New Teacher Survivor Series
Part #15 -
What is the Teacher Evaluation Process & what does an
administrator look for when they come to evaluate?
Introduction: Each year your administrator is required by law to do an evaluation of your teaching performance. There are some things that you should know about this process. In addition, the more you know about the expectations of your administration, the more prepared you are to meet them.
1. If you are a career teacher (been at the school more than 3 complete years) you will be evaluated at least once each year before Feb. 10th. If you are in your residency year or have been at the school for less than 3 years (probationary teacher) you will be evaluated at least twice each year, once before Nov. 15th and once before Feb. 10th.
2. Each school district has an evaluation instrument (form) that the administrator will use to evaluate your teaching performance. The instrument will have effective teaching criteria listed. This criteria generally matches that set by State Law, the State Department of Education, and the Oklahoma Commission for Teacher Preparation. The local school board is required to set the criteria for teacher evaluation. Sometimes, the evaluation form is simple and sometimes it contains a great many criteria items. It is important to know that the principal or evaluating administrator is required to show teachers the evaluation instrument at the beginning of the school year. In schools were the local teachers' association negotiates their contracts, evaluation items may also be negotiated. It is important that you what criteria you are being evaluated on.
3. The administrator will observe your teaching performance based on the identified criteria and make a decision whether or not he/she feels you have met or not met the criteria. The criteria may include the following areas:
a. Do you utilize the class time effectively
b. Are students on task during the class period
c. Are there an appropriate number of grades in the grade book
d. Is the grade book detailed and describe assignments and tests
e. Are lesson plans up-to-date and turned in on time
f. Are lesson plans detailed and identify PASS objectives taught
g. Does the instructor effectively communicate objectives and lessons
h. Does the instructor use appropriate teaching methods to cover all
learning styles
i. Does the instructor use appropriate student assessment
j. Does the instructor modify instruction to meet student's IEPs
l. Does the instructor perform assigned duties
m. Are students supervised at all times
There are many other items that can be included on a teacher evaluation form. It is in your best interest to obtain a copy of the form, if your principal does not provide you one at the first of the year, and make sure you are meeting the criteria for a positive evaluation.
4. Typically a principal is a busy person. In addition to all their other duties, they must find time to visit classrooms and evaluate teachers. This is one criteria item the superintendent and board evaluate the principle. So, many times the principal relies on indicators to make an initial judgment about the performance of the teacher. For instance, what would you think of a teacher who never sends students to the office, never has any problems with students acting up in class, never has mad parents calling the office, always seems to have the students engaged in activities when the principal walks by the door, is always on time, and always on duty when he/she is supposed to be? This is an easy question. Even if there are some flaws in the teaching performance, this teacher will get a positive evaluation. Now, on the other hand, what about the teacher who constantly complains about the kids, sends students to the office for misbehavior almost every day, is always late to meetings, does duty about half the time and teaches a great lesson on evaluation day? Too late. The principal has already made up his/her mind. He/She is going to find something to tag this teacher with. The bottom line is this. You must perform in the classroom, that is what you are paid to do; however, what you do outside the classroom and within the operation of the school will figure greatly in how you are evaluated.
5. The evaluation process is followed most of the time. Depending on the competence of the principal and the number of years he/she has been in that position will determine how the process is followed. Most of the time they stay pretty close to the details when it pertains to teachers first entering the profession and up to three years. This is when they can get rid of you relatively easy if you are not doing your job. The process should begin with a pre-conference with the evaluator. The pre-conference is to set the date and go over any questions you or the evaluator might have. Next comes the visit. The visit usually lasts the entire class period. However, it might not. The evaluation instrument should have items covering from start to finish. After the visit, there will be a post-conference. The post-conference is to discuss the results of the evaluation, provide the teacher with input for improvement, and allow the teacher to ask any questions.
6. A few schools use an evaluation system where they will visit your classroom in short intervals throughout each 9 week period. These short intervals should allow the evaluator to see how you perform during different times within the class period. It also gives the evaluator a more accurate look at teacher performance. You can't make a dog and pony show. With this evaluation system, the principal will probably give you a general time frame in which he/she will be visiting classrooms. Also with this system, you will receive written feed back for each visit. After a set number of short visits, the evaluators will have a post-evaluation conference with the instructor to discuss the evaluation, provide input for improvement, and allow the teacher to ask questions. The difference between this and the one-time visit is that with the short visits you get more input and can correct or improve as you go.
7. One of the most common questions asked is, "What do I do if I get a bad evaluation?". The first thing you need to be aware of is what is a bad evaluation. Many principals/evaluators have the thought they cannot give a perfect evaluation. They must find something to criticize and suggest improvements. So, just because there are a couple of items that the administrator points out as needs improvement, don't panic. Be professional, ask the evaluator for specific examples and methods to improve the areas he/she wants improvement. Take notes of these items. Two things can happen from this. One, you will get good feed back and good information to help your teaching. Two, the evaluator will not have any good ideas and he/she will be hesitant to mark any needs improvement areas unless you really do a bad job. Either way you benefit.
Section 119. Teacher’s Response to Evaluation.
Whenever any evaluation is made of a teacher or administrator, a true copy of the evaluation shall be presented to the person evaluated, who shall acknowledge the written evaluation by signing the original. Within two (2) weeks after the evaluation, the person evaluated may respond and said response shall be made part of the record. Except by order of a court of competent jurisdiction, evaluation documents and the responses thereto shall be available only to the evaluated person, the board of education, the administrative staff making the evaluation, the board and administrative staff of any school to which such evaluated person applies for employment and such other persons as are specified by the teacher in writing and shall be subject to disclosure at a hearing or trial de novo. (70-6-101.11)
Contents of evaluation documents and responses may not be disclosed to anyone other than the classes of persons specifically designated, whether meeting of board is in open or in executive session, unless teacher affirmatively waives confidentiality. April 26, 1979 (AG Op. No. 79-80)
To continue, if you receive a negative evaluation that results in a "plan of improvement", make sure you get specific instructions on what and how to improve. You need to know what that evaluator is looking for. Take notes. If you think the evaluation was inaccurate, you can write a response to the evaluation which will be added to the completed evaluation instrument. Be careful about writing responses. Remember, Item 7, many evaluators will not give a perfect evaluation. You should only be worried about evaluations that lead to a plan of improvement. If you are in a school where you get several short visits, make a point to talk face to face with the evaluator about points identified as needs improvement.
The reason I suggest that you talk face to face with the evaluator and take notes during the meeting is for accountability. If the evaluator suggests that you do something specific to improve and you do it but still receive a negative rating, you have the documentation to show that you followed his/her instructions for improving. Also, if you wait to long to address the issue, or you write notes back and forth, and you never know specifically what the evaluator is look for in your performance, you may find yourself on a plan of improvement. The next step is dismissal or non-renewal. Hopefully you get the picture. It is important to know that if an administrator does not want you or the program at the school they will nit pick you to death, especially if you are a new teacher. You need to recognize whether or not the evaluator is there to help you improve, if they are going through the motions, or if they want you gone.
We talk a lot about evaluation when what we are really concerned with is dismissal and non-renewal. Non-renewal is at the end of the year and dismissal is immediate. The law is very specific in regard to the process in which a teacher is to be dismissed or non-renewed. It begins with the evaluation process (followed according to law), transitions into a plan of improvement and letter of admonishment (stating that if areas are not corrected dismissal or non-renewal is possible), next is further evaluation, and finally approval, non-renewal, or dismissal. You can view the complete process in the law from the State Department of Education Web site @ www.sde.state.ok.us . The other thing to consider is that there are statutory items for which a teacher of any tenure can be dismissed immediately. Below is a portion of the law.
Section 115. Definitions.
As used in Section 6-101 et seq. of Title 70 of the Oklahoma Statutes:
1. "Administrator" means a duly certified person who devotes a majority of time to service as a superintendent, elementary superintendent, principal, supervisor, vice principal or in any other administrative or supervisory capacity in the school district;
2. "Dismissal" means the discontinuance of the teaching service of an administrator or teacher during the term of a written contract, as provided by law;
3. "Nonreemployment" means the nonrenewal of an administrator’s or teacher’s contract upon expiration of the contract;
4. "Career teacher" means a teacher who has completed three (3) or more consecutive complete school years in such capacity in one school district under a written teaching contract;
5. "Hearing" means the hearing before a local board of education after a recommendation for dismissal or nonreemployment of a teacher has been made but before any final action is taken on said recommendation, held for the purpose of affording such teacher all rights guaranteed by the United States Constitution and the Constitution of Oklahoma under such circumstances and for enabling the board to determine whether to approve or disapprove the recommendation;
6. "Probationary teacher" means a teacher who has completed fewer than three (3) consecutive complete school years in such capacity in one school district under a written teaching contract;
7. "Suspension" or "suspended" means the temporary discontinuance of an administrator’s or teacher’s services, as provided by law;
8. "Teacher" means a duly certified or licensed person who is employed to serve as a counselor, librarian or school nurse or in any instructional capacity; an administrator shall be considered a teacher only with regard to service in an instructional, nonadministrative capacity.
A teacher who signs a temporary teacher contract prior to the end of her third consecutive year of teaching is not a "career teacher" at the time of the signing and has no rights to tenure at that time. To receive tenure, a teacher must have completed a third successful year of teaching. Scheer v. ISD No. I-26, Afton Public Schools, 1997 OK 115, 948 P.2d 275.
Teacher receiving notice before April 10 of 3rd year of teaching that he will not be offered contract for succeeding year had not "completed" 3 years of teaching when notified of nonrenewal. Scott v. Okla. State Board of Education, 618 P.2d 410 (Okla. App. 1980)
Teaching of half-days during school term does not prevent counting term on tenure. ISD No. 10 v. Lollar, 547 P.2d 1324 (Okla. App. 1976)
Payment of most of teacher’s salary from Federal Funds does not prevent teacher from acquiring tenure. ISD No. 10 v. Lollar, 547 P.2d 1324 (Okla. App. 1976)
Term "Consecutive, complete school years" refers to successive years for the designated number of days that school will be in session beginning with the day instruction is offered. January 16, 1984 (AG Op. No. 83-253)
A fraction of a year cannot be considered in computing length of teaching service necessary to establish tenure. November 23, 1977 (AG Op. No. 77-249)
Section 125. Grounds for Dismissal or Nonreemployment of Teachers.
A. Subject to the provisions of the Teacher Due Process Act of 1990, a career teacher may be dismissed or not reemployed for:
1. Willful neglect of duty;
2. Repeated negligence in performance of duty;
3. Mental or physical abuse to a child;
4. Incompetency;
5. Instructional ineffectiveness;
6. Unsatisfactory teaching performance; or
7. Any reason involving moral turpitude.
B. Subject to the provisions of the Teacher Due Process Act, a probationary teacher may be dismissed or not reemployed for cause.
C. A teacher shall be dismissed or not reemployed, unless a presidential or gubernatorial pardon has been issued, if during the term of employment such teacher is convicted in this state, the United States or another state of:
1. Any sex offense subject to the Sex Offenders Registration Act in this state or subject to another state’s or the federal sex offender registration provisions; or
2. Any felony offense.
D. A teacher may be dismissed, refused employment or not reemployed after a finding that such person has engaged in criminal sexual activity or sexual misconduct that has impeded the effectiveness of the individual’s performance of school duties. As used in this subsection:
1. "Criminal sexual activity" means the commission of an act as defined in Section 886 of Title 21 of the Oklahoma Statutes, which is the act of sodomy; and
2. "Sexual misconduct" means the soliciting or imposing of criminal sexual activity.
Note: See Section 413--reduction of State Aid as cause for dismissal of teacher under continuing contract law.
See Section 180.14 --failure to meet professional development requirements as cause for nonrenewal.
Repeated tardiness of teacher can amount to Willful Neglect of Duty. Winslett v. ISD No. 16, 657 P.2d 1208 (Okla. App. 1982)
Probationary teacher is entitled to be given reasons or findings upon which board of education decided not to reemploy her. Jackson v. ISD No. 16, 648 P.2d 26 (Okla. 1982)
Letter stating tenured teacher’s contract will not be renewed because of teacher’s "system of grading" or "method of teacher" or "partiality to certain students" is not sufficient. Lovelace v. Ingram, 518 P.2d 1102 (Okla. 1973)
Section 127. Procedures for Administrator to Follow for Admonishment of Teacher.
A. When an administrator who has the responsibility of evaluating a teacher identifies poor performance or conduct that the administrator believes may lead to a recommendation for the teacher’s dismissal or nonreemployment, the administrator shall:
1. Admonish the teacher, in writing, and make a reasonable effort to assist the teacher in correcting the poor performance or conduct; and
2. Establish a reasonable time for improvement, not to exceed two (2) months, taking into consideration the nature and gravity of the teacher’s performance or conduct.
B. If the teacher does not correct the poor performance or conduct cited in the admonition within the time specified, the administrator shall make a recommendation to the superintendent of the school district for the dismissal or nonreemployment of the teacher.
D. Repeated negligence in performance of duty, willful neglect of duty, incompetency, instructional ineffectiveness or unsatisfactory teaching performance, for a career teacher, or any cause related to inadequate teaching performance for a probationary teacher, shall not be a basis for a recommendation to dismiss or not reemploy a teacher unless and until the provisions of this section have been complied with.
Section 128. Recommendation of Dismissal or Nonrenewal.
Whenever a superintendent decides to recommend that a teacher employed within the school district be dismissed or not reemployed, the superintendent shall state the recommendation in writing, setting forth the basis for the recommendation, and shall submit such recommendation to the board of education.
If the teacher subject to such recommendation is a career teacher, the recommendation shall specify the statutory grounds for which the recommendation is based.
If the teacher subject to such recommendation is a probationary teacher, the recommendation shall specify the cause for which the recommendation is based.
The superintendent shall also specify the underlying facts supporting the recommendation. (70-6-101.25)
Section 132. Suspension of Teacher.
Whenever the superintendent of a school district has reason to believe that cause exists for the dismissal of a teacher and is of the opinion that the immediate suspension of the teacher would be in the best interests of the children in the district, the superintendent or the local board of education upon receiving recommendation for suspension from the superintendent may suspend the teacher without notice or hearing. However, the suspension shall not deprive the teacher of any compensation or other benefits to which otherwise entitled. Such suspension shall extend to such time as the teacher’s case is adjudicated at a trial de novo for a career teacher but such extension shall not include time for any further appeal process. Within ten (10) days’ time after such suspension becomes effective, the local board of education shall initiate a hearing for dismissal pursuant to law.
However, in a case involving a criminal charge or indictment, such suspension may extend to such time as the teacher’s case is finally adjudicated at trial. Provided, however, such extension shall not include any appeal process. (70-6-101.29)
The evaluation process is a great system. It allows good administrators the opportunity to help teachers. It also helps administrators learn more about the teachers and students in their school. Don't be afraid of the evaluation process, welcome it. However, remember that just as the administrator/evaluator is holding you accountable for the criteria on the evaluation instrument, you should hold him/her accountable for assisting you in improving in the areas they identify as needing improvement.
This short introduction should help you feel more comfortable about being evaluated. The good news is that the more years you spend in the profession, the more you learn about the evaluation system and how to use it to benefit you.