Name: School: Assignment: Year: 1 2 Summative Domain I – PLANNING AND PREPARATION (PP) PP Element 1: The teacher demonstrates knowledge of course content and common core standards and considers prerequisite knowledge necessary for successful student learning. Unsatisfactory Beginning Developing Proficient Exemplary Teacher plans demonstrate little or no connections among Core Content, KY Program of Studies, and/or other standards-based curricula. Teacher planning attempts to make connections to Core Content, KY Program of Studies, and/or other curricula. Teacher planning frequently reflects connections to Core Content, KY Program of Studies, and/or other curricula. Teacher planning consistently reflects connections to Core Content, KY Program of Studies, and/or other standards-based curricula. Connections provide opportunity for students to deepen their knowledge of core concepts. Teacher planning consistently reflects connections to Core Content, KY Program of Studies, and/or other standards-based curricula. Connections are extensive and provide opportunity for students to significantly deepen their knowledge of core concepts. Teacher plans demonstrate little or no alignment between content to be taught and appropriate DOK (Depth of Knowledge) level. Teacher planning attempts to align course content to appropriate DOK levels. Teacher planning frequently aligns course content to appropriate DOK levels. Teacher planning consistently aligns course content to appropriate DOK levels and frequently challenges students to higher levels of DOK. Teacher planning consistently aligns course content to appropriate DOK levels and consistently challenges students to higher levels of DOK as appropriate. Teacher plans demonstrate little or no connection between new learning and prerequisite skills. Teacher planning attempts to connect new learning to prerequisite skills. Teacher planning frequently connects new learning to prerequisite skills. Teacher planning consistently connects new learning to prerequisite skills. Teacher planning consistently connects new learning to prerequisite skills. Content connections are extensive and provide opportunity for students to significantly deepen their knowledge of core concepts. Domain I Comments/Evidence (Teacher and Administrator): Summative Teacher Evaluation Comments/Recommendations: based
Domain II – LEARNING ENVIRONMENT (LE) - Quality Instruction Rubric – Draft The teacher develops a rich learning culture as evidenced by clearly-articulated high expectations for all students to achieve rigorous academic goals and standards. Unsatisfactory Beginning Developing Proficient Exemplary Teacher demonstrates little or no communication of the expectation that all students can achieve the goals and standards of the lesson. Teacher attempts to communicate the expectation that all students will achieve the goals and standards of the lesson. The teacher frequently communicates the expectation that all students will achieve the goals and standards of the lesson. The teacher consistently communicates the expectation that all students will achieve the goals and standards of the lesson and uses a variety of strategies encourage student effort and mastery. The teacher consistently communicates the expectation that all students will achieve the goals and standards of the lesson and uses a variety of strategies to encourage effort and mastery from most students. Teacher demonstrates little or no capacity to establish high academic expectations for all students. Teacher attempts to establish and maintain high expectations for all students. Teacher frequently establishes and maintains high expectations for all students. Teacher consistently establishes and maintains high expectations for all students. Teacher consistently establishes and expands high expectations for all students (Differentiation, modeling, scaffolding). Teacher demonstrates little or no capacity to establish a trusting environment that fosters risk-taking among students. Teacher attempts to establish a trusting learning environment that fosters risk- taking among students. Teacher frequently establishes a trusting environment that fosters risk-taking among students. Teacher consistently establishes a trusting environment that fosters risk -taking for all students and encourages independent thinking. Teacher consistently establishes a trusting environment that encourages risk-taking, independent thinking and learning that reaches beyond the classroom. Teacher demonstrates little or no capacity to encourage students to ask questions, think independently or take risks. Teacher attempts to encourage students to ask questions, think independently or to take risks. Teacher frequently encourages students to ask questions, take risks and assume responsibility for their learning. Teacher consistently encourages students to ask questions, take risks, think independently and assume responsibility for their own learning. Teacher consistently encourages students to ask questions, take risks, think independently and assume responsibility for their own learning. Teacher’s classroom serves as a model for mutual trust and collaboration. Domain II Comments/Evidence (Teacher and Administrator): Summative Teacher Evaluation Comments/Recommendations: