Teacher Performance Evaluation FORMS

Carlsbad Unified School District
Teacher
Performance
Evaluation
FORMS
2009–2010
Print Version: September 2009

Teacher Performance Evaluation

FORMS
Form Page
Planning Conference Worksheet.............................................................3
Sample Observation Form (Collect Data)...............................................4
Reflecting Conference Worksheet ..........................................................5
Teacher Performance Evaluation Summary (First-Tier 1) .....................6
Teacher Performance Evaluation Summary (Final-Tier 1) ....................7
Teacher Performance Evaluation Summary (Final-Tier 2) ....................8
Intent to Apply (Tier 2 Alternative)........................................................9
Project Proposal (Tier 2 Alternative)....................................................10
Reflection (Tier 2 Alternative)..............................................................11
End of the Year Report (Tier 2 Alternative).........................................12
Final Evaluation (Tier 2 Alternative)....................................................13
5-Year Evaluation Cycle Agreement ....................................................14
Professional Development Plan ............................................................15
Standards for Excellence in Teaching #1..............................................17
Standards for Excellence in Teaching #2..............................................19
Coach-to-Teacher Letter .......................................................................22
Example of Project Proposal (Tier 2 Alternative)................................23
Correlation of Evaluation Forms ..........................................................25
Teacher Evaluation Forms 2009-2010 #2

PLANNING CONFERENCE WORKSHEET

To be completed by teacher before planning conference
Teacher__________________________________________________________ Date ___________________________

Administrator _____________________________________________________
Set Focus:
1. a. What content standard(s) (course outcomes) are you addressing?
_________________________________________________________________________________________
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b. What specifically do you want students to be able to know or do by the end of the lesson?
_________________________________________________________________________________________
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2. a. How will you assess student learning toward this standard? (Describe culminating activities or performance task
to demonstrate student learning.) Attach rubrics or scoring guide as appropriate.
_________________________________________________________________________________________
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b. What evidence will you gather to show student learning toward the standard in this lesson? _________________
_________________________________________________________________________________________
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3. Share your step-by-step vision of the activities/strategies for this lesson with estimated times for each step. (attach
lesson sequence)
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4. What prior knowledge are students bringing to this lesson?
_________________________________________________________________________________________
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5. How will you differentiate for special needs students? (at-risk, English learner, high achieving)
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6. What challenges do you anticipate? ____________________________________________________________
_________________________________________________________________________________________
Focus: Standard/Element from Professional Development Plan

(To be completed during the planning conference)
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COLLECT DATA
Sample Observation Form (Optional)
(completed by observer during lesson)
Time Teacher Student
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REFLECTING CONFERENCE WORKSHEET

Teacher_____________________________________________________Date of Observation ____________________
Administrator _____________________________________________________
Analyze Data: (To be completed prior to reflecting conference)
1. How well did students learn? Evidence?
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2. From your perspective, how did what you planned for students to learn compare with what they actually learned?
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3. What new insights will you carry forward from this lesson? (i.e., About instruction? About assessment?
About student’s ability to assess their own learning?)
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During Reflecting Conference:
4. What new insights do you have for the teacher performance standards discussed in the planning conference?
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TEACHER PERFORMANCE EVALUATION SUMMARY

Name__________________________________________________ School/Location ____________________________________
Assignment _________________________________Evaluation Conference Date(s) _____________________ School Year ______
Mark each of the following District Standards as follows: + = meets standard
4 = needs specific improvement on some elements
– = does not meet standard
NA = not applicable
FIRST EVALUATION
Standard 1: Engaging and Supporting All Students in Learning __________ Tier 1: _____ Temporary
Standard 2: Creating and Maintaining Effective Environments for Student Learning __________ _____ Probationary
Standard 3: Understanding and Organizing Subject Matter for Student Learning __________
Standard 4: Planning Instruction and Designing Learning Experiences for All Students __________
Standard 5: Assessing Student Learning __________
Standard 6: Developing as a Professional Educator __________
Recommendations and action plan are attached for specific elements for which employee is not meeting standards.
OVERALL PERFORMANCE SUMMARY

(Commendations/Recommendations/Description of Professional Growth/Description of Student Learning)
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This evaluation will be placed in your personnel file in 10 days.

You have the right to submit a written response to this evaluation. Your response shall become a permanent attachment to this evaluation.
Tier 1: First Evaluation
OVERALL PERFORMANCE TO DATE: π Unsatisfactory/Does Not Meet District Standards

π Meets District Standards
__________________________________________________ ____________________________________________________
Teacher’s Signature Date Evaluator’s Signature Date


NA = not applicable
FINAL EVALUATION
Standard 1: Engaging and Supporting All Students in Learning __________ Tier 1: ______Temporary
Standard 2: Creating and Maintaining Effective Environments for Student Learning __________ ______Probationary
Standard 3: Understanding and Organizing Subject Matter for Student Learning __________ ______Recommended for
Standard 4: Planning Instruction and Designing Learning Experiences for All Students __________ Permanent Status
Standard 5: Assessing Student Learning __________
Standard 6: Developing as a Professional Educator __________

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Professional Growth Priorities For Next Year: _________________________________________________________________
_________________________________________________________________________________________________________

Final Evaluation
__________________________________________________ ____________________________________________________


NA = not applicable
FINAL EVALUATION
Standard 1: Engaging and Supporting All Students in Learning __________
Standard 2: Creating and Maintaining Effective Environments for Student Learning __________
Standard 3: Understanding and Organizing Subject Matter for Student Learning __________
Standard 4: Planning Instruction and Designing Learning Experiences for All Students __________
Standard 5: Assessing Student Learning __________ Tier 2: ______Permanent
Standard 6: Developing as a Professional Educator __________ ______Assistance Plan

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Professional Growth Priorities For Next Year: _________________________________________________________________
_________________________________________________________________________________________________________

Final Evaluation
__________________________________________________ ____________________________________________________

INTENT TO APPLY
Tier 2—Alternative
Name________________________________________________________________ Date ________________________________
School/Location ___________________________________________ Assignment _______________________________________
Grade Level_________ Year Received Permanent Status__________________ or Date of Hire _____________________________
I am interested in developing an Alternative Evaluation Project and my potential project will be
______________________________________________________________________ .
Teacher’s Signature: _________________________________________ Date: ____________________

PROJECT PROPOSAL
Name________________________________________________________________ Date ________________________________
Teacher completes prior to conference. Add pages as needed. (Provide two copies)
Set Focus:
1. What is your topic? What do you already know? What do you want to know?
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
2. Briefly describe your proposal and how it directly addresses a) improvement in student learning,
b) specific teacher performance standards and c) District/Site Plan target areas. ______________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
Collect Data:
3. How will you collect data? _______________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
Analyze Data:
4. How will you evaluate your project? (What evidence will you use?) _______________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
Response to Data:
5. Explain your plan for peer and supervisor collaboration, feedback and classroom visitation (as appropriate). Include
how you will disseminate information about your project. _______________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
6. Specify tasks/benchmarks and months to be completed.
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
I agree to the project objectives outlined above.
__________________________________________________ ____________________________________________________
Teacher’s Signature Date Supervisor’s Signature Date

REFLECTION
π First
Tier 2—Alternative π Second
Name________________________________________________________________ Date ________________________________

Conference notes on progress of project: _____________________________________________________________

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END OF THE YEAR REPORT

Name________________________________________________________________ Date ________________________________
1. What was accomplished to improve your teaching?

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2. How did your project/research impact student learning?

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3. How will you continue to use what you learned this year?
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4. How will you share what you have learned with other teachers?
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FINAL EVALUATION
Name________________________________________________________________ Date ________________________________
Summative conference notes: _______________________________________________________________________

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π Unsatisfactory/Does Not Meet District Standards

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Teacher’s Signature Date Administrator’s Signature Date

CARLSBAD UNIFIED SCHOOL DISTRICT
5-YEAR EVALUATION CYCLE AGREEMENT

(Name of School)
To: (Teacher Name)

From: (Principal Name)
Date:
Re: 5-Year Cycle Performance Evaluation
In accordance with the language in the agreement between CUTA and the District,
qualified tenured teachers may be given the option to be evaluated every five years. As noted at
the beginning of the school year, you are eligible to participate in this option based on your
previous performance evaluations. The language (Article 20, Teacher Evaluations, and Section
20.1.3) reads as follows:
“Unit members with permanent status who have been employed by the
District for at least ten (10) years may mutually agree with their evaluator that the employee will
be evaluated only once every five years if the employee is highly qualified under state and
federal law and if the teacher’s previous performance evaluation certifies that the employee
meets or exceeds District standards. Either party may withdraw consent for this evaluation
option at any time without cause.”
To participate in this option, please sign and date the statement below, make a copy for your
records, and return it to me. Please see me if you have any questions.
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____ Yes, I wish to be evaluated every five years. My signature indicates mutual agreement and
I understand that either party may withdraw consent for this evaluation option at any time
without cause.
Date of my last evaluation ________________
Date of my next evaluation five years from above date ______________
____ No, I do not wish to be evaluated under this option but understand that I shall then be
evaluated in accordance with Article 20, Section 20.1, Procedures for Evaluation.
_______________________________ _________________________________
Employee’s Name (please print) Signature Date
______________________________ _________________________________
Evaluator’s Name (please print) Signature Date
Cc: Personnel File

Site File
Employee

PROFESSIONAL
DEVELOPMENT PLAN
Name _________________________________________________________________ School ____________________________
Assignment/Grade Level ___________________________________ Status _______________ Date _______________________
1. Student Achievement
District Goal: Every student makes significant yearly progress toward achieving appropriate and meaningful academic
and essential life skills standards. _________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
Site or Special/Alternative Program Focus: _________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
Strategies/Activities I plan to incorporate into my teaching include: _____________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
Evidence of improved teaching/student learning:_____________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
Teacher Performance Standards addressed: ________________________________________________________________
______________________________________________________________________________________________________
2. Site Plan
Focus area—goal: ______________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
Strategies/Activities I plan to incorporate into my teaching include: _____________________________________________
______________________________________________________________________________________________________
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Teacher Performance Standards addressed: ________________________________________________________________
______________________________________________________________________________________________________

3. Personal/Professional Development
The standard/element I plan to focus my teaching on:_________________________________________________________
______________________________________________________________________________________________________
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I have selected this standard for the following reasons: ________________________________________________________
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I will do the following to extend/refine my teaching in this area: ________________________________________________
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I will effectively collaborate with peers in the following ways: __________________________________________________
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Technology Focus Area: __________________________________________________________________________________
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Carlsbad Unified School District Teacher Performance Standards
Standard 1: Engaging and Supporting All Students in Learning
Standard 2: Creating and Maintaining Effective Environments for Student Learning
Standard 3: Understanding and Organizing Subject Matter for Student Learning
Standard 4: Planning Instruction and Designing Learning Experiences for All Students
Standard 5: Assessing Student Learning
Standard 6: Developing as a Professional Educator
Teacher Signature: ________________________________________________________ Date: ____________________
Supervisor’s Signature: ____________________________________________________ Date: ____________________

STANDARDS FOR EXCELLENCE IN TEACHING

Observation Checklist #1
I – Helping Students Develop Positive Attitudes and Perceptions About Learning
π A. The instructor helps all students feel accepted.
π B. The instructor helps all students develop a sense of comfort in the classroom.
π C. The instructor has designed instruction so that it reinforces students’ sense of order in the
classroom.
π D. The instructor helps students clearly understand assigned tasks.
π E. The instructor helps students believe that they have the ability and resources to successfully
complete assigned tasks.

NOTES: __________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
II – Helping Students Acquire and Integrate Knowledge
π A. The instructor has designed instruction to help students construct meaning for learning content
(i.e., facts, concepts, generalizations, principles) through the use of a variety of interactive
strategies.
π B. Students receive support to organize and store content knowledge effectively.
π C. The instructor introduces and reinforces essential procedural knowledge (i.e., skills, processes,
procedures) through ongoing modeling, shaping, and internalizing that include providing extensive
practice opportunities.
NOTES: __________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
III – Helping Students Extend and Refine Knowledge
π A. Wherever appropriate, students receive instructional support to “own” essential knowledge
through activities requiring thoughtful application.

π B. The instructors’ questions focus on higher-level thinking skills and processes, rather than exclusive
emphasis on knowledge/recall.
π C. Students receive support to understand and apply important thinking processes such as the
following:
π Comparison π Analyzing errors
π Classification π Constructing support
π Induction π Abstracting/pattern recognition
π Deduction π Analysis of Perspectives

NOTES: __________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________

STANDARDS FOR EXCELLENCE IN TEACHING

Observation Checklist #2
I – Planning and Preparation
π A. The teacher prepared a written plan for instruction.
π B. The teacher used a specific task or activity to focus students’ attention.
π C. The objective of the lesson was clear, specific, and communicated to students.
π D. The lesson plan contained a clear instructional focus, such as mastery of essential content and
procedural knowledge, meaningful use of knowledge, or reinforcement of productive mental
habits.
NOTES: __________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
II – Knowledge
π A. The teacher provided for the rates and learning styles of all students.
π B. The teacher used students’ names, interacted with students, and provided positive verbal and
nonverbal feedback.
π C. The teacher selected and modeled techniques and strategies to develop students’ critical thinking
skills.
π D. The teacher used effective questioning techniques and emphasized higher-order thinking skills
rather than passive knowledge/recall of information.

NOTES: __________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
III – Classroom Management and Organization
π A. The teacher organized the classroom well and carefully managed student behavior.
π B. There were a variety and an appropriate quantity of materials of instruction.
π C. The teacher managed time well, allowing for maximum time devoted to successful learning
experiences.

π D. The teacher demonstrated the ability to work with individuals, small groups, and large groups;
where appropriate, he or she used cooperative learning structures to reinforce students’
acquisition of essential declarative and procedural knowledge.

NOTES: __________________________________________________________________________________________________
__________________________________________________________________________________________________
_______________________________________________________________________________________
IV – Classroom Climate
π A. The teacher consistently incorporated # 1 techniques to create a positive and productive classroom
climate that helped students feel accepted, perceive academic tasks as valuable and relevant to
their lives, and believe that they have the ability and resources to perform challenging academic
tasks.
π B. The classroom environment invited learning and helped students to develop a sense of comfort and
order.
π C. The teacher reflected the attitude that all students can learn.
π D. The teacher provided displays related to the subject area that reinforced key learning.
π E. The classroom was clean and orderly.

NOTES: __________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
V – The Process of Instruction
π A. The teacher organized introductory and developmental activities to ensure student mastery of key
learner outcomes.
π B. Activities designed to reinforce essential declarative knowledge (i.e., essential facts, concepts,
generalizations, and principles) helped students construct meaning, organize information, and
store it in long-term memory.
π C. Activities designed to reinforce essential procedural knowledge (i.e., skills, processes, competencies,
and procedures) included teacher modeling of the skill or process and numerous opportunities for
students to practice, shape, and internalize the skill or process.
π D. The teacher helped students to extend and refine declarative and procedural knowledge through
direct and indirect instruction of the key thinking processes:

induction, deduction, error analysis, analysis of perspectives, identification of patterns and
connections, and elaboration/constructing support.
π E. Where appropriate, the teacher involved students in long-term, meaningful-use tasks that included
one or more of the following: extended decision making, problem solving, investigation,
experimental inquiry, and invention.
π F. Assessment and evaluation of student learning were an integral part of all aspects of the lesson; the
teacher adjusted the lesson based on ongoing analysis of student behavior as it related to desired
outcomes.
π G. The overall lesson reflected the following characteristics of effective instruction:
π 1. The instructor established a connection between new and prior learning.
π 2. Questioning techniques reinforced higher-order thinking skills and processes.
π 3. The teacher used a variety of teaching strategies to address the various learning styles
and needs present in the classroom.

NOTES: __________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
VI – Outcomes of Instruction
π A. Closure activities allowed students to reflect on lesson objectives and provided teacher with
information concerning the effectiveness of the lesson.
π B. The teacher used ongoing metacognitive strategies to help students monitor their comprehension
and reflect on themselves as learners.
π C. Summative assessment ensured that all students mastered the essential learner outcomes identified
for the lesson.
π D. Where appropriate, the teacher incorporated oral and written communication skills into ongoing
assessment practices.
NOTES: __________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________

Date: ____________________
Dear______________,
Your planning conference is scheduled for __________at _____________ .
Your lesson observation is scheduled for _________ at _____________.
Reflecting conference is scheduled for _________ at______________ .
Attached is a Planning Conference Worksheet that we will go over during

the planning conference scheduled above.
Thank you. I look forward to spending this time with you.
_____________________________________
Coach

PROJECT PROPOSAL

Assignment _________________________ Grade Level ______ Year Received Permanent Status________ Date_______________
Set Focus:
1. Which aspect of learning is my focus? What do I already know? What do I need to know?
This project focuses on the implementation of a standards-based approach to instruction, using the English
Language Arts and English Language Development Standards as appropriate. CUSD Standard 5, Assessing
Student Learning, is particularly applicable to this project:
ä Key Element 5.1—Establishing and communicating learning goals for all students aligned with
district standards.
ä Key Element 5.2—Collecting and using multiple sources of information to assess student learning
toward district standards.
ä Key Element 5.3—Involving and guiding all students in assessing their own learning as appropriate
to district standards.
ä Key Element 5.4—Using the results of preassessments, formative and summative assessments to guide
instruction toward district standards.
ä Key Element 5.5—Communicating with students, families, and other audiences about student
progress toward achieving district standards throughout the school year.
Current knowledge and needs vary according to the individual—this will be assessed by periodic self-
assessment surveys.
2. Describe your proposal and how it relates directly to both student learning and the District and Site Strategic Plan
Targets.
The shift to a standards-based approach is in alignment with both the District and Site Strategic Plans, which
emphasize the importance of learning standards and their role in improving student achievement. Parents,
students, and teachers will improve their understanding of the role between learning standards and student
learning via the collaborative process that is central to this project. The goal is that by systematizing the data
collection and analysis, student achievement will be better documented according to authentic criteria and the
resultant feedback will improve the educative program.
Collect Data:
3. Describe the method(s) of how you will collect data.
Using the learning standards, our group will design assessment tasks that will evaluate student performance with
regard to the standard. The goal is to systematize such authentic assessments across grade-levels and school
sites, requiring collaborative communication and teamwork. Additionally, we intend to create an addendum to the
report card to reflect our standards-based approach and begin the process of acculturation for the students,
parents, and community members.

Analyze Data:
4. What are your detailed criteria for evaluation? What evidence will you include in the project portfolio?
The criteria for evaluation will be dependent upon the learning standard. For example, a “speaking and
listening” standard will have different criteria than a standard for writing. Although the assessment should
provide incremental feedback to best drive our instruction, student success will be measured by mastery of the
standard. ELD student success will be measured by mastery of the standard at their instructional level. Student
work in the form of portfolios and their assessment results (including report card addendum) will be aggregate
the data and include those results with the individual teacher’s evidence.
Response to Data:
5. Explain your plan for peer and supervisor collaboration, feedback and classroom visitation. Include how you will
disseminate information about your project.
Participants in the standards-based project will take part in an initial six-hour training to familiarize themselves
with the learning standards and the instructional implications of standards-based practice. This session will also
include information about assessment design and lesson planning according to the new model and begin planning
a peer coaching component. Eight tow-hour follow-up sessions will be devoted to assessment design,
implementing the peer coaching system, collection and analysis of student work, aligning curricular materials
with the standards, and developing portfolio tasks to systematize data collection and analysis. The Special
Projects Coordinator will facilitate these sessions and will actively support all project participants. Classroom
visitations will be scheduled as part of the peer-coaching component. Information regarding the project will be
distributed at twelve-week intervals via newsletters.
6. Specify tasks/benchmarks and months to be completed.
a.) Six-hour initial training—August
b.) As a result of follow-up sessions, the following outcomes will demonstrate our collaboration and effort:
i.) The creation and implementation of a standards-based report card addendum. As this will be used as part
of the parent-conferences, it needs to be designed immediately to insure implementation throughout the
course of the first reporting period and the rest of the academic year.
ii.) Systematic data collection and analysis of student work. The work samples will reflect our assessment
designs that evaluate the student performance with regard to the learning standards. This component will
get through several iterations throughout the course of the academic year, approaching finalization in the
spring.
iii.) The creation, distribution, and analysis of surveys for the parents that assess their understanding of the
learning standards and the instructional implications of standards-based education. An initial survey in
September will be compared with a year-end survey in September will be compared with a year-end
survey in May or June to assess parent involvement and understanding.
iv.) Self-assessment surveys from project participants will serve to address exigent needs as they arise and
may result in modifications of this plan.
I agree to the project objectives outlined above.
__________________________________________________ ____________________________________________________

CORRELATION of EVALUATION FORMS
Level – Forms Needed Page # in FORMS Section

For Tier 1:
Professional Development Plan .................................................................... 15
Coach-to-Teacher Letter ............................................................................... 22
Planning Conference Worksheet..................................................................... 3
Sample Observation Form (Collect Data) ...................................................... 4
Reflecting Conference Worksheet .................................................................. 5
Teacher Performance Evaluation Summary (First–Tier 1) ............................ 6
Teacher Performance Evaluation Summary (Final–Tier 1)............................ 7
For Tier 2:
Coach-to-Teacher Letter ............................................................................... 21
Planning Conference Worksheet..................................................................... 3
Sample Observation Form (Collect Data) ...................................................... 4
Reflecting Conference Worksheet .................................................................. 5
Teacher Performance Evaluation Summary (Final–Tier 2)............................ 6
For Tier 2 – Alternative:

Intent to Apply ................................................................................................ 9
Project Proposal ............................................................................................ 10
Example of Project Proposal ......................................................................... 23
Reflection ...................................................................................................... 11
End of the Year Report ................................................................................. 12
Final Evaluation ............................................................................................ 13
For Coaches – All Tiers:

Standards for Excellence in Teaching – Observation Checklist #1.............. 17
Standards for Excellence in Teaching – Observation Checklist #2.............. 19

Teacher Performance Evaluation FORMS

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Carlsbad Unified School District

Print Version: September 2009

Teacher Performance Evaluation

Teacher Evaluation Forms 2009-2010 #2

PLANNING CONFERENCE WORKSHEET

Teacher__________________________________________________________ Date ___________________________

Focus: Standard/Element from Professional Development Plan

Teacher Evaluation Forms 2009-2010 #3

Teacher Evaluation Forms 2009-2010 #4

REFLECTING CONFERENCE WORKSHEET

Teacher Evaluation Forms 2009-2010 #5

TEACHER PERFORMANCE EVALUATION SUMMARY

OVERALL PERFORMANCE SUMMARY

This evaluation will be placed in your personnel file in 10 days.

Tier 1: First Evaluation

OVERALL PERFORMANCE TO DATE: π Unsatisfactory/Does Not Meet District Standards

Teacher Evaluation Forms 2009-2010 #6

TEACHER PERFORMANCE EVALUATION SUMMARY

OVERALL PERFORMANCE SUMMARY

This evaluation will be placed in your personnel file in 10 days.

Teacher Evaluation Forms 2009-2010 #7

TEACHER PERFORMANCE EVALUATION SUMMARY

OVERALL PERFORMANCE SUMMARY

This evaluation will be placed in your personnel file in 10 days.

Teacher Evaluation Forms 2009-2010 #8

Name________________________________________________________________ Date ________________________________

School/Location ___________________________________________ Assignment _______________________________________

Grade Level_________ Year Received Permanent Status__________________ or Date of Hire _____________________________

I am interested in developing an Alternative Evaluation Project and my potential project will be

Teacher’s Signature: _________________________________________ Date: ____________________

Teacher Evaluation Forms 2009-2010 #9

Teacher Evaluation Forms 2009-2010 #10

Tier 2—Alternative π Second

Name________________________________________________________________ Date ________________________________

Conference notes on progress of project: _____________________________________________________________

Teacher Evaluation Forms 2009-2010 #11

END OF THE YEAR REPORT

1. What was accomplished to improve your teaching?

2. How did your project/research impact student learning?

Teacher Evaluation Forms 2009-2010 #12

Summative conference notes: _______________________________________________________________________

π Unsatisfactory/Does Not Meet District Standards

Teacher Evaluation Forms 2009-2010 #13

5-YEAR EVALUATION CYCLE AGREEMENT

To: (Teacher Name)

Cc: Personnel File

Teacher Evaluation Forms 2009-2010 #14

Assignment/Grade Level ___________________________________ Status _______________ Date _______________________

Teacher Evaluation Forms 2009-2010 #15

Carlsbad Unified School District Teacher Performance Standards

Standard 1: Engaging and Supporting All Students in Learning

Standard 2: Creating and Maintaining Effective Environments for Student Learning

Standard 3: Understanding and Organizing Subject Matter for Student Learning

Standard 5: Assessing Student Learning

Standard 6: Developing as a Professional Educator

Teacher Signature: ________________________________________________________ Date: ____________________

Supervisor’s Signature: ____________________________________________________ Date: ____________________

Teacher Evaluation Forms 2009-2010 #16

STANDARDS FOR EXCELLENCE IN TEACHING

π A. The instructor helps all students feel accepted.

π D. The instructor helps students clearly understand assigned tasks.

complete assigned tasks.

II – Helping Students Acquire and Integrate Knowledge

π B. Students receive support to organize and store content knowledge effectively.

Teacher________________________________ Date _

Name________________________________ Date

School/Location _____ Assignment _

Grade Level_ Year Received Permanent Status or Date of Hire ___________________

Teacher’s Signature: _____________________ Date:

Name________________________________ Date

Assignment/Grade Level ___________________________ Status _ Date _________________

Teacher Signature: ____________________________________ Date:

Supervisor’s Signature: ________________________________ Date:

Your planning conference is scheduled for at ___ .

Your lesson observation is scheduled for _ at _____.

Reflecting conference is scheduled for _ at______ .

Name______________ School/Location