We have found it necessary to make materials available to schools for Students, Teachers, and Administration.
Student surveys represent an additional source of information regarding teacher performance. The purpose of a student survey is to collect information that will help the teacher set goals for continuous improvement (i.e., for formative evaluation). The importance of student feedback to teachers should not be neglected. Studies have found that students’ ratings are the best predictor of student achievement, better than the ratings from principals and teachers, themselves.[i] Students’ perceptions of a supportive learning environment are associated with their engagement, attitudes, and academic achievement.[ii] Effective teachers conduct action research and inquiry about their teaching practice to intentionally improve their effectiveness.[iii]
There are four different versions of the student survey (Grades 1-2, 3-5, 6-8, and 9-12) designed to reflect developmental differences in students’ ability to provide useful feedback to their teacher. All surveys should be completed anonymously to promote honest feedback.
[i] Bill & Melinda Gates Foundation. (2010).; Wallace, T. L., Kelcey, B., & Ruzek, E. (2016).
[ii] Boz, Y., Yerdelen-Damar, S., Aydemir, N., & Aydemir, M. (2016).; van Dijk, W., Gage, N. A., Grasley-Boy. (2019).
[iii] Kramer, M. (2018).
Teacher Evaluation Form
If a teacher’s performance does not meet the expectations established by the school, the teacher will be placed on a Performance Improvement Plan (see Performance Improvement Plan Form on the following pages. A Performance Improvement Plan is designed to support a teacher in addressing areas of concern through targeted supervision and additional resources. It may be used by an evaluator at any point during the year for a teacher whose professional practice would benefit from additional support. Additionally, a Performance Improvement Plan is implemented if one of the following scenarios occurs at the end of any data collection period:
- a teacher receives two or more “Not Evident” ratings at the interim review;
- a rating of Approaching Effective on two or more performance standards; or
- a rating of Ineffective on one or more performance standards or an overall rating of Ineffective.
Rating Teacher Performance
For an evaluation system to be meaningful, it must provide its users with relevant and timely feedback. To facilitate this, evaluators should conduct both interim and summative evaluations of teachers. While the site administrator has the ultimate responsibility for ensuring that the evaluation system is executed faithfully and effectively in the school, other administrators, such as assistant principals, may be designated by the evaluator to supervise, monitor, and assist with the multiple data source collection which will be used for these evaluations.