This free survey is powered by
QUESTIONPRO.COM
Create a Survey
Surveys
2012
January
T
Teacher/Principal Evaluation Self Assessment Tool
Teacher/Principal Evaluation Self Assessment Tool
Redesigning Teacher/Principal Evaluation Self Assessment Survey
0%
Exit Survey »
Overview:
Pivot Learning Partners' theory of action is that if school districts successfully implement a core reform strategy that focuses on strengthening and then aligning the systems in three key areas the result will be a highly effective staff and improved student learning. The three key areas are: teacher and principal evaluation, support systems for instructional improvement, and critical human resources policies. The underlying assumption is that if these systems are aligned, the result will will be increased student achievement and closing achievement gaps.
Survey Purpose:
The purpose of this tool is to give the Moreland's cross role team for Strengthening Teacher/Principal Evaluation an opportunity to reflect on the district’s work in the three key areas and to provide the basis for dialogue about the opportunities and priorities in these areas. This tool provides a sampling of the many important elements to consider in improving teacher/principal effectiveness and is intended to help district teams develop a better understanding of their progress as well as areas in need of further work. This is not an evaluation tool, rather an assessment tool intended to promote reflection, dialogue, and, ultimately, action which is based on data.
Instructions:
Important elements of each of the areas are listed down the left hand side with a 4 point rubric scale across the top. For each of the elements listed, check the box that describes where along the continuum of progress you believe your district is. The scale represents an estimation of how far you have come with each item.
Name (not required):
Email (not required):
Please select the occupation that best describes your role in the district:
Teacher
Assistant principal
Principal
Union representative
District staff
Other
TEACHER/PRINCIPAL EVALUATION--SELF ASSESSMENT:
Think about where your district is in response to the descriptions related to Teacher/Principal Evaluation below:
LEVEL 1 Beginning:
Awareness and planning stage (not practiced)
LEVEL 2 Emerging:
Beginning action and training stage (limited use/practice)
LEVEL 3 Consistent:
Regular practice in/for some schools, but not district-wide
LEVEL 4 Systematic::
Sustainable and institutionalized throughout the district
NOT APPLICABLE/I DON'T KNOW:
All district employees are regularly evaluated according to the union contractual evaluation cycles or a planned administrative evaluation cycle
The district uses a clearly understood set of standards for evaluation of its employees that are consistent with the district’s tools used for employee observation and coaching.
The district uses an evaluation process in which an array of student outcomes and/or data is a component of teacher/principal effectiveness.
The district shares with its employees, through professional development programs and other means, the standards used for evaluation.
District managers meet with each person they evaluate to set goals based on the standards, data measuring student learning, and other improvement objectives. Both evaluator and the person being evaluated use data to measure progress in meeting those goals.
The district uses the evaluation process and the results to drive continuous improvement and to provide intervention, support and coaching.
The evaluation processes make it possible to distinguish different levels of teacher/principal effectiveness.
There are consequences for poor performers that range from action plans for improvement to dismissal.
Non re-elect processes are in place and used.
California Standards for the Teaching Profession are used in teacher evaluation.
California Professional Standards for Educational Leaders are used in the evaluation of principals.
Student achievement data is used in the evaluation process of teachers.
Formative assessments are taken during the year by all students.
There are district identified multiple measures used in evaluation.
If you have any comments on the above section, please list them here:
SUPPORT SYSTEMS FOR INSTRUCTIONAL IMPROVEMENT-SELF ASSESSMENT:
Think about where your district is in response to the descriptions below.
LEVEL 1 Beginning:
Awareness and planning stage (not practiced)
LEVEL 2 Emerging:
Beginning action and training stage (limited use/practice)
LEVEL 3 Consistent:
Regular practice in/for some schools, but not district-wide
LEVEL 4 Systematic::
Sustainable and institutionalized throughout the district
NOT APPLICABLE/I DON'T KNOW:
Induction, mentoring and professional development programs are aligned with district standards for teacher/principal effectiveness.
Induction, mentoring and professional development programs reflect the district’s shared understanding of effective instructional practices for your diverse student population.
The district provides high quality, focused, differentiated training offerings which include coaching for teachers and administrators, and are based on student data as well as on the needs of the staff.
The district has created a set of teacher leader opportunities that are purposefully aligned to the district’s strategies for improving student achievement and closing the achievement gap.
The district regularly identifies and employs incentives for staff.
The district identifies and rewards high performing staff.
Systems are in place to provide effective mentoring for teachers.
Systems are in place to provide effective mentoring for principals.
If you have any comments on the above section, please list them here:
HR SYSTEMS-SELF ASSESSMENT:
Think about where your district is in response to the descriptions below.
LEVEL 1 Beginning:
Awareness and planning stage (not practiced)
LEVEL 2 Emerging:
Beginning action and training stage (limited use/practice)
LEVEL 3 Consistent:
Regular practice in/for some schools, but not district-wide
LEVEL 4 Systematic::
Sustainable and institutionalized throughout the district
NOT APPLICABLE/I DON'T KNOW:
The HR department is proactive in providing research findings and innovative solutions to challenging problems on which the district and union negotiate (e.g. placement, compensation, and incentives).
HR personnel have a strong customer service orientation and view themselves as service providers, strategic partners, and advisors.
Principals are highly involved in determining the staffing of their schools.
For those doing the hiring, the interviewing and hiring processes include training on how best to assess and select individuals that are most likely to meet the needs for a particular position.
For those being hired, the hiring process is guided to ensure maximum employee support and orientation to the new assignment.
HR staff supports and works with principals and managers: 1.) to develop Action Plans for Improvement for poor performers 2.) to monitor the implementation and evaluation of the employee’s success with the implementation of the Action Plan 3.) to take further steps towards release if no improvement occurs. Districts have in place a process for granting tenure only to those teachers whose performance meets standards.
HR processes support non-reelection of employees.
HR processes are perceived as fair.
School/Classroom/Grade Placements of teachers and principals are according to student needs.
If you have any comments on the above section, please list them here:
Loading...
close
Loading...
Close
qprun1.questionpro.net
Loading...
