Our Lady of Loretto School

Teacher Evaluation Process and Descriptions

Our Lady of Loretto and the San Francisco Archdiocese is committed to ensuring that all
educators receive fair, accurate, and meaningful educator evaluations that provide
information that can help all teachers improve and refine their practice.

Requirements for Teachers in a Full School Year

Element Requirement
Conferences with At least two conferences a year between the teacher and administration.
Administration

Goals Two Professional Yearly Goals written by the teacher and discussed with the
Administration.

Extra Professional Teacher will need to assume extra responsibilities during the school year.
Responsibilities

Student Learning Teacher will need to show their understanding of the SLEs in their lessons and
Expectations through their goals.

Evaluations At least two formal classroom observations

 Fall
 Spring
At least once a month an informal classroom observation will be completed

Self- Reflection Three self-reflections will be completed. 1 after each formal observation lesson
and 1 at the end of the school year

Final Effectiveness Rating The final rating will be based on:

 Professional Practice: Planning and Preparation
 Professional Practice: School and Classroom Environment
 Professional Practice: Instruction
 Professional Responsibilities
 Student Learning

Performance Any teacher who receives a number of “Developing” or “Ineffective” ratings will
Improvement Plans need to develop a Performance Improvement Plan with Administration.

Archdiocesan At the end of the year teachers will be presented with an End of Year Review,
Performance Write-up which will be sent to the Department of Catholic Schools. This will need to be
reviewed with School Administration and then signed by the teacher.
Professional Goals
It is important to establish goals that are aspiring but realistic. Goals may need to be
reviewed mid-way through the school year to make the necessary adjustments.

Professional Responsibilities
Teachers’ roles extend beyond instruction and developing a positive classroom environment.
Teachers will be assigned their extra responsibilities at the beginning of the school year. Our
Lady of Loretto recognizes and appreciates the additional contributions teachers make to
assist in creating Our Lady of Loretto as a special place to educate students.

A teacher’s extra Professional Responsibilities will be reflected in their final review.

Evaluation Frequency
Evaluations will be done twice a year: once in the fall and then again in the spring. The
administration of Our Lady of Loretto will each be doing an observation. Each teacher will
have an observation completed by the principal and the vice principal over the course of the
year.

Performance Level Descriptors

Performance level descriptors can help clarify expectations and promote a common
understanding of the difference between the final ratings. Here are descriptors for each
level:

Level Name Level Descriptor

Highly Effective (HE) A Highly Effective rating indicates outstanding performance by the teacher. A
teacher who earns Highly Effective has a very high, positive impact on the
learning of students and exhibits high-quality professional behaviors regarding
teaching and professional responsibilities.

Effective (E) An Effective rating indicates consistently strong performance by the teacher. A
teacher who earns an Effective rating has a strong, positive impact on the
learning of students and exhibits high-quality professional behaviors regarding
teaching and professional responsibilities.

Developing (D) A Developing rating indicates inconsistently performance or consistently

moderate performance by the teacher. A teacher who earns a Developing
rating has one aspect much weaker than the other (either impact on the
learning of students of professional behaviors), or is consistently moderate in
both.

Ineffective (I) An Ineffective rating indicates consistently low performance by the teacher. A
teacher who earns an Ineffective rating has a low or negative impact on the
learning of the students and exhibits low quality professional behaviors
regarding teaching and professional responsibilities.
Performance Improvement Plans
The goal of the Performance Improvement Plans is to ensure that educators who are in need
of support receive it. A teacher who has a Performance Improvement Plan works with the
administration to develop and implement the plan. The Administration will work closely
with the teacher to work towards their goals.

Performance Improvement Plan will include:

 Time-Bound Goal, action steps, and benchmarks
 Identify Action Steps the teacher will take to improve his or her performance
 Clearly identify who is responsible for implementing each aspect of the plan
 Set-up a meeting schedule for check-ins with the Administration

Student Learning Expectations (SLE)

SLE’s measures a teacher impact on student learning through demonstrated progress
towards personal and academic goals. The SLE’s are student centered and need to be
brought into the curriculum daily. They also help show the importance of developing the
whole student.

Measures of Student Learning

Improving student learning is at the center of our work and measuring student learning is a
critical part of the teacher evaluation process. Measuring of student learning is included in a
teacher’s evaluation because a student’s learning is a critical indicator of teacher
effectiveness.
 Professional Practice: Planning and Preparation
Elements
Highly Effective
Teacher demonstrates
Demonstrating knowledge of Catholic
Knowledge of doctrines and traditions
Catholic Doctrine and instills a foundation
for understanding in
and Traditions students.
Teacher displays extensive
Demonstrating
content knowledge and
Knowledge of consistently conveys
information to students as
Subject Matter evidenced in their work.
Understanding Teacher displays a
Students’ Different thorough understanding
of different learning styles
Learning Styles and and challenges and makes
Responds accommodations with
Appropriately success.
Teacher goals are clearly
articulate, reflecting
student learning
Instructional Goals expectations that
Reflect SLE’s incorporate varying
learning needs of
individuals as evidenced
by student work.
Teacher lessons
consistently utilizes
Demonstrating resources available
Knowledge and Use
through the school or
of Resources to Archdiocese to support
instructional goals and
Enhance actively uses other
Instruction material to enhance
instruction
Teacher lessons are
appropriate and highly
Learning Activities relevant to the students
Are Relevant and and include learning
Encourage Active activities that encourage
active participation while
Participation meeting the needs of
students.
Teacher assessment of
students contains criteria
Student Assessment and standards of
achievement that are well
Is Based on Criteria developed and have been
and Standards of
clearly communicated
Achievement with evidence that
students participate in the
assessment process.
Level of Performance
Effective
Teacher demonstrates
knowledge of Catholic
doctrines and traditions
and presents them to
students.
Teacher displays content
knowledge, addresses
student content errors,
and conveys information
to students.
Teacher displays
thorough understanding
of different learning styles
and challenges and
attempts to respond
appropriately.
Teacher goals are clearly
articulated and reflect
student learning
expectations that
incorporate varying
learning needs of
individuals and groups.
Teacher utilizes resources
available through the
school or Archdiocese to
support instructional
goals.
Teacher lessons have a
clearly defined structure
and learning activities
meet the needs of most
students.
Teacher assessment of
students includes criteria
and standards of
achievement that have
been developed and are
clearly communicated to
students.
Developing Ineffective
Teacher demonstrates
Teacher does not
some knowledge of
demonstrate knowledge of
Catholic doctrine and
traditions that can be
Catholic doctrine and
traditions.
found in the textbook.
Teacher display some
Teacher makes content
content knowledge, but
errors and is unable to
makes errors when
conveying the message to
convey message to
students.
students.
Teacher displays some
understanding for
Teacher is unfamiliar with
different learning styles different learning styles
and challenges.
and challenges but does
not attempt to respond.
Teacher goals are not
Teacher goals are not
clearly articulated and do
clearly articulated but do
not reflect student learning
reflect student learning
expectations.
expectations.
Teacher does not utilize
Teacher understand that
available resources.
resources are available
but does not understand
how to use them correctly.
Teacher lessons lack a
Teacher lessons have
defined structure and the
some structure but
learning activities are not
activities are not suitable
for student learning.
suitable for students
Teacher assessment of
Teacher assessment of
students contains no clear
students includes some
criteria and standards of
criteria or standards of
achievement or is not
achievement that has
utilized for instructional
been somewhat
planning
communicated.
 Professional Practice: The School and Classroom Environment
Elements Level of Performance
Highly Effective Effective Developing Ineffective
Teacher’s interactions
Teacher’s interactions Teacher’s interactions Teacher’s interactions
with students and
Interacting with with students and with students and with students and
faculty are developing
faculty are respectful, faculty are respectful faculty are without
Students and caring, and and caring at all times.
throughout the school
understanding of
Faculty year.
demonstrate mutual individual differences
respect at all times. and lack respect.

Teacher actively Teacher participates in Teacher does not

Teacher participates in
participates in the the school’s faith participate in the
the school’s faith
school’s faith community and school’s faith
Participating in community and
community and liturgical life on a community and
liturgical life when
School’s Faith liturgical life and regular basis and
required.
liturgical life.
Community encourages students to encourages students
participate in the when asked to by
school’s faith administration.
community.

Teacher monitors Teacher is alert to Teacher does not

Teacher is alert to
student behavior at all student behavior at all monitor student
student behavior but is
times and is highly times and response to behavior and is unaware
Managing Student effective while misbehavior is
still developing a
of what students are
Behavior behavior system.
respecting the student’s appropriate and doing.
dignity. consistent.

Teacher provides a well Teacher provides an Teacher does not

Teacher has an
established system for effective system for manage materials and
Managing effective system in
transitions and/or transitions and/or supplies efficiently,
Classroom place but is still
performing non- performing non- resulting in loss of
developing the student
Procedures instructional duties, instructional duties.
transition.
instructional time or
with students assuming loses considerable
considerable instructional time.
responsibility for
efficient operation.

Classroom is safe, clean, Classroom is safe, clean, Classroom is unsafe

Classroom is safe, but
Organizing and well organized and and well organized. and/or disorganized.
needs work on
Learning supported by both
organization.
Environment teacher and students.
 Professional Practice: Instruction
Elements
Highly Effective
Teacher informs and
discusses school
Working with philosophy and SLE’s with
students and families and
Parents students demonstrate an
awareness of how their
learning reflects the
school’s philosophy and
SLE’s.
Teacher actively merges
Gospel values into the
Integrating the
daily interactions, and
Gospel Message students demonstrate an
awareness of these gospel
values in their
interactions with others.
Communicating
Teacher’s directions and
Clearly and procedures are clear to
Accurately to students at all times, thus
eliminating student
Students in confusion.
Directions and
Procedures
Teacher’s activities and
assignments cognitively
Content of
engage all students in the
Instruction exploration of content,
ensuring student
understanding and
motivating further study.
Teacher consistently
recognizes the
opportunity to enhance
Responds to learning through
Students Questions questioning and
and Needs consistently seeks effective
approaches for students
who need help, using
extensive strategies and
investigating additional
resources.
Providing Feedback Teacher feedback to
assignments is consistent,
to Students thorough and students
Regarding successfully use feedback
Assignments in their learning.
Level of Performance
Effective Developing Ineffective
Teacher informs and Teacher does not inform
Teacher informs and
discusses the school families of the school
discusses school rules and
philosophy and the SLE’s
SLE’s with students, but is
philosophy and SLE’s.
with students and
families.
developing with their
communication with the
parents.
Teacher merges Gospel Teacher understands the Teacher displays little
values into most knowledge of Gospel values
Gospel values and is
interactions with others, and their effect on the
working them into school
helping to create a school
environment
school environment.
environment rooted in
these values.
Teacher’s directions and
Teacher’s directions and Teacher’s directions and
procedures are clear to
procedures are clear and
some students but
procedures are unclear and
appropriate confusing to students.
confusing to others.
Teacher’s activities and
Teacher’s activities and Teacher’s activities and
assignments are usually
assignments are assignments are
appropriate to students’
appropriate to students’ inappropriate and do not
reflecting curricular
reflecting curricular
content and/or students’
reflect curricular content.
content and/or students’ age or diversity.
age or diversity.
Teacher is working on
Teacher successfully Teacher does not address
accommodating student’s
accommodates student’s students’ questions or
questions or needs
questions or needs. needs and lacks a variety of
instructional strategies.
Teacher feedback to
Teacher feedback to
assignments is either not
Teacher feedback to
assignments is consistent assignments is not given in
and thorough.
provided or appropriate
a timely manner.
 Professional Practice: Professional Responsibilities
Elements Level of Performance
Highly Effective Effective Developing Ineffective
Teacher participates in
Teacher participates in Teacher participates in Teacher does not
some events and school
Participating in events and school all events and school participate in events
service projects when
service projects by service projects. and service projects in
Events and School asked by
assuming a leadership the school
Service Projects administration.
role and making a
contribution to the
school community.
Teacher has knowledge
Reflecting on Teacher has an Teacher has a Teacher does not
of strategies for
extensive repertoire of repertoire of skills, and understand how to
Teaching Strategies improving instruction.
skills, and uses these uses some of these skills improve a lesson.
for Improving skills to improve to improve instruction.
Instruction instruction.
Teacher does not seek
Teacher seeks out Teacher seeks out Teacher does not
out opportunities for
opportunities for opportunities for engage in any
Professional professional
professional professional professional
development but will
Development development and development to development activities.
attend when required
makes a systematic enhance content
by administration.
attempt to apply new knowledge and skill.
knowledge in the
classroom.
Teacher’s system for
Teacher’s system for Teacher’s system for Teacher’s system for
recording student
Record Keeping recording student recording student recording student
assignments is
assignments is effective, assignments is effective assignments is
somewhat effective and
timely, and students use and timely. disorganized.
somewhat timely.
this feedback in their
learning.
Teacher provides some
Teacher provides Teacher provides Teacher provides no
required information to
Communications frequent information to required information to
parents about the
information about the
with Families parents about parents about the instructional program
instructional program
instructional program instructional program to families and does not
Regarding the and communicates with
which allows parents and communicates with respond to parent
Instructional parents when needed.
and students to be fully parents on a regular concerns.
Program engaged as partners in basis.
the educational
experience
Teacher integrates
Utilizing Teacher successfully Teacher successfully
technology into the
Teacher makes no effort
Technology for integrates technology integrates technology to integrate technology
curriculum, but is still
into the curriculum and into the curriculum. in the curriculum.
Administrative and provides opportunities
learning the benefits.
Curricular for student technology
Purposes utilization.
 Our Lady of Loretto School
Teacher Evaluation

Teacher’s Name: _________________________________________________________________________________________________

Position: __________________________________________________________________________ School Year: _____________

Evaluator: _______________________________ Title: ____________________________ Date: _____________________

Evaluator: ______________________________ Title: ___________________________ Date: _____________________

Teacher Background – Briefly describe teacher’s educational background, years of experience,

teaching assignment and any other factors that may impact the evaluation:

Activity Date Teacher Signature Evaluator Signature

Back to School Retreat

Back to School Meetings

Beginning of School Meeting

Pre Observation Sheet #1

Observation #1

Post Observation #1

Pre Observation Sheet #2

Observation #2

Post Observation #2

Self Evaluation

End of School Meeting

Summary Evaluation
Conference
In addition to observations, other relevant sources of performance evidence may be considered when determining the teacher’s
overall level of performance. Sources of evidence discussed in completing this evaluation include the following:
_____________________________________________ _____________________________________________

_____________________________________________ _____________________________________________
 Our Lady of Loretto School
Pre Observation Sheet

Teacher’s Name: _________________________________________________________________________________________________

Observation Information: Date and Time __________________________________________________________________________

This sheet will need to be submitted to Administration three days before observation.

1. Do any students have special learning needs?

2. What are the goals for this lesson? What do you want the students to learn?

3. How do these goals support the Archdiocesan curriculum standards?

4. How do you plan to engage the students in the content? What will you do? What
will the students do?

5. What instructional materials or other resources, if any, will you use? Attach sample
materials you will be using in the lesson.

6. How do you plan to assess student achievement of the goals?

7. How do you plan to use the result of the assessment?

Teacher’s Signature: _________________________________________ Date: _______________________

 Our Lady of Loretto School
Post Observation Form

Teacher’s Name: _________________________________________________________________________________________________

Observation Information: Date and Time __________________________________________________________________________

Post Observation Meeting: Date and Time __________________________________________________________________________

This sheet will be completed by Administration during the post observation meeting

1. To what extent were students productively engaged? How do you know?

2. Did the students learn what was intended? Were the instructional goals met? How
do you know?

3. Were the goals or instructional plans modified as the lesson was taught?

4. If you had the opportunity to teach this lesson again to the same group of students,
what would you do differently?

Teacher’s Signature: ______________________________________________ Date: ___________________

Administration Signature: _________________________________________ Date: ___________________

 Our Lady of Loretto School
Self Reflection

Teacher’s Name: _________________________________________________________________________________________________

Position: __________________________________________________________________________ School Year: _____________

1. Reflect on your experience in the classroom and with your students this year.

2. Comment on the following: (You can bullet)

AREAS OF STRENGTH:

AREAS IN WHICH I HAVE GROWN THIS YEAR:

AREAS THAT I WANT TO FOCUS ON NEXT YEAR:

 Our Lady of Loretto School
Evaluation- Performance Factors

Teacher’s Name: _________________________________________________________________________________________________

RATING: Highly Effective – HE (4) Effective – E (3) Developing – D (2) Ineffective – I (1)

PLANNING AND PREPARATION HE E D I

Demonstrating Knowledge of Catholic Doctrine and Traditions
1
Demonstrating Knowledge of Subject Matter
Understanding Students’ Different Learning Styles and Responds Appropriately
 Implements lessons that provide for instruction of students at appropriate
achievement levels, and reflects appropriate sequencing of instruction,
based on curricular standards.

Instructional Goals Reflect SLE’s - CHRIST

Demonstrating Knowledge and Use of Resources to Enhance Instruction
 Commits to a learning environment and effectively applies new concepts,
technology, and theories

Learning Activities Are Relevant and Encourage Active Participation

 Responding to Students Questions and Needs
 Provides Feedback to Students Regarding Assignments

SCHOOL AND CLASSROOM ENVIRONMENT HE E D I

Interacting with Students and Faculty

 Maintains a positive attitude in cooperation with other faculty and staff
members.
 Works effectively as a member of a team.
 Responds to requests for help (pitching in).
 Provides advice and knowledge to other colleagues as requested.
 Performs effectively as a team member, increasing employee morale and
effort.
 Copes with changing work demands
 Maintains a positive attitude with students
Participating in School’s Faith Community
Managing Student Behavior
 Follows and promotes school-wide policies.
 Sets clear guidelines for student behavior
 Communicates with parents clearly on student behavior
 Provides feedback to student regarding behavior
Managing Classroom Procedures
 Communicates Clearly and Accurately to Students: Directions/procedures
 Communicates with Families Regarding the Instructional Program
 Follows and promotes school-wide policies.
Organizing Learning Environment
 Environment that is conducive to learning is free of clutter
 Highlights student work
 Is tidy and organized
 Reflects pride of ownership.

INSTRUCTION HE E D I
Working with Parents
 Works well with parents
 Ensures that confidential information is maintained appropriately.
 Consistently documents work, providing complete and accurate
information.
 Communicates with Families Regarding the Instructional Program
Integrating the Gospel Message
 Models integrity – acting honestly with a high ethical standard in the
Roman Catholic Tradition

Communicating Clearly and Accurately to Students in Directions and Procedures

 Follows and promotes school-wide policies.

Content of Instruction

Responds to Students Questions and Needs

Providing Feedback to Students Regarding Assignments

PROFESSIONAL RESPONSIBILITIES HE E D I
Participating in Events and School Service Projects

Reflecting on Teaching Strategies for Improving Instruction

Professional Development
 Keeps abreast of new knowledge and concepts related to job and areas of
content.
 Embraces and is committed to continuous growth.
 Reflects a commitment to continuous improvement and lifelong learning.
Record Keeping

Weekly Lesson Planning

Communications with Families Regarding the Instructional Program

Utilizes technology
 With administration
 Curricular purposes

COMMUNICATION HE E D I
Keeps administration informed
Concerns – Students – Parents – Joys - Successes
Recommends policy and procedural changes to improve organization, efficiency and
effectiveness.

Responds to requests/deadlines in a timely fashion.

 Our Lady of Loretto School
Evaluation- Administration Reflection

Catholic Identity:

Performance Area for Growth:

Performance Strengths:

_______________________ ___________________________________ ________________________________

Date Teacher Signature Administration Signature

The above signatures indicate that the teacher has read and had the opportunity to discuss this evaluation with the
administration. The teacher’s signature does not signify agreement nor disagreement with the evaluation. The teacher may
respond to this evaluation, in writing, within seven calendar days of signing this form. Teacher’s written response with be
attached to this form and distributed as follow:
1. Local Personnel File
2. Department of Catholic School’s personnel file
3. Teacher