1. Adapted from Southside Christian School/ACSIEvaluation ofInstructionPlanand ProcedureTemplate
Hope Academy Teacher Performance Standards and Evaluation
1. Knowledge of curriculum, Subject Content, and Developmental Needs
The teacher demonstrates an understanding of the curriculum, subject content, FIE integration,mediated
learning, and the developmental needs of students by providing relevant learning experiences.
2. Instructional Planning
The teacher’s collaborative planning uses appropriate curricula, instructional strategies, and resources to
address the needs of all students. Instruction includes biblical integration as well as FIE integration across
the curriculum.
3. Instructional Delivery
The teacher promotes student learning by addressing individual learning differences and by using effective
brain-based instructional strategies. A mediated learning experience and biblical integration is evident.
4. Assessment
The teacher systematically gathers, analyzes, and uses data to measure student progress, guide instruction,
and provide timely feedback.
5. Learning Environment
The teacher provides a well-managed, safe, Christ-centered environment that is academically challenging
and respectful to the cultural heritage of students and their families.
6. Communication
The teacher communicates clearly, effectively, and positively with students, school personnel, families, and
the community.
7. Professionalism
The teacher maintains a professional demeanor, participates in professional growth opportunities, team
collaboration, and contributes to the profession.
8. Student Achievement
The work of the teacher results in acceptable, measurable individual student progress based on established
standards.
9. Spiritual
The teacher leads a separated Christian life that is exemplary in conduct and makes a vital spiritual
contribution to the life and work of the school.
10. Personal
The teacher must have regular attendance at school; must comply with all school philosophies, policies,
procedures, and rules; and must fulfill all responsibilities required by the school.

2. Adapted from Southside Christian School/ACSIEvaluation ofInstructionPlanand ProcedureTemplate
Performance Indicators:
The Teacher
 Demonstratesaccurate knowledge of subjectmatter.
 Effectively integrateskeycontentelementsandhigherlevel thinkingskillsininstruction.
 Demonstratesthe abilitytouse brain-basedteachingtechniquesandmediatedlearningexperiencestolink
past andfuture learningexperiences,othersubjectareas,andreal worldexperiencesandapplications.
 Demonstratesthe abilitytointegrateFIEexercisesintocontentareainstruction, aswell asbridge thinking
skillstoreal life problemsandsituations.
 Basesinstructionongoalsthat reflecthighexpectationsandunderstandingof the subject.
 Clearlyidentifies the bigideasandessential questions necessaryforstudentunderstandingof the content
goals.
 Demonstratesunderstandingof the intellectual,social,emotional,andphysical developmentof the age group
by choosingappropriate andrelevantlearningactivities.
Performance Rubric
Exemplary
In addition to meeting the
standard
Proficient Needs Improvement Unsatisfactory
The teacherconsistently
demonstratesextensive
knowledge of the subject
matterand continually
enrichesthe curriculum,
providesmasterylevel FIE
integrationandmediated
learningexperiences forall
students,andhasa
superiorunderstandingof
the developmentalneeds
of the students.
The teacherdemonstrates
an understandingof the
curriculum,subject
content, FIEintegration,
mediatedlearning, andthe
developmental needsof
studentsbyproviding
relevantlearning
experiences.
The teacherdemonstrates
an inconsistent
understandingof
curriculum, content, FIE
integration,mediated
learning,andstudent
developmentorlacks
fluidityof usingthe
knowledge inpractice.
The teacherbases
instructiononmaterial that
isinaccurate or out-of-date
and/orinadequately
addressesthe
developmental needsof
students. FIEintegration
and mediatedlearningis
not fluidorevidentin
instruction.
Comments:
Performance Standard 1: Knowledge of Curriculum, Subject Content, and Developmental Needs- The
teacher’s collaborative planning uses appropriate curricula, instructional strategies, and resources to address
the needs of all students. Instruction includes biblical integration as well as FIE integration across the
curriculum.

3. Adapted from Southside Christian School/ACSIEvaluation ofInstructionPlanand ProcedureTemplate
Performance Indicators:
The Teacher
 DevelopsUbDplansthatare clear,logical,sequential,andintegratedacrossthe curriculum.
 Incorporatesappropriate FIEandbiblical integrationintocurriculum
 Matches content/skillsto overall curriculumgoals,bigideas,andessential questions.
 Evaluatescurricularmaterialsforaccuracy,currency,and student interest.
 Designscoherentinstructionbaseduponknowledge of subjectmatter,student,the community,and
curriculumgoals.
 Demonstratedthe abilitytoevaluate andrefineexistingmaterialsandtocreate new materialswhen
necessary.
 Identifiesandplansforthe instructional anddevelopmental needsof all students,includingstudentswith
learningdifferences, emotional/behaviorchallenges,andhighachievers.
 Demonstratesthe abilitytoworkcollaborative withfellow teacherstodevelop learningunits.
Performance Rubric
Exemplary
In addition to meeting the
standard
Proficient Needs Improvement Unsatisfactory
The teacher’scollaborative
planningprocess
consistentlyanticipates
studentmisconceptions
and/orprior knowledgeby
employingavarietyof
instructionstrategiesand
resources.
The teacher’s
collaborative planning
uses appropriate
curricula, instructional
strategies, and resources
to address the needs of
all students. Instruction
includes biblical
integration as well as FIE
integration across the
curriculum.
The teacher’scollaborative
planningdisplayssome
inconsistentuse of
curriculastrategies,and/or
resourcestomeet
students’needs.
The teacher’scollaborative
planninginadequately
meetsthe needsof the
learnersand/orfollowsthe
adoptedcurriculum.
Comments:
Performance Standard 2: Instructional Planning- The teacher’s collaborative planning uses appropriate
curricula, instructional strategies, and resources to address the needs of all students. Instruction includes
biblical integration as well as FIE integration across the curriculum.

4. Adapted from Southside Christian School/ACSIEvaluation ofInstructionPlanand ProcedureTemplate
Performance Indicators:
The Teacher
 Modifiesinstructiontomake topicsrelevanttostudent’slivesandexperiences.
 Includesbiblical integrationinmeaningful andthought-provokingways.
 Uses materials,technology,andresourcestoprovide learningexperiencesthatchallenge,motivate,and
activelyinvolve the learner.
 Uses a varietyof appropriate teachingstrategieswhichmayinclude grouping,cooperative,peer,andproject-
basedlearning,audiovisual presentations,lecture,discussionsandinquiry,practice andapplication,
questioning, TPT’sandmediatedlearningexperiences.
 Pacesinstructionappropriatelywithadequate preview andreviewof instructional components.
 Solicitscomments,questions,examples,andothercontributionsfromstudentsthroughlessons. Allows
studentstoassume responsibilityfortheirownlearning.
 Demonstratesabilitytoengage andmaintainstudents’attentionandtorecapture or refocusattentionas
necessary.
 Instructional time ismaximizedbyefficientclassroomprocedures.
Performance Rubric
Exemplary
In addition to meeting the
standard
Proficient Needs Improvement Unsatisfactory
The teacher’s instructional
deliveryoptimizes
students’opportunity to
learnby engagingstudents
inhigherorderthinking
skillsandprocessesto
addressdivergentlearning
needs.Mostinstruction
displaysamediated
learningexperience and
biblical integration.
The teacher promotes
student learning by
addressing individual
learning differences and
by using effective brain-
based instructional
strategies. A mediated
learning experience and
biblical integration is
evident.
The teacher’sdisplayssome
inconsistentdifferentiation
and /or useslimited
instructional strategies.
Mediatedlearning
experiencesare usedonly
duringFIE lessons. Biblical
integrationisusedon
occasion,butnot in
meaningful,thought-
provingways.
The teacher’s instruction
inadequately addresses
differencesinstudents’
learningneeds. Mediated
learningexperiencesare
rarelyusedor are
ineffective. There islittle
evidence of biblical
integration acrossthe
curriculum.
Comments:
Performance Standard 3: Instructional Delivery- The teacher promotes student learning by addressing
individual learning differences and by using effective brain-based instructional strategies. A mediated
learning experience and biblical integration is evident.

5. Adapted from Southside Christian School/ACSIEvaluation ofInstructionPlanand ProcedureTemplate
Performance Indicators:
The Teacher
 Uses pre-assessment data to develop expectations for students and for documenting learning.
 Assesses student performance based on instructional goals and provides timely and specific
feedback.
 Uses a variety of formal and informal assessment strategies throughout instruction, and TPT’s are
used as formative assessment tools to plan ongoing instruction.
 Collects and maintains a record of sufficient assessment data to support accurate reporting of
student progress.
 Develops tools and guidelines that help students access, monitor, and reflect on their own work.
 Re-teaches material and/or accelerates instruction based on assessment to pace instruction
appropriately for student interest and learning.
Performance Rubric
Exemplary
In addition to meeting the
standard
Proficient Needs Improvement Unsatisfactory
The teacherusesa variety
of informal andformal
assessmentsbasedon
intendedlearning goalsto
assessstudentlearning,
and uses consistentlyuses
TPT’s as a formative
assessmenttool. The
teacherprovideswaysfor
students tomonitortheir
ownacademicprogress.
The teacher
systematically gathers,
analyzes, and uses data
to measure student
progress, guide
instruction, and provide
timely feedback.
The teacherusesa limited
selectionof assessment
strategies,inconsistently
linksassessmentto
intended learninggoals,
and/ordoesnot use
assessmenttoplan/modify
instruction.
The teacherusesan
inadequate varietyof
assessmentsources,
assessesinfrequently,does
not use baseline or
feedbackdatato make
instructional decisions,
and/ordoesnot reporton
studentprogressina timely
manner.
Comments:
Performance Standard 4: Assessment- The teacher systematically gathers, analyzes, and uses data to
measure student progress, guide instruction, and provide timely feedback.

6. Adapted from Southside Christian School/ACSIEvaluation ofInstructionPlanand ProcedureTemplate
Performance Indicators:
The Teacher
 Promotesa climate of trustand teamworkwithinthe classroom. The classroomisa safe place for studentsto
take risks.
 Respectsandpromotesthe appreciationof diversity withinthe classroomandinthe community.
 Emphasizescontinuousimprovementtowardstudentachievement.
 Createsandmaintainsa physical settingthatminimizesdisruptionandactive,multi-sensorylearningand
safety.
 Establishesandmaintainseffective classroomrulesandproceduresandeffectivelycommunicatesthemto
studentsandfamilies.
 Createsa clean, attractive, well-ordered, warm, andsupportiveclassroomenvironment.
 Exhibitsthe fruitof the Spiritinthe classroomenvironmentandrules.
Performance Rubric
Exemplary
In addition to meeting the
standard
Proficient Needs Improvement Unsatisfactory
The teacherconsistently
useseffective management
strategiessothatlearning
time ismaximizedand
disruptionsare minimized.
The teacher provides a
well-managed, safe,
Christ-centered
environment that is
academically challenging
and respectful to the
cultural heritage of
students and their
families.
The teacherinconsistently
addressesstudentbehavior
and needsrequiredfora
safe,positive socialand
academicenvironment.
The teacherinconsistently
showsrespectforthe
diversitywithinthe
classroomand/or
community.
The teacherinadequately
addressesstudent
behavior,displaysapoor
attitude withstudentsand
theirfamilies,and/or
ignoressafetystandards.
Comments:
Performance Standard 5: Learning Environment- The teacher provides a well-managed, safe, Christ-
centered environment that is academically challenging and respectful to the cultural heritage of students
and their families.

7. Adapted from Southside Christian School/ACSIEvaluation ofInstructionPlanand ProcedureTemplate
Performance Indicators:
The Teacher
 Uses precise language,correctvocabularyandgrammar,andacceptable formsof oral and writtenexpression.
 Explainsdirections,conceptsandlessoncontent tostudentsinalogical,sequential,andage-appropriate
manner.
 Clearlysharesmajorinstructional goalsandclassroomexpectationswithstudentsandfamilies.
 Initiatescommunicationandrespondstofamiliesorguardianconcerningstudentexpectations, progress,or
problemsinatimelyandconfidential manner.
 Support,promotes,andcommunicatesthe strategicplans,policies,regulations,andschool eventstostudents
and families.
 Coordinateseffortswithschool staff,otherservice providers,andthe AcademicResource Centertoreach
educational decisionsthatenhance studentlearning.
 Maintainseffective andappropriate communicationamongthe school staff, withstudents,theirfamilies,and
the community andisalwaysreadyto give a positive report aboutstudents,teachers,administrators, andthe
school board.
Performance Rubric
Exemplary
In addition to meeting the
standard
Proficient Needs Improvement Unsatisfactory
The teacherusesa variety
of communication
techniquestoinform,
network,andcollaborate
withothersto enhance
studentlearning.
Communicationisalways
positive,confidential,and
inthe bestinterestof the
student.
The teacher
communicates clearly,
effectively, and positively
with students, school
personnel, families, and
the community.
The teacherinconsistently
and ineffectively
communicateswith
students,school personnel,
families,and/orthe
community.
Communicationis
sometimesnegativeand/or
oftendoesnotmaintain
confidentiality.
The teacherinadequately
communicateswith
students,school personnel,
families,and/orthe
communitybypoorly
acknowledgingconcerns,
respondingtoinquiries,
and /or encouraging
involvementwith
stakeholders.
Communicationismostly
negative and/ordoesnot
maintainconfidentiality.
Comments:
Performance Standard 6: Communication- The teacher communicates clearly, effectively, and positively
with students, school personnel, families, and the community.

8. Adapted from Southside Christian School/ACSIEvaluation ofInstructionPlanand ProcedureTemplate
Performance Indicators:
The Teacher
 Maintainsa professionaldemeanorandbehavior(e.g.,appearance,punctuality,andattendance.)
 Respectsandmaintainsconfidentialityandassumes responsibilityforprofessional actions.
 Handlesadministrative routines,policies,andproceduresquicklyandefficiently.
 Representsthe school/communityfavorably.
 Evaluatesandidentifiesareasof personal strengthandweaknessrelatedtoprofessional skillsandtheirimpact
on studentlearningandteamcollaboration. Theysetgoalsforimprovement of skillsandprofessional
performance.
 Participatesinprofessionalgrowthactivitieswithapositive attitude(e.g.mentoring,peercoaching,and/or
supervisingpracticingteachersor interns,attendingconferences,participationinworkshops,pursingcourse
work,and/orbelongingtoprofessional organizations).
 Servesonschool committeesandsupportsschool activities.
 Maintainsappropriate teachercertificationand/orspecializedcertifications.
Performance Rubric
Exemplary
In addition to meeting the
standard
Proficient Needs Improvement Unsatisfactory
The teacheris a
professionalrole modelfor
others,engaginginahigh
level of personal,
professionalgrowth, team
collaboration, and
contributestothe
developmentof othersand
the well-beingof the
profession.
The teacher maintains a
professional demeanor,
participates in
professional growth
opportunities, team
collaboration, and
contributes to the
profession.
The teacherinconsistently
participatesinprofessional
growthactivities,team
collaborationsessions,
opportunitiestoserve the
profession,and/ordisplays
lapsesinprofessional
judgment.
The teacherinadequately
communicateswith
students,school personnel,
families,and/orthe
communitybypoorly
acknowledgingconcerns,
respondingtoinquiries,and
/or encouraging
involvementwith
stakeholders.
Communicationismostly
negative and/ordoesnot
maintainconfidentiality.
Comments:
Performance Standard 7: Professionalism- The teacher maintains a professional demeanor, participates in
professional growth opportunities, team collaboration, and contributes to the profession.

9. Adapted from Southside Christian School/ACSIEvaluation ofInstructionPlanand ProcedureTemplate
Performance Indicators:
The Teacher
 Setsmeasurable andappropriate achievementgoalsforstudentprogress basesonbigideasandessential
questions.
 Gathersand analyzesdataon studentacademicachievementthroughstandardized testresults,psychological
evaluations,andotherstudentperformancesources.
 Uses formative assessmenttoregularlymonitor studentprogressandmodifiesinstructionasneeded.
 Providesevidencethatachievementgoalshave beenmet.
 Communicates/collaborateswithcolleaguesinordertoimprove studentperformance.
 Keepsstudents,parent,andadministrationadequatelyinformed of deficienciesandgivessufficientnotice of
studentfailure.
Performance Rubric
Exemplary
In addition to meeting the
standard
Proficient Needs Improvement Unsatisfactory
The teacherattainsa high
level of student
achievementwithall
populationsof learners.
The work of the teacher
results in acceptable,
measurable individual
student progress based
on established
standards.
The work of the teacher
resultsinstudentgrowth
but doesnotmeetthe
establishedstandard
and/oris notachievedwith
all populationstaughtby
the teacher.
The work of the teacher
doesnotachieve
acceptable studentgrowth.
Comments:
Performance Standard 8: Student Achievement- The work of the teacher results in acceptable, measurable
individual student progress based on established standards.

10. Adapted from Southside Christian School/ACSIEvaluation ofInstructionPlanand ProcedureTemplate
Performance Indicators:
The Teacher
 Professesapersonal faithinJesusChristasSaviorandLord.
 Maintainsan unquestionable Christiantestimonyinthe community.
 Affirms, withoutanymental reservation,Hope Academy’sStatementof Faithinitsentirety.
 Remainsinactive fellowshipwithanevangelical churchof like faithandpractice withHope Academy’s
Statementof Faith.
 Has a convictionconcerningthe necessityof Christianeducationdemonstratingsuchbyenrollingqualified
childreninyourfamilyatHope Academy.
 Is a role model inspeech,actionsandattitude,withaconsistentwalkwithJesusChrist.
 Exhibitsaclose walkwiththe Lord bybible reading,rayer, personalholinessandparticipationinpersonal
devotions.
 FollowMatthew18 principle indealingwithstudents,parents,andstaff.
 Showssupportforthe role of parentsas primarilyresponsible before Godfortheirchildren’seducationand
assiststheminthe task.
 Encouragesstudentstoaccept God’sgive of salvationandto grow in theirfaith.
 Emphasizestostudentsthe realityof theirself-worthinChrist.
 Knowa definite call fromGodtoserve at Hope Academyandthe Cityof Lancaster community.
Performance Rubric
Exemplary
In addition to meeting the
standard
Proficient Needs Improvement Unsatisfactory
The teacherattainsa high
level spiritual maturityand
exemplarilyChristian
character and isactively
growinginChristand
discipliningothers.
The teacher attains
spiritual maturity and
Christian character and
is actively growing in
Christ.
The teacherhas a minimum
level orspiritual maturity
and/orChristiancharacter
and isstrugglingtogrow in
theirwalkwithChrist.
The teacherhas
questionable spiritual
maturityand/orChristian
character and isnot
currentlygrowinginChrist.
Comments:
Performance Standard 9: Spiritual- The teacher leads a separated Christian life that is exemplary in
conduct and makes a vital spiritual contribution to the life and work of the school.

11. Adapted from Southside Christian School/ACSIEvaluation ofInstructionPlanand ProcedureTemplate
Performance Indicators:
The Teacher
 Cooperateswiththe school administration.
 Acceptsa sharedresponsibilityforextra-curricularactivitiesasassignedwithapositive attitude.
 Demonstratesthe characterqualitiesof enthusiasm, courtesy,flexibility,integrity,gratitude,kindness,self-
control,perseverance,andpunctuality.
 Meetseverydaystresswithemotional stability,objectivity,andoptimism.
 Submitsrespectfullyandisloyal toauthority.
 Recognizes the needforgodpublicrelations. Representsthe school inafavorable andprofessional mannerto
the constituencyandthe community.
 Maintainsan excellentattendance record.
 Performs extradutiescheerfullyandefficiently.
 Complieswithschool philosophies,policies,procedures,andrules.
Performance Rubric
Exemplary
In addition to meeting the
standard
Proficient Needs Improvement Unsatisfactory
The teachermaintainsan
excellentattendance
record andcheerfullygoes
beyondwhatisrequiredby
philosophies,policies,
procedures,rules,and
extraresponsibilitiesset
forthby the school.
The teacher maintains
and excellent attendance
record and cheerfully
complies to the
philosophies, policies,
procedures, rules, and
extra responsibilities set
forth by the school.
The teacherhas many
absencesordoesnot fully
complywiththe
philosophies,policies,
procedures,rules,and
extraresponsibilitiesset
forthby the school.
The teacherhas excessive
absencesandfailsto
complywiththe
philosophies,policies,
procedures,rules,and
extraresponsibilitiesset
forthby the school.
Comments:
Performance Standard 10: Personal- The teacher must have regular attendance at school; must comply
with all school philosophies, policies, procedures, and rules; and must fulfill all responsibilities required by
the school.