Certain criteria are difficult to observe during live instruction, making accurate evaluation challenging. In such cases, teachers may choose to submit evidence of their efforts and achievements. Identified areas and suggested evidence are provided below. Note that post-observation interviews are often sufficient, and submitting evidence is not required unless specifically requested.
Content Interaction: Monitoring and encouraging time spent on learning platforms, submission of assignments, and interaction with digital resources might not be directly observable in live instruction.
POTENTIAL EVIDENCE:
Screenshots or reports from learning management systems showing student activity and assignment submissions.
Records of feedback provided to students on digital platforms.
Dedicated Learning Space: Ensuring students create and maintain a quiet, organized area for studying might be difficult to observe.
POTENTIAL EVIDENCE:
Photographs or videos of students’ learning spaces.
Written or video testimonials from students or parents about the learning environment.
Distraction-Free Environment: Assessing and providing recommendations to minimize distractions is not likely to be observable during a teacher evaluation.
POTENTIAL EVIDENCE:
Before-and-after photos of the learning environment.
Reports or reflections from students on how they minimized distractions based on the teacher’s recommendations.
Ergonomics and Accessibility: Ensuring the physical setup for prolonged learning and addressing ergonomic and accessibility issues is not likely to be observable during a teacher evaluation.
POTENTIAL EVIDENCE:
Feedback or surveys from students regarding their comfort and accessibility.
Digital Citizenship: Educating students on intellectual property rights, privacy, and online safety may happen during short lessons and be addressed as needed throughout the year, making it difficult to observe during a teacher evaluation.
POTENTIAL EVIDENCE:
Lesson plans and materials on digital citizenship.
Quizzes or assignments assessing students' understanding of digital citizenship principles.
Digital Etiquette: Modeling and reinforcing online communication norms will be addressed as needed throughout the year, but will not likely be observed during a teacher evaluation.
POTENTIAL EVIDENCE:
Screenshots or logs of online discussions showing appropriate communication or the correcting of inappropriate communication.
Student reflections or feedback on their understanding of digital etiquette.
Stress and Time Management: Helping students manage coursework and personal well-being might be difficult to observe during a teacher evaluation.
POTENTIAL EVIDENCE:
Time management tools or resources provided to students.
Student reflections or feedback on their stress and time management strategies.
Goal Setting and Reflection: Guiding students in setting personal academic goals and reflecting on their progress might be difficult to observe during a teacher evaluation.
POTENTIAL EVIDENCE:
Student goal-setting worksheets or journals.
Reflection essays or videos from students.
Adaptability and Problem Solving: Supporting students in adapting to challenges and providing accommodations might be difficult to observe during a teacher evaluation.
POTENTIAL EVIDENCE:
Case studies or examples of accommodations provided.
Student reflections on how they adapted to challenges.
Self-Directed Learning: Encouraging students to pursue additional learning opportunities might be difficult to observe during a teacher evaluation.
POTENTIAL EVIDENCE:
Logs or records of additional resources or opportunities provided.
Student reports or presentations on extra-curricular learning activities.