Teacher+Assessment+Introducation

Introduction
IST aspires to provide an outstanding international education. We value and respect cultural diversity and embrace the people and natural environment of Tanzania. Within this safe, secure and caring community students reach their full potential as citizens of the world. ||  The IST Secondary School Teacher Assessment Process is grounded in three non-negotiables which are as follows: 
 * IST Vision
 * 1) Members of secondary school faculty and administration are a professional learning community committed to realizing the IST vision (IB Learner Profile) and to focusing on and ensuring the continuous improvement of STUDENT LEARNING.
 * 2) To ensure the continuous improvement of student learning, our professional learning community will focus on best practice in the following areas: Curriculum/programme design; Assessment; Instruction; Learning Environment.
 * 3) Professional learning communities view collaboration as absolutely essential to the continuous improvement of student learning.

Overview
 The IST Teacher Assessment Process is designed to help professionals to actively engage in the continuous improvement of teaching and learning. The foundation of this process is the IST Teacher Standards that address the eight areas listed below. A. Knowledge of Subject B. Effective Use of a Variety of Teaching Methods C. Assessment D. Classroom Management and Organisational Skills E. Multicultural Awareness and Appreciation F. Effective Communication G. Working Effectively with Colleagues H. Contributions to the Wider Life of the School

These standards describe teacher cognition and behaviors that enhance student learning.

IST will use this process to 
 * focus on a teacher’s role in relation to student learning and achievement;
 * recognize and commend good teaching practice;
 * identify areas for improvement and strategies for achieving improvement;
 * provide reflection through professional dialogue;
 * build a relationship of professional trust that encourages people’s ability to think critically about their professional performance;
 * provide opportunities to collect evidence related to teaching and learning;
 * enhance professional growth.
 * ensure continuous improvement of teaching and learning.
 * provide feedback on professional issues.
 * focus on school improvement initiatives.
 * provide a structured process for a teacher who may benefit from more support;
 * provide information to assist in personnel decisions.

Procedure
 All teachers will be placed on one of the four tracks listed below:  All teachers new to IST will be placed on Track A and will be required to undergo a summative evaluation process.
 * **Track A** || First Year (at IST) Teachers: Summative Evaluation ||
 * **Track B** || Returning IST Teachers: Summative Evaluation ||
 * **Track C** || Professional Growth Plan ||
 * **Track D** || Professional Support Plan with Administrator ||

Returning teachers at IST will be placed on Track B once over a three-year cycle. Teachers placed on Track B will be required to participate in a summative evaluation process. This means that approximately one-third of all teachers at IST will be placed on Track A and B per year. A veteran teacher may request to be placed on Track B.

Remaining veteran faculty will be placed on Track C and will be required to develop and implement a professional growth plan (goal setting).

A teacher who has been identified by the principal as not meeting a standard(s) and requiring extra support will be placed on Track D.