Teacher Evaluation (from teacher in-service, August 31, 2004)- Philosophy Evaluation is a continuous process designed to both assess and improve instructional performance within the mode of a technical education. To this end, this evaluation process was developed to enhance the professionalism and accountability of teachers that will enable them to assist all students to perform at their highest levels. It is a continuing cooperative process engaged in by the evaluator(s) and the teacher(s). Objectives To provide information for improving performance. To provide a record of facts and assessments for personal decisions. To encourage personnel to extend their professional competencies. To develop a supportive atmosphere in which teachers can grow professionally. To provide the administration with an objective tool to assess teacher performance and to give each teacher measurable standards defining what is expected. Thoughts for Evaluators All aspects of the person's work, not just their native ability, must be taken into account in the process of evaluation. Factors for a Successful Evaluation Preparation - know what we are looking for Personal knowledge Trust - Evaluatees who do not trust their evaluator often perform poorly for that reason. The ability to concentrate on the performance and not the person. Much more up-to-date and ready knowledge of the curriculum than was often necessary in the past. Classic Elements in the Evaluation Pattern Planning Delivery Classroom Management Individual Attention Pupil Participation Assessment Practices   What has changed is that a new area has been added to what we must observe and govern, namely the adherence to the curriculum frameworks by the teacher. Forget the "This was a fine class" reports. We are going to say why it was fine, if it was on subject, and if not, why not. We need to stop viewing evaluation as a "stay - no stay" deal. It is really a professional development procedure for 95% of our staff, and thus more difficult to do well than it has been.. Keep the number of recommendations down. One is often sufficient. More than two is usually futile and self-defeating. Never evaluate the person - always the performance. A very well done class is no longer the desired end of the class, but merely the beginning of the quest, by both the teacher and the evaluator, to make it even better. "Our search for excellence is the norm."