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ADEC TEACHER EVALUATION PROCESS, EXPLANATION AND INSTRUMENT

May 2012

Below is a revision to previously published Evaluation Process. There are NO Changes to the instrument.

Phase 1: Preparation

The school Principal assigns and documents evaluation teams which are to complete the Evaluation Form for each teacher. These teams will have between two and four members, one of which must be the principal1. The team will work together to complete a single Evaluation Form.

The principal will conduct a workshop for all teaching staff in which he/she provides teachers with the Evaluation Form and reviews the evaluation process. This must be completed during the first term.

Phase 2: Interim Report

An evaluation team member, or members, will conduct at least one observation in each teacher’s class before February 12th. This observation will be conducted by at least one of the team members. The observation will be documented on the Teacher Observation Summary Conference Report Form2.

The evaluation team will collect other available teacher performance evidence3.

At least two members of the evaluation team will use the available data to complete the Evaluation Form as an interim report by February 15 and share it with the teacher4. The purpose of the Interim Report is to indicate to a teacher how their work is perceived at a particular point in time. The interim report does not bind an Evaluation Team to specific ratings at the end of the school year on the final Evaluation Report.

1 The following personnel may be assigned to complete profile worksheets: Principals, Vice Principals, HOF, Program Managers, Cluster Managers, Subject Support Specialists and Educational Advisors. Principals may assign as many as four team members. Input may also be solicited from other school officials and stakeholders. 2 At least one formal observation must be completed within the first 6 months of employment for probationary teachers. Observations must be conducted by at least one evaluation team member as assigned by the principal- all members of a team do not need to observe a teacher, but shall consider the observation report when making judgments. 3 It is not expected that all data will be available or reviewed at this time. It is recommended that the evaluation team concentrate efforts on the indicators covered for Standards #2 and #3 in the interim phase. 4 Sharing the interim report means that a written copy of the interim evaluation has been given to the teacher. The interim report will consist of Standards 1-4 of the teacher performance evaluation document with ratings clearly indicated. It need not include recommendations or sources of data. Conferences or other communication regarding the interim evaluation is at the discretion of the principal. There is no appeal process is valid only for the Final Evaluation Report

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ADEC TEACHER EVALUATION PROCESS, EXPLANATION AND INSTRUMENT

May 2012

Phase 3: Final Data Collection

The evaluation team schedules at least one more formal observation in each teacher’s class before May 17th. This observation will be conducted by one or more of the team members and must be conducted at least six school weeks after the first. This observation will be documented on the Teacher Observation Summary Conference Report Form. The evaluation team may conduct as many formal and informal observations as it needs.

Teachers will collect performance evidence as required by the Evaluation Team.

The Evaluation Team will collect teacher performance evidence.

Phase 4: Evaluation

The Evaluation Team will review data for final evaluation. In the New School Model (KG1- Grade 4) the team will consult with the Heads of Faculty (HOF). In other cycles the Principal will conform to the requirements of The ADEC Performance Evaluation Decree5.

The Evaluation Team completes a rough draft of the teacher evaluation form, citing evidence, etc.

The Evaluators meet with the teacher to share the evaluation form and discuss judgments before making any final decisions.

The Evaluators make modifications, if indicated, and all sign the form. This should be completed before May 24th, 2012.

The Principal or his/her designee uses the evaluation form to complete the online teacher performance profile summary.

The Principal and Teacher work together to create a PDP for the teacher based on the recommendations documented on the evaluation form.

1 Teachers may challenge a rating if the process used does not conform to ADEC requirements (i.e. one formal observation per term, etc.). Teachers may not appeal the judgment of the evaluation team, but may voice disagreement.

5 Article 2.5: “Where no heads of faculty have been assigned to the school, the performance of teachers shall be evaluated by the school principal and vice principals assigned to the school, with the assistance of zone supervisors (SSS) appointed by the Regional Director after collaboration with the cluster manager assigned to the school. The Executive Director of the School Operations sector shall be responsible for appointment of zone supervisors (SSS) to assist with the evaluation of teachers in the Abu Dhabi region.

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EXPLANATORY NOTES

All class room teachers will be evaluated according to the four Professional Standards for Teachers. The evaluators will be required to cite evidence to justify their

judgment(s). Each teacher will receive a final rating that indicates performance according to the following scale:

Pre-Foundation: The teacher is not meeting the performance standards, or is meeting them at only a basic level.

Foundation: The teacher is partially meeting some of the performance standards.

Emerging: The teacher is consistently meeting some, but not all, performance standards satisfactorily.

Established: The teacher is consistently meeting most performance standards satisfactorily

Accomplished: The teacher is consistently meeting most performance standards to a very high level.

In order to move forward on the scale (Foundation, to Emerging, Emerging to Established, etc...) the teacher must perform fully at the previous level. The final rating will be automatically generated from an online scoring of the teacher evaluation form.

The following will be considered appropriate sources of data/evidence for evaluators when making judgments:

Formal class room observations and post observation conference discussions.

Unscheduled observations of the teacher, including walking through their class, viewing the teacher while they are supervising students, etc.

Formal and informal conversations with the teacher.

The teacher Personal Development Plan (PDP).

Teacher reflection of their work.

Objectively collected survey data (Students or Parents).

Document analysis (lesson plans, unit plans, tests, assignments, evaluation of written feedback to students, student report and certificate comments6, written home-school communication, teacher attendance records, or other written personnel reports, etc.). The documented absence of any of these may also be used as evidence by the evaluator.

6 Student reports and comments will be reviewed for clarity and accuracy (not whether they are pleasing to stakeholders).

Pre-Foundation Foundation Emerging Established Accomplished

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Teacher Evaluation form- to be completed for each teacher

Teacher Name: _______________________________ ERP #_____________________

School: ____________________________________ School #_________________

Grade/Subject Taught: _______________________________

Dates of formal Observations: _____________________________ Date(s) of post conferences______________

Please list the members of this teacher’s evaluation team:

Principal: ________________________________________

Vice Principal: ________________________________________

Member (Optional): _______________________________________ Title: __________________________________

Member (Optional): _______________________________________ Title: __________________________________

Directions: The evaluation team will work together (with consensus) to complete an evaluation form for each teacher.

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Standard #1 The Profession (Check one box per indicator) Indicator: the teacher Pre Foundation Foundation Emerging Established Accomplished

1. Is committed to the school’s vision, mission, processes for improvement, and School Improvement Plan7

States a desire to help the school improve but is able to show little commitment to, or understanding of, the School Improvement Plan.

Understands the school improvement plan and has some limited role in school improvement efforts

When specifically directed has actively supported school improvement

Demonstrates initiative to support school improvement or the School Improvement Plan

Contributes to the development of the School Improvement Plan

2. Is committed to continual professional development

Can list areas for self improvement that demonstrate reflection

Can list things they have done in the past year to improve their class performance

Has a written PDP8 that conforms to ADEC requirements and is based on the prior year evaluation report9

The PDP has been followed and mostly completed successfully 10

The PDP has been successfully completed with documented evidence

3. Undertakes all assigned and published responsibilities

Fails to complete most basic responsibilities

Completes only basic responsibilities related to student care and safety. Needs frequent reminding to fulfill basic contractual obligations.

Completes fundamental responsibilities including attendance, dress, record keeping, etc.

Completes all assigned responsibilities

Volunteers and completes additional responsibilities

4. Demonstrates knowledge of content and/or pedagogy related to student development and

needs

Consistently makes content errors in class and/or is very limited in use of content, Is unable to meet learner needs because they do not understand how children learn or their needs

Makes few content errors in class and utilizes some relevant outside content when teaching. Generally demonstrates a poor understanding of student needs. Limited to the content in the text book.

Displays relevant content knowledge and an understanding of how children learn in lesson preparation.

Demonstrates deep understanding and knowledge of content and pedagogy which is effectively and relevantly applied to the course objectives and student levels.

Supports other staff members in understanding the content or children they teach though tutoring , workshops or demonstrations

5. Contributes to the professional learning community

Mostly works in isolation from their peers.

Can articulate the value of a strong professional learning community

Participates in cooperative planning activities when requested or reminded to do so. Documents the observation of other teachers or the hosting of other teachers

Regularly participates in cooperative planning and professional development opportunities. Documents the observation of other teachers and the provision of substantive feedback as per ADEC requirements

Initiates and leads professional development activities, including planning cooperatively

Evidence reviewed in making these ratings:

Evaluation Team Recommendations for improvement in this standard (one required):

7 There is an expectation/requirement that all principals will share the school improvement plan with their faculty as soon as it is finalized. 8 PDP -Professional Development Plan. 9 Teachers who are new to ADEC should prepare a plan for the year and present this to the principal for discussion. 10 Some PDPs include required elements that must be provided by sources outside the teachers’ control. If those elements are not provided as planned, the teacher will be credited for successful completion.

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Standard #2 The CURRICULUM (Check one box per indicator)

Indicator: the teacher Pre Foundation Foundation Emerging Established Accomplished 6. Is committed to the successful

implementation of the assigned Curriculum (ADEC or MOE)

Does not demonstrate appropriate planning of any sort, or an understanding of the assigned curriculum

Addresses some student learning needs, but not planning that is not based on ADEC or MOE Curriculum or available Teacher Guidelines

Demonstrates some planning based on ADEC or MOE Curriculum or available Teacher Guidelines

Documents the consistent implementation of relevant curriculum (ADEC or MOE).

Documents their planning and student achievement of the ADEC or MOE Curriculum

7. Modifies instruction based on student achievement data ( re-teaching, enriching or accelerating).

Does not collect or report student achievement data in any comprehensible manner. Marks that are given do not accurately represent student achievement

Only collects student achievement data which is required for eSIS

Collects achievement data and understands student needs but makes no changes to their instruction based on that data

Regularly collects data related to student achievement and often makes changes to their instruction based on that data

Regularly collects data related to student achievement and always make changes based on that data

8. Plans learning experiences that are differentiated to meet all students needs

Makes no comprehensible effort to plan or to differentiate instruction for students based on their levels and/or interests

Most days plans the same activity with the same content for all students regardless of their achievement or needs

Differentiates instruction on a weekly basis

Plans different learning experiences for various students in the same class regularly

Plans activities that differentiate based on student achievement, needs and/or interests daily. Uses pre-testing techniques to understand student needs.

9. Plans effective learning experiences that meet all students different learning styles

Does not demonstrate understanding of learning styles (tactile, aural, visual, group, independent, etc…)

Uses a single style (lecture, group, etc.) for most learning experiences

The teacher uses one or two relevant styles of instruction on a weekly basis

The teachers uses multiple relevant styles of instruction on a monthly basis, including cooperative and independent learning

The teacher utilizes multiple styles of instruction on a daily basis in traditional and non-traditional settings, such as excursions

10. Plans learning experiences that encourage student creative and critical thinking

The teacher does not demonstrate comprehensible planning. Most often, students are asked to demonstrate memory more than understanding

Students are always expected to generate a similar or identical product as a result of their instruction, generally one that is a single ‘right’ answer

Students are given tasks that sometime allow for them demonstrate creative or critical thought

Students are weekly given opportunities to generate and demonstrate a unique understanding of what they have learned

Students are weekly given opportunities to generate and share with their peers their unique understanding of what they have learned

Evidence reviewed in making these ratings:

Evaluation Team Recommendations for improvement in this standard (one required):

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STANDARD 3: THE CLASSROOM (Check one box per indicator)

Indicator: the teacher Pre-Foundation Foundation Emerging Established

11. Ensures students are engaged in learning.

Does not monitor student engagement. The classroom environment is not conducive to learning. Ignores problem behaviors that distract other students.

Monitors student engagement only when a student is disruptive

Monitors student engagement to ensure that all students are fully involved Developing Consolidating Proficient

Creates a learning environment that engages all students with limited need for added guidance or direction. Developing Consolidating Proficient

12. Treats students with respect as per the approved ADEC guidelines for student behavior and the ADEC code of conduct.

Does not maintain a positive classroom atmosphere that allows students to learn. Sometimes fails to follow the required ADEC guidelines

Maintains an orderly classroom atmosphere, but uses mostly negative reinforcement strategies.

The teacher relies on a mix of negative and positive reinforcement strategies. The teacher engages the support and cooperation of parents where needed Developing Consolidating Proficient

Interactions between the teacher and student are consistently positive and respectful. Keeps clear records related to discipline.

Developing Consolidating Proficient

13. Creates a safe environment where all students can learn

Does not establish rules or expectations for student behavior that conform to the ADEC behavior policy. Does not correct unsafe conditions.

Is inconsistent in their enforcement rules and expectations. Sometimes fails to supervise students as per policy.

Creates a classroom wherein all students know what is expected and cooperate fully with the teacher Developing Consolidating Proficient

Students assist the teacher with maintaining a constructive environment actively or with positive peer pressure Developing Consolidating Proficient

14. Provides constructive feedback to students and parents

Does not provide accurate feedback to students beyond issuing grades. Overly negative, or positive.

Timelines of feedback to students is accurate, but inconsistent

Feed back is timely and accurate, but not detailed enough for a student to use it for personal improvement. May not be consistent with parent communications. Developing Consolidating Proficient

Feed back is timely and detailed enough for a student to use it for personal improvement. Is very consistent with parent feedback. Developing Consolidating Proficient

15. Creates an environment that makes prudent use of resources

Resources are not used, used effectively or are not well-maintained for future use.

Uses available resources efficiently and as intended to facilitate student learning.

Institutes systems for easy and appropriate use and care of equipment in a manner that maximizes their potential for supporting learning and ensures their use for future classes. Developing Consolidating Proficient

Evidence reviewed in making these ratings:

Evaluation Team Recommendations for improvement in this standard (one required):

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STANDARD 4: THE COMMUNITY (Check one box per indicator)

Indicator: the teacher Pre Foundation Foundation Emerging Established Accomplished 16. Provides constructive

feedback to parents regarding student progress that is clear and accurately reflects student achievement

Does not meet ADEC requirements for progress reporting

Meets minimum ADEC requirements for progress reporting

Communicates student progress to parents in a manner that is proactive

Provides information to parents frequently on both positive and negative aspects of student progress. Response to parent concerns is handled with great sensitivity

Facilitates parental involvement with constructive suggestions

17. Provides information to parents about the instructional curricular program

Does not provide information to parents about the teacher’s instructional program

Provides minimal information about the instructional program

Participates in school-required informational programs and periodically sends home details of class activities

Sends home a description of past school activity on a regular basis

Sends home a description of learning experiences and samples of completed work on a regular basis. Explains ways that parents can support their child’s achievement.

18. Participates in the wider school community

Restricts all their professional activity to the classroom

Contributes to the wider school community as required (attending school cultural assemblies, coaching, working with clubs, etc…)

Engages appropriate community resources to enhance the learning and cultural experiences of students and/or supports students outside the classroom

Evidence reviewed in making these ratings:

Evaluation Team Recommendations for improvement in this standard (one required):

Comments will be entered into the online record

Evaluation Team Comment (Optional):

Teacher Comment (Optional)11:

Evaluation Team signatures: Principal ______________________ Date__________ Vice Principal __________________________ Date__________

Team Member________________________Date__________ Teacher Signature_______________________ Date__________

11 Teachers may challenge a rating if the process used does not conform to ADEC requirements (i.e. one formal observation per term, etc.). Teachers may not appeal the judgment of the evaluation team, but may voice disagreement.

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Teacher Professional Development Plan

Teacher Name: ERP #

School: School #

Year:

Part 1: Please reprint from the Teacher Evaluation Profile Worksheet the recommendations made under each standard

Standard I: THE PROFESSION

Standard II: THE CURRICULUM

Standard III: THE CLASSROOM

Standard IV: THE COMMUNITY

Part 2: Using the recommendations above, the Teacher and Principal will identify the most important 2 or 3 to address in the 2011-2012 school year.

Part 3: The Professional Development Plan

Area for growth (from part 2 above)

Standard Addressed

Action(s) to be taken Resources/support needed Evidence of success

Teacher: _________________________________________

Principal: __________________________________________

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Teacher Performance Profile Summary

Generated automatically based on the ratings from the Evaluation Form

Teacher Name: _____________________________________ Teacher ERP #________

Novice Yes/No_______ (A Novice teacher is a UAE National trained in a national university who has less than 3 years of teaching experience)

Standard I: THE PROFESSION

Standard II: THE CURRICULUM

Standard III: THE CLASSROOM

Standard IV: THE COMMUNITY

Pre-Foundation Foundation Emerging Established Accomplished

Pre-Foundation Foundation Emerging Established Accomplished

Pre-Foundation Foundation Emerging Established

Pre-Foundation Foundation Emerging Established Accomplished

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Teacher Observation Summary Sheet

This form is intended to guide an evaluator as they observe a classroom. It is not intended to serve as the only evidence of a teacher’s performance. Some review of the teacher lesson plan or other

documents may be required to fully understand some lessons and the results of all observations should be considered before making evaluation judgments. The completed summary sheet does not

need to be shared with the teacher.

Teacher Observed:

ERP#

Observer:

Date of Observation: Time:

Length of Observation:

Title:

Subject (Math/English/Arabic/etc..) Topic:

Area

Did the teacher:

Observed

Yes No

Comments

1. Lesson planning and organization

a) Communicate a clear plan and objectives for the lesson at its start?

b) Have the necessary materials and resources ready for the class?

c) Is there a clear connection between the lesson objectives and the

school curriculum (ADEC/MOE)?

d) Review what students have learned at the end of the lesson? Ensure

practical activity has a clear purpose in improving students’

understanding or achievement?

2. Engagement of students and behavioural management.

a Keep all students engaged (doing the intended exercise) throughout the

lesson?

b Correct unnecessary behaviour immediately?

c Praise good achievement and effort?

d Treat all students equitably and with respect?

e Follow the ADEC Guidelines for managing student behaviour

a Create an environment that encourages constructive student

involvement?

b Encourage the students to use a variety of problem solving techniques?

f Listen and respond to pupils?

3. Differentiation a Adjust lessons appropriately to challenge all students in the class

based on their prior learning or ability?

b Vary motivational strategies for different individuals?

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c Allow students to take responsibility for their own learning by working

independently?

d Teach to different learning styles (Visual/Aural, etc...)

e Use a range of strategies for learning, ie... Whole class, group,

independent. Etc...

4. Assessment for learning

a Use a variety of questioning techniques to probe students’ knowledge

and understanding

b Explain to students how they will be assessed and the criteria for their

grade?

c Focus on understanding and meaning more than actual memory? skills

mastery?

d Use a variety of assessment strategies?

e Provide evidence of student’ written work having been marked or

otherwise assessed?

5. Inquiry /exploration /application of understanding

a Provide opportunity for or examples of applications in real-life settings?

b Encourage creativity by allowing students to develop unique responses to

questions and prompts?

Conclusions (optional)

Did anything stand out in this lesson?

Did the teacher show growth from previous observations or address

any recommendations?

Classroom Checklist Does the classroom have…? Observed

Yes No Comments

The overall classroom environment is conducive to learning? Student list of names visible (for safety protocols) The room is arranged appropriately for the lesson observed Student work on display reflects current unit and shows differentiation Resources readily accessible to students Class rules and consequences displayed Classroom complies with Workplace Health and Safety Guidelines – e.g. Bags are safely stored

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TEACHER OBSERVATION SUMMARY CONFERENCE REPORT

To be signed by the evaluator and the teacher, each will be given a copy for their records

Teacher Name_________________________________

Observer/Evaluator Name_______________________________

Date of observation_____________

Subject(s) of the lesson observed:

Please list two to three things that were most successful in the lesson:

Please list the two or three most important things the teacher can do to improve the lesson observed, OR their overall

performance12:

Evaluator Signature _____________________________________ Date________ Teacher Signature _______________________________ Date_________

12 In the event that the evaluator requires specific changes in teacher behavior, these should be noted here or on a separate memorandum to that effect.

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Post conference Interview guide13:

At least one post observation interview is required per year per teacher

Tell me about this specific class of students and how they learn best.

How do you teach this class differently from other classes you teach, or have taught in the past?

Why did you decide to teach the specific lesson I observed?

How did this lesson build on previous lessons you have taught this class?

How did you differentiate this lesson for different students?

o The content of the lesson (for student interest)?

o The expectations (Harder/Simpler, Advanced/Basic)

How did students know if they have met this lesson’s objectives?

How will you know if you were successful in teaching this lesson?

What did you feel went well in the lesson observed?

What did you think went less well?

How will you address the things that less went less well tomorrow, or the next time this class meets?

If you could teach this class again, what would you do differently?

Please show me your lesson plan and explain to me how you developed it.

How was this lesson different from other lessons you have taught, how was it the same?

Supporting documents to be developed:

Student and Parent surveys for teacher use, as well as process protocols.

Observing other teachers and providing constructive feedback form

Clearer definition and samples of Professional Development plans.

13 This is a guide designed to provide evaluators with questions that may provide evidence for things that are not observed in a lesson, these are not required questions.