Component Developing Effective Highly Effective Observations 1.3b. Instructional materials/ resources RIPTS 1, 2, 3, 4, 5 INTASC 1,2, 7 Some of the materials, technology, and resources being used support the instructional outcomes, and engage students in meaningful learning. Materials, technology, and resources being used support the instructional outcomes, and are designed to engage students in meaningful learning. Materials, technology, and resources being used support the instructional outcomes, and are designed to engage students in meaningful learning, including student participation in selecting or adapting materials. 1.3c. Instructional Groups 1,2,3,4,5,9 INTASC : 1,2, 7 Instructional groups support the instructional outcomes, with an effort at providing some variety as appropriate to the students and the different instructional outcomes. Instructional groups are varied as appropriate to the students and the different instructional outcomes. Instructional groups are varied as appropriate to the students and the different instructional outcomes. There is evidence of the use of data and/or student choice in selecting the different patterns of instructional groups. 1.4 Designing Student Assessment RIPTS :4, 5, 9 INTASC : 2,8,6 Educator’s plan for student assessment is aligned with the instructional outcomes, but is limited to either formative or summative assessments, and/or clear criteria and expectations. Educator identifies a plan to use assessment results to plan for future instruction for the class as a whole. Educator’s plan for student assessment is aligned with the instructional outcomes, has been adapted for groups of students, and includes both formative and summative assessments with clear criteria and expectations. Educator identifies plan to use assessment results to plan for future instruction for groups of students. Educator’s plan for student assessment is aligned with the instructional outcomes, has been adapted for individual students, as needed, and includes both formative and summative assessments with clear criteria and expectations. Educator identifies plan to use assessment results to plan future instruction for individual students. STANDARD 2: Educational Environment Component 2.1: Creating an Environment of Respect and Rapport Component Developing Effective Highly Effective Observations 2.1a Educator Interaction with Students RIPTS 5,6 INTASC 8,3 Educator-student interactions are generally appropriate, positive and respectful, but may reflect occasional inconsistencies. Educator-student interactions are appropriate, positive and respectful. Educator-student interactions are appropriate, positive and respectful to groups of students as well as individuals.
2.1b Student Interactions RIPTS 5, 6 INTASC: 8,3One Educator is inconsistent in modeling and/or encouraging appropriate interactions, particularly when students’ interactions are impolite or disrespectful. OR Student interactions are generally polite and respectful. Educator models and/or encourages appropriate interactions, particularly when students’ interactions are impolite or disrespectful. OR Student interactions are polite and respectful whether directly monitored by an educator or not. Educator models and/or encourages student interactions that demonstrate respect for one another. Students monitor each other’s treatment of peers, correcting classmates respectfully when needed. Component 2.2: Establishing a Culture for Learning Component Developing Effective Highly Effective Observations 2.2a Importance of the Content RIPTS 3, 4, 5, 6, 8, 9 INTASC: 4,5 Educator communicates importance of the content. Educator communicates importance of the content using real-world connections. Educator AND students communicate importance of the content using connections. 2.2b Expectation for Learning and Achievement RIPTS 3, 4, 5, 6, 8, 9 INTASC: 4,5 Educator conveys modest expectations for student learning and achievement. Educator conveys high expectations for student learning and achievement. Educator conveys high expectations for student learning and achievement. Students verbalize and/or demonstrate their understanding of the expectations. Component 2.3: Managing Classroom Procedures Component Developing Effective Highly Effective Observations 2.3a Management of Instructional Groups RIPTS 6 INTASC: 3 Educator’s management of instructional groups ensures that some students actively participate. Educator’s management of instructional groups ensures that all students actively participate. Educator’s management of instructional groups ensures that all students actively participate and support each other in achieving the outcomes of the lesson. 2.3b Management of Transitions RIPTS 6, INTASC 3 Transitions are uneven resulting in some loss of instructional time. Transitions are efficient, with minimal loss of instructional time. Transitions are seamless, with students assuming some responsibility in ensuring their efficient operation. 2.3c Management of Materials and Supplies RIPTS 6 INTASC: 3 Management of materials and supplies is uneven resulting in some loss of instructional time. Management of materials and supplies is efficient with little loss of instructional time. Management of materials and supplies is efficient with little loss of instructional time with students assuming some responsibility. Component 2.4: Managing Student Behavior Component Developing Effective Highly Effective Observations
2.4a Behavioral Expectations RIPTS 6 INTASC: 3 Standards of conduct have been established and communicated and appear to be clear to students. Standards of conduct and consequences have been established and communicated and appear to be clear to students. Standards of conduct and consequences have been established and communicated to students. Students have participated in development. 2.4b Responding to Student Misbehavior RIPTS 6 INTASC: 3 Educator’s response to student misbehavior is inconsistent. Educator’s response to student misbehavior is appropriate, consistent and timely. Educator’s response to student misbehavior is appropriate, consistent, timely and successful. OR No student misbehavior is observed. STANDARD 3: Instruction/Service Delivery Component 3.1: Communicating with Students Component Developing Effective Highly Effective Observations 3.1a Expectations for Learning RIPTS 8 INTASC: 8 Educator explains the instructional purpose of the lesson or unit, attempting to communicate where it is situated within broader learning. Educator explains the instructional purpose of the lesson or unit, linking to broader authentic learning, appropriate standards or 21st century skills’ expectations. Educator explains how students will demonstrate their learning. Educator clearly explains the instructional purpose of the lesson or unit, linking to broader authentic learning, appropriate standards and 21st century skills’ expectations. Educator explains how students will demonstrate their learning with exemplars to guide student achievement. 3.1b Directions and Procedures RIPTS68 INTASC: 8 Educator directions and procedures are clarified after initial confusion. Educator directions and procedures are clear. Educator directions and procedures are complete, and anticipate possible misunderstanding. 3.1c Explanation of Content RIPTS 2,8 INTASC: 4,8 Educator’s explanation of content is clear and correct but does not make a connection with students’ knowledge, experience, appropriate standards or 21st century skills’ expectations. Educator’s explanation of content is clear and correct and connects with students’ knowledge, experience, appropriate standards or 21st century skills’ expectations. Educator’s explanation of content is and correct and connects with students’ knowledge, experience, appropriate standards or 21st century skills’ expectations. Students contribute to explaining content to their peers. Component 3.2: Using Questioning and Discussion Techniques Component Developing Effective Highly Effective Observations
4.4b Evidence for Approval of Professional Growth Goal RIPTS 7,9,10,11 INTASC: 9,10 The Professional Growth Goal does not address the following pieces: S – Specific: The educator clearly identifies the skill or knowledge to be enhanced M – Measureable: There is a clear source of evidence for measuring the completion of action steps/plans A – Attainable: Action steps/plan describe the steps and strategies to be completed R – Relevant: Connection to the Professional Practice rubric and/or district initiatives is stated T – Time Bound The length of time for attaining the goal is identified The Professional Growth Goal fully addresses the following pieces: S – Specific: The educator clearly identifies the skill or knowledge to be enhanced M – Measureable: There is a clear source of evidence for measuring the completion of action steps/plans A – Attainable: Action steps/plan describe the steps and strategies to be completed R – Relevant: Connection to the Professional Practice rubric and/or district initiatives is stated T – Time Bound The length of time for attaining the goal is identified The Professional Growth Goal addresses the following pieces: S – Specific: The educator clearly identifies the skill or knowledge to be enhanced M – Measureable: There is a clear source of evidence for measuring the completion of action steps/plans A – Attainable: Action steps/plan describe the steps and strategies to be completed R – Relevant: Connection to the Professional Practice rubric and/or district initiatives is stated T – Time Bound The length of time for attaining the goal is identified PLUS Benchmarks for gauging progress partway through the year are included 4.4c Evidence for Attainment of Professional Growth G 10 INTASC: 9oal Evidence provided indicates some progress with the PGG Action Plan. Evidence provided indicates sufficient progress of the PGG Action Plan. Evidence provided indicates completion of the PGG Action Plan.