General+Information+and+Timeline

**Classroom Evaluation Team, Timetable,** **and Process**

 * Evaluation Team for Four Year Evaluation Consists of:**

1. Peer Teacher - chosen by teacher

2. Peer Teacher Coordinator- chosen by teacher will be the person who coordinates the evaluation process on behalf of the faculty member. This includes communicating in advance, setting meeting dates, distributing any materials, and being the point person for all involved on the team.

(One of the two Peer Teachers should be from the teacher's same unit and it is helpful if the Peer Coordinator is in the same unit.)

3. Unit Head

4. Department Chair or Coordinator

This team should be in place by the end of September and Unit Heads will ask the teacher being evaluated to submit names of their Peer Teacher and Peer Coordinator by the end of September.


 * Four Year Evaluation Timetable and Process:**

Types of Evaluation:

1. Annual Evaluation - all teachers, every year

2. Four Year Evaluation - by rotation as determined by Unit Head

3. New Teacher Evaluation - new teachers, first three years

4. Probationary Evaluation - as determined by Head and/or Unit Head

• Timetable: 1. Evaluation for teachers with over five years of experience will be completed every four years. This is a more comprehensive evaluation utilizing a team in support of the teacher being evaluated while the Annual Evaluation happens regularly each year.

2. Evaluation for teachers with less than three years of experience will be completed annually. See Annual Evaluation process document.

3. Four Year Evaluation process must be completed in 6-8 week period, between October and March.


 * Process for Four Year Evaluation:**

1. Peer Coordinator initiates process by setting __initial meeting__ with team and teacher.

2. __Pre-evaluation team meeting__ at which goals, dates, timeline is agreed upon.

A pre-evaluation meeting of the entire team will discuss process, personal goals, unit specific and departmental goals, self-evaluation, classroom observation expectations, and timeline for the evaluation. This format will encourage a dialogue upon which the rest of the evaluation process must be built. The teacher is given as much freedom as possible in basing the evaluation on specific classroom goals. The evaluation team may recommend specific goals as well. The teachers should be given a copy of both unit and departmental goals in advance of this meeting. The teacher's goals should be agreed upon and distributed in writing at this initial meeting and before the observation piece of the evaluation process begins.

3. __Classroom observations__ to be scheduled at meeting described above.

The two chosen peer teachers and the Department Chair or Coordinator will each visit the classroom __two__ times. The Unit Head may also visit but is not required to. The Unit Head can be involved in observation but may also choose to help the teacher assess his/her role in other capacities at the school (club advisor, advisor, contributing member of the faculty, etc. – see IV under //Criteria for Effective Teaching//. Conversation about visiting classes and when will be discussed and decided upon in the pre-evaluation meeting described above.

4. __Post observation feedback__ to happen immediately following observation by putting observation notes in teacher's box and talking that day. If not that day, then schedule a time to debrief during the same week.

Immediate feedback will be given via a post-evaluation meeting of the teacher and two peer teachers. Each will submit a written report to the teacher and to the Unit Head. This written report need not be lengthy or formal but it must be in writing.

5. //For Middle and Upper School teachers only//: The attached __student feedback form__ will be distributed and collected by Peer Coordinator or someone other than the teacher or completed on line. The Peer Coordinator will facilitate this. We are hoping to have this form via electronic format for the 2005/06 Pilot year to facilitate collating responses. 6. __Final team meeting__ will occur with the teacher, the two peer teachers, and the Unit Head to sign off on a document that will consist of anything generated in writing throughout the process – notes, e-mails, summaries of observations - all stapled together. The Unit Head can but is not required to add a summary of their own. The Peer Teacher Coordinator will collate the different pieces and may choose, but is not required to add a brief summary. This report will be given to the teacher and a copy will be placed in the teacher's school file and a copy given to the Department Chair as well. 6. __Report consists of:__ · Cover sheet signed by teacher and all evaluation team members · Self Evaluation – brief paragraph or two from teacher · Collation of all teacher observation notes · Summary or collation of all student feedback contributions


 * Criteria For Effective Teaching at Episcopal**


 * Academy Objectives**

1. Makes student learning the primary focus of attention and transforms knowledge into effective understanding. Maintains a positive regard for all students and respects them, whatever their strengths and weaknesses.

2. Values active over passive learning; motivates students to create a thoughtful learning environment while working to establish a positive and fair classroom environment in which all students treat each other with respect.

3. Models the kinds of understanding and wisdom that students should seek to develop. Establishes high but realistic standards and provides support to enable students to reach those standards.

4. Is attentive to student feedback when organizing, presenting, and structuring material without compromising standards and goals.

5. Sets clear goals for outcome of instruction. Such goals should contribute to the overall curricular goals of the course of study, the unit, and the school.

6. Holds himself/herself accountable to high standards of performance while continually seeking to improve performance and understanding.