PERFORMANCE EVALUATION
HANDBOOK
FOR
TEACHERS
CHESTERFIELD COUNTY PUBLIC SCHOOLS
CHESTERFIELD, VIRGINIA
TEACHER PERFORMANCE EVALUATION
CRITERIA AND DESCRIPTORS
The following criteria and descriptors are designed to let teachers and administrators know what
the performance expectations are for teachers in the system. They were formulated after the
committee reviewed considerable research on teachers’ performance that identified specific
practices that characterize the most effective instructors.
A teacher’s performance will be judged in terms of 16 criteria. The descriptors are included as
guidelines for what is meant by a particular criterion. Their function is to illustrate and provide
examples for a given criterion. They are not, nor were they intended to be, all-inclusive. They
are intended to help teachers and administrators develop a common understanding about the
expectations and provide a common language for discussing performance as it pertains to the
following criteria:
1. Plans Instruction
• Follows prescribed curriculum
• Uses available materials and resources
• Chooses activities relevant to the prescribed curriculum
• Chooses activities appropriate to student abilities
• Chooses activities, materials, and resources appropriate for students with special
needs
• Considers time available in planning
• Demonstrates flexibility in planning
• Plans student grouping according to instructional needs
• Develops long-range plans and daily lessons
2. Implements The Lesson
• Focuses student attention
• Informs students of objective of the lesson
• Relates the lesson to previous and future lessons
• Presents new material clearly and logically
• Models, demonstrates and provides examples
• Monitors student learning continuously
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• Provides feedback and re-teaches when necessary
• Provides opportunities for students to practice under direct supervision of the
teacher
• Provides opportunities for students to practice independently
• Conducts smooth transition from one activity to the next
3. Motivates Students
• Shows concern for students
• Establishes feeling/tone
• Establishes a level of difficulty which encourages success
• Uses student interest and background
• Uses extrinsic/intrinsic rewards
4. Communicates Lesson
• Uses variability in presentation
• Demonstrates enthusiasm, vigor, involvement, and interest in lesson
presentation
• Speaks clearly
• Puts ideas across logically
• Praises, elicits, and responds to student questions
5. Demonstrates Knowledge Of The Curriculum
• Teaches accurate and up-to-date information
• Coordinates learning content with instructional objectives
• Uses effective examples and illustrations
• Presents learning content in a logical sequential order
6. Sets High Expectations For Student Achievement In Accordance With Needs
And Abilities
• Communicates expectations of performance to students
• Uses objective student data to set expectations
• Uses evaluative feedback to determine level of skill acquisition
• Encourages participation from all students
• Uses higher order questioning techniques to promote critical thinking skills
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7. Maximizes Time On Task
• Schedules learning time according to policy for the subject area
• Begins class work promptly
• Minimizes management time
• Minimizes transition time
• Makes effective use of academic learning time
• Gives clear and concise directions
8. Integrates Materials and Methodology
• Demonstrates ability to conduct lessons using a variety of methods
• Organizes materials, supplies and equipment prior to the lesson
• Integrates materials and resources smoothly into a lesson
• Identifies available supplemental resources
9. Plans And Uses Evaluative Activities
• Makes methods of evaluation clear and purposeful to students
• Monitors student progress through a variety of appropriate evaluation techniques
• Prepares assignments which reflect the material which has been taught
10. Provides Specific Evaluative Feedback
• Provides feedback on assignments as quickly as possible
• Gives written and oral comments, as well as points or scores
• Makes opportunities for one-to-one conferences to discuss student progress
• Interprets test results to students and parents
11. Manages The Classroom
• Manages discipline problems in accordance with administrative regulations,
school board policies, and legal requirements
• Establishes and clearly communicates parameters for student classroom
behavior
• Promotes self-discipline
• Manages disruptive behavior constructively
• Demonstrates fairness and consistency
• Arranges the classroom for effective instruction
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12. Interacts With Students
• Gives criticism and praise which are constructive
• Makes an effort to know each student as an individual
• Provides opportunities for each student to meet success regularly
• Promotes positive self-image in students
• Communicates with students accurately and with understanding
• Creates a climate in which students display initiative and assume a personal
responsibility for learning
13. Interacts With Parents And Community
• Encourages community involvement with the school
• Provides a climate which opens up communication between the teacher and
parent
• Communicates with parents in the best interest of the students
• Supports parents/teacher activities
• Provides information related to support resources
14. Interacts With Administration And Other Educational Personnel
• Cooperates with other teachers, the administration, and other educational
personnel
• Makes use of support services as needed
• Shares ideas and methods with other teachers
• Informs administration and/or appropriate personnel of school related items
15. Is involved In Professional Growth Activities
• Is involved in professional associations
• Participates on district/state committees, etc.
• Participates in professional workshops
• Attends professional meetings
• Keeps current in subject area
• Engages in continuing education
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16. Supports And Implements School Regulations, Policies, Procedures And
Accepted Practices
• Adheres to authorized policies
• Selects appropriate channels for resolving concerns/problems
• Participates in the development and review of school policies and regulations
• Strives to stay informed regarding policies and regulations applicable to his/her
position
• Exercises responsibility for student management throughout the entire building
• Uses discretion in handling confidential information
