For the past 20 years, when a Buffalo teacher got a negative evaluation, a piece of paper went into the teacher's file documenting the problems.

In many cases, nothing much was done beyond that to help the teacher improve.

That is going to change in September, officials from the teachers union and the Buffalo Public Schools say.

After working together three years to come up with a new method for evaluating teachers, the two groups have developed a more thorough annual evaluation process that requires principals to provide supports for struggling teachers.

"We changed the orientation of evaluation from one of 'I've gotcha' to one of 'What can I do to help you become a better teacher?'" said Philip Rumore, president of the Buffalo Teachers Federation. "Before, all they'd do is evaluate you, tell you what's wrong with you and send you on your way."

The last time the system developed an evaluation form was in 1986.

The result was a one-page checklist of qualities. Teacher were marked satisfactory or unsatisfactory on 22 factors, including knowledge of subject matter, and choice and use of teaching materials. Also on the list were "personal qualifications," such as quality and modulation of speech, and poise and manner.

That evaluation form "didn't really get to the heart of teaching," said Mark W. Frazier, lead community superintendent. The new one, he said, does.

"It is not just pointing out deficiencies," he said. "It is forcing the administrator to provide support and resources to that teacher for improvement. It's a really good thing." Four pages of the new evaluation form are set up to rate teachers exemplary, satisfactory or unsatisfactory on eight criteria established by the state Education Department, including preparation, instructional delivery, and student assessment. There is room for extensive comments from the principal.

Teachers who get a negative evaluation are given a teacher improvement plan, with specific strategies outlined, along with a timeline for documenting progress in problem areas. Both the teacher and the principal have to sign off on the plan.

Deputy Superintendent Folasade Oladele noted that the new evaluation form is accompanied by a four-page glossary that the administration and the union developed, establishing a common definition of everything from "assessment" to "written communication," so there is no room for confusion.

The new form is much stronger, she said.

"It gives us a tool for giving us a more objective way to look at what's actually going on in classrooms," she said.

School administrators, union officials and Board of Education members hailed the new evaluation form as a success and said they hope it will become a model for other school districts.

"It's really important we be able to help teachers see what they need to be doing," Oladele said. "Too often we are criticizing individuals in education without giving them the supports they need to do a better job."

mpasciak@buffnews.comnull