Evaluation – A Summative Process.

Training Module 4 – Evaluation – A Summative Process

Teacher Evaluation Forms exist to provide feedback. They create an opportunity for a principal and teacher to openly discuss teaching and learning in the classroom. They are a reminder to praise God for identified areas of strength and seek God’s help for areas that suggest improvement. They help teachers see where they are and where, under God’s guiding hand and with the assistance of the people he provides, they can carry out professional growth goals to develop gifts to improve student learning and ministry within the school.

Teacher Evaluation Forms provide feedback to the Commission on Lutheran Schools (CLS). The information obtained is used as part of the call process and makes it possible for the CLS to supply district presidents with lists of candidates that meet the calling bodies’ desired needs. No system of evaluation or evaluative instrument is totally objective. This Teacher Evaluation Form, however, represents a Spirit-motivated effort to meet the needs of our synod, respond to the needs of our called workers, and provide a measurable means of evaluation.

May the Lord bless the use of this form and the called servants who complete it.

Q 1: What materials are required or helpful for the summative evaluation meeting?

A: Bible study, summative evaluation form, observation notes, ministry development plans, and any materials to help inform your discussion. The summative evaluation form is found in the Training Module 4 - Supervision for Teacher Evaluation: A Summative Process.

Q 2: What steps are involved in preparing for and the conducting of the summative evaluation meeting?

A:

  1. Active participation in the Bible study by everyone on the ministry team will help promote the best possible collegial and gospel-motivated mindset. An attitude that fosters teamwork will increase the success of the process. Called workers should feel that the evaluation process is being done with them rather than to them.
  2. Gather observation data collected by teachers, administrators, or others involved in the ministry development process (mentors, peers, etc.). This involves utilizing the tools found in Training Module 2 - Coaching: A Formative Process.
  3. Plan for a meeting time convenient for all parties and that allows enough time to have a thorough and meaningful discussion.
  4. Study the data collected in conjunction with the evaluation form in order to prepare for the discussion in your conference and the overall evaluation process. Evaluators, determine the stance you will take during the meeting (Instructive, collaborative, or facilitative).
  5. Determine who will be the first to share evidence (data) after the greeting and prayer. Use the evidence to drive the meeting and to make decisions about the categories and rankings. Conduct the meeting in an evangelical and loving manner (see conference tips sheet, p.3).
  6. Complete the evaluation form including signatures in each category.
  7. Identify whether or not further meetings and discussions need to take place.

Q 3: What if teachers disagree with the results of the meeting and feel their ministry has not been portrayed accurately?

A:

  1. The atmosphere of the conference should be collegial and ministry focused (gospel-minded). Disagreements can and will occur in ministry.
  2. Remember, perceptions of the data collected can be biased or misinterpreted when viewed out of context. Perceptions can be biased or misinterpreted depending on each person's perspective and the context in which the data is collected.
  3. A successful conference relies on evidence collected. The evidence (data) must remain the focal point of the conversation during the conference.
  4. If an agreement on ratings cannot be reached or a communication impasse occurs, utilize resources available to you. Schedule a meeting with someone both of you trust as an unbiased third party: a peer, a pastor, a board member, or the CLS District Coordinator. Designate such a person who might help resolve differences of opinion in a God-pleasing and collegial manner. If differences cannot be resolved, contact a CLS administrator, and note disagreement on the evaluation rubric for any ratings that remain in question. Remind the teacher that the CLS office will use the evaluator’s ratings for their records unless a change is communicated after completion of the process described above.
  5. If there is a question about the amount or type of data, plan together how additional data and evidence could be collected.
  6. Conduct a new meeting.

Q 4: How much time may be needed to complete the summative evaluation meeting?

A: This is a process, so it is difficult to put a time limit to it. The process It is ongoing and will occur year round. So, plan flexibly. The actual meeting itself should normally take at least an hour, but this will vary based on the level of preparation by both teacher and evaluator as well as the kind of conversation that ensues.

Q 5: What are the next steps upon completion of the summative evaluation?

A:

  1. Submit the form to the CLS offices by the date and in the manner prescribed.
  2. Use the outcomes of this evaluation to generate ideas for practical ministry use and to plan for the next steps in a called worker’s ministry development plan. Materials and resources are found in Training Module 3 - The Ministry Development Plan.

Q 6: How often does this summative evaluation meeting occur?

A: Since ministry development plans are conducted in a three-year cycle, it is assumed and expected that the summative evaluation process will happen at least once every three years. However, circumstances may dictate the need for additional evaluations and discussions within that time frame.

Q 7: What happens if the teacher’s evaluation includes one or more “minimal” ratings?

A: A ministry improvement plan for remediation should be developed with input from the evaluator, teacher, and (possibly) the Commission on Lutheran Schools.

Module 4 Resources