PROFESSIONAL TEACHER STANDARDS ASSESSMENT FORM (Form G) Educator: School / Assignment: Evaluator: Date: STANDARD 1: PLANNING A teacher will plan based upon knowledge of subject matter, students, the community, and curriculum goals. Indicator Not Applicable LEVEL OF PERFORMANCE Observation Notes Ineffective Emerging Effective Highly Effective 1 2 3 4 1.1 Demonstrates subject area competency in the content area(s) assigned. The teacher displays little or no understanding of the content area being taught The teacher displays a basic or limited understanding of the content area being taught The teacher displays extensive understanding of the content area being taught, is able to relate to the scaffolding of the content The teacher displays extensive knowledge of the important concepts, is able to relate to the scaffolding of goals, and interrelationship of the content to other disciplines 1.2 Assesses individual and group performance in order to design instruction that meets learners’ current needs in each domain (cognitive, social, emotional, moral, and physical). The teacher uses available assessments and does not use assessment results to plan future instruction The teacher utilizes some appropriate assessments to evaluate group needs to design instruction for the group as a whole The teacher has assessments designed for individual and groups of students and uses results to plan for future instruction The teacher has designed formative and summative assessments to evaluate the learners’ individual needs along with group performance, and designs instruction accordingly 1.3 Selects, creates, and evaluates relevant learning experiences to include long and short term goals to address curriculum standards. The teacher rarely selects learning activities that are relevant to short and long term instructional goals The teacher generally selects learning activities that are relevant to short term instructional goals to address curriculum standards The teacher frequently selects and creates learning activities that are relevant to short and long term instructional goals to address curriculum standards The teacher actively selects, creates, and evaluates learning activities that are rigorous, highly engaging, relevant to the long and short term goals addressing the curriculum standards
2.1 Demonstrates core content knowledge to effectively maximize student learning outcomes. The teacher makes content errors and does not correct content errors students make to maximize student learning The teacher demonstrates basic content knowledge and makes corrections of student errors to address student learning The teacher displays solid content knowledge, appropriately addresses student errors, and makes relevant connections to effectively maximize student learning The teacher displays extensive content knowledge, effectively addresses student errors, and engages the students in the learning process to master learning outcomes 2.2 Selects alternative teaching strategies, materials, and technology to develop students’ higher-order thinking skills and creativity, achieve multiple instructional purposes, and to meet the diverse needs of students. The teacher does not select or design activities using strategies, materials and technology to meet the diverse needs of students The teacher selects activities using strategies, materials and technology, and differentiates learning to meet the diverse needs of students The teacher consistently selects activities using strategies, materials and technology to achieve multiple instructional purposes, to engage students in high level cognitive processes, and to differentiate learning to develop skills and creativity The teacher actively selects and designs activities using strategies, materials and technology to achieve multiple instructional purposes, to engage students in high level cognitive processes, and to differentiate learning to develop skills and creativity 2.3 Engages students in active learning that promotes critical thinking, problem solving, and competence. The teacher does not create an environment that engages students in learning. The teacher attempts to engage students in active learning that promotes competency in the content area. The teacher effectively engages students in active learning that promotes critical thinking, problem solving, and competency in the content area. The teacher successfully creates a student-centered classroom and engages students in active learning by promoting critical thinking, problem solving, and competency in the content area. 2.4 Understands and applies the social, ethical, legal, and human issues surrounding the use of technology and other resources. The teacher cannot identify legal or ethical issues related to technology use in the classroom, does not monitor student use of technology, or teach responsible The teacher understands acceptable use policies related to use of technology and other resources in the classroom. The teacher understands acceptable use policies related to use of technology in the classroom, monitors student use of technology and other resources The teacher fully understands issues in the use of technology and other resources, actively monitors student use of technology, and teaches responsible use of technology and
use of technology in the classroom resources 2.5 Creates interdisciplinary learning experiences that encourage students to integrate knowledge, skills, and methods of inquiry across content areas. The teacher does not create interdisciplinary learning experiences to encourage students to integrate knowledge across content areas The teacher attempts to create an interdisciplinary learning experience, when appropriate The teacher creates interdisciplinary learning experiences, when appropriate The teacher effectively creates interdisciplinary learning experiences, when appropriate 2.6 Connects instruction to students’ prior experiences with family, culture, community, and real-world applications. The teacher does not connect instruction to students’ prior experiences with family, culture, community, and/or real-world applications The teacher connects instruction to some students’ prior experiences with family, culture, community, and/or real-world applications The teacher connects instruction to students’ prior experiences with family, culture, community, and/or real-world applications The teacher effectively connects instruction to students’ prior experiences with family, culture, community, and/or real-world applications 2.7 Models effective communication strategies in conveying ideas and clarifying information (e.g., monitoring the effects of messages, restating ideas and drawing connections, using visual, aural, and kinesthetic cues, being sensitive to non-verbal cues given and received). The teacher does not model effective communication strategies, gives ineffective or conflicting messages to students, does not clarify information The teacher sometimes models effective communication strategies (verbal, written nonverbal, listening) to convey ideas The teacher models effective communication strategies (verbal, written nonverbal, listening) to convey and clarify information The teacher successfully models effective communication strategies (verbal, written nonverbal, listening) to convey and clarify information and encourages student practice of strategies
2.8 Uses a variety of assessment techniques to enhance knowledge of learners, evaluate student progress and performance, and modify teaching and learning strategies (e.g., observation, student portfolios, and assessments, rubrics, educator-made tests, performance tasks, projects, peer assessment, and standardized tests). The teacher utilizes a single form of assessment to evaluate student performance The teacher utilizes a limited number of assessments to evaluate student progress and performance The teacher utilizes a variety of assessments to enhance knowledge of learners, evaluate student progress and performance, and modify teaching and learning strategies The teacher creates and utilizes a variety of assessments, including formative, summative, and performance assessments, to enhance knowledge of learners, to evaluate student progress and performance, and to modify teaching and learning strategies 2.9 Maintains complete records of student work and performance and communicates student progress responsibly to students, parents/guardians, and colleagues. The teacher maintains incomplete records of student work and performance and does not communicates student progress to students, parents/ guardians, and colleagues The teacher maintains complete records of student work and performance and attempts to communicate student progress to students, parents/ guardians, and colleagues The teacher efficiently maintains complete records of student work and performance and effectively communicates student progress to students, parents/ guardians, and colleagues The teacher efficiently maintains complete records of student work and performance and effectively communicates student progress to students, parents/ guardians, and colleagues; and responds to parent concerns with sensitivity, immediacy, and professionalism 2.10 Communicates and interacts with students and is responsive to student needs. The teacher is ineffective in communication skills and/or is not responsive to student needs The teacher communicates and interacts appropriately with students but may not respond to student needs The teacher communicates with students, interacts appropriately with students in the classroom, and is responsive to student needs The teacher effectively communicates with students, interacts appropriately with students in the classroom, is highly responsive to student needs and assists when possible
STANDARD 3: MANAGEMENT A teacher will organize learning environments and maintain appropriate student behavior. Indicator Not Applicable LEVEL OF PERFORMANCE Observation Notes Ineffective Emerging Effective Highly Effective 1 2 3 4 3.1 Demonstrates constructive use of time, space, resources, and activities for instruction. The teacher does not use time, space, resources and activities to enhance instruction and may create situation which may interfere with the learning experience The teacher has an understanding of and attempts to demonstrate constructive use of time, space, resources, and activities with limited success The teacher demonstrates constructive use of time in order to have a full schedule of learning experiences; of space in the classroom in order to provide visibility and ease of movements; of resources to provide the students with a productive learning experience; and, of activities that enhance instruction The teacher effectively demonstrates constructive use of time in order to have a full schedule of learning experiences; of space in the classroom in order to provide visibility and ease of movements; of resources to provide the students with a rigorous and productive learning experience; and, of activities that enhance instruction 3.2 Creates a positive environment that encourages active student participation. The teacher is unable to create a physically safe or emotionally positive learning environment that promotes student learning The teacher creates a physically safe learning environment that promotes some student participation The teacher creates a physically safe and emotionally positive learning environment that encourages active student interaction and participation The teacher creates a physically safe and emotionally positive learning environment that encourages and supports active and positive student interaction, participation, and collaboration. 3.3 Engages students in meaningful learning activities. The teacher provides basic learning activities that do not engage students. The teacher generally engages students in learning activities. The teacher engages students in meaningful learning activities The teacher designs meaningful, engaging learning activities which set high expectations for student achievement and student behavior
3.4 Manages resources within the context of learning activities using current research and technology. The teacher does not review or use best practices or technology to the detriment of student learning and loss of instructional time The teacher uses some research and/or technology in instruction and students are mostly on-task The teacher uses current research, best practices, and/or technology and manages resources to encourage participation of students in the learning activities The teacher efficiently uses current research, best practices, and/or technology to enhance student learning experiences, to use time wisely, and to encourage student collaboration through active participation STANDARD 4: REFLECTION AND PROFESSIONAL DEVELOPMENT A teacher will enhance their capacity to improve student achievement through reflective practices and participation in professional development. Indicator Not Applicable LEVEL OF PERFORMANCE Observation Notes Ineffective Emerging Effective Highly Effective 1 2 3 4 4.1 Uses classroom observation, pertinent information about students, and research as sources for evaluating the outcomes of teaching and learning and as a basis for reflection and revision. The teacher is unable to identify the lesson’s effectiveness, the instructional outcomes, or profoundly misjudges the effectiveness of the lessons. Research and reflection are not utilized to improve lessons. The teacher has a generally accurate impression of a lesson’s effectiveness and the extent to which instructional outcomes were met. Improvements are sought and considered. The teacher has an accurate assessment of the lesson’s effectiveness, is able to cite data or references to support reflection, and is able to make specific suggestions for improvements. The teacher makes an accurate assessment of the effectiveness of the lesson and frequently uses observation and data to assess professional performance. When needed the teacher will make revisions based on reflection and best practices. 4.2 Networks with professionals and uses professional literature and other resources for The teacher resists feedback on teaching performance from either supervisors or more experienced colleagues, does no research or reading of professional literature through professional The teacher accepts feedback on teaching performance from both supervisors and colleagues, does minimal research or reading of professional The teacher welcomes feedback from supervisors and colleagues and takes advantage of opportunities for professional collaboration and The teacher actively networks with supervisors, colleagues, or professional organizations; reads and shares research, or articles from professional literature, or shares ideas
STANDARD 5: LEARNING COMMUNITIES A teacher will collaborate with colleagues, parents/guardians, and community members to improve student learning. Indicator Not Applicable LEVEL OF PERFORMANCE Observation Notes Ineffective Emerging Effective Highly Effective 1 2 3 4 5.1 Collaborates with stakeholders in addressing school curriculum, instruction, and assessment issues. The teacher rarely participates in or provides information about the instructional program (curriculum, instruction, and assessment issues) to stakeholders (colleagues) The teacher participates in the school’s activities but offers little additional information about the instructional program to stakeholders The teacher consistently participates in discussions and frequently provides information about the instructional program to stakeholders The teacher actively participates in discussions and activities, takes leadership roles, and frequently provides information about the instructional program to stakeholders 5.2 Uses multiple approaches to establish proactive, relationships with parents/guardians and other stakeholders in order to enhance student learning. The teacher makes no attempt to contact or engage families in order to enhance student learning, or such attempts are inappropriate The teacher makes minimal attempts to contact or engage families in order to enhance student learning as required by district policy (e.g. progress reports) The teacher routinely makes efforts to engage families in student learning and uses multiple approaches to establish proactive relationships The teacher makes frequent and successful efforts to engage families in student learning and uses multiple approaches to establish proactive relationships
5.3 Identifies and collaborates with school personnel and utilizes community resources to help students reach their full potential. The teacher rarely collaborates with school personnel and/or refuses to utilize community resources to help students reach their full potential. The teacher minimally participates in collaborative efforts but may be unaware of available school and community resources The teacher frequently collaborates and utilizes available school and community resources to help students reach their full potential The teacher actively collaborates and is proactive in seeking out district resources and materials to enhance instruction (e.g. professional or community organizations) 5.4 Participates in activities designed to make the entire school a productive learning environment through teamwork/teambuilding. The teacher avoids participating in or contributing to school activities and programs designed to enhance the learning environment or positive school climate The teacher participates in school events when required and will participate in activities when asked The teacher frequently participates in school events and voluntarily makes substantial contributions The teacher actively participates and frequently takes a shared leadership role in designing programs and activities that enhance the learning environment and promote positive school climate 5.5 Communicates and interacts with community resources to address school needs. The teacher lacks initiative in connecting with community resources to address school needs The teacher rarely communicates and interacts with the community resources due to limited awareness and minimal efforts The teacher frequently communicates and interacts with community resources The teacher is proactive in seeking assistance from community resources 5.6 Communicates and collaborates with peers, parents/guardians, and the larger community using appropriate means in order to nurture student learning. The teacher makes no attempt to contact or collaborate with peers, parents/guardians, and the larger community to nurture and to enhance student learning, or such attempts are inappropriate The teacher makes minimal attempts to communicate or collaborate with peers, parents/guardians, and the larger community to nurture and to enhance student learning The teacher routinely makes efforts to communicate and collaborate with peers, parents/guardians, and the larger community to nurture and to enhance student learning The teacher makes frequent and successful efforts to communicate and collaborate with peers, parents/guardians, and the larger community in nurturing and enhancing student learning