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XI. Instructional Personnel Performance Improvement XI1 IMPROVING PROFESSIONAL PERFORMANCE EVALUATION AND SUPPORT GUIDELINES The Student Success Act of 2011 (formerly SB 736) designates evaluation
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01
Start by gathering all relevant instructional personnel performance forms and documents.
02
Review the instructions and guidelines provided with the performance form.
03
Ensure that you have access to accurate and up-to-date information about the instructional personnel's performance, including measurable data and examples.
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Begin filling out the performance form by entering the required details about the instructional personnel, such as their name, job title, and department.
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Follow the point-by-point format of the performance form to assess different aspects of the instructional personnel's performance, such as their teaching abilities, communication skills, and teamwork.
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Provide specific examples and evidence to support your assessment of the instructional personnel's performance in each area.
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Use clear and concise language while describing their strengths and areas for improvement.
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Consider any additional factors or criteria mentioned in the performance form, such as adherence to school policies or professional development.
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Take into account any performance rating scales or scoring systems provided in the form, and assign appropriate ratings based on your evaluation.
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Once you have completed filling out the instructional personnel performance form, review it for accuracy and completeness.
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Seek input or feedback from other relevant individuals, such as supervisors or colleagues, if needed.
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Submit the filled-out performance form to the designated person or department as per the specified submission process.
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Retain a copy of the completed form for your records and future reference.

Who needs instructional personnel performance?

01
Educational institutions, such as schools, colleges, and universities, need instructional personnel performance assessments to measure the effectiveness and quality of their teaching staff.
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Administrators and managers responsible for evaluating instructional personnel require these assessments to make informed decisions regarding promotions, professional development opportunities, and performance-based incentives.
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Teacher training programs and education research institutions may need instructional personnel performance data to analyze trends, identify areas for improvement in educational practices, and develop evidence-based strategies for enhancing teaching effectiveness.
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Government agencies or regulatory bodies involved in overseeing the education sector may require instructional personnel performance assessments as part of their evaluation and accreditation processes.
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Parents and students may also have an interest in instructional personnel performance assessments to gain insight into the quality of teaching provided by different educators.
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Instructional personnel performance refers to the evaluation and assessment of teachers' job performance, including their teaching effectiveness, professionalism, and adherence to school policies and guidelines.
School administrators or designated supervisors are typically responsible for evaluating and filing instructional personnel performance.
To fill out instructional personnel performance, supervisors must assess teachers based on pre-defined criteria, document their observations, and provide feedback to support professional growth.
The purpose of instructional personnel performance is to ensure that teachers are meeting job expectations, improve teaching quality, and provide opportunities for professional development.
Information reported on instructional personnel performance may include lesson planning, classroom management, student engagement, assessment practices, and professional development activities.
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