1. Kathy Mears National Catholic Educational Association kmears@ncea.org Teacher Performance Development Process

2. Components Observations Classroom walks Professional time Personal time

3. Professional Responsibilities (Often Listed in a Teacher Handbook) Has a valid teacher’s license Has completed Safe Environment requirements Practices and develops personal faith Supports and communicates Church teaching and doctrine Works to fulfill the mission of the school Supports student faith development Involved in school and student’s extra curricular programs Participates in catechist certification program Respects students, colleagues, administration, pastors, parents and others Engages in professional learning Demonstrates professionalism in dress and actions Reflects on teaching Maintains accurate records Communicates with students, parents, families, colleagues, administration, pastor, and all in a professional and confidential manner Uses feedback from stakeholders to improve instruction

4. Planning and Assessment Demonstrates knowledge of content Demonstrates knowledge of students Demonstrates knowledge of church teaching Establishes appropriate instructional objectives Provides challenging lessons and assignments Utilizes student performance data to plan instruction

5. Classroom Environment Fosters an atmosphere true to the mission of catholic education Creates an environment that supports prayer Manages student behavior using appropriate classroom procedures Creates an environment of respect and rapport Creates a physical environment that supports learning

6. Pedagogical Practices (Including Descriptors from an Approved Instructional Rubric) Uses researched and evidenced based methods that engage all learners Analyzes and confirms student performance through assessment Differentiates instructional practices and assessments Uses appropriate educational technolog y Incorporates Catholic values and teachings into instructional practice and curriculum when possible

7. Student Performance Data What will be used to determine that students are learning? What evidence will be accepted?

8. Pre-Conference – for announced visits (5 – 10 minutes) Objective – What do you want to accomplish? Content – What are you going to teach? Special needs of students – What should I look for?

9. Observation Script what is said by the teacher and the students. Compare script to the rubric while highlighting descriptors observed. Determine ratio of observed descriptors to total descriptors for each indicator. (example – 4 out of 7) Determine commendations and recommendations. Write a narrative of lesson within 48 hours. Ask teacher to do a self-evaluation using report form. Schedule post-conference – try to complete within 48 hours

10. Post Conference Teacher should bring self-evaluation. Discussion of what went well, and examine how teacher thinks the lesson went. Discuss lesson in detail including what might make the lesson better. Discuss commendations and recommendations.

11. Principal’s Responsibilities Keep clear and accurate records. Develop observation schedule for the year, varying the schedule in subsequent years. Conduct both announced and unannounced visits. Provide some coaching personnel if at all possible for teachers to go to. Develop common planning time for teachers to discuss instruction and learning. – Professional Learning Communities/Clusters

12. Teacher writes personal goals based on School Improvement Plan’s goals and previous evaluations, if available. Teacher goals must support the school’s improvement plan. Principal and teacher meet to discuss goals and role of teacher in the school’s success. Principal schedules a preconference, an observation, and a post conference with the teacher utilizing the observation protocol.