Teacher evaluation criteria are determined at the state or district level. Evaluation goals include determining teacher effectiveness, assessing performance of students and serving as the catalyst for professional development. Teacher performance as an instructor, as a professional and as part of the larger school community appears in professional standards from state to state and district to district.
Teachers may be evaluated on the use of knowledge of the developmental stage of their students in the planning of classroom curriculum. The Danielson Group's framework for teaching requires the demonstration of content knowledge in the planning of curriculum. Development of instructional objectives, knowledge of resources, construction of assessments and creation of cohesive units may also be evaluated. The North Carolina Professional Teaching Standards also require teachers to demonstrate adaptation of lessons for students' individual needs.
Evaluation standards for the teacher's creation and maintenance of a classroom environment include the way the teacher incorporates the larger school community and environment into the classroom. The Danielson Group recommends evaluation of classroom environment by management of physical space, procedures and classroom behavior.
Evaluation of instructional strategies includes the teacher's use of self-directed lessons and a demonstration of flexibility and responsiveness to students. A key component of classroom instruction is communication, including providing directions, utilizing questions and discussion, answering student questions and clearly communicating content. Classroom instruction should also include continual assessment throughout a lesson.
Leadership and Professional Development
Standards for leadership in an educational community include effective communication with colleagues, parents and the larger community. Teachers may also be evaluated for their ability to analyze data from test scores to develop curriculum and to maintain classroom records and resources. Professional growth standards may include goal setting, reflection on personal performance, and participation in a professional learning community.
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