Professional

Knowledge and
Swan
Practice

Care and
Committment to
Pupils and Pupil
Learning

Valley
School
Division

Professi
onal
Teaching
Practice
Membership in
Learning
Communities

Ongoing
Professional
Learning

Swan Valley School Division

Professional Teaching
Practice
Appraisal

Heyes School
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Teacher: Chelsea Miles

Date: May 2015

Professional Teaching Practice

Appraisal
A professional continually strives to improve. The purpose of professional teaching practice
appraisal is to support and facilitate growth and improvement. It also serves to validate the
professional practice of a teacher.
Teacher performance appraisal is conducted in compliance with existing Swan Valley School
Division Policy is based on the Professional Teaching Practice documents. Teachers will
receive a performance level rating for each of the competencies listed under each of the
four domains of practice outlined in the frameworks.
Levels of Performance:
4
Outstanding Mastery of the required competency is demonstrated independently
and consistently. Performance is that of a Master Teacher.
3
Mastery of the required competency is demonstrated. Performance fully meets
expectations for a competent and experienced teacher.
2
The required Competency is Developing. Performance meets expectations for
a developing
teacher. Improvement is required.
1
The required competency has not met with minimum expectations.
Significant improvement is required.

I:

Care and Commitment to Pupils and Pupil Learning:

A Manitoba teachers first professional responsibility is to his or her

students.* Teachers are devoted in their care and commitment to students and
pupils are treated with equity and respect. Teachers are responsive to factors that
influence individual pupils learning. Teachers actively facilitate the development of
children and youth in becoming contributing members of Canadian society.
Competencies:
The teacher demonstrates an active and ongoing commitment to
the well-being and development of all students
3

Chelsea embarked on this school year with a lot of enthusiasm and hard
work.
The teacher is diligent in his or her efforts to teach and support
pupil learning and achievement

The teacher behaves toward all students with equity and respect

The teacher creates opportunities for problem-solving, decision

making and critical thinking

3

The teacher adapts to meet individual pupil needs

Chelsea has put a lot of work in planning to meet the diverse needs of the
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group. She has provided good leadership to the support staff assigned to
the students in her room.

The teacher provides an environment for learning that encourages

pupils to develop into contributing members of Canadian society
Chelsea has led her students to a strong sense of classroom community.
This is a great accomplishment in a large and diverse group.

II: Professional Knowledge and Practice:

A teacher acts with integrity
professional responsibilities.*

and

diligence

in

carrying

out

Teachers must understand and reflect on pupil development, learning theory,

pedagogy, curriculum, ethics, and educational research. A teacher is to be knowledgeable
of his or her subject matter, the Manitoba Curriculum, and education-related legislation.
Teachers strive to remain current in their professional knowledge and recognize its
relationship to professional teaching practice.
Teachers apply professional knowledge and experience so as to nurture and facilitate
student learning. Appropriate pedagogy and resources are utilized in responding to the
learning needs of pupils and communities. Teachers participate in refining professional
practice through ongoing inquiry, dialogue and reflection.

Competencies:
The teacher demonstrates a knowledge of subject matter, the
Manitoba Curriculum, and education-related legislation
3
Excellent work has gone into learning curriculum and preparation. There
was a lot to learn in order to meet outcomes and provide students with the
differentiation necessary.
The teacher applies understanding of how pupils learn and the
factors that influence student learning to the teaching learning
process
3

The teacher utilizes a wide variety of effective teaching and

assessment strategies

The

teacher

utilizes a wide variety of effective classroom

management practices
This has been exceptional for a first-year teacher.
The teacher communicates effectively with students, parents,
colleagues, support workers and administration
Chelsea has been very open to communication and she welcomes advice
and feedback at all times.
The teacher conducts ongoing formative assessment of student
progress, evaluates achievement through summative assessment,
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and reports results to pupils, parents and administration

3

The teacher engages in continuous learning and reflection, using a

variety of sources and resources to improve teaching practices
Chelsea is constantly looking to improve, become more efficient, and gain
expertise.
The teacher uses appropriate technology in teaching practices and
related professional responsibilities

III: Membership in Learning Communities:

A teacher speaks and acts with respect and dignity, and deals judiciously
with other, always mindful of their rights. A teachers conduct toward
colleagues is characterized by consideration and good faith. A teacher
respects the confidential nature of information concerning students and
may give the information only to authorized personnel or agencies directly
concerned with the individual students welfare.*
Teachers are expected to assume a leadership role in developing and
maintaining a collaborative, safe and supportive learning environment, within the
classroom, the school, and the wider school community. Teachers recognize their
shared responsibilities in order to facilitate student success and to focus on
improved student learning. Teachers behave according to ethical standards within
learning communities.
Competencies:
The teacher cooperates with administration in developing learning
communities within the school and classroom
4
Chelsea is a willing and enthusiastic contributor to all school efforts.
The teacher collaborates with colleagues, support workers, parents
and community members to create and sustain learning communities
within the school and classroom
4
Chelsea invites discussion with everyone.
She seeks feedback and
opportunities for cooperation with peers.
The teacher takes responsibility to work with professionals,
parents, and community members to improve student learning and
achievement
4
Chelsea has been very open and accessible to her students, their parents,
and staff.

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IV: Ongoing Professional Learning:

A teacher makes an ongoing effort to improve professionally.*
Teachers understand that ongoing professional development is essential to effective
teaching practice and improved student learning. Teachers participate in ongoing
professional learning informed by experience, research, collaboration and
knowledge.
Competencies:
The teacher engages in ongoing professional development
activities
3
As required and available.
The teacher applies professional learning to improve teaching
practices and student achievement.
4
Chelsea is very quick to apply new learning and is eager to try new ideas.

Manitoba

Teachers

Society

Code

of

Professional Practice

PRINCIPAL S COMMENTS

Chelsea Miles has made a terrific start in her

teaching career.
She has approached the year
loaded with enthusiasm and a willingness to learn
and work hard. This has carried through every day
at work.
She has been successful at building relationships
with students, parents, and staff.
Chelsea has exceeded my expectations for a
beginning teacher.
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TEACHER COMMENTS:

Teacher: -----------------------------------

Date: ---------------------------------------

Evaluator: ----------------------------------Date: -------------------------------------Signature indicates completion of the process

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