COMPONENT 1F: DESIGNING STUDENT ASSESSMENTS Component Unsatisfactory Needs Improvement Proficient Excellent 1f: Congruence with instructional goals Assessment procedures are not congruent with instructional goals. Some of the instructional are assessed through the proposed approach. All the instructional goals are assessed through the approach to assessment. Proposed approach to assessment is fully aligned with the instructional goals in content and process as well as state standards. Evidence 1f: Design of assessments and planning Teacher has no plans to incorporate assessments in the lesson or unit. Teacher uses some assessment results to plan for future instruction for the class. Teacher has a well-developed strategy for assessments in future instruction for groups of students. Approach to using assessments is well designed and includes student as well as teacher use of the assessment information. Teacher plans to use assessment results to plan future instruction for individual students Evidence: Domain 1 Rating: _____U _____NI _____P _____E Domain 2: The Classroom Environment COMPONENT 2A: Creating an Environment of Respect and Rapport Component Unsatisfactory Needs Improvement Proficient Excellent 2a: Teacher interaction with students. Teacher interaction with at some students is negative, demeaning, sarcastic, or inappropriate to the age or culture of the students. Students exhibit disrespect for the teacher. Teacher-student interactions are generally appropriate but may reflect occasional inconsistencies, favoritism, or disregard for students’ cultures. Students, exhibit only minimal respect for the teacher. Teacher-student interactions are friendly and demonstrate general caring and respect. Such interactions are appropriate to the age and cultures of the students. Students exhibit respect for the teacher. Teacher interactions with students reflect genuine respect and caring for individuals as well as groups of students. Students appear to trust the teacher with sensitive information Evidence:
2d: Expectations. No standards of conduct appear to have been established, or students are confused as to what the standards are. Standards of conduct appear to have been established, and most students seem to understand them. Standards of conduct are clear to all students. Standards of conduct are clear to all students and appear to have been developed with student participation. Evidence: 2d: Monitoring of student behavior Student behavior is not monitored, and teacher is unaware of what the students are doing. Teacher is generally aware of student behavior but may miss the activities of some students. Teacher is alert to student behavior at all times. Monitoring by teacher is subtle and preventive. Students monitor their own and they peers’ behavior, correcting one another respectfully. Evidence: 2d: Response to student misbehavior Teacher does not respond to misbehavior, or the response is inconsistent, is overly repressive, or does not respect the student’s dignity. Teacher attempts to respond to student misbehavior but with uneven results, or are no major infractions of the rules. Teacher response to misbehavior is appropriate and successful and respects the student’s dignity, or student behavior is generally appropriate. Teacher response to misbehavior is highly effective and sensitive to students’ individual needs, or student behavior is entirely appropriate. Evidence: COMPONENT 2E: ORGANIZING PHYSICAL SPACE Component Unsatisfactory Improvement Proficient Excellent 2e: Safety and accessibility. The classroom is unsafe, or learning is not accessible to some students. The classroom is safe, and at least essential learning is accessible to most students. The classroom is safe, and learning is equally accessible to all students. The classroom is safe, and students themselves ensure that all learning is equally accessible to all students. Evidence: 2e: Arrangement of furniture and use of physical resources The furniture arrangement hinders the learning activities, or the teacher makes poor use of physical resources Teacher uses physical resources adequately. The furniture may be adjusted for a lesson, but with limited effectiveness. Teacher uses physical resources skillfully, and the furniture arrangement is a resource for learning activities. Both teacher and students use physical resources easily and skillfully, and students adjust the furniture to advance their learning. Evidence: Domain 2 Rating: _____U _____NI _____P _____E