Pde 426 Form PDF Details

In the realm of educational assessment and teacher performance, the Pde 426 form stands out as a cornerstone document within the Commonwealth of Pennsylvania's Department of Education framework. This semi-annual evaluation tool is meticulously designed to assess the multifaceted aspects of instructional effectiveness in teachers, spanning content knowledge, pedagogical skills, classroom environment, instructional delivery, and professionalism. It adopts a detailed approach, enabling evaluators to examine evidence across four broad categories, thereby facilitating a comprehensive review of a teacher’s performance within a specified period. These categories include Planning and Preparation, Classroom Environment, Instructional Delivery, and Professionalism, each with a set of criteria marked as satisfactory or unsatisfactory based on evidence and observations documented throughout the school year. The structured nature of the form not only champions the benchmarks of teaching excellence in Pennsylvania but also underscores the importance of continuous improvement and accountability in education. By requiring both evaluator and employee signatures, the form ensures mutual acknowledgment of the evaluation outcomes, setting a clear pathway for commendations and professional development areas. This rigorous yet supportive framework underscores the state's commitment to maintaining high educational standards and fostering environments where students and teachers alike can thrive.

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Form NamePde 426 Form
Form Length5 pages
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Commonwealth of Pennsylvania

DEPARTMENT OF EDUCATION

333 Market St., Harrisburg, PA 17126-0333

SEMI-ANNUAL EMPLOYEE EVALUATION FORM FOR INSTRUCTIONAL I TEACHERS

Employee’s Last Name

First

Middle

Positions(s) of Employee

District/IU

School

Evaluator

Interview/Conference Date

School Year:

 

Evaluation: (Check 1)

One

Two

This form is to serve as a permanent record of an administrator’s evaluation of a teacher’s performance during a specific time period based on specific criteria.

PERFORMANCE EVALUATION

Directions: Examine all sources of evidence provided by the teacher and bear in mind the aspects of teaching for each of the four categories used in this form. Refer to the rubric language, checking the appropriate aspects of teaching, and indicating the sources of evidence used to determine the evaluation of the results in each category. Finally, assign an overall evaluation of performance, sign the form and gain the signature of the employee.

Category I: Planning and Preparation – Through their knowledge of content and pedagogy skills in planning and preparation, teachers make plans and

set goals based on the content to be learned, their knowledge of students and their instructional context. Category I reviews: Knowledge of Content and Pedagogy, Knowledge of Pennsylvania Academic Standards, Knowledge of Students, Selecting Instructional Goals, Designing Coherent Instruction, Assessing Student Learning, Knowledge of Resources, Materials and Technology.

 

SATISFACTORY

 

UNSATISFACTORY

Teacher’s performance demonstrates:

Teacher’s performance demonstrates:

O

Adequate knowledge of content and pedagogy

O

Limited or partial knowledge of content and pedagogy

O

Adequate knowledge of Pennsylvania’s Academic Standards

O

Limited or partial knowledge of Pennsylvania Academic

O

Adequate knowledge of students and how to use this

 

Standards

 

knowledge to direct and guide instruction

O

Irrelevant or partial knowledge of students and how to use this

O

Appropriate instructional goals that reflect standards and

 

knowledge to direct and guide instruction

 

reasonable expectations for students

O

Unclear or trivial instructional goals and absence of

O

Reasonable awareness of resources, materials, or technology

 

expectations for students

 

available through the school or district or professional

O

Little or no awareness of resources, materials, and technology

 

organizations

 

available through the school or district or professional

O

Appropriate instructional design in which plans for various

 

organizations

 

elements are partially aligned with the instructional goals and

O

Inappropriate or incoherent instructional design in which plans

 

have a recognizable sequence with some adaptations for

 

for elements are not aligned with the instructional goals, and

 

individual student needs

 

have few or inappropriate adaptations for individual student

O

Appropriate reflection on teaching and learning to enhance

 

needs

 

instruction

O

Little or no reflection on teaching and learning to enhance

O

Appropriate assessments of student learning mostly aligned to

 

instruction

 

the instructional goals and partially adapted as needed for

O

Inappropriate assessments of student learning not aligned to the

 

student needs

 

instructional goals nor adapted as needed for student needs

Sources of Evidence (Check all that apply and include dates, types/titles and number)

 

Lesson/Unit Plans

See Attachment 426 A

Teacher Conferences/Interviews

See Attachment 426 A

Resources/Materials/Technology

See Attachment 426 A

Classroom Observations

See Attachment 426 A

Assessment Materials

See Attachment 426 A

Teacher Resource Documents

See Attachment 426 A

Information About Students

See Attachment 426 A

Other

See Attachment 426 A

Justification for Evaluation

1

PDE-426

Commonwealth of Pennsylvania

DEPARTMENT OF EDUCATION

333 Market St., Harrisburg, PA 17126-0333

Category II: Classroom Environment -- Teachers establish and maintain a purposeful and equitable environment for learning, in which students

feel safe, valued, and respected by instituting routines and by setting clear expectations for student behavior. Category II reviews: Teacher Interaction with Students, Establishment of a Learning Environment; Student Interaction.

 

SATISFACTORY

 

UNSATISFACTORY

Teacher’s performance demonstrates:

Teacher’s performance demonstrates:

O

Clear and moderate expectations for student achievement with

O

Low or unclear expectations for student achievement with little

 

reasonable value placed on the quality of student work

 

or no value placed on the quality of student work

O

Moderate attention to equitable learning opportunities for

O

Little or no attention to equitable learning opportunities for

 

students

 

students

O

Appropriate interactions between teacher and students and

O

Inappropriate or disrespectful interactions between teacher and

 

among students

 

students and among students

O

Effective classroom routines and procedures resulting in little

O

Inefficient classroom routines and procedures resulting in loss

 

or no loss of instructional time

 

of instructional time

O

Clear standards of conduct and effective management of

O

Absent or unclear standards of conduct, or ineffective

 

student behavior

 

management of student behavior

O

Safe and adequate organization of physical space, to the extent

O

Unsafe or inadequate organization of physical space, to the

 

it is under the control of the teacher, that provides accessibility

 

extent it is under the control of the teacher, to provide

 

to learning and to the use of resources, materials and

 

accessibility to learning and to the use of resources, materials,

 

technology

 

and technology

Sources of Evidence (Check all that apply and include dates, types/titles, and number)

 

Classroom Observations

See Attachment 426 A

Visual Technology

See Attachment 426 A

Informal Observation/Visits

See Attachment 426 A

Resources/Materials/Technology/

See Attachment 426 A

 

 

Space

 

Teacher

See Attachment 426 A

Other

See Attachment 426 A

Conferences/Interviews

 

 

 

Justification for Evaluation

2

PDE-426

Commonwealth of Pennsylvania

DEPARTMENT OF EDUCATION

333 Market St., Harrisburg, PA 17126-0333

Category III: Instructional Delivery – Teachers, through their knowledge of content and their pedagogy and skill in delivering instruction, engage

students in learning by using a variety of instructional strategies. Category III reviews: Communications, Questioning and Discussion Techniques, Engaging Students in Learning, Providing Feedback, Demonstrating Flexibility and Responsiveness.

 

SATISFACTORY

UNSATISFACTORY

Teacher’s performance demonstrates:

 

Teacher’s performance demonstrates:

 

O

Adequate communication of procedures and clear explanations

O Unclear or inappropriate communication of procedures and

 

of content

 

poor explanations of content

 

O

Adequate use of questioning and discussion strategies that

O Ineffective use of questioning and discussion strategies and

 

encourage many students to participate

little student participation

 

O

Reasonable engagement of students in learning and adequate

O Little or no engagement of students in learning and poor

 

pacing of instruction

 

pacing of instruction

 

O

Adequate feedback to students on their learning

O Inaccurate or inappropriate feedback to students on their

O

Adequate use of informal and formal assessments to meet

learning

 

 

learning goals and to monitor student learning

O Little or inappropriate use of formal and informal assessments

O

Reasonable flexibility and responsiveness in meeting the

to meet learning goals and to monitor student learning

 

learning needs of students

 

O Inflexibility in meeting the learning needs of students

Sources of Evidence (Check all that apply and include dates, types/titles, or number)

 

 

Classroom Observations

See Attachment 426 A

Student Assignment Sheets

See Attachment 426 A

 

Informal Observations/Visits

See Attachment 426 A

Student Work

See Attachment 426 A

 

Assessments Materials

See Attachment 426 A

Instructional

See Attachment 426 A

 

 

 

Resources/Materials/Technology

 

 

Teacher Conferences/Interviews

See Attachment 426 A

Other

See Attachment 426 A

Justification for Evaluation

3

PDE-426

Commonwealth of Pennsylvania

DEPARTMENT OF EDUCATION

333 Market St., Harrisburg, PA 17126-0333

Category IV: Professionalism – Professionalism is demonstrated through qualities that characterize a professional person in aspects that occur in and

beyond the classroom/building. Category IV reviews: Maintaining Clear and Accurate Records, Communication with Families and Students, Contributing to School and District, Developing Professionalism.

 

SATISFACTORY

UNSATISFACTORY

Teacher’s performance demonstrates:

 

Teacher’s performance demonstrates:

 

O

Adherence to school and district procedures and regulations

O Failure to adhere to district procedures and regulations related

 

related to attendance, punctuality and the like

to attendance, punctuality, and the like

O

Knowledge of the Professional Code of Conduct

O Lack of knowledge of the Professional Code of Conduct

O

Compliance with school or district requirements for

O Lack of compliance with school or district requirements for

 

maintaining accurate records, communicating with families

maintaining accurate records, communicating with families

O

Compliance with participating in school and/or district events

O Lack of compliance in participating in school and/or district

 

and school or district professional growth and development

events and school or district professional growth and

 

opportunities

 

development opportunities

 

Sources of Evidence (Check all that apply and include dates, types/titles, and number)

 

 

Teacher

See Attachment 426 A

Progress Reports/Report Cards

See Attachment 426 A

 

Conferences/Interviews

 

 

 

 

Observations/Visual

See Attachment 426 A

Parent/School/Community Feedback

See Attachment 426 A

 

Technology

 

 

 

 

Artifacts/Interaction with

See Attachment 426 A

Artifacts: Professional

See Attachment 426 A

 

Family

 

Development/Act 48 Documentation

 

 

Student Records/Grade Book

See Attachment 426 A

Perceptive Use of

See Attachment 426 A

 

 

 

Teaching/Learning Reflections

 

 

 

 

Other

See Attachment 426 A

Justification for Evaluation

4

PDE-426

Commonwealth of Pennsylvania

DEPARTMENT OF EDUCATION

333 Market St., Harrisburg, PA 17126-0333

I certify that the before named employee for the period beginning

evaluated with a overall level of proficiency that is:

Satisfactory;

Signature of Principal/Assistant Principal (Evaluator)

Signature of Superintendent or I. U. Executive Director

Overall Justification for Evaluation

(month/day/year) and ending

(month/day/year) has been

Unsatisfactory

 

Date

Date

Commendations (optional)

Professional Development Areas:

Name of Employee

Signature of Employee

Date

5

PDE-426

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Completing section 2 in pde forms 426 form

3. The following section is all about Commonwealth of Pennsylvania, Teachers performance demonstrates, SATISFACTORY, o Clear and moderate expectations, UNSATISFACTORY, Teachers performance demonstrates, reasonable value placed on the, or no value placed on the quality, o Moderate attention to equitable, o Little or no attention to, students, o Appropriate interactions between, among students, o Effective classroom routines and, and or no loss of instructional time - type in all of these blank fields.

A way to prepare pde forms 426 form step 3

It is possible to get it wrong when filling out your Teachers performance demonstrates, so you'll want to look again prior to deciding to send it in.

4. Your next paragraph will require your input in the subsequent parts: students in learning by using a, Teachers performance demonstrates, SATISFACTORY, Teachers performance demonstrates, UNSATISFACTORY, o Adequate communication of, o Unclear or inappropriate, of content, o Adequate use of questioning and, encourage many students to, poor explanations of content, o Reasonable engagement of, o Little or no engagement of, pacing of instruction, and o Adequate feedback to students on. Be sure to give all of the required information to go further.

Filling out section 4 of pde forms 426 form

5. The form has to be finalized with this particular section. Here you will see an extensive set of form fields that must be filled out with specific details in order for your document submission to be faultless: beyond the classroombuilding, Teachers performance demonstrates, SATISFACTORY, Teachers performance demonstrates, UNSATISFACTORY, o Adherence to school and district, related to attendance punctuality, o Knowledge of the Professional, maintaining accurate records, o Compliance with participating in, and school or district, Failure to adhere to district, o Lack of knowledge of the, events and school or district, and Sources of Evidence Check all that.

Part no. 5 in filling out pde forms 426 form

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