Evaluation & Appraisal Process & Forms - unis.org & Appraisal . Process & Forms . o Probationary & Tenured Faculty o Heads of Department. ... Tenured Faculty Self Appraisal Form Student

Evaluation & Appraisal Process & Forms o Probationary & Tenured Faculty o Heads of Department

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Evaluation Process Probationary Faculty The evaluation of teaching is a part of an institutional evaluation and requires the application of specific expectations related to the goals and mission of UNIS. To continue as members of the UNIS faculty, teachers must successfully meet all UNIS expectations for teaching as described in the UNIS Teaching and Learning Policy. The evaluation process is intended to be supportive and helpful to teachers. The evaluation of teaching is initiated when the teacher first arrives and continues according to established procedures as long as the teacher remains at UNIS. The evaluation of all teachers is managed by the Principals and overseen by the Executive Director. Procedures include lesson observations, discussions with the teacher, and general observations of the teacher’s overall performance with students, parents, and colleagues. Probationary Faculty For 1st and 2nd year probationary teachers, the process includes:

o An introductory meeting (group or individual) in the fall to review expectations;

o An interim meeting (which may be combined with a lesson observation meeting) by mid-February; and

o A final evaluation meeting (which may be combined with a lesson observation meeting) by

the last work day of March. For 3rd year probationary teachers who will complete their probationary evaluation, the process includes:

o An introductory meeting (group or individual) in the fall to review expectations;

o A final evaluation meeting (which may be combined with a lesson observation meeting) by the last day of December

o At the final meeting, a written evaluation will be discussed with the teacher and Principal and placed in the teacher’s file. The teacher may also provide written comment(s).

All probationary teachers will have:

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o At least 2 lesson observations per year during the 1st and 2nd year and

o At least 1 lesson observation during the 3rd (or 4th, if applicable) year of employment.

o Lesson observations may be scheduled or unscheduled. The Principals carry out lesson observations; other administrators may also observe teachers. Upon completion of a lesson observation, the Principal/administrator will meet with the teacher to review the observation. A summary of the observation is then signed by the principal/administrator and the teacher and placed in the teacher’s personnel file. Teachers on 1-Year Contracts All teachers on 1-year contracts will have:

o At least 1 lesson observation as part of the evaluation process.

o Appropriate HOD’s or colleagues may participate in the evaluation process.

o Participation by a colleague or HOD is informal.

o Principals have the final say regarding the teacher’s evaluation. Tenured Teachers All tenured teachers are appraised through the UNIS Appraisal Program coordinated by the heads of department. See document titled “Tenured Faculty Appraisal.” Tenured teachers for whom there is a concern may be placed on a Special Evaluation (see below) track by the Executive Director, or as recommended by the Principal.

Special Evaluation Tenured Faculty

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If, in the opinion of the Executive Director, a Special Evaluation is required, the Executive Director will design an appropriate evaluation in consultation with the faculty member. Since there are no clear-cut standards for judging incompetence, multiple indicators must be utilized to identify marginal teachers. The following are some of the indicators that may form the basis of a decision to place a member of faculty on Special Evaluation:

o Consistent and serious complaints from students and or parents.

o Failure to give feedback to students on a regular basis.

o Repeated failure to meet deadlines for reports, common assessments, internal assessment, etc.

o Failure to meet the statuary requirements of the IB or UNIS curriculum and assessment policies e.g., Internal Assessment.

o Unwillingness to accept responsibilities agreed upon by faculty.

o Average student grades significantly below the year average repeatedly with no

extenuating circumstances. In any such assessment, the overall performance of students in a course needs to be examined.

o Failure to comply with consensus or administrative decisions.

o Chronic absence from classes or other duties for no good reason.

o Violation of Guidelines for a Considerate Working Community.

The final decision to place a member of faculty on a Special Evaluation lies with the Executive Director. The Executive Director should explain the issues that have triggered the decision to conduct a Special Evaluation. It should be understood that due to issues of confidentiality, exact details can not be made public. If the faculty member disagrees strongly, they can utilize the Grievance Procedure outlined in the Collective Bargaining Agreement. Faculty should have an advocate present at all meetings with the Executive Director and detailed notes of each meeting should be made and retained on file.

Process of Special Evaluation The Executive Director, Faculty member being evaluated and an advocate (and the Principal and/ or Curriculum Director if deemed appropriate) must meet and agree on:

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o The set of criteria that will be evaluated.

o Identifiable methods of measuring whether the criteria have been successfully met.

o The timeline for the evaluation, which includes a period for remediation and external assistance.

o Consequences if the evaluation is not successful

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Appraisal Tenured Faculty

Appraisal Process Appraisal of Tenured Teachers The objective of appraisal of tenured teachers is to encourage self-directed, continuous professional growth. It is based on identifying and meeting annual goals, and on a third year self-appraisal process. The HOD reviews the appraisal process with his/her department faculty at the beginning of each year. Issues arising at the beginning or during the year must be discussed with the division principal. Annual Goals By the end of October, the teacher meets with the HOD/subject coordinator for an annual goal-setting meeting (Goal-Setting Form). The teacher typically presents up to three goals to support both individual professional growth and/or current division/whole school initiatives. The teacher identifies opportunities for professional development. An electronic copy of the annual goals is sent to the division principal. By the end of May, the teacher and the HOD/subject coordinator meet to review and discuss the extent to which the goals are met. The teacher presents appropriate supplementary material to support the achievement of the goals. The HOD/subject coordinator signs the Goal-Setting Form to indicate that the annual process is complete. The teacher and the HOD/subject coordinator retain a copy of the Goal-Setting Form. An electronic copy of the completed form is sent to the division principal. 3rd Year Self-Appraisal In addition to annual goals, every third year there is an in-depth appraisal of each tenured teacher to include: student feedback, a peer appraisal, and a written individual self-appraisal. At the end of the third year, the principal attends the review meeting between the teacher and the HOD/subject coordinator. 3rd Goals By the end of October, the teacher meets with the HOD/subject coordinator for a third-year goal-setting meeting (Goal-Setting Form). The teacher typically presents up to three goals to support both individual professional growth and/or current division/whole school initiatives. The teacher identifies opportunities for professional development. An electronic copy of the completed annual goals form is sent to the division principal. Students’ Feedback Using the Student Feedback Guideline questions, by the end of January, the teacher obtains age-appropriate feedback from at least one class or group of students. The teacher uses the feedback to support the self- appraisal process. Peer Appraisal By the end of February, the teacher selects a colleague for peer appraisal. This can be an observation, a discussion, a collaborative lesson or some other situation preferred by the appraisee to elicit constructive feedback on a significant aspect of the teacher’s work. Feedback is undocumented. The teacher uses the feedback to support the self-appraisal process. Written Individual Self-appraisal

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By the end of March, the teacher completes a written self-appraisal of performance (Self-Appraisal Form). 3rd Year Appraisal Review Meeting By the end of May, the teacher, the HOD/subject coordinator and the principal hold a third-year goal review meeting. The principal receives an electronic copy of the third-year Goal-Setting and Self- Appraisal Forms prior to the meeting. At this meeting, the goals, students’ feedback, and self- and peer appraisal are reviewed. The teacher presents appropriate supplementary material to support the achievement of the goals. The principal signs the Goal-Setting Form and the Self-Appraisal Form and may comment in writing. The signed copies of the Goal-Setting and Self-Appraisal Forms are retained on the teacher’s file.

Appraisal Forms

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Tenured Faculty Forms:

o Annual Goal Setting – Separate Forms

Annual Goal Setting Year 1



o Annual Goal Setting – Single Form for 3 Years

o Year 3 Appraisal Forms

Tenured Faculty Self Appraisal Form

Student Feedback Guidelines


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Faculty Name Date Division Subject

Three year period 20 - 20 Year 1 Goals (Up to 3 – individual, divisional or school-wide) Plan for Meeting Goal(s) Related Professional Development Goal Review Meeting Reflection of Goals and evidence Goal Review Meeting Date: HOD Comments HOD Signature: ___________________________________ Date: _____________________


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Annual Goal Setting 3 Year Period 20_____ -- 20_____

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Faculty Name Date Division _____________________________ Subject __________________ Goal Review Meeting - Reflection of Goals and Evidence Year 1 Year 2 Year 3

Date: Date: Date:

Annual Goal(s) - (Up to 3 – individual, divisional or school-wide)

Year 1 Goal(s) Year 2 Goal(s) Year 3 Goal(s)

Plan fort Meeting Goal(s) Year 1 Plan Year 2 Plan Year 3 Plan

Related Professional Development to Meet Goals Year 1 PD Year 2 PD Year 3 PD

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HOD/ Appraiser Comments Year 1 Year 2 Year 3

HoD/Appraiser Signature: HoD/Appraiser Signature: HoD/Appraiser Signature:

Tenured Faculty Self-Appraisal Form Name

Date

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Key Responsibilities -List all classroom teaching, extracurricular activities and areas of responsibility

Comments on major accomplishments in the three year appraisal cycle (include attachments if applicable)

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A culture of value and respect exists at UNIS to support students and improve learning. • UNIS promotes an appreciation of

and respect for students, their communities, and the diverse cultures and values of others.

• The teacher builds positive relationships through knowing and valuing each student.

• Teachers and parents communicate to support students’ academic and social well-being.

• The classroom environment enables students to feel safe physically, intellectually, and emotionally.

• A supportive and intellectually challenging environment promotes both students’ self-confidence and willingness to explore new possibilities.

SCHOOL CULTURE – Teaching and Learning Policy #1

UNITED NATIONS – Teaching and Learning Policy #5 The commitment to the ideals and work of the United Nations and recognition of our responsibilities as world citizens are central to UNIS. (Teaching and Learning Policy #5) • The community recognizes our

responsibility and accountability to the world at large by encouraging students to think and act ethically.

• The school nurtures responsibility, creativity, cooperation, respect, independence, and an international perspective in students.

• Students understand the work of the UN and its mission.

• Students are expected to take an active role in the school and community-at -large.

Strengths Comment on those aspects of your performance that you believe to be your real strengths. Regarding TLP #1, #5, #6

Areas for Development What areas do you think you need to concentrate on in the coming year from TLP #1, #5, #6?

UNIS is committed to developing connections with local and international communities. (Teaching and Learning Policy #6) • Parents provide essential involvement

to further their child’s learning and academic performance.

• The school uses UN, local, and international resources to extend and enhance learning.

• Students recognize the value of and engage in community service and action.

COMMUNITY CONNECTIONS – Teaching and Learning Policy #6

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EFFECTIVE TEACHING – Teaching and Learning Policy #2

Effective teachers have a detailed knowledge of how effective learning occurs. • Teachers are responsible, individually

and collectively, to teach the curriculum as determined by UNIS.

• Teachers scaffold instruction so students can develop varied perspectives and different ways of thinking.

• Teachers utilize a range of teaching strategies that support students to think and learn in different ways.

• Teachers build on students’ prior knowledge, experiences, and skills.

• Teachers emphasize meaning and understanding by encouraging students to explore ideas and concepts.

• Teachers use opportunities to integrate a range of appropriate technologies.

• Teachers encourage students to take responsibility for their learning, their actions, and their interactions with others.

• Teachers collaborate with one another to ensure excellence in teaching.

• Teachers advocate for their students in order to help them meet their social, emotional, and educational needs.

• Teachers continue to grow professionally in both their discipline and general pedagogy.

• Teachers recognize their responsibility in having the ability to influence students as learners and individuals.

Strengths Comment on those aspects of your performance that you believe to be your real strengths. Regarding TLP #2, #4.

EFFECTIVE ASSESSMENT – Teaching and Learning Policy #4

Effective assessment is an integral part of teaching and learning and should reflect the range of learning objectives. • Assessment enables teachers and

students to monitor present learning and plan for the future.

• Teachers use appropriate and varied assessment tasks.

• The assessment task is clearly defined and has explicit criteria for success.

• Students collaborate with teachers to establish assessment criteria.

• Assessment provides explicit feedback to the learner so the student can monitor progress.

• Self-assessment and reflection are essential.

• Students work with peers to review and reflect on their learning.

Areas for Development What areas do you think you need to concentrate on in the coming year from TLP #2 and #4?

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UNIS is committed to developing connections with local and international communities. (Teaching and Learning Policy #6) • Parents provide essential involvement

to further their child’s learning and academic performance.

• The school uses UN, local, and international resources to extend and enhance learning.

• Students recognize the value of and engage in community service and action.

COMMUNITY CONNECTIONS – Teaching and Learning Policy #6

Strengths Comment on those aspects of your performance that you believe to be your real strengths. Regarding TLP #3.

Areas for Development What areas do you think you need to concentrate on in the coming year from TLP #3?

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Teacher’s Signature: ____________________ Date: _______ HOD / Comments HOD Signature: __________________________ Principal’s Initials ___________ Date: ________

Job Satisfaction Please comment on what you like about your job.

Please comment on what you don’t like about your job.

In what ways, small or large, can the School assist you to improve your effectiveness and satisfaction in the working environment?

Any other comments

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Student Feedback Faculty Name ____________________________ Date___________

Division ____________________________Subject ________________

Three year period 20 ____ - 20 _____

Guidelines By the end of January, the teacher obtains age-appropriate feedback (Student

Feedback Guidelines) from at least one class or group of students. The teacher

uses the feedback to support the self-appraisal process. Please select at least six (6) questions from the suggested list below and/or use

questions that you prefer, which relate directly to your goals but may not be on the

list. You are free to appropriately rework and adapt questions for the targeted student

group.

Feedback can be solicited using a survey you create or have used previously.

Alternatively, feedback can be solicited through discussion, in writing, in diagram

form, or using other age-appropriate methods. Importantly, you should solicit student

feedback in a way that is most valuable to you and to your students. Sharing student

feedback approaches will ultimately lead to a future bank of effective ideas for all

grade levels.

What you have learned from the student feedback will be shared verbally at the third-

year appraisal review meeting. No written evidence is required.

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Suggested open-ended questions:

o Is the work too hard, too easy or about right?

o What do you enjoy most about being in the classroom?

o How do you know the teacher cares about your work?

o What do you think about schoolwork?

o What do you think about homework?

o How would you make the classroom better?

o What are your two favorite experiences in the classroom?

o Which project did you enjoy the most?

o What two things that you have learned in the classroom are you most

proud of?

o Which was your least favorite learning experience?

o Tell me about a time in my class when you felt respected.

o Tell me about a time in my class when you felt frustrated.

o What advice can you give me about how to be a better teacher?

o What advice can you give me for how I should change my class next year?

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Evaluation & Appraisal

Procedures Heads of Departments

Procedures Each Year

• At the beginning of each year, the Curriculum Director meets with the HOD to

confirm goals using the goal-setting form. Following the meeting, one copy

of the

goals is forwarded to the Curriculum Director. The HOD retains a copy.

Years 1 & 2 • In addition to the goal-setting meeting, two review meetings are held between the

Curriculum Director and the Head of Department: the first in the middle of the

school

year as an interim review; the second, at the end of the school year, as a final review.

The goal-setting form is completed and signed. Copies are retained by the HOD, the

Curriculum Director, and placed on the HOD’s personal file.

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Year 3 • In addition to the goal-setting meeting and the interim review meeting, by the last

day of

February the HOD solicits performance input from his/her department members.

• By the last day of March the HOD completes a written self-appraisal.

• In April/May, the Administrative Council meets to discuss and review the HOD’s

performance.

• By the end of the year, the Curriculum Director, the HOD, and the Executive Director

meet to review the HOD’s performance. The goal-setting form is completed. Copies

are

retained by the HOD, the Curriculum Director, and they are placed in the HOD’s

personal file.

Criteria Evaluation: The evaluation criteria are based on HOD duties and responsibilities, yearly

goals, and assisting the Curriculum Director and the Principals to assure effective

teaching of the subject and the maintenance of a high quality program within the

department.

Appraisal: Depending on their length of tenure, HODs will also be appraised as a

tenured or probationary teacher. As with all UNIS teachers, the objective of appraisal of

tenured teachers is to encourage self-directed, continuous professional growth.

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HOD Annual Goal Setting

Faculty Name _____________________ Date __________________

Division ___________________________ Subject ________________

Year 1 _____ Year 2 _____ Year 3 _____

Goals

1.

2.

3.

Plan to Meet Goals Professional Development

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HOD Annual Goal Review Meeting

Faculty Name ___________________ Date ________________

Reflection on Goals & Evidence Comments

HOD Signature: ______________________________________Date: _________________

Curriculum Director Signature: _________________________Date: _________________

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Documents Referenced Guidelines for a Considerate Working Community Courteous and professional conduct is the responsibility of every member of faculty

and staff of the United Nations International School (UNIS), New York. It is both our

duty, and in our interests, to follow guidelines for civilized professional behavior, so

that we provide an appropriate learning environment for our students and a

constructive and agreeable setting for employment.

These Guidelines were developed by and are used with the kind permission of the

Foundation of the International School of Geneva. They are based on generally

accepted concepts such as respect, honesty, courtesy and consideration. They aim to

clarify the responsibilities and rights of all staff members of the school community.

All Members of Staff of UNIS in positions of responsibility should at all

times:

Treat everyone in a fair and equitable manner.

o Show courtesy and respect to others.

o Demonstrate an understanding that their duty is to serve and

support the students and staff in relation to whom they have

responsibilities

o Consult clearly and openly wherever it is appropriate and possible

to do so.

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o Encourage the free expression of opinions on matters under

discussion.

o Explain the reasons for their decisions.

o Aim to promote a positive and supportive environment within their

part of UNIS.

All Members of Staff of UNIS should at all times:

o Behave courteously and with respect towards every member of the

school community, including students, colleagues, parents and

others.

o Respect the rights of others to hold and express different opinions.

o Attempt to see others’ points of view.

o Commit themselves to trying to resolve situations of conflict.

o Accept established lines of authority within the school and

accepted procedures for challenging decisions should this be felt to

be necessary.

o Respect any necessary confidentiality in relation to information

pertaining to students, parents, colleagues and aspects of school

life.

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o Act professionally when making statements about students to other

students, about students to other students’ parents, about their

colleagues to students, and about aspects of school life to

parents.

o Make every effort to be accurate in statements made about people

and situations encountered as part of professional life.

o Maintain a tone of oral, written and email communication that

avoids the use of intemperate language.

o Feel free to express opinions on professional matters without fear

of any negative consequences.

o Maintain professional conventions in attire, timekeeping and

manners.

o Communicate necessary information in a timely and appropriate

fashion.

o Exercise concern, based on a sense of common purpose, for the

good name of UNIS in communications and relations with the

outside world.

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Teaching & Learning Policy (2010)

Philosophy Statement At UNIS we aim to promote the appreciation of the diversity of people

and cultures by offering a global curriculum that inspires in our students

the spirit and ideals of the United Nations Charter. As a result, we believe

that, for UNIS, excellence in teaching and learning is based on a

commitment to the following: a positive environment, a dynamic faculty,

engaged students, varied and appropriate assessment, the UN mission,

and social activism.

Principles of Teaching and Learning

1. A culture of value and respect exists at UNIS to support students and improve learning.

1.1. UNIS promotes an appreciation of and respect for students, their

communities,

and the diverse cultures and values of others;

1.2 The teacher builds positive relationships through knowing and valuing each

student;

1.3. Teachers and parents communicate to support students’ academic and

social

well-being;

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1.4. The classroom environment enables students to feel safe physically,

intellectually, and emotionally;

1.5. A supportive and intellectually challenging environment promotes both

students’ self-confidence and willingness to explore new possibilities.

2. Effective teachers have a detailed knowledge of how effective learning occurs.

2.1. Teachers are responsible, individually and collectively, to teach the

curriculum

as determined by UNIS;

2.2. Teachers scaffold instruction so students can develop varied perspectives

and different ways of thinking;

2.3.Teachers utilize a range of teaching strategies that support students to think

and learn in different ways;

2.4.Teachers build on students’ prior knowledge, experiences, and skills;

2.5.Teachers emphasize meaning and understanding by encouraging students to

explore ideas and concepts;

2.6.Teachers use opportunities to integrate a range of appropriate technologies;

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2.7.Teachers encourage students to take responsibility for their learning, their

actions, and their interactions with others;

2.8.Teachers collaborate with one another to ensure excellence in teaching;

2.9.Teachers advocate for their students in order to help them meet their social,

emotional, and educational needs;

2.10.Teachers continue to grow professionally in both their discipline and

general

pedagogy;

2.11.Teachers recognize their responsibility in having the ability to influence

students as learners and individuals.

3. Effective learners are empowered both academically and personally.

3.1. Students engage, participate, and act appropriately;

3.2. Students cultivate strategies for learning across the disciplines;

3.3. Students cultivate different strategies to meet a variety of learning needs;

3.4. Students question and reflect;

3.5. Students utilize all the resources available within the learning community;

3.6. Students explore different perspectives and develop new ways of thinking;

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3.7. Students apply concepts and skills beyond the classroom.

4. Effective assessment is an integral part of teaching and learning and should

reflect the range of learning objectives.

4.1.Assessment enables teachers and students to monitor present learning and

plan for the future;

4.2.Teachers use appropriate and varied assessment tasks;

4.3.The assessment task is clearly defined and has explicit criteria for success;

4.4.Students have access to assessment criteria prior to the assessment task;

4.5.Assessment provides explicit feedback to the learner so the student can

monitor progress;

4.6. Self-assessment and reflection are essential;

4.7.Students work with peers to review and reflect on their learning.

5. The commitment to the ideals and work of the United Nations and

recognition of our responsibilities as world citizens are central to UNIS.

5.1.The community recognizes our responsibility and accountability to the world

at

large by encouraging students to think and act ethically;

5.2.The school nurtures responsibility, creativity, cooperation, respect,

independence, and an international perspective in students;

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5.3.Students understand the work of the UN and its mission;

5.4.Students are expected to take an active role in the school and community-

at-

large.

6. UNIS is committed to developing connections with local and international communities.

6.1.Parents provide essential involvement to further their child’s learning and

academic performance;

6.2.The school uses UN, local, and international resources to extend and

enhance

learning;

6.3.Students recognize the value of and engage in community service and action.

Monitor and Review:

This policy will be reviewed every 5 years in order to take into account new

initiatives, changes in curriculum, developments in technology, or other changes

that impact teaching and learning at UNIS.