentiation

Pre-Observation
Formal Observation
Post-Observation
Resources
Pre-Observation
Formal Observation
Post-Observation

Classroom Observation Report (2-continued)

Pre-Observation
Formal Observation
Post-Observation

Pre-Observation
Formal Observation
Post-Observation
Professionalism Evidence Comments/Score
and Communication;

Pre-Observation
Formal Observation
Post-Observation
Evaluator Comments
Refinement:
Reinforcement:

Instruction: Please comment/reflect on the observation and report. Form must be returned to the evaluator within five (5)
working days following the post-conference.

Focus for Learning

Pre-Observation
Post-Observation
Assessment Data

Pre-Observation
Post-Observation

Pre-Observation
Post-Observation

Pre-Observation
Post-Observation

Lesson Delivery

Formal Observation
Differentiation

Pre-Observation
Formal Observation
Post-Observation
Resources

Pre-Observation
Formal Observation
Post-Observation

Classroom Observation Report (3-continued)

Pre-Observation
Formal Observation
Post-Observation

Pre-Observation
Formal Observation
Post-Observation
Professionalism Score: Evidence Comments/Score
and Communication;

Action Plan
Pre-Observation
Formal Observation
Post-Observation
Evaluator Comments
Refinement:
Reinforcement:

Instruction: Please comment/reflect on the observation and report.

Summary Report Optional for 2013-14 Pilot year
Evaluator’s Name: School Year: Summative Conference Date:
Ineffective = 1 Developing = 2 Proficient = 3 Accomplished = 4

Instructional Planning Instructional Planning Score:
Evaluator Comments
Focus for Learning
Assessment Data
Sequence/ Connections
Instruction and
Instruction and Assessment Score:
Assessment
Lesson Delivery Evaluator Comments
Differentiation
Resources
Assessment of Student
Learning
Professionalism Professionalism Score:
Professional Responsibility Evaluator Comments
Professional Growth Goals Growth Plan Score:

Goal Rationale/Data Sources Evaluator Comments
Goals
Strategies
Outcomes
Please enter scores from each observation under each sub category. Average the scores under each of the
Professional Practice Areas to get a final score for the 4 Professional Practice Areas (round up to the nearest
tenth). Each of the 4 Professional Practice Areas will be weighted 25%. After you have entered a score for
each of the 4 Professional Practice Areas, add the 4 scores to determine the teacher’s annual Profession
Practice Rating and enter it in the space to the right. Use the chart to determine the teacher’s annual
Performance Practice Rating.
Professional Ineffective(1) Developing(2) Skilled(3) Accomplished (4)
Practice Score 4-6 7-9 10-13 14-16
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 Reflection/Comments-Summative Report
Instructions: Use the space below to comment on the evaluation process and outcomes.

Final Summative Rating
Proficiency on Standards 50% Ineffective Developing Skilled Accomplished

Cumulative Performance rating
(Holistic Rating using Performance Rubric)
Areas of reinforcement/refinement:
Student Growth Data 50% Below Expected Growth Expected Growth Above Expected Growth
Cumulative Performance rating
(Holistic Rating using Performance Rubric)
Areas of reinforcement/refinement:
Final Summative Rating Ineffective Developing Skilled Accomplished
Check here if improvement Plan has been recommended.
The signatures above indicate that the teacher and evaluator have discussed the Summative Rating.
Note: The teacher may provide additional information to the evaluator within 10 working days of the receipt of this form, and may
requests a second conference with the evaluator. Any additional information will become part of the summative record. Challenges
may be made according to the local contract agreement.

Walkthrough Observation Report
Instructions: This form serves as a record of an informal walkthrough by the evaluator. The evaluator will likely not observe all
the teaching elements listed below in any one informal observation. This record, along with records of additional informal
observations, will be used to inform the summative evaluation of the teacher. This report will be provided to the teacher within
five workdays and prior to the formal evaluation.
Evaluator Observations
Instruction is developmentally appropriate Lesson content is linked to previous and future learning
Learning outcomes and goals are clearly Classroom learning environment is safe and conductive to
communicated to students learning
Varied instructional tools and strategies reflect
Teacher provides students with timely and responsive feedback
student needs and learning objectives
Content presented is accurate and grade
Instructional time is used effectively
appropriate
Teacher connects lesson to real-life applications Routines support learning goals and activities
Instruction and lesson activities are accessible and Multiple methods of assessment of student learning are utilized
challenging for students to guide instruction
Other: Other:
Evaluator Summary Comments
Commendations and Recommendations

Improvement Plan
Evaluator’s Name: School Year: Improvement Plan Conference Date:
Instructions: Written improvement plans may be developed in the circumstances when an educator receives an overall ineffective
rating using the Ohio Standards for Teacher Performance (and not student growth data). The purpose of the improvement plan is
to identify specific deficiencies in performance and foster growth through professional development and targeted support. If
corrective actions are not made within the time as specified in the improvement plan, a recommendation may be made for non-
renewal or to continue the plan.
Section 1: Improvement Statement (List specific areas for improvement as related to the Ohio Standards for the
Teaching Profession. Attach documentation.)
Performance Standard(s) Date(s) Improvement Area or Specific Statement of the Concern:
Addressed in this Plan Concern Observed Areas of Improvement
Section 2: Desired Level of Performance (List specific measureable goals to improve performance. Indicate what will
be measured for each goal.)
Level of Performance
Beginning Date Ending Date
Specifically describe successful improvement target(s)
Section 3: Specific Plan of Action (Describe in detail specific plans of actions that must be taken by the teacher to
improve his/her performance. Indicate the sources of evidence that will be used to document the completion of the
improvement plan.
Actions to be Taken Sources of Evidence that will be Examined
Section 4: Assistance and Professional Development (Describe in detail specific supports that will be provided as well
as opportunities for professional development.
Date for Improvement Plan to be evaluated:

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.

Improvement Plan: Evaluation of Plan
Evaluator’s Name: School Year: Improvement Plan Evaluation Date:
Instructions: The Improvement Plan will be evaluated at the end of the time specified in the plan. Outcomes from the
Improvement Plan demonstrate the following action being taken:
Improvement is demonstrated and performance standards are met.
The Improvement Plan should continue for time specified .
Non-Renewal is recommended.
Comments (provide justification for recommendation indicated above and attach evidence to support recommended
course of action):

Appendix A
Teacher Evaluation System Model Implementing the OTES Model: Holistic Rating
Using Evidence to Inform Holistic Performance Ratings

Defining the Performance Ratings
In accordance with Ohio Revised Code 3319.112 the rubric describes four levels of teacher performance for each
standard area. Each performance rating can also be described in more general terms, as a holistic rating of teacher
performance:
Accomplished:
Skilled:
Developing: A rating of Accomplished
A rating of Skilled indicates indicates that the teacher is a
Ineffective:
A rating of Developing that the teacher consistently leader and model in the
indicates that the teacher meets expectations for classroom, school, and district,
A rating of Ineffective indicates
demonstrates minimum performance and fully exceeding expectations for
that the teacher consistently
competency in many of the demonstrates most or all performance. The teacher
fails to demonstrate minimum
teaching standards, but may competencies. This rating is consistently strives to improve
competency in one or more
struggle with the rigorous, expected his or her instructional and
teaching standards. There is
others. The teacher is making performance level for most professional practice and
little or no improvement over
progress but requires ongoing experienced teachers. contributes to the school or
time. The teacher requires
professional support for district through the
immediate assistance and
necessary growth to occur. development and mentoring
needs to be placed on an
improvement plan. of colleagues.
Teacher Evaluation relies on two key evaluation components: a rating of Teacher-Performance and a rating of student
academic growth, each weighted at fifty percent of each evaluation. The following guidance speaks to the Teacher
Performance rating component, utilizing the state model Teacher Performance Evaluation Rubric. The following is
suggested step-by-step guidance for evaluators to review and analyze multiple data points that inform teacher
performance ratings.
Step 1: Gather evidence

la. Align evidence to each standard area. Group the evidence you have collected from time in the classroom,
conferences and everyday interactions with the teacher into the ten standard areas of performance described by the
Teacher Performance Evaluation Rubric.
lb. Be consistent in gathering, recording, and sharing detailed, factual evidence. Capture enough detail to accurately
but succinctly describe the event, interaction, or behavior factually (without implied judgment or opinion in the
recording). Share the form with teachers throughout the year so that the information can be used as a basis for changes
in practice.
1c. Sort the evidence by standard area to determine where more information is needed. As the year progresses, holes
in evidence coverage across standard areas may emerge. If the evidence collected is organized by standard area after
each interaction, it will be automatically sorted by standard area and missing evidence will be apparent. Keep these
standard areas in mind during future interactions with the teacher, since all standard areas are important for effective
teaching practice.
Step 2: Issue a holistic performance rating

2a. Read all of the evidence collected up to that point within a standard area, looking for patterns. For example, if a
teacher talks about wanting to improve an instructional technique in a pre-conference, demonstrates that technique in
the first formal classroom observation and an informal classroom "walk-through" and asks for feedback on the
technique in the post-conference, that teacher is displaying a pattern of devoting attention to a particular area of
practice. Note these patterns and take them into consideration when issuing a rating.
2b. Compare the evidence and patterns to the performance descriptors. After becoming familiar with the rubric, start
by re-reading all of the Proficient performance descriptors in a standard area. Does the evidence exemplify this level of
performance? Whether yes or no, look at the Accomplished or Developing performance level descriptors as well, to
decide if either of them better aligns with the available evidence. If the Developing descriptor seems to be an
appropriate match to the evidence, also read the Ineffective descriptor carefully to consider whether any evidence is at
this level.
2c. Repeat the process above for each standard area, and then consider patterns of performance across standard
areas. Once you determine a rating for each standard area, based on the available evidence from multiple interactions,
look at the larger picture of performance across all standard areas. Although all standard areas are important for
effective teacher practice, you may find it appropriate to more strongly weight patterns of behavior in one standard
area over another. For example, if the teacher demonstrates a pattern of Developing behavior in the standard areas of
Classroom Environment and Resources but exhibits solidly Proficient patterns of behavior in the standard area of
Knowledge of Students and Lesson Delivery, you may use your knowledge of the situation to make sense of this
information, finding that performance in the former two areas inhibits performance in other areas. As another
example, you may find that some of the lost instructional time observed within a classroom is offset by the teacher's
intense attention to individual student needs demonstrated throughout the class time and elsewhere. In a different
case, however, you might observe that a pattern of classroom management issues such as lost instructional time is
significant enough to overshadow the teacher's proficient performance in other categories. The key point is that no one
standard area of performance should be considered in isolation, but should be analyzed in relation to all other areas of
performance.
Step 3: Issue the end-of-year performance rating

3a. Consider all evidence from the year, paying attention to trends. In order to issue a teacher's final performance
rating for the year, return to the body of collected evidence rather than just the earlier standard area- or holistic ratings.
Use the process outlined to reconsider the evidence in each standard area across the arc of the entire year, taking into
account observations, all conferences, and daily interactions. During this step, it is particularly important to consider
trends in the teacher's performance over time. Was the teacher consistent in his or her practice, did he or she improve,
or did the teacher decline in one or more areas? If a pattern of evidence in a particular standard area displays a trend of
behavior or practice, the evaluator may consider placing more emphasis on the area improvement or decline.
3b. Consider minimum thresholds of competency. Flag any instance of an Ineffective rating as you prepare to issue the
final performance rating. While the example of Ineffective behavior should be examined within the entire context of the
evidence collected for the teacher, consider that there are minimum thresholds of competency for each of the ten
standard areas described in the Teacher Performance Evaluation Rubric. It is possible that a serious deficiency in one
area can and should carry more weight than positive ratings in other areas. Rely on your professional judgment,
supported by the evidence you have gathered, to decide if this evidence of ineffective practice is grounds to issue a final
ineffective rating, taking into account how detrimental the displayed deficiency is to the teacher's classroom, colleagues
and school as a whole.
3c. Issue the final performance rating, summarize the supporting evidence, and offer areas of reinforcement and
refinement. Complete the performance rating process by documenting the final teacher performance rating. Support
your rating with evidence from formal and informal observations, artifacts provided by the teacher, and other
appropriate evidence collected throughout the evaluation cycle. Provide succinct, targeted feedback on what
professional growth needs to occur so that teachers have a clear understanding of the path to continuous growth and,
improvement and have concrete examples of supports that will help them improve practice.

Teacher performance and student growth measures are combined in a summative teacher evaluation rating:
IN YEAR ONE (2013-2014) all GCS teachers will use shared attribute data for student growth:
A1 & A2 Teachers – 24% district value-added and 26% teacher value-added
B Teachers – 40% district value-added and 10% vendor assessment
C Teachers – 50% district value-added
Combining Teacher Performance and Student Growth Measures

Each category’s sub-scores are combined on the lookup table to determine rating. The vertical axis of the lookup table represents student growth measures, and the
horizontal axis on the table represents teacher performance. By using the lookup table, a final summative rating will be determined.
Teacher Performance
4 3 2 1
Above
Accomplished Accomplished Skilled Developing

Student Growth
Expected
Skilled Skilled Developing Developing

Below
Developing Developing Ineffective Ineffective
*Proficient=Skilled

Greenville City Schools
EVALUATION FORM
Teacher: School: Class I: Class II:

Appraiser: Subject/Grade: School Year:
SECTION 1: GOALS / TARGETS SECTION 2: APPRAISAL AREAS

5 Point Scale: 5=Outstanding, 4=Good, 3=Satisfactory,
1. 2=Needs Improvement, 1=Unsatisfactory
Personal Qualities:
Planning:
2. Group Control:
Rapport with Students:
Professional Performance:
3.
Goal (s) / Target (s)
Other:
The teacher’s signature indicates only that he/she has seen this appraisal and does not necessarily indicate that he/she agrees in every instance with the evaluation.
Teacher’s Signature Date Appraiser’s Signature Date

SECTION 3: Semi-Annual Conference: Final Conference:
SECTION 4: SITUATIONS OBSERVED Announced: Unannounced:

(Include Topic, Date, Length of Observations, Subject/Grade Level)
SECTION 5: GENERAL OBSERVATIONS / RECOMMENDATIONS FOR IMPROVEMENT
SECTION 6: SPECIFIC MEANS FOR ASSISTANCE
SECTION 7: FACULTY PERSON’S COMMENTS (ATTACHED):
SECTION 8: RECOMMENDATIONS (TO BE MADE AT COMPLETION OF FINAL OBSERVATION)

For re-employment Yes Yes with reservation No determination at this time No
For continuing contract Yes Yes with reservation No determination at this time No
For certificate renewal Yes Yes with reservation No determination at this time No
For involuntary transfer Yes Yes with reservation No determination at this time No

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Greenville City Schools

Teacher Evaluation Tool

Introduction to Teacher Evaluation 2

Record of Teacher Evaluation Activities 5

Teacher Evaluation Rubric 6

Growth Plan Goals 12

Growth Plan Rubric 13

Classroom Observation Report 15

Walkthrough Observation Report 27

Appendix A: Holistic Ratings 30

Appendix B: Teacher Performance and 32

Appendix C: Evaluation Tool (Non OTES) 33

Greenville City Schools Teacher Evaluation Tool…..1

Laura Bemus Alissa Elliott

Greenville City Schools Teacher Evaluation Tool…..2

Greenville City Schools Teacher Evaluation Tool…..3

Greenville City Schools Teacher Evaluation Tool…..4

Evaluator’s Name School Year:

Classroom Observation #1 (p15-16)

Post-Observation Conference #1 (p17) Dec. 15

Pre-Observation Conference (reference p 6-10, 14)

Classroom Observation #2 (p18-19)

Post-Observation Conference #2 (p20) April 30

Post-Observation Conference #4 April 30

Summary Evaluation Conference May 1

Teacher Reflection Submitted May 10

Evaluation Completed and Submitted May 15

Signature indicates completion, not necessarily agreement.

Greenville City Schools Teacher Evaluation Tool…..5

Greenville City Schools Teacher Evaluation Tool…..6

Knowledge of The teacher’s analysis of

Instruction and Assessment

Greenville City Schools Teacher Evaluation Tool…..7

Greenville City Schools Teacher Evaluation Tool…..8

Students receive occasional or The teacher provides

Greenville City Schools Teacher Evaluation Tool…..9

Greenville City Schools Teacher Evaluation Tool…..10

Evaluator’s Name School Year: Self-Assessment Date:

Greenville City Schools Teacher Evaluation Tool…..11

Evaluator’s Name: School Year: Growth Plan Conference Date:

Teacher Signature Date

Evaluator Signature Date

Greenville City Schools Teacher Evaluation Tool…..12

Evaluator’s Name: School Year: Growth Plan

Greenville City Schools Teacher Evaluation Tool…..13

Greenville City Schools Teacher Evaluation Tool…..14

Evaluator’s Name: School Year: Observation Date:

Suggested Source of Evidence:

Suggested Source of Evidence:

Suggested Source of Evidence:

Suggested Source of Evidence:

Instruction and Assessment Evidence Comments/Score

Suggested Source of Evidence:

Suggested Source of Evidence:

Greenville City Schools Teacher Evaluation Tool…..15

Suggested Source of Evidence:

Classroom Observation Report (1)

Suggested Source of Evidence:

Suggested Source of Evidence:

Suggested Source of Evidence: