Teacher Evaluations

To continue professional growth among the staff, all faculty members are required to take part in the Teacher Evaluation & Professional Development Program. The program is conducted periodically by the administration and consists of both informal and formal observations inside and outside of the classroom. This aims to promote professionalism, foster self-improvement, develop teaching practices, and improve the overall school program.

GPA uses the Arizona Department of Education teacher evaluation method.

GPA educators are required to build and maintain a professional electronic portfolio. The key components of the portfolio follow:

  1. Goals
  2. Mid-Year Review of Goals
  3. Scope-and-Sequence
  4. Weekly Lesson Plans
  5. Lesson Plan Self-Evaluation
  6. Informal & Formal Lesson Observations
  7. Student Survey Questionnaire
  8. End of the Year Reflection
  9. End of the Year Teacher Questionnaire

Teachers will ensure that a portfolio is under construction and available upon request. Portfolios will be used as part of the evaluation process.

Evaluations will be used to determine contract revocations or extensions. However, before that happens, a teacher who receives poor evaluations will be placed on a teacher improvement plan (TIP) to help redirect errant pedagogy and establish a strong pedagogical foundation. The TIP is informed by at least three informal walk-through observations, one formal observation, and school provided professional development opportunities at KORCOS and through the principal.


Teacher Improvement Plan (TIP) and Dismissal Procedures

A teacher possesses a number of natural and legal rights which protect him or her from unfair dismissal. When initiating dismissal procedures against an incompetent/underperforming teacher, school administration will bear in mind the teacher’s human rights to life, property, security, and non-discriminatory factors among others will establish the basis for supporting or not supporting their decision. In respect to human rights, their decision cannot be injurious to the teacher’s dignity, nor can they act aggressively when carrying out the dismissal procedures. In other words, the school administration must have adequate reasons and just cause for doing so, and when dismissal is initiated, they must carry it out with due process procedures.

Due process begins with several informal walk-through/informal observations, which are used to help the teacher get on a track of good teaching before the formal observation time. If a teacher earns a poor formal evaluation, he or she will receive a preliminary written notification along with their evaluations, both informal and formal. The teacher will have a nine-week period to improve their pedagogy.

During this nine-week TIP period additional informal observations will be conducted to help the teacher improve. In addition, the teacher must observe colleagues on six separate occasions and document each observation following a prescribed outline provided by the principal. At the end of the nine-week period, the principal will conduct a second formal evaluation.

If the teacher is found to have improved performance, he or she will be taken of the TIP. If the teacher does not show improved performance, he or she will be notified in writing along with both the informal and formal evaluations that they may be released from contract at the end of term.