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100_curriculum_professional_learning [2026/10/20 16:00] – [172] jtorgerson100_curriculum_professional_learning [2026/10/20 17:19] (current) – [172 Professional Evaluation] jtorgerson
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 **Informal Observations** **Informal Observations**
  
-Informal observations are an important element in the ongoing professional development and assessment of teachers. Unlike formal observations, which are scheduled and involve a more structured evaluation process, informal observations offer a spontaneous and authentic glimpse into everyday teaching practices. Informal observations seek to promote reflective practice, foster collaboration, identify professional development needs, encourage a growth mindset, and ultimately enhance student learning. By integrating informal observations into the overall teacher evaluation and development process, we aim to create a supportive and dynamic professional environment that benefits both teachers and students.+[[https://docs.google.com/document/d/1Wf6IuCpvkzM-QMlDIGxUFmdRFVyTq8ETwL2VCAZGR7Y/edit|Informal observations]] are an important element in the ongoing professional development and assessment of teachers. Unlike formal observations, which are scheduled and involve a more structured evaluation process, informal observations offer a spontaneous and authentic glimpse into everyday teaching practices. Informal observations seek to promote reflective practice, foster collaboration, identify professional development needs, encourage a growth mindset, and ultimately enhance student learning. By integrating informal observations into the overall teacher evaluation and development process, we aim to create a supportive and dynamic professional environment that benefits both teachers and students.
  
 **Formal Observations** **Formal Observations**
 +
 Formal observation of teachers plays a vital role in fostering professional growth, ensuring instructional quality, supporting accountability, and ultimately enhancing student learning outcomes.  Formal observation of teachers plays a vital role in fostering professional growth, ensuring instructional quality, supporting accountability, and ultimately enhancing student learning outcomes. 
  
 **Early Ed and Lower School** **Early Ed and Lower School**
-Early Ed and Lower School’s process begins with a pre-observation meeting where teachers present their lesson plans. On the scheduled observation day, the evaluator—typically a principal or Dean of Academics—observes the lesson, taking detailed notes on instructional delivery, classroom management, student interaction, and use of resources. Following the observation, a post-observation meeting is held where the evaluator provides constructive feedback, highlights strengths and areas for improvement. The formal observation process provides an opportunity for thoughtful reflection, meaningful feedback, and continued professional growth while ensuring that classroom practice remains aligned with the 12 Commandments of Teaching and CHA’s mission.  
  
-Formal Observation paper work:  pre-observation work, Lesson PlanTemplate, and evaluation.+Early Ed and Lower School’s process begins with a [[https://docs.google.com/document/d/1Uz5ZtVjeBCI-RW-YROaGTsu75QyYDuVy/edit|pre-observation meeting]] where teachers present their lesson plans. On the scheduled observation day, the evaluator—typically a principal or Dean of Academics—observes the lesson, taking detailed notes on instructional delivery, classroom management, student interaction, and use of resources. Following the observation, a post-observation meeting is held where the evaluator provides constructive feedback, highlights strengths and areas for improvement. The formal observation process provides an opportunity for thoughtful reflection, meaningful feedback, and continued professional growth while ensuring that classroom practice remains aligned with the 12 Commandments of Teaching and CHA’s mission.  
 + 
 +Formal Observation paper work:  [[https://docs.google.com/document/d/1Uz5ZtVjeBCI-RW-YROaGTsu75QyYDuVy/edit|pre-observation work]], [[https://docs.google.com/document/d/1t9c28MgKra7H7r3XtZi1dB61vXBDv9tbSRi0eh5Zr-E/edit?usp=sharing|Lesson Plan Template]], and [[https://docs.google.com/document/d/18CIl9-FYUmMKHlU3ol2UmkIkw4d7GnLO6gxpnEpusYg/edit?tab=t.0|evaluation]].
  
 **Middle School and Upper School** **Middle School and Upper School**
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 **Annual Curriculum Documentation** **Annual Curriculum Documentation**
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 Teachers are responsible for maintaining accurate curriculum documentation throughout the school year and completing all year-end requirements before the conclusion of the school year. These materials provide a record of what was taught, support continuity from year to year, and provide evidence of ongoing curriculum development and professional growth. Teachers are responsible for maintaining accurate curriculum documentation throughout the school year and completing all year-end requirements before the conclusion of the school year. These materials provide a record of what was taught, support continuity from year to year, and provide evidence of ongoing curriculum development and professional growth.
  
 **Throughout the School Year** **Throughout the School Year**
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 Teachers are expected to maintain the following on an ongoing basis: Teachers are expected to maintain the following on an ongoing basis:
 +
   * **Curriculum Maps:** Teachers must regularly update their curriculum maps to accurately reflect what was actually taught during the school year. Curriculum maps should not simply reflect the intended curriculum; they should provide an accurate record of the content, skills, units, and major learning experiences covered.   * **Curriculum Maps:** Teachers must regularly update their curriculum maps to accurately reflect what was actually taught during the school year. Curriculum maps should not simply reflect the intended curriculum; they should provide an accurate record of the content, skills, units, and major learning experiences covered.
  
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 Prior to the evaluation meeting, each teacher will: Prior to the evaluation meeting, each teacher will:
-  * Complete a self-evaluation using the CHA Faculty Evaluation Rubric, thoughtfully reflecting on areas of strength, progress, and opportunities for continued growth.+  * Complete a self-evaluation using the [[https://docs.google.com/document/d/1cz0HdWkyiwmHSHn-RdIJ8vIPDvo2zaOagTi83Npi4ss/edit|CHA Faculty Evaluation Rubric]], thoughtfully reflecting on areas of strength, progress, and opportunities for continued growth.
   * Review and reflect on feedback received throughout the school year.   * Review and reflect on feedback received throughout the school year.
   * Ensure that all required year-end curriculum documentation and the End-of-Year Checklist have been completed and submitted.   * Ensure that all required year-end curriculum documentation and the End-of-Year Checklist have been completed and submitted.
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 The summative evaluation is an opportunity to: The summative evaluation is an opportunity to:
 +
   * Recognize areas of growth and professional strengths.   * Recognize areas of growth and professional strengths.
   * Reflect on feedback and progress made throughout the year.   * Reflect on feedback and progress made throughout the year.
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 **Teacher Improvement Plans (TIP)** **Teacher Improvement Plans (TIP)**
  
-Teacher improvement plan +[[https://docs.google.com/document/d/1dULPhZgeZxUluWApnsrVmSl9hByk1eaD4hcf9zsBRIc/edit|Teacher improvement plan]]
  
 The Teacher Improvement Plan (TIP) is an individualized professional development plan designed to provide support through communication, discussion, and collaboration in the area(s) of significant concern.  The primary purpose of a TIP is to help teachers improve in areas of concern by setting specific goals and collaborating with administrators and/or mentors to achieve those goals. The plan may be for 30 days to 3 months in length. If at the end of the TIP the teacher’s performance is unsatisfactory in any area(s) listed, further disciplinary action may be taken including non-renewal of contract or termination of employment.  The Teacher Improvement Plan (TIP) is an individualized professional development plan designed to provide support through communication, discussion, and collaboration in the area(s) of significant concern.  The primary purpose of a TIP is to help teachers improve in areas of concern by setting specific goals and collaborating with administrators and/or mentors to achieve those goals. The plan may be for 30 days to 3 months in length. If at the end of the TIP the teacher’s performance is unsatisfactory in any area(s) listed, further disciplinary action may be taken including non-renewal of contract or termination of employment. 
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   * provide additional support;   * provide additional support;
   * provide due process for possible disciplinary action or eligibility for rehire.   * provide due process for possible disciplinary action or eligibility for rehire.
- 
-[[https://docs.google.com/document/d/1cz0HdWkyiwmHSHn-RdIJ8vIPDvo2zaOagTi83Npi4ss/edit?usp=sharing|Faculty Evaluation Rubric]]  
  
  
 //Approved by Administrative Team 10/2026// //Approved by Administrative Team 10/2026//
100_curriculum_professional_learning.txt · Last modified: 2026/10/20 17:19 by jtorgerson
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