INDICATOR OF EFFECTIVENE Unatifactory Progreing Proficient Exemplary Posts Lesson Objectives Lesson objectives cannot be found or the teacher simply posts a list of activities. Posts lesson objectives that reference grade level and/or course content. The objectives are used to re-focus students’ attention to task. Posts lesson objectives that align to a grade level or course essential content or skills. The lesson objective effectively focuses student attention at the beginning of the lesson and they are used to refocus students’ attention to task. Posts lesson objectives that align to cross disciplinary grade-level course essential content and skills. The objectives serve to effectively focus students’ attention to learning targets throughout the lesson. tudent Understanding of Lesson Objectives Lesson objectives are not known to students and students do not know what they are expected to know and be able to do. Although students are aware of where to find the posted lesson objectives, they rely on teacher direction to focus them on what they are expected to know and be able to do. Lesson objectives are written in language and students understand what they are expected to know and be able to do by the end of each lesson. tudents have been well prepared to know that the lesson objective and the demonstration of learning provide direction for them in understanding exactly what they are expected to know and be able to do. This clarity promotes both autonomy and independence in accomplishment of student Plans for DOLs The Demonstration of Learning (DOL) is not developed in advance of instruction and/or not aligned with the lesson objective. The Demonstration of Learning (DOL) is minimally developed and/or may be loosely connected to the lesson objective. The Demonstration of Learning (DOL) is developed in advance of instruction and is aligned with the lesson objective. The Demonstrations of Learning (DOL) are designed in advance of instruction, tie closely with the lesson objective and provide multiple ways for students to demonstrate what they have learned. 1c. Performance element Rating Unsatisfactory Progressing I Progressing II Proficient I Proficient II Proficient III Exemplary PERFORMANCE TANDARD #1: PREPARATION FOR INTRUCTION Overall Rating Unsatisfactory Progressing I Progressing II Proficient I Proficient II Proficient III Exemplary Comments:
Name: . Date: ___ PERFORMANCE TANDARD #2: UE OF DATA TO INFORM INTRUCTION Teachers use assessment data to inform instruction. Teachers should know and be able to: 2a. Use data to improve the quality of instruction. INDICATOR OF EFFECTIVENE Unatifactory Progreing Proficient Exemplary Use of Electronic Data Management Tools Relies on someone else to provide student achievement data. Accesses electronic data management tools to view class achievement results. Uses electronic data management tools to access and exhibit achievement results for individuals and groups of students. Regularly accesses and systematically uses electronic data management tools to retrieve data, organize data tables and create profiles on multiple measures of individual and group student achievement results. Uses Data to Inform Instruction Even when data is provided, there is no evidence that the information is used to make instructional decisions. Attempts to make instructional decisions linked to analysis of data, although inferences the data may not be complete. Makes accurate use of student achievement data when making instructional decisions. Accurately inferences from multiple data sources with which to make decisions about instruction for both whole group and individual student instruction. Uses Disaggregated Data to Refine Instruction No data is considered with which to make changes in instruction. Examines data at the group level and uses these data when planning instruction. Examines data at the item level to find strengths and challenges for disaggregated groups of students which is appropriately used when planning instruction for whole and small groups. ystematically examines data at the item level to find strengths and challenges both for disaggregated groups and for individual students. Uses these data to accurately refine and modify instruction for whole groups, small groups and for specific individuals. 2a. Performance element Rating Unsatisfactory Progressing I Progressing II Proficient I Proficient II Proficient III Exemplary
Teachers should know and be able to: 2c. Involve students in assessing their own learning. INDICATOR OF EFFECTIVENE Unatifactory Progreing Proficient Exemplary coring Criteria tudents are not made aware of the assessment scoring criteria in advance of the lesson or unit. tudents are provided with the scoring criteria for success too late in the process to allow adequate time for practice prior to taking assessments. tudents may not be able to identify what they need to do to improve performance. tudents have the scoring criteria in advance of the lesson or unit. Based on the scoring criteria, students can identify what they need to do to improve performance. tudents are very familiar with or involved in designing the scoring criteria provided in advance of the lesson or unit. Based on the scoring criteria, students are able to take responsibility for improvements to their work by focusing on what needs to be done to move to the next performance level. tudent elf-Monitoring The teacher does not have a system in place for tracking student achievement results and/or does not have a system set up for students to know how they are doing. The teacher takes responsibility for monitoring achievement results for students. Without active involvement in monitoring their own learning, students wait for the teacher to let them know their level of proficiency. The teacher has a system in that requires active teacher prompting in order for students to monitor their achievement results over time. tudents have opportunities to practice By using the system, students know their level of proficiency against the achievement criteria. The teacher has established a system that empowers students to become active partners in monitoring their own achievement results over time. Feedback is provided to students on the quality of their self-monitoring. The system includes an organized way for students to keep artifacts that document their level of proficiency against established achievement criteria. tudent Goal etting Periodically provides anecdotal information to students about how they are doing. Provides students with information about how to understand achievement data. The teacher sets goals and monitors progress for students. Coaches students to understand how to interpret their own achievement data and to set focused, yet realistic goals for improving their performance. tudents are supported in monitoring their progress. Provides visible opportunities for students to analyze their own achievement data and supports students in setting specific, yet challenging goals to improve performance. tudents create a plan to keep track of their progress over time. 2c. Performance element Rating Unsatisfactory Progressing I Progressing II Proficient I Proficient II Proficient III Exemplary PERFORMANCE TANDARD #2: UE OF DATA TO INFORM INTRUCTION
Teachers should know and be able to: 3b. Use a variety of instructional strategies to focus instruction. INDICATORS OF EFFECTIVENESS Unsatisfactory Progressing Proficient Exemplary election of Instructional trategies Lacking instructional focus, classroom time is often filled with activities that merely consume time. Selects instructional strategies specific to the subject matter to support student understanding. Selects multiple instructional strategies that to maintain focus and cognitively engage students. Strategically selects from an extensive repertoire of instructional strategies to design meaningful learning experiences that challenge all students to be cognitively engaged throughout the lesson. Instructional Delivery Instructional delivery is poorly executed and significantly lacks learning experiences that engage students. Instructional delivery (activities, groupings of students, materials, and resources) engages some, but not all, of the students in the learning of content and skills. Instructional delivery (activities, groupings of students, materials and resources) is effective in engaging students in important learning of content and skills. Instructional delivery is well executed (activities, groupings of students, materials and resources) and effectively leads to student engagement in significant learning of content and skills. Directions and Expectations The teacher’s written and/or oral directions are confusing to the students, leaving them with questions about what they are supposed to do. The teacher’s written and/or oral directions are sometimes unclear, causing students to frequently ask the teacher to repeat the directions. Explanations of content do not prepare all students to engage in classroom experiences without further guidance. The teacher’s written and/or oral directions contain an appropriate level of detail and are clear to students. Explanations of content and important vocabulary effectively prepare students to engage in appropriate classroom experiences. The teacher’s written and/or oral directions anticipate possible student misunderstanding and accordingly. The teacher prepares students well for understanding significant content by pre-teaching that vocabulary, scaffolding of more complex ideas and insuring that classroom experiences are appropriate, yet challenging. 3b. Performance ELEMENT Rating Unsatisfactory Progressing I Progressing II Proficient I Proficient II Proficient III Exemplary teaching
Teachers should know and be able to: 3d. Continually checks for understanding. INDICATORS OF EFFECTIVENESS Unsatisfactory Progressing Proficient Exemplary Lesson equence and Pacing The teacher does not use checks for understanding during the lesson. Without checks for understanding no adjustments are made to the lesson sequence or pacing when students are confused. The teacher does not incorporate enough checks for understanding during the lesson. However, the teacher may adjust future lessons based on student response data at the conclusion of the lesson. The teacher uses a variety of checks for understanding during the lesson. Based on classroom response data the teacher adjusts the lesson sequence and pacing during the lesson. The teacher plans for a variety of checks for understanding during strategic points in the lesson. The teacher quickly adjusts the lesson sequence and pacing based on student response data to support individual student success. Questioning trategies Teacher questioning is of poor quality presenting low cognitive challenge to students. Only some teacher questioning strategies invite a thoughtful response. Teacher questioning strategies require students to extend thinking and elaborate their answers. trategic teacher questioning strategies require students to think critically and defend or justify their answers. Thoughtful questions serve to deepen the discussion. Implementation of DOLs There is no Demonstration of Learning (DOL) or the daily lesson simply ends abruptly. The Demonstration of Learning (DOL) is cumbersome, and is not tied to daily lesson objectives. The Demonstration of Learning (DOL) is completed in a short period of time and is directly tied to daily lesson objectives. The Demonstration of Learning (DOL) is completed in five to ten minutes and is quickly reviewed by the teacher to assess learning. The DOL is focused and varies from day to day and it is obvious that the result of the DOL will lead to a change in instruction. 3d. Performance ELEMENT Rating Unsatisfactory Progressing I Progressing II Proficient I Proficient II Proficient III Exemplary Teachers should know and be able to: 3e. Deliver rigorous and relevant content.
kills of a 21st Century Learner Lesson and/or unit design does not help to prepare or students to develop 21st Century kills (e.g., critical thinking and reasoning, problem-solving, information literacy, collaboration, and/or invention). Lesson and/or unit design students to develop skills in using at least one 21st Century Skill (e.g. critical thinking and reasoning, information literacy, collaboration, self-direction and/or invention). Lesson and/or unit design includes strategies for 21st Century Skills (e.g., critical thinking and reasoning, problem-solving, information literacy, collaboration, self-direction and/or invention). Lesson and/or unit design strategically provides opportunities for students to demonstrate 21st Century Skills (e.g., critical thinking and reasoning, information literacy, collaboration, self-direction and/or invention). Materials and Resources Instructional materials and resources are inappropriate for the grade level or course and/or are used ineffectively. Instructional materials and resources student access to different perspectives. Selects a variety of appropriate instructional materials and resources that provide students with different perspectives. Secures a variety of relevant materials and resources to enhance and extend instructional experiences reflective of diverse perspectives and issues. Technology Integration Technology that is available is not used to promote organizational efficiency, support instruction, and/or is used inappropriately. The teacher experiments with available technology to promote organizational efficiency or support the subject matter. However, the technology may serve as a distraction from accomplishing the lesson or unit objectives. When available technology is used, it promotes organizational efficiency, students’ understanding of content, and is appropriate to accomplishing the lesson or unit objectives. Integrates available technology into the classroom which serves to maximize organizational efficiency, extend students’ expertise of both content and available technology, and is always appropriate to accomplishing the lesson or unit objectives. 3f. Performance ELEMENT Rating Unsatisfactory Progressing I Progressing II Proficient I Proficient II Proficient III Exemplary Teachers should know and be able to: 3g. Provide feedback to students and parents about proficiency. Unsatisfactory Progressing Proficient Exemplary
Name: . Date: ___ PERFORMANCE STANDARD #4: INTERVENTIONS TO MEET DIVERSE NEEDS Teachers increase the probability of advancing individual student achievement. Teachers should know and be able to: 4a. Differentiate instruction based on student needs and background INDICATOR OF EFFECTIVENE Unsatisfactory Progressing Proficient Exemplary Differentiation Techniques Does not differentiate instruction based on the needs of all learners. Experiments with differentiated instructional techniques for all student learning needs without clearly defining the students’ needs that are being addressed by the use of the strategy. Appropriately implements differentiated instructional techniques to meet all student learning needs. Analyzes student achievement data to effectively design and differentiate instruction to challenge all student learning needs. Differentiates for Learning tyles and Abilities Does not differentiate instruction to address needs of students with varying learning styles and abilities. Requires support from others to be able to differentiate instruction for students with varying learning styles and abilities. Provides evidence of incorporating various differentiated instructional strategies (e.g., tiering or compacting lessons) to meet the needs of students with varying learning styles and abilities. Efficiently and appropriately differentiates instruction and assessment by content, process and/or product to address the unique learning differences of students that have a wide range of learning styles and abilities. tudent Backgrounds and Interests Lessons are planned using a “one size fits all” approach, with no variation for addressing diverse student backgrounds or interests. Although lessons are planned for whole group instruction, there is some “on the spot” adaptations to meet student interests. Takes into consideration diverse student backgrounds and student interests when designing and implementing instruction. Effectively designs and implements lessons culturally responsive teaching strategies that demonstrate consideration of diverse student backgrounds and incorporate individual student interests. 4a. Performance ELEMENT Rating Unsatisfactory Progressing I Progressing II Proficient I Proficient II Proficient III Exemplary
Teachers should know and be able to: 5b. Use effective classroom management procedures. INDICATORS OF EFFECTIVENESS Unsatisfactory Progressing Proficient Exemplary Routines and Procedures There are no established classroom routines and /or procedures are not reinforced. Students do not know classroom procedures resulting in confusion and a significant loss of learning time characterized by student time off-task. Procedures to manage classroom routines are outlined, although they are inconsistently followed by the students and/or teacher. The teacher spends too much instructional time redirecting student behavior. Procedures to manage routine tasks and materials are in place resulting in efficient practices that do not interfere with learning time. Routines and responsibilities for management of tasks is known to students and accomplished efficiently and in ways that do not contribute to “down time.” Procedures to facilitate student management for carrying out routine and materials management are in place resulting in highly efficient practices that maximize time for learning. Procedures and routines are efficiently managed by self-directed learners. Learning Experiences and Activities Learning experiences and activities are disorganized and poorly managed. Learning experiences and activities are primarily managed by the teacher resulting in loss of learning time for some students who must wait for teacher directions. are some inefficiencies in managing routine tasks that take time away from learning. Learning experiences and activities are routinely organized by the teacher in such a way that students can maximize time for learning. Learning experiences and activities are highly organized and efficiently facilitated by both the teacher and students who each assume responsibility for maximizing time for learning. Independent and Cooperative Work Procedures for independent and/or cooperative group work are not established and/or not reinforced - resulting in considerable “down-time” where students are not productively engaged in learning. In the absence of known procedures, students spend time waiting for teacher re-direction in order to engage in independent work or cooperative group work. Procedures for independent and/or cooperative work are known in advance and most students are engaged throughout the lesson in purposeful learning. Students consistently assume responsibility for following procedures for independent and/or cooperative group work and hold themselves accountable for contributing productively to their own learning. 5b. Performance ELEMENT Rating Unsatisfactory Progressing I Progressing II Proficient I Proficient II Proficient III Exemplary
Teachers should know and be able to: 5d. Foster collaboration and self-regulation in students. INDICATORS OF EFFECTIVENESS Unsatisfactory Progressing Proficient Exemplary Fosters elf-Regulation in tudents Uses a one dimensional approach to directing student learning. tudents are passive learners. Primary responsibility for the students staying on task and focused on learning rests with the teacher. The emphasis is more on the “teacher as worker.” Fosters self-regulation in students so that they are able to take responsibility for staying on task and focusing on improving their performance. There is an emphasis on the “student as learner.” Develops self-regulating students who acknowledge they are challenged academically and they assume responsibility for staying on task and focused on moving from one performance level to the next. There is a strong emphasis on the “student as producer.” Collaborative Decision Making Does not promote student collaboration or decision making. Uses a few strategies to engage students in collaborative activities that promote cooperation of students within the Engages all students in collaborative activities that promote communication, decision making and responsibility to the classroom community. Facilitates the conditions under which students demonstrate strategies for collaboratively problems and engaging in decision making in the classroom and/or school community. tudent Leadership There is no evidence that student leadership opportunities are fostered. The teacher creates opportunities for individual students to have classroom responsibilities. Students are given opportunities for leadership in the classroom. There is strong evidence that the teacher fosters student leadership within the classroom and/or the school community. 5d. Performance ELEMENT Rating Unsatisfactory Progressing I Progressing II Proficient I Proficient II Proficient III Exemplary
Teachers should know and be able to: 5e. Promote positive and respectful rapport. INDICATORS OF EFFECTIVENESS Unsatisfactory Progressing Proficient Exemplary tudent-to-tudent Interactions The teacher allows interactions characterized by conflict, sarcasm or tudent interactions in the classroom are disrespectful. The teacher reinforces student-to-student interactions that are appropriate, but there may be an occasional display of insensitivity to cultural or developmental differences among students. The teacher fosters student-to-student interactions that are polite and respectful. Student individuality and the dignity of each student are consistently maintained. The teacher fosters a classroom culture in which student-to-student interactions are highly respectful. As a class, students have learned to be supportive of one another’s individuality and developmental levels. The dignity of each student is consistently maintained and honored. Teacher-to-tudent Interactions Teacher-student interactions reflect a lack of rapport between the teacher and students. Teacher-student interactions are cordial, but may not transfer to positive teacher-student relationships. Teacher-student interactions are positive and respectful rapport is demonstrated. Positive teacher-student relationships serve as a model for student learning and practicing of behaviors that contribute to a learning community. Teacher-student interactions serve as a model of positive and respectful rapport. Positive teacher-student relationships promote the development of socially competent students who are able to demonstrate behaviors that contribute to a learning community. Tolerance and Respect for Diversity The teacher does not teach or model tolerance strategies. Teacher actions/words embarrass and/or devalue students. The teacher is beginning to address issues related to tolerance and respect for cultural differences, although expectations may not be consistently enforced. The teacher incorporates lessons on teaching tolerance strategies to students fostering respect for multicultural students. The teacher reinforces high expectations for demonstrations of civility among members of the class. The teacher is intentional about teaching tolerance strategies and reinforces classroom interactions that are respectful of multicultural students. tudents take responsibility for ensuring high levels of civility among members of the class. 5e. Performance ELEMENT Rating Unsatisfactory Progressing I Progressing II Proficient I Proficient II Proficient III Exemplary PERFORMANCE STANDARD #5: CLASSROOM ENVIRONMENT
Teachers should know and be able to: 6c. Continue professional growth. INDICATORS OF EFFECTIVENESS Unsatisfactory Progressing Proficient Exemplary Life-long Learning Does not engage in professional development activities than for licensure renewal. Participates in professional development opportunities to gain new skills. Seeks to improve teaching practices. Actively reflects on improving teaching practices, seeking new professional development opportunities to grow professionally. Challenges self to grow professionally providing evidence of life-long learning. Evidence of life-long learning is integrated into teaching practices enhancing effectiveness. Mentorship and Peer Feedback Does not seek or accept feedback from mentors or Seeks and accepts support from a mentor and/or peers. Positively impacts the work of other educators through mentorship and/or peer feedback. erves as a skilled mentor for other educators. Takes leadership role in peer feedback and/or establishes mentorship opportunities for students. Performance Goal etting ets low performance for self and/or has difficulty providing evidence of monitoring or meeting individual performance goals. Develops individual performance goals and monitors as required. Establishes individual, measurable performance goals that align with the building goals and has a strategy for monitoring own progress in reaching these goals. Establishes challenging individual, measurable performance goals that meet and/or exceed the goals of the District/building and monitors own progress in reaching these goals. 6c. Performance ELEMENT Rating Unsatisfactory Progressing I Progressing II Proficient I Proficient II Proficient III Exemplary
7a. Performance ELEMENT Rating Unsatisfactory Progressing I Progressing II Proficient I Proficient II Proficient III Exemplary Teachers should know and be able to: 7b. Demonstrate professionalism INDICATORS OF EFFECTIVENESS Unsatisfactory Progressing Proficient Exemplary Respectful Workplace Exhibits disrespectful behavior when interacting with students, parents, and/or the community, as evidenced by feedback from a climate survey. Violates respectful workplace behaviors. Interactions with students, parents, staff and the community are neutral, as evidenced by feedback from a climate survey. Complies with respectful workplace behaviors. Consistently models respect for others when interacting with students, parents, staff and the community, as evidenced by feedback from a climate survey. Models respectful workplace behaviors. Promotes a culture focused on exemplifying respect for others, as evidenced by feedback from a climate survey. Adheres to high standards of professionalism characteristic of respectful workplace behaviors. Honesty and Integrity Displays unethical or dishonest conduct when dealing with students, parents and/or colleagues. Uses poor judgment when dealing with students, parents and/or colleagues. Deals with students, parents and/or colleagues with honesty and integrity. Displays the highest level of ethical and professional conduct acting honestly and with integrity when dealing with students, parents, colleagues and/or the community. Other Duties as Assigned Absent from assignment and assigned duties and/or is habitually late. Performs assignment and other duties as assigned. Is usually present and on time. Assumes responsibility for the successful implementation of assignment and other duties as assigned. Is present and on time. Assumes full responsibility for, and improves upon, the effective and efficient implementation of assignment and other duties as assigned. 7b. Performance ELEMENT Rating Unsatisfactory Progressing I Progressing II Proficient I Proficient II Proficient III Exemplary
Teachers should know and be able to: 7c. Effectively communicates and solves problems. INDICATORS OF EFFECTIVENESS Unsatisfactory Progressing Proficient Exemplary Communication Poorly communicates to students, staff, families, colleagues and/or the community. Communication neither is accurate, understandable nor is it sent in a timely fashion. Communicates information adequately using oral, written and/or electronic methods. Consistently communicates understandable and accurate information in an efficient and timely manner with multiple audiences using a variety of communication methods. Effectively communicates with diverse audiences in a manner that supports the welfare and success of students and the organization. Communication serves to advance understanding in challenging situations. Conflict Resolution and Decision Making Minimal involvement in identifying and seeking solutions to issues. Solutions may even have an adverse impact. Makes limited contributions when identifying and seeking solutions to effectively address building or academic issues. Actively participates to identify and seek solutions using conflict resolution and decision making strategies that effectively address building or academic issues. Facilitates and models strategies for identifying and seeking solutions to building/District professional and/or academic issues. Professional Composure Loses composure or becomes defensive when faced with a difficult problem. Requires reassurance from others to maintain composure in the face of conflict or difficult issues. Assumes responsibility for maintaining professional composure in the face of conflict or difficult situations. Anticipates and diffuses conflicts a variety of communication methods, as well as conflict resolution techniques. Is a calming presence when faced with conflict or challenges. 7c. Performance ELEMENT Rating Unsatisfactory Progressing I Progressing II Proficient I Proficient II Proficient III Exemplary