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STATEMENT OF PERFORMANCE ASSESSMENT

TEACHERS OF SPECIAL EDUCATION


EVALUATION OF SERVICE BY THE DEPARTMENT COORDINATOR
MINISTRY OF EDUCATION Group of Schools / School ________________________________
_________________________________________________ Code ___________________ _____
______________________________________________________________________________ R
egional Directorate of Education (to be completed by the evaluator) Name avaliad
or______________________________________________________________________________
_______________ Cargo___________________________________________________________
____________________________________________ NIF_______________________________
Name avaliado___________________________________________________________________
__________________________ Categoria____________________________________________
________________________________________________________ Department Curricular__
________________________________________________________________________________
______ NIF________________________________ Period in the evaluation ________ ___
_____
The A.1
Preparation and organization of school activities Suitability of Individual Educ
ational Programs to the needs of each student, taking into account the principle
s of inclusion, working together with teachers class / discipline and carers
1 - The teacher does not promote, together with class teachers / discipline and
Guardians, or appropriate individual educational programs to the specific needs
of each student 2 - The teacher meets at the beginning of the school year with t
eachers of the class / discipline and Guardians in order to tailor educational p
rograms to individual needs of each student 3 - The teacher meets regularly with
teachers in the class / discipline and Guardians in order to tailor educational
programs individual specific needs of each student 4 - The teacher meets regula
rly and takes into account the suggestions with the class teachers / discipline
and Guardians in order to tailor educational programs to individual needs of eac
h student
Classification
1
2
A.2
Appropriateness of teaching strategies and learning needs of each student and th
e learning acquired
1 - The teacher did the appropriate teaching strategies and learning needs of ea
ch student and the learning acquired in February - Teachers suits, occasionally,
the strategies of teaching and learning needs of each student and the learning
acquired in March - Teachers suits, regularly, the strategies of teaching and le
arning needs of each student and the learning acquired in April - Teachers suits
regularly and always so appropriate strategies for teaching and learning needs
of each student and the learning acquired
A.3
Weighting of the progress of each student in the planning of school activities
1 - The teacher does not ponder the progress of each student in planning school
activities 2 - The teacher ponders, only sporadically, the progress of each stud
ent in planning school activities 3 - The teacher ponders, regularly, the progre
ss of each student in planning of school activities 4 - The teacher ponders regu
larly and always adequately the progress of each student in the planning of scho
ol activities
A.4
Involvement in the development of Individual Transition Plan
1 - The teacher does not participate in drafting the PIT 2 - The teacher partici
pates in the preparation of ITP but did not offer suggestions or establish partn
erships for the implementation of the PIT 3 - The teacher participates in the pr
eparation of ITP makes suggestions but does not develop partnerships to implemen
t the PIT 4 - The teacher participates in the preparation of ITP, make suggestio
ns and develop partnerships for proper implementation of the PIT
A.5
Other to provide the Group / School ungrouped
1-2 - 3 - 4 -
SUB-TOTAL A
B B.1
Realization of educational activities Fulfillment of the objectives in PEI (spec
ific curriculum areas and content of the curriculum that teaches specific indivi
dual)
1 - Not meeting the objectives and guidelines in PEI 2 - Meets sporadically, obj
ectives and guidelines laid down in PEI 3 - Meets regularly the objectives and g
uidelines laid down in PEI 4 - Meet regularly and very effectively, the objectiv
es and guidelines set out in PEI, enriching them with adjustments to improve stu
dent performance
Classification
1
2
B.2
Suitability of materials used at the level of functionality of each student, the
ir age level and learning style
1 - Not suitable materials used at the level of functionality of each student at
their age level and their cognitive style 2 - Fits only sporadically, the mater
ials used at the level of functionality of each student at their age level and s
tyle Cognitive 3 - Fits regularly used materials at the level of functionality o
f each student at their age level and their cognitive style in April - Fits, reg
ularly and very effectively, the materials used at the level of functionality of
each student, their age level and their cognitive style
B.3
Appropriateness of strategies and activities to the measures and educational obj
ectives set out in PEI
1 - Not suitable strategies and activities to objectives and measures set out in
the IEP and individual does not employ the use of innovative resources and ICT
2 - Fits only sporadically, strategies and activities to individual measures and
targets set out in PEI, using little to use of innovative resources and ICTs in
March - will adjust regularly the strategies and activities to individual measu
res and targets set out in PEI, resorting to the use of innovative resources and
ICTs in April - Fits, regularly and very effectively, strategies and activities
to measures and individual objectives set out in PEI, resorting to the use of i
nnovative resources and ICTs
B.4
Use of teaching methods appropriate to the learning strategies of each student i
n a group situation
1 - does not implement teaching methods appropriate to the learning strategies o
f each student February - Implements sporadically teaching methods appropriate t
o the learning strategies for each student 3 - Implements regularly teaching met
hods appropriate to the learning strategies of each student and shows some creat
ivity in their use 4 - Implements, regularly and very effectively, teaching meth
ods appropriate to the learning strategies of each student and shows great creat
ivity in their use
B.5
Other to provide the Group / School ungrouped
1-2 - 3 - 4 -
SUB-TOTAL B
Classification
C.1 C
Pedagogical relationship with students promoting a climate conducive to learning
, welfare and social and emotional development of students
1 - The teacher does not contribute to creating a climate conducive to learning,
well being and emotional and social development of the student 2 - The teacher
contributes sporadically for creating a climate conducive to learning, welfare a
nd emotional development and social student 3 - The teacher contributes regularl
y to create a climate for learning, welfare and social and emotional development
of students 4 - The faculty contributes regularly and very effectively, to crea
te a climate conducive to learning, welfare and social and emotional development
of students
1
2
C.2
Creating a work environment conducive to coexistence, respect for others and for
individual differences
1 - The teacher does not contribute to creating a work environment conducive to
coexistence, respect for others and for individual differences of students and d
oes not provide a stable and friendly relationship between the two pairs - The t
eacher contributes sporadically for the creation a work environment conducive to
coexistence, respect for others and for individual differences of students and
provides a stable relationship between pairs 3 - The teacher contributes regular
ly to create a work environment conducive to coexistence, respect for other and
differences of individual students and provides good value and some emotional mo
ments of positive social interaction among peers 4 - The faculty contributes reg
ularly and very effectively, to create a work environment conducive to coexisten
ce, respect for other and differences of individual students and provides an emo
tional tie safe, positive and trust among peers
C.3
Promoting active participation of students in the construction and practical rul
es of coexistence, encouraging the experience of collaboration practices in the
field of training for democratic citizenship
1 - The teacher does not encourage student participation in the construction of
rules of courtesy and coexistence and civic values in the internalization of 2 -
The teacher promotes, occasionally, the students participate in some moments in
the life of the group that favors education for citizenship, the spirit of mutu
al aid and solidarity, involving students in the development and implementation
of clear rules, based on those principles 3 - The teacher promotes regularly€st
udent participation in some moments in the life of the group that favors educati
on for citizenship, the spirit of mutual help and solidarity, involving students
in the preparation and implementation of clear rules, based on those principles
4 - The teacher promotes, always muto effective way, the students participate i
n some moments in the life of the group that favors education for citizenship, t
he spirit of mutual help and solidarity, involving students in the preparation a
nd implementation of clear rules, based on those principles
C.4
Willingness to meet, listen and support their students
1 - The teacher shows no willingness to meet, listen and support students 2 - Th
e teacher shows only sporadically available, to meet and hear the students, but
do not develop strategies to support pupils 3 - The teacher shows regularly for
availability meet and listen to the students, but not always develop appropriate
strategies to support 4 - The teacher always shows willingness to meet and hear
the students and always develops appropriate strategies to support them
C.5
Other to provide the Group / School ungrouped
1-2 - 3 - 4 -
SUB-TOTAL C
D.1 D
Assessment of student learning assessments Achievement pedagogical expertise whe
never required by teachers / educators in regular education or other
1 - A teacher does not perform the specialized educational assessments when requ
ested by teachers / educators in regular education or other 2 - The teacher does
not always conducts specialized educational assessments required by their teach
ers / educators in regular education or other 3 - The teacher held in beginning
of the school year and at the end of each quarter, specialized teaching evaluati
ons requested by teachers / educators in regular education or other 4 - The teac
her always conducts specialized educational evaluations requested by teachers /
educators in regular education or other
Classification
1
2
D.2
Completion of diagnostic assessment of learning and skills of students
1 - The teacher does not perform the diagnostic assessment of student learning 2
- The teacher performs only sporadically, the diagnostic assessment of student
learning 3 - The teacher always performs the diagnostic assessment of student le
arning, when asked by other teachers 4 - The teacher always performs the diagnos
tic assessment of student learning, when asked by other teachers and on their ow
n initiative
D.3
Evaluation of work done for the adjustment of the process of teaching / learning
1 - The teacher does not evaluate the work done, with no concern as the adjustme
nt of the teaching and learning 2 - The teacher evaluates, occasionally, the wor
k done, but without much concern for adjusting teaching and learning in March -
Teachers assesses regularly the work done for the adjustment of the teaching and
learning 4 - The teacher always evaluates the work done for the adjustment of t
he teaching and learning
D.4
Promotion at the end of each period, the intervention of the students in their s
elf-assessment
1 - The teacher does not promote the involvement of students in their self-asses
sment 2 - The teacher promotes, occasionally, the involvement of students in the
ir self-assessment 3 - The teacher promotes a regular basis, the involvement of
students in their self-assessment in April - The teacher always promotes and tak
es into account the involvement of students in their self-assessment
D.5
Other to provide the Group / School ungrouped
1-234 -
SUB-TOTAL D
TOTAL A + B + C + D (1 +2 year)
The Reviewer __________________________________, on _____ / _____ / _____
(André Ramiro Marques and Fatima)