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1、Appendix EEvidence Log (Optional Resource)Suggestions for Using the Evidence LogHow is the Evidence Log used?The Evidence Log is an optional resource for principals and/or teachers that may be used as a regularly kept record of demonstrations of teaching. It can provide a vehicle for chronicling not
2、eworthy examples as they occur. The log uses a standardized format for recording. Entries are restricted to facts so that data are objective. Analysis and interpretation follow the collection of log data.How can the Evidence Log be used in the performance appraisal process for new teachers?The Evide
3、nce Log can be used to record selected information about specific occurrences related to a new teachers learning and development in relation to the competencies that are the focus of the appraisal process for new teachers. The log provides specific information recorded over time, which the principal
4、 and teacher can use to identify patterns that show areas of strength and growth.When kept simultaneously by both the principal and the new teacher, the principal and teacher logs together can be used to encourage personal reflection, promote professional dialogue, and foster learning from experienc
5、e. Note that there is an individual Evidence Log form provided for each of the eight competencies that provide the appraisal focus for new teachers. Principals and teachers may use the blank Evidence Log form for other competencies if they wish.Who maintains the Evidence Log?The Evidence Log may be
6、used by principals and teachers who can each keep their own logs.What occurrences are relevant for recording in the Evidence Log?The occurrences or instances that can be recorded in the Evidence Log should be relevant to the eight competencies that are the focus of the performance appraisal process
7、for new teachers.Principals and teachers may also choose to keep logs for other competency areas. Concrete examples of ways in which a competency may be observed in practice are included on the Evidence Log form as a resource. These statements are samples and do not include everything that constitut
8、es good teaching. Their purpose is to help make specific the skills, knowledge, and attitudes expected of new teachers. Principals and teachers may use other examples they identify to develop a shared understanding of what teachers should demonstrate in their teaching.What sources and kinds of evide
9、nce are used?There is a wide range of possible evidence that can be collected in relation to demonstrations of teaching. “Possible Sources of Evidence”, included at the end of this appendix, provides a list of evidence that principals and teachers might reference in their individual Evidence Log.Whe
10、re should documents and other materials referenced in the Evidence Log be stored?Principals and teachers can each set up files to support what they record in their Evidence Log.One approach is to set up a file that contains individual folders related to each of the competencies and use the folders t
11、o house evidence gathered.Appendix E contdEvidence Log (Optional Resource)USER:TeacherPrincipalTeachers Last NameTeachers First NamePrincipals Last NamePrincipals First NameTeaching AssignmentDate (yyyy/mm/dd)The Evidence Log is a resource tool that may be used by principals and teachers in the perf
12、ormance appraisal process. Teachers and principals may use the form to record information about noteworthy examples of teacher performance as they occur and to cite evidence to support the entries.DOMAIN: Commitment to Pupils and Pupil LearningCompetency: Teachers demonstrate commitment to the well-
13、being and development of all pupils.The following are examples of possible ways the competency may be shown in practice. The principal and teacher may add other examples of good teaching practices that they identify during the appraisal process.It is not necessary to record information for each exam
14、ple. Rather, examples are intended to help the principal and teacher reflect on what the competency may look like in practice. applies knowledge effectively about how students develop and learn physically, socially, and cognitively responds to learning exceptionalities and special needs by modifying
15、 assessment processes to ensure needs of special students are met shapes instruction so that it is helpful to students who learn in a variety of ways effectively motivates pupils to improve pupil learning models and promotes the joy of learning demonstrates a positive rapport with studentsDate of EntryRecord noteworthy instances related to the competency shown above and kinds and sources of evidence identified.Appendix E contdEvidence Log (Optional Resource)USER:TeacherPrincipalTeachers Last NameTeachers First NamePrincipals Last NamePrincipals First Name
