Walkthroughs Collaborative Mid-Year Formative Assessment and Data Review by February 1 Evidence Submission to building administrator by 15 1 Evidence Summary Conference by May 30 Summary Timeline Probationary Teachers Contract Teachers – Summative Year Contract Teachers – Formative Year September 10 Self-reflection and assessment completed Self-reflection and assessment completed Self-reflection and assessment completed October 15 Goals submitted (1 professional goal and 2 student learning goals) Goals submitted (1 professional goal and 2 student learning goals) Goals submitted (1 professional goal and 2 student learning goals) October 31 reviewed and signed by administrator Goals reviewed and signed by administrator Goals reviewed and signed by administrator December 15 1 formal observation completed – – January 31 3 mini-observations completed (two for probationary 2 and 3) 3 mini-observations completed Walk-through’s February 1 Mid-year conference completed Mid-year conference completed Mid-year conference completed March 15 1 formal observation completed 3 mini-observations completed Walk-through’s April 15 Goal evidence submitted to administrator Goal evidence submitted to administrator Goal evidence submitted to administrator May 15 3 mini-observations completed (two for probationary years 2 and 3) – – May 30 Summative review completed Summative review completed Evidence Summary Conference completed Element 5: Aligned Professional Learning. The focus of the evaluation system is to improve student learning and professional practice for all educators regardless of their current performance level. Therefore, linking evaluations with high quality professional learning is critical.
The teacher also purposefully knowledge from several sources of students' background, cultures, skills, language proficiency, interests, and special needs and attains this knowledge about groups of students. 1.c. Setting Instructional Outcomes Outcomes represent low expectations for students and lack of rigor, and not all of them reflect important learning in the discipline. Outcomes represent moderately high expectations and rigor. Most outcomes represent rigorous and important learning in the discipline. All outcomes represent rigorous and important learning in the discipline. Outcomes are stated as activities rather than as student learning. Some reflect important learning in the discipline and consist of a combination of outcomes and activities. All the instructional outcomes are clear, are written in the form of student learning, and suggest viable methods of assessment. The outcomes are are written in the form of student learning, and permit viable methods of assessment. Outcomes reflect only one type of learning and only one discipline or strand and are suitable for only some students. Outcomes reflect several types of learning but teacher has not made an attempt at coordination or integration. Most of the outcomes are suitable for most of the students in the class in accordance with global assessments of student learning. Outcomes reflect several different types of learning and opportunities for coordination. Outcomes take into account the varying needs of groups of students. Outcomes reflect several different types of learning and, where appropriate, represent opportunities for both coordination and integration. Outcomes take into account the varying needs of individual students. 1.d. Demonstrating knowledge of Resources Teacher is unaware of school or district resources for classroom use, for the expansions of his or her own knowledge, or for students. Teacher displays basic awareness of school or district resources available for classroom use, for the expansion of his or her own knowledge, and for students, but no knowledge of resources available more broadly. Teacher displays awareness of resources -- not only through the school and district but also through sources external to the school and on the Internet -- available for classroom use, for expansion of his or her own knowledge, and for students. Teacher displays extensive knowledge of resources - not only through the school and district but also in the community, through professional organizations, universities, and on the internet - for classroom use, for the expansion of his or her own knowledge, and for students.
1.e. Designing Coherent Instruction The series of learning experiences is poorly aligned with the instructional outcomes and does not represent a coherent structure. Some of the learning activities and materials are suitable to the instructional outcomes and represent a moderate cognitive challenge but with no differentiation for different students. Instructional groups partially support the instructional outcomes, with an effort by the teacher at providing some variety. Teacher coordinates knowledge of content, of students, and of resources, to design a series of learning experiences aligned to instructional outcomes and suitable to groups of students. Plans represent the coordination of in-depth content knowledge, understanding of different students' needs, and available resources (including technology), resulting in a series of learning activities designed to engage students in high-level cognitive activity. The activities are not designed to engage students in active intellectual activity and have unrealistic time allocations. Instructional groups do not support the instructional outcomes and offer no variety. The lesson or unit has a recognizable structure; the progression of activities is uneven, with most time allocations reasonable. The learning activities have reasonable time allocations; they represent significant cognitive challenge, with some differentiation for different groups of students. The lesson or unit has a clear structure, with appropriate and varied use of instructional groups. Learning activities are differentiated appropriately for individual learners. Instructional groups are varies appropriately with some opportunity for student choice. The lesson's or unit's structure is clear and allows for different pathways according to diverse student needs. The series of learning experiences is poorly aligned with the instructional outcomes and does not represent a coherent structure. Some of the learning activities and materials are suitable to the instructional outcomes and represent a moderate cognitive challenge but with no differentiation for different students. Instructional groups partially support the instructional outcomes, with an effort by the teacher at providing some variety. Teacher coordinates knowledge of content, of students, and of resources, to design a series of learning experiences aligned to instructional outcomes and suitable to groups of students. Plans represent the coordination of in-depth content knowledge, understanding of different students' needs, and available resources (including technology), resulting in a series of learning activities designed to engage students in high-level cognitive activity.
Does Not Meet Standard Developing Towards Standard Meets Standard/Proficient Exceeds Standard 2.a. Creating an Environment of Respect and Rapport Patterns of classroom interactions, both between the teacher and students and among students, are mostly negative, inappropriate, or insensitive to students' ages, cultural backgrounds, and developmental levels. Patterns of classroom interactions, both between the teacher and students and among students, are generally appropriate but may reflect occasional inconsistencies, favoritism, and disregard for students' ages, cultures, and developmental levels. Teacher-student interactions are friendly and demonstrate general caring and respect. Such interactions are appropriate to the ages of the students. Students exhibit respect for the teacher. Classroom interactions between the teacher and individual students are highly respectful, reflecting genuine warmth, and caring and sensitivity to students as individuals. Interactions are characterized by sarcasm, put-downs, or conflict. Students rarely demonstrate disrespect for one another. Interactions among students are generally polite and respectful. Students exhibit respect for the teacher and contribute to high levels of interaction between all members of the class. Teacher does not deal with disrespectful behavior. Teacher attempts to respond to disrespectful behavior, with uneven results. The net result of the interactions is neutral, conveying neither warmth nor conflict. Teacher responds successfully to disrespectful behavior among students. The net result of the interactions is polite and respectful, but impersonal. The net result of interactions is that of connections with students as individuals. 2.b. Establishing a Culture for Learning The classroom culture is characterized by a lack of teacher or student commitment to learning and/or little or no investment in student energy into the task at hand. Hard work is not expected or valued. The classroom culture is characterized by little commitment to learning by teacher or students. The teacher appears to be only going through the motions, and students indicate they are interested in completion of a task rather than quality. The classroom culture is a cognitively busy place where learning is valued by all, with high expectations for learning being the norm for most students. The classroom culture is a cognitively vibrant place, characterized by a shared belief in the importance of learning.
and of student contribution to the exploration of important content. The pacing of the lesson is too slow or too rushed. Few students are intellectually engaged or interested. The pacing of the lesson may not provide students the time needed to be intellectually engaged. The pacing of the lesson is appropriate, providing most students the time needed to be intellectually engaged. The pacing of the lesson provides students the time needed to intellectually engage with and reflect upon their learning and to consolidate their understanding. Students may have some choice in how they complete tasks and may serve as resources for another. 3.d. Using Assessment in Instruction There is little or no assessment or monitoring of student learning; feedback is absent or of poor quality. Assessment is used sporadically by teacher and/or students to support instruction through some monitoring progress in 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. Assessment is fully integrated through extensive use of formative assessment. Students do not appear to be aware of the assessment criteria and do not engage in 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. Students appear to be aware of the assessment criteria; some of them engage in self-assessment. Students appear to be aware of, and there is some evidence that they have contributed to, the assessment criteria. Students and monitor their progress. A variety of feedback from both their teacher and their peers is accurate, specific, and advances learning. Questions, prompts and assessments are rarely used to diagnose evidence of learning. Questions, prompts, assessments are used to diagnose evidence of learning. Questions, prompts, assessments are used regularly to diagnose evidence of learning by individual students. 3.e. Demonstrating Flexibility and Responsiveness Teacher adheres to the instruction plan in spite of evidence of poor student understanding or lack of interest. Teacher attempts to modify the lesson when needed and to respond to student questions and interests, with moderate success. Teacher promotes successful learning of all students, making minor adjustments as needed to instruction plans and accommodating student questions, needs, and interests. Teacher seizes an opportunity to enhance learning, building on a spontaneous event or student interests, or successfully adjusts and differentiates instruction to
4.b. Maintaining Accurate Records Teacher's system for maintain information on student completion of assignments and student progress in learning is nonexistent or in disarray. Teacher's system for maintaining information on student completion of assignments and student progress in learning is rudimentary and only partially effective. Teacher's system for maintaining information on student completion of assignments, student progress in learning, and non-instructional records is fully effective. Teacher's system for maintaining information on student completion of assignments, student progress in learning, and non-instructional records is fully effective. Teacher's records for activities are in disarray, resulting in errors and confusion. Teacher's records for activates are adequate but require frequent monitoring to errors. Students contribute information and participate in maintaining records. 4.c. Communicating with Families Teacher communication with families -- about the instructional program, about individual students - is sporadic or culturally inappropriate. Teacher 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. Teacher communicates frequently with families about the instructional program and conveys information about individual student progress. Teacher's communication with families is frequent and sensitive to cultural traditions, with students contributing to the communication. Teacher makes no attempt to engage families 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. Response to family concerns is handled with professional and cultural sensitivity, Information to families is conveyed in a culturally appropriate manner. Teacher's efforts to engage families in the instructional program are frequent and successful. 4.d. Participating in a Professional Community Teacher's relationships with colleagues are negative or Teacher maintains cordial relationships with colleagues to fulfill duties that the school or district requires. Teacher's relationships with colleagues are characterized by mutual support and cooperation; teacher actively participates in a culture of professional inquiry. Teacher's relationships with colleagues are characterized by mutual support and cooperation, with the teacher taking initiative in assuming leadership among the faculty.
students, particularly those traditionally underserved, are honored in the school. Teacher decisions and recommendations based on interests. Teacher's decision and recommendations are on limited but genuinely professional considerations. Teacher maintains an open mind in team o departmental decision making. Teacher a leadership role in team or departmental decision making and helps ensure that such decisions are based on the highest professional standards. Teacher does not comply with school and district regulations. Teacher complies minimally with school and district regulations. Teacher complies fully with school and district regulations. Teacher complies fully with school and district regulations, taking a leadership role with colleagues. Though the majority of standards are applicable to classroom specialists – counselors, librarians, music teachers, nurses, psychologists, instructional coaches, and so forth, Danielson (2007) has created rubrics specifically for School Counselors, Library Media Specialists, Nurses, School Psychologists, Instructional Specialists, and Therapeutic Specialists. Those are accessible in the Talent Education Data system.