incorrectly, leaving students confused. Teacher’s spoken language is correct; however, his or her vocabulary is limited, or not appropriate to the students’ ages or backgrounds. Teacher’s spoken and written language is and correct and uses vocabulary appropriate to the students’ ages and interests. The teacher’s spoken and written language is expressive, and the teacher finds opportunities to extend students’ vocabularies. Standard 3a: Communicating with Students Possible evidence / Critical attributes to look for: Unsatisfactory Basic Proficient Exemplary At no time during the lesson does the teacher convey to the students what they will be learning. Students indicate through their questions that they are confused about the learning task. The teacher makes a serious content error that will affect students’ understanding of the lesson. Students indicate through body language or questions that they don’t understand the content being presented. Teacher’s communications include errors of vocabulary or usage. The teacher’s vocabulary is inappropriate to the age or culture of the students. The teacher refers in passing to what the students will be learning, or has written it on the board with no elaboration or explanation. The teacher must clarify the learning task so that students can complete it. The teacher makes no serious content errors but may make a minor error. The teacher’s explanation of the content consists of a monologue or is purely procedural, with minimal participation by students. Vocabulary and usage are correct but unimaginative. Vocabulary is too advanced or too juvenile for the students. The teacher states clearly, at some point during the lesson, what the students will be learning. If the tactic is appropriate, the teacher models the process to be followed in the task. Students engage with the learning task, indicating that they understand what they are to do. The teacher makes no content errors. The teacher’s explanation of content is clear and invites student participation and thinking. The teacher’s vocabulary and are correct and completely suited to the lesson. The teacher’s vocabulary is appropriate to the students’ ages and levels of development. In addition to the characteristics of “proficient”: The teacher points out possible areas for misunderstanding. Teacher explains content clearly and imaginatively, metaphors and analogies to bring content to life. All students seem to understand the presentation. The teacher invites students to explain the content to the class or to classmates. Teacher uses rich language, offering vocabulary lessons where appropriate.
Standard 3c: Engaging Students in Learning Possible evidence / Critical attributes to look for: 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 are a mix of those requiring thinking and recall. Students are in large part passively engaged with the content, learning primarily facts 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 have multiple correct responses or approaches and/or demand higher-order thinking. Students have some choice in how they complete learning tasks. There is a mix of different types of groupings, suitable to the lesson objectives. Materials and resources support the learning 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 and closure after the lesson to consolidate their understanding.
There is little or no assessment or monitoring of student learning; feedback is absent or of poor quality. Students do not appear to be aware of the assessment criteria and do not engage in self-assessment. Assessment is used sporadically by teacher and/or students to support instruction through some monitoring of progress in learning. Feedback to students is general, students appear to be only partially aware of the assessment criteria used to evaluate their work, and few assess their own work. Questions, prompts, and assessments are rarely used to diagnose evidence of learning. Assessment is used regularly by teacher and/or students during the lesson through monitoring of learning progress and results in accurate, specific feedback that advances learning. Students appear to be aware of the assessment criteria; some of them engage in self-assessment. Questions, prompts, assessments are used to diagnose evidence of learning. Assessment is fully integrated into instruction through extensive use of formative assessment. Students appear to be aware of, and there is some evidence that they have contributed to, the assessment criteria. Students self-assess and monitor progress. A variety of feedback, from both their teacher and their peers, is accurate, specific, and advances learning. Questions, prompts, assessments are used regularly to diagnose evidence of learning by individual students. Standard 3d: Using Assessment in Instruction Possible evidence / Critical attributes to look for: Unsatisfactory Basic Proficient Exemplary
Teacher makes no attempt to engage families in the instructional program. in the instructional program. Communications are one-way and not always appropriate to the cultural norms of those families. Teacher makes some attempts to engage families in the instructional program. Information to families is conveyed in a culturally appropriate manner. 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 children’s progress. Family engagement activities are lacking. Communication is culturally inappropriate. School or district-created materials about 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 students develop materials to inform their families about the instructional program. Students maintain accurate records 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 actively participate in the PLT (Professional Learning Team) process to inform instruction? Does the teacher regularly participate in professional development that emphasizes improving practice? Does the teacher regularly participate in school and district initiatives? Standard Descriptors: Unsatisfactory Basic Proficient Exemplary Teacher’s relationships with colleagues are negative or Teacher avoids participation in a professional culture of inquiry, resisting opportunities to become involved. Teacher maintains cordial relationships with colleagues to fulfill duties that the school or district requires. Teacher becomes involved in the school’s culture of professional inquiry when invited to do so. Teacher’s relationships with colleagues are characterized by mutual support and cooperation; teacher actively participates in a culture of professional inquiry. Teacher volunteers to participate in school events and in school and Teacher’s relationships with colleagues are characterized by mutual support and cooperation, with the teacher taking initiative in assuming leadership among the faculty.
Teacher avoids becoming involved in school events or school and district projects. Teacher participates in school events and school and district projects when specifically asked to do so. district projects, making a substantial contribution. Teacher a leadership role in promoting a culture of professional inquiry. Teacher volunteers to participate in school events and district projects making a substantial contribution, and assuming a leadership role in at least one aspect of school or district life. Possible evidence / Critical attributes to look for: Unsatisfactory Proficient Exemplary The teacher’s relationship with colleagues is characterized by negativity or combativeness. The teacher purposefully avoids contributing to activities promoting professional inquiry. The teacher avoids involvement in school activities and school district and community projects. The teacher has pleasant relationship with colleagues. When invited, the teacher participates in activities related to professional inquiry. When asked, the teacher participates in school activities, as well as school district and community projects. The teacher has supportive and collaborative relationships with colleagues. The teacher regularly participates in activities related to professional inquiry. The teacher frequently volunteers to participate in school activities, as well as school district and community projects. In addition to the characteristics of “proficient”: The teacher takes a leadership role in promoting activities related to professional inquiry. The teacher regularly contributes to and oversees events that positively impact school life. The teacher regularly contributes to and serves as head of significant school district and community projects. Standard 4e: Growing and Developing Professionally Guiding Questions: 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 Teacher participates in professional activities to a limited extent when they are convenient. Teacher accepts, with some reluctance, feedback on teaching Teacher seeks out opportunities for professional development to enhance content knowledge and pedagogical skill. Teacher welcomes feedback from Teacher seeks out opportunities for professional development and makes a systematic effort to conduct action research.
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. performance from both supervisors and colleagues. Teacher finds limited ways to contribute to the profession. colleagues—either when made by supervisors or when opportunities through professional collaboration. Teacher participates actively in assisting educators. 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 seeks 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 seeks regular opportunities for continued professional development, including initiating action research. The teacher actively seeks feedback from supervisors and colleagues. The teacher 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? Does the teacher consistently fulfill school district mandates regarding policies and procedures? Standard Descriptors: Unsatisfactory Proficient Exemplary Teacher displays dishonesty in interactions with colleagues, students, and the public. Teacher is not alert to students’ needs and contributes to school practices that result in some Teacher is honest in interactions with colleagues, students, and the public. Teacher attempts, though inconsistently, to serve students. Teacher does not knowingly Teacher displays high standards of honesty, integrity, and in interactions with colleagues, students, and the public. Teacher takes a leadership role with colleagues and can be counted on to hold to the highest standards of honesty, integrity, and confidentiality. Teacher is highly proactive in serving students, seeking out resources when needed. Teacher a concerted effort
Student Growth Goal Checklist This checklist is provided as a resource to teachers and administrators in the writing and evaluation of Student Growth Goals (SGG). Baseline and Trend Data Student Population Interval of Instruction Standards and Content Assessments(s) Growth Target(s) Rationale for Growth Target(s) What information is being used to inform the creation if the SGG and establish the amount of growth that should take place within the time period? Which Students will be included in the SGG? Include course, grade level and number of students. What is the duration of the course that the SGG will cover? Include beginning and end dates. What content will be the SGG target? To what related standards is the SGG aligned? What assessment(s) will be used to measure student growth for the SGG? Considering all available data and content requirements, what growth target(s) can students be expected to reach? What is your rationale for setting the target(s) for student growth within the interval of instruction? Identifies sources of information about students (e.g. test scores from prior years, results of pre- assessments) upon trend data, if available Summarizes the teacher’s analysis of the baseline data by identifying student strengths and weaknesses Identifies the class or subgroup of students covered by the SGG Describes the student population and considers any contextual factors that may impact student growth (demographic, life event, etc.) If subgroups are excluded, explains which students, why they are excluded and if Matches the length of the course (e.g. quarter, semester, year) Reflects students who receive at least 85% of the teacher’s instruction for that course Specifies how the SGG will address applicable Common Core State Standards Represents the big ideas or domains of the content taught during the interval of instruction Identifies core knowledge and skills students are expected to attain as required by the applicable standards Identifies assessments that have been reviewed by content experts to effectively measure course content and reliably measure student learning as intended Selects measures with sufficient “stretch” so that all students may demonstrate learning, or identifies supplemental assessments to cover all ability levels in the course Uses baseline or pretest data to determine appropriate growth Sets developmentally appropriate targets Creates tiered targets when appropriate so that all students may demonstrate growth Sets ambitious yet attainable targets Demonstrates teacher knowledge of students and content Explains why target is appropriate for the population Addresses observed student needs Uses data to identify student needs and determine appropriate growth targets Explains how targets align