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ED 645 Evaluating and Assessing Teacher Performance
Hunt, David Scott

Mission Statement: The mission of the School of Graduate and Professional Studies at Park University is to provide leadership and directions to Park University's graduate and professional programs to assure that they are specialized, scholarly, innovative, and designed to educate students to be creative, independent, and lifelong learners within the context of a global community.

Vision Statement: Park University's School of Graduate and Professional Studies will be an international leader in providing innovative graduate and professional educational opportunities to learners within a global society.


ED 645 Evaluating and Assessing Teacher Performance


S1P 2006 EDI


Hunt, David Scott


Adjunct Professor


ED.D.  Superintendent
ED.S.  Principal
ME.D. Elementary Principal

Office Location

17302 R.D. Mize Rd.

Office Hours


Daytime Phone


Other Phone



Semester Dates

June 4th through July 23rd

Class Days


Class Time

5:30 - 10:00 PM in June  5:00-9:30 in July

Credit Hours



No text is required, but please see additional resources below.

Additional Resources:

COURSE TEXTBOOK(S): Missouri Department of Elementary and Secondary Education. (1999) Guidelines for performance-based library media specialist. Jefferson City, MO: Author. Available at:


Missouri Department of Elementary and Secondary Education. (1999) Guidelines for performance-based school counselor evaluation. Jefferson City, MO: Author. Available at:


Missouri Department of Elementary and Secondary Education. (1999) Guidelines for performance-based teacher evauation Jefferson City, MO: Author. Available at:

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information

Course Description:
Designed to assist the prospective administrator in the evaluation and assessment of teacher performance. The course is designed to provide the student with knowledge of principles of effective instruction; preparing for the evaluation, assessing teacher behavior and student growth, organizing and communicating with individual teachers, vocabulary and clarity of writing, speaking and listening skills. The course will focus on old examples of effective and not so effective evaluations of teachers by principals.

Educational Philosophy:

The instructor’s role is to provide students with the opportunity to collaboratively interact in researching, presenting, discussing and applying information related to the course objectives. The instructor will provide a variety of learning and assessment opportunities including- writings, dialogues, quizzes, readings, lectures, examinations, videos and web sites.

Learning Outcomes:
  Core Learning Outcomes

  1. Demonstrate knowledge and competency in the teacher evaluation process and how it applies to district policy, negotiated agreements and to understand teachers [1.3.2, 1.3.3, 1.3.5]
  2. Demonstrate knowledge and competency in instruction, classroom management and the principles for organizational climate as it affects the classroom [1.3.2]
  3. Demonstrate knowledge of the roles of the teacher and principal in the evaluation process [1.3.2]
  4. Demonstrate knowledge of the legal consideration involved in designing and/or writing teacher evaluations [1.3.2, 1.3.3]
  5. Demonstrate knowledge of student learning and progress indicators [1.3.2]
  6. Develop and apply professional strategies to assist in more productive classrooms [1.3.2]
  7. Analyze the teaching/learning process and its affect in the overall instruction in your school [1.3.2]

Core Assessment:

Class Assessment:

1. Participation - Student attendance and participation is essential in achieving maximum learning.  It is generally expected that students will attend all scheduled class sessions and to contribute to the classroom learning environment.  However, it is recognized that occasions do arise that necessitate being absent from a class.  Students are responsible for making prior arrangements regarding a necessary absence and for completing any alternative assignments.  (8 @ 20 points each = 160 points) (Participation will affect any or all of the learning outcomes for the course.)


2. Weekly Reflections- Each student will submit a weekly reflection starting with week two. The refelction page is to be submitted each class period and should include the student’s reaction to course activities (subject matter, discussions, comments, presentations, etc.) that occurred the preceding week. They should not be simply an accounting of course activities, but should include comments related to learning and instructional methodology. Each week’s reflection should be approximately one typed double spaced page in length. These are personal reflections. They are what you think and believe related to what you are learning. Whereas your comments are your personal beliefs and reactions, they will be assessed based on how they relate to the previous week’s activities, no on the positions taken. (7 @ 20 points each = 140 pts.) (Assesses outcomes 1, 3, 5)


3. Article Review and Presentation – Each student will research, read and summarize 2 articles related to best practices in teaching. Also, the review should include not only best practices in instruction, but specific observable behaviors that a supervisor should look for when doing an evaluative observation. An oral presentation to the class and a few questions to stimulate discussion will be required. (3 @ 25points each = 75 points  1 @ 85points   total point 160) (Assesses outcomes 2, 5, 7)


4. Observations – Students will watch 4 taped teaching scenarios. Each student will script the observation and then write up their observations including strengths and weaknesses in the instructional process and the development of constructive comments for the teacher. Three of these will be completed during class time and one outside of class. (4 @ 40 points each = 160 points)  (Assesses outcomes 2, 4, 5, 6, 7)


5. Final Examination – The student will demonstrate his/her personal knowledge, disposition and performance related to the teacher evaluation process through his/her response to a series of case studies and teaching scenarios. (100 points) (Assesses all outcomes)



Participation                    160

Weekly Reflections          140

Article Reviews                 80        Observations                   160

Final Exam                      100

Total                               640


576 - 640 – A

512 - 575 – B

448 - 511 – C

384 - 447 – D

    0 - 383 – F

Late Submission of Course Materials:

This course is designed to emphasize the application of knowledge and dispositions through structured performances requiring the student to read, analyze and respond to a variety of educational situations. The articulation of ideas through verbal and written discourse is paramount in maximizing learning outcomes. Hence, all assigned work is expected to be completed in a timely fashion. A grade reduction of 20% will be assigned for late work. The instructor may make modifications to these requirements for unique and/or extenuating circumstances.

Classroom Rules of Conduct:

Students whose behavior is detrimental to good order in the classroom or interferes with the learning of other students will be subject to disciplinary action ranging from dismissal from the classroom to expulsion from Park University. Such behavior includes, but is not limited to, the use of abusive or obscene language, attending the class under the influence of drugs or alcohol, excessive tardiness and excessive absences.


Course Topic/Dates/Assignments:







Discuss Course Syllabus



Weekly Reflection #1 Due

Discuss State PBE Model



Weekly Reflection #2 Due

Article #1 Due

Discuss Quality Instruction



Weekly Reflection #3 Due

Develop Observation Model



Weekly Reflection #4 Due





Weekly Reflection #5 Due

Article #2 Due




Weekly Reflection #6 Due





Weekly Reflection #7 Due

Final Exam

Academic Honesty:
Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life.   Park University 2006-2007 Graduate Catalog Page 23-24


Plagiarism involves the appropriation of another person's ideas, interpretation, words (even a few), data, statements, illustration or creative work and their presentation as one's own. An offense against plagiarism constitutes a serious academic misconduct. Although offenses against academic integrity can manifest themselves in various ways, the most common forms of offenses are plagiarism and cheating. Plagiarism goes beyond the copying of an entire article. It may include, but is not limited to: copying a section of an article or a chapter from a book, reproduction of an art work, illustration, cartoon, photograph and the like and passing them off as one's own. Copying from the Internet is no less serious an offense than copying from a book or printed article, even when the material is not copyrighted.

Plagiarism also includes borrowing ideas and phrases from, or paraphrasing, someone else's work, published or unpublished, without acknowledging and documenting the source. Acknowledging and documenting the source of an idea or phrase, at the point where it is utilized, is necessary even when the idea or phrase is taken from a speech or conversation with another person.

Park University 2006-2007 Graduate Catalog Page 23-24

Attendance Policy:

Professors are required to maintain attendance records and report absences. Excused absences can be granted by the instructor, for medical reasons, school sponsored activities, and employment-related demands, including temporary duty. Students are responsible for any missed work. Absences in excess of four (4) class periods, in a 16-week semester (or 2, in an 8-week term) will be reported to the Director of the individual graduate program, or to the Dean, for appropriate action. Students with such a record of absences, without an approved excuse, may be administratively withdrawn from the class and notified by mail that an "F" will be recorded, unless the student initiates official withdrawal from the class(es).Park University 2006-2007 Graduate Catalog Page 27

Disability Guidelines:
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: .


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Last Updated:4/9/2007 8:17:13 AM