Criteria

Yes / No

Comments

State Initiatives

All the Teacher’s classes maintain an ADA of 95% for the entire year as reported on PEIMS

Contact with the parent is documented when a student is absent more than 2 days in a row or more than 5 days a semester

60% of the Teacher’s students meet the performance standard for Adequate Yearly Progress

Benchmark tests influence classroom instruction and assist teacher in assessing yearly progress

80% of  the Teacher’s students pass each area of the TAKS assessments

Regardless of what subject area the teacher is assigned, instructional coordination with core teachers assists all students in being successful on the TAKS /SDAA

District Initiatives

Teacher has submitted approved 6 Curriculum Calendars to the district administration by August 19th

Calendars reflect actual instructional practices and accountability to district

Teacher has submitted 6 approved benchmark tests to coincide with electronically submitted lesson plans, 6 Curriculum Calendars with rubrics, EOC, and Yearly Expectation Assessments

All Benchmark tests reflect direct instruction and appropriate TEKS level-of-thinking.  The result of each benchmark assessment is reported to the district administration.

Campus Initiatives

None of the Teacher’s students are coded as “drop-outs” during the school year

Contact with the parent is documented when a student is absent more than 2 days in a row or more than 5 days a semester – Use District Form

Teacher supports campus initiatives, school rules, and administration by demonstrating:

• Professional conduct & appearance
• Confidentiality Laws
• Punctuality
• Positive mentoring of new teachers
• Code of Ethics
• Community Support
• Maintaining other assigned duties (hall, bus, outside duty)

Conduct of the professional staff member reflects a positive attitude toward the school district and support for all campus and district initiatives. 

Teacher follows the 4 levels of the discipline management plan for the campus by:

• Managing & documenting classroom behavior
• Contacting parents
• Referring students to the office only after guidelines have been followed.

Teacher will maintain a notebook of disciplinary reports on all students as needed.  This notebook will be locked up at all times as required by the confidentiality laws.  The district form will be used to maintain disciplinary records, parental contact documentation and disciplinary actions on students.  This documentation may be required by the campus office for intervention and parental involvement.

Teacher follows the guidelines for the Successful Student Initiative (NCLB) by:

• Using Formative (benchmarks) and Summative (TAKS) evaluations to influence instruction
• Using research-based interventions available in the district for student acceleration
• Researching better methods and strategies for use with individual students
• Providing students with tutorial time
• Helping the campus provide quality education (from bell to bell) for all students

The teacher works towards the success of ALL children by monitoring, assessing, and modifying instruction to best provide for each student’s need.  The teacher works closely with department chairs to plan the use of eclectic strategies, extended tutorial times, and intervention methods to give each student multiple opportunities to succeed.  The teacher believes that all children can learn and works toward that goal.

Teacher works continuously and positively with department chairs in aligning curriculum, lesson plans, curriculum calendars,  instruction, and assessments (including benchmarks & rubrics) to improve the learning environment on the campus.

The teacher demonstrates life-long learning by upgrading professional & technical skills.  The teacher follows the district professional development policy and gives positive input into department alignment activities.