Guiding Questions: Does the teacher have clear, posted standards of conduct that are referred to regularly? Does the teacher foster positive relationships and address concerning behavior appropriately? Is teacher aware of student conduct? Does the teacher reinforce positive behavior? Standard Descriptors: Unsatisfactory Basic Proficient Exemplary There appear to be no established standards of conduct and little or no teacher monitoring of student behavior. Students challenge the standards of conduct. Response to students’ misbehavior is repressive or disrespectful of student dignity. Standards of conduct appear to have been established, but their implementation is inconsistent. Teacher with uneven results, to monitor student behavior and respond to student misbehavior. There is inconsistent implementation of the standards of conduct. Student behavior is generally appropriate. The teacher monitors student behavior against established standards of conduct. Teacher response to student misbehavior is consistent, proportionate, respectful to students, and effective. Student behavior is entirely appropriate. Students take an active role in monitoring their own behavior and that of other students against standards of conduct. Teachers’ monitoring of student behavior is subtle and preventive. Teacher’s response to student misbehavior is sensitive to individual student needs and respects students’ dignity. Possible evidence / Critical attributes to look for: Unsatisfactory Proficient Exemplary The classroom environment is chaotic, with no apparent standards of conduct. The teacher does not monitor student behavior. Some students violate classroom rules, without apparent teacher awareness. When the teacher notices student misbehavior, s/he appears helpless to do anything about it. Teacher attempts to maintain in the classroom but with uneven success; standards of conduct, if they exist, are not evident. Teacher attempts to keep of student behavior, but with no apparent system. The teacher’s response to student misbehavior is inconsistent, at times very harsh, other times lenient. Standards of conduct appear to have been established. Student behavior is generally appropriate. The teacher frequently monitors student behavior. Teacher’s response to student misbehavior is effective. Teacher acknowledges good behavior. In addition to the characteristics of “proficient”: Student behavior is entirely appropriate; there no evidence of student misbehavior. The teacher monitors student behavior without speaking – just moving about. Students respectfully intervene as appropriate with classmates to ensure compliance with standards of conduct. Standard 2e: Organizing Physical Space Guiding Questions:
Unsatisfactory Basic Proficient Exemplary Few students are intellectually engaged in the lesson. Learning tasks require only recall or have a single correct response or method. The materials used ask students to perform only rote tasks. Only one type of instructional group is used (whole group, small groups) when variety would better serve the instructional purpose. Instructional materials used are unsuitable to the lesson and/or the students. The lesson drags or is rushed. Some students are intellectually engaged in the lesson. Learning tasks are a mix of those requiring thinking and recall. Students are in part passively engaged with the content, learning primarily or procedures. Students have no choice in how they complete tasks. The teacher uses different instructional groupings; these are partially successful in achieving the lesson objectives. The materials and resources are partially aligned to the lesson objectives and only in some cases demand student thinking. The pacing of the lesson is in parts, but rushed or dragging in others. Most students are intellectually engaged in the lesson. Learning tasks have multiple correct responses or approaches and/or demand higher-order thinking. Students have some choice in how they complete learning tasks. is a mix of different types of groupings, suitable to the lesson objectives. Materials and resources support the learning goals and require intellectual engagement, as appropriate. The pacing of the lesson provides students the time needed to be intellectually engaged. In addition to the characteristics of “proficient”: Virtually all students are highly engaged in the lesson. Students take initiative to modify a learning task to make it more meaningful or relevant to their needs. Students suggest modifications to the grouping patterns used. Students have extensive choice in how they complete tasks. Students suggest modifications or additions to the materials being used. Students have an opportunity for both reflection and closure the lesson to consolidate their understanding. Standard 3d: Using Assessment in Instruction Guiding Questions: Does the teacher pay close attention to evidence of student understanding?
Possible evidence / Critical attributes to look for: Unsatisfactory Basic Proficient Exemplary The teacher gives no indication of what high-quality work looks like. The teacher makes no effort to determine whether students understand the lesson. Feedback is only global. The teacher does not ask students to evaluate their own or classmates’ work. There is little evidence that the students understand how their work will be evaluated. Teacher monitors understanding through a single method, or without eliciting evidence of understanding from all students. Teacher requests global indications of student understanding. Feedback to students is not uniformly specific and not oriented towards future improvement of work. The teacher only minor attempts to engage students in or peer assessment. Students indicate that they clearly understand the characteristics of high-quality work. The teacher elicits evidence of student understanding during the lesson. Students are invited to assess their own work and make improvements. Feedback includes specific and timely guidance, at least for groups of students. The teacher attempts to engage students in self-assessment or peer assessment. In addition to the characteristics of “proficient”: is evidence that students have helped establish the evaluation criteria. Teacher monitoring of student understanding is sophisticated and continuous: the teacher is constantly “taking the pulse” of the class. Teacher frequent use of strategies to elicit information about individual student understanding. Feedback to students is specific and timely, and is provided from many sources including students. Students monitor their own understanding, either on their own initiative or as a result of tasks set by the teacher. Standard 3e: Demonstrating Flexibility and Responsiveness Guiding Questions: Does the teacher incorporate student interests and events of the day into a lesson? Does the teacher make adjustments in the face of students’ lack of understanding?
Does the teacher cite adjustments to practice, drawing on a repertoire of strategies? Standard Descriptors: Unsatisfactory Basic Proficient Exemplary Teacher does not know whether a lesson was effective or achieved its instructional outcomes, or he/she profoundly misjudges the success of a lesson. Teacher has no suggestions for how a lesson could be improved. Teacher has a generally accurate impression of a lesson’s effective-ness and the extent to instructional outcomes were met. Teacher makes general suggestions about how a lesson could be improved. Teacher an accurate assessment of a lesson’s effective-ness and the extent to which it achieved its instructional outcomes and can cite general references to support the judgment. Teacher makes a few specific suggestions of what could be tried another time the lesson is taught. Teacher makes a thoughtful and accurate assessment of a lesson’s effectiveness and the extent to which it achieved its instructional outcomes, citing many specific examples from the lesson and weighing the relative strengths of each. Drawing on an extensive repertoire of skills, teacher offers specific alternative actions, complete with the probable success of different courses of action. Possible evidence / Critical attributes to look for: Unsatisfactory Proficient Exemplary The teacher considers the lesson but draws incorrect conclusions about its effectiveness. The teacher makes no suggestions for improvement. The teacher has a general sense of whether or not instructional practices were effective. The teacher offers general modifications for future instruction. The teacher accurately assesses the effectiveness of instructional activities used. The teacher identifies specific ways in which a lesson might be improved. In addition to the characteristics of “proficient”: Teacher’s assessment of the lesson is thoughtful and includes specific indicators of effectiveness. Teacher’s suggestions for improvement draw on an extensive repertoire. Standard 4b: Maintaining Accurate Records Guiding Questions:
Guiding Questions: Does the teacher send home frequent and culturally appropriate information regarding the instructional program and student progress? Does the teacher maintain two-way communication between the teacher and families? Does the teacher create opportunities for families to engage in the learning process? Standard Descriptors: Unsatisfactory Proficient Exemplary Teacher communication with families—about the instructional program, about individual students—is sporadic or culturally inappropriate. Teacher no attempt to engage families in the instructional program. Teacher makes sporadic attempts to communicate with families about the instructional program and about the progress of individual students but does not attempt to engage families in the instructional program. Communications are one-way and not always appropriate to the cultural norms of those families. Teacher communicates frequently with families about the instructional program and conveys information about individual student progress. Teacher some attempts to engage families in the instructional program. Information to families is conveyed in a culturally appropriate manner. Teacher’s communication with families is frequent and sensitive to cultural traditions, with students contributing to the communication. Response to family concerns is handled with professional and cultural sensitivity. Teacher’s efforts to engage families in the instructional program are frequent and successful. Possible evidence / Critical attributes to look for: Unsatisfactory Basic Proficient Exemplary Little or no information regarding the instructional program is available to parents. Families are unaware of their children’s progress. Family engagement activities are lacking. Communication is culturally inappropriate. School or district-created materials the instructional program are sent home. Infrequent or incomplete information is sent home by teachers about the instructional program. Teacher maintains school-required grade book but does little else to inform families about student progress. Teacher communications are sometimes inappropriate to families’ cultural norms. Information about the instructional program is available on a regular basis. The teacher sends information about student progress home on a regular basis. Teacher develops activities designed to successfully engage families in their children’s learning, as appropriate. In addition to the characteristics of “proficient”: On a regular basis, students develop materials to inform their families about the instructional program. Students maintain accurate records about their individual learning progress and frequently share this information with families. Students contribute to regular and ongoing projects designed to engage families in the learning process. Standard 4d: Participating in a Professional Community Guiding Questions: Does the teacher regularly participate with colleagues to share and plan for student success?
Does the teacher participate in learning networks with colleagues; regular sharing of feedback? Does the teacher attempt to stay apprised of current strategies or initiatives to enhance professional practice? (attend courses, workshops, academic reading, professional organizations, etc.) Standard Descriptors: Unsatisfactory Basic Proficient Exemplary Teacher engages in no professional development activities to enhance knowledge or skill. Teacher resists feedback on teaching performance from either supervisors or more experienced colleagues. Teacher makes no effort to share knowledge with others or to assume professional responsibilities. Teacher participates in professional activities to a limited extent when they are convenient. Teacher accepts, with some reluctance, feedback on teaching performance from both supervisors and colleagues. Teacher finds limited ways to contribute to the profession. Teacher seeks out opportunities for professional development to enhance content knowledge and pedagogical skill. Teacher welcomes feedback from colleagues—either when made by supervisors or when opportunities through professional collaboration. Teacher participates actively in assisting educators. Teacher seeks out opportunities for professional development and makes a systematic effort to conduct action research. Teacher seeks out feedback on teaching from both supervisors and colleagues. Teacher initiates important activities to contribute to the profession. Possible evidence / Critical attributes to look for: Unsatisfactory Basic Proficient Exemplary The teacher is not involved in any activity that might enhance knowledge or skill. The teacher purposefully resists discussing performance with supervisors or colleagues. The teacher ignores invitations to join professional organizations or attend conferences. The teacher participates in professional activities when they are required or when provided by the school district. The teacher reluctantly accepts feedback from supervisors and colleagues. The teacher contributes in a limited fashion to educational professional organizations. The teacher regular opportunities for continued professional development. The teacher welcomes colleagues and supervisors into the classroom for the purpose of gaining insight from their feedback. The teacher actively participates in professional organizations designed to contribute to the profession. In addition to the characteristics of “proficient”: The teacher regular opportunities for continued professional development, including initiating action research. The teacher actively seeks feedback from supervisors and colleagues. The teacher takes an active leadership role in professional organizations in order to contribute to the teaching profession. Standard 4f: Showing Professionalism Guiding Questions: Does the teacher have a reputation as someone who can be trusted? Does the teacher frequently remind participants during committee or planning work that students are the highest priority? Does the teacher support students, even in the face of difficult situations or conflicting policies? Does the teacher challenge existing practice in order to put students first?