ADMINISTRATIVE PROCEDURES

Purpose

Curriculum review at CHA is a systematic process for maintaining the quality, relevance, and effectiveness of educational programming. The curriculum review process shall ensure that the school’s curriculum aligns with the overall educational goals of the school and maintains a clear focus on what students should learn and achieve. The curriculum must be organized and well-maintained in order to ensure effective communication about outcomes and to ensure the same essential learning regardless of who is teaching the course.

Cycle

An initial assessment of CHA’s curriculum shall be conducted followed by a period of evaluation and updated by the department on a five-year cycle. The yearly cycle will advance as follows

Process

The process for curriculum review at CHA shall be systematic and collaborative effort involving the following steps:

• Establish the Curriculum Review Team consisting of CHA principals, the Teaching and Learning Coach, and subject area teachers to oversee the project. (April-May, previous year)
• Schedule Curriculum Review Team meetings. (April-May, previous year)
• Gather data on student performance and teacher feedback to inform curricular changes. Receive administration goals for the Task Force. (April-Sept)
• Examine the current curriculum for alignment with standards. (Sept-Oct)
• Identify strengths and weaknesses of the current curriculum. Review CHA Curriculum Guide. (Sept-Oct)
• Propose curriculum changes based on analysis of data, identified needs, and alignment with standards. (Jan)
• Identify necessary classroom support, resources, and materials. (Feb)
• Update/Revise CHA Curriculum Guide. (Jan-April)
• Consider the implementation of benchmark assessments. (Jan-April)

Curriculum Guide

A curriculum guide is a comprehensive document that provides guidance, direction, and a framework for teachers, administrators, parents, and other stakeholders for understanding what students are supposed to be able to know and do by the end of a particular course. The curriculum guide is the main product of the curriculum review process.

Format

• Vision Statement
• Statement of Biblical Integration
• Essential Student Outcomes
• Overview by Grade/Course
• Resources for Instruction
• Standards of Instruction (Priority Standards)

Stipend

• Curriculum Guide Team leaders (Department Heads) shall be given a stipend of $500.00 per year.

Approved by Administration Team 03/12/2024

Teachers should write unit plans with a Backward Design strategy and style. Each unit should include the following components:

• Big Idea for the unit
• Big questions
• Power standards
• Major learning targets
• Cross-curricular connections
• Culminating performance tasks
• Learning Goals from culminating performance task
• Success criteria
• Scope
• Summative and Formative Assessment Description

Teachers should design lesson plans from unit plans that contain the following components:

• Anticipatory activity
• Direct instruction
• Shared instruction / Guided practice
• Independent practice
• Summary / Reflection / Assessment

Approved by Administration Team 1/2023

Principals, Teaching and Learning Coach, and Department Chairs are responsible to ensure that curriculum is both created with high quality and stored in an accessible and organized manner.

Curriculum Shared Drive

Each Department Chair is responsible to maintain a curriculum folder within the Curriculum Shared Drive. Each Departmental Folder should contain the following:

1. PK-12 Curriculum Guide
2. Course Subfolders for each course within the Department (e.g.- Math 4, Pre-Algebra, Calculus AB, etc)

Each teacher is responsible, under the supervision of the Department Chair, Teaching and Learning Coach, and Principal, to maintain an up-to-date Course Subfolder within the Department Folder. This subfolder should contain the following:

1. Most recent Course Syllabus (audience: parents)
2. A current “Pacing Guide” both detailing scope and sequence and linking priority standards to units (audience: parents)
3. A current Course Map outlining the course units, objectives, major assessments, biblical integration summary, and priority standards (audience: faculty and administration)
4. Unit Plans, developed according to CHA quality expectations (see Procedure 115 Unit Based Curriculum) and pacing expectations (see Procedure 172 Professional Practice Evaluation) (audience: faculty and administration)
5. Links to the most recent Course Schedule/Calendar, including lesson topics, dates, brief notes on content/assessment, and homework
6. Links to the course Documents and Resources Folder, including all tests, quizzes, articles, projects, rubrics, etc., organized by Unit (audience: faculty and administration)
7. Lesson Plans, developed according to CHA quality expectations (see Procedure 115 Unit Based Curriculum) and pacing expectations (see Procedure 172 Professional Practice Evaluation) (audience: faculty and administration)

Faculty will be expected to demonstrate compliance with curricular development and organization standards at their Annual Goal Meetings and Professional Practice Evaluation Meetings (see Procedure 172 Professional Practice Evaluation).

Transfer of Curriculum

If a teacher changes course assignments or leaves the CHA faculty, he/she is responsible to ensure that the Curriculum Shared Folder is up to date with all developed curriculum prior to departure. Also prior to departure, he/she is responsible to both ensure that all content ownership rights are transferred to the school (or incoming teacher) and ensure that the administrator has been notified when the process is complete.

Approved by Administration Team 3/2025

The primary purpose of school learning assessment is threefold:

1. Assessment allows teachers to accurately gauge student learning and adjust instruction as needed.
2. Assessment provides students with invaluable feedback on the process of their learning so that they can improve.
3. Assessment provides parents with the opportunity to gauge student progress and partner with the teacher as needed.

Teachers should balance both formative and summative assessments in accordance with their unit/lesson plans. Formative assessments are conducted during the learning process and are designed to provide ongoing feedback on student progress and understanding. Formative assessments identify where students may be struggling and inform instructional decisions. Summative assessments are conducted at the end of a course, unit, or academic period to measure the extent to which students have achieved specific learning outcomes.

Types of assessments include, but are not limited to:

• Quizzes
• Discussions
• Peer reviews
• Exit tickets
• Observations
• Tests and exams
• Term papers
• Projects

Many assessments may be recorded in the gradebook. As a general rule, two or more assessments per week should be graded and recorded in the gradebook. Exceptions may be made in collaboration with Principals.

Faculty must be careful to avoid over-assessment, particularly in summative assessments, leading to assessment fatigue, and under-assessment, leading to a failure to gauge and improve learning. Teachers must also coordinate assessment load with each other, under the direction of the Administration, ensuring that students are not overwhelmed with the work of assessment preparation for their combined classes.

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 Procedure 200 Homework).

Approved by Administration Team 02/2024

Overview of a Christ-Saturated Education

Christian Heritage Academy’s educational philosophy is based upon the recognition of humankind’s unique position in all of creation. Humankind alone bears God’s image and possesses the cognitive capacity to know God and to respond willingly to him. Christian Heritage Academy provides an environment that encourages a Christ-centered inquiry into culture and creation, with the divinely inspired Scriptures providing the foundation, absolutes, and principles for such instruction (2 Timothy 3:16). Students are taught to see all truth as God’s, to interpret all learning by God’s Word, and to integrate biblical revelation into daily living.

1. We acknowledge that reverence for the Lord is the beginning of wisdom (Psalm 111:10) and that in his Son, Jesus Christ our Redeemer, are hidden all the treasures of wisdom and knowledge (Colossians 2:3). Therefore, we desire to maintain a school where instruction will center on the study of the Creator and his creation, bringing the student into fellowship with God, and nurturing a lifelong joy in seeking and learning.
2. We acknowledge that God, the Creator of the family, has placed with parents the overall responsibility for training their children (Ephesians 6:4). Therefore, we desire to maintain a parent-governed school of exemplary educational quality that meets the highest biblical and academic standards which will support training received in the home and church.
3. We acknowledge that the influence of teachers as Christian models is essential in the educational experience of children (Titus 2:7-8). Therefore, we desire to maintain a school which employs only Christian teachers and administrative staff who believe they are called by God to relate all areas of the curriculum to God’s truth, who model mature Christian character (Galatians 5:22-23), and who have used their God-given abilities to acquire superior academic training.
4. We acknowledge that Christian education should encourage the development of the individual student, with unique abilities and personality, to love the Lord God fully with heart, soul and mind (Matthew 22:37-38). Therefore, we desire to maintain a school which produces students who are committed to Christ; who are able to analyze issues from a biblical viewpoint, seek answers, and stand for truth; who respond to the Holy Spirit by pursuing purity (Philippians 4:8); who learn to live and work with others; and who are maturing in their ability to live the Christian life as transforming influences in the cultures and societies in which God places them.

Updated and approved by the Board of Directors in August, 2009

The Goals of the Learner The Expected Student Outcomes (ESOs) for Christian Heritage Academy flow from the mission, the philosophy of education, and the core values of the school. Success in achieving these outcomes is determined by both community and commitment. Factors include the direct efforts of the school, partnership with parents, the length of time a student is at the school, the grades attended, and the heart response of the student.

ROOTED IN A DEEP LOVE FOR GOD

The students will be immersed in a biblical worldview throughout their years at Christian Heritage Academy in order to ignite a passion for God’s Word, to help students think critically and biblically, and to encourage students to be lifetime followers of Jesus Christ.

ESO: SEEK AND SPEAK THE TRUTH

• 1-A Acknowledge their role of being an image bearer because they are created in the image of God.
• 1-B Continually grow in their understanding of the Gospel and God’s plan of redemption and what it means to have an authentic relationship with Jesus Christ.
• 1-C Articulate the gospel and defend the faith to others.
• 1-D Explore all curriculum in the light of God’s Word as the source of truth.
• 1-E Have a basic grounding in the theology of the Christian faith.
• 1-F Relate the Bible narrative in relationship to Creation, Fall, Redemption and Restoration.

ESO: WALK IN GOD’S WAYS

• 1-G Apply the principles of God’s Word to both the great ethical issues of our day and the issues in their daily lives including areas of stewardship, healthy living, and personal life decisions.
• 1-H Understand the need of spiritual disciplines such as daily devotions, prayer, mentoring, and the role of the Holy Spirit in maturing and growing in their faith.
• 1-I Strive to be transformed by the Spirit renewing their mind rather than conforming to the thinking of the culture around them.
• 1-J Reflect on the choices available in the areas of music, art, entertainment, and media and seek to choose wisely as honors the Lord.

ENGAGED IN AN EXCELLENT EDUCATION

The students will have acquired the knowledge, study habits, social awareness, and academic proficiency that will enable them to be successful in further academic study and/or professional training that will prepare them to serve the Lord in the future.

ESO: EXPLORE GOD’S DIVERSE WORLD

• 2-A Have a broad base of knowledge and experiences to draw upon.
• 2-B Use technology effectively and in a responsible manner to increase productivity, collaboration, communication and to access credible sources for information.
• 2-C Value integrity, commitment, and excellence in preparing for the future that God has for them.
• 2-D Pursue a critical appreciation of other cultures. Seek to value those they come in contact with, regardless of outward appearance, social standing, race, age or belief systems.

ESO: THINK CREATIVELY, CRITICALLY, AND COLLABORATIVELY

• 2-E Develop and share artistic, musical, athletic, performance and academic abilities as well as having an appreciation of the abilities of others.
• 2-F Critically think through issues, evaluate different perspectives, and communicate ideas in both oral and written expression.
• 2-G Process, evaluate, analyze and interpret conceptual constructs in the areas of science, history, language, mathematics and language arts at an appropriate academic level.

INSPIRED TO MAKE A DIFFERENCE

The students will know that each individual is uniquely created by God with talents and abilities to allow them to fulfill the work God has called them to do in their lives. Worshiping God can be done in praise, prayer, service, work, play, studies, and relaxation. They will understand that they are called by God and have a responsibility to treat one another with respect, kindness, and love, caring for the needs of others and serving in ways that show the love of God to all with whom they come in contact.

ESO: EXCEL IN YOUR GIFTS

• 3-A Explore and begin to discover the Spiritual gifts and personal strengths and talents that God has given them. In using those gifts, they will strive to do so humbly with gratitude to the Lord for what they accomplish.
• 3-B Develop and share artistic, musical, athletic, performance and academic abilities as well as having an appreciation of the abilities of others. (Note: Same as 2-F)

ESO: LOVE COURAGEOUSLY

• 3-C Demonstrate a heart of service and actively seek ways to serve both the Body of Christ and those around them.
• 3-D See the value of attending a local church and their role as an active participant.
• 3-E Understand the God-ordained role of government, and prayerfully consider the responsibilities as a citizen, a voter, and a participant within the political system.

The Goals of the Teacher

The Teaching Commandments at CHA likewise flow from the mission, the vision, the philosophy of education, and the core values of the school. Success in achieving these outcomes is determined by effective administration and a faculty dedicated to educational excellence according to the school’s mission. Faculty are expected to grow in these areas each year at CHA through professional development, personal dedication to the craft of teaching, and the evaluation process.

BIBLICAL INTEGRATION: Always explore what God might think about the content

• Integrates biblical Truth into course content, exploring with students what a Christian scientist/historian/etc. might respond to issues at hand.
• Biblical perspective is intentionally integrated into planning.
• The depth of real-world implications presented in the course prompt students to think biblical or to ask worldview questions.
• Students are genuinely commissioned to explore God’s diverse world (ESO).

INSTRUCTIONAL STRATEGIES: Move beyond memorization & busy work: question, collaborate, evaluate, & create

• Collaboration, creation, discussion, and meaningful evaluation are a foundational part of the course.
• Course work is a combination of teacher-driven and student-driven; students leave the course more aware of how to independently work in that area of study.
• Uses a variety of research-based instructional strategies and assessments.
• The teacher serves as a lifelong exemplar of how to think creatively, critically, and collaboratively (ESO).

OBJECTIVES: Don’t let students lose sight of the point of what they are doing

• The teacher regularly communicates the big ideas and objectives of the subject matter, and students work through the material of the course with a sense of genuine purpose.
• All students can answer the question of why they are learning what they are learning in the course.
• Some projects in the course ask students to apply course concepts to ‘real life.’
• Students can complete homework with a sense of purpose.
• Work in this teacher’s courses helps students internalize learning a means better to seek and speak the Truth (ESO).

CLASSROOM MANAGEMENT: Teach and model Christlike love and respect

• Consistently treats each student with dignity and respect.
• Builds trusting relationships with students.
• Inspires students in academic, social, emotional, and spiritual growth.
• The classroom environment is one of safety, trust, and order.
• Interactions with students are friendly and demonstrate genuine care for students.
• The teacher is a “living curriculum” teacher.
• The Bible and prayer are regular classroom topics.
• Actively encourages or inspires students to walk in God’s ways (ESO).

EXPECTATIONS: Set high expectations for students

• Classroom activities and projects have clear expectations that challenge students to achieve more than they thought they could.
• Expectations are a “match” with CHA learning culture.
• Learning tasks are dynamic and appropriately complex.
• Assessment results demonstrate student growth.
• Demonstrates solid knowledge of subject matter.
• Classroom environment is organized and clean, reflecting a culture of high expectations and Christ-centeredness.
• Classroom activities and projects have clear expectations, and students are motivated to achieve or go beyond those high expectations – to excel in their gifts (ESO).

AUDIENCE: Provide an authentic audience for student work

• The teacher provides students with an audience to display learning or be a part of their learning
• Students feel a sense of purpose as something is at stake, but reasons are entirely “academic.”
• This teacher’s students begin to see learning as a means to serve and to love courageously (ESO).

TECHNOLOGY: Use technology to inspire learning

• Technology is used to aid in learning to be more efficient effective, and engaging.
• The teacher manages technology use so students remained focused.

PLANNING: Plan Effectively

• Yearlong mapping, units, and lessons align with the curriculum and are detailed, well-written, and organized.
• Assessment plans are communicated to students, parents, and administration at the beginning of the year.
• Plans align with curricular expectations in the grades above and below.
• Assessment and reporting is aligned to course learning objectives.
• Projects and assessments have a logical flow.
• Adjusts instruction based on assessment results but not so drastically that learning is compromised.
• Daily lessons are well-structured and include (a) preparing the learner, (b) research-based instructional strategies, © practice &/or application, and (d) closure and assessment.
• Designs assessments before the start of a unit.
• Plans would greatly benefit an incoming teacher.
• Project instructions are thorough and clear.
• Week plans are submitted consistently.

ASSESSMENT & FEEDBACK: Give timely, constructive, specific, and manageable feedback

• Consistently engages students in their learning through feedback that is timely, specific, and understandable so they can work through any learning difficulties.
• Students are consistently aware of the learning outcomes being covered and assessed.
• Uses a balance of informal, formal, summative, and formative assessments.
• Provides opportunities for self-assessment and peer-assessment.
• Rubrics are aligned with curricular learning outcomes.
• Keeps consistent, accurate, and meaningful records.

DIFFERENTIATION: Personalize learning: cater to diverse learning needs

• Differentiates and scaffolds instruction to accommodate all students’ diverse learning needs.
• Demonstrates interest in understanding the needs of all students.
• Cooperates with documented modifications and accommodations (SSPs) for learning needs students.

Philosophy of Education as a Fulfillment of CHA’s Mission

The missional implications of (a) students seeking and being inspired to fulfill the Expected Student Outcomes and (b) faculty pursuing excellence in our Teaching Commandments are significant. In fact, these practical endeavors within our philosophy of education allow the school to fulfill its mission:

Approved by Administration Team 07/2024

CHA seeks to maintain joint ACSI/Cognia accreditation using ACSI accreditation protocols. This process encourages the school to demonstrate the effectiveness with which it meets established educational standards of quality and established goals for improvement. It also encourages the school to create a plan to fulfill those goals.

Approved by Administration Team 07/2024

Student learning is directly linked to good and appropriate instruction. In order to maximize student learning, improving the quality of teaching should be a priority for each faculty member and his/her administrator. Professional development should be continuous, using an approach that is systematic and objective.

Christian Heritage Academy has defined teaching excellence through its Teaching Commandments as articulated in its Faculty Evaluation Rubric. CHA has also defined its goal through the school’s mission, vision, and Expected Student Outcomes (ESOs).

In light of these objectives, faculty Professional Development is both aimed at overall goals for faculty and personalized objectives for individual faculty members.

Broad Professional Development Goals

Broad Professional Development Goals for the entire faculty are determined each year through the development of the Professional Development Calendar, which must meet some predetermined objectives (see Procedure 156: Professional Learning Schedule). These goals may also relate to school mission, accreditation, annual theme, or other general objectives as determined by the administration.

Personalized Professional Development Goals Faculty should also work with CHA’s administration and the Professional Learning Coach to determine personal PD goals based on areas of potential improvement as determined by the Faculty Evaluation Rubric or other administration objectives. CHA seeks to provide adequate funding for such personalized learning objectives.

Types of Professional Development Professional Development may take a variety of forms: internal (CHA’s mentorship programs, work with a Department Chair or Professional Learning Coach, or teachers-teach-teachers sessions or workshops), external (conferences, off-site observations, etc.), or personal (summer reading, or individual coursework).

Summary Quality instruction is cultivated when the teachers are engaged in a continuous cycle of assessing their professional practice, setting the focus for improvement, participating in focused professional learning activities, and implementing improvement plan(s).

Approved by Administration Team 06/2024

Once hired, new faculty and staff shall receive the following from CHA’s administration within two weeks of hire:

• CHA email address
• Mentor assignment
• Pre-Orientation reading materials
• Contact information for relevant supervisors
• Curriculum guides, units, and textbooks (faculty only)

1. Faculty in their first year of service at Christian Heritage Academy will be required to do the following under the Principal’s supervision:

• Submit the following documents to the appropriate Principal and Dean of Academics before the first day of school:
  • EE (as applies) & LS Classroom Management Plan
    • Classroom Management Plan including:
      • Procedures
      • Homework expectations
      • Late papers
      • Sharpening pencils
      • Assignment book
      • Reading log
      • Handing in papers
      • Bathroom/kleenex
      • Water bottles
      • Snack Time (if relevant)
      • Other classroom related procedures
    • Grading & Weighting (by the first full week of school)
  • MS & US Syllabus including:
    • Grading Policy
    • Classroom Management Plan
    • Text & Units to be covered
    • Classroom policies and expectations
      • Tardy policy
      • Late work
      • Homework
      • Handing back work
      • Google Classroom Usage

2. 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) (see Procedure 130)
• Diversity Awareness & Sensitivity
• Educational Technology & Innovation
• Response to Intervention
• Effective Teaching Strategies
• Veracross Training
• Differentiation
• Lesson and Unit-Based Instruction & Implementation

3. Participate in all Faculty ln-Service

4. Participate in Professional Practice Reviews/Evaluation Process (see Procedure 172)

5. Participate in CHA’s mentoring program

6. Submit weekly lesson plans (MS/US; EE/LS), if required

7. Submit the following documents to the appropriate Principal and Dean of Academics by the end of the first school year at CHA

• Pacing Guide
• Updated Curriculum Map

Approved by Administration Team 09/2026

In order to help facilitate the individual learning of all our teachers as well as to promote a community of professional learning, CHA has created continuous and job-embedded learning time for educators.

Faculty meetings times and late start Fridays will be designated time for the following:

• Professional Development Meetings (PD) work within the framework of the Professional Learning Goals as articulated through Professional Development Calendar.
• Team / Department Meetings work within teacher teams that routinely meet to discuss campus, student and subject specific concerns.
• School level faculty meetings aim to keep faculty members informed about both the day-to-day operations and the broader scope of events taking place at CHA.

Approved by Administration Team 06/2024

Professional Learning and Curriculum Maintenance is primarily the responsibility of the Professional Learning Coach, under the direct supervision and guidance of the principals. The following deadlines shall be kept each year in order to ensure relevant professional development and curriculum maintenance:

Due First Day of New Teacher In-Service

All Departmental Curriculum Guides are finalized and published on the school’s intranet, available for new teachers and families.

Friday Before the First Day of School

Finalized Course Syllabi (6-12) and “Unit Maps” (PK-12) (charts detailing scope and sequence of units with corresponding priority standards) are placed in the Curriculum Shared Drive.

Due First Monday in April

An excellent working draft of the Professional Learning calendar, including descriptions of each professional learning session, linked with Topics/ Learning Outcomes and time requirements articulated below. This draft will be reviewed by the Head of School and approved by the first Monday in May.

Due First Monday in May

The Professional Learning Calendar Working Draft is shared with faculty.

Due at Teacher Check-Outs

Unit Plans, Course Schedule/Calendar, updated Documents and Resources Folder, Lesson Plans should be updated according to principal expectations and placed in the Curriculum Shared Drive.

Each April (see above), Principals must submit the following year’s Professional Learning Calendar to the Admin Team for discussion and approval. Each school year, the Professional Learning Calendar must include:

1. a fall in-service prior to the first day of school;
2. at least four full in-service days;
3. a spring in-service after the final day of school; and
4. topics for in-service days, Friday late start PD, and selected Faculty Meeting training sessions, each visually linked with Learning Outcomes (below)

Per the schedule, teachers must receive training on the following topics each year, whether during faculty meetings, in-service days, or late-start Professional Development time. The times below reflect minimum requirements.

Approved by Administrative Team 10/2024

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.

Faculty Evaluation Rubric

Approved by Administrative Team 09/2026

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

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 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 Plan Template, and 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 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)

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