GOVERNMENT OF ST.KITTS AND NEVIS MINISTRY OF EDUCATION

GUIDE FOR THE USE OF TEACHER APPRAISAL INSTRUMENT

2 Section 1 HOW TO USE THIS GUIDE This guide is divided into three parts: (a) Section 1: How to use this guide (b) Section 11: Domains (4). Each domain is divided into Elements. Each element has descriptors. (c) Section 111: Criteria (rubrics) for judging each element by using 4 categories: Unsatisfactory, Basic, Proficient, Outstanding.

Procedure The evaluator must be thoroughly familiar with the instrument and the guide. (1) Read over the instrument carefully and understand the intent. (2) Under each Domain (Section 11), the various elements are listed. (3) To understand the elements, read the descriptors also in Section 11. (4) In order to understand the categories of: Unsatisfactory, Basic, Proficient and Outstanding go to Section 111. Note that the criteria are cumulative from Basic to Outstanding

General Introduction A Teacher Appraisal System is essential to any education enterprise. Since teachers are necessary in the development of any nation, it is critical that they be given every opportunity for improving their professional skills. One of the keys to this improvement is an authentic evaluation that will analyse their effectiveness as teachers in the classroom.

Evaluation consists of several parts. First, it is essential that the evaluator knows and understands (a) the context, that is, the conditions in which the teacher operates and the students learn; (b) the qualifications of the teacher; (c) the purpose of evaluation. Second, the evaluator must have sufficient time to gather pertinent data about teacher activity, resources, teacher portfolios, student cumulative records, etc.

3 Third, the evaluator must be clear about the process that the teacher uses. What internal and external factors determine the performance of the teacher? Are the approaches that the teacher is using, bringing out the best in the students? Are there better ways to enhance student learning? Is the evaluator clear and convinced about he process of this evaluation? Fourth, the evaluator must be able to find evidence to make a judgement about the output of teaching. In other words, are the results of teacher activity (teaching) consistent with the processes and conditions in that particular context?

After completing the above, the evaluator must be able to place a value on the teacher activity; this is the essence of evaluation. Hence an operational definition of evaluation is the placement of value on an activity after considering the available and collected data. The terms evaluation and appraisal will be used interchangeably in these documents. You as an evaluator will be required to make these judgements using the categories of: Unsatisfactory, Basic, Proficient or Outstanding for each of the elements described in Section 11 and for the overall performance of the teacher. As you probably already know, this is a complex task but a necessary one and part of your responsibility as an educational leader.

The evaluator must be fair and impartial. One of the ways to do this is simply to stick to the adopted criteria for each element not allowing personal preference to bias one’s judgement. We have to move away from the credo: “The only way to teach is how I do it.” This is a recipe for bias and evaluators have to be accommodating to new approaches. Even experienced evaluators can learn from a novice teacher!

Purpose of Evaluation The intent is that teacher evaluation should be instructive for improvement and not punitive. Evaluations are conducted essentially as a tool for accountability. Teacher evaluations may result in affirmation of one’s activities, promotion, incentives, probation or dismissal. These decisions are normally made by officials in the Ministry of Education. Evaluations may be formative or summative. Formative evaluation is conducted over a period of time; the main purpose is to

4 make improvements to teaching (sometimes known as clinical supervision). Summative evaluation usually occurs at the end of an activity or process for decision-making.

Who Should Evaluate It is essential that evaluators be trained properly because the results can be devastating to young professionals. This is a complex task which requires knowledge, skills, experience and a commitment to having the best professionals educate the youth of the nation. A helpful motto is: “If I will not have this teacher teach my child, it is unethical for me to allow them to teach other children.” The best placed persons to do teacher evaluation are: knowledgeable, qualified and experienced Principals, Senior Teachers, Department Heads, and Education Officers.

In Primary Schools the responsibility for teacher appraisal falls mainly on the principal. Depending on the size of the staff this can be an onerous job. It is suggested that the principal then develop some of the senior teachers to assist in this function of evaluator; an organized team approach can be helpful. In Secondary Schools it is suggested that Department Heads take on the responsibility of first line evaluations because these are the subject specialists and hopefully has teacher training also. In cases where the Department Head is not a trained teacher, the Principal is asked to evaluate the pedagogical aspects of teaching not the knowledge of subject unless he/she is a specialist in that subject.

It is suggested that EOs do random evaluations, used for second opinions in difficult cases and/or use their expertise for assisting weak or beginning substitute teachers.

Categories of Teachers The Teachers’ Handbook outlines the responsibilities of the teacher. It does not differentiate expectations based on the categories of teachers (substitute, certified, graduate, etc).It is suggested that the same criteria listed in this Guide be used for all teachers in both Primary Schools and Secondary Schools. However, due caution should be exercised in making judgements based on expected levels of performance and the degree of assistance given for beginning substitute teachers especially. It will be unwise to judge a beginning teacher using the same expectations as those for a certified experienced teacher. This is where the knowledge,

5 skills and experience of the evaluator become critical. The base line, however, must be that no child should be harmed (or prevented from reaching potentials) in the teaching - learning process. Positive action must be taken to protect the child’s right to learn (even if it means the removal of the teacher).

How Often Should Teachers Be Evaluated? The following are some suggestions: All new teachers (regardless of status) should be evaluated once per term for the first year. Substitute and untrained teachers after one year’s successful teaching should be evaluated at least twice per year. Trained, Specialist and Graduate teachers should be evaluated at least once per year after one year of successful teaching. It should be made clear that the administration reserves the right to change the above schedule given good reasons for doing so.

6 Section 11 Domains, Elements and Descriptors

A. Domain: CLASSROOM LEARNING ENVIRONMENT Elements (1) Management of classroom procedures (2) Respect and Rapport (3) Culture of Learning (4) Management of Student behaviour (5) Organization of Physical Space (6) Student Progress (1) Management of classroom procedures Descriptors (a) Working with instructional group (b) Handling materials and transition from one subject/activity/class to another (c) Follow regulations and school rules (d) Creates a healthy, supportive, non-threatening learning atmosphere. (e) Establishes trust, openness, warmth and good rapport with students; displays a sense of good humour and enjoyment of learning. (f) Explains, models and encourages punctuality and regular attendance (g) Explains, models and encourages excellence and commitment. (h) Explains, models and encourages proper time management and seriousness of learning. (2) Respect and Rapport Descriptors (a) Teacher interaction with students (b) Student interaction

7 (c) Respect for property (d) Respect for each other (3) Culture of learning Descriptors (a) Cultivates a sense of pride in learning (b) Inquiry and seeking knowledge is encouraged (c) Consistency and fairness are valued (d) Shows an understanding of student social and economic background (e) Caters for individual and special needs (f) Emphasises the importance of content beyond the classroom context (g) Explains and encourages high levels of expectations in learning and achievements (h) Delineates expectations of quality of student work (4) Management of student behaviour Descriptors (a) Explains standards of student conduct (b) Establishes a system to monitor student behaviour (c) Explains responses to student behaviour (carrot & stick) (5) Organization of physical space Descriptors (a) Safety routines emphasized (b) Furniture arranged for maximum participation (c) Accessibility to learning resources (d) Displays/highlights students’ exemplary work (as appropriate) (6) Student progress Descriptors (a) Appraisal of students’ work (b) Monitoring of students’ progress

8 (c) Reporting procedures (d) Objective – mastery of concepts and skills (e) Fosters independent and cooperative work ethic.

B. Domain: LESSON PLANNING AND PREPARATION Elements (1) Demonstrating knowledge of students (2) Selecting instructional goals (3) Knowledge of content (4) Knowledge of teaching methods (pedagogy) (5) Knowledge of resources (6) Designing comprehensive instruction (7) Assessing student wprk (8) Preparation for instruction (1) Demonstrating knowledge of students Descriptors (a) What knowledge, skills and interests do students have? (b) Chronological age and level of maturity of students (c) Awareness of students’ economic and social background (d) Learning styles of students (2) Selecting instructional goals Descriptors (a) Goals reflect a suitable level of expectations (b) Goals are consistent with the curriculum (c) Goals are stated clearly (d) Goals are appropriate for the students’ level of understanding (e) Goals are selected to provide learning that will prepare students for the next level.

9

(3) Knowledge of content Descriptors (a) Comprehensive knowledge of subject (accuracy) (b) Knowledge of subject beyond the level required by the student (enrichment) (c) Knowledge of prerequisite student learning (d) Thorough knowledge of content required by the curriculum (e) Knowledge must be worthwhile (4) Knowledge of teaching methods (pedagogy) Descriptors (a) Variety of teaching methods (lecture, demonstration, discussion, questioning, inductive, deductive) (b) Knowledge of motivational techniques (reinforcements, encouragement) (c) Selection of teaching methods must be appropriate for the subject matter and grade level (d) Teaching methods must be directly related to student learning needs (5) Knowledge of resources Descriptors (a) Awareness and use of suitable resources for teaching (b) Awareness and use of suitable resources for student learning (c) Awareness and use of local materials for teaching and learning (6) Designing comprehensive/appropriate instruction Descriptors (a) Clear sequential arrangement of subject matter in a lesson plan (b) Learning activities are directly related to the subject matter and grade level (c) Understanding of where the lesson fits into a unit of work (d) Learning objectives and outcomes must be clear and mainly measurable

10 (7) Assessing students’ work Descriptors (a) Fairness in assessment (b) Knowledge of various forms of assessment (c) Use of several methods of assessment (consider students’ learning styles – Gardner) (d) Frequent monitoring of students’ learning (e) Development of a suitable form of reporting students’ progress (h) Preparation for instruction Descriptors (a) Have a well-developed lesson plan (b) Resources are available and ready (c) Equipment is in good working order (d) Clarity of mind and focus on student’s needs, content and strategies C. Domain: INSTRUCTION – ENGAGEMENT IN THE CLASSROOM Elements (1) Gives clear directions (2) Maintains students’ interest (3) Provides feedback to students (4) Shows flexibility and responsiveness (5) Demonstrates knowledge of content (6) Uses various teaching techniques (7) Engages students in learning activities (8) Gives appropriate assignments (9) Communicates effectively with students (1) Gives clear directions Descriptors (a) Given the class level, clear and detailed directions are given orally and in writing (b) Procedures are explained sequentially

11 (c) Timelines are set (completion, due dates, etc) (d) Examples are provided when required (2) Maintains students’ interest Descriptors (a) Content is clearly presented (b) Structure and pacing of delivery is appropriate (c) Examples are current and within the students experience (d) Capitalizes on student interest (3) Provides feedback to students Descriptors (a) Feedback is accurate, substantive and constructive (b) Feedback is provided in a timely manner (c) Without identifying the student, outstanding work is used as examples (4) Shows flexibility and understanding Descriptors (a) Controlled flexibility is shown in dealing with students concerns (due dates, trauma) (b) Response to students must be immediate and thoughtful (c) Respect for students must be displayed (5) Demonstrates knowledge of content Descriptors (a) Knowledge of subject matter is essential (b) Knowledge of previous learning and what is expected in the next lesson must be considered in selecting content for each lesson (c) Understanding of scope and sequence is essential

(6) Uses various teaching techniques

12 Descriptors (a) Depending on the developmental level of the students, the appropriate combination of lecture, demonstration, discussion and questions must be used. (b) Differentiated instruction should be used for students with different capabilities (c) Vocal and visual emphases must be displayed in teaching (7) Engages students in learning activities Descriptors (a) The focus is on the interaction of the student and the learning activity (b) The learning activity must be relevant to the subject. (c) The learning activity must be suitable for the student level of knowledge and maturity (d) Wherever possible teaching materials and equipment must be used to capture the student interest. (e) Encourages students to develop learning activities and projects (8) Gives appropriate assignments Descriptors (a) Assignments must be suitable and involve concepts/activities covered in class (b) The amount of work required must be judicious (c) The amount of time for completion of an assignment must be fair (d) Depending on the grade, consideration must be given to students having assignments in other subjects (e) Assignments must be challenging, although sometimes they are routine (reading) (f) Monitors students while working on assignments in class (9) Communicates effectively with students Descriptors (a) Listen actively (b) Demonstrate empathy (c) Explain with examples and vocabulary suitable for the level (d) Improve students’ communication skills (e) Emphasize that communication is a two-way activity

13 (f) Depending on the issue/activity orality must be accompanied with the written form. (g) Teachers should speak standard English (or other language e.g. Spanish in Spanish class) and encourage students to do so D. Domain: PROFESSIONAL RESPONSIBILITIES Elements (1) Service to profession – assisting other educators; relationship with colleagues (2) Advocacy for students (3) Participation in school/department decision-making (4) Aware of Ministry of Education policies (5) Participates in professional development activities (6) Does non-instructional duties (7) Respects confidentiality of students and staff (8) Carries out self-assessment of professional responsibilities (9) Monitors student progress (10) Communicates with parents (11) Communicates with other teachers (1) Service to profession – assisting other educators; relationship with colleagues Descriptors (a) Participates in activities to promote teaching (b) Helps other teachers to improve as teachers (c) Cooperates with other staff (2) Advocacy for students Descriptors (a) Strives to better learning conditions for students (b) Takes up cases to administration on behalf of students (c) Assists students to understand the power structure and democracy (student council) (3) Participates in decision-making

14 Descriptors (a) Attends staff meetings (b) Participates in discussions at staff/departmental meetings (c) Takes on a leadership role on educational matters (d) Presents a well-thought out case on issues affecting the well-being of the school (4) Aware of Ministry of Education policies Descriptors (a) Has read the Teachers’ Handbook (b) Makes collective effort to influence policies that will improve the system (c) Adheres to dress code as stipulated by the Ministry of Education/school (5) Participates in professional development activities Descriptors (a) Attends scheduled in-services (b) Takes courses to improve expertise in teaching (c) Demonstrates a love for learning by reading and visits to Teacher Resource Centre (d) Volunteers to organize and lead professional development workshops (6) Does non-instructional duties Descriptors (a) Supervises students during play and /or lunch (b) Participates in extra-curricular activities (7) Respects confidentiality of students and staff Descriptors (a) Releases information about students only to those who should legally know (b) Discusses students with other staff/personnel only when it is for the benefit of the student and done so on a strictly confidential basis (c) Does not gossip about other staff members or students (d) Takes up issues directly with staff concerned

15

(8) Carries out self-assessment of professional responsibilities Descriptors (a) Reflects critically on professional responsibilities and makes changes for improvement (b) Assesses whether goals and objectives were met (c) Seeks help from other teachers, Department Head, Principal and Education officers (9) Monitors student progress Descriptors (a) Has a system of record-keeping of student performance (b) Provides feedback on progress to students frequently (not test results) (c) Encourages students to improve their performance (10) Communicates with parents Descriptors (a) Accommodates parents’ visits and meetings (b) Develops a system to inform parents about class activities (c) Meets with parents to discuss issues that affect the student’s progress (11) Communicates with other teachers Descriptors (a) Shares pedagogical information with other teachers (b) Communicates professionally with other teachers regardless of differences

16 Section 111 CRITERIA (Rubrics)

Elements A.1. Management of classroom procedures

A.2. Respect and rapport

A.3. Culture of learning

A.4. Management of student behaviour

A. CLASSROOM LEARNING ENVIRONMENT Unsatisfactory Basic Proficient Classroom is in Students are Explains and chaos. Students attentive. illustrates are disoriented Teacher concepts. and have no reinforces school Encourages and directions. rules. Teacher models works with punctuality. students. Encourages time management. Maintains class control and keeps students focused. Does not interact Interacts with Gets students’ with students. students. attention easily. Students are Students listen Students speak in afraid to speak to while teacher is turn with teacher others. Books speaking. and other and materials are Students take students. not kept in order. care of their Students are neat Students may books. and assists scream and fight. teacher to meet her/his objectives. Shows little Shows interest in Encourages and interest in student learning. guides students learning. Has Expects students to seek low expectations to do their work. knowledge. of students. Answers Emphasises Ignores student students’ importance of inquiry. questions. content. Emphasises the need for quality work.

Does not set rules from the start. Has no system for

Rules for classroom conduct are stated. Has a

Clearly states and encourages students to follow class

Outstanding Creates and maintains healthy, supportive nonthreatening learning atmosphere. Encourages excellence through warmth and support. Students are well-disciplined and polite. Teacher is fair and encourages good manners. Teacher practices excellent manners and behaviour. Emphasises: pride in learning; accuracy in content; a love for learning; fairness; high expectations. Creates a safe and comfortable classroom. Validates students’ performance Is fair and firm. Encourages students to develop self-

17

A. 5. Organization of physical space

A. 6. Student progress

monitoring student behaviour. Does not explain consequences.

system for monitoring student behaviour. Explains and reinforces consequences.

Classroom space is not wellordered. Does not make best use of available space. Safety of students is not a priority. Learning resources are not accessible to students. Chaotic system of recording student progress. Standards and expectations are low for student work. Has not developed a system for reporting student progress.

Furniture is organized. No hindrance to student evacuation in emergency. Students can access learning resources. Exemplary student work is highlighted. Has an organized system for recording student progress (marks). Standards are set and acceptable for the grade level. An acceptable format for reporting is used.

rules. Monitors student behaviour. Understands student behaviour in light of student capabilities. Furniture is organized for maximum student learninggrouping, etc. Rooms have materials that encourage student learning. Classroom is well kept. Shows a keen interest in student progress. Performance standards are explained to students. Appraisal of students’ work is done fairly.

discipline. Encourages students to develop best behaviours. Rewards best behaviours. Teacher reorganizes furniture to suit the needs of the lesson. Makes the physical environment comfortable for learning. A welcoming and warm atmosphere. Students are given individual attention about academic progress. Positive student attitude is developed towards high performance. Encourages independent and cooperative work ethic.

18

Element B. 1. Demonstrating knowledge of students

B. LESSON PLANNING AND PREPARATION Unsatisfactory Basic Proficient Unaware of Aware of Uses students’ students’ knowledge of background and background students’ living conditions. and living background to Does not know conditions. develop what level of skills Knows in lessons. students possess. general Content is Unaware of students’ chosen to students’ learning academic match styles. skills, needs students’ and interests . academic Cognizant of skills. Gears students’ lessons to how learning styles. students learn Cumulative best. records are kept.

B. 2. Selecting instructional objectives

Objectives are beyond/below the level of students. Objectives do not fit those of the curriculum. Objectives are not stated clearly. Goals and objectives are unattainable.

B. 3. Knowledge of content

Does not know the content. Teaching of outdated information. Trivia is communicated. Content and language are

Goals are in keeping with the students’ level of maturity. Goals reflect those in the curriculum. Goals are suitable for students’ level of understanding. Goals are clearly stated. Knows enough of the content. Aware of previous student learning. Is aware of what

Outstanding Concepts and knowledge are chosen to meet and exceed the students’ knowledge, skills and interests. Content is chosen to expose students to higher level thinking. Various methods are chosen to expose students to other forms of learning.

Goals reflect higher levels of student performance. Curriculum goals are interpreted to increase students’ understanding. Goals are expressed with some details.

Goals are selected to inspire students. Goals are selected to prepare students for the next level of academic work.

Has a comprehensive knowledge of the subject. Knows more than is required for

Detailed knowledge of subject. Has selected pertinent enrichment content.

19 unsuitable

B. 4. Knowledge of teaching methods (pedagogy)

Uses one method only when other methods would create better understanding. No motivational techniques used. Chosen method of teaching is not related to learning needs.

B. 5. Knowledge of resources

Apart from any set textbook, the teacher is not aware of other sources of information.

is in the curriculum.

this level. Content is chosen to fit the level of student interest.

Selected knowledge with examples which is worthwhile. Understands how content fits with other subjects. Uses more Uses Uses a than one differentiated combination method to get instruction from: lecture, content across (different demonstration, to students. methods to discussion, Uses reach students field trips and reinforcements at different questions. to assist levels) to reach Selects from students to students. Uses Inductive and learn. Methods higher order deductive are chosen to questioning in approaches. suit the subject teaching. Uses Higher or topic of the Includes order lesson. encouragement questions in Methods are for slower both teaching chosen to meet students. and tests. the learning needs of the students. Uses textbook Uses materials Has and other from the knowledge of materials from internet and current magazines, selects sources of journals and concepts that materials for newspapers. will invite the teaching at this Selects student to go level. Uses suitable levels beyond their materials from of materials present level. the Learning for student Uses local Resource learning. materials for Centre and teaching. libraries. Chooses resources for student enrichment.

20 B. 6. Designing comprehensive/ appropriate instruction

B. 7. Assessing students’ work

B. 8. Preparation for instruction

No lesson plans developed. Subject matter is not sequential. Learning outcomes are not clear. Learning activities are inappropriate for subject matter.

Lesson plan is available. Subject matter is sequential. Learning outcomes are stated. Learning activities are appropriate for the subject matter.

Lesson plan is clearly organized with details. Subject matter is logically organized. Learning outcomes are mostly measurable. Learning activities clearly relate to the subject matter.

Lesson plan considers the level of the student. Subject matter includes enrichment activities. Learning outcomes include the affective domain. Learning activities fit into the unit of work and linked to real life situations No testing is done. Paper & pencil Uses fair System of Testing does not tests system of assessment is reflect what was administered. assessment. suitable for taught. Not aware Monitors Uses several student level of students’ student methods of and style of learning. No learning. Uses assessment. learning. Uses criteria established more than one Frequently higher order for assessing form of monitors questions in learning outcomes. testing. students’ work. assessment. Developed a Clarifies Practices system for students’ continuous reporting achievement in assessment. student reporting. Reports are progress. reflective of students’ progress. Not prepared for Knows the Superior Has gathered instruction. Poor subject matter knowledge of information knowledge of of the lesson. subject matter. from various subject matter. Has suitable Resources sources. Resources are not resources for have been Resources are ready for the lesson. checked and suitable for the instruction. Equipment organized. subject matter Equipment is not in needs to be Equipment has and the classroom. Not checked. been checked methodology. mentally ready for Mentally and is ready Equipment is

21 teaching.

ready for teaching.

for use. Mentally tuned to students’ needs. Focused on students and subject matter.

carefully chosen and checked. New technology is used when available. Understands students’ needs and gears lesson to these.

22

C. INSTRUCTION – ENGAGEMENT IN THE CLASSROOM Element Unsatisfactory Basic Proficient Outstanding No directions are Directions to the Directions are Detailed C. 1. Gives clear given to the class are given orally and directions are directions class. Timelines adequate. in writing. provided. for completion of Timelines are Timelines are Timelines are work are not given. Examples given and explained and given. Even are given as explained. consequences though possible, required for Appropriate discussed. examples are not clarity. examples are Examples are given. given. explained and relevant. No attempt is Recognizes Uses student Captures C. 2. Maintains made to capture student interest interest to enthusiasm of students’ interest student interest. in the topic. increase learning. students or Teacher seems Content is Content is generates uninterested in presented logically interest. Uses the task at hand. sequentially. presented. Pacing kinaesthetic Haphazard Pacing of of delivery is emphases to presentation of delivery is consistent with maintain student lesson. Pacing of adequate. student level. interest. Pacing delivery is not Examples are Local examples of delivery suitable. suitable for are used and considers various student level. suitable for student levels. student level. Examples are current and appeals to student interest. Students are not Students are not Student feedback Student feedback C.3. Provides informed about provided with is accurate and is accurate, feedback to their level of accurate constructive. constructive and students performance. feedback. Students are substantive. Oral Whenever Students are encouraged to do encouragement is feedback is given immediate better work. provided in class provided, it is not feedback orally. Exemplary in written accurate or Exemplary student work is assignments are constructive. student work is highlighted. returned on Exemplary recognized. Written specified dates student work is Written assignments are with detailed not highlighted. assignments are returned within a comments. returned. reasonable time. Outstanding work is used as examples of excellence.

23

C. 4. Shows flexibility and understanding

Teacher is rigid in approach to students. Does not respond to students’ needs. Shows no respect for students.

Teacher is flexible when dealing with students. Recognizes and meets students’ needs. Shows concern for students’ needs.

Understands students’ needs and responds adequately. Recognizes the immediacy of students concerns. Is mannerly and respectful of students.

C. 5. Demonstrates knowledge of content

Knowledge of the subject content for this class is sporadic or non-existent. Does not know the scope of this subject.

Knows the subject content. Is aware of knowledge covered in previous class. Understands the scope and sequence of the subject matter.

Knows more than the essential requirements for this subject level. Also knows what knowledge base is required for the next class level. Uses knowledge of scope and sequence to select essential knowledge from the curriculum.

C. 6. Uses various teaching techniques

Does not use a variety of teaching techniques. Shows little concern for students with different capabilities. Does not modulate vocal emphasis.

Uses a variety of teaching techniques. Uses lecture and questioning appropriately. Modulates the voice in speaking. Uses audio and visual aids when appropriate.

Students’ needs are paramount in dealing with students’ learning. Responses to students are immediate and thoughtful. Teacher is caring and practices exemplary manners and respect in class.

Knows the curriculum requirements for this class thoroughly. Has in-depth knowledge of subject matter. Selects concepts, ideas and facts that provide a base but also enrich learning. Scope and sequence are used to show best practices for learning. Effectively uses Considers various teaching students’ level of techniques. development Discretionary use when using a of lecture. Uses a suitable combination of combination of teaching lecture, techniques for demonstration, effective discussion and communication. questioning. Uses Higher order differentiated questions are

24 instruction for learners with different abilities and capabilities. C. 7. Engages students in learning activities

Does not observe student interaction. Learning activity is not related to the topic. Does not encourage students to engage in learning activities.

Attention given to student interaction. The learning activity is directly related to the topic and student level of development. Various methods and equipment (materials) are used to engage students. Students are encouraged and shown how to develop learning activities (games, etc.)

C. 8. Gives appropriate assignments

Assignments are non-existent or irrelevant. Poor judgement of required time for assignment. Assignments are merely routine.

Assignments are related to the work covered in class. Consideration is given to time requirements. Assignments are challenging and interesting.

used to increase learning. Suitable vocal and visual emphases are used in teaching. Students are Inspires students encouraged to to pursue share ideas and learning – knowledge with demonstrates the other students. joy of learning. Students are Encourages shown how to student focus on learning involvement in activities. learning Equipment, activities. Spurs materials and the imagination technology are by instilling a used to engage love for learning. students in Shows the learning. practical and Students are intrinsic worth of shown the knowing. benefits of Explains the developing new discipline projects and required in activities. studies. Assignments are Assignments are directly related to given to enhance classwork. The and consolidate amount of work learning (not required is fair busy work). given the class Time is given to level and begin complexity of assignments in learnings. class. Consideration is Assignments are given to time developed to required for other encourage subject students to assignments. pursue learning on their own (lifelong learning).

25 C. 9. Communicates effectively with students

Listens intermittently. Does not help students to speak or write correctly. Demonstrates one-way interaction – teachertalk only.

Listens to students. Speaks clearly. Shows understanding. Helps students to express themselves in an acceptable manner. Explains that communicating is two-way.

Actively listens to students. Speaks clearly with suitable illustrations. Helps students to communicate effectively. Uses suitable vocabulary for the class level. Shows an understanding of what the student is saying.

Communicates meanings not only words. Orality and the written forms are emphasized. Body language is explained. The importance of the new technology is explained in communication. Ample opportunity is given for students to experiment with communication techniques.

26

Element D. 1. Service to profession – assisting other educators; relationship with colleagues

Unsatisfactory Speaks negatively about teaching. Does not have the skills to help other teachers and is doing nothing to improve. Gossips about other teachers and administrators.

Basic Has a positive attitude towards teaching. Tries to improve teaching skills. Speaks directly to other teachers about concerns. Does not gossip about other teachers.

D. 2. Advocacy for students

Shows no interest in improving conditions for student learning. Fails to take students’ concerns to parents/ administration.

Improves conditions for student learning. Speaks to administration about students’ concerns. Involves parents in student learning. Helps students to organize for gaining rights.

D. 3. Participates in decision-making

Seldom attends staff meetings. If attending, does not speak at meetings. Shows little interest in school affairs.

Attends staff meetings. Participates in discussions. Occasionally takes on a leadership role. Assists administration in implementation of decisions.

Proficient Works with other teachers to improve skills. Improves own teaching skills and knowledge. Supports other teachers to improve as teachers. Works well with administration for the benefit of the students.

Outstanding Develops a positive attitude about teaching. Works with other teachers to promote teaching as a desirable profession. Mentors other teachers. Develops materials to help other teachers. Works with teacher organization to improve teaching. Explains Creates conditions students’ rights for empowering and students. responsibilities Encourages within the school students to debate regulations. student issues. Accompanies Mentors student students to meet leaders. Explains with the rights and administration. responsibilities of Speaks with leadership. parents/ P.T.A. about students’ concerns. Takes a reasoned Presents a clear stand on school argument on issues issues. Chairs that affect the sub-committees. school. Assists the Takes on administration in responsibilities meeting the to improve mission of the learning at the school. school.

27 D. 4. Aware of Ministry of Education policies

Has not read the Teachers’ handbook. Is not aware of the bureaucratic organization of education i.e. levels of authority.

Has read the Teachers’ Handbook. Understands the sections that directly affect the work of the teacher.

Understands the contents of the Teachers’ Handbook. Understands the bureaucratic structure of education. Questions the meanings and implications of policies.

Implements pertinent sections of the Teachers’ Handbook. Seeks to revise policies that are outdated. Works well with principals, E.O.s and other Ministry officials when required. Volunteers to represent teachers about teaching and learning concerns to the Ministry. Demonstrates knowledge of the Education Act.

D. 5. Participates in professional development (pro-d) activities

Does not participate in pro-d activities. Does not see the importance of pro-d activities. Shows no desire to improve teaching skills.

Participates in pro-d activities. Attends inservices. Goes to the teacher resource centre to use equipment and resources.

D. 6. Does noninstructional duties

Does not supervise students during play or does so without due diligence. Does not participate in extra-curricular activities. Ignores disruptive student behaviour outside one’s

Supervises students during playtime with care and concern. Participates in extra-curricular activities. Volunteers to help organize activities that enhance the well-being of students.

Active involvement in pro-d. Takes courses to improve expertise in teaching. Shares new information with other teachers on teaching and learning. Does what it takes to provide a safe environment for student wellbeing. Shows leadership in organizing extracurricular activities. Speaks with students about good and bad behaviour

Organizes pro-d workshops for teachers in one’s own school. Organizes pro-d workshops for the teacher’s organization. Works with the Ministry of Education to plan pro-d activities. Advises students on the role of student leadership. Initiates activities that help to produce wellrounded students for civic responsibilities.

28 own classroom.

D. 7. Respects confidentiality of students and staff

D. 8. Carries out selfassessment of professional responsibilities

D. 9. Monitors student progress

Organizes and facilitates activities for students such as clubs, fieldtrips, etc. Does not respect Understands the student importance of confidentiality. confidentiality. Does not respect Understands the staff rights of other confidentiality. persons. Uses Divulges privileged information to information for anyone who asks the benefit of the without concern student or staff for persons member. Is involved. guarded about discussing students with other staff members.

outside the classroom. Requires reports on field trips from students. Gives information about students/staff only to those who should legally have it. Does not gossip about students or staff. Concerns about staff are discussed with the staff member directly. Seeks advice of the principal on controversial issues.

Makes informed decisions about controversial matters with respect to staff/student confidentiality. Serves as an advisor to other staff members. Works with the principal and other staff members to put policies in place on student/staff confidentiality. Respects all decisions/opinions.

Reflects critically on professional responsibilities and takes corrective action. Analyses in detail whether objectives are being met. Seeks help from other teachers and the principal. Record keeping Keeps record of Keeps is haphazard or student systematic non-existent. performance. record of student Does not provide Discusses with performance. feedback to students the class Analyses class students on a and individual and individual

Recognizes and accepts that the true professional can do an accurate self-analysis. Does self-analysis during and after each activity. Takes immediate steps to correct deficiencies.

Not aware of mistakes being made. Does not take the time to analyze ones actions in the classroom. Does not evaluate success in terms of objectives.

Is aware of mistakes and problems in the classroom and attempts to make corrections. Checks to see if goals and objectives are being met.

Helps students to set individual goals for performance. Instructs them how to do self-

29

D. 10. Communicates with parents

D. 11. Communicates with other teachers

timely basis. Is not aware whether students are learning.

(one-to-one) performance. Shows students how to improve their performance.

performance; directs students on how to improve. Encourages students to do better by setting targets.

Ignores the importance of parents in the education of their children. Does not recognize that parents are important allies in the activities of the school. Does nothing to encourage the participation of parents. Does not see the importance of talking with other teachers. Does not share pedagogical problems with other teachers.

Accommodates parents’ visits to the school. Sends out notes to parents about their child’s activities. Invites parents to discuss their child’s problems.

Encourages parents to visit the school and speaks with teachers on a discretionary basis. Develops a system to communicate with parents. Ensures that parents are aware of school rules and regulations. Seeks out other teachers for consultation on matters that affect student learning. Works on the basis of professional integrity and reliance. Knows how to approach people.

Shares new knowledge with other teachers. Is courteous and pleasant to other teachers. Rises above petty differences to achieve pedagogical and professional success.

monitoring. Takes a keen interest in counselling students. Dwells on the positive while not ignoring the problems. Visits students’ homes Recognizes problems that students may have in the classroom or at home and takes the initiative to discuss these with the appropriate persons. Concrete solutions are found. Develops a newsletter (1 page) to keep parents informed and involved. Recognizes that teachers learn best from other successful teachers. Thus caring and sharing become everyday practice. Is open to suggestions about teaching and acceptance of new knowledge especially in the subject areas.

30 BIBLIOGRAPHY

Andrews, Hans A. (2004). Accountable teacher evaluation. Stillwater, Okla.: New Forums Press.

ASCD. (Sept 14, 2004). The effects of chronic teacher turnover on school climate and organization. Research Brief. Vol.2 No.19. Cohen, Fredric. (May 2003). “Mining data to improve teaching.” ASCD. Educational Leadership. Vol. 60. No. 8. PP 53-56. Costa, Arthur & Kallick, Bena. (Sept.2004). “Launching self-directed learners”. ASCD. Educational Leadership. Vol. 62. No. 1. pp. 51-55.

Danielson, Charlotte & McGreal, Thomas L. (2000). Teacher evaluation to enhance professional practice. Alexandria, Virginia: ASCD. Gonsalves, Bronte. (March, 2003). “Teacher appraisal scheme: Refinement of appraisal instrument.” Technical Training Centre, Antigua and Barbuda. An OERU Sub-regional Workshop.

Government of Ontario. Ministry of Education. (1994). Royal Commission on Learning: For the Love of Learning. Queen’s Printer Ontario.

Government of St.Kitts and Nevis. Ministry of Foreign Affairs and Education. (n.d.). Teachers’ handbook.

Heller, Daniel A. (2004). Teachers wanted: Attracting and retaining good teachers. Alexandria, Virginia: ASCD.

31 Hinds, Henry. (March, 2003). “OERU Institutional/School Management Workshop: Review a Generic Teacher Appraisal Scheme for the OECS. Opening remarks: Background and rationale.” Antigua.

Kohn, Alfie. (1998). What to look for in a classroom…and other essays. San Francisco: JosseyBass. Marks, Veronica. (May 2002). “Report on the Development of Generic Teacher Appraisal Scheme for the OECS.” OERU.

McGreal, Thomas L. (1983). Successful teacher evaluation. Alexandria, Virginia: ASCD. The OECS

Miller, Errol. Jules, Didacus. Thomas, Leton. (Dec. 2000). Pillars for partnership and progress: education reform strategy: 2010. Castries, St.Lucia: OECS Education reform Unit.

Pembina Trails School Division. (1994). Professional growth and accountability. Winnipeg. Manitoba. Canada.

Pembina Trails School Division. (August 2003). Professional growth model divisional handbook. Winnipeg, Manitoba. Canada. Popham, James W. (Sept.2004). “Why assessment illiteracy is professional suicide.” ASCD. Educational Leadership. Vol. 62. No. 1. pp.82-83.

Reeves, Douglas B. (2004). Accountability for learning: How teachers and school leaders can take charge. Alexandria, Virginia: ASCD. Sanders, William L. (1998). “Value-added assessment.” The University of Manitoba: The School Administrator. Pp. 24-27.

32 Stanley, S.J. & Popham, W. James. (1988). Teacher evaluation: Six prescriptions for success. Alexandria, Virginia: ASCD.

Stronge, James H. (2002). Qualities of effective teachers. Alexandria, Virginia: ASCD. Winnipeg School Division. (Current use 2004). Teacher performance assessment. Winnipeg, Manitoba. Canada.

I would like to thank all persons consulted in producing these documents especially the Principals, Teachers’ Union officials and Ministry of Education officials in St.Kitts & Nevis.