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--- 100_curriculum_professional_learning [2026/10/01 16:10] – [150 Professional Development Philosophy] jtorgerson
+++ 100_curriculum_professional_learning [2026/10/20 17:19] (current) – [172 Professional Evaluation] jtorgerson
@@ Line 131: / Line 131: @@
 Faculty must also provide clarity in their assessment in terms of what is expected, when it is expected, and how it will be assessed. Major summative assessments (projects, tests, presentations, etc.) must be accompanied by an age-appropriate Overview or Guide, including expectations and timelines, and a Rubric (exceptions may apply to lower elementary students), outlining how the assessment will be scored. These should be presented to students at the beginning of assessment work.
-Faculty must also be careful to ensure that assessment expectations do not exceed Homework load requirements (see 200 Homework) or expectations for student workload over holidays (see 200 Homework).
+Faculty must also be careful to ensure that assessment expectations do not exceed Homework load requirements (see 200 Homework) or expectations for student workload over holidays (see [[200_instruction_-_student#200_homework|Procedure 200 Homework]]).
 //Approved by Administration Team
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               * Google Classroom Usage
 . Participate in a series of core professional learning sessions that will help new teachers establish, enhance, and extend their knowledge and skills connected to expectations of all CHA teachers.
-  * Biblical Integration (BI) – refer to procedure 130
+  * Biblical Integration (BI) (see [[100_CURRICULUM_&_PROFESSIONAL_LEARNING#200_Christian_Philosophy_of_Education|Procedure 130]])
   * Diversity Awareness & Sensitivity
   * Educational Technology & Innovation
@@ Line 368: / Line 368: @@
   * Differentiation
   * Lesson and Unit-Based Instruction & Implementation
 . Participate in all Faculty ln-Service
-. Participate in Professional Practice Reviews/Evaluation Process (procedure 172)
+. Participate in Professional Practice Reviews/Evaluation Process (see [[100_CURRICULUM_&_PROFESSIONAL_LEARNING#172_Professional_Practice_Evaluation|Procedure 172]])
 . Participate in CHA’s mentoring program
 . Submit weekly lesson plans (MS/US; EE/LS), if required
 . Submit the following documents to the appropriate Principal and Dean of Academics by the end of the first school year at CHA
   * Pacing Guide
@@ Line 434: / Line 439: @@
 //Approved by Administrative Team 10/2024//
+==== 170 Standards of Professional Practice ====
+In order to develop quality, effective instructors, CHA has established standards of professional practice that clarify what it means to excel in the field of Christian education. These standards, known as the 12 Commandments of Teaching, address key dimensions of effective practice, including thoughtful lesson planning, meaningful feedback, integration of a biblical worldview into instructional content, and the use of research-based instructional strategies. Each of these 12 areas is directly aligned with the school's vision and Expected Student Outcomes, ensuring that classroom practice consistently reflects institutional mission and purpose. Teachers will be supported in their professional growth through an ongoing cycle of informal and formal evaluations.
+[[https://docs.google.com/document/d/1cz0HdWkyiwmHSHn-RdIJ8vIPDvo2zaOagTi83Npi4ss/edit?usp=sharing|Faculty Evaluation Rubric]]
+//Approved by Administrative Team 09/2026//
+==== 172 Professional Evaluation ====
+**Annual Goals**
+As part of CHA’s commitment to ongoing professional growth, each teacher will establish two or more annual professional goals each school year. Goals may be identified at the school-wide, departmental, or individual level, depending on the school’s priorities and the teacher’s areas of professional growth. All goals will align with the 12 Commandments of Teaching and should contribute to the continued development of effective, Christ-centered instructional practice. Throughout the school year, teachers will participate in fall, winter, and spring progress reviews to reflect on their progress toward each goal, identify areas of growth, and determine any needed adjustments or support. Depending on the nature of the goal, these reviews may take place with the principal, Dean of Academics, or department leadership. This ongoing process is designed to encourage intentional reflection, provide meaningful support, and foster a culture of continual professional growth.
+**Informal Observations**
+[[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 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’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**
+Formal observations are an essential component of CHA’s commitment to professional excellence, instructional effectiveness, and ongoing teacher development. Middle School and Upper School teachers will be notified in advance of the week during which the Dean of Academics and MS/US Principal will conduct formal classroom observations. The Dean of Academics and Principal will observe different classes, allowing each to provide distinct observations and feedback and providing a more comprehensive view of the teacher’s instructional practice. During the designated observation week, teachers should continue with their regular instructional practices and classroom routines. Teachers will continue to submit lesson plans through Veracross as they do each week; however, they may choose to provide more detailed lesson plans during the observation week to offer the observers additional context regarding instructional objectives, learning activities, assessment, differentiation, and other relevant elements of the lesson.
+Following the observations, the teacher will meet with the Dean of Academics and MS/US Principal to review the observations, discuss strengths and areas for growth, and receive feedback regarding instructional practice. Teachers will also formally receive a written evaluation, which will be placed in their personnel file. Formal observations will be conducted annually during a teacher’s first four years at CHA. Following the completion of the fourth year, teachers will participate in a formal observation every other year. 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.
+**Annual Curriculum Documentation**
+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**
+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.
+  * **Unit Development:** Teachers should continually build out and refine their units throughout the year. Unit materials should demonstrate thoughtful planning, alignment to course objectives, and appropriate development of content and skills.
+  * **Daily Lesson Plans (MS/US):** Teachers must maintain daily lesson plans in Veracross. Lesson plans should accurately communicate what students are learning and the instructional activities or assignments planned for each class period.
+  * **Curriculum Materials:** Teachers should continually update and organize course materials, resources, assessments, and other instructional materials so that they accurately represent the current course.
+**Before the End of the School Year**
+Before the end of the school year, teachers must complete and submit the following:
+  * **Updated Curriculum Maps.** Curriculum maps must be fully updated to reflect what was actually covered during the school year, including any significant changes, additions, or adjustments made to the curriculum.
+  * **Updated Curriculum Materials.** Teachers must submit updated course materials, including unit materials, assessments, resources, and other documentation that demonstrates the development and implementation of the curriculum.
+  * **End-of-Year Checklist.** Teachers must complete and submit the End-of-Year Checklist, confirming that required instructional, curriculum, and classroom responsibilities have been completed.
+  * **Year-End Summative Evaluation.** Teachers must complete a self-evaluation using the faculty evaluation rubric prior to their year-end summative evaluation meeting.
+**Year-End Summative Evaluation Meeting**
+All teachers will participate in a year-end summative evaluation using the **CHA Faculty Evaluation Rubric.** This process is designed to provide a comprehensive reflection on the teacher’s professional practice, growth, and continued areas for development throughout the school year.
+Prior to the evaluation meeting, each teacher will:
+  * 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.
+  * Ensure that all required year-end curriculum documentation and the End-of-Year Checklist have been completed and submitted.
+The teacher will then meet with the appropriate administrator to discuss the self-evaluation, receive feedback on the Faculty Evaluation Rubric, reflect on growth throughout the year, and identify areas for continued professional development.
+The summative evaluation is an opportunity to:
+  * Recognize areas of growth and professional strengths.
+  * Reflect on feedback and progress made throughout the year.
+  * Identify clear and meaningful areas for continued development.
+  * Establish goals for ongoing professional growth.
+  * Ensure that professional practice remains aligned with the 12 Commandments of Teaching and CHA’s mission.
+Completion of the year-end summative evaluation process is dependent upon the teacher submitting the required updated curriculum documentation and completing the End-of-Year Checklist. These responsibilities are intended to be part of the teacher's ongoing professional practice rather than tasks reserved solely for the end of the school year.
+**Teacher Improvement Plans (TIP)**
+[[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 purpose of a TIP is to:
+  * improve teacher performance;
+  * provide targeted, intensive assistance;
+  * provide additional support;
+  * provide due process for possible disciplinary action or eligibility for rehire.
+//Approved by Administrative Team 10/2026//