Peer Evaluation

PERFORMANCE CRITERIA WITH DESCRIPTORS

• Instructional process (performance area)
• Interpersonal relationships
• Professional responsibilities
• References

Send ideas for new workshops or comments to: Karen I. Adsit, EdD, Director

Last modified April 17, 2002

Copyright © 1998 The University of Tennessee at Chattanooga. All rights reserved.
The University of Tennessee at Chattanooga is an EEO/AA/Title VI/Title IX/Section 504/ADA institution.

 I. Instructional process (performance area)

• 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).

 

 II. Interpersonal relationships

• 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.

III. Professional responsibilities

• 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.

References

Braskamp, Larry A., Ory, John C., Assessing Faculty Work; Enhancing Individual and Institutional Performance. 1994. Josey-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.

Send comments to: Karen I. Adsit, EdD, Director

Last modified: April 17, 2002

Copyright © 1998 The University of Tennessee at Chattanooga. All rights reserved.
The University of Tennessee at Chattanooga is an EEO/AA/Title VI/TitleIX/Section 504/ADA institution.