1. education
2. school

THE INDEPENDENT SCHOOL DISTRICT OF BOISE CITY Consulting Teacher Evaluation Name: Assignment: Employee ID: School: School Year Evaluator: Evaluation Date: Philosophy The purpose of performance evaluation for any category of employee is to document strengths and weaknesses and to pinpoint areas for improved performance. Although professional growth is of primary importance, evaluation may also be used to document performance problems and deficiencies. The Boise School District is committed to the notion of self‐evaluation and self‐reflection as a way to ensure professional growth. Self‐reflection, combined with the fair and objective observation and feedback of a supervisor is the best way to assist professional teachers in advancing in the profession. The availability of the Boise School District Peer Assistance Program, Professional Development Core and other Professional Development opportunities, coupled with the evaluation process, provides the infrastructure necessary for sustained professional growth. It is the philosophy of the District that evaluation is the tool to document that sustained growth. Evaluation Procedure The evaluation shall include a minimum of two (2) documented observations by a qualified evaluator, one (1) of which shall be completed prior to January 1 of each year. Employees shall be given a copy of the official District’s observation document within five (5) school days after the observation. One of the observations must be a formal written evaluation using the District’s evaluation instrument. Formal written evaluations require an observation period of 30 minutes or greater. All formal evaluations must be completed on or before May 1. The post evaluation conference shall be held within seven (7) school days after the observation except when there is mutual agreement to meet on a later date. The employee shall be provided an electronic or paper copy of his/her evaluation within five (5) school days after the evaluation and s/he shall be given an opportunity to review said evaluation prior to the post‐evaluation conference. S/he shall sign the formal evaluation acknowledging receipt of the document. Such signature does not indicate agreement with the contents. Professional employees with 2 (two) or more years of continuous service in the District shall be placed on intensive staff development prior to probation when the reason for probation is based on unsatisfactory performance. Section‐1 (67% of total evaluation) Domain I: Planning and Preparation Unsatisfactory Basic Proficient N/E a. Demonstrating knowledge of research, best practices and current trends in assigned content and pedagogy.
b. Demonstrating knowledge of state standards, Boise Instructional Model and its application into assigned
content area. c. Establishing individual/department goals and outcomes based on data (school and district) for assigned
content area appropriate to the setting and the teachers served. d. Demonstrating knowledge of resources, both within and beyond the school and district.
e. Knowledge of teachers’ skills, interest and approaches to learning are differentiated relating to assigned
content area. f. Knowledge of the use of assessments to inform instruction.
Additional Comments Domain I: Planning and Preparation (Optional) Domain II: The Learning Environment Unsatisfactory Basic Proficient N/E a. Creating a learning environment reflecting positive teacher/schools interaction with respect and rapport.
b. Establishing a collaborative culture for learning that fosters reflection, experimentation, analysis of data and
lesson design. c. Utilizing and modeling a variety of learning spaces and classroom procedures through professional
development and/or coaching opportunities. d. Monitoring and responding to teacher (participant) behavior during interaction/PD opportunities.
Additional Comments Domain II: The Learning Environment (Optional) Domain III: Delivery of Services/Instruction/Support/Professional Development Unsatisfactory Basic Proficient N/E a. Communicating clearly and accurately. b. Collaborating with teachers and colleagues in the design of instruction and assessments. c. Modeling a variety of engaging qualities in learning/coaching opportunities. d. Incorporating a variety of questioning levels and discussion techniques. e. Demonstrating flexibility and responsiveness in coaching and learning opportunities. f. Assisting teachers in the use of technology and other resources as well as modeling technology integration into staff presentations. Additional Comments Domain III: Delivery of Services Instruction/Support/Professional Development (Optional) Parental Input Unsatisfactory Results of school‐wide Parental/Guardian Input. Basic Proficient Domain IV: Professional Services Unsatisfactory Basic Proficient N/E a. Reflecting on practice. b. Communicating with the school community, district supervisors, where appropriate in a timely and professional manner. c. Engaging in professional development. d. Showing professionalism, including integrity, advocacy, and maintaining confidentiality. e. Maintaining accurate data collection records. f. Participating in a professional community. Additional Comments Domain I: Professional Responsibilities (Optional) Definitions: Unsatisfactory: Does not meet acceptable standards of the profession. Rating in the Unsatisfactory category must be supported by comment and/or documentation. Basic: Has the foundation expected by professional standards, but is not able to demonstrate application in every situation. Proficient: Highly competent in the art, skills or field of knowledge of the teaching profession. N/E: Means not evaluated Section‐2 (33% of total evaluation) District and/or school‐wide objective measures of student achievement and growth, which may include but not be limited to, ISAT scores (Note: ISAT numbers of advanced scores will be the primary objective measurement), IRI test results, End of Course Assessments, ACT/SAT results, graduation rates, postsecondary attendance rates, AP results, AP tests taken, have been considered in the evaluation. Student Achievement and Growth Unsatisfactor
y Basic Proficient Areas of Distinction: Additional Comments: Section I and II Ranking Unsatisfactory (1) Consulting Teacher Evaluated Signature: Basic (2) Proficient (3) Date:
(Signing this evaluation does not necessarily constitute agreement with its contents, but indicates that the evaluation has been shared with the employee.) Evaluator Signature: Date: