Current through December 12, 2024
The performance evaluation of a teacher in the domain of
professional responsibilities of the teacher to support learning and promote
the effectiveness of the school community must include, without limitation, an
evaluation of the teacher in the following standards of performance, with each
standard carrying the weight prescribed by the Department pursuant to NAC
391.580:
1. The teacher demonstrates commitment to the
school community, as demonstrated by the following indicators:
(a) Taking an active role on his or her
instructional team and collaborating with colleagues to improve the instruction
of all pupils;
(b) Taking an active
role in developing a professional culture that supports the initiatives of the
school and the initiatives of the school district; and
(c) Taking an active role in cultivating a
safe, learning-centered school culture and community that maintains high
expectations for all pupils.
2. The teacher engages in self-reflection to
foster professional growth and practice, as demonstrated by the following
indicators:
(a) Seeking feedback from
instructional leaders and colleagues and using a variety of data to reflect on
his or her practice;
(b) Pursuing
professional learning opportunities that are aligned with his or her role and
responsibilities as a teacher to support improved instructional practice across
the school community; and
(c)
Taking an active role in mentoring colleagues and pursuing leadership
opportunities.
3. The
teacher meets professional obligations, as demonstrated by the following
indicators:
(a) Modeling and advocating for
fair, equitable and appropriate treatment of all pupils and the families of
pupils;
(b) Modeling integrity in
interactions with colleagues, pupils, the families of pupils and the community
; and
(c) Following policies,
regulations and procedures specific to his or her role and responsibilities as
a teacher.
4. The
teacher engages the families of pupils, as demonstrated by the following
indicators:
(a) Regularly facilitating two-way
communication between the teacher and the families of pupils, including,
without limitation:
(1) Using available tools
that are responsive to the language needs of the families of pupils;
(2) Responding to requests for information
made by the families of pupils; and
(3) Providing information regarding the goals
of instruction and the progress of a pupil toward meeting such goals upon
request.
(b) Valuing,
respecting and welcoming pupils from diverse cultural backgrounds and the
families of such pupils by treating them as valuable assets to pupil
learning.
(c) Informing pupils and
the families of pupils of available educational, health and social services and
connecting the pupils and families of pupils with those services in response to
their needs.
5. The
teacher assists pupils in learning, creates a safe and supportive learning
environment and demonstrates that he or she cares about pupils and their goals
and interests. The data for these indicators must be measured by the reports of
the teacher's pupils as demonstrated by pupils reporting that the teacher:
(b) Creates a safe and supportive learning
environment; and
(c) Cares about
them as individuals and their goals and interests.
Added to NAC by Bd. of
Education by R007-13, eff. 10-23-2013; A by
R021-16A,
eff. 11/2/2016
NRS
385.080,
391.465.
