Proposed appraisal system for AJHS, 2015

1. Beginning of the Year
INITIAL MEETING
DP meets with teacher to discuss Teacher Evaluation Model and to explain the
evaluation process, timeline, and forms
SELF-REFLECTION
Teacher completes the Personal Profile Form
GOALS
Teacher completes the Goal Setting
Template
Teacher meets with DP to discuss goals

2. Mid Year
OBSERVATION
DP conducts formal observation cycle
OBSERVATION CYCLE
DP observes teacher, completes
Observation Record, and provides a
copy to the teacher
Informal Observation
Teacher completes the
Comprehensive Observation Pre-
Conference Questions
Teacher completes the Observation
Post-Conference Questions
SLT conducts numerous informal observations using the Informal Observation Record

3. Mid Year 2
SELF REFLECTION
Students complete the Student Surveys for Reflective Practice
GOALS
Teacher completes Goals—Reflections
DP completes the Mid-Year Formative
MEETING
and Revisions
Feedback Form
Teacher and DP meet to discuss goals and formative feedback

4. End of Year
SELF REFLECTION
Teacher updates the Personal Profile Form (Appendix D) from the beginning of the
year
GOALS
Teacher completes the Goal Summary
DP completes the Summative Feedback
MEETING
Form
Teacher and DP meet to discuss updated Personal Profile Form, Goal Summary, and
Summative Feedback Form and to discuss goals for the following year

5. Domain 1: Classroom Strategies
and Behaviours
Routine Segments
Design Question: What will I do to establish and communication
learning goals, track student progress, and celebrate success?
1. Providing clear learning goals and scales to measure those
goals
2. Tracking student progress
3. Celebrating student success
Design Question: What will I do to establish and maintain classroom
routines?
1. Establishing classroom routines
2. Organising the physical layout of the classroom for learning

6. Content Segments
Design Question: What will I do to help students effectively interact with new
knowledge?
6. Identifying critical information
7. Organizing students to interact with new knowledge
8. Previewing new content
9. Chunking content into “digestible bites”
10. Group processing of new information
11. Elaborating on new information
12. Recording and representing knowledge
13. Reflecting on learning

7. Content Segments
Design Question: What will I do to help students practice and deepen their
understanding of new knowledge?
14. Reviewing content Organizing students to practice and deepen
knowledge
15. Using homework
16. Examining similarities and differences
17. Examining errors in reasoning
18. Practicing skills, strategies, and processes
19. Revising knowledge
Design Question: What will I do to help students generate and test hypotheses about
new knowledge?
20. Organizing students for cognitively complex tasks
21. Engaging students in cognitively complex tasks involving
hypothesis generating and testing
22. Providing resources and guidance

8. On-the-Spot Segments
Design Question: What will I do to engage students?
24. Noticing and reacting when students are not engaged
25. Using academic games
26. Managing response rates during questioning
27. Using physical movement
28. Maintaining a lively pace
29. Demonstrating intensity and enthusiasm
30. Using friendly controversy
31. Providing opportunities for students to talk about themselves
32. Presenting unusual or intriguing information
Design Question: What will I do to help students generate and test hypotheses about
new knowledge?
20. Organizing students for cognitively complex tasks
21. Engaging students in cognitively complex tasks involving
hypothesis generating and testing
22. Providing resources and guidance

9. On-the-Spot Segments
Design Question: What will I do to engage students?
24. Noticing and reacting when students are not engaged
25. Using academic games
26. Managing response rates during questioning
27. Using physical movement
28. Maintaining a lively pace
29. Demonstrating intensity and enthusiasm
30. Using friendly controversy
31. Providing opportunities for students to talk about themselves
32. Presenting unusual or intriguing information
Design Question: What will I do to recognize and acknowledge adherence or lack of
adherence to classroom rules and procedures?
33. Demonstrating “withitness”
34. Applying consequences
35. Acknowledging adherence to rules and procedures