Standards of Practice

The question is: "What constitutes the basic competencies necessary for successful teaching and continued employment?"

In answering that question, it is good to remember that simple is better than complex. Researchers, states and local districts all have identified elements of good teaching practice. California, for instance, has its Standards for the Teaching Profession that are used in its peer review and mentoring programs. The National Board for Professional Teaching Standards is an excellent source. Generally, all of these efforts identify good practice, but most are more voluminous than necessary to determine who should teach and who should not.

If you are not bound by your state's pre-existing standards, it is best to have teachers develop the criteria for basic practice. Good teachers know good teaching. Buy-in will be greater, and that is important when charting new directions. An added benefit is the recognition that standards for teaching practice have been created and they apply uniformly throughout the district.

What follows are the elements of Toledo's standards. We have not found it necessary to change the items over the years. You may use our model as a point of reference. There are other excellent standards you can access, also. Many of the resource people in the back of this booklet are individuals who have successful experience with their own peer review programs. Ask what they do.

Keep in mind the basic question that gets to the bottom line with peer review. Intern programs are designed to eliminate those who demonstrate little aptitude for teaching and to accelerate the professional growth of the beginning teachers who do. Cautionary note: Don't make the process more complicated than it needs to be.

These are the factors in the Toledo performance evaluation. Each is explained in greater detail as shown in this example.

There are four overall rating categories.

I. TEACHING PROCEDURES

A. Skill in planning
B. Skill in assessment and evaluation
C. Skill in making assignments
D. Skill in developing good work/study habits
E. Resourceful use of instructional materials
F. Skill in using motivating techniques
G. Skill in questioning techniques
H. Ability to recognize and provide for individual differences
I. Oral and written communication skills
J. Speech, articulation and voice control

II. CLASSROOM MANAGEMENT

A. Effective classroom facilitation and control
B. Effective interaction with pupils
C. Efficient classroom routine
D. Confidence/ Stability
E. Is reasonable, fair and impartial in dealing with students

III. KNOWLEDGE OF SUBJECT - ACADEMIC PREPARATION

IV. PERSONAL CHARACTERISTICS & PROFESSIONAL RESPONSIBILITY

A. Shows a genuine interest in teaching
B. Personal appearance
C. Skill in adapting to change
D. Adheres to accepted policies and procedures of TPS
E. Accepts responsibility both inside and outside the classroom
F. Has cooperative approach toward parents and school personnel
G. Is punctual and regular in attendance