4= Excellent 3= Very Good 2= Average 1= Attention Needed N/A Not Applicable

* Core competencies for first year teacher

COMPONENTS/INDICATOR SOURCE OF DATA

Domain I: School Phylosophy and Christian Values
Teacher
1* accepts the school phylosophy and mission ▪ Classroom observation
▪ Informal interactions
Teacher works to accomplish the school mission ▪ Work on
Teacher gives witness through speech, actions, and committees, etc
attitudes to doctrines and moral standards of the
Catholic Church
Teacher inspires and motives students to reach their
full potential spiritually, academically, and socially
As a member of a team, teacher works well with the
director and faculty on behalf of the educational,
spiritual and social formation of the students

Teacher integrates Virtue Plan ▪ Observe classroom discussions.

▪ Are activities suggested in
2* throughtout the curriculum Virtue Plan used. ▪
Teacher supports and seeks ways to integrate virtue Is there evidence of virtue of the month
plan in the subjects taught and responsibilities been discussed
assumed
Teacher fosters leadership within the students for the
future of society

Teacher actively promotes daily prayer

▪ Observe teacher and students demeanor
and an attitude of reverence in religious during prayer and liturgies
3* celebrations
Teacher incorporates daily prayer into classroom
routines
Teacher models respect and reverence during school
prayers, liturgies and acts
Teacher encourages respect and reverance among
students during school prayers, liturgies and acts

Teacher supports the school's efforts to ▪ Interaction with students in and out of the
classroom
4* form a strong community ▪ Interaction with faculty
Teacher demonstrates an understanding of and members, parents and others
consideration for students' needs, interests and
differences
Teacher participates in efforts to form a strong
community among faculty, students and parents
Teacher's interaction with students, parents, and
fellow faculty members is characterized by respect
and dignity for the individual

Domain II: Planning and Preparation

Teacher shows knowledge of content and
1* pedagogy
Teacher demostrates knowledge of content and
overall subject area
Practices reflect current research on best
methodology
▪ Review plans and plan book
▪ Classroom
observation of strategies such as the use of
cooperative learning, flexible grouping,
1 multiple intelligence theory, etc.
 cooperative learning, flexible grouping,
multiple intelligence theory, etc.

Teacher clarifies concepts prior to instruction in a new

area 1

2* Teacher demostrates knowledge of students ▪ Classroom observation of flexible grouping,

Teacher uses methods and strategies appropiate to interest grouping, etc.
the age group ▪ Observe
work and projects displayed
Teacher recognizes students' different approches to ▪ Examine
learning and provides varied experiences to meet
children's needs
Teacher displays knowledge of students' interests and
cultural heritage

3 Teacher selects appropiate instructional goals ▪ Observe introductory/motivating section to

Goals reinforce the importance of learning and lesson or unit
promote concept development ▪ Note differential planning for
individuals/small groups
Goals are clear and able to be assessed ▪ Pla
Goals take into account the learning needs of
individual students as well as groups
Goals are broad enough to reflect several types of
learning and provide opportunities for integration

4 Teacher demonstrate knowledge of resources ▪ Classroom observation of materials

Teacher uses school and community resources
Teacher uses available technology resources
beyond the text and WB, including primary
sources
▪ Educational trips and enrichment programs
support curriculum objective
-Lesson Plan integrates technology

5* Designs coherent instruction ▪Can

Observe match figure
the observer between
outactivities and goals.
what important
Learning activities are relevant to and support concepts/skills the teacher intends to
instruction, goals and varied student's needs communicate?
Materials and resources support instructional goals communicate?

Planning demonstrates organization, unity and closure ▪ Note schedule of assignments given in
Time allocation for completing units and activities is classroom and student assignment books
reasonable and explicit to allow students pacing

Domain III: Instruction

1* Teacher communicates clearly and accurately
Directions and procedures are clear to students
Spoken and written language is clear and correct
Vocabulary is appropiate to the age, interests, and
growth of students
▪ Observe in classroom; note student questions,
ease of following directions, etc
▪ Note teacher clarity in plans, notes to parents
and students, contributions to staff written
work, etc
 Teacher uses effective questioning and ▪ Observe teacher-student and student-
2 discussion techniques student interaction during lessons

Questions incorporate higher order thinking skills

Adequate time is given for students' responses and
questions
Classroom interaction includes real discussion, with
many students assuming some responsibility for its
success
Teacher attempts to engage all students in the
discussion

3* Teacher engages students in learning ▪ Observe lessons including learning

activities
▪ Note varied methods and strategies in
Content is appropiate and relates to students' teacher plan
knowledge and experience
Activities and assignments are appropiate

Students are cognitively engaged in activities

Instructional groups are productive

Instructional groups are appropiate to learning goals

Lesson pacing and variation is appropiate and

encourages student improvement

▪ Listen to "teacher talk" in the classroom

4* Teacher provides useful feedback to students
Feedback is accurate, constructive, specific, and
supportive ▪ Note written comments on displayed work,
Feeedback is provided in a timely and appropiate
manner assignments and projects
▪ Review progress report notes

5 Teacher demostrates flexibility and responsiveness

▪ Observe lessons
▪ Compare notes with Counselor
Lesson is adjusted smoothly when necessary observations
Students' questions and answers are addressed while
maintaining lesson coherence
Spontaneous events become learning opportunities
Alternative approches are used for students who have
difficulty learning
IEP and modifications are followed according to
document
6 Teacher uses technology effectively ▪ Observe the use of available technology
in the classroom
Teacher intergrates available technology into ▪ Note collaboration
curriculum goals and plans between coordinator and
Teacher actively encourages students use of classroom teacher
technology ▪ Note student use of
computers during informal observation

Domain IV: Assessment and Evaluation

▪ Examine tests, performance assessments,
1* Teacher effectively assesses students learning
portafolio submissions, etc.
Assessment is congruent with instructional goals, both ▪ Compare project directions
in content and process with completed work ▪ Check if students
have a clear
what is understanding
expected from them of
Assessment criteria are clear and are communicated
to every student

Teacher assesses learning using a wide ▪ Examine variety of method used to assess
2 variety of techniques student's learning
Assessment techniques used in class fit all type of
learners ▪ Examine assessment techniques used by the
The type of Items used in tests have been used in
class teacher.

3* Learning is assessed permanently and systematically

▪ Frequency of assessment
Teacher collects enough evidence of learning ▪ Review Gradequick notebook
Teacher performs formative and summative
evaluation as well as informal and formal

4* Teacher reacts to assessment results ▪ Discuss future plans with teacher relative to
assessment results
Assessment results are used to plan for individuals
and groups

Domain V: Classroom Environment

Teacher creates an environment of ▪ Observe teacher-student interactions in and
1* respect and rapport out of the classroom
▪ Note teacher's
Interactions with students are warm, friendly, caring written and oral feedback
and respectful ▪ Conduct student inte
Students show respect for the teacher
Teacher reinforces polite, respectful student interactions

2 Teacher establishes a culture of learning ▪ Observe plans, materials preparation, and

Teachers shows genuine interest in and enthusiam for lesson presentation
the subject ▪
Note student's work samples, and critaria for
Students show they value the subject through successful completion of work
participation and by taking pride in the quality of their
work
Instructional goals, activities, interactions, and state of
the physical environment convey high expectations for
student achievement
 Interactions with colleagues, volunteers, and
assistants are friendly and professional

▪ Observe class at varying times of the day

3* Teacher manages classroom procedures effectively
including arrival, dismissal, transitions,
Tasks for group work are organized and groups are
change of class, etc.
managed so most students are engaged most of the
time
▪ Written expectations for assistant
Transitions occur with little loss of instructional time
Routines occur smoothly with little loss of instructional
time
T.A, if available, is productively and independently
engaged most of the time

4* Teacher manages students behavior effectively ▪ Observe teacher enforcement of school

policies such as uniform code, silence in
Standards of conduct are clear to students lines, etc.
Teacher is alert to students behavior at all times ▪ Observe teacher attention and
Student behavior is generally appropiate responsiveness when supervising groups of
students in cafeteria, ha
Responses to misbehavior are appropiate, succesful,
and respectful
Teacher maintain emotional control in difficult
situations
School rules and procedures are enforced consistently
in all areas of the school

5* Teacher organizes space effectively ▪ Note match between furniture arrangement

Classroom is safe and furniture arrangements support and expected behavior
learning ▪ Note flexibility of
classroom space
Teacher uses physical resources so that learning is ▪ Observe students' ability to get what they
accessible to all ne
Bulletin boards and displays are attractive and
relevant to student learning
Classroom materials and equipment are organized
neatly and maintained regularly

Domain VI: Professional Responsibilities

1* Teacher reflects on instructional practices ▪ Conferencing with teacher
Teacher is able to accurately assess a lesson's ▪
effectiveness Observations
Teacher makes specific suggestions on ways to
improve lesson

2* Teacher maintains accurate records ▪ Grade Quick is effectevelly and

systematically used to record grades and
Teacher has an effective system for recording
plans
completed work, homework, test results, projects and
▪ Non instructional records are
other assessment
available and organized
Teacher makes plans using the Gradequick system
 plans
▪ Non instructional records are
available and organized

Teacher has an effective system for recording non-

instructional communication - i.e., attendance,
absentee notes, progress and report cards,
permission slips, circulars, …

3* Teacher communicates with parents ▪ Letter to parents

▪ Volunteers help with
Teacher provides information to parents about the
projects, events, etc.
instructional program and involves them when
▪ Parent-teacher
appropiate
conferences, progress reports, repor
Teacher communicates students progress regularly
and professionally, demonstrating evidence to support
evaluations
Teacher is available to respond to parents' concerns

Teacher contributes professionally to the ▪ Fills in for colleagues when necessary

4* school community ▪ Volunteers to help
when needed
Support and cooperation characterize relationship with ▪ Is flexible when schedule changes
colleagues are necessary
Teacher models appropiate responses to school
procedures and rules
Teacher volunteers to participate in and contributes to
the succes of school events
Teacher performs responsibilities in a positive and
productive manner
Teacher supports school mission statement, policies
and programs as demonstrated by word and action in
all contact with the public

Teacher is committed to professional ▪ Participats in professional development

5* growth and development days sponsored by teh school, or outside
agency ▪
Teacher engages in professional development Continues education on college level
activities to enhance content knowledge and ▪ Mentors
pedagogycal skills, including integration of technology other t
with the curriculum
Teacher actively assists other educators and shares
knowledge acquired through professional
development activities
Teacher accepts direction and supervision in a
positive manner

6* Demonstrates professionalism in all areas ▪ Attire is appropriately

▪
Teacher dresses neatly and professionally Punctuality to school, classroom and dutie
Teacher is punctual and ready to begin the day ▪
Teacher is punctual in assigned duty out of the Faculty room conversat
classroom
Teacher keeps confidentiality
Teacher seeks out resources to serve students
effectively
Teacher encourages positive attitude and helps to
ensure that all students are honored in the school
Teacher takes an active role in group decision-taking,
ensuring that the highest professional standards
influence implementations
* Core competencies for first year teacher
 RED FLAGS

▪ Teacher makes comments against

Catholic Church and/or school
▪ Teacher's
attitude is one of disrespect for school
and/or church

▪ Opportunities to reinforce virtue of the

month not acted upon
▪ Teacher is
not familiar with the virtue being promoted
in the month or has not idea of the Virtue
plan

▪ Teacher does not incorporate prayer into

daily routines beyond whole-school prayer
time ▪ Teacher talks, works,
or is otherwise inattentive during prayer or
liturgies ▪
Teac

▪ Teacher demeans students with

putdowns and/or sarcasm
▪
Teacher is rude to faculty, parents and
others

▪ Teacher relies heavily on students text or

teacher edition throughout lesson
▪ Teacher
makes content errors or does not correct
students errors
makes content errors or does not correct
students errors

▪ Assignments, expectations, materials

may be too hard or too easy for most of the
class
▪ There are too many,very high grades or
too many very low grades on assessments

▪ Teacher follows the TE guide without

reflection on the purpose of a particular
activity or experience
▪ Teacher
lists page number of the same activity in
the plan rat

▪ Materials beyond text/WB,

transparencies, videos, manipulatives, etc,
remain unused in classroom or resource
area ▪
More creative activity suggestions in TE
are seldom if never, used

▪ Activities may be time-fillers or "busy-work"

▪ Lessons lack stucture, such as beginning,
middle and end
▪ There may be no review or connection to prior

learned planned, and/or no closure, wrapup, or

assessment planned to end the lesson
▪ Too much or too little time
alloted to achieve goals

▪ Directions and procedures are confusing, and

may be excessively detailed or vague and
incomplete
▪ Spoken language may be inaudible;
written language may be illegible
▪ Spoken and written language may contain
grammar and syntax errors
▪ Innappropiate, vague, or incorrectly used
vocabulary may confuse students
▪ Teacher's questions frequently require
simple factual answers, and do not lead to
discussion
▪ Few students respond to questions
▪ Few students participate in discussion

▪ Poor examples result in unclear content

or
concepts
▪ Students are required
to complete long written
assignments unnecessarily
▪ Students in group show off-task
behavior, and
may produce sub-standard or incomplete work
▪ Ignores informal opportunities to
enhance learning such as
completing paperwork during class time
▪ Teacher does not use varying
modes (large
and small groups, pairs, individuals) depending
on the nature of the material to be learned

▪ Written feedback includes errors, or

negative
comments, or is limited to very general (positive

or negative) reinforcement ("Very good", or

try harder)
▪ Too much time elapses between the
timework
is due and when it is returned to students
▪ Some students are consistently affirmed
for
their work while others who may have more
difficulty learning are not recognozed for their
accomplishments

▪ Teacher does not change methods or

strategies when a lesson is not going well

▪ Student's questions or interests are
ignored ▪ When a student has
difficulty
student, family, or the
learning, environment is blamed
▪ Little or no attempt is made to use any
media
to enhance lessons beyond text, WB, and
blackboard

▪ Teacher does not take steps to become

more proficient in his/her own use of
technology ▪ Classroom
technology (overhead, TV, VCR, DVD,
computer) is not used

▪ Assessment tasks may not match

learning
activities
▪ Assessment may be
confined to regurgitation of facts rather
than application
problem solving,of knowledge,
analyzing, etc.
▪ Students have no idea what
will be assessed

▪ Teacher seldom varies assessment

techniques used in class

▪ Assessment technique used by the teacher

favors one type of learner

▪Very few grades are used to calculate student's

quarter grade

▪ Teacher fails to analyze assessment

results for reteaching and improving
instruction ▪
Bonus or extra work too often used

▪ Interaction may be negative, demeaning,

sarcastic, humiliating, or inappropiate to
age and/or culture of the students
▪ Students show
disrespect by ignoring teachers directions,
"answering back", di

▪ Teacher communicates distaste for or

disinterest in content, or an attitude of "just
getting through it"
▪ Students hurry
through work, writing carelessly, leaving
items i
items i

▪ Too much instructional time is lost during

transitions, handling materials, or
performing non-instructional duties
▪
Students not working directly with the
teacher are not productivel

▪ Standards of conduct are not apparent or

clear to students
▪ Teacher ignores
or is unaware of student misbehavior,
possibly interacting with other adult instead
of activel

▪ Furniture may need stability, repair or

replacement; items may be arranged
precariously on high shelves; book bags on
the floor may be a fire hazard, sharp
objects or other hazardous materials or
objects may be available without proper
supervision, etc.

▪ Teacher does not know if the lesson

achieved it objectives
▪
Teacher cannot suggest ways to improve a
lesson

▪ Assignmenst are not consistenly found in

the same location; students are not
required to keep assignments book
accurrately ▪
Grade book is disorganized, is missing
entries, is not up-to-date
required to keep assignments book
accurrately ▪
Grade book is disorganized, is missing
entries, is not up-to-date

▪ Teacher does not explain the instructional

program to parents
▪ Teacher provides
minimal information regarding student
progress to parents; their concerns may be
treated insensit

▪ Teacher does not maintain generally

friendly relationship with all staff, or may
refuse to work with some individuals
▪
Teacher does not offer to help other
teachers or school staff, eit

▪ Teacher does not engage in professional

reading, workshops, or other opportunities
to enhance knowledge or skill
▪ Teacher
does not share knowledge or skill with
others, or participa

▪ Dress is inappropiate or appearance is

unkempt
▪ Teacher arrives late or
leaves too quickly at dismissal
2A - 2007-08
acher´s name:____________________________ Subject: _________________
Distinguish=4 Proficient=3 Average=2 Basic=1 N/A No Aplica
* Core competencies for first year teacher
Domain I: School Philosophy and Christian Values
1* Teacher accepts the school philosophy and mission
integrates
2* Teacher actively Virtue Plan
promotes throughout
daily prayer andthe
ancurriculum
attitude of
3* reverence in religious celebrations
Teacher supports the school's efforts to form a strong
4* Teacher's name:
community
COMMENTS: Total
Academic Schoo

Education:

Homeroom assig
Domain II:Planning and Preparation
1* Teacher shows knowledge of content and pedagogy Subject(s) taugh
2* Teacher demonstrates knowledge of students
3 Teacher selects appropriate instructional goals Years of experie
4 Teacher demonstrates knowledge of resources
5* Teacher designs coherent instruction Years at Lincoln:
COMMENTS: Total is ba
This evaluation
conferences on the

Domain I:

Domain III:Instruction Domain II:

1* Teacher communicates clearly and accurately
2 Teacher uses effective questioning and discussion techniques Domain III:
3* Teacher engages students in learning
4* Teacher provides useful feedback to students Domain IV:
5 Teacher demonstrates flexibility and responsiveness
6 Teacher uses technology effectively Domain V:
COMMENTS: Total
Domain VI:

Assessment and Evaluation

Domain IV:
1* Teacher effectively assesses students learning
2 Teacher assesses learning using a wide variety of techniques
3* Learning is assessed permanently and systematically
4* Teacher reacts to assessment outcomes
 COMMENTS: Total

Domain V:Classroom Environment

1* Teacher creates an environment of respect and rapport
2 Teacher establishes a culture of learning
3* Teacher manages classroom procedures effectively
4* Teacher manages students behavior effectively
5* Teacher organizes space effectively
COMMENTS: Total

Professional Responsibilities
Domain VI:
1* Teacher reflects on instructional practices
2* Teacher maintain accurate records
3* Teacher communicates with parents
4* Teacher contributes professionally to the school community
5* Teacher is committed to professional growth and development
6* Demonstrates professionalism in all areas
COMMENTS: Total

List below professional development experiences (ongoing or taken during this

year) directly related to your teaching position. Please write any additional
comment regarding this evaluation as well.

My professional goal for the near future : Strategi

I have received a copy of this evaluation report and review it with my area director
Teacher's signature date

Director's signature date

 TEACHER SUMMATIVE EVALUATION 2010 - 2011

cher's name:
Total Last First
demic School year: Area director:

cation: Highest degree

earned College or University Year of graduation
meroom assigned: Grade level(s) taught:

ject(s) taught: Department(s):

rs of experience in education:

rs at Lincoln: Years in this position:

evaluation is based upon formal and informal classroom obeservations and
erences on the part of the administrator during the school year.

Score Max. Score

possible
School Philosophy and Christian Values 0 16

Planning and Preparation 0 20

Instruction 0 24

Assessment and Evaluation 0 16

Classroom Environment 0 20
Total
Professional Responsibilities 0 24
SUB-TOTAL 0 120
SACS Committee Participation 1 3
TOTAL 1
1%
 Total

Total

Total

director
 Nombre del Doc

*Competencias cen
AREA I
EVALUACION SUMATIVA DEL DOCENTE 2010 - 2011 1*
2*
3*
Nombre del docente: Rojas Luis 4*
Apellido Nombre

Año Académico:
2010-2011Director del área: Luis Rojas

M.Sc. II
Nivel académico más alto Luvaine/Belgium 1992
alcanzado Universidad Año de graduación
AREA II:
1*
Profesor(a) guía asignado
9A a: Grado(s) que enseña: 9A/B/C-8C 2*
3
Asignatura(s) que Biologia/Ciencias
enseña: Departamento: Ciencias
Integradas 4
5*
Años de experiencia en eduación:
28

Años de experiencia en LIA:

15 Años en esta posición: 6

Esta evaluación está basada en observaciones de aula formales e informales, conferencias

con el docente, reportes administrativos y revisión de documentos
Puntaje Max. puntaje posible AREA III:
Valores Cristianos y Filosofía del Colegio obtenido
Area I: 15 16 1*
2
Area II: Preparación y Planificación 19 20 3*
4*
Area III: Enseñanza 21 24 5
6
Area IV: Evaluación y Medición del Aprendizaje 15 16

Area V: Ambiente del aula de clase 20 20

Area VI: Responsabilidad Profesional 24 24

SUB-TOTAL 114 120
Participación en Comité SACS 3 3 AREA IV:
TOTAL 117 1*
98% 2
3*
4*
AREA V:
1*
2
3*
4*
5*

AREA VI:
Entrena1*
miento
2*
on line
para 3*
tomar 4*
medidas5*
paramet
Taller 6*
ricas
para de
concent
docente
raciones
s del
de
area de
ozono
cienciasa
nivel del
Haga una lis
impartid
mar,
momento
o en la o to
para ser
cargo de docen
NASA/Ju
aplicado
nio
a
2010
proyect
o del
colegio
como
parte
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proyect
Mi meta profesio
o global
Ozono 3

Recibí una copia

inmediato
 Luis Rojas Grado/Materia:__Ciencias:Biologia/CC.Integradas________
Prominente=4 Competente=3 Promedio=2 Básico=1 N/A No Aplica
ompetencias centrales para docentes en su primer año.
Valores Cristianos y Filosofía del Colegio
Docente promueve
Docente acepta la filosofía y misión
activamente del colegio
la oración diaria 4
Docente integra el Plan de Virtudes en
y una actitud respetuosa en celebraciones su pensum 4
religiosas
Docente apoya los esfuerzos del colegio en formar Puntaje 4
una comunidad sólida total 3
COMENTARIOS: Area I 15

Preparación y Planificación
Docente demuestra conocimiento del contenido y pedagogía 4
Docente demuestra conocimiento de sus estudiantes 4
Docente selecciona objetivos de aprendizaje apropiados 3
Docente hace uso de recursos didácticos disponiblesPuntaje 4
Docente planifica lecciones coherentes total 4
COMENTARIOS: Area II 19

Enseñanza
se comunica
Docente utiliza con
técnicas deexactitud y claridad
cuestionamiento y 4
discusión efectiva 3
Docente mantiene el interés de estudiantes 4
Docente da retroalimentación útil a sus estudiantes 4
Docente demuestra flexibilidad, sensibilidad y apertura
Puntaje 3
Docente utiliza la tecnología eficientemente total 3
COMENTARIOS: Area III 21

Evaluación y Medición del Aprendizaje

Docente evalúa elcon eficiencia el
aprendizaje aprendizaje
usando de los estudiante 4
variedad
de técnicas 4
Docente evalúa el aprendizaje sistemática y permanentemente4
Puntaje
Docente utiliza resultados para planificar enseñanza total 3
COMENTARIOS: Area IV 15
 Ambiente del aula de clase
Docente crea un ambiente de respeto y empatía 4
Docente establece una cultura de aprendizaje 4
Docente es eficaz en el manejo de rutinas y procedimientos 4
Docente maneja disciplina eficazmente Puntaje 4
Docente organiza el espacio eficientemente total 4
COMENTARIOS: Area V 20

Responsabilidad Profesional
Docente reflexiona en su practica profesional 4
Docente mantiene records exactos y ordenados 4
Docente mantiene
contribuyecomunicación con sus
profesionalmente padres de familia
en la 4
comunidad
Docente se educativa
preocupa por su crecimiento y 4
desarrollo profesional Puntaje 4
Docente demuestra profesionalismo en todo sentido total 4
COMENTARIOS: Area VI 24

Haga una lista de las experiencias de desarrollo profesional (en este

momento o tomadas durante el año) directamente relacionadas con su
rgo de docente. Por favor agregue cualquier otro comentario relacionado
con esta evaluación.

meta profesional a corto plazo Estrategias:

cibí una copia de mi evaluación y la discutí con mi supervisor

mediato
Firma del Docente Fecha

Firma del Director Fecha