| EVALUATION The Leadership and Peer Support Teacher will assign a mark of 0 - 2 for each of the four focus areas totaling a daily mark of 8. Subject Teachers should read and sign the Weekly Activity Reports to ensure that they are accurate and complete in terms of information provided and hours recorded. Top marks are assigned for brief but effective and insightful observations. Ensure that the summary information on page one of the Weekly Activity Reports is complete. Record daily and weekly hours totals using these figures. |
|
| Time | Record On Weekly Activity Report |
| 80/60 = 1.33 Hours | |
| 160/60 = 2.66 Hours | |
| 240/60 = 4 Hours | |
| 320/60 = 5.33 Hours | |
| 400/60 = 6.66 Hours | |
| Subject Teacher Weekly Evaluation Form | ||||
| Category |
1 50 - 59 |
2 60 - 69 |
3 70 - 79 |
4 80 - 100 |
| Knowledge/ Understanding |
Demonstrates limited understanding of concepts and terms introduced to the
class.
Students in this class do not always receive accurate and valuable information regarding concepts and terms and methodology being introduced. WAR does not demonstrate an effective understanding of concepts, principles and theories. |
Demonstrates some understanding of concepts and terms introduced to the
class.
Students in this class receive accurate and valuable information most times regarding concepts and terms and approaches being introduced. WAR demonstrates a partially effective understanding of concepts, principles and theories |
Demonstrates considerable understanding of concepts and terms introduced to
the class.
Students in this class receive accurate and valuable information regarding concepts and terms and approaches being introduced WAR demonstrates an effective understanding of concepts, principles and theories |
Demonstrates thorough understanding of concepts and terms introduced to the
class.
Students in this class receive highly accurate and valuable information regarding concepts and terms and approaches being introduced. WAR demonstrates a very effective understanding of concepts, principles and theories |
| Thinking/ Inquiry | Asks
a limited number of questions regarding the organization of course materials
and concepts associated with the class.
Seldom assists or encourages students to think with creativity and have a positive approach to problem solving. Seldom completes research or independent study to enhance the classroom lessons. |
Asks
some questions regarding the organization of course materials and concepts
associated with the class.
Does not always assist or encourage students to think with creativity and have a positive approach to problem solving. Occasionally completes research to enhance classroom lessons. |
Asks
significant questions regarding the organization of course materials and
concepts associated with the class.
Does not always assist or encourage students to think with creativity and have a positive approach to problem solving Frequently completes valuable research to enhance classroom lessons. |
Regularly and at appropriate times asks LPS teacher significant and valuable
questions regarding course concepts, lesson preparation and achievement of
academic objectives.
Always assists or encourages students to think with creativity and have a positive approach to problem solving Consistently completes valuable research to enhance classroom lessons . |
| Communication | Does
not always communicates concepts, terms and directions to students in an
effective manner.
Classroom activities and academic objectives are not always communicated accurately or thoroughly in the Weekly Activity Report. |
Occasionally communicates concepts, terms and directions to students in a
highly effective manner.
Classroom activities and academic objectives are communicated accurately and thoroughly in the Weekly Activity Report in most places. |
Frequently communicates concepts, terms and directions to students in a
highly effective manner.
Classroom activities and academic objectives are nearly always communicated accurately and thoroughly in the Weekly Activity Report. |
Always communicates concepts, terms and directions to students in a highly
effective manner.
Classroom activities and academic objectives are communicated accurately and thoroughly in all sections of the Weekly Activity Report. |
| Application | Does
not always follow LPS teachers’ instructions regarding preparation for and
behaviour in the class.
Does not always effectively anticipate and respond to LPS teacher’s and classroom student’s needs in a highly effective manner. Does not always demonstrate and promote the safe and correct use of technology, equipment, and materials. |
On
many occasions follows LPS teacher’s instructions regarding preparation for
and behaviour in the class.
On many occasions anticipates and responds to LPS teacher and classroom student’s needs in a highly effective manner. On many occasions demonstrates and promotes the safe and correct use of technology, equipment, and materials. |
Nearly always follows LPS teachers’ instructions regarding preparation for
and behaviour in the class.
Nearly always anticipates and responds to LPS teacher and classroom student’s needs in a highly effective manner. Nearly always demonstrates and promotes the safe and correct use of technology, equipment, and materials. |
Always follows LPS teacher’s instructions regarding preparation for and
behaviour in the class.
Always effectively anticipates and responds to LPS teacher’s and classroom student’s needs in a highly effective manner. Always demonstrates and promotes the safe and correct use of technology, equipment, and materials. |
Comments: (Positive results and/or challenges this week):
| LPS TEACHER WEEKLY EVALUATION FORM | |
| Category | |
|
Academic Objectives: Limited Some 1 - 4 Moderate 5 - 7 Considerable Thorough 8 -10 |
Knowledge/Understanding: Uses proper terms and concepts associated with
achievement of academic objectives. Thinking/ Inquiry: Describes the problem question, cognitive challenge, question to be answered inherit or expressly stated in the Academic Objectives. Communication: Accurate, specific and thorough communication of Academic Objectives. Application: Describes behaviors students will exhibit related to applying and transferring learned skills. What does the subject teacher want the students to learn ? What activities will they participate in to learn these skills/ acquire this knowledge/ understand these concepts?
|
|
Student Attitude/Involvement:
Limited Some 1 - 4 Considerable Thorough 8 - 10 |
Knowledge/Understanding: Describes student’s behavior in relation to
concepts, principles and theories being introduced. Thinking/ Inquiry: Describes student’s questions, challenges and successes related to classroom lesson. Communication: Demonstrates awareness of the multiplicity of ways students communicate involvement and interest. (Verbal and nonverbal) Application: Describes students ability to apply and transfer skills and procedures as well as to make logical conclusions with newly acquired skills and knowledge. What actions/behaviors (Questions, discussion etc) indicate that students are/are not learning what the activity intended them to? |
|
Personal Instruction Performance:
Limited effectiveness 1 - 4 Considerable High Degree 8 - 10 |
Knowledge/Understanding : Described in terms of assisting students and
subject teacher with the processing and/or delivery of key concepts, terms,
theories, and principles being introduced Thinking/ Inquiry : Models and teaches creative and critical thinking skills. Communication: Demonstrates development of students communication skills. Demonstrates effective communication behaviors with subject teacher. Application : Assists students with the application of and transfer of concepts, skills and procedures. Demonstrates and promotes the safe and correct use of technology, equipment and materials. In what ways (Preparatory, on site) did you assist student achievement of learning objectives? (Questions answered, attention redirected, assignment sheets completed etc)
|
|
Future Strategies:
Limited effectiveness 1 - 4 Moderate 5 - 7 Considerable High Degree 8 -10 |
Knowledge/Understanding: Describes planned activities in terms of successful
understanding and communication of terms, concepts, principles, and
theories. Thinking/ Inquiry: Uses critical and creative thinking skills in the development of future strategies. Future strategies include developing students thinking and inquiry skills. Communication: Action plans related to challenges, problems and successes associated with communication with students and subject teacher. Application : Directly related to knowledge and skills acquired through involvement with subject teacher, classroom lessons, classroom students and PAL teacher A specific plan to change/improve/maintain/reuse a strategy . |
|
Total Mark
/40 |
Comments: |