Included on this page are some performance criteria for faculty and criteria that could be used as a part of a peer evaluation system.
PERFORMANCE CRITERIA WITH DESCRIPTORS
- Instructional process (performance area)
- Interpersonal relationships
- Professional responsibilities
- Demonstrates evidence of lesson and unit planning and preparation .
- Prepares lessons designed to implement curricular goals and lesson objectives (descriptor).
- Prepares lessons designed to reflect the belief that all students can attain basic goals and objectives if given adequate time and proper instruction.
- Prepares lessons designed to challenge and stimulate students who quickly master basic goals and objectives.
- Utilizes student files and seeks to understand student needs, abilities, and interests to develop educational experiences.
- Designs lessons in a clear, logical, and appropriately structured format.
- Incorporates content from previous learning into lesson plans to build upon students' learning experiences and ensure continuity and sequencing of learning.
- Demonstrates evidence of short and long range planning.
- Has needed equipment and materials readily available.
- Demonstrates knowledge of curriculum and subject matter.
- Teaches lessons using curricular goals and objectives.
- Displays competent knowledge of the subject matter necessary to implement curricular goals and objectives in the classroom.
- Selects subject matter that is accurate and appropriate for the lesson objectives.
- Selects subject matter that is accurate and appropriate for the students' abilities and interests.
- Uses effective teaching techniques, strategies, and skills during the lesson.
- Develops a mental and physical readiness among students for the lesson.
- Discusses learning objectives with students when appropriate to lesson methodology.
- Uses a variety of teaching techniques appropriate to student needs and subject matter (e.g., lecturing, modeling, questioning, experimentation, role-playing).
- Presents content accurately.
- Gives clear, concise, reasonable directions to students.
- Stimulates thinking through a variety of questioning levels and techniques.
- Provides opportunities to learn through exploration and investigation.
- Monitors student understanding during the learning process.
- Assigns a variety of activities that require application of the skills and concepts taught.
- Uses current events and unexpected situations for their educational value.
- Provides opportunities for guided and independent practice.
- Summarizes units and lessons effectively.
- Implements activities that develop good study skills.
- Demonstrates ability to communicate effectively during the lesson using appropriate verbal, nonverbal, and written skills (e.g., vocabulary, grammar, voice, facial expressions, gestures, movement about room, spelling, handwriting).
- Uses instructional time effectively.
- Begins instruction promptly.
- Avoids unnecessary interruptions of instruction.
- Avoids inappropriate digressions from instructional objectives.
- Provides for appropriate learning activities throughout the scheduled instructional time.
- Monitors student time on task.
- Provides for smooth transition between lessons and/or activities.
- Paces instruction appropriately.
- Evaluates student progress effectively.
- Uses evaluation techniques that are consistent with school philosophy.
- Uses evaluation techniques appropriate to curricular goals and objectives.
- Uses a variety of evaluation techniques (e.g., pre- and post testing, teacher made tests, tests from other sources, oral and written activities, projects).
- Constructs tests directly related to skills and concepts taught.
- Provides evaluative feedback in a timely manner.
- Uses a variety of techniques for communicating progress (e.g., immediate feedback, written and verbal comments, grades, scores, individual and group conferences).
- Provides for individual differences.
- Groups students for each instructional activity in a manner that best facilitates learning.
- Uses knowledge of various learning styles of students.
- Uses knowledge of students' previously diagnosed strengths and difficulties.
- Uses multisensory approaches (e.g., tactile, visual, auditory).
- Uses levels of questions appropriate to student needs.
- Provides activities and materials coordinated with the learning experience and developmental level of each student.
- Provides activities and/or solicits help for remediation and enrichment activities.
- Provides alternative learning experiences for students whose evaluation results indicate the need for reteaching. Adapts practice activities to meet students' needs.
- Demonstrates ability to motivate students
- Communicates challenging expectations to students. Provides students with opportunities to succeed.
- Stimulates and encourages creative, critical thinking, and problem solving skills.
- Gives constructive feedback frequently and promptly. Uses activities that promote student Involvement.
- Uses activities that stimulate learning about relevant situations inside and outside the school.
- Responds positively to students' requests for assistance. Helps students develop positive self concepts.
- Encourages and involves students who show little or no interest.
- Selects and uses appropriate reinforcers to promote learning.
- Demonstrates enthusiasm.
- Maintains a classroom climate conducive to learning. Establish sufficient classroom routines.
- Provides a physical environment conducive to good health and safety (e.g., lighting, temperature, seating).
- Maintains an attractive, orderly, functional classroom.
- Ensures that information can be read, seen, and heard by students.
- Organizes classroom space to match instructional plans and student needs.
- Anticipates classroom disruptions and plans accordingly.
- Establishes and clearly communicates expectations and parameters for student classroom behavior.
- Creates a learning environment appropriate for the activity.
- Establishes a climate of mutual respect and mutuality of purpose.
- Manages student behavior in a constructive manner.
- Manages discipline problems in accordance with school philosophy and procedures.
- Is courteous and sensitive but firm and professional when handling student behavior problems.
- Anticipates and corrects disruptive behavior in a constructive and timely manner.
- Recognizes inconsequential behavior and responds accordingly.
- Endeavors to identify and resolve causes of undesirable behavior.
- Manages the behavior of individuals, thereby maximizing learning for the group.
- Promotes positive self-image within students while managing their behavior.
- Maintains a positive attitude toward student management.
- Uses effective techniques to promote self-discipline and maintain appropriate behavior so the learning process may continue (e.g., social approval, contingent activities, consequences, verbal and nonverbal cues, positive reinforcements).
- Demonstrates positive interpersonal relationships with students.
- Demonstrates respect, understanding, and acceptance each student as an individual, regardless of sex, race, ethnic origin, cultural or socioeconomic background, religion or handicapping condition.
- Interacts with students in a mutually respectful, empathetic, just manner.
- Respects the individual's right to hold differing views.
- Communicates effectively In oral and written form (e.g. grammar, syntax, vocabulary, spelling).
- Uses effective active listening skills.
- Encourages students to develop to their full potential.
- Recognizes that students' emotional well-being affect their learning potential.
- Gives time willingly to provide for a student's academic and personal needs.
- Assists students in dealing with success and failure. Gives praise and constructive criticism.
- Makes an effort to know each student as an individual.
- Uses and appreciates humor in proper perspectives.
- Demonstrates positive interpersonal relationships with educational staff.
- Demonstrates respect, understanding, and acceptance each staff member as an individual, regardless of sex, race, ethnic origin, cultural or socioeconomic background, religion, or handicapping condition.
- Interacts with other staff in a mutually respectful, empathetic, just manner.
- Respects the Individual's right to hold differing views.
- Communicates effectively in oral and written form (e.g. grammar, syntax, vocabulary, spelling).
- Uses effective active listening skills.
- Provides positive encouragement to other staff.
- Works cooperatively with colleagues in planning and implementing educational activities that reflect the best interests of the student.
- Shares ideas, materials, and methods with other staff.
- Works effectively with support and ancillary staff.
- Follows the policies, regulations, and procedures of the school and district.
- Demonstrates awareness of policies, regulations, and procedures of the school and district.
- Works cooperatively with other faculty to implement school policies, regulations, procedures, and goals. - Selects appropriate channels and procedures for resolve concerns and problems.
- Complies with school policy on attendance and punctuality.
- Completes duties promptly and accurately.
- Maintains and provides accurate records or data.
- Provides lesson plans and materials for substitutes in case of absence.
- Demonstrates effective organizational skills in managing professional responsibilities.
- Handles confidential information ethically and with discretion.
- Keeps personal interests and problems separate from professional responsibilities and duties.
- Recognizes and deals effectively with crisis issues (e.g., substance abuse, suicidal behavior, mood changes).
- Assumes responsibilities outside the classroom.
- Performs non-instructional responsibilities as assigned.
- Volunteers for an appropriate share of non-instructional responsibilities.
- Demonstrates a commitment to professional growth.
- Participates actively in the supervisory/evaluative process to effect ongoing professional growth.
- Maintains current knowledge in teaching/learning theory, and practice.
- Participates in professional organizations and activities as available.
- Exhibits personal self control.
Braskamp, Larry A., Ory, John C., Assessing Faculty Work; Enhancing Individual and Institutional Performance. 1994. Jossey-Bass Inc., San Francisco, California.
Tenbrink, Terry D. Evaluation: a practical guide for teachers. McGraw-Hill, Inc., USA.
Valentine, Jerry W., Principles and Practices for Effective Teacher
Evaluation. 1992. Allyn and Bacon. Needham Heights, Massachusetts.
Grayson H. Walker Teaching Resource Center
University of Tennessee at Chattanooga
401 Hunter Hall--Mail Code 4354
615 McCallie Ave.
Chattanooga, TN 37403-2598
(423) 425-4025 (fax)
Send comments to: Karen I. Adsit, EdD, Director
Last modified: June 13, 2011