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ABCDEF
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Hinckley-Finlayson Schools
EMPLOYEE PERFORMANCE REPORT
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Name: Date:
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Comments:
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Instructional QualitiesLevel 1Level 2Level 3Level 4
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Class Organization, Planning, ControlThere is general management inefficiency, lack of transitions, and many students are off task for significant periods of time. Lessons plans are not complete.There is sporadic efficiency, moderate organization and transition of activities, and some example of students on task. Lesson plans are vague, limited, and disorganized.There is organization, smooth transition, orderliness in the classroom, and all students are on task. Lesson plans are organized.There is a smooth, systematic flow present even when groups are working independently, and there is evidence that students demonstrate responsibility and respect for classroom operation. Lesson plans are thorough and organized.
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Use of Teaching AidesTeacher never attempts to utilize current and existing technologies to enhance student achievement.Teacher infrequently attempts to utilize current and existing technologies to enhance student achievement.Teacher occasionally attempts to utilize current and existing technologies to enhance student achievement.Teacher frequently attempts to utilize current and existing technologies to enhance student achievement.
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Motivational Skills and EnthusiasmTeacher and/or students display negative attitude toward the content, there is lack of pride in the work and a general environment of modest expectation for student achievement.Teacher conveys inconsistent attitude or communication about value of content, or students invest little energy in the quality of their work and there is a general environment of mixed messages about expectations for student achievement.Teacher conveys consistent enthusiasm for the subject, students appear to accept the challenge to complete high quality work, and there is an environment of high expectation for student achievement.Students display extraordinary enthusiasm to the content, show initiative and take pride in their work, and willingly participate in an environment with high expectations for all.
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Variation of Learning ActivitiesTeacher goals are either unclear, unconnected to standards, lack viable measurement, not suitable for the class, or reflect only one type of learning.Teacher goals are moderately valuable, connected to standards, measurable, suitable for most students, and involve several types of learning yet may lack coordination and integration.Teacher goals are valuable, connected to standards, clearly stated to students, suitable for most students, involve several types of learning, and display opportunities for integration.Teacher goals are valuable, establish high expectations, and take into account varying learning needs.
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Demonstrates knowledge of subject matter.Teacher's knowledge of the subject matter is not adequate.Teacher displays some knowledge of the subject matter and promotes some discussion, but is limited.Teacher displays a high knowledge of the subject matter that generates discussion among students.Teacher's knowledge of the subject matter draws students into discussion in a manner that elicits student reflection and challenges deeper student engagement.
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Selects and demonstrates relevant learning activitiesThe lesson, activities, or content are poorly structured and unsuitable for the age group and fail to engage learnersThe lesson, activities, or content are inconsistent and their structure only partially engages students.The lesson, activities, and content are appropriate and their structure succeeds in engaging students.The lesson, activities, and content link well to students' previous learning, engage all students, and provide options for students initiative and choices.
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Utilizes different instructional approaches.Teacher uses only one type of instructional approach and displays little understanding of pedagogical issues.Teachers use of different instructional approaches is limited and teacher displays only a basic understanding of pedagogical issues.Teacher uses a few instructional approaches and pedagogical practices reflect current research and best practices.Teacher uses multiple different instructional approaches that engages students and pedagogical practices reflect current research and best practices.
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Demonstrates ability for differences in student learning styles.Teacher displays little understanding of the importance of dealing with different learning styles.Teacher displays basic knowledge for differences in student learning styles, but cannot articulate connections or anticipate student misconceptions.Teacher displays solid knowledge for differences in student learning styles that reflect current research and best practice but does not anticipate student misconceptions.Teacher displays solid knowledge for differences in student learning styles that reflect current research and best practice and anticipates student misconceptions.
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Voice and articulation of language.Teacher's goals are confusing or use of the language is below standardsTeacher is able to clarify initial confusions, but use of the language may be limited or inappropriate for the students' level of understanding.Teacher's instructional goals are clearly stated and use of the language is correct and appropriate for learners.Teacher is clear and anticipates students' misunderstandings. The teacher's use of the language enriches the lesson.
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Designs and uses appropriate questions/teaching methods to elicit student participation.Teacher's questioning skills are not effective, or the approach results in mere recitation, or the approach ignores many students in the class.Teacher's questions promote some discussion, attempt to engage all students but are limited in results.Teacher displays high quality questioning skills that generate classroom discussion engaging all students.Teacher's questions draw students into discussion in a manner that elicits student reflection and challenges deeper student engagement.
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Human RelationsLevel 1Level 2Level 3Level 4
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Maintains good working relationship with teachers.Teacher makes little effort to communicate, communicates insensitively, or does not respond to other educators.Teacher makes some effort to communicate with other educators.Teacher makes an effort to communicate and develop a professional relationship with most other educators.Teacher communicates openly and effectively and has developed a professional relationship with all other educators.
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Maintains good working relationship with administrators.Teacher makes little effort to communicate, communicates insensitively, or does not respond to administrators.Teacher makes some effort to communicate with the administration.Teacher makes an effort to communicate and develop a professional relationship with the administration.Teacher communicates openly and effectively and has developed a professional relationship with the administration.
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Maintains good working relationship with students.Teacher makes little effort to communicate, communicates insensitively, or does not respond to students.Teacher makes some effort to communicate with students.Teacher provides frequent information to students and has found successful approaches beyond the minimum expected.Teacher has organized a successful student communication process that involves students, displays sensitivity for the student, and involves families in instructional activities.
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Maintains good working relationship with parents.Teacher makes little effort to communicate, communicates insensitively, or does not respond to parents.Teacher makes some effort to communicate with parents.Teacher provides frequent information to parents and has found successful approaches beyond the minimum expected.Teacher has organized a successful parent communication process that involves students, displays sensitivity for families, and involves families in instructional activities.
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Creates an appropriate classroom atmosphere.Teacher interaction with at least some students is negative or inappropriate. Disrespect for the teacher or the classroom is characterized by conflict or inappropriate interactions.Teacher interactions are generally appropriate with occasional inconsistencies. Students exhibit only minimal respect for the teacher or the classroom.Teacher interactions display appropriate warmth and caring. Teacher maintains appropriate boundaries at all times. Students display respect for the teacher. Student interactions display respect and politeness.Teacher interactions display genuine caring and respect for students as individuals. Students demonstrate actions to maintain or enhance a healthy classroom environment.
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Demonstrates fairness/consistency in classroom management.Classroom rules/expectations have not been established, or there is a general lack of monitoring and response to inappropriate behaviors.Classroom rules/expectations are present but seem to be unclear to students or are inconsistently enforced, or no serious behaviors were displayed by students.There are clear Classroom rules/expectations. Teacher is alert and incidents are dealt with in dignity, or student behavior is generally appropriate.Classroom rules/expectations are clear and appear to have been developed in collaboration with students. Teacher displays wittiness, and individual needs are addressed in a respectful and preventative manner.
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Adjust to change.Demonstrates little flexibility and adaptability in school responsibilities and obligations.Demonstrates some flexibility and adaptability in school responsibilities and obligations.Demonstrates flexibility and adaptability in school responsibilities and obligations.Demonstrates consistent flexibility and adaptability in school responsibilities and obligations.
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NeatnessClassroom is disorganized and physical safety in the classroom is only somewhat evident.The classroom is disorganized in places.The classroom is organized and is a safe place to learn.The classroom is very well organized and is confidently a safe place to learn.
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Visual displays.Pertinent wall hangings and/or posters are not clearly displayed in classroom and are not convincingly known/seen by students.Pertinent wall hangings and/or posters are somewhat displayed in classroom and are somewhat known/seen by students.Pertinent wall hangings and/or posters are displayed in the classroom and known/seen by students.Pertinent wall hangings and/or posters are clearly displayed in the classroom, are periodically rotated throughout the year and are known/seen by students.
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Professional QualitiesLevel 1Level 2Level 3Level 4
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Emotional control and poise.Teacher displays negative relationships.Teacher is cordial with others.Teacher is supportive and cooperative with others.Teacher shows initiative, has made substantial contributions to the overall climate of the school.
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Supports and participates in school activities.Teacher is uninvolved in school events or avoids opportunities to serve.Teacher participates only when asked.Teacher readily volunteers services at building and District levels.Teacher shows initiative, has made substantial contributions, and serves as a positive leader in a major school or District project or initiative.
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Possesses and demonstrates positive qualities.Teacher has frequently failed to model respect, responsibility, honesty, citizenship and integrity.Teacher has occasionally neglected to model respect, responsibility, honesty, citizenship and integrity.Teacher has consistently modeled the values of respect, responsibility, honesty, citizenship and integrity.Teacher has been recognized by others as having unique skills that have helped members of the school community to learn ethical values or to solve ethical challenges.
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Care of materials and equipment.Teacher is unaware of building and District resources for teaching and assisting students and does not care adequately for these resources.Teacher displays limited understanding of building and District resources and cares little for these resources.Teacher is fully aware of building and District resources and displays knowledge of how to gain necessary access and cares adequately for these resources.Teacher actively enhances instruction by utilizing building, District , and community resources and maintains these resources in a professional manner.
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Personal appearance.Teacher does not seem to care about personal appearance or professional dress.Appropriate personal appearance and professional dress is only sporadic.Appropriate personal appearance and professional dress is adequate.Appropriate personal appearance and professional dress exceeds building and district expectations.
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Demonstrates dependability in all assigned areas. (Classroom and Extra Duty)Demonstration of dependability in teaching and extra-curricular assignments is not evident.Demonstration of dependability in teaching and extra-curricular assignments is sporadic.Demonstrates adequate dependability in teaching and extra-curricular assignments.Demonstrates consistent professional dependability in all school responsibilities and obligations.
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Attention to IndividualTeacher does not attempt to engage students.Teacher attempts to engage some students but with limited results.Teacher attempts to engage some students with successful results.Teacher consistently engages all students with successful results with all students feeling a part of the group.
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ATTENDANCE PERCENTAGE
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Administrator SignatureDateTeacher SignatureDate
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