Part 3: Documenting Teacher Performance The role of a teacher requires a performance evaluation system that acknowledges the complexities of the job. Multiple data sources provide for a comprehensive and authentic of the work. The sources of information described in Figure 3.1 “performance portrait” teacher’s were selected to provide comprehensive and accurate feedback on teacher performance. These suggested documentation sources for teacher evaluation can be used for both probationary and continuing contract teachers. Figure 3.1: Suggested Documentation Sources for Teacher Evaluation Data Source Definition Formal Observations are an important source of performance information. Formal Observations observations focus directly on the seven teacher performance standards. Classroom observations also may include a review of teacher products or artifacts, and review of student data. Informal Informal observations are intended to provide more frequent information on a wider Observations variety of contributions made by the teacher. Evaluators are encouraged to conduct observations by visiting classrooms, observing instruction, and observing work in non-classroom settings. Student Student surveys provide information to the teacher about perceptions of students’ Surveys how the professional is performing. The actual survey responses are seen by only the teacher who prepares a survey summary for inclusion in the portfolio. The surveys provided in this document are designed to be used in grades 1 12 (e.g., – not with pre-kindergarten and kindergarten students). Portfolios/document logs provide documentation generated by the teacher for the Portfolios/ Document seven performance standards. Logs Self-evaluations reveal the perceptions of their job performance. teachers’ Observations Observations are intended to provide information on a wide variety of contributions made by teachers in the classroom or to the school community as a whole. Administrators are continually observing in their schools by walking through classrooms and non-instructional spaces, attending meetings, and participating in school activities. These day-to-day observations are not necessarily noted in writing, but they do serve as a source of information. Direct classroom observation can be a useful way to collect information on teacher performance; as a stand-alone data collection process, however, it has major limitations. If the purpose of a teacher evaluation system is to provide a comprehensive picture of performance in order to guide
Part 3: Documenting Teacher Performance The role of a teacher requires a performance evaluation system that acknowledges the complexities of the job. Multiple data sources provide for a comprehensive and authentic “performance portrait” of the teacher’s work. The sources of information described in Figure 3.1 were selected to provide comprehensive and accurate feedback on teacher performance. These suggested documentation sources for teacher evaluation can be used for both probationary and continuing contract teachers. Figure 3.1: Suggested Documentation Sources for Teacher Evaluation Data Source Definition Formal Observations Observations are an important source of performance information. Formal observations focus directly on the seven teacher performance standards. Classroom observations also may include a review of teacher products or artifacts, and review of student data. Informal Observations Informal observations are intended to provide more frequent information on a wider variety of contributions made by the teacher. Evaluators are encouraged to conduct observations by visiting classrooms, observing instruction, and observing work in non-classroom settings. Student Surveys Student surveys provide information to the teacher about students’ perceptions of how the professional is performing. The actual survey responses are seen only by the teacher who prepares a survey summary for inclusion in the portfolio. The surveys provided in this document are designed to be used in grades 1 – 12 (e.g., not with pre-kindergarten and kindergarten students). Portfolios/ Document Logs Portfolios/document logs provide documentation generated by the teacher for the seven performance standards. Self-evaluations reveal the teachers’ perceptions of their job performance. Observations Observations are intended to provide information on a wide variety of contributions made by teachers in the classroom or to the school community as a whole. Administrators are continually observing in their schools by walking through classrooms and non-instructional spaces, attending meetings, and participating in school activities. These day-to-day observations are not necessarily noted in writing, but they do serve as a source of information. Direct classroom observation can be a useful way to collect information on teacher performance; as a stand-alone data collection process, however, it has major limitations. If the purpose of a teacher evaluation system is to provide a comprehensive picture of performance in order to guide