Phase IV

The criteria for the goals are to reduce the loss of substitutes (subs) and for the
students to behave better in the absence of their teacher. Most of the students,
especially the older students are aware that based on what they say, will determine
how the substitute is evaluated.
Negative evaluations can cause a substitute to lose their job. Most teachers base
their evaluations on what the students says. In a lot of cases the students say
negative things about the sub in order to deflect form their bad behavior.
It is our goal to take the evaluation out of the hands of the students and place it
back in the hands of the teachers and the results of what was completed and how
the classroom was left. In a lot of cases, because the sub wasnt left with the proper
tools or instructions, their hands are tied and theyre stuck implementing
emergency lesson plans.
We also will introduce a new evaluation that is fair to all parties involved. As it
stands most school sites and or district dont even have one. If so they are only
presented in the case of a negative evaluation. With the new evaluation the sub
will know how they are evaluated and will receive a copy of the evaluation after the
assignment is completed.
Evaluation Overview

Establishing a criteria on which the substitute will be graded

What areas will it cover
Constructing Standards. How well should the perform
Measuring Performance and Comparing With Standards.
Synthesizing and Integrating Evidence into a Judgment of Worth.
What is its merit, worth, or value?
Recommendations.

Preskill and Torres (1999) offer a definition that focuses on evaluative activities
specifically conducted within organizations for the purpose of organizational
learning and change for all individuals involved.
Overall the evaluation will help determine the strength and weaknesses of the
Substitute. It will also provide feedback of the areas on where improvement maybe
needed. They will provide information on the decision on if the substitute will be
asked to return. The sub will have the option to respond and also make the decision
on if they would like to return.

Reference:

Preskill, H., & Torres, R. T. (1999). Evaluative inquiry for learning in organizations.
Thousand Oaks, CA: Sage