Post on 25-Jun-2018
C6-5
Certificated Evaluation Training Spring 2017
3/16/2017
ANAHEIM ELEMENTARY SCHOOL DISTRICT
and
ANAHEIM ELEMENTARY EDUCATION ASSOC.
Page 2 of 54
Table of Contents:
Evaluation Forms/Document List. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Page 5
Certificated Evaluations
C6-1 Certificated Evaluation Worksheet. . . . . . . . . . . . . . . . . . . . . . . . Page 9
C6-2 Certificated Professional Goals. . . . . . . . . . . . . . . . . . . . . . . . . . . Page 11
C6-3 Certificated Pre-Observation & Post Observation. . . . . . . . . . . . . Page 13
C6-4 Certificated Observation Summary. . . . . . . . . . . . . . . . . . . . . . . . Page 17
C6-5 Certificated Evaluation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Page 19
Special Assignment Certificated Evaluations
S6-1 Special Assignment Evaluation Worksheet. . . . . . . . . . . . . . . . . . Page 25
S6-2 Special Assignment Professional Goals. . . . . . . . . . . . . . . . . . . . . Page 27
S6-3 Special Assignment Pre-Observation & Post Observation. . . . . . .Page 29
S6-4 Special Assignment Observation Summary. . . . . . . . . . . . . . . . . . Page 33
S6-5 Special Assignment Evaluation. . . . . . . . . . . . . . . . . . . . . . . . . . . Page 35
Project Based Evaluation
P6-1 Project Based Evaluation Worksheet. . . . . . . . . . . . . . . . . . . . . . . Page 41
P6-2 Project Based Evaluation Appeal. . . . . . . . . . . . . . . . . . . . . . . . . . Page 43
6-6 Informal Feedback . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 45
6-7 Request for an Alternate Evaluator. . . . . . . . . . . . . . . . . . . . . . . . . . Page 47
Article VI – Procedures for Evaluation Proposed Language. . . . . . . . . Page 49
"Alone we can do so little, together we can do so much." --
Helen Keller
Page 3 of 54
Page 4 of 54
Evaluations Sub Committee (Forms/Documents)
Number Certificated Evaluation Classroom, SDC, RSP, TOSA IN, Speech, Music
C6-1 Certificated Evaluation Worksheet
C6-2 Certificated Professional Goals
C6-3 Certificated Pre-Observation and Post-Observation
C6-4 Certificated Observation Summary
C6-5 Certificated Evaluation (send to HR)
6-6 Informal Feedback
6-7 Request for an Alternate Evaluator
Special Assignment Certificated Evaluation
TOSA PD, District TOSA, DLC, Counselor, Nurse
S6-1 Special Assignment Evaluation Worksheet
S6-2 Special Assignment Professional Goals
S6-3 Special Assignment Pre-Observation and Post Observation
S6-4 Special Assignment Observation Summary
S6-5 Special Assignment Evaluation (send to HR)
6-6 Informal Feedback
6-7 Request for an Alternate Evaluator
Project-Based Evaluation
Classroom, SDC, RSP, TOSA IN, Speech, Music TOSA PD, District TOSA, DLC, Counselor, Nurse
P6-1 Project-Based Evaluation Worksheet (send to HR)
P6-2 Project-Based Evaluation Appeal
6-6 Informal Feedback
6-7 Request for an Alternate Evaluator
Page 5 of 54
Page 6 of 54
CERTIFICATED EVALUATION Classroom, SDC, RSP, TOSA-IN, SLP, Music
Page 7 of 54
Page 8 of 54
C6-1
Form C6-1 Certificated Evaluation Worksheet revised Page1
Anaheim Elementary School District
Human Resources Department
CERTIFICATED EVALUATION WORKSHEET (Classroom, SDC, RSP, TOSA IN, Speech, Music)
(To be distributed to the unit member at the Preliminary Conference and updated throughout the evaluation cycle.)
Vision - The District and the Association agree that an effective evaluation system recognizes the complexities of teaching and student
learning. The purpose of an evaluation is to improve instruction and provide educators with meaningful feedback. Evaluators and Unit
Members must work together to build a collaborative and trusting environment to achieve that purpose. A formal evaluation is not an
isolated event without connection to continuous professional growth and reflection.
Unit Member Name: Assignment: School:
Status: Group 1 (temp) Group 1 (prob) Group 2a Group 2b Group 2c
Evaluator: Position: School Year:
1. Preliminary Evaluation Conference (To be completed within the first thirty (30) work days.)
Certificated Professional Goals – Unit member and evaluator discussed and completed Form C6-2.
Discussion of Forms
Certificated Pre and Post Observation (C6-3) Certificated Observation Summary (C6-4)
Certificated Evaluation (C6-5) Informal Feedback (6-6)
____________________________ ____________________________
Unit Member Signature Date
____________________________ ____________________________
Evaluator Signature Date
2. First Observation
Pre-Observation Conference
Certificated Pre and Post Observation– Unit member and evaluator discussed and completed Form C6-3.
____________________________ ____________________________
Unit Member Signature Date
____________________________ ____________________________
Evaluator Signature Date
Post-Observation Conference
Certificated Observation Summary – Evaluator and unit member discussed Form C6-4.
Certificated Pre and Post Observation– Unit member and evaluator discussed and completed Form C6-3.
____________________________ ____________________________
Unit Member Signature Date
____________________________ ____________________________
Evaluator Signature Date
Page 9 of 54
C6-1
Form C6-1 Certificated Evaluation Worksheet revised Page2
3. Mid-Year Evaluation Conference (To be completed prior to December 15th
for all temporary and probationary unit
members.)
Certificated Evaluation – Unit member and evaluator discussed Form C6-5.
____________________________ ____________________________
Unit Member Signature Date
____________________________ ____________________________
Evaluator Signature Date
4. Second Observation
Pre-Observation Conference
Certificated Pre and Post Observation– Unit member and evaluator discussed and completed Form C6-3.
____________________________ ____________________________
Unit Member Signature Date
____________________________ ____________________________
Evaluator Signature Date
Post-Observation Conference
Certificated Observation Summary – Evaluator and unit member discussed Form C6-4.
Certificated Pre and Post Observation– Unit member and evaluator discussed and completed Form C6-3.
____________________________ ____________________________
Unit Member Signature Date
____________________________ ____________________________
Evaluator Signature Date
5. Informal Feedback (A minimum of two (2) informal feedback forms shall be completed throughout the year and given
to each unit member being evaluated, after the Preliminary Evaluation Conference and before the Final Evaluation
Conference.)
_______________ Informal Feedback #1 – Unit member received Form 6-6. (Required)
Date
_______________ Informal Feedback #2 – Unit member received Form 6-6. (Required)
Date
6. Final Evaluation Conference (To be completed no later than thirty (30) work days before the final calendared work day
for the work year in which the evaluation takes place by the evaluator with input from the unit member.)
Final Evaluation form (C6-5) discussed.
Overall Performance Rating:
Meets Standards Partially Meets Standards Does Not Meet Standards
____________________________ ____________________________
Unit Member Signature Date
____________________________ ____________________________
Evaluator Signature Date
Page 10 of 54
C6-2
From C6-2 Certificated Group Professional Goals Page 1
Anaheim Elementary School District
Human Resources Department
CERTIFICATED PROFESSIONAL GOALS (Classroom, SDC, RSP, TOSA IN, Speech, Music)
Vision - The District and the Association agree that an effective evaluation system recognizes the complexities of teaching and student learning. The purpose of an evaluation is to improve instruction and provide educators with meaningful feedback. Evaluators and Unit Members must work together to build a collaborative and trusting environment to
achieve that purpose. A formal evaluation is not an isolated event without connection to continuous professional growth and reflection.
Unit Member: Assignment: School:
Evaluator: Position: School Year:
Status: Temp Prob 1 Prob 2 Perm Evaluation Year: Yes No
Preliminary Conference Date:
Final Conference
Date:
Two (2) Goals/Elements to be chosen by the unit member in collaboration with the evaluator. For reference:
Preliminary Conference: CALIFORNIA STANDARDS FOR THE TEACHING PROFESSION (CSTP)
1. Engaging and Supporting All Students in Learning
1.1 Using knowledge of students to engage them in learning
1.2 Connecting learning to students’ prior knowledge, backgrounds, life
experiences, and interests.
1.3 Connecting subject matter to meaningful, real-life contexts
1.4 Using a variety of instructional strategies, resources, and
technologies to meet students’ diverse learning needs
1.5 Promoting critical thinking through inquiry, problem solving, and
reflection
1.6 Monitoring student learning and adjusting instruction while teaching
2. Creating and Maintaining Effective Environments for Student Learning
2.1 Promoting social development and responsibility within a caring
community where each student is treated fairly and respectfully
2.2 Creating physical or virtual learning environments that promote
student learning, reflect diversity, and encourage constructive and
productive interactions among students
2.3 Establishing and maintaining learning environments that are
physically, intellectually, and emotionally safe
2.4 Creating a rigorous learning environment with high expectations and
appropriate support for all students
2.5 Developing, communicating, and maintaining high standards for
individual and group behavior
2.6 Employing classroom routines, procedures, norms, and supports for
positive behavior to ensure a climate in which all students can learn
2.7 Using instructional time to optimize learning
3. Understanding and Organizing Subject Matter for Student Learning
3.1 Demonstrating knowledge of subject matter, academic content
standards, and curriculum frameworks
3.2 Applying knowledge of student development and proficiencies to
ensure student understanding of subject matter
3.3 Organizing curriculum to facilitate student understanding of the
subject matter
3.4 Utilizing instructional strategies that are appropriate to the subject
matter
3.5 Using and adapting resources, technologies, and standards-aligned
instructional materials, including adopted materials, to make subject
matter accessible to all students
3.6 Addressing the needs of English learners and students with special
needs to provide equitable access to the content
4. Planning Instruction and Designing Learning Experiences for All Students
4.1 Using knowledge of students' academic readiness, language
proficiency, cultural background, and individual development to
plan instruction
4.2 Establishing and articulating goals for student learning
4.3 Developing and sequencing long-term and short-term instructional
plans to support student learning
4.4 Planning instruction that incorporates appropriate strategies to meet
the learning needs of all students
4.5 Adapting instructional plans and curricular materials to meet the
assessed learning needs of all students
5. Assessing Students for Learning
5.1 Applying knowledge of the purposes, characteristics, and uses of different types of
assessments
5.2 Collecting and analyzing assessment data from a variety of sources to inform
instruction
5.3 Reviewing data, both individually and with colleagues, to monitor student learning
5.4 Using assessment data to establish learning goals and to plan, differentiate, and modify
instruction
5.5 Involving all students in self-assessment, goal setting, and monitoring progress
5.6 Using available technologies to assist in assessment, analysis, and communication of
student learning
5.7 Using assessment information to share timely and comprehensible feedback with
students and their families
6. Developing as a Professional Educator
6.1 Reflecting on teaching practice in support of student learning
6.2 Establishing professional goals and engaging in continuous and purposeful professional
growth and development
6.3 Collaborating with colleagues and the broader professional community to support
teacher and student learning
6.4 Working with families to support student learning
6.5 Engaging local communities in support of the instructional program
6.6 Managing professional responsibilities to maintain motivation and commitment to all
students
6.7 Demonstrating professional responsibility, integrity, and ethical conduct
1. CSTP Standard:
CSTP Element:
Goal 1 (Include Student Data):
What will you do to meet your goal?
How will you show you have met your goal? (What is your evidence?):
Final Conference:
Explain the progress you have made in meeting your goal:
Page 11 of 54
C6-2
From C6-2 Certificated Group Professional Goals Page 2
For reference:
Preliminary Conference: CALIFORNIA STANDARDS FOR THE TEACHING PROFESSION (CSTP)
1. Engaging and Supporting All Students in Learning
1.1 Using knowledge of students to engage them in learning
1.2 Connecting learning to students’ prior knowledge, backgrounds, life
experiences, and interests.
1.3 Connecting subject matter to meaningful, real-life contexts
1.4 Using a variety of instructional strategies, resources, and
technologies to meet students’ diverse learning needs
1.5 Promoting critical thinking through inquiry, problem solving, and
reflection
1.6 Monitoring student learning and adjusting instruction while teaching
2. Creating and Maintaining Effective Environments for Student Learning
2.1 Promoting social development and responsibility within a caring
community where each student is treated fairly and respectfully
2.2 Creating physical or virtual learning environments that promote
student learning, reflect diversity, and encourage constructive and
productive interactions among students
2.3 Establishing and maintaining learning environments that are
physically, intellectually, and emotionally safe
2.4 Creating a rigorous learning environment with high expectations and
appropriate support for all students
2.5 Developing, communicating, and maintaining high standards for
individual and group behavior
2.6 Employing classroom routines, procedures, norms, and supports for
positive behavior to ensure a climate in which all students can learn
2.7 Using instructional time to optimize learning
3. Understanding and Organizing Subject Matter for Student Learning
3.1 Demonstrating knowledge of subject matter, academic content
standards, and curriculum frameworks
3.2 Applying knowledge of student development and proficiencies to
ensure student understanding of subject matter
3.3 Organizing curriculum to facilitate student understanding of the
subject matter
3.4 Utilizing instructional strategies that are appropriate to the subject
matter
3.5 Using and adapting resources, technologies, and standards-aligned
instructional materials, including adopted materials, to make subject
matter accessible to all students
3.6 Addressing the needs of English learners and students with special
needs to provide equitable access to the content
4. Planning Instruction and Designing Learning Experiences for All Students
4.1 Using knowledge of students' academic readiness, language
proficiency, cultural background, and individual development to
plan instruction
4.2 Establishing and articulating goals for student learning
4.3 Developing and sequencing long-term and short-term instructional
plans to support student learning
4.4 Planning instruction that incorporates appropriate strategies to meet
the learning needs of all students
4.5 Adapting instructional plans and curricular materials to meet the
assessed learning needs of all students
5. Assessing Students for Learning
5.1 Applying knowledge of the purposes, characteristics, and uses of different types of
assessments
5.2 Collecting and analyzing assessment data from a variety of sources to inform
instruction
5.3 Reviewing data, both individually and with colleagues, to monitor student learning
5.4 Using assessment data to establish learning goals and to plan, differentiate, and modify
instruction
5.5 Involving all students in self-assessment, goal setting, and monitoring progress
5.6 Using available technologies to assist in assessment, analysis, and communication of
student learning
5.7 Using assessment information to share timely and comprehensible feedback with
students and their families
6. Developing as a Professional Educator
6.1 Reflecting on teaching practice in support of student learning
6.2 Establishing professional goals and engaging in continuous and purposeful professional
growth and development
6.3 Collaborating with colleagues and the broader professional community to support
teacher and student learning
6.4 Working with families to support student learning
6.5 Engaging local communities in support of the instructional program
6.6 Managing professional responsibilities to maintain motivation and commitment to all
students
6.7 Demonstrating professional responsibility, integrity, and ethical
conduct
2. CSTP Standard:
CSTP Element:
Goal 2 (Include Student Data):
What will you do to meet your goal?
How will you show you have met your goal? (What is your evidence?):
Final Conference:
Explain the progress you have made in meeting your goal:
Evaluation status for next school year (To be completed at the Final Evaluation Conference/Professional Goals Meeting by the evaluator with
input from the unit member).
Unit member will be evaluated next school year: Yes (if yes, select group below) No
Group: 1 2a 2b 2c
Unit Member Signature Date Evaluator Signature Date
Page 12 of 54
C6-3
Form C6-3 Certificated Pre-Observation and Post-Observation Page 1
Anaheim Elementary School District
Human Resources Department
CERTIFICATED PRE-OBSERVATION and POST OBSERVATION (Classroom, SDC, RSP, TOSA IN, Speech, Music)
Vision - The District and the Association agree that an effective evaluation system recognizes the complexities of teaching and student learning. The purpose of an evaluation is to
improve instruction and provide educators with meaningful feedback. Evaluators and Unit Members must work together to build a collaborative and trusting environment to
achieve that purpose. A formal evaluation is not an isolated event without connection to continuous professional growth and reflection.
Unit Member: Assignment: School:
Evaluator: Position: School Year:
Date and time of Pre-
Observation Conf:
Date and time of Post-
Observation Conf:
The final version of this document will be completed during the Pre-Observation and Post-Observation conferences in collaboration with the evaluator.
Please be prepared to discuss and complete these questions during the Pre-Observation and Post-Observation Conferences: For reference:
1. Pre-Observation – Which CSTP Element(s) align to your professional goals?
Post-Observation – In what ways did you address your professional goals (CSTP
Elements)?
CALIFORNIA STANDARDS FOR THE TEACHING PROFESSION (CSTP)
1. Engaging and Supporting All Students in Learning
1.1 Using knowledge of students to engage them in learning
1.2 Connecting learning to students’ prior knowledge, backgrounds, life
experiences, and interests.
1.3 Connecting subject matter to meaningful, real-life contexts
1.4 Using a variety of instructional strategies, resources, and
technologies to meet students’ diverse learning needs
1.5 Promoting critical thinking through inquiry, problem solving, and
reflection
1.6 Monitoring student learning and adjusting instruction while teaching
2. Creating and Maintaining Effective Environments for Student Learning
2.1 Promoting social development and responsibility within a caring
community where each student is treated fairly and respectfully
2.2 Creating physical or virtual learning environments that promote
student learning, reflect diversity, and encourage constructive and
productive interactions among students
2.3 Establishing and maintaining learning environments that are
physically, intellectually, and emotionally safe
2.4 Creating a rigorous learning environment with high expectations and
appropriate support for all students
2.5 Developing, communicating, and maintaining high standards for
individual and group behavior
2.6 Employing classroom routines, procedures, norms, and supports for
positive behavior to ensure a climate in which all students can learn
2.7 Using instructional time to optimize learning
3. Understanding and Organizing Subject Matter for Student Learning
3.1 Demonstrating knowledge of subject matter, academic content
standards, and curriculum frameworks
3.2 Applying knowledge of student development and proficiencies to
ensure student understanding of subject matter
3.3 Organizing curriculum to facilitate student understanding of the
subject matter
3.4 Utilizing instructional strategies that are appropriate to the subject
matter
3.5 Using and adapting resources, technologies, and standards-aligned
instructional materials, including adopted materials, to make subject
matter accessible to all students
3.6 Addressing the needs of English learners and students with special
needs to provide equitable access to the content
4. Planning Instruction and Designing Learning Experiences for All Students
4.1 Using knowledge of students' academic readiness, language
proficiency, cultural background, and individual development to
plan instruction
4.2 Establishing and articulating goals for student learning
4.3 Developing and sequencing long-term and short-term instructional
plans to support student learning
4.4 Planning instruction that incorporates appropriate strategies to meet
the learning needs of all students
4.5 Adapting instructional plans and curricular materials to meet the
assessed learning needs of all students
5. Assessing Students for Learning
5.1 Applying knowledge of the purposes, characteristics, and uses of different
types of assessments
5.2 Collecting and analyzing assessment data from a variety of sources to inform
instruction
5.3 Reviewing data, both individually and with colleagues, to monitor student
learning
5.4 Using assessment data to establish learning goals and to plan, differentiate, and
modify instruction
5.5 Involving all students in self-assessment, goal setting, and monitoring progress
5.6 Using available technologies to assist in assessment, analysis, and
communication of student learning
5.7 Using assessment information to share timely and comprehensible feedback
with students and their families
6. Developing as a Professional Educator
6.1 Reflecting on teaching practice in support of student learning
6.2 Establishing professional goals and engaging in continuous and purposeful
professional growth and development
6.3 Collaborating with colleagues and the broader professional community to
support teacher and student learning
6.4 Working with families to support student learning
6.5 Engaging local communities in support of the instructional program
6.6 Managing professional responsibilities to maintain motivation and commitment
to all students
6.7 Demonstrating professional responsibility, integrity, and ethical
conduct
2. Pre-Observation – What academic content standards will you be teaching in this
lesson?
Post-Observation – How well did students understand the objective of the lesson
and its connection to the content standards?
Page 13 of 54
C6-3
Form C6-3 Certificated Pre-Observation and Post-Observation Page 2
Unit Member:
For Reference:
3. Pre-Observation – Please explain the unique features/needs of your students.
Post-Observation – Describe the modifications you made for your student
subgroups during the lesson, to meet the learning outcomes.
CALIFORNIA STANDARDS FOR THE TEACHING PROFESSION (CSTP)
1. Engaging and Supporting All Students in Learning
1.1 Using knowledge of students to engage them in learning
1.2 Connecting learning to students’ prior knowledge, backgrounds,
life experiences, and interests.
1.3 Connecting subject matter to meaningful, real-life contexts
1.4 Using a variety of instructional strategies, resources, and
technologies to meet students’ diverse learning needs
1.5 Promoting critical thinking through inquiry, problem solving, and
reflection
1.6 Monitoring student learning and adjusting instruction while
teaching
2. Creating and Maintaining Effective Environments for Student Learning
2.1 Promoting social development and responsibility within a caring
community where each student is treated fairly and respectfully
2.2 Creating physical or virtual learning environments that promote
student learning, reflect diversity, and encourage constructive and
productive interactions among students
2.3 Establishing and maintaining learning environments that are
physically, intellectually, and emotionally safe
2.4 Creating a rigorous learning environment with high expectations
and appropriate support for all students
2.5 Developing, communicating, and maintaining high standards for
individual and group behavior
2.6 Employing classroom routines, procedures, norms, and supports
for positive behavior to ensure a climate in which all students can
learn
2.7 Using instructional time to optimize learning
3. Understanding and Organizing Subject Matter for Student Learning
3.1 Demonstrating knowledge of subject matter, academic content
standards, and curriculum frameworks
3.2 Applying knowledge of student development and proficiencies to
ensure student understanding of subject matter
3.3 Organizing curriculum to facilitate student understanding of the
subject matter
3.4 Utilizing instructional strategies that are appropriate to the subject
matter
3.5 Using and adapting resources, technologies, and standards-aligned
instructional materials, including adopted materials, to make
subject matter accessible to all students
3.6 Addressing the needs of English learners and students with special
needs to provide equitable access to the content
4. Planning Instruction and Designing Learning Experiences for All Students
4.1 Using knowledge of students' academic readiness, language
proficiency, cultural background, and individual development to
plan instruction
4.2 Establishing and articulating goals for student learning
4.3 Developing and sequencing long-term and short-term instructional
plans to support student learning
4.4 Planning instruction that incorporates appropriate strategies to meet
the learning needs of all students
4.5 Adapting instructional plans and curricular materials to meet the
assessed learning needs of all students
5. Assessing Students for Learning
5.1 Applying knowledge of the purposes, characteristics, and uses of different
types of assessments
5.2 Collecting and analyzing assessment data from a variety of sources to inform
instruction
5.3 Reviewing data, both individually and with colleagues, to monitor student
learning
5.4 Using assessment data to establish learning goals and to plan, differentiate, and
modify instruction
5.5 Involving all students in self-assessment, goal setting, and monitoring progress
5.6 Using available technologies to assist in assessment, analysis, and
communication of student learning
5.7 Using assessment information to share timely and comprehensible feedback
with students and their families
6. Developing as a Professional Educator
6.1 Reflecting on teaching practice in support of student learning
6.2 Establishing professional goals and engaging in continuous and purposeful
professional growth and development
6.3 Collaborating with colleagues and the broader professional community to
support teacher and student learning
6.4 Working with families to support student learning
6.5 Engaging local communities in support of the instructional program
6.6 Managing professional responsibilities to maintain motivation and commitment
to all students
6.7 Demonstrating professional responsibility, integrity, and ethical
conduct
4. Pre-Observation – What instructional strategies will you be using?
Post-Observation – How did the instructional strategies you selected for this
lesson help in reaching the learning outcomes?
Page 14 of 54
C6-3
Form C6-3 Certificated Pre-Observation and Post-Observation Page 3
Unit Member:
For Reference:
5. Pre-Observation – What do you expect your students to know or do by the end of
this lesson?
Post-Observation – What evidence do you have that all students reached the
outcomes you had intended?
CALIFORNIA STANDARDS FOR THE TEACHING PROFESSION (CSTP)
1. Engaging and Supporting All Students in Learning
1.1 Using knowledge of students to engage them in learning
1.2 Connecting learning to students’ prior knowledge, backgrounds,
life
experiences, and interests.
1.3 Connecting subject matter to meaningful, real-life contexts
1.4 Using a variety of instructional strategies, resources, and
technologies to meet students’ diverse learning needs
1.5 Promoting critical thinking through inquiry, problem solving, and
reflection
1.6 Monitoring student learning and adjusting instruction while
teaching
2. Creating and Maintaining Effective Environments for Student Learning
2.1 Promoting social development and responsibility within a caring
community where each student is treated fairly and respectfully
2.2 Creating physical or virtual learning environments that promote
student learning, reflect diversity, and encourage constructive and
productive interactions among students
2.3 Establishing and maintaining learning environments that are
physically, intellectually, and emotionally safe
2.4 Creating a rigorous learning environment with high expectations
and appropriate support for all students
2.5 Developing, communicating, and maintaining high standards for
individual and group behavior
2.6 Employing classroom routines, procedures, norms, and supports
for positive behavior to ensure a climate in which all students can
learn
2.7 Using instructional time to optimize learning
3. Understanding and Organizing Subject Matter for Student Learning
3.1 Demonstrating knowledge of subject matter, academic content
standards, and curriculum frameworks
3.2 Applying knowledge of student development and proficiencies to
ensure student understanding of subject matter
3.3 Organizing curriculum to facilitate student understanding of the
subject matter
3.4 Utilizing instructional strategies that are appropriate to the subject
matter
3.5 Using and adapting resources, technologies, and standards-aligned
instructional materials, including adopted materials, to make
subject matter accessible to all students
3.6 Addressing the needs of English learners and students with special
needs to provide equitable access to the content
4. Planning Instruction and Designing Learning Experiences for All Students
4.1 Using knowledge of students' academic readiness, language
proficiency, cultural background, and individual development to
plan instruction
4.2 Establishing and articulating goals for student learning
4.3 Developing and sequencing long-term and short-term instructional
plans to support student learning
4.4 Planning instruction that incorporates appropriate strategies to meet
the learning needs of all students
4.5 Adapting instructional plans and curricular materials to meet the
assessed learning needs of all students
5. Assessing Students for Learning
5.1 Applying knowledge of the purposes, characteristics, and uses of different
types of assessments
5.2 Collecting and analyzing assessment data from a variety of sources to inform
instruction
5.3 Reviewing data, both individually and with colleagues, to monitor student
learning
5.4 Using assessment data to establish learning goals and to plan, differentiate, and
modify instruction
5.5 Involving all students in self-assessment, goal setting, and monitoring progress
5.6 Using available technologies to assist in assessment, analysis, and
communication of student learning
5.7 Using assessment information to share timely and comprehensible feedback
with students and their families
6. Developing as a Professional Educator
6.1 Reflecting on teaching practice in support of student learning
6.2 Establishing professional goals and engaging in continuous and purposeful
professional growth and development
6.3 Collaborating with colleagues and the broader professional community to
support teacher and student learning
6.4 Working with families to support student learning
6.5 Engaging local communities in support of the instructional program
6.6 Managing professional responsibilities to maintain motivation and commitment
to all students
6.7 Demonstrating professional responsibility, integrity, and ethical
conduct
6. Post-Observation – Next steps/Future Goals:
Pre-Observation Conference:
Unit Member Signature Date Evaluator Signature Date
Post Observation Conference:
Unit Member Signature Date Evaluator Signature Date
Page 15 of 54
Page 16 of 54
C6-4
Form C6-4 Certificated Observation Summary
Anaheim Elementary School District
Human Resources Department
CERTIFICATED OBSERVATION SUMMARY (Classroom, SDC, RSP, TOSA IN, Speech, Music)
Vision - The District and the Association agree that an effective evaluation system recognizes the complexities of teaching and student learning. The purpose of an
evaluation is to improve instruction and provide educators with meaningful feedback. Evaluators and Unit Members must work together to build a collaborative and
trusting environment to achieve that purpose. A formal evaluation is not an isolated event without connection to continuous professional growth and reflection.
Unit Member: Assignment: School:
Evaluator: Position: School Year:
Date and time of Observation: Observation Topic:
To be completed by the evaluator during the Observation: For Reference:
1. Lesson summary:
CALIFORNIA STANDARDS FOR THE TEACHING PROFESSION (CSTP)
1. Engaging and Supporting All Students in Learning
1.1 Using knowledge of students to engage them in learning
1.2 Connecting learning to students’ prior knowledge, backgrounds, life
experiences, and interests.
1.3 Connecting subject matter to meaningful, real-life contexts
1.4 Using a variety of instructional strategies, resources, and
technologies to meet students’ diverse learning needs
1.5 Promoting critical thinking through inquiry, problem solving, and
reflection
1.6 Monitoring student learning and adjusting instruction while teaching
2. Creating and Maintaining Effective Environments for Student Learning
2.1 Promoting social development and responsibility within a caring
community where each student is treated fairly and respectfully
2.2 Creating physical or virtual learning environments that promote
student learning, reflect diversity, and encourage constructive and
productive interactions among students
2.3 Establishing and maintaining learning environments that are
physically, intellectually, and emotionally safe
2.4 Creating a rigorous learning environment with high expectations and
appropriate support for all students
2.5 Developing, communicating, and maintaining high standards for
individual and group behavior
2.6 Employing classroom routines, procedures, norms, and supports for
positive behavior to ensure a climate in which all students can learn
2.7 Using instructional time to optimize learning
3. Understanding and Organizing Subject Matter for Student Learning
3.1 Demonstrating knowledge of subject matter, academic content
standards, and curriculum frameworks
3.2 Applying knowledge of student development and proficiencies to
ensure student understanding of subject matter
3.3 Organizing curriculum to facilitate student understanding of the
subject matter
3.4 Utilizing instructional strategies that are appropriate to the subject
matter
3.5 Using and adapting resources, technologies, and standards-aligned
instructional materials, including adopted materials, to make subject
matter accessible to all students
3.6 Addressing the needs of English learners and students with special
needs to provide equitable access to the content
4. Planning Instruction and Designing Learning Experiences for All Students
4.1 Using knowledge of students' academic readiness, language
proficiency, cultural background, and individual development to
plan instruction
4.2 Establishing and articulating goals for student learning
4.3 Developing and sequencing long-term and short-term instructional
plans to support student learning
4.4 Planning instruction that incorporates appropriate strategies to meet
the learning needs of all students
4.5 Adapting instructional plans and curricular materials to meet the
assessed learning needs of all students
5. Assessing Students for Learning
5.1 Applying knowledge of the purposes, characteristics, and uses of different
types of assessments
5.2 Collecting and analyzing assessment data from a variety of sources to inform
instruction
5.3 Reviewing data, both individually and with colleagues, to monitor student
learning
5.4 Using assessment data to establish learning goals and to plan, differentiate,
and modify instruction
5.5 Involving all students in self-assessment, goal setting, and monitoring
progress
5.6 Using available technologies to assist in assessment, analysis, and
communication of student learning
5.7 Using assessment information to share timely and comprehensible feedback
with students and their families
6. Developing as a Professional Educator
6.1 Reflecting on teaching practice in support of student learning
6.2 Establishing professional goals and engaging in continuous and purposeful
professional growth and development
6.3 Collaborating with colleagues and the broader professional community to
support teacher and student learning
6.4 Working with families to support student learning
6.5 Engaging local communities in support of the instructional program
6.6 Managing professional responsibilities to maintain motivation and
commitment to all students
6.7 Demonstrating professional responsibility, integrity, and ethical conduct
2. Evidence of CSTP Goals/Elements:
3. Student outcome:
4. Additional comments:
Unit Member Signature Date Evaluator Signature Date
Page 17 of 54
Page 18 of 54
C6-5
Form C6-5 Certificated Evaluation Page 1
Anaheim Elementary School District
Human Resources Department
CERTIFICATED EVALUATION (Classroom, SDC, RSP, TOSA IN, Speech, Music)
Vision - The District and the Association agree that an effective evaluation system recognizes the complexities of teaching and student learning. The purpose
of an evaluation is to improve instruction and provide educators with meaningful feedback. Evaluators and Unit Members must work together to build a
collaborative and trusting environment to achieve that purpose. A formal evaluation is not an isolated event without connection to continuous professional growth and reflection.
Unit Member Name: Assignment: School:
Status: Group 1 (temp) Group 1 (prob) Group 2a Group 2b Group 2c
Evaluator: Position: School Year:
INDICATORS
Standard Indicators:
M = Meets Standards
PM = Partially Meets Standards
DNM= Does Not Meet Standards
M indicates that no more than 1 element has been
checked.
PM indicates that more than 1 but no more than 50% of
elements are checked.
DNM indicates greater than 50% of elements have been
checked.
Recommendations or assistance will be included when an area(s) of needed growth is/are checked for any
standard.
CALIFORNIA STANDARDS FOR THE TEACHING PROFESSION
I. Engaging and Supporting All Students in Learning Indicates an area of needed growth.
Standard Indicator (check one)
M PM DNM
I.1. Using knowledge of students to engage them in learning.
I.2. Connecting learning to students’ prior knowledge, backgrounds, life experiences, and interests.
I.3. Connecting subject matter to meaningful, real-life contexts.
I.4. Using a variety of instructional strategies, resources, and technologies to meet students’ diverse learning needs.
I.5. Promoting critical thinking through inquiry, problem solving, and reflection.
I.6. Monitoring student learning and adjusting instruction while teaching. Recommendations or assistance will be included when an area(s) of needed growth is/are checked for any standard. Additional comments
and/or commendations may also be included.
II. Creating and Maintaining Effective Environments
for Student Learning Indicates an area of needed growth.
Standard Indicator (check one)
M PM DNM
II.1. Promoting social development and responsibility within a caring community where each student is treated fairly
and respectfully.
II.2. Creating physical or virtual learning environments that promote student learning, reflect diversity, and
encourage constructive and productive interactions among students.
II.3. Establishing and maintaining learning environments that are physically, intellectually, and emotionally safe.
II.4. Creating a rigorous learning environment with high expectations and appropriate support for all students.
II.5. Developing, communicating, and maintaining high standards for individual and group behavior.
II.6. Employing classroom routines, procedures, norms, and supports for positive behavior to ensure a climate in
which all students can learn.
II.7. Using instructional time to optimize learning. Recommendations or assistance will be included when an area(s) of needed growth is/are checked for any standard. Additional comments
and/or commendations may also be included.
Page 19 of 54
C6-5
Form C6-5 Certificated Evaluation Page 2
III. Understanding and Organizing Subject Matter for
Student Learning Indicates an area of needed growth.
Standard Indicator (check one)
M PM DNM
III.1. Demonstrating knowledge of subject matter, academic content standards, and curriculum frameworks.
III.2. Applying knowledge of student development and proficiencies to ensure student understanding of subject
matter.
III.3. Organizing curriculum to facilitate student understanding of the subject matter.
III.4. Utilizing instructional strategies that are appropriate to the subject matter.
III.5. Using and adapting resources, technologies, and standards-aligned instructional materials, including adopted
materials, to make subject matter accessible to all students.
III.6. Addressing the needs of English learners and students with special needs to provide equitable access to the
content. Recommendations or assistance will be included when an area(s) of needed growth is/are checked for any standard. Additional comments
and/or commendations may also be included.
IV. Planning Instruction and Designing Learning
Experiences for All Students Indicates an area of needed growth.
Standard Indicator (check one)
M PM DNM
IV.1. Using knowledge of students’ academic readiness, language proficiency, cultural background, and individual
development to plan instruction.
IV.2. Establishing and articulating goals for student learning.
IV.3. Developing and sequencing long-term and short-term instructional plans to support student learning.
IV.4. Planning instruction that incorporates appropriate strategies to meet the learning needs of all students.
IV.5. Adapting instructional plans and curricular materials to meet the assessed learning needs of all students. Recommendations or assistance will be included when an area(s) of needed growth is/are checked for any standard. Additional comments
and/or commendations may also be included.
V. Assessing Students for Learning Indicates an area of needed growth.
Standard Indicator (check one)
M PM DNM
V.1. Applying knowledge of the purposes, characteristics, and uses of different types of assessments.
V.2. Collecting and analyzing assessment data from a variety of sources to inform instruction.
V.3. Reviewing data, both individually and with colleagues, to monitor student learning.
V.4. Using assessment data to establish learning goals and to plan, differentiate, and modify instruction.
V.5. Involving all students in self-assessment, goal setting, and monitoring progress.
V.6. Using available technologies to assist in assessment, analysis, and communication of student learning.
V.7. Using assessment information to share timely and comprehensible feedback with students and their families. Recommendations or assistance will be included when an area(s) of needed growth is/are checked for any standard. Additional comments
and/or commendations may also be included.
VI. Developing as a Professional Educator Indicates an area of needed growth.
Standard Indicator (check one)
M PM DNM
VI.1. Reflecting on teaching practice in support of student learning.
VI.2. Establishing professional goals and engaging in continuous purposeful professional growth and development.
VI.3. Collaborating with colleagues and the broader professional community to support teacher and student learning.
VI.4. Working with families to support student learning.
VI.5. Engaging local communities in support of the instructional program.
VI.6. Managing professional responsibilities to maintain motivation and commitment to all students.
VI.7. Demonstrating professional responsibility, integrity, and ethical conduct. Recommendations or assistance will be included when an area(s) of needed growth is/are checked for any standard. Additional comments
and/or commendations may also be included.
Page 20 of 54
C6-5
Form C6-5 Certificated Evaluation Page 3
PROFESSIONAL RESPONSIBILITIES
VII. Professional Responsibilities Indicates an area of needed growth
Indicator (check one)
M DNM
Adheres to the required terms and conditions of employment as outlined in the Collective Bargaining Agreement,
Board Policies, Administrative Regulations, Job Description, Education Code and administrative directives.
Recommendations or assistance will be included when checked. Additional comments and/or commendations may also be included.
EVALUATION RUBRIC
1. For each individual standard:
If no more than 1 element is checked, Standard indicator is M.
If more than 1 but no more than 50% of elements are checked, Standard indicator is PM.
If more than 50% of elements are checked, Standard indicator is DNM.
2. For the overall evaluation, check the number under the appropriate rating for each individual standard. Total
each column and then add to obtain a grand total.
STANDARD M PM DNM
I 0 1 2
II 0 1 2
III 0 1 2
IV 0 1 2
V 0 1 2
TOTAL + + =
Evaluation Rubric continued:
If the total score is the overall rating is and PAR is
0 M voluntary
1 M voluntary
2 PM voluntary
3 or higher DNM required
PERMANENT STATUS ONLY
Overall Performance Rating
M=Meets Standards PM=Partially Meets Standards DNM=Does Not Meet Standards
PROBATIONARY STATUS ONLY
Mid-Year Evaluation Final Evaluation
Employment Status
Continued service recommended
Continued service with assistance provided
Possible non-reelect with assistance provided (Mid-Year Evaluation)
Non-reelect (Final Evaluation)
Overall Performance Rating
M=Meets Standards PM=Partially Meets Standards DNM=Does Not Meet Standards
Page 21 of 54
C6-5
Form C6-5 Certificated Evaluation Page 4
TEMPORARY STATUS ONLY
Mid-Year Evaluation Final Evaluation
Overall Performance Rating
M=Meets Standards PM=Partially Meets Standards DNM=Does Not Meet Standards
*Meets Standards performance rating does not guarantee reemployment with the District.
Unit Member’s signature indicates that the evaluation has been read and discussed. It does not necessarily indicate agreement with the
evaluation. In the event of any disagreement regarding this report, the unit member has the right to present his/her point of view by
submitting a response within ten (10) days to the evaluator.
Unit Member Signature: Date:
Evaluator Signature: Date:
Page 22 of 54
SPECIAL ASSIGNMENT
CERTIFICATED EVALUATION TOSA-PD, District TOSA, DLC,
Counselor, Nurse
Page 23 of 54
Page 24 of 54
S6-1
Form S6-1 Special Assignment Evaluation Worksheet Page 1
Anaheim Elementary School District
Human Resources Department
SPECIAL ASSIGNMENT EVALUATION WORKSHEET (TOSA PD, District TOSA, Digital Learning Coach, Counselor, Nurse)
(To be distributed to the unit member at the Preliminary Conference and updated throughout the evaluation cycle.)
Vision - The District and the Association agree that an effective evaluation system recognizes the complexities of teaching and student
learning. The purpose of an evaluation is to improve instruction and provide educators with meaningful feedback. Evaluators and Unit
Members must work together to build a collaborative and trusting environment to achieve that purpose. A formal evaluation is not an
isolated event without connection to continuous professional growth and reflection.
Unit Member Name: Assignment: School:
Status: Group 1 (temp) Group 1 (prob) Group 2a Group 2b Group 2c
Evaluator: Position: School Year:
1. Preliminary Evaluation Conference (To be completed within the first thirty (30) work days.)
Special Assignment Professional Goals – Unit member and evaluator discussed and completed Form S6-2.
Discussion of Forms
Special Assignment Pre and Post Observation (S6-3) Special Assignment Observation Summary (S6-4)
Special Assignment Evaluation (S6-5) Informal Feedback (6-6)
____________________________ ____________________________
Unit Member Signature Date
____________________________ ____________________________
Evaluator Signature Date
2. First Observation
Pre-Observation Conference
Special Assignment Pre and Post Observation - Unit member and evaluator discussed and completed Form S6-3.
____________________________ ____________________________
Unit Member Signature Date
____________________________ ____________________________
Evaluator Signature Date
Post-Observation Conference
Special Assignment Observation Summary - Evaluator and unit member discussed Form S6-4.
Special Assignment Pre and Post Observation - Unit member and evaluator discussed and completed Form S6-3.
____________________________ ____________________________
Unit Member Signature Date
____________________________ ____________________________
Evaluator Signature Date
Page 25 of 54
S6-1
Form S6-1 Special Assignment Evaluation Worksheet Page 2
3. Mid-Year Evaluation Conference (To be completed prior to December 15th
for all temporary and probationary unit
members.)
Special Assignment Evaluation - Unit member and evaluator discussed Form S6-5.
____________________________ ____________________________
Unit Member Signature Date
____________________________ ____________________________
Evaluator Signature Date
4. Second Observation
Pre-Observation Conference
Special Assignment Pre/Post Observation - Unit member and evaluator discussed and completed Form S6-3.
____________________________ ____________________________
Unit Member Signature Date
____________________________ ____________________________
Evaluator Signature Date
Post-Observation Conference
Special Assignment Observation Summary - Evaluator and unit member discussed Form S6-4.
Special Assignment Pre/Post Observation - Unit member and evaluator discussed and completed Form S6-3.
____________________________ ____________________________
Unit Member Signature Date
____________________________ ____________________________
Evaluator Signature Date
5. Informal Feedback (A minimum of two (2) informal feedback forms shall be completed throughout the year and given
to each unit member being evaluated, after the Preliminary Evaluation Conference and before the Final Evaluation
Conference.)
_______________ Informal Feedback #1 – Unit member received Form 6-6. (Required)
Date
_______________ Informal Feedback #2 – Unit member received Form 6-6. (Required)
Date
6. Final Evaluation Conference (To be completed no later than thirty (30) work days before the final calendared work day
for the work year in which the evaluation takes place by the evaluator with input from the unit member.)
Final Evaluation form (S6-5) discussed.
Overall Performance Rating:
Meets Standards Partially Meets Standards Does Not Meet Standards
____________________________ ____________________________
Unit Member Signature Date
____________________________ ____________________________
Evaluator Signature Date
Page 26 of 54
S6-2
From S6-2 Special Assignment Professional Goals Page 1
Anaheim Elementary School District
Human Resources Department
SPECIAL ASSIGNMENT PROFESSIONAL GOALS (TOSA PD, District TOSA, Digital Learning Coach, Counselor, Nurse)
Vision - The District and the Association agree that an effective evaluation system recognizes the complexities of teaching and student learning. The purpose of an
evaluation is to improve instruction and provide educators with meaningful feedback. Evaluators and Unit Members must work together to build a collaborative and
trusting environment to achieve that purpose. A formal evaluation is not an isolated event without connection to continuous professional growth and reflection.
Unit Member: Assignment: School:
Evaluator: Position: School Year:
Status: Temp Prob 1 Prob 2 Perm Evaluation Year: Yes No
Preliminary Conference
Date:
Final Conference
Date:
Two (2) Goals to be chosen by the unit member in collaboration with the evaluator.
Preliminary Conference:
1.
Goal 1 (Job Description Essential Elements shall be considered):
(Include Data):
What will you do to meet your goal?
How will you show you have met your goal? (What is your evidence?):
Final Conference:
Explain the progress you have made in meeting your goal:
Page 27 of 54
S6-2
From S6-2 Special Assignment Professional Goals Page 2
Preliminary Conference:
2. Goal 2 (Job Description Essential Elements shall be considered):
(Include Data):
What will you do to meet your goal?
How will you show you have met your goal? (What is your evidence?):
Final Conference: Explain the progress you have made in meeting your goal:
Evaluation status for next school year (To be completed at the Final Evaluation Conference/Professional Goals Meeting by the
evaluator with input from the unit member).
Unit member will be evaluated next school year: Yes (if yes, select group below) No
Group: 1 2a 2b 2c
Unit Member Signature Date Evaluator Signature Date
Page 28 of 54
S6-3
Form S6-3 Special Assignment Pre-Observation and Post-Observation Page 1
Anaheim Elementary School District
Human Resources Department
SPECIAL ASSIGNMENT PRE-OBSERVATION and POST-OBSERVATION (TOSA PD, District TOSA, Digital Learning Coach, Counselor, Nurse)
Vision - The District and the Association agree that an effective evaluation system recognizes the complexities of teaching and student learning. The purpose of an
evaluation is to improve instruction and provide educators with meaningful feedback. Evaluators and Unit Members must work together to build a collaborative and trusting environment to achieve that purpose. A formal evaluation is not an isolated event without connection to continuous professional growth and reflection.
Unit Member: Assignment: School:
Evaluator: Position: School Year:
Date and time of Pre-
Observation Conf:
Date and time of Post-
Observation Conf:
The final version of this document will be completed during the Pre-Observation and Post-Observation conferences in collaboration with the evaluator.
Please be prepared to discuss and complete these questions during the Pre-Observation and Post-Observation Conferences:
1. Pre-Observation – How do your professional goals align to this observation?
Post-Observation – In what ways did you address your professional goals during the observation?
2. Pre-Observation – What job duties/responsibilities will you be working with during this observation?
Post-Observation – How well did your audience understand your purpose?
Page 29 of 54
S6-3
Form S6-3 Special Assignment Pre-Observation and Post-Observation Page 2
Unit Member:
3. Pre-Observation – Please explain the unique features/needs of your audience.
Post-Observation – Describe the modifications you made for your audience subgroups during the observation, to meet
individual needs.
4. Pre-Observation – What strategies will you be using?
Post-Observation – How did the strategies you selected for this observation help in reaching the needs of your audience?
Page 30 of 54
S6-3
Form S6-3 Special Assignment Pre-Observation and Post-Observation Page 3
Unit Member:
5. Pre-Observation – What do you expect your audience to know or do by the end of this observation?
Post-Observation – What evidence do you have that your audience reached the outcomes you had intended?
6. Post-Observation – Next steps/Future Goals:
Pre-Observation Conference:
Unit Member Signature Date Evaluator Signature Date
Post Observation Conference:
Unit Member Signature Date Evaluator Signature Date
Page 31 of 54
Page 32 of 54
S6-4
Form S6-4 Special Assignment Observation Summary
Anaheim Elementary School District
Human Resources Department
SPECIAL ASSIGNMENT OBSERVATION SUMMARY (TOSA PD, District TOSA, Digital Learning Coach, Counselor, Nurse)
Vision - The District and the Association agree that an effective evaluation system recognizes the complexities of teaching and student learning. The purpose of
an evaluation is to improve instruction and provide educators with meaningful feedback. Evaluators and Unit Members must work together to build a
collaborative and trusting environment to achieve that purpose. A formal evaluation is not an isolated event without connection to continuous professional growth and reflection.
Unit Member: Assignment: School:
Evaluator: Position: School Year:
Date and time of
Observation:
Observation
Topic:
To be completed by the evaluator during the observation:
1. Observation summary:
2. Evidence of professional goals/job duties/responsibilities:
3. Audience outcome:
4. Additional comments:
Unit Member Signature Date Evaluator Signature Date
Page 33 of 54
Page 34 of 54
S6-5
Form S6-5 Special Assignment Certificated Evaluation Page 1
Anaheim Elementary School District
Human Resources Department
SPECIAL ASSIGNMENT EVALUATION (TOSA PD, District TOSA, Digital Learning Coach, Counselor, Nurse)
Vision - The District and the Association agree that an effective evaluation system recognizes the complexities of teaching and
student learning. The purpose of an evaluation is to improve instruction and provide educators with meaningful feedback.
Evaluators and Unit Members must work together to build a collaborative and trusting environment to achieve that purpose. A
formal evaluation is not an isolated event without connection to continuous professional growth and reflection.
Unit Member Name: Assignment: Location:
Status: Group 1 (temp) Group 1 (prob) Group 2a Group 2b Group 2c
Evaluator: Position: School Year:
INDICATORS
Performance Indicators:
M = Meets Standards
PM = Partially Meets Standards
DNM = Does Not Meet Standards
M indicates that no more than 1 area has been
checked.
PM indicates more than 1 but no more than 50% of
areas checked.
DNM indicates greater than 50% of areas have been
checked.
Recommendations or assistance will be included when an area(s) of needed growth is/are checked for any
section.
I. General Duties Indicates an area of needed growth.
Performance Indicator (check one)
M PM DNM
I.1. Maintains professional competence through participation in staff development activities and self-selected
professional growth activities.
I.2. Organizes and prioritizes tasks in a way that is effective and anticipates future program requirements.
I.3. Maintains accurate and correct records as required.
I.4. Keeps abreast of current developments in areas appropriate to assignments.
I.5. Accepts responsibility for individual performance and delegated programs.
I.6. Is flexible in responding to changing requirements and assignments.
I.7. Completes responsibilities and assignments within designated timelines.
I.8 Respects confidentiality of District and school information and personnel. Recommendations or assistance will be included when an area(s) of needed growth is/are checked for any standard. Additional
comments and/or commendations may also be included.
II. Developing as a Professional Educator Indicates an area of needed growth.
Performance Indicator (check one)
M PM DNM
II.1. Reflecting on teaching practice in support of student learning.
II.2. Establishing professional goals and engaging in continuous purposeful professional growth and
development.
II.3. Collaborating with colleagues and the broader professional community to support teacher and student
learning.
II.4. Working with families to support student learning.
II.5. Engaging local communities in support of the instructional program.
II.6. Managing professional responsibilities to maintain motivation and commitment to all students.
II.7. Demonstrating professional responsibility, integrity, and ethical conduct. Recommendations or assistance will be included when an area(s) of needed growth is/are checked for any standard. Additional
comments and/or commendations may also be included.
Page 35 of 54
S6-5
Form S6-5 Special Assignment Certificated Evaluation Page 2
III. Professional Responsibilities Indicates an area of needed growth
Indicator (check one)
M DNM
Adheres to the required terms and conditions of employment as outlined in the Collective Bargaining
Agreement, Board Policies, Administrative Regulations, Job Description, Education Code and administrative
directives. Recommendations or assistance will be included when checked. Additional comments and/or commendations may also be included.
Summary statement (reference job description/job duties/responsibilities):
EVALUATION RUBRIC
1. For each individual section:
If no more than 1 area is checked, Performance Indicator is M.
If more than 1 but no more than 50% of areas are checked, Performance Indicator is PM.
If more than 50% of areas are checked, Performance Indicator is DNM.
2. For the overall evaluation, check the number under the appropriate rating for each individual section. Total
each column and then add to obtain a grand total.
Section M PM DNM
I 0 1 2
II 0 1 2
III 0 2
TOTAL + + =
If the total score is the overall rating is and PAR is
0 M voluntary
1 M voluntary
2 PM voluntary
3 or higher DNM required
PERMANENT STATUS ONLY
Overall Performance Rating
M=Meets Standards PM=Partially Meets Standards DNM=Does Not Meet Standards
PROBATIONARY STATUS ONLY
Mid-Year Evaluation Final Evaluation
Employment Status
Continued service recommended
Continued service with assistance provided
Possible non-reelect with assistance provided (Mid-Year Evaluation)
Non-reelect (Final Evaluation)
Overall Performance Rating
M=Meets Standards PM=Partially Meets Standards DNM=Does Not Meet Standards
Page 36 of 54
S6-5
Form S6-5 Special Assignment Certificated Evaluation Page 3
TEMPORARY STATUS ONLY
Mid-Year Evaluation Final Evaluation
Overall Performance Rating
M=Meets Standards PM=Partially Meets Standards DNM=Does Not Meet Standards
*Meets Performance Rating does not guarantee reemployment with the District.
Unit Member’s signature indicates that the evaluation has been read and discussed. It does not necessarily indicate agreement with
the evaluation. In the event of any disagreement regarding this report, the unit member has the right to present his/her point of view
by submitting a response within ten (10) days to the evaluator.
Unit Member Signature: Date:
Evaluator Signature: Date:
Page 37 of 54
Page 38 of 54
PROJECT BASED EVALAUTION Classroom, SDC, RSP, TOSA-IN, SLP, Music,
TOSA-PD, District TOSA, DLC,
Counselor, Nurse
Page 39 of 54
Page 40 of 54
P6-1
Form P6-1 Project Based Evaluation Worksheet Page 1
Anaheim Elementary School District Human Resources Department
PROJECT BASED EVALUATION WORKSHEET
(To be distributed to the unit member at the Preliminary Conference and updated throughout the evaluation cycle.)
Vision - The District and the Association agree that an effective evaluation system recognizes the complexities of teaching and
student learning. The purpose of an evaluation is to improve instruction and provide educators with meaningful feedback.
Evaluators and Unit Members must work together to build a collaborative and trusting environment to achieve that purpose. A
formal evaluation is not an isolated event without connection to continuous professional growth and reflection.
Unit Member’s Name: Assignment: School:
Evaluator: Position: School year:
1. Preliminary Evaluation Conference (To be completed within the first thirty (30) work days)
Discussion of Forms:
Project Based Evaluation Worksheet (P6-1) Project Based Evaluation Appeal (P6-2)
Informal Feedback (6-6)
____________________________ ____________________________
Unit Member Signature Date
____________________________ ____________________________
Evaluator Signature Date
2. Planning Conference (Completed prior to the end of the first trimester by the unit member and evaluator.)
Description of Project:
Alignment to CSTP Standards (Certificated) or Job Description Essential Elements (Special Assignment):
Evidence to be provided to evaluator to demonstrate completion of the project:
Project mutually agreed upon: Yes No
In the event that the unit member and evaluator cannot reach agreement on the project, the unit member shall
attempt to resolve the matter directly with the evaluator. If a resolution is unable to be reached, the unit member
may appeal to the Assistant Superintendent, Human Resources using Project Based Evaluation Appeal (P6-2).
The decision of the Assistant Superintendent will be documented on Project Based Evaluation Appeal and is
final and not grievable under Article 3 of the collective bargaining agreement.
____________________________ ____________________________
Unit Member Signature Date
____________________________ ____________________________
Evaluator Signature Date
Page 41 of 54
P6-1
Form P6-1 Project Based Evaluation Worksheet Page 2
3. Informal Feedback (A minimum of two (2) informal feedback forms shall be completed throughout the year
and given to each unit member being evaluated, after the Preliminary Evaluation Conference and before the
Final Evaluation Conference.)
_______________ Informal Feedback #1 – Unit member received Form 6-6. (Required)
Date
_______________ Informal Feedback #2 – Unit member received Form 6-6. (Required)
Date
4. Check in Conference (To be completed prior to the end of the second trimester by the unit member and
evaluator.)
Status of Project:
Assistance/Resources Needed:
5. Final Conference (To be completed no later than thirty (30) work days before the final calendared work day for
the work year in which the evaluation takes place by the evaluator with input from the unit member.)
To be completed by Evaluator: Project Evidence Submitted:
This Project Based Evaluation:
Overall Performance Rating:
Meets Standards Partially Meets Standards Does Not Meet Standards
If Project Based Evaluation does not receive a rating of Meets Standards, the unit member will return to Group
2A for an additional two (2) evaluation cycles.
____________________________ ____________________________
Unit Member Signature Date
____________________________ ____________________________
Evaluator Signature Date
Unit member’s signature indicates acknowledgement of receipt of Project Based Evaluation rating and does not
necessarily indicate agreement. A response may be submitted by the unit member to the evaluator within ten (10)
days of receipt of date written above.
6. Evaluation status for next school year (To be completed at the Final Evaluation Conference by the evaluator
with input from the unit member).
Unit member will be evaluated next school year: Yes (if yes, select group below) No
Group: 2a 2b 2c
____________________________ ____________________________
Unit Member Signature Date
____________________________ ____________________________
Evaluator Signature Date
This document and its attachments will be placed in your personnel file.
Page 42 of 54
P6-2
Form P6-2 Project Based Evaluation Appeal
Anaheim Elementary School District
Human Resources Department
PROJECT BASED EVALUATION APPEAL
(To be distributed to the evaluatee at the Preliminary Conference and only used in cases of appeal.)
Vision - The District and the Association agree that an effective evaluation system recognizes the complexities of teaching and
student learning. The purpose of an evaluation is to improve instruction and provide educators with meaningful feedback.
Evaluators and Unit Members must work together to build a collaborative and trusting environment to achieve that purpose. A
formal evaluation is not an isolated event without connection to continuous professional growth and reflection.
Unit Member’s Name: Assignment: School:
Evaluator: Position: School year:
6.1.9.2 In the event that the unit member and evaluator cannot reach an agreement on the project, the unit
member shall attempt to resolve the matter directly with the evaluator. If a resolution is unable to be reached,
the unit member may appeal to the Assistant Superintendent, Human Resources using the Appeal Form P6-2.
The decision of the Assistant Superintendent shall be documented on the Appeal form no later than five (5)
working days after receipt and is final and not grievable under Article 3 of the collective bargaining agreement.
To be completed by unit member:
Describe, in detail, the reason for the appeal and details behind what has already taken place. Include a summary of
the conference(s) already held with evaluator.
____________________________ ____________________________
Unit Member Signature Date
To be completed by the Assistant Superintendent, Human Resources no later than five (5) working days after
receipt.
Final decision regarding the Project Based Evaluation appeal:
Approved Denied
____________________________ ____________________________
Assistant Superintendent, HR Date
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6-6
Form 6-6 Informal Feedback Page 1
Anaheim Elementary School District
Human Resources Department
INFORMAL FEEDBACK FORM
Vision - The District and the Association agree that an effective evaluation system recognizes the complexities of teaching and student learning. The purpose of an evaluation is to improve instruction and provide educators with meaningful feedback. Evaluators and Unit Members must work together to build a collaborative and
trusting environment to achieve that purpose. A formal evaluation is not an isolated event without connection to continuous professional growth and reflection.
Unit Member: Assignment: School:
Evaluator: Position: School Year:
Date and time of
Observation:
Lesson Topic:
For reference:
1. While in your classroom today, I noticed…..
CALIFORNIA STANDARDS FOR THE TEACHING PROFESSION
(CSTP)
1. Engaging and Supporting All Students in Learning
1.1 Using knowledge of students to engage them in learning
1.2 Connecting learning to students’ prior knowledge, backgrounds, life
experiences, and interests.
1.3 Connecting subject matter to meaningful, real-life contexts
1.4 Using a variety of instructional strategies, resources, and
technologies to meet students’ diverse learning needs
1.5 Promoting critical thinking through inquiry, problem solving, and
reflection
1.6 Monitoring student learning and adjusting instruction while teaching
2. Creating and Maintaining Effective Environments for Student Learning
2.1 Promoting social development and responsibility within a caring
community where each student is treated fairly and respectfully
2.2 Creating physical or virtual learning environments that promote
student learning, reflect diversity, and encourage constructive and
productive interactions among students
2.3 Establishing and maintaining learning environments that are
physically, intellectually, and emotionally safe
2.4 Creating a rigorous learning environment with high expectations and
appropriate support for all students
2.5 Developing, communicating, and maintaining high standards for
individual and group behavior
2.6 Employing classroom routines, procedures, norms, and supports for
positive behavior to ensure a climate in which all students can learn
2.7 Using instructional time to optimize learning
3. Understanding and Organizing Subject Matter for Student Learning
3.1 Demonstrating knowledge of subject matter, academic content
standards, and curriculum frameworks
3.2 Applying knowledge of student development and proficiencies to
ensure student understanding of subject matter
3.3 Organizing curriculum to facilitate student understanding of the
subject matter
3.4 Utilizing instructional strategies that are appropriate to the subject
matter
3.5 Using and adapting resources, technologies, and standards-aligned
instructional materials, including adopted materials, to make subject
matter accessible to all students
3.6 Addressing the needs of English learners and students with special
needs to provide equitable access to the content
4. Planning Instruction and Designing Learning Experiences for All
Students
4.1 Using knowledge of students' academic readiness, language
proficiency, cultural background, and individual development to
plan instruction
4.2 Establishing and articulating goals for student learning
4.3 Developing and sequencing long-term and short-term instructional
plans to support student learning
4.4 Planning instruction that incorporates appropriate strategies to meet
the learning needs of all students
4.5 Adapting instructional plans and curricular materials to meet the
assessed learning needs of all students
5. Assessing Students for Learning
5.1 Applying knowledge of the purposes, characteristics, and uses of different
types of assessments
5.2 Collecting and analyzing assessment data from a variety of sources to
inform instruction
5.3 Reviewing data, both individually and with colleagues, to monitor student
learning
5.4 Using assessment data to establish learning goals and to plan, differentiate,
and modify instruction
5.5 Involving all students in self-assessment, goal setting, and monitoring
progress
5.6 Using available technologies to assist in assessment, analysis, and
communication of student learning
5.7 Using assessment information to share timely and comprehensible
feedback with students and their families
6. Developing as a Professional Educator
6.1 Reflecting on teaching practice in support of student learning
6.2 Establishing professional goals and engaging in continuous and purposeful
professional growth and development
6.3 Collaborating with colleagues and the broader professional community to
support teacher and student learning
6.4 Working with families to support student learning
6.5 Engaging local communities in support of the instructional program
6.6 Managing professional responsibilities to maintain motivation and
commitment to all students
6.7 Demonstrating professional responsibility, integrity, and ethical
conduct
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6-7
Form 6-7 Request for Alternate Evaluator revised
Anaheim Elementary School District
Human Resources Department
REQUEST FOR AN ALTERNATE EVALUATOR (To be used by the unit member when requesting an alternate evaluator.)
Vision - The District and the Association agree that an effective evaluation system recognizes the complexities of teaching and
student learning. The purpose of an evaluation is to improve instruction and provide educators with meaningful feedback.
Evaluators and Unit Members must work together to build a collaborative and trusting environment to achieve that purpose. A
formal evaluation is not an isolated event without connection to continuous professional growth and reflection.
Unit Member’s Name: Assignment: School:
Evaluator: Position: School Year:
6.1.2 The evaluator shall be an immediate supervisor of the unit member or any other administrator who is
designated by District management. However, the unit member shall have the right to request an alternate
evaluator. Such request shall be made in writing to the Assistant Superintendent, HR. The decision is final and
the rationale shall be submitted in writing to the unit member no later than five (5) working days after receipt.
To be completed by unit member:
Describe, in detail, the reason for the request to change evaluators.
____________________________ ____________________________
Unit Member Signature Date
To be completed by the Assistant Superintendent, Human Resources no later than five (5) working days after
receipt.
Final decision regarding the change in evaluator:
Approved Denied
____________________________ ____________________________
Assistant Superintendent, HR Date
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PROPOSED LANGUAGE
ARTICLE VI – PROCEDURES FOR EVALUATION
6.1 Evaluation of Performance
6.1.1 Frequency - Evaluation of the performance of each certificated unit member shall be made on a
continuing basis. Evaluation frequency shall be determined by the unit member’s evaluation group
(Section 6.1.2). The District may evaluate each unit member annually and shall evaluate at any time
during the school year if the unit member’s job performance is unsatisfactory or needs improvement.
The District and Association shall form a subcommittee to meet as needed and recommend to the
bargaining teams language that reflects current evaluation practices.
6.1.2 Evaluation Groups
6.1.2.1 Group 1 - Temporary & Probationary Unit Members:
Evaluated every year
A minimum of two (2) Observations each year
Mid-Year and Final Evaluations each year
Late hires:
October 15th through December 15
th
Unit members hired October 15th through December 15
th are not required to receive a
Mid-Year Evaluation but shall receive a minimum of a Preliminary Conference, two (2)
Observations and a Final Evaluation.
December 16th and after
Unit members hired December 16th through thirty (30) days prior to their last calendared
work day shall receive a minimum of a Preliminary Conference, one (1) Observation and
a Final Evaluation.
30 days or less
Unit members hired thirty (30) days or less than their last calendared work day, shall not
be evaluated under the terms of this article. If there are extenuating circumstances, and
after consultation between the Association and the District, a unit member’s evaluation
process shall be determined.
6.1.2.2 Group 2 – Permanent Unit Members:
Group 2a. Worked two (2) years or more in AESD:
Evaluated every other year
Minimum of two (2) Observations each year evaluated
Final Evaluation each year evaluated
Group 2b. Worked at least ten (10) years in AESD, are highly qualified as defined in
U.S.C. Section 7801, with last ten (10) years of evaluations rating an overall “Meets
Standards”. The unit member or current evaluator may withdraw consent for this
evaluation cycle at any time. The determination to extend or withdraw consent by either
party shall be at their sole discretion.
Evaluated every five (5) years (two (2) options)
1. Certificated Evaluation
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Minimum of two (2) Observations each year evaluated
Final Evaluation each year evaluated
2. Project Based Evaluation
To continue in Group 2b, a Final Evaluation overall performance rating of “Meets
Standards” must be maintained or the unit member returns to Group 2a for an additional
two (2) evaluation cycles. The two (2) evaluation cycles may occur in consecutive years
if mutually agreed upon by unit member and evaluator.
Group 2c. Referred (Mandatory) PAR:
Evaluated every year while in Referred PAR
Upon exiting Referred PAR, permanent unit members shall be evaluated annually until
an overall rating of “Meets Standards” on a Final Evaluation is achieved. After receiving
an overall rating of “Meets Standards” on a Final Evaluation, the unit member shall
return to Group 2a or 2b, if eligible.
6.1.3 Evaluator
The evaluator shall be an immediate supervisor of the unit member or any other administrator who is
designated by District management. However, the unit member shall have the right to request an
alternate evaluator. Such request shall be made in writing, on Form 6-7, to the Assistant
Superintendent, Human Resources. The decision is final and the rationale shall be submitted in
writing to the unit member no later than five (5) working days after receipt.
6.1.4 Areas of Evaluation - Evaluation of unit members shall be based upon the California Standards
for the Teaching Profession:
6.1.4.1 Engaging and Supporting All Students in Learning
6.1.4.2 Creating and Maintaining Effective Environments for Student Learning
6.1.4.3 Understanding and Organizing Subject Matter for Student Learning
6.1.4.4 Planning Instruction and Designing Learning Experiences for All Students
6.1.4.5 Assessing Students for Learning
6.1.4.6 Developing as a Professional Educator
6.1.4.7 Professional Responsibilities
6.1.5 Preliminary Conference - Within their first thirty (30) work days, each unit member scheduled
to be evaluated using the Certificated Evaluation Process shall meet with their evaluator in a personal
conference. In the event of extenuating circumstances, any of the site administrators shall take the
place of the unit member’s evaluator during the personal conference. The evaluator shall use the
Evaluation Worksheet (C6-2/S6-1) during the Preliminary Conference. The purpose of this
Preliminary Conference shall be to:
1. Confirm the unit member’s evaluation group and evaluator.
2. Discuss evaluation forms.
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3. Review the California Standards for the Teaching Profession (CSTP) as outlined on the
evaluation form (C6-5/S6-5).
4. Discuss and determine goals and objectives in relation to the CSTPs.
5. Record goals on the Professional Goals form (C6-2/S6-2).
6.1.5.1 Unit members not scheduled for evaluation shall meet with a site administrator in a
personal conference, within their first trimester. The purpose of this Preliminary Conference
shall be to:
1. Discuss and determine goals and objectives in relation to the CSTPs.
2. Record goals on the Professional Goals form (C6-2/S6-2).
6.1.5.2 Unit members shall receive feedback progress towards their goals and/or CSTP
Standards on the Informal Feedback form (6-6). Evaluated unit members shall receive a
minimum of two (2) Informal Feedback forms.
6.1.6 Observation - The evaluator shall complete a minimum of two (2) observations for each unit
member being evaluated. An Observation Summary (C6-4/S6-4) shall be completed and signed by
the unit member and the evaluator for each observation. The Observation Summary shall not be
placed in the personnel file of the unit member.
6.1.6.1 Pre-Observation Conference
Prior to a formal observation, a pre-observation conference shall take place between the unit
member and the evaluator. At this conference, the Pre-Observation (C6-3/S6-3) questions shall
be discussed and completed by the unit member and the evaluator.
6.1.6.2 Post-Observation Conference
After the formal observation takes place, a post-observation conference shall occur between the
unit member and the evaluator. A copy of the Observation Summary (C6-4/S6-4) shall be given
to and discussed with the unit member at the post-observation conference. At this conference,
the Post-Observation (C6-3/S6-3) questions shall be discussed and completed by the unit
member and the evaluator. The Observation Summary shall be signed by the evaluator and the
unit member. The unit member’s signature does not constitute endorsement of the evaluator’s
notations, but is recognition that discussion has taken place and that the unit member has been
given the opportunity to enter comments.
6.1.7 Mid-Year Evaluation – The evaluator shall meet with temporary and probationary unit members
(Group 1) prior to December 15 to review each unit member’s performance and address areas of
concern (C6-5/S6-5). A copy of the completed Mid-Year Evaluation shall be provided to the unit
member. The unit member shall have the right to submit a written response to the Mid-Year
Evaluation. The response shall be submitted to the unit member’s evaluator. Such response shall
become a permanent attachment to the Mid-Year Evaluation and shall be retained in the unit
member’s personnel file. Before January 15, a meeting may be held between the unit member and the
evaluator to discuss the written response to the Mid-Year Evaluation. Unit members hired October 15
or after are not required to receive a Mid-Year Evaluation.
6.1.8 Final Evaluation – Evaluation and assessment conducted under this Article shall be reduced to
writing and a copy of the Final Evaluation (C6-5/S6-5) shall be provided to the unit member. The
Final Evaluation Conference shall be conducted no later than thirty (30) days before the final
calendared work day for the work year in which the evaluation takes place. A copy of the Final
Evaluation shall be provided to the unit member. The unit member shall have the right to submit a
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written response to the Final Evaluation. The written response shall be submitted to the unit
member’s evaluator. Such response shall become a permanent attachment to the Final Evaluation and
shall be retained in the unit member’s personnel file. Before the unit member’s final calendared work
day, a meeting may be held between the unit member and the evaluator to discuss the written
response to the Final Evaluation.
6.1.9 Project Based Evaluation Process - A unit member in Group 2B (Section 6.1.2.1) may elect to
be evaluated using the Project Based Evaluation Process option in lieu of using the Certificated
Evaluation Process. The Project Based Evaluation shall be mutually agreed upon by the unit
member and the evaluator and shall be aligned with the CSTP Standards. Evidence of the project
shall be provided to the evaluator. Examples of such projects may include, but are not limited to,
one of the following: (1) lead or participate in a professional development activity; (2)
mentor/collaborate with another teacher; (3) an educational research paper/book report on an
educational topic; (4) a study or project using data from the unit member’s class(es); (5) a project
within a staff leadership position that has relevance to the educational goals of the school; (6) a case
study focusing on the unit member’s students; or (7) a project or study beneficial to the entire
school.
6.1.9.1 Project Based Preliminary Conference - Within their first thirty (30) work days, unit
members shall meet with the evaluator in a personal conference to confirm the unit member’s
evaluation cycle as noted on form P6-1. During this conference, unit members who qualify
for Group 2B and select the Project Based Evaluation, shall discuss the Project Based
Evaluation Process, timelines and Project Based Evaluation Worksheet form (P6-1), and
Appeal form (P6-2), with the evaluator.
6.1.9.2 Project Based Evaluation Planning Conference - Prior to the end of the unit member’s
first trimester, the evaluator and unit member shall meet in a personal planning conference to
discuss and agree on a project, using the Evaluation Worksheet (P6-1). In the event that the
unit member and the evaluator cannot reach an agreement on the project, the unit member
shall attempt to resolve the matter directly with the evaluator. If a resolution is unable to be
reached, the unit member may appeal to the Assistant Superintendent, Human Resources
using the Appeal form (P6-2). The decision of the Assistant Superintendent shall be
documented on the Appeal form no later than 5 working days after receipt and is final and not
grievable under Article 3 of the collective bargaining agreement.
6.1.9.3 Check-In Conference – Prior to the end of the unit member’s second trimester, the
evaluator and unit member shall meet in a check-in conference to discuss the status of the
project and any assistance and /or resources needed by the unit member. Evaluation
Worksheet (P6-1) shall be updated during this conference.
6.1.9.4 Final Conference - The unit member and the evaluator shall meet in a personal
conference to discuss the completed project no later than thirty (30) work days before the final
calendared work day for the work year in which the evaluation takes place. Evaluation status
shall also be discussed at this meeting using Evaluation Worksheet (P6-1). This form shall be
retained in the unit member’s personnel file.
6.1.9.5 Unit members shall receive feedback progress towards CSTP Standards on the Informal
Feedback form (6-6). Evaluated unit members shall receive a minimum of two (2) Informal
Feedback forms.
6.1.10 Evaluation Forms - All evaluation forms shall be factually accurate and shall reflect
performance within the context of the entire evaluation period.
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6.1.10.1 Certificated Evaluation forms for
(Classroom, SDC, RSP, TOSA IN, Speech, Music):
C6-1 Certificated Evaluation Worksheet
C6-2 Certificated Professional Goals
C6-3 Certificated Pre-Observation and Post-Observation
C6-4 Certificated Observation Summary
C6-5 Certificated Evaluation
6-6 Informal Feedback
6-7 Request for an Alternate Evaluator
6.1.10.2 Special Assignment Certificated Evaluation forms for
(TOSA PD, District TOSA, DLC, Counselor, Nurse):
S6-1 Special Assignment Evaluation Worksheet
S6-2 Special Assignment Professional Goals
S6-3 Special Assignment Pre-Observation and Post-Observation
S6-4 Special Assignment Observation Summary
S6-5 Special Assignment Evaluation
6-6 Informal Feedback
6-7 Request for an Alternate Evaluator
6.1.10.3 Project Based Evaluation forms for
(Classroom, SDC, RSP, TOSA IN, Speech, Music, TOSA PD, District TOSA, DLC,
Counselor, Nurse):
P6-1 Project Based Evaluation Worksheet
P6-2 Project Based Evaluation Appeal
6-6 Informal Feedback
6-7 Request for an Alternate Evaluator
6.2 Constraints
6.2.1 Matters which will be used to evaluate a unit member and may require corrective action shall
be brought to the unit member’s attention no later than five (5) working days following the date
when the evaluator becomes aware of such matter.
6.2.2 A unit member shall not be formally evaluated by the utilization of standardized tests unless
authorized by law.
6.2.3 A unit member shall not be evaluated based upon his/her selection and use of a particular
teaching method, disciplinary technique, or other instructional technology, provided that it resulted
in the pupils’ progress and does not violate any District, administrative, site-based procedure, or
policy.
6.3 Personal Activities/Use of Material – Evaluation of performance shall not be predicated upon lawful,
non-school related, personal activities of unit members nor upon the unit member’s use of teaching
materials, provided that such materials are consistent with the age and maturity level of the affected
students and with District-approved educational and curriculum guidelines and policies.
6.4 Evaluation by Public
6.4.1 Evaluation of performance shall not be predicated upon information or material of a derogatory
or critical nature which has been received by the evaluator from others, including parents and citizens,
unless the following procedures have been adhered to:
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6.4.1.1 With regard to such materials in the unit member’s personnel records, no such information
shall be placed into the unit member’s file unless and until an investigation has established that the
information is true.
When such information is established as factual, it may be reduced to writing by the site administrator
and placed into the personnel file.
6.4.1.2 With regard to parent or citizen complaints, the unit member shall first be given written notice
of same and an opportunity to resolve the matter with the appropriate administrator subject to any
constraints mandated by law or appropriate investigatory agency.
6.5 Personnel Files
6.5.1 A complete personnel file is maintained in the Human Resources Office on each unit member.
Confidential information from these files shall not be given over the telephone. Confidential
information shall only be given if requested in writing by an agency entitled to receive such
information.
6.5.2 Access – Materials in personnel files of unit members are to be made available for inspection by
the unit members. Each unit member shall have the right to inspect or to have a representative, with
written authorization, inspect such materials upon request, provided the request is made at a time
when such person is not actually required to render services to the District. Such material does not
include ratings, reports or records that:
6.5.2.1 Were obtained prior to the employment of the person involved.
6.5.2.2 Were prepared by identifiable examination committee members.
6.5.2.3 Were obtained in connection with a promotional examination.
6.5.3 Placement of Derogatory Materials – Information of a derogatory nature shall not be entered or
filed unless and until the unit member is given notice and an opportunity to review and comment
thereon.
A unit member shall have the right to enter and have attached to any such derogatory statement
his/her own comments thereon.
Such review shall take place during normal business hours, and the teacher shall be released from
duty for this purpose without salary deduction.
Removal of material alleged to be inaccurate or unfair by the unit member shall occur only upon the
direction of a judge, hearing officer, or arbitrator.
6.6 Association Consultation – Prior to the adoption of any forms relating to the evaluation procedure, the
District shall afford the Association notice and the opportunity to consult regarding the forms.
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