Semi Annual Employee Evaluation Form For Instructional I Teachers
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5Commonwealth of Pennsylvania
DEPARTMENT OF EDUCATION
333 Market St., Harrisburg, PA 17126-0333
SEMI-ANNUAL EMPLOYEE EVALUATION FORM FOR INSTRUCTIONAL I TEACHERS
Teacher
Employee’s Last Name
First
Middle
Position(s) of Employee
District/IU
School
Evaluator
Interview/Conference Date
School Year:
2011-2012
Evaluation: (Check 1)
One
Two
This form is to serve as a permanent record of an administrator’s evaluation of a teacher’s performance during a specific time
period based on specific criteria.
PERFORMANCE EVALUATION
Directions: Examine all sources of evidence provided by the teacher and bear in mind the aspects of teaching for each of the
four categories used in this form. Refer to the rubric language, checking the appropriate aspects of teaching, and indicating
the sources of evidence used to determine the evaluation of the results in each category. Finally, assign an overall evaluation of
performance, sign the form and gain the signature of the employee.
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Category I: Planning and Preparation
Through their knowledge of content and pedagogy skills in planning and preparation, teachers make plans and
set goals based on the content to be learned, their knowledge of students and their instructional context. Category I reviews: Knowledge of Content and
Pedagogy, Knowledge of Pennsylvania Academic Standards, Knowledge of Students, Selecting Instructional Goals, Designing Coherent Instruction, Assessing
Student Learning, Knowledge of Resources, Materials and Technology.
SATISFACTORY
UNSATISFACTORY
Teacher’s performance demonstrates:
Teacher’s performance demonstrates:
o
o
Adequate knowledge of content and pedagogy
Limited or partial knowledge of content and pedagogy
Adequate knowledge of Pennsylvania’s Academic Standards
o
o
Limited or partial knowledge of Pennsylvania Academic
o
Adequate knowledge of students and how to use this
Standards
o
knowledge to direct and guide instruction
Irrelevant or partial knowledge of students and how to use this
o
Appropriate instructional goals that reflect standards and
knowledge to direct and guide instruction
o
reasonable expectations for students
Unclear or trivial instructional goals and absence of
o
Reasonable awareness of resources, materials, or technology
expectations for students
o
available through the school or district or professional
Little or no awareness of resources, materials, and technology
organizations
available through the school or district or professional
o
Appropriate instructional design in which plans for various
organizations
o
elements are partially aligned with the instructional goals and
Inappropriate or incoherent instructional design in which plans
have a recognizable sequence with some adaptations for
for elements are not aligned with the instructional goals, and
individual student needs
have few or inappropriate adaptations for individual student
o
Appropriate reflection on teaching and learning to enhance
needs
o
instruction
Little or no reflection on teaching and learning to enhance
o
Appropriate assessments of student learning mostly aligned to
instruction
o
the instructional goals and partially adapted as needed for
Inappropriate assessments of student learning not aligned to
student needs.
the instructional goals nor adapted as needed for student needs.
Sources of Evidence (Check all that apply and include dates, types/titles and number)
Lesson/Unit Plans
See Attachment 426 A
Teacher Conferences/Interviews
See Attachment 426 A
See Attachment 426 A
See Attachment 426 A
Resources/Materials/Technology
Classroom Observations
Assessment Materials
See Attachment 426 A
Teacher Resource Documents
See Attachment 426 A
Information About Students
See Attachment 426 A
Other
See Attachment 426 A
Justification for Evaluation
1
PDE-426
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