Sample School District

Teacher Evaluation

Procedure Manual

Objectives

Objectives of the Sample School District Teacher Evaluation system are:

1. To ensure that state standards for student achievement and district curricula are taught.2. To identify teaching standards and criterion where strengths are observed and to encourage

continued use of related behaviors.3. To identify teaching standards and criterion where improvement can occur.4. To prescribe changes in behaviors which would improve performance on identified teaching

standards and criterion.5. To identify available resources and assistance for improvement.6. To help teachers in the creation of a Professional Development Plan that supports their

strengths and provides assistance for areas of improvement.7. To provide teachers who are new to the profession and/or district an orientation and support

through a three-year induction program.

Evaluation Safeguards

The evaluatee may claim personal bias on conflict of interest at any time during the evaluation process; however, the evaluation process, including timelines, will be continued. S/he may appeal first to the principal if the claim is against any qualified evaluator other than the principal, or to the Assistant Superintended if the claim is against the principal.

By mutual agreement of the evaluator and evaluate, content of the evaluation document may be changed as a result of a post-observation conference discussion. A teacher who wishes to respond to his/her evaluation in writing may do so within five workdays of receipt of the document. The teacher’s written response will become a part of the evaluation document and will be placed in the teacher’s file and forwarded to Human Resources.

Confidentiality

Copies of assessment and evaluation reports of teacher performance are confidential, and do not constitute a public record. Nothing involving teacher evaluation will be released, shown to, or discussed with unauthorized persons, in either draft or completed form.

Review by Principal

All evaluations and recommendations will be reviewed and signed by the principal, who will take appropriate action. If a recommendation for issuance of a Preliminary Notice of Unsatisfactory Classroom Performance has been made, the principal will see that the teacher has been provided copies of the applicable Arizona Statutes.

Orientation to the Evaluation System

Prior to any observation for evaluation purposes being conducted, the principal/designee shall conduct an inservice for the staff on the evaluation process and instruments. This inservice will include any changes in the process or instruments from previous years. An introduction to the evaluation process for teachers new to the district will be presented during teacher induction. All teachers will be notified of their evaluator, and meet with them prior to any observation being done.

Evaluation Procedures

Each teacher shall be observed for the purpose of evaluation at least twice annually, prior to May 1. These observations may be informal observations for Continuing Teachers in good standings. Each observation shall generate either a Formative or Summative Evaluation document. A summative evaluation shall be conducted on each teacher every year, including 50% of teacher performance determined by classroom instruction, 33% determined by classroom test data, and 17% determined by school-wide test data. There may be more formative/summative evaluations if requested by the evaluator or the teacher. Informal “walk-through” observations will be conducted regularly throughout the year.

The summative evaluation process requires: a school-wide inservice; at least two formative observation (the first required no later than the 60th instructional day), each for a minimum of 30 minutes with no prior notice required; completion of the Formative Evaluation form, and a copy given to the teacher within five working days of the observation (with signed copy to teacher, school file, and Human Resources). After each formative observation, a formative observation conference may be held. Also included in the summative evaluation process are the development and/or assessment of a Professional Development Plan.

The summative evaluation, which is based on all completed formative observation, any other formal observations, results of the Professional Development Plan, and classroom-level and school-level test data, shall be completed by the evaluator, reviewed with, and signed by the teacher during the summative evaluation conference. A copy of the summative evaluation shall be given to the teacher within five days after the summative evaluation conference, with a copy placed in the school file and a copy forwarded to Human Resources.

The formative evaluation process requires: a school-wide inservice; at least one formative observation for at least 30 minutes with no prior notice required; completion of the Formative Evaluation form and a copy given to the teacher and verification of receipt by teacher within five working days of the observation (with a signed copy to the school file and a signed copy to Human Resources). After each formative observation, a formative observation conference may be held. If a formative observation has taken place after the 60th instructional day and the administrator feels the teacher is not performing at an appropriate level, the administrator is encouraged to support the teacher through any means necessary, including additional observation, to help the teacher improve to an appropriate level.

By mutual agreement of the evaluator and evaluate, content of the evaluation instrument may be changed as a result of a post-observation conference discussion. A teacher who wishes to respond to his/her evaluation in writing may do so within five working days of receipt of the document. The teacher’s written response will become a part of the evaluation document and will be placed in the teacher’s file and forwarded to Human Resources.

If the evaluatee is rated “Does Not Meet Standards” on any criterion in any Standard, the evaluator shall complete the summative evaluation instrument and conference with the teacher. Within five working days of that conference, a remediation plan shall be developed jointly by the evaluator and teacher and shall replace the Professional Development Plan during the remediation phase. Each Remediation Plan form will address the standard identifying the criterion on which the teacher’s performance does not meet District expectations. If the summative evaluation has been completed no later than February 1, the continuing teacher shall have sixty instructional days for remediation. If the summative evaluation has been completed no later than November 1, the non-continuing teacher shall have 90 instructional days for remediation. The evaluator shall recommend the issuance of a Preliminary Notice of Inadequate Classroom Performance after completion of the summative evaluation process and at least fourteen days prior to the start of the period of time within which to correct the inadequacy for continuing teachers, to overcome the grounds for the charge (five days for non-continuing). The evaluator shall conduct two follow-up observations (no later than March 1 and May 1 if the remediation plan is implemented during spring semester and no later than October 1 and December 1 if the remediation plan is implemented during fall semester) during the sixty (continuing teachers) or ninety (non-continuing teacher) day remediation period to assess improvement.

If the teacher is rated “Meets Standards” after the two follow-up observations in all criterion previously rated as “Does Not Meet Standards”, withdraw Preliminary Notice. If they are rated “Does Not Meet Standards” in one or more of the criterion previously identified, the evaluator shall recommend Human Resources to issue a Notice of Intention to Dismiss. Recommendations not to reemploy continuing teachers shall be reviewed by a District-level Evaluation Review Board to ensure that the formative and summative evaluation procedures have been followed. In the event that the Review Board finds that the procedures have not been followed, they shall recommend to the Superintendent that the evaluation process be reinitiated.

Professional Development Plan

Each teacher in the Sample School District will be required to design and implement a Professional Development Plan. A plan would include all activities to increase skill level in any of the Teacher Standards and/or Classroom/School-level Test Data. It is recommended that the plan include one to three professional development objectives per year. A plan may be annual or multi-year. It should be reviewed and updated each year during each teacher’s annual summative evaluation. The teacher will collaborate with the evaluator to insure a Professional Development Plan is created and implemented. The teacher shall document activities and projects completed as specified in the Professional Development Plan. In most cases, the Teacher Induction Program constitutes the Professional Development Plan for non-continuing teachers.

Unsatisfactory Teacher Evaluation ProcessSatisfactory

Satisfactory

Satisfactory

Satisfactory

Satisfactory

Process not followed

Process not followed

School-wide Inservice

Summative Evaluation and Professional Development Plan

ConferenceConference no later than May 1

Formative Observation First Semester (before 60th day)

Formative Observation Second Semester (before May 1)

Professional Development Plan Conference

Evaluation Next Year

Recommendation Not to Reemploy nlt January 15

Evaluation Review Board

Statement of Charges and Notice of Intent, nlt

January 30

Issuance of Preliminary Notice by May 5- Remediation Plan (60 days

Continuing/90 non-continuing

Follow-up Observation nlt October 1

Follow-up Observation nlt December 1

Follow-up observation nlt November 20

Follow-up Observation

Summative Evaluation Conference nlt December 1

Issuance of Preliminary Notice by December 5- Remediation Plan

(60 days Continuing/90 non-continuing

Follow-up Observation

nlt May 1

Recommendation Not to Reemploy nlt May 15

Evaluation Review Board

Statement of Charges and Notice of Intent, nlt June 1

TEACHER EVALUATION FORMS

Sample School District

FORMATIVE EVALUATION FORM

Teacher _________________________________ Continuing _____ Non-Continuing _____

Subject _________________________________ Class period ____________

School __________________________________ Date of Observation ________________

Directions: Using analyzed data from classroom observation notes, observation tools, planning documents (when available), grade books, and other data sources (including conference), describe teacher’s performance in all Standards, with the possible exception of #5. Use the Teacher Evaluation Rubric to guide your formative comments to the teacher, but do not make summative judgments (only description and advise, if necessary).

STANDARD 1- The teacher designs and plans instruction that develops students’ abilities to meet Arizona’s academic standards and the district’s assessment plan.

STANDARD 2 The teacher creates and maintains a learning climate that supports the development of students’ abilities to meet Arizona’s academic standards :

STANDARD 3- The teacher implements and manages instruction that develops students’ abilities to meet Arizona’s academic standards:

STANDARD 4- The teacher assesses learning and communicates results to students, parents and other professionals with respect to students’ abilities to meet Arizona’s academic standards:

STANDARD 5-The teacher collaborates with colleagues, parents, the community and other agencies to design, implement, and support learning programs that develop students’ abilities to meet Arizona’s academic standards and transition from school to work or post-secondary education:

STANDARD 6 The teacher reviews and evaluates his or her overall performance and implements a professional development plan:

_____ Formative Evaluation continues.

_____ Summative Evaluation process begins.

_____ Summative Evaluation process continues.

_________________________________ ________________ _______________________Evaluator Signature Date Signed Date of Conference

_________________________________ ________________ Teacher Signature Date SignedSignature indicates receipt of the evaluation but does not necessarily indicate agreement with the content. Within five days of receipt of evaluation, teacher may attach comments if desired.

Sample School District

PROFESSIONAL DEVELOPMENT PLAN

Teacher __________________________________________ Date __________________

School ___________________________________________ Dept. _________________

Goal:

Objective(s):

Activities:

Assessment:

Due Date:

____________________________________ ______________Teacher Date

____________________________________ ______________Evaluator Date

Sample School District

REMEDIATION PLAN

Teacher __________________________________________ Continuing 1st Year 2nd Year 3rd Year

School ___________________________________________ Evaluator________________________

Date Plan was Initiated __________________ Target Completion Date ________________________

Observation/Review Dates _______________________________________________________________

1. Standard on which teacher’s performance does not meet expectations:

2. Specific criterion(a) identified for remediation:

3. Specific behavior(s) which will be observable upon completion of the plan:

4. Resources for improvement:a.b.c.d.e.

______________________________________ _____________Evaluator Date

______________________________________ _____________Teacher Date

Sample School District

REMEDIATION PLAN RESULTS

Name _________________________________________ School __________________________

Post Evaluation Conference: Remediation Plan Results

_________ Standard(s) remediated to “Meets Standards” level or above

_________ Standard(s) not remediated to “Meets Standards” level or above

Comments:

_______ Recommend Not to Reemploy

_______ Withdraw Preliminary Notice

Observation Dates: ___________________________________ Conference Date: __________________

______________________________________ ____________ _______________________________Evaluator Signature Date Teacher Signature

SAMPLE DISTRICT

TEACHER SUMMATIVE EVALUATION INSTRUMENT

(DO NOT USE this process for Supervision Project. Only refer to the rubric to help you analyze teacher performance in each standard. Use terminology from rubric to help you write your Formative Evaluation narratives, but do NOT use the judgment/scoring/rating terminology; formative/developmental feedback only.)

TEACHER _________________________________________________ SCHOOL __________________________________________

Status: ____ 1st year ____ 2nd year _____ 3rd year _____ Continuing

INSTRUCTIONS: Using data from classroom observations, planning documents, record reviews, and other sources, the Evaluator will graph the appropriate level of performance for each criterion using rating descriptions found in the Teacher Evaluation Rubric. Tally total number of points earned (162 max), divide by 54, and multiply that number by .5. Any Instruction criteria rated at the “Does Not Meet Standard” level of performance shall require an Improvement Plan for that area.

INSTRUCTION 50%

Standard1 2 3 4 5 6

Distinguished (3 points each)

1 2 3 4 5 6 7 8 9 10 11 12 13 1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

Meets (2 points each)

1 2 3 4 5 6 7 8 9 10 11 12 13 1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

Developing(1 point each)

1 2 3 4 5 6 7 8 9 10 11 12 13 1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

Does not Meet (0 points each)

1 2 3 4 5 6 7 8 9 10 11 12 13 1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

Total points for each Standard

_____ _____ _____ _____ _____ ______

Total INSTRUCTION points _____ (162 max) ÷ 54 = ________ x .5 = ________

Classroom Level Data 33%

INSTRUCTIONS: Using data from each available test, rate individual teacher’s classroom results, using rating descriptions found in the Teacher Evaluation Rubric. Tally total number of points earned (15 max), divide by 5 (or total # of tests used, if not all are available), and multiply that number by .33.

Data SourceAIMS Terra Nova Stanford 10 District Tests Benchmark Tests

Distinguished (3 points each)Meets (2 points each)Developing(1 point each)Does not Meet (0 points each)Total points for each Standard

____ _____ _____ _____ _____

Total CLASSROOM LEVEL DATA points _____ (15 max) ÷ 5 = ________ x .33 = ________

School Level Data 33%

INSTRUCTIONS: Using data from each available test, rate school test results, using rating descriptions found in the Teacher Evaluation Rubric. Tally total number of points earned (15 max), divide by 5 (or total # of tests used, if not all are available), and multiply that number by .17.

Data SourceAIMS Terra Nova Stanford 10 District Tests Benchmark Tests

Distinguished (3 points each)Meets (2 points each)Developing(1 point each)Does not Meet (0 points each)Total points for each Standard

____ _____ _____ _____ _____

Total SCHOOL LEVEL DATA points _____ (15 max) ÷ 5 = ________ x .17 = ________

Cumulative Teacher Rating

Total INSTRUCTION score, CLASSROOM DATA score, and SCHOOL LEVEL DATA score (3 max) _________

_____ Evaluator has determined this satisfies your annual evaluation as required by law under Title 15 of the Arizona Revised Statues.

_____ Improvement Plan needed _____ Request for Preliminary Notice to be issued

_____ Withdrawal of Preliminary Notice _____ Recommend not to reemploy

_________________________________________ _______________Evaluator Signature Date

I have seen and discussed this evaluation plan with the Evaluator and I accept the report Yes NoI wish to attach additional information (within 5 days)

Yes No

______________________________________ _______________Teacher Signature DateSignature verifies receipt of the evaluation but does not necessarily indicate agreement with the content. Within five days of receipt of this document, the teacher may attach comments if desired.

___________________________________ __________Principal Signature Date(if teacher is rated Does Not Meet Standards)

Teacher Summative Evaluation

Level of Performance Rubric

Instruction 50%

I. The teacher designs and plans instruction that develops students’ abilities to meet Arizona’s academic standards and the district’s assessment plan.

Element Does not Meet Standard Developing Meets Standards Distinguished

1. Focuses instruction on Arizona’s academic standards

Planning documents (lesson[s] and units[s]) do not address Arizona curricular standards.

Planning documents (lesson[s] and units[s]) address some of the Arizona curricular standards and some instructional objectives.

Planning documents (lesson[s] and units[s]) address most of the Arizona curricular standards and most instructional objectives.

Planning documents (lesson[s] and units[s]) address all of the Arizona curricular standards and instructional objectives.

2. Focuses instruction on the school’s and district’s academic standards

Instructional objectives are either too easy or too difficult and fail to address significant or relevant topics/skills in the content area.

Some of the instructional objectives are at the correct level of difficulty and address some significant and relevant topics/skills in the content area.

Many of the instructional objectives are at the correct level of difficulty and address many significant and relevant topics/strands in the content area.

All of the instructional objectives are at the correct level of difficulty and address significant and relevant topics/ strands in the content area.

3. Aligns curriculum with the student assessments

There is no alignment between State Standards, District curricula objectives, activities, and assessment.

There is some alignment between State Standards, District curricula objectives, activities, and assessment.

There is considerable alignment between State Standards, District curricula objectives, activities, and assessment.

There is complete alignment between State Standards, District curricula objectives, activities, and assessment.

4. Addresses any physical, mental, social, cultural, and community differences

among learners

Planned learning activities are not relevant or suitable to students’ age, physical, intellectual, social and cultural characteristics.

Some of the planned learning activities are relevant and suitable to students’ age, physical, intellectual, social and cultural characteristics.

Most of the planned learning activities generally address students’ age, physical, intellectual, social and cultural characteristics.

Learning activities are highly relevant to students. Planned activities consistently address age, physical, intellectual, social and cultural characteristics of students.

5. Addresses prior knowledge of individual and group performance

Teacher’s plans display little understanding of prerequisite relationships important to student learning of the content.

Teacher’s plans indicate some awareness of prerequisite relationship, although such knowledge many be inaccurate or incomplete.

Teacher’s plans reflect accurate understanding of prerequisite relationships among topics and concepts.

Teacher’s plans reflect understanding of prerequisite relationships among topics and concepts and a link to necessary cognitive structures by students to ensure understanding.

6. Indicates short and long term curriculum goals

Teacher’s selection of content does not include the most significant topics in the subject area. Teacher displays little understanding of prerequisite knowledge important for student learning. Teacher’s scope and sequencing of content is confusing.

Teacher’s selection of content includes many significant topics in the subject area. Teacher displays basic understanding of prerequisite knowledge important for student learning. Teacher’s scope and sequencing of content is logical and generally understood.

Teacher’s selection of content includes most of the significant topics in the subject area. Teacher displays solid understanding of, and uses, students’ prerequisite knowledge to develop a logical, clear scope and sequence for student learning.

Teacher displays extensive content knowledge with evidence of organizing content for meaningful learning experiences for all students.

7. Includes appropriate use of a variety of methods, materials, and resources

Planned instructional methods, materials, and resources lack sufficient variety to engage students in meaningful learning.

Planed instructional methods, materials, and resources have limited variety to engage students in meaningful learning.

Planned instructional methods, materials, and resources support instructional goals and objectives. There is considerable variety of methods, materials, and resources to engage most students in meaningful learning.

Planned instructional methods, materials, and resources support instructional goals and objectives. There is great variety of methods, materials, and resources to engage all students in meaningful learning. There is opportunity for students to participate in selecting/adapting methods, materials, and resources.

8. Includes learning experiences that are developmentally appropriate for learners

Teacher displays little or no knowledge of the developmental characteristics of the age group.

Teacher displays partial knowledge of the developmental characteristics of the age group.

Teacher displays accurate understanding of the typical developmental characteristics of the age group, as well as exceptions to the general patterns.

In addition to accurate knowledge of the typical developmental characteristics of the age group and exceptions to the general patterns, teacher displays knowledge of the

extent to which individual students follow the general patterns.

9. Includes learning experiences that address a variety of cognitive levels

Teacher makes no attempt to relate content to students’ personal experiences or to other content areas.

Teacher relates content to students’ personal experiences but may not articulate connection with other content areas. Teacher sometimes anticipates students’ misconceptions in learning the content presented.

Teacher relates content to students’ personal experiences and makes connections between content taught and other content areas. Teacher anticipates many students’ misconceptions in learning the content presented.

Teacher displays continuing search for best practices in relating content to students’ personal experiences and in making connections with other content areas. Teacher anticipates most students’ misconceptions.

10. Includes learning experiences that are appropriate for curriculum goals

There is no plan for assessing student progress on State Standards or District curriculum objectives.

There are a limited variety of methods to assess student progress on State Standards or District curriculum objectives.

There is a comprehensive plan for assessing student mastery of State Standards or District curriculum objectives.

Assessment methods are comprehensive, varied, and clearly communicated to students, allowing students to demonstrate mastery in multiple ways, and enabling them to monitor their own progress toward mastering standards.

11. Includes learning experiences that are based upon principles of effective

instruction

Planned learning activities do not reflect an understanding of pedagogy such as appropriate instructional objective, active learner involvement, evaluation of student learning.

Some planned learning activities reflect an understanding of pedagogy such as appropriate instructional objective, active learner involvement, evaluation of student learning.

Most planned learning activities reflect current best pedagogy such as appropriate instructional objective, active learner involvement, evaluation of student learning.

Planned learning activities reflect ongoing research into best pedagogical practices involved in student learning of the content. Learning experiences indicate teachers’ intent to apply knowledge of best practices in curriculum, instruction, and assessment.

12. Includes learning experiences that accurately represent content

Representation of content is inappropriate and unclear. Teacher’s examples, analogies, and visual models are poor or inaccurate.

Representation of content is inconsistent in quality. Some of teacher’s examples analogies and visual models are skillfully used.

Representation of content is appropriate. Teacher’s examples, analogies and visual models are skillfully used and enhance student learning of content.

Representation of content is appropriate. Teacher’s examples, analogies and visual models are skillfully used and enhance student learning of content. Teacher provides students an opportunity to contribute to representation of content.

13. Incorporates appropriate

Teacher has no plan to incorporate Approach to the use of assessment is Teacher has a well0developed strategy Approach to using assessment is well

assessment of student progress

assessment in the lesson or unit. rudimentary, including only some of the instructional outcomes.

to using assessment and has designed particular approaches to be used.

designed and includes student as well as teacher use of the assessment information.

II. The teacher creates and maintains a learning climate that supports the development of students’ abilities to meet Arizona’s academic standards.

Element Does not Meet Standard Developing Meets Standards Distinguished

1. Establishes and maintains standards of mutual respect

No standards of respect appear to have been established or students’ behavior is not indicative of maintenance of standards. Teacher doesn’t recognize student efforts with positive and/or constructive remarks. Teacher does not respond to students’ interactions that are characterized by conflict, sarcasm, sexist and/or racist vocabulary and derogatory remarks.

Standards of respect have been established for most situations and most students follow them. Teacher sometimes recognizes student efforts with positive, constructive remarks. Teacher sometimes responds to students’ interactions that are characterized by conflict, sarcasm, sexist and/or racist vocabulary and derogatory remarks.

Students’ behavior reflects adherence to established standards of mutual respect. Teacher frequently recognizes student efforts with positive, constructive remarks. Teacher responds to students’ interactions that are characterized by conflict, sarcasm, sexist and/or racist vocabulary and derogatory remarks.

Students’ behavior reflects adherence to established standards of mutual respect. Teacher provides students the opportunity to monitor their own behavior and offer suggestions for maintaining a positive, caring environment conductive to learning. Teacher consistently recognizes student efforts with positive, constructive remarks. Students demonstrate caring attitudes for one another as demonstrated by positive statements and helping actions.

2. Displays effective classroom management

Explicit rules and procedures for classroom safety and order are non-existent or not enforced.

Explicit rules and procedures for classroom safety and order are developed and enforced some of the time.

Explicit rules and procedures for classroom safety and order are developed and enforced consistently with all students.

Explicit rules and procedures for classroom safety and order are developed and enforced consistently with all students. Teacher provides students the opportunity to participate in the development and monitory of the rules and procedures.

3. Encourages the student to demonstrate self-discipline and responsibility to self and others

Most of the students are off task most of the time. There is not a clear sense of students’ engagement in learning activities in the classroom. There are no

Some of the students are on task most of the class time. The classroom environment is generally conductive to learning. Teacher occasionally uses

Most of the students are on task most of the class time. The classroom environment is consistently conductive to learning. Teacher regularly uses some

Students monitor and take responsibility for their own behavior. The classroom environment is exceptionally focused on learning and

clear classroom routines and procedures.

some strategies (proximity, eye contact, interaction with student, documentation of behavior, conference, etc.) for maintaining students’ productive behavior. There is some evidence of classroom routines and procedures being in place.

strategies (proximity, eye contact, interaction with student, documentation of behavior, conference, etc.) for maintaining students’ productive behavior. Classroom routines and procedures clearly in place.

orderly with students acting responsibly. Classroom rules and procedures are in place and followed by all students.

4. Respects the individual differences among learners

Teacher interactions with at least some students are negative, demeaning, sarcastic, or inappropriate to the age or culture of the students. Teacher exhibits disrespect for students.

Teacher-student interactions are generally appropriate but may reflect occasional inconsistencies, favoritism, or disregard for students’ cultures. Teacher shows minimal respect for the students.

Teacher-student interactions are friendly and demonstrate general caring and respect. Such interactions are appropriate to the age and cultures of the students. Teacher exhibits respect for the students.

Teacher interactions with students reflect genuine respect and caring for individuals as well as groups of students. Teacher exhibits respect for students and they appear to trust the teacher.

5. Facilitates people working productively and cooperatively with each other

Students not working with the teacher are not productively engaged in learning.

Students in only some groups are productively engaged in learning while unsupervised by the teacher.

Small-group work is well organized, and most students are productively engaged in learning while unsupervised by the teacher.

Small-group work is well organized, and students are productively engaged at all times, with students assuming responsibility for productivity.

6. Provides a motivating learning environment

Teacher does not use motivational techniques such as praise, success, opportunity for student choice about his/her learning, learning tasks relevant to the student’s interest and needs, knowledge of results.

Teacher uses some motivational techniques such as praise, success, opportunity for student choice about his/her learning, learning tasks relevant to the student’s interest and needs, knowledge of results.

Teacher frequently uses motivational techniques such as praise, success, opportunity for student choice about his/her learning, learning tasks relevant to the student’s interest and needs, knowledge of results.

Teacher consistently and effectively uses motivational techniques such as praise, success, opportunity for student choice about his/her learning, learning tasks relevant to the student’s interest and needs, knowledge of results.

7. Promotes appropriate classroom participation

Students are not mentally engaged in activities and assignments.

Some students engage in activities and assignments mentally, but others are not engaged.

Almost all students are cognitively engaged in exploring content through activities and assignments.

All students are cognitively engaged in the activities and assignments in their exploration of content.

8. Listens thoughtfully and responsively

Teacher ignores or brushes aside students’ questions or interests.

Teacher attempts to accommodate students’ questions or interests, although the pacing of the lesson is

Teacher successfully accommodates students’ questions or interests.

Teacher seizes a major opportunity to enhance learning, building on student

. disrupted. interests or a spontaneous event.

9. Organizes materials, equipment, and other resources appropriately

Materials, resources and equipment are either not used or are handled inefficiently and ineffectively. Materials and resources do not address different learning modalities.

Materials, resources and equipment are used properly during class time. Materials and resources used may not address different learning modalities of all students.

Materials, resources and equipment are frequently used in an efficient, effective manner. Materials and resources used address the different learning modalities of all students.

A wide variety of materials, resources and equipment are consistently used during the instructional time to enhance learning. Materials and resources used address the different learning modalities of all students.

10. Applies to daily practice the ethics of the profession

Teacher displays dishonesty in interactions with colleagues, students, and the public. Teacher is not alert to students’ needs. Teacher does not comply with school and district regulations.

Teacher is honest in interactions with colleagues, students, and the public. Teacher’s attempts to serve students are inconsistent. Teacher complies minimally with school and district regulations, doing just enough to get by.

Teacher displays high standards of honesty, integrity, and confidentiality in interactions with colleagues, students, and the public. Teacher is active in serving students. Teacher complies fully with school and district regulations.

Teacher can be counted on to hold the highest standards of honesty, integrity, and confidentiality and takes a leadership role with colleagues. Teacher is highly proactive in serving students, seeking out resources when needed. Teacher complies fully with school and district regulations, taking a leadership role with colleagues.

III. The teacher implements and manages instruction that develops students’ abilities to meet Arizona’s academic standards

Element Does not Meet Standard Developing Meets Standards Distinguished

1. Appropriately implements a teacher-designed lesson plan

The teacher does not teach the State Standards or District curricula objectives.

The teacher teaches to some State Standards or District curricula objectives with some learning activities supporting students’ attaining the objective being taught.

The teacher teaches to the State Standards or District curricula objectives with most learning activities supporting the objective being taught.

The teacher teaches to the State Standards or District curricula objectives with all learning activities supporting the objective being taught. The lesson is highly coherent, allowing for reflection and closure by the students.

2. Communicates to Standards and expectations are not Standards and expectations are High standards and expectations are Students and teacher develop and

students specific standards and high expectations for learning

fully developed and/or not clearly communicated to students.

developed but not clearly communicated to students.

clearly communicated to students. maintain high standards and expectations for learning.

3. Links learning with students’ prior knowledge, experiences, and backgrounds

Teacher makes little or no effort to connect learning to prior knowledge and/or previous learning. No relationship between lesson and real life experience is established.

Teacher sometimes connects learning to prior knowledge and/or learning. Teacher displays limited awareness of the relationship between learning experiences and real life experiences.

Teacher consistently relates learning to prior knowledge and learning. Teacher communicates the relationship between learning experiences and real life experiences

Teacher encourages the students to build on the relationship between the lesson and their prior knowledge and experiences.

4. Models the skills, concepts, attributes, or thinking processes to be learned

Teacher does not model the skills, concepts, attributes, or thinking processes to be learned.

Teacher inconsistently models the skills, concepts, attributes, or thinking processes to be learned.

Teacher frequently models the skills, concepts, attributes, or thinking processes to be learned.

Teacher is a consistent model for students of the skills, concepts, attributes, or thinking processes to be learned.

5. Demonstrates effective written and oral communication

Spoken or written language prevents students from understanding. Vocabulary is inappropriate, vague or used incorrectly. Directions are confusing or non-existent.

Teacher’s spoken language is audible and written language is legible. Both are generally used correctly. Vocabulary demonstrates correct word choice but is limited or not appropriate to students’ ages or backgrounds. Directions are adequate for guiding many students in learning activities.

Teacher’s spoken and written language is correct and expressive with well-chosen vocabulary that enriches the lesson. Directions are clear, concise, and easy to follow for most students.

Teacher’s spoken and written language is correct and expressive. Well-chosen vocabulary is appropriate to students’ age and interests and enriches the lesson. Directions are clear, concise, and easily followed by all students. Teacher verifies that all students understand directions.

6. Uses appropriate language to communicate with learners clearly and accurately

Teacher’s explanation of the content is unclear or confusing or uses inappropriate language. Teacher’s directions and procedures are confusing to students.

Teacher’s explanation of the content is uneven; some is done skillfully, but other portions are difficult to follow. Teacher’s directions and procedures are clarified after initial student confusion.

Teacher’s explanation of content is appropriate and connects with students’ knowledge and experience. Teacher’s directions and procedures are clear to students.

Teacher’s explanation of content is imaginative and connects with students’ knowledge and experience. Teacher’s directions and procedures are clear to students and anticipate possible student misunderstanding.

7. Uses strategies that are appropriate to students’ developmental levels

Activities and assignments are inappropriate for students’ age or background.

Activities and assignments are appropriate to some students’ age or background.

Most activities and assignments are appropriate to students’ age or background.

All activities and assignments are appropriate to students’ age and background.

8. Incorporates Teacher in unfamiliar with strategies Teacher displays general understanding Teacher displays understanding of Teacher uses knowledge of students’

strategies which address the diverse needs of learners, and demonstrates multicultural sensitivity

appropriate to students’ learning styles and needs. Teacher displays little knowledge of students’ interest or cultural heritage or seems unaware of the value of such knowledge.

of students’ learning styles. Teacher recognizes the value of understanding students’ interests and cultural heritage.

students’ learning styles and uses strategies designed to meet those needs. Teacher values students’ interests and cultural heritage.

learning styles, interests, and cultural heritage to support instructional strategies.

9. Encourages critical thinking

Instruction is focused on lower level thinking skills. Teacher’s questions are limited to responses requiring recall.

Lesson provides limited opportunities for students to employ critical thinking skills such as comparing/contrasting, evaluating, analyzing, creating, and hypothesizing. Teacher’s questions require responses at the recall and comprehension levels.

Questioning techniques and learning activities frequently emphasize problem-solving, decision-making, and use of critical thinking skills such as comparing/contrasting, evaluating, analyzing, creating, and hypothesizing.

Questioning and activities consistently encourage problem-solving, analysis, synthesis, evaluation and use of other critical thinking skills.

10.Connects lesson content to real life situations when appropriate

Teacher makes no attempt to relate content to students’ personal experiences or to other content areas.

Teacher relates content to students’ personal experiences but may not articulate connection with other content areas. Teacher sometimes anticipates students’ misconceptions in learning the content presented.

Teacher relates content to students’ personal experiences and makes connections between content taught and other content areas. Teacher anticipates many students’ misconceptions in learning the content presented.

Teacher displays continuing search for best practices in relating content to students’ personal experiences and in making connections with other content areas. Teacher anticipates most students’ misconceptions.

11.Uses technology and a variety of instructional resources appropriately

Instructional resources and technology (such as calculators, videos, projector systems, computers, lab equipment) are inappropriately.

Instructional resources and technology (such as calculators, videos, projector systems, computers, lab equipment) are use appropriately, but infrequently.

Teacher appropriately integrates instructional resources and technology (such as calculators, videos, projector systems, computers, lab equipment) into lesson on a regular basis.

Instructional resources and technology (such as calculators, videos, projector systems, computers, lab equipment) are fully integrated into the lesson.

12.Uses a variety of effective teaching strategies to engage

students actively in learning which

results in a high level of success for students

Teacher rarely checks for student understanding of content/skills being taught. Teacher does not provide opportunity for guided or independent practice of new learning.

Teacher’s check for student understanding of content/skills is not applied to all students. Teacher inconsistently provides opportunity for practice of new learning.

Teacher checks for understanding of content/skills of most students. Teacher consistently provides opportunity for practice of new learning.

Teacher involves all students in monitoring their own progress. Teacher provides opportunities for practice of new learning and uses strategies to ensure that learning is transferred beyond the classroom environment.

13.Maximizes the amount of class time

Teacher does not focus students on Teacher conveys expectations for Teacher focuses student on learning Teacher focuses all students on

students are engaged in learning which

results in a high level of success for students

learning activity and/or desired results. Teacher fails to engage students actively during a large portion of the class time.

learning but may not establish desired results from learning activities. Teacher implements learning activities that engage many students during some of the class time.

expectations including the desired results from learning activities. Activities involve most students throughout the class time.

learning tasks and assessment strategies, including student self-evaluation. Activities involve all students throughout the class time.

14.Provides opportunities for students to use and practice what is learned

Teacher does not provide opportunity for students to use and practice new knowledge and skills learned in lesson.

Teacher includes some application and practice opportunities for students, although the use of new knowledge and skills is rushed or unrealistic.

Teacher includes ample opportunity for students to apply new knowledge and practice new skills in meaningful ways.

Teacher continually integrates application of new knowledge and practice of new skills by students throughout lesson/unit.

15.Adjusts instruction based on feedback from students

Teacher does not evaluate effectiveness of lessons and has no suggestions for how a lesson may be improved in future teaching.

Teacher can state the extent to which instructional goals were met. Teacher makes general suggestions about how a lesson may be improved.

Teacher makes an accurate assessment of a lesson’s effectiveness including the degree to which the instructional objectives were met. Teacher can cite evidence from the lesson to support the judgment. Teacher makes specific suggestions about how a lesson may be improved. Teacher solicits students’ responses about effectiveness of learning and teaching.

Teacher makes an accurate assessment of a lesson’s effectiveness, the degree to which instructional objectives were met, and cites many specific examples with analysis of each one’s strength. Teacher makes specific suggestions about how a lesson may be improved and predicts the probable success of different approaches. Teacher uses students’ responses to plan and implement future lessons.

IV. The teacher assesses learning and communicates results to students, parents and other professionals with respect to students’ abilities to meet Arizona’s academic standards.

Element Does not Meet Standard Developing Meets Standards Distinguished

1. Promotes student Teacher has no system for students to reflect and evaluate their own progress

Teacher’s system for student self-assessment is somewhat evident and is

Teacher’s system for student self-assessment is evident and effective with

Teacher’s system for student self-assessment is fully effective with all

self-assessment in learning. partially effective. most students. students.

2. Uses a variety of appropriate formal and informal assessments aligned with instruction

Assessment methods are limited, relying mainly on paper/pencil tests for measuring student progress on instructional objectives.

Assessment methods are varied and measure some aspects of student progress on instructional objectives.

Assessment methods are varied and measure many aspects of student progress on instructional objectives.

Assessment methods are varied and comprehensively measure and validate students’ learning of all objectives.

3. Maintains records of student work and performance and uses them to guide instructional decisions

Teacher has no system for maintaining information of student progress: attendance, attainment of standards and instructional objectives, grades, scores on standardized tests and/or District tests, and/or teacher-constructed assessments, compliance with norms of behavior.

Teacher’s system for maintaining information of student progress is limited and partially effective. Information on selected indicators of progress is maintained: attendance, attainment of standards and instructional objectives, grades, scores on standardized tests and/or District tests, and/or teacher-constructed assessments, compliance with norms of behavior.

Teacher’s system for maintaining information of student progress includes data on each student and the class as a whole. The system is effective and includes progress on identified indicators: attendance, attainment of standards and instructional objectives, grades, scores on standardized tests and/or District tests, and/or teacher-constructed assessments, compliance with norms of behavior.

Teacher’s system for maintaining information on student progress is fully effective and includes student and group progress on all identified indicators. Teacher provides students the opportunity to contribute information and self-evaluation of their own records.

4. Offers students and parents appropriate feedback on progress toward learning expectations

Teacher fails to assess students’ learning of lesson objective(s). Feedback is either not provided in a timely manner or is of uniformly poor quality for most students.

Teacher occasionally assesses, through formal and informal methods, students’ learning of lesson objectives. Feedback is inconsistent in quality and not always timely to students and/or parents.

Teacher frequently assesses, through formal and informal methods, students’ learning of lesson objective(s). Feedback is consistently high quality and is provided in a timely manner to students and parents.

Teacher and all students assess individual and class progress on learning of lesson objective(s). Feedback is high quality, provided in a timely manner and given to all students and parents. Feedback promotes dialogue with students about expectations for their learning.

5. Maintains privacy of student records and performance

Teacher violates students’ privacy by openly exposing records or discussing performance with those who do not have the right to know.

Teacher may accidentally violate students’ privacy by exposing records or discussing performance with someone they believed to have the right to that information.

Teacher maintains students’ privacy of records and performance by only sharing this information with those having the right to it.

Teacher maintains students’ privacy of records and performance by only sharing this information with those having the right to it. Teacher takes a leadership role in helping colleagues understand confidentiality.

V. The teacher collaborates with colleagues, parents, the community and other agencies to design, implement, and support learning programs that develop students’ abilities to meet Arizona’s academic standards and transition from school to work or post-secondary education

Element Does not Meet Standard Developing Meets Standards Distinguished

1. Works with parents to enhance student learning at home and school

Teacher’s attempts to contact parents/guardians are non-existent.

Teacher makes modest and inconsistent attempts to contact parents/guardians on student attendance, student behavior and student achievement.

Teacher’s efforts to contact parents/guardians are frequent as evidenced by records of phone calls, conferences, written communication with parents.

Teacher makes efforts to involve parents/guardians in the instructional program. Students contribute ideas for projects that will be enhanced by family participation.

2. Collaborates with other professionals and agencies to improve the overall learning environment for students

Teacher does not participate in school events and supervisory activities such as open house, department and faculty meetings, graduation, NCA activities, club and committee assignments.

Teacher participates in school events including open house, department and faculty meetings, graduation, NCA activities, club and committee assignments, and supervision activities on a limited basis.

Teacher actively participates in many school events and supervision activities.

Teacher takes a leadership role in organizing colleagues for school events/supervisory activities.

3. Accesses community resources and services to foster student learning

Teacher does not interface with the community to provide resources/services to support the learning program.

Teacher has sporadically made use of community resources to support learning program.

Teacher consistently makes use of community resources to support learning program.

Teacher actively seeks community resources to enhance the instructional program.

4. Demonstrates productive leadership and team membership skills that facilitate the development of mutually beneficial goals

Teacher’s relationships with colleagues are negative or self-serving. Teacher does not participate in school/district activities.

Teacher maintains cordial relationships with colleagues and fulfills duties required by school and district such as collaborating in department activities, school improvement and NCA.

Teacher consistently supports and cooperates with colleagues. Teacher fulfills a leadership role in such activities as department meetings, school improvement, and NCA.

Support, cooperation, and leadership characterize teacher’s relationships with colleagues.

5. Collaborates with colleagues to achieve school and district goals

Teacher is uninvolved in school-wide and/or district-promoted initiatives and activities.

Teacher is minimally involved in school-wide and/or district-promoted initiatives and activities.

Teacher is actively involved in school-wide and/or district-promoted initiatives and activities.

Teacher assumes a leadership role and advocates for and frequently develops new school-wide initiatives to address student achievement and success.

VI. The teacher reviews and evaluates his or her overall performance and implements a professional development plan

Element Does not Meet Standard Developing Meets Standards Distinguished

1. Reviews his or her practices and evaluates the influences of his or her practices on student growth and learning

Teacher does not share any reflection on own practice with professional development team or make connections between practice and application of professional development experiences.

Teacher shares reflection on practice with professional development team and has limited understanding of connections between practice and application of professional development experiences.

Teacher shares reflection on practice with professional development team and consistently applies learning from professional development experiences.

In addition to reflection on practice and application of new learning to teaching, the teacher can cite evidence of improved student achievement results through systematic approached such as action research.

2. Designs and continually adapts a professional development plan for improving instruction

Teacher does not satisfactorily complete a professional development plan and/or induction portfolio or fails to work collaboratively with professional development team or evaluation team.

Teacher works collaboratively with professional development team or evaluation team to complete a quality professional development plan and/or induction portfolio.

and student learning

3. Engages in activities that implement the professional development plan

Teacher does not meet the professional development objectives or complete the activities specified in the plan.

Teacher meets the professional development objectives and completes the activities specified in the plan or demonstrates significant progress toward completion of a plan that extends beyond a calendar year.

Teacher meets the professional development objectives, completes all activities or demonstrates significant progress toward completion of a plan that extends beyond a calendar year, and consistently applies the learnings to the classroom.

Teacher meets the professional development objectives and activities and shares learnings with colleagues. Teacher initiates activities for continuous professional development such as action research projects, protocols for encouraging professional dialogue, advanced training, or professional portfolios.

4. Uses employer’s documentation of his or her performance to develop a

professional development plan

Teacher resists feedback on teaching performance from either supervisors or more experienced colleagues.

Teacher accepts, with some reluctance, feedback on teaching performance form both supervisors and professional colleagues.

Teacher welcomes feedback from colleagues and supervisors, or when opportunities arise through professional collaboration.

Teacher seeks out feedback on teaching from both supervisors and colleagues.

5. Pursues professional activities to support development as a learner and a teacher

Teacher engages in no professional development activities to enhance knowledge or skill.

Teacher participates in professional activities to a limited extent when they are convenient.

Teacher seeks out opportunities for professional development to enhance content knowledge and pedagogical skills.

Teacher seeks out opportunities for professional development and makes a systematic effort to conduct action research.

Classroom Level Data

33%

Element Commendable Meets Expectations Developing Needs Improvement

AIMS Teacher’s class average on AIMS is more than one grade level higher than same

Teacher’s class average on AIMS is one grade level higher than same students’

Teacher’s class average on AIMS is less than one standard deviation lower than

Teacher’s class average on AIMS is one standard deviation lower than

students’ prior year score. prior year score. same students’ prior year score. same students’ prior year score.

Terra Nova Teacher’s class average on Terra Nova is more than one grade level higher than same students’ prior year score.

Teacher’s class average on Terra Nova is one grade level higher than same students’ prior year score.

Teacher’s class average on Terra Nova is less than one standard deviation lower than same students’ prior year score.

Teacher’s class average on Terra Nova is one standard deviation lower than same students’ prior year score.

Stanford 10 Teacher’s class average on Stanford 10 is more than one grade level higher than same students’ prior year score.

Teacher’s class average on Stanford 10 is one grade level higher than same students’ prior year score.

Teacher’s class average on Stanford 10 is less than one standard deviation lower than same students’ prior year score.

Teacher’s class average on Stanford 10 is one standard deviation lower than same students’ prior year score.

District Course tests Teacher’s class average on District Course Test is more than one grade level higher than same students’ pre-test score.

Teacher’s class average on District Course Test is one grade level higher than same students’ pre-test score.

Teacher’s class average on District Course Test is less than one standard deviation lower than same students’ pre-test score.

Teacher’s class average on District Course Test is one standard deviation lower than same students’ pre-test score.

Benchmark Tests (Dibbles, district benchmark tests, etc.)

Teacher’s class average Benchmark Tests are more than one grade level higher than same students’ pre-test score.

Teacher’s class average Benchmark Tests are one grade level higher than same students’ pre-test score.

Teacher’s class average Benchmark Tests are less than one standard deviation lower than same students’ pre-test score.

Teacher’s class average Benchmark Tests are one standard deviation lower than same students’ pre-test score.

School Level Data

17%

Element Commendable Meets Expectations Developing Needs Improvement

AIMS Grade/Content/School average on AIMS is more than one grade level higher

Grade/Content/School average on AIMS is one grade level higher than same

Grade/Content/School average on AIMS is less than one standard deviation

Grade/Content/School average on AIMS is one standard deviation lower

than same students’ prior year score. students’ prior year score. lower than same students’ prior year score.

than same students’ prior year score.

Terra Nova Grade/Content/School average on Terra Nova is more than one grade level higher than same students’ prior year score.

Grade/Content/School average on Terra Nova is one grade level higher than same students’ prior year score.

Grade/Content/School average on Terra Nova is less than one standard deviation lower than same students’ prior year score.

Grade/Content/School average on Terra Nova is one standard deviation lower than same students’ prior year score.

Stanford 10 Grade/Content/School class average on Stanford 10 is more than one grade level higher than same students’ prior year score.

Grade/Content/School average on Stanford 10 is one grade level higher than same students’ prior year score.

Grade/Content/School average on Stanford 10 is less than one standard deviation lower than same students’ prior year score.

Grade/Content/School average on Stanford 10 is one standard deviation lower than same students’ prior year score.

District Course tests Grade/Content/School average on District Course Test is more than one grade level higher than same students’ pre-test score.

Grade/Content/School average on District Course Test is one grade level higher than same students’ pre-test score.

Grade/Content/School average on District Course Test is less than one standard deviation lower than same students’ pre-test score.

Grade/Content/School average on District Course Test is one standard deviation lower than same students’ pre-test score.

Benchmark Tests (Dibbles, district benchmark tests, etc.)

Grade/Content/School average Benchmark Tests are more than one grade level higher than same students’ pre-test score.

Grade/Content/School average Benchmark Tests are one grade level higher than same students’ pre-test score.

Grade/Content/School average Benchmark Tests are less than one standard deviation lower than same students’ pre-test score.

Grade/Content/School average Benchmark Tests are one standard deviation lower than same students’ pre-test score.

ARIZONA REVISED STATUTES

ON EDUCATION

15-501. Definitions

In this chapter, unless the context otherwise requires:

1. "Administrator" means any school district administrator except a school principal devoting not less than fifty per cent of his time to classroom teaching.

2. "Certificated teacher" means a person who holds a certificate from the state board of education to work in the schools of this state and who is employed under contract in a school district in a position which requires certification except a psychologist or an administrator devoting less than fifty per cent of his time to classroom teaching.

3. "Full-time" means employed for a full school day, or its equivalent, or for a full class load, or its equivalent, as determined by the governing board.

4. "Governing board" means the governing board of a school district or a county school superintendent in the case of accommodation schools located in such county.

5. "Major portion of a school year" means full-time employment for fifty-one per cent of the school days during which school is in session, except that a certificated teacher is not deemed to have completed the major portion of the third school year of three consecutive years of employment until the end of the third school year.

6. "Superintendent" means the superintendent of schools of a school district.

7. "Suspension without pay" means suspension without pay for a period of time not to exceed ten school days.

15-536. Offer of contract to certificated teacher who has not been employed more than three consecutive school years; acceptance; notice to teacher of intention not to reemploy

A. Subject to sections 15-539, 15-540, 15-541, 15-544 and 15-549, the governing board shall offer a teaching contract for the next ensuing school year to each certificated teacher who has not been employed by the school district for more than the major portion of three consecutive school years and who is under a contract of employment with the school district for the current school year, unless the governing board, a member of the board acting on behalf of the board or the superintendent of the school district gives notice to the teacher of the board's intention not to offer a teaching contract or unless such teacher has been dismissed pursuant to section 15-538, 15-539, 15-541 or 15-544. The teacher's acceptance of the contract for the ensuing year must be indicated within fifteen business days from the date of the teacher's receipt of the written contract or the offer is revoked. Receipt under this subsection will be deemed to have occurred when the written contract is personally delivered, placed in the teacher's school provided mailbox, including electronic mail, or two days after being placed in a United States postal service mailbox. The teacher accepts the contract by signing the contract and returning it to the governing board or by making a written instrument which accepts the terms of the contract and

delivering it to the governing board. If the written instrument includes terms in addition to the terms of the contract offered by the board, the teacher fails to accept the contract.

B. Notice of the board's intention not to reemploy the teacher shall be by delivering it personally to the teacher or by sending it by registered or certified mail to the teacher at the teacher's place of residence as recorded in the school district records. The notice shall incorporate a statement of reasons for not reemploying the teacher. If the reasons are charges of inadequacy of classroom performance as defined by the governing board pursuant to section 15-539, subsection D, the board or its authorized representative, at least ninety days prior to such notice, shall give the teacher written preliminary notice of inadequacy, specifying the nature of the inadequacy with such particularity as to furnish the teacher an opportunity to correct the inadequacies and overcome the grounds for such charge. The governing board may delegate to employees of the governing board the general authority to issue preliminary notices of inadequacy of classroom performance to teachers pursuant to this subsection without the need for prior approval of each notice by the governing board. In all cases in which an employee of the governing board issues a preliminary notice of inadequacy of classroom performance without prior approval by the governing board, the employee shall report its issuance to the governing board within five school days. The written notice of intention not to reemploy shall include a copy of any evaluation pertinent to the charges made and filed with the board.

C. Nothing in this section shall be construed to provide a certificated teacher who has not been employed by the school district for more than the major portion of three consecutive school years and who has received notice of the board's intention not to offer a teaching contract with the right to a hearing pursuant to section 15-539, subsection G.

15-537. Performance of certificated teachers; evaluation system

A. The governing board of a school district shall establish a system for the evaluation of the performance of certificated teachers in the school district. The objectives of the teacher performance evaluation system are to improve instruction and maintain instructional strengths. The governing board shall involve its certificated teachers in the development and periodic evaluation of the teacher performance evaluation system.

B. The governing board shall prescribe specific procedures for the teacher performance evaluation system which shall include at least the following elements:

1. A reliable evaluation instrument including specific criteria for measuring effective teaching performance in each area of the teacher's classroom responsibility.

2. An assessment of the competencies of teachers as they relate to the specific criteria for measuring teacher performance prescribed in paragraph 1 of this subsection.

3. A specified minimum number and minimum duration of actual classroom observations of the certificated teacher demonstrating teaching skills by the persons evaluating the teacher.

4. Specific and reasonable plans for the improvement of teacher performance as provided in subsection F.

5. Appeal procedures for teachers who disagree with the evaluation of their performance, if the evaluation is for use as criteria for establishing compensation.

C. A regular evaluation of the performance of each certificated teacher as provided in this section shall be performed at least twice each year for a teacher who has not been employed by the school district for more than the major portion of three consecutive school years and at least once each year for a teacher who has been employed by the school district for more than the major portion of three consecutive school years. The governing board may provide for additional teacher performance evaluations as it deems necessary.

D. The governing board shall designate persons who are qualified to evaluate teachers to serve as evaluators for the district's teacher performance evaluation system. The governing board shall ensure that persons evaluating teachers are qualified to evaluate teachers.

E. An evaluation made as provided in this section shall be in writing, and a copy shall be transmitted to the certificated teacher within five days after completion of the evaluation. The certificated teacher may initiate a written reaction or response to the evaluation.

F. Each evaluation shall include recommendations as to areas of improvement in the performance of the certificated teacher if the performance of the teacher warrants improvement. After transmittal of an assessment a board designee shall confer with the teacher to make specific recommendations as to areas of improvement in the teacher's performance. The board designee shall provide assistance and opportunities for the certificated teacher to improve his performance and follow up with the teacher after a reasonable period of time for the purpose of ascertaining that the teacher is demonstrating adequate classroom performance.

G. Copies of the assessment and evaluation report of a certificated teacher retained by the governing board are confidential, do not constitute a public record and shall not be released or shown to any person except:

1. To the certificated teacher who may make any use of it.

2. To authorized district officers and employees for all personnel matters regarding employment and contracts and for any hearing which relates to personnel matters.

3. For introduction in evidence or discovery in any court action between the governing board and the certificated teacher in which either:

(a) The competency of the teacher is at issue.

(b) The assessment and evaluation were an exhibit at a hearing, the result of which is challenged.

15-538. Preliminary notice of inadequacy of classroom performance

A. The governing board of any school district shall give any certificated teacher who has not been employed by the school district for more than the major portion of three consecutive school years notice of intention to dismiss or not to reemploy if such intention is based on charges of inadequacy of classroom performance as defined by the governing board pursuant to section 15-539, subsection D. The governing board, or its authorized representative, shall, at least ninety days prior to such notice, give the teacher written preliminary notice of his inadequacy, specifying the nature thereof with such particularity as to furnish the teacher an opportunity to correct his inadequacies and overcome the grounds for such charge. The governing board may delegate to employees of the governing board the general authority to issue preliminary notices of inadequacy of classroom performance to teachers pursuant to this section without the need for prior approval of each notice by the governing board. In all cases in which an employee of the governing board issues a preliminary notice of inadequacy of classroom performance without prior approval by the governing board, the employee shall report its issuance to the governing board within five school days. The written notice of intention to dismiss or not to reemploy shall include a copy of any evaluation pertinent to the charges made and filed with the governing board.

B. If the preliminary notice required in subsection A of this section is issued as a result of an intention to dismiss, such preliminary notice shall be given at least ninety days prior to service of notice of the intention to dismiss. If the preliminary notice is issued as a result of an intention not to reemploy, such preliminary notice shall be given no later than January 15.

15-538.01. Offer of contract to certificated teacher employed more than three consecutive school years

A. Subject to sections 15-539, 15-540, 15-541, 15-544 and 15-549, the governing board shall offer to each certificated teacher who has been employed by the school district for more than the major portion of three consecutive school years and who is under contract of employment with the school district for the current year a contract renewal for the next ensuing school year unless the governing board, a member of the board acting on behalf of the board or the superintendent of the school district gives notice to the teacher of the board's intent not to offer a contract and to dismiss the teacher as provided in section 15-539.

B. The teacher's acceptance of the contract must be indicated within fifteen business days from the date of the teacher's receipt of the written contract or the offer of a contract is revoked. Receipt under this subsection will be deemed to have occurred when the written contract is personally delivered, placed in the teacher's school provided mailbox, including electronic mail, or two days after being placed in a United States postal service mailbox. The teacher accepts the contract by signing the contract and returning it to the governing board or by making a written instrument which accepts the terms of the contract and delivering it to the governing board. If the written instrument includes terms in addition to the terms of the contract offered by the board, the teacher fails to accept the contract.

15-539. Dismissal of certificated teacher; due process; written charges; notice; hearing on request

A. On a written statement of charges presented by the superintendent, charging that there exists cause for the suspension without pay for a period of time greater than ten school days or dismissal of a certificated teacher of the district, the governing board, except as otherwise provided in this article, shall give notice to the teacher of its intention to suspend without pay or dismiss the teacher at the expiration of ten days from the date of the service of the notice.

B. Whenever the superintendent presents a statement of charges wherein the alleged cause for dismissal constitutes immoral or unprofessional conduct, the governing board may adopt a resolution that a complaint be filed with the department of education. Pending disciplinary action by the state board of education, the certificated teacher may be reassigned by the superintendent or placed on administrative leave by the board pursuant to section 15-540.

C. The governing board shall give a certificated teacher who has been employed by the school district for more than the major portion of three consecutive school years notice of intention to dismiss if its intention to dismiss is based on charges of inadequacy of classroom performance as defined by the governing board pursuant to subsection D of this section. The governing board or its authorized representative shall give the teacher a written preliminary notice of inadequacy of classroom performance at least ten instructional days before the start of the period of time within which to correct the inadequacy and overcome the grounds for the charge. The governing board may delegate to employees of the governing board the general authority to issue preliminary notices of inadequacy of classroom performance to teachers pursuant to this section without the need for prior approval of each notice by the governing board. In all cases in which an employee of the governing board issues a preliminary notice of inadequacy of classroom performance without prior approval by the governing board, the employee shall report its issuance to the governing board within five school days. The written preliminary notice of inadequacy of classroom performance shall specify the nature of the inadequacy of classroom performance with such particularity as to furnish the teacher an opportunity to correct the teacher's inadequacies and overcome the grounds for the charge. The written preliminary notice of inadequacy of classroom performance shall be based on a valid evaluation according to school district procedure, shall include a copy of any evaluation pertinent to the charges made and shall state the date by which the teacher has to correct the inadequacy and overcome the grounds for the charge. That evaluation shall not be conducted within two instructional days of any school break of one week or more. The written preliminary notice of inadequacy of classroom performance shall allow the teacher not less than sixty instructional days within which to correct the inadequacy and overcome the grounds for the charge. If within the time specified in the written preliminary notice of inadequacy of classroom performance the teacher does not demonstrate adequate classroom performance, the governing board shall dismiss the teacher either within ten days of the service of a subsequent notice of intention to dismiss or by the end of the contract year in which the subsequent notice of intention to dismiss is served unless the teacher has requested a hearing as provided in subsection G of this section. If the teacher demonstrates adequate classroom performance during the period allowed to correct such deficiencies as specified in the written preliminary notice of inadequacy of classroom performance, the governing board may not dismiss the teacher for the reasons specified in the written preliminary

notice of inadequacy of classroom performance. If the governing board of a school district has received approval to budget for a career ladder program, the governing board may define inadequacy of classroom performance by establishing a single level of performance that is required of all teachers or by establishing more than one required level of performance. If more than one level is established, the same level of performance for minimum adequacy shall be required of all teachers who have completed the same number of years of teaching in the district.

D. The governing board shall develop a definition of inadequacy of classroom performance that applies to notices issued pursuant to section 15-536, section 15-538 and this section. The governing board shall develop its definition of inadequacy of classroom performance in consultation with its certificated teachers. The consultation may be accomplished by holding a public hearing, forming an advisory committee, providing teachers the opportunity to respond to a proposed definition or obtaining teacher approval of a career ladder program that defines inadequacy of classroom performance.

E. Any written statement of charges alleging unprofessional conduct, conduct in violation of the rules or policies of the governing board or inadequacy of classroom performance shall specify instances of behavior and the acts or omissions constituting the charge so that the certificated teacher will be able to prepare a defense. If applicable, it shall state the statutes, rules or written objectives of the governing board that the certificated teacher is alleged to have violated and set forth the facts relevant to each occasion of alleged unprofessional conduct, conduct in violation of the rules or policies of the governing board or inadequacy of classroom performance.

F. The notice shall be in writing and shall be served on the certificated teacher personally or by United States registered or certified mail addressed to the teacher's last known address. A copy of the charges, together with a copy of this section and sections 15-501, 15-538.01, 15-540, 15-541, 15-542 and 15-544 through 15-547, shall be attached to the notice.

G. The certificated teacher who receives notice that there exists cause for dismissal or suspension without pay shall have the right to a hearing if the teacher files a written request with the governing board within ten days of service of notice. The filing of a timely request shall suspend the imposition of a suspension without pay or a dismissal pending completion of the hearing.

15-540. Suspension prior to dismissal of a certificated teacher; written charges; salary

A. Upon a written statement of charges adopted by the governing board charging a certificated teacher of the school district with cause for suspension without pay or dismissal, the governing board may immediately place the teacher on administrative leave of absence and give him notice of the administrative leave of absence.

B. The notice of administrative leave of absence shall be in writing and be served upon the teacher personally or by United States registered mail addressed to the teacher at his last known address.

C. Any teacher who is placed on administrative leave of absence pursuant to this section shall continue to be paid regular salary during the period of administrative leave of absence.