MISSION

Lincoln School is a multicultural community in the foothills of the Himalaya that inspires in each student
a passion for learning, the confidence and competence to pursue their dreams, and the commitment to
serve as compassionate global citizens and leaders who are stewards of the environment.

Teacher Professional Development, Supervision and Evaluation at Lincoln

Rationale
Lincoln School is dedicated to student engagement in the classroom, to the improvement of student
learning and to the professional development of its teachers. Teacher professional growth is best
facilitated by constructive, evidence-based evaluations, support for professional development, and an
opportunity for voluntary peer-coaching/small group work.

Evidence-Based Evaluations
The effective teacher provides a classroom environment that actively engages all students in learning.
Positive and constructive relationships between teacher and student are critical elements and the teacher
needs to be aware of those relationships and actively work to construct them. Effective observations with
teacher-directed questioning of classroom environment and evaluator opportunity to encourage and
provide constructive feedback are vital. Evaluation will necessarily arise from observation but a feedback
form with many acceptable options (other than competent) would help the staff to become more
reflective.

Professional Development
The effective teacher reflects on the learning taking place in the classroom. This includes knowledge of
reflective practices. The effective teacher regularly researches essential questions about education. This
is accomplished through participation in professional conferences and through enrollment in course-work
toward advanced degrees. Furthermore, knowledge of current research in pedagogy and content allows
the teacher to set better expectations for their students and to present the content in the best educational
setting for the moment.

Peer Coaching
In addition to effective observations from their supervisor, teachers should be given an opportunity and a
venue for peer-support. Most professional organizations involved with standard-setting for their subject
have now begun to create expectations for teachers and for classroom environments. Many research-based
models are now available to encourage teachers to be reflective practitioners and avid learners; Critical
Friends, Peer-Coaching, Lesson Study, etc. Teachers could be given opportunities to learn about these
models and time to incorporate their use.

Standards
The faculty looked at and trialed a number of well-respected standards, eventually adopting and adapting
the framework of Charlotte Danielson. Danielsons standards are broken down into the following four
domains and their 23 associated components (the 23
rd
has been added by Lincoln):

Domain 1: Planning and Preparing for Teaching
1a: Teacher demonstrates knowledge of content and pedagogy
1b: Teacher demonstrates knowledge of students
1c: Teacher sets appropriate instructional outcomes
1d: Teacher demonstrates knowledge of resources
1e: Teacher designs coherent instruction
1f: Teacher designs appropriate student assessments

Domain 2: Establishing a Classroom Environment Conducive to Learning
2a: Teacher creates an environment of respect and rapport
2b: Teacher establishes a culture for learning
2c: Teacher effectively manages classroom procedures
2d: Teacher effectively manages student behavior
2e: Teacher organizes the physical space appropriately

Domain 3: Employing Effective Instructional Practices
3a: Teacher communicates appropriately and effectively with students
3b: Teacher uses effective questioning and discussion techniques
3c: Students are engaged in their own learning
3d: Teacher uses assessment in instruction
3e: Teacher demonstrates flexibility and responsiveness

Domain 4: Fulfilling Professional Responsibilities
4a: Teacher reflects on his or her teaching
4b: Teacher maintains accurate student and curricular records
4c: Teacher communicates appropriately with families and the broader
community
4d: Teacher participates appropriately in his or her professional
community
4e: Teacher is committed to professional growth
4f: Teacher demonstrates professionalism
4g: Teacher uses technology effectively and appropriately for
instruction, communication and collaboration

The rubric for the adapted framework can be found here:
tinyurl.com/lsstandards

Though not adopted by the school, Lincoln teachers also felt that the following standards provided a good
basis for reflection:


The Effective Teacher:
1. Sets and assesses high standards and is accountable for the achievement of all
students.
2. Plans effectively to maximize student learning of the schools curriculum
3. Teaches the (school) curriculum using the most effective and current strategies
4. Pursues and applies professional development identified through reflective
practice and coaching
5. Collaborates in curriculum development and school improvement
6. Demonstrates a positive approach to challenges and participates in school
activities
7. Models the schools values as stated in our Code of Professional Conduct


Procedures and Timelines

Phase 1 Self-Assessment and Goal-Setting
Teachers reflect on their practice in light of the professional standards above at the beginning of the year
and assess themselves against each component using a rating of Distinguished, Proficient, Basic or
Unsatisfactory. Annual professional goals are set and action plans (including measures of success)
developed based on this self-assessment. The self-assessment and goals are shared and discussed with the
appropriate divisional principal.
Completion Date: By the end of first quarter
Phase 2 Evidence-Gathering and Action Toward Goals
Teachers begin gathering evidence to support their assessments in the areas associated with their goals as
well as in accordance with the areas of focus as set out by the administration in concert with the faculty.
The action plan from Phase 1 is also carried out during this Phase.
Completion Date: By the end of April
Year-End Meetings and Evaluation
Teachers will meet with their divisional principals to go over their assessments, evidence and the results
of their action plans. Teachers annual evaluations will be based upon the results of this meeting.
Completion Date: By the end of May
Ongoing Professional Development
In line with school/divisional and individual goals







Suggestions for Sources of Evidence and Various Growth Strategies

Evidence/Data Growth Strategies
Individually
Student Surveys
Student Results (e.g. AP, SAT, MAP Tests)
Student Interviews
Alumni (Ex-student) Surveys
Parent Surveys
Video Samples of Your Lessons
Portfolio: with Samples of Student Work, Assessments, Lesson/Unit
Plans, Reports, Communications Home, etc.
Collegially
Formal Observations
Mini-Observations
Peer Observations
Walkthroughs
Looking at Student Work in Collaborative Teams

Individually
Using Written Sources (books, articles, websites)
Coursework (online, conferences, formal)
Video Analysis of Lessons
This entire supervision and evaluation process is predicated on a
professional growth model so that all elements of it provide
opportunity for such growth. In particular, the self-assessment against
the teaching standards, goal-setting and reflecting upon the
evidence/data (alone or with a teacher/administrator colleague) are
rich with such opportunities.
Collegially
Lesson Study
Walkthroughs
Looking at Student Work in Collaborative Teams
Peer Coaching
Teachers Teaching Teachers
Team Meetings
Conferencing with Peer or Administrator


Collegiality is related to the presence of four types of interactions between and among teachers:
teachers engage in frequent, continuous, and increasingly concrete and precise talk about
teaching practice;
teachers are frequently observed and provided with useful critiques of their teaching;
teachers plan, design, evaluate, and prepare teaching materials together; and
teachers teach each other the practice of teaching (Little, 1982).
Some Resources
MET Brief
tinyurl.com/lsmetbrief
Tripod sample surveys and article
tinyurl.com/lstripod
Fabiolas survey and source adapted from the Character Education Partnership
tinyurl.com/lsfabiola
A summary of John Hatties meta-analyses looking at the major influences on student learning
tinyurl.com/lshattie
Articles from PTC
Collaborative Analysis of Student Work: Improving Teaching and Learning
by Georgea M. Langer, Amy Bernstein Colton and Loretta S. Goff
www.ascd.org/publications/books/102006.aspx
Engaging Teachers in Classroom Walkthroughs
Donald S. Kachur, Judith A. Stout & Claudia L. Edwards
www.ascd.org/Publications/Books/Overview/Engaging-Teachers-in-Classroom-Walkthroughs.aspx




Lincoln School Policy related to teacher evaluation

6.1.4 PROFESSIONAL STAFF EVALUATION
The Director shall develop and implement a continuing school program for evaluating the instruction
process, which shall take into account the following guidelines:
1. Evaluation should be based on the total performance and effectiveness of the teacher. It must
include, but should not be limited only to, classroom observation.
2. All those being evaluated should be aware of the instrument being used.
3. At least one written evaluation will be made periodically for teachers employed at Lincoln
School. Each completed evaluation should be reviewed and signed by the teacher and the
evaluator and become a part of the teacher's personnel file. This evaluation will be completed no
later than May 15 of each academic year.
4. The evaluation should be a constructive process, which enables the teacher to become more
aware of his/her strengths and weaknesses. He/She should be assisted in capitalizing on his/her
strengths and eliminating or overcoming his/her weaknesses.
5. Findings of the evaluations should be taken into account in the assignment of teaching duties.
The Remediation Process:
If a teacher is not performing adequately, as shown by the regular evaluation process, the administrator in
conjunction with the teacher will develop a plan of remedial supervision with the aim of improving
instruction. In some cases the reasons for an unsatisfactory evaluation may stem from a faculty member's
school related out-of-class performance. The subsequent remediation will reflect this concern and the
observation process will be adjusted accordingly.

The plan will be implemented in the following fashion:
1. A clearly defined written set of goals will be identified by the administrator.
2. Specific written steps to reach the goals will be identified by the administrator together with the
teacher.
3. The administrator will respond in writing to the degree of success observed after the plan has
been implemented. Conferences will be held with the teacher to discuss the progress made. Follow-
up observations must be made until either the goals of the remediation process have been achieved
or the teacher is given notice of non-renewal.
4. If a teacher has been placed on a remediation plan, he/she will be informed in writing by
December 7th of contract non-renewal or continuation on a remediation plan. Should a remediation
plan be initiated after December 7th, or continue beyond December 7th, the administration will
have until May 1st to inform the teacher of non-renewal. The teacher must, likewise, inform the
administration of an intent to not have a contract renewed by May 1st.

It is recommended that both administrators be involved in a remediation process that may potentially
result in contract non-renewal.
It is also recommended that this same procedure be used in cases of contract termination. However, due
to the serious nature of a decision to terminate a contract, the process and time line may be altered as per
policy 6.1.5.1

Confidentiality:
Evaluations will not be sent from the school without the express consent of the teacher. In cases of
contract termination or grievances regarding contract non-renewal, teacher evaluations and observations
may be made available School Board in executive session.