Directions for Completing Evaluation Form

PROFESSIONAL QUALITIES AND RESPONSIBILITIES EVALUATION REPORT

DIRECTIONS FOR USE

The Professional Qualities and Responsibilities (PQR) Evaluation Report form should be used throughout the year to document teacher performance as part of their evaluation. It MUST be used for a Mid-year Evaluation and the Annual Evaluation report (at the end of the year). Simply check the evaluation period at the top of the form.

The PQR Evaluation Report form may also be used at other times throughout the year. Simply complete the report following the procedures below, check the “other” heading at the top of the form and add the actual date.

The PQR Evaluation Report has two global performance indicator statements:

The teacher has met or exceeded the Professional Qualities and Responsibilities

The teacher HAS NOT met the Professional Qualities and Responsibilities.

Supervising administrators choose one of the two indicators and complete the evaluation process accordingly.

Selecting Indicator #1-The teacher has met or exceeded the PQR:

This indicator is meant to acknowledge when teachers are generally meeting expectations outlined in the Professional Qualities and Responsibilities. There are always areas in which job performance can be enhanced. However, these areas are addressed through the professional growth activities in the Professional Growth and Evaluation process. When using the PQR Evaluation Report form and this particular indicator:

Check on the top of the form it if is a mid-year, annual evaluation, or “other” time of the year.
Place a check or “X” next to this indicator: The teacher has met or exceeded the PQR.
Add a positive comment if you wish. This is not required.
Sign the document and send a copy to the teacher for their signature.
File a signed copy of the evaluation at the school.
If this is an Annual Evaluation report- submit a copy of the form to the Human Resources Department

Selecting Indicator #2- The teacher HAS NOT meet the PQR:

This indicator on the PQR Evaluation Report form can be used anytime a supervisor has clearly expressed concerns to a teacher about that teacher’s performance (in relation to meeting a specific PQR) and there has been no improvement. It is the first step in formally documenting expectations for improvement in a specific PQR area(s). Below are some guidelines for using this indicator on the PQR Evaluation Report form:

Supervisors should always express their concern verbally to a teacher about poor performance (specific to a PQR) and give them the opportunity to improve before formally documenting the performance using this indictor on the PQR Evaluation Report form. The exception is in cases of severe problems implementing the PQR and is at the supervisor’s discretion.

Check the date line at the top of the form indicating if it is a mid-year or annual evaluation. If the PQR Evaluation Report Form is used at other times during the year the supervisor should check “other” and put the date in the space provided.

Check the indicator stating that the teacher has NOT meet the PQR.

Clearly specify the PQR not being met in the space provided.

Specify any previous interactions with the teacher regarding their performance with the PQR.

Clearly state what the teacher must do to meet the specific PQR.

List any resources available to the teacher for support in meeting the PQR.

List any attachments to the PQR Evaluation Report form. These may include a Structured Growth or Intensive Support Plan, letter to the teacher regarding this PQR, classroom observation reports pertinent to this matter, etc.

The teacher may choose to attach a written response to the PQR Evaluation Report form. In this case, this should be an attachment and indicated as such on the attachment line.

Hold a conference with the teacher to review the PQR Evaluation Report form. Sign and record (on the form) the date of the conference. Also have the teacher sign the form acknowledging receipt of the PQR Evaluation Report form and the conference.

Provide a copy of the form to the teacher and keep one on file at the school. Also submit the signed and dated copy of the form with all attachments to your Director and the Department of Human Resources.

Professional Qualities & Responsibilities Evaluation Form Exemplars
(click to download)

PQR Evaluation Form- Exemplar 1

PQR Evaluation Form- Exemplar 2

PQR Evaluation Form- Exemplar 3

Levels of Support for
Structured Growth & Intensive Support Plan

LEVEL I

Level I support brings awareness and focus to the performance issue identified by the supervising administrator. This level of support relies on providing information and material resources to the teacher. At this level, teachers make the decision about the resources they will use for improvement. Following are some suggested resources:

Hold a discussion with teacher about the need for improvement as documented on the Professional Qualities and Responsibilities (PQR) Evaluation Form (required).

Provide articles and other written resources for the teacher to refer to and consider. The web is a good resource. The Staff Development Department may also advise on resources that may provide support.

Provide teachers with video clips and other “just in time” staff development resources such as: PD 360, staff development institutes, online courses and other resources found on the staff development website.

Direct teachers to specific master teachers or other staff who may be models for the particular area of improvement.

Remind teachers of support staff available to help them develop skills in the specific areas. These may include the Central Office Specialist, Instructional Technology Resource Teacher, School Counselors, Department or Grade Level Chairs, Elementary Reading and Math Coaches, Secondary Level CARS, Secondary Level Coaches (in selected high schools).

LEVEL 2
STRUCTURED GROWTH

Level 2 support is beyond providing information for a teacher to consider. It includes applying the support resources with some type of follow-up activity with the supervising administrator or designee. Following are suggested resources in Level 2:

Collect and review lesson plans, parent communication, directions for assignments, classroom assessments or other documents that may serve as evidence of effort toward improvement. Use these artifacts as a springboard for discussion with the teacher in ongoing meetings about improving performance.

Require the review of video clips, articles, websites, or other “just in time resources (self-paced online courses or PD 360). Meet with the teacher to discuss new learning and implementation for improved classroom performance. This support strategy may be paired with a review of documents (lesson plans, parent communication, etc) to continue discussion of new learning toward improved performance.

Strongly encourage participation in staff development institutes, online courses, or other staff development offerings related to the identified area of deficit. Follow-up the new learning with reflection sessions with the teacher to determine how the new learning will be implemented for improved performance.

Have the teacher visit or observe another teacher who is a model for the specific Professional Qualities and Responsibilities (PQR) identified for this teacher’s improvement. Work with the teacher to create a specific protocol for the visit. Debrief immediately after the visit to reflect on learning and next steps for implementation for improvement.

Require the teacher to work with specific support staff who can support the teacher in his/her development. These staff may include Central Office Specialist, Instructional Technology Resource Teacher, School Counselors, Department or Grade Level Chairs, Elementary Reading and Math Coaches, Secondary Level CARS, Secondary Level Coaches (in selected high schools) and Staff Development Instructional Coaches. The supervising administrator or designee should meet with the teacher to schedule their meetings with the support staff as well as for the collection of artifacts related to showing implementation of the work done with the support staff.

LEVEL 3
INTENSIVE SUPPORT

Level 3 support is the most intensive and includes close supervision and opportunities for modeling. Following are suggested resources in Level 3:

Create opportunities for team teaching with an exemplary teacher.

Provide a Staff Development Instructional Coach for the teacher to help develop and implement a plan for improvement.

Provide opportunity for the teacher to jointly observe exemplary teachers with the supervisor or coach and reflect on the learning. The visit is followed-up with practice implementation with feedback from the administrator or coach.

The supervising administrator, assigned Staff Development Coach, or other support staff work directly with the teacher on “just in time” staff development materials such as self-paced online courses, video clips, and PD 360. These sessions should result in a concrete implementation activity directly tied to the area of required improvement.

* The Department of Staff Development and the Central Office Content Specialists should be prime contacts for more specific resources in these three levels of support.