Professional Certification & Performance Appraisals 

Salem School District Performance Appraisal 

This is for teachers going through the THIRD YEAR of the appraisal process.  Your supervisor should be guiding you through these points and the overall process to get a feel for what is expected of us as professionals.

Emphasis of Appraisal Model:

• Professional development and accountability 

• Self-assessment and reflection 

• Direct link to standards of effective teaching (Charlotte Danielson), district goals, and student learning 

• Constructive feedback to enhance professional practices

Structure of Appraisal Model:

• Three-year cycle:

  • Years 1 and 2 (formative): self-assessment, goal setting, self-reflection, constructive feedback from supervisor

  • Year 3 (summative): self-assessment, formal or informal classroom observation, portfolio development, supervisor’s summative                 evaluation

• Self-assessment exercise: designed to assist in development of professional goal in Year 1 and Year 2. In Year 3 it is intended to guide potential focus for classroom observation.

• The components of Year 3 are divided to provide feedback in each of the Domains of the Standards for Effective Teaching. Observation provides evidence related to Domains 2 and 3: Classroom Environment and Instruction. The portfolio provides evidence related to Domains 1 and 4: Planning and Preparation and Professional Responsibilities.

• The unit outline/sample lesson/assessment requirements of the portfolio allow teachers to demonstrate their knowledge of content and pedagogy (Domain 1 – Planning and Preparation).  Toward that end, the unit or lesson plan should not simply be a copy of a textbook company’s unit plan or assessment. The expectation is that teachers demonstrate their ability to develop effective instructional goals, learning activities, and student assessments. 

• The home communication and professional activities requirements of the portfolio allow teachers to demonstrate their commitment to high ethical and professional standards (Domain 4 - Professional Responsibilities). The expectation is for teachers to provide evidence of consistent and constructive communication with parents and students, as well as thoughtful reflection on professional contributions to the school community.

For an overview of both the process for professional development for continuing contract staff and for probationary evaluations, please click here