The primary purpose of Trinity’s faculty performance appraisal system is to provide teachers with ongoing feedback so that they may be teachers of excellence who are as effective as possible in the classroom. This appraisal system is both formative and summative in nature, with the goals of both monitoring and evaluating student learning. It is based on the premise that faculty create their own professional growth plan by recognizing their own strengths and weaknesses and developing annual goals through personal reflection. It has both goal-based and standards-based (subject-specific state standards) components. Trinity’s appraisal system is based on educational research and is designed to both maintain and improve the quality of instruction. Please see the detailed description of the appraisal system in the information below.

Trinity School of Durham and Chapel Hill

Faculty Performance Appraisal System

  SCHOOL MISSION

The mission of Trinity School is to educate students in transitional kindergarten to grade twelve within the framework of Christian faith and conviction—teaching the classical tools of learning; providing a rich yet unhurried curriculum; and communicating truth, goodness, and beauty. 

  PHILOSOPHY

Trinity School of Durham and Chapel Hill believes that it is the responsibility of the school and its professional staff to see that the needs of each of the students are being met. One way to meet this responsibility is to have an instructional performance appraisal system that is both formative and summative in nature. The goal of formative assessment is to monitor student learning to provide ongoing feedback that can be used by instructors to improve their teaching and by students to improve their learning. The goal of summative assessment is to evaluate student learning at the end of an instructional unit or course by comparing it against some standard or benchmark. Summative assessments are often high stakes, which means that they have a high point value. Information from summative assessments can be used formatively when students or faculty use it to guide their efforts and activities in subsequent courses.

Trinity School of Durham and Chapel Hill’s appraisal system is based on the premise that faculty create their own professional growth plan by recognizing their strengths and weaknesses and developing annual goals around personal reflection. In short, the appraisal system has both goal based (e.g., develop 3 units that integrate technology by May) and standards based (e.g., state standards, subject-specific standards) components. This appraisal system is based on educational research and is designed to both maintain and improve the quality of instruction.

The primary purpose of the Trinity School of Durham and Chapel Hill performance appraisal system is to provide teachers with ongoing feedback so that they may be as effective as possible in the classroom and exemplify A Teacher of Excellence (see attached). This feedback will provide a sound basis for teacher improvement and professional growth that will improve student-learning outcomes. This is accomplished through an assessment of teacher effectiveness and subsequent discussions between the teacher and the observer(s).

At the core of the professional development continuum are two key elements. These elements include the following:

(1)  The belief that the professional educator is engaged in a process of continuous improvement, seeking to provide better learning for students.

(2)   A focus on improvement in student performance

  TEACHER EVALUATION PROGRAM

Based upon the qualities and skills outlined in A Teacher of Excellence, Trinity School of Durham and Chapel Hill’s teacher evaluation program promotes ongoing self-assessment as teachers set goals and strive to meet those goals. The Associate Head of School will work with each teacher to ensure that goals can be met and that professional evaluation is conducted in a consistent and deliberate manner. The overarching objective of the program is to encourage professional growth in teachers with an understanding that each teacher can and should grow in different ways and toward different goals.

  BEGINNING TEACHER SUPPORT PROGRAM

Per North Carolina State Board of Education regulations and policies, Trinity School of Durham and Chapel Hill offers a comprehensive three-year program for instructional staff with less than three years of full-time teaching experience. Each beginning teacher is assigned a mentor teacher and shall work closely with that mentor, division head and the Associate Head of School.

  APPRAISAL CRITERIA

The Trinity School of Durham and Chapel Hill faculty instructional performance appraisal system is based on current educational research on effective teaching practices, effective schools literature, standards set by the North Carolina State Board of Education (SBE), National Board of Professional Teaching Standards (NBPTS), Association of Christian Schools International (ACSI), Association for Supervision and Curriculum Development (ASCD), and standards of national associations for content areas, such as the National Council for the Social Studies (NCSS), National Council of Teachers of English (NCTE) and the National Council of Teachers of Mathematics (NCTM).

 BEGINNING TEACHER SUPPORT AND TEACHER EVALUATION
  PURPOSE:  EXCELLENCE

As is outlined in A Teacher of Excellence, Excellence at Trinity School of Durham and Chapel Hill incorporates high achievement with personal character development. It is fostered by helping our student community build confidence and by guiding them to reach their highest potential. Our operational definition of excellence includes the following:

• Excellence stems from continuously striving to review, revise, and improve on past experiences. It means never being complacent but challenging oneself to outperform what one has accomplished previously. Teachers demonstrate this quality by a continuous search for new materials and methods and by revision of lesson plans, assignments, and tests. Students show this quality by accepting new challenges and seeking to receive the maximum benefit from their time in school.

• Excellence results when teachers and students set high goals and are willing to work to reach these goals. Conventional measures of high achievement such as grade averages, objective test scores, and demonstrations of skill are consistent with but not the only measure of excellence.

• Excellence is rooted in a close connection among students, teachers, and parents. These relationships are sustained by mutual respect, positive personal interactions, and support for those who innovate. In an excellent school, teachers guide student behavior, model the values they wish to instill, and show patience and tolerance. Students develop personal integrity, allow for individual differences, and encourage one another’s achievements.

Our purpose in defining excellence is to encourage everyone to be more aware of its role in our school community and to consider it in our daily decisions.

  STATE CERTIFICATION

Trinity School of Durham and Chapel Hill supports instructional staff with North Carolina certification and/or National Board Certification. Per State Board of Education policies and regulations, beginning teachers and current state certified teachers may earn state-approved CEUs toward certification/recertification through participation in this approved beginning teacher or teacher evaluation program.

  License Renewal

Trinity School of Durham and Chapel Hill does not require that its teachers hold a North Carolina Professional Educator's License. Trinity School of Durham and Chapel Hill does, however, administer a license renewal program. The Associate Head of School oversees the program and can answer faculty members’ questions about renewal. Information on license renewal can also be found on the North Carolina Department of Public Instruction website here.

  ACSI CERTIFICATION

In addition to state or national educator certification, Trinity School of Durham and Chapel Hill supports instructors with Association of Christian Schools International (ACSI) certification. Per North Carolina State Board of Education policies and regulations, beginning teachers and current ACSI certified teachers may earn approved CEUs toward certification/recertification through participation in this approved beginning teacher or teacher evaluation program.

There are four general types of ACSI certificates for teachers or administrators:

1.  Interim: A two-year, nonrenewable entry-level certificate for those whose degree is from an ACSI-recognized but non-accredited college.

2.  Temporary: A two-year basic certificate for those whose degree is from an accredited college but who do not meet all the requirements for an ACSI Standard certificate.

3.  Standard: A regular five-year certificate for those with the required training in the biblical philosophy of education, as well as Bible and professional studies.

4.  Professional: A five-year certificate for those who have a graduate degree from an accredited college as well as the required professional training, the biblical philosophy of education, and Bible studies.

  PROGRAM ADMINISTRATION

The Associate Head of School shall administer the Beginning Teacher and Teacher Evaluation Programs. This individual is designated by the Head of School.

  BEGINNING TEACHERS AND MENTORS

A “Beginning Teacher” is defined as an individual with less than three (3) years of full-time teaching experience in a K–12 educational setting.

Each beginning teacher shall be assigned a mentor teacher. The mentor teacher shall be a “master teacher,” or a full-time faculty member with five (5) or more years of instructional experience at the same grade level or within the subject area as the beginning teacher. The mentor teacher shall conference with the beginning teacher a minimum of once per week.

The Associate Head of School or division head shall communicate with the beginning teacher and mentor teacher on a monthly basis and shall offer both guidance, support and resources for professional growth.

  ORIENTATION

The Associate Head of School shall provide an orientation for all new teachers and mentors prior to the beginning of the academic year. A description of available services, school expectations, licensure requirements, training opportunities, and the teacher evaluation process shall be provided.

  WORKING CONDITIONS

The Head of School and/or Associate Head of School shall annually ensure that Trinity School of Durham and Chapel Hill is in compliance with the optimum working conditions for beginning teachers as identified by the North Carolina State Board of Education (SBE).

Per SBE policy, beginning teachers will teach no more than five (5) classes and will have no more than three (3) preparations during the academic year. No more than one extracurricular duty shall be assigned to a beginning teacher.

 INDIVIDUAL GROWTH PLAN (IGP)

All teachers shall annually prepare an IGP based on state and national standards, job duties, supervisor and peer feedback, and self-evaluation.

  ANNUAL EVALUATIONS

A summative evaluation takes place annually for all teachers. Teachers who are new to Trinity shall also undergo formative evaluation during each academic year. This performance feedback process is a vehicle for professional growth and instructional development. The annual evaluation is based upon appraisal data collected during the year by the division head, Associate Head of School, department chairs, Head of School, and the teacher. The data collected shall reflect a minimum of one observation of teacher performance for each teacher. Based on the demonstration of effective teaching and documented improvement in student performance, an evaluation is made by the division head(s), Associate Head of School, and Head of School as to overall performance (exceeds expectations, meets expectations, or does not meet expectations). This judgment forms the basis of the annual evaluation, but must reflect data collected and documented during the year and shared during any conferences.

  CONFERENCES

A conference must be held and documented before and after each formal observation and any informal observations when improvements are required. This conference should cover the analysis of data collected from the observer and teacher, the identification of strengths and weaknesses and plans for improvement, assistance or follow-up as needed. If necessary improvements become apparent during the appraisal process, the improvements shall be discussed with the employee and noted on the observation form together with specific improvements desired, time for improvement to be made, and assistance to be provided, if necessary. 

Following the annual evaluation conference, the division head, Associate Head of School, and teacher sign the appropriate summary form.

  PEER OBSERVATION

Peer observation is a useful tool for gaining feedback to promote individual professional growth. These observations are non-evaluative in nature. All faculty are required to be observed by a faculty peer and to observe a colleague’s class at least one time per academic year. More frequent visits are encouraged. Timely written feedback and conversation is expected between peer teachers. The information gained from the peer observation will be used only for professional growth. Whatever is noted is between the peer teachers. Written feedback from peer observers will not be viewed by anyone except the respective teacher and will not become a part of a teacher’s annual performance evaluation. While no formal report of peer observation is required to be submitted to a supervisor, evidence of peer observation is to be provided to the division head or Associate Head of School.

  NON-EVALUATIVE FEEDBACK

All faculty will solicit and welcome written feedback from parents as related to that teacher’s classroom or class. Feedback will be sent directly to the teacher and are for his/her professional growth only. Whatever is noted is between the teacher and the family responding.

The completed feedback document will not be viewed by anyone except the respective teacher. These documents are simply for each teacher to solicit feedback. They are not to become part of a teacher’s annual performance evaluation.

Those faculty teaching in grades 6–12 will solicit and welcome written feedback from their students. The information gained from the student feedback will be used only for professional growth. Whatever is noted is between the teacher and the student responding. Written feedback from students will not be viewed by anyone except the respective teacher and will not become a part of a teacher’s annual performance evaluation.

Minimally, feedback from parents and students is solicited at the end of a course or academic year. This feedback is for the teacher’s reflection and professional growth.

  EVALUATION FREQUENCY AND TIME FRAME

Teachers who are new to Trinity shall be observed a minimum of four (4) times each academic year. Teachers with more than three years of experience shall be observed a minimum of one (1) time per academic year.

  Teachers Who Are New to Trinity  (0–3 Years) 

• Complete/revise individual goals

• 1 visit by the Associate Head of School

• 1 visit by the division head; 1 visit by a peer teacher

• Informal observations by mentor and department chair

• Conference after classroom visit

  Experienced Teachers at Trinity  (4–7 Years) 

• Complete individual goals

• 1 visit by the Associate Head of School or division head

• 1 visit by a peer teacher

• Informal visits by mentor and department chair

• Conference after classroom visit

   Senior Teachers  (8+ Years) 

• Complete/revise goals

• 1 visit during the year by the Associate Head of School or division head

• 1 visit by peer of their choice

• Review goals

• Summary evaluation 

  A TEACHER OF EXCELLENCE 

  Teacher in Relationship to God

  The excellent teacher has a transforming relationship with Christ. This person…

• Is one of integrity and character worthy of imitation, faithful and obedient in pursuit of God’s holiness.

• Is a Christian role model and is, at all times, an “image bearer” of Christ’s truth and love.

• Approaches life and learning with joy, curiosity, enthusiasm, passion, and adventure, acknowledging that God is the creator of all things and the author of life.

• Takes great pleasure through serving God, acknowledging that he is the Audience of One.

• Has a passion for teaching those whom God has entrusted to his or her care and has much enthusiasm for the content being taught.

• Seeks to serve God, above all others, in teaching.

• Agrees wholeheartedly with Trinity School’s doctrinal statement and is an active member of a local Christian church.

  Teacher in Relationship to Vocation

  The excellent teacher has an enthusiastic commitment to growing in fitness for God’s call on his or her life at Trinity School. This person…

• Reflects on instructional methods and student engagement to determine areas for professional growth.

• Seeks and participates in professional development opportunities.

• Keeps up with educational trends and research, incorporating the best practices that align with Trinity’s mission and philosophy.

• Is knowledgeable about the Trinity School “distinctives” (e.g. what it means to be a Classical Christian school, what defines a Charlotte Mason education, etc.).

• Approaches all tasks and meets all the expectations of the position with joy, diligence, thoughtfulness, and care.

  Teacher in Relationship to Students

  The excellent teacher models Christ for students by loving them sacrificially, instructing them well, and praying for them faithfully. This person…

• Creates a learning community that is safe, caring, and stimulating yet unhurried.

• Is meaningfully and professionally engaged with all students, both individually and as a group, in and out of the classroom.

• Communicates honestly, graciously, respectfully, and regularly with students.

• Manages the classroom effectively and efficiently. Mission-consistent, Biblically based discipline is in place at all times. Students know what the standards of behavior are for the classroom and for the school at large, and they know what to expect if those standards are not met.

• Values, models, and teaches the fruits of the Spirit and Christian values, motivated by love for Christ.

• Treats students with great respect and gentleness and expects students to interact with adults and with one another in the same manner.

• Has a solid understanding of the rudiments of teaching.

• Has well-planned lessons that are always rooted in the Christian world view and are developmentally appropriate, with high (but not uniform) standards for all students.

• Is mindful of the value of teaching that is multisensory, varied, and novel to engage a wide variety of students.

• Designs authentic learning experiences, enabling students to make spiritual and interdisciplinary connections.

• Assesses and evaluates students and creatively adjusts the teaching approach to best meet each student’s needs.

• Will vary assessments and evaluations according to age, grade and subject, but all will be fair, relevant and useful to both teacher and student.

• Will inform students of the evaluation process.

• Encourages students to achieve their highest possible performance, not because of a grade, but because diligence honors and pleases the Lord.

• Is responsive to student needs and relies on thoughtful, intelligent, intuitive observation–grounded in prayer–to aid in understanding each child.

• Is responsive to “teachable moments.”

  Teacher in Relationship to Parents

  The excellent teacher recognizes that God gives parents the primary responsibility for instructing their children in his truth. This person…

• • Understands that parents delegate their God-given authority to the teacher, who functions in loco parentis.

  • Values parents and is responsive to their input, ideas, concerns, and needs.

  • Involves parents in the life of the class, as appropriate, and sees parents as significant affirmers of student work.

  • Communicates honestly, graciously, and respectfully with and about parents.

  • Seeks to understand parents more than to be understood, placing a high value on resolving conflict and working toward compromise when possible.

  • Is in regular communication with parents regarding their children, class work, and special events. Communication takes place both casually and formally.

   Teacher in Relationship to the Professional Community

   The excellent teacher has the attitude of a servant and willingness to serve the Trinity community in any way possible, considering no task beneath him or her. This person…

• Seeks to bless and encourage all colleagues as brothers and sisters in Christ.

• Actively and positively supports colleagues in their efforts to grow personally and professionally.

• Is a team player and freely shares ideas and receives expertise, both formally and informally.

• Celebrates the successes of others.

• Guards against unhealthy competition.

• Seeks feedback and is open and responsive to the ideas and suggestions of others.

• Interacts professionally with all constituent groups and serves as a representative of Trinity School to the larger community.