cultural backgrounds, and developmental levels. Students’ body language indicates feelings of hurt, discomfort, or insecurity. The teacher displays no familiarity with, or caring about individual students. The teacher disregards disrespectful interactions among students. is uneven, with occasional disrespect or insensitivity. The teacher attempts to respond to disrespectful behavior among students, with uneven results. The teacher attempts to make connections with individual students, but student reactions indicate that these attempts are not entirely successful. respectful The teacher successfully responds to disrespectful behavior students. Students participate willingly, but may be somewhat hesitant to offer their ideas in front of classmates. The teacher general connections with individual students. Students exhibit respect for the teacher. lives beyond the class and school. There is no disrespectful behavior among students. When necessary, students respectfully correct one another. Students participate without fear of put-downs or ridicule from either the teacher or other students. The teacher respects and encourages students' efforts. Level 1: Unsatisfactory Level 2: Basic Level 3: Proficient Level 4: Distinguished The teacher conveys that there is little or no purpose for the work, or that the reasons for doing it are due to external The teacher's energy for the work is neutral, neither indicating a high level of commitment nor ascribing the need to The teacher communicates the importance of the content and the conviction that with hard work all The teacher communicates passion for the subject.
established procedures for distributing and collecting materials. A considerable amount of time is spent off task because of unclear procedures. Volunteers and paraprofessionals have no defined role and/or are idle much of the time. There appear to be established routines for distribution and collection of materials, but students are confused about how to carry them out. Classroom routines function unevenly. Volunteers and paraprofessionals require frequent supervision. Routines for distribution and collection of materials and supplies work efficiently. Classroom routines function smoothly. Volunteers and paraprofessionals work with minimal supervision. Students themselves ensure that transitions and other routines are accomplished smoothly. Volunteers and paraprofessionals take initiative in their work in the class. 2d: Managing Student Behavior - Select Critical Attributes & of Performance The classroom environment is chaotic, with no standards of conduct evident. The teacher does not monitor student behavior. Some students disrupt the classroom, without apparent teacher awareness or with an ineffective response. The teacher attempts to maintain order in the classroom, referring to classroom rules, but with uneven success. The teacher attempts to keep track of student behavior, but with no apparent system. The teacher's response to student misbehavior is inconsistent: sometimes harsh, other times lenient. Standards of conduct appear to have been established and implemented successfully. Overall, student behavior is generally appropriate. The teacher frequently monitors student behavior. The teacher's response to student misbehavior is effective. Student behavior is entirely appropriate; any student misbehavior is very minor and swiftly handled. The teacher silently and subtly monitors student behavior. Students respectfully intervene with classmates at appropriate moments to ensure compliance with standards of conduct. There are physical hazards in the classroom, endangering student safety. Many students can’t see or hear the teacher or see the board. Available technology is not being used even if it is available and its use would enhance the lesson. The physical environment is safe, and most students can see and hear the teacher or see the The physical environment is not an impediment to learning but does not enhance it. The teacher makes limited use of available technology and other The classroom is safe, and all students are able to see and hear the teacher or see the board. The classroom is arranged to support the instructional goals and learning activities. The teacher makes appropriate use of Modifications are made to the physical environment to accommodate students with special needs. There is total alignment between the learning activities and the physical environment. Students take the initiative to adjust the physical environment.
Only a few students dominate the discussion. The teacher asks students to explain their reasoning, but only some students attempt to do so. discussion. The teacher asks students to justify their reasoning, and most attempt to do so. Virtually all students are engaged in the discussion. Level 1: Unsatisfactory Level 2: Basic Level 3: Proficient Level 4: Distinguished Few students are intellectually engaged in the lesson. Learning tasks/activities and materials require only recall or have a single correct response or method. Instructional materials used are unsuitable to the lesson and/or the students. The lesson or is rushed. Only one type of instructional group is used (whole group, small groups) when variety would promote more student engagement. Some students are intellectually engaged in the lesson. Learning are a mix of those requiring thinking and those requiring recall. Student engagement with the content is largely passive; the learning consists primarily of facts or procedures. The materials and resources are partially aligned to the lesson objectives. Few of the materials and resources require student thinking or ask students to explain their thinking. Most students are intellectually engaged in the lesson. Most learning tasks have multiple correct responses or approaches and/or encourage higher-order thinking. Students are invited to explain their thinking as part of completing tasks. Materials and resources support the learning goals and require intellectual engagement, as appropriate. The pacing of the lesson provides students the time needed to be intellectually engaged. Virtually all students are intellectually engaged in the lesson. Lesson activities require high-level student thinking and explanations of their thinking. Students take initiative to adapt the lesson by (1) modifying a learning task to make it more meaningful or relevant to their needs, (2) suggesting modifications to the grouping patterns used, and/or (3) suggesting modifications or additions to the materials being used. Students have an opportunity for reflection and closure on the lesson to
The pacing of the lesson is uneven - suitable in parts but rushed or dragging in others. The instructional groupings used are partially appropriate to the activities. The teacher uses groupings that are suitable to the lesson activities. consolidate their understanding. Level 1: Unsatisfactory Level 2: Basic Level 3: Proficient 4: Distinguished The teacher gives no indication of what high-quality work looks like. The teacher makes no effort to determine whether students understand the lesson. Students receive no feedback, or feedback is global or directed to only one student. The teacher does not ask students to evaluate their own or classmates work. There is little evidence that the students understand how their work will be evaluated. The teacher monitors understanding through a single method, or without eliciting evidence of understanding from students. Feedback to students is vague and not oriented toward future improvement of work. The teacher makes only minor attempts to engage students in self- or peer assessment. The teacher makes the standards of high-quality work clear to students. The teacher elicits evidence of student understanding. Students are invited to assess their own work and make improvements; most of them do so. Feedback includes specific and timely guidance, at least for groups of students. Students indicate that they clearly understand the characteristics of work, and there is evidence that students have helped establish the evaluation criteria. The teacher is constantly taking the pulse of the class; monitoring of student understanding is sophisticated and continuous and makes use of strategies to elicit information about individual student understanding. Students monitor their own understanding, either on their own initiative or as a result of tasks set by the teacher. High-quality feedback from many
The teacher considers the lesson but draws incorrect conclusions about its effectiveness. The teacher makes no suggestions for improvement. The teacher has a general sense of whether or not instruction practices were effective. The teacher offers general modifications for future instruction. The teacher accurately assesses the effectiveness of instructional activities used. The teacher identifies specific ways in which a lesson might be improved. The teacher’s assessment of the lesson is thoughtful and includes specific indicators of effectiveness. The teacher’s suggestions for improvement draw on an extensive repertoire. Level 1: Unsatisfactory Level 2: Basic Level 3: Proficient Level 4: Distinguished is no system for either instructional or non-instructional records. Record-keeping systems are in disarray and provide incorrect or confusing information. The teacher has a process for recording student work completion. However, it may be out of date or may not permit students to access the information. The teacher's process for tracking student progress is cumbersome to use. The teacher has a process for tracking some, but not all, non-instructional information, and it may contain some errors. The teacher's process for recording completion of student work is efficient and effective; students have access to information about completed and/or missing assignments. The teacher has an efficient and effective process for recording student attainment of learning students are able to see how they're progressing. The teacher's process for recording information is both efficient and effective. Students contribute to and maintain records indicating completed and outstanding work assignments. Students contribute to and maintain data files indicating their own progress in learning. Students contribute to maintaining non-instructional records for the class. Level 1: Unsatisfactory 2: Basic Level 3: Proficient Level 4: Distinguished Little or no information regarding the instructional program is available to parents. School- or district-created materials about the instructional program are sent home. The teacher regularly makes information about the instructional program available. Students regularly develop materials to inform their families about the instructional program.
Families are unaware of their children's progress. Family engagement activities are lacking. There is some culturally inappropriate communication. The teacher sends home infrequent or incomplete information about the instructional program. The teacher maintains a school- required gradebook but does little else to inform families about student progress. Some of the teacher's communications are inappropriate to families' cultural norms. The teacher regularly sends home information about student progress. The teacher develops activities designed to engage families successfully and appropriately in their children's learning. Most of the teacher's communications are appropriate to families' cultural norms. Students maintain accurate records about 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. All of the teacher's communications are highly sensitive to families' cultural norms. Level 1: Unsatisfactory Level 2: Basic Level 3: Proficient 4: Distinguished The teacher's relationships with colleagues are characterized by negativity or combativeness. The teacher purposefully avoids contributing to activities promoting professional inquiry. The teacher avoids involvement in school activities and district and community projects. The teacher has cordial relationships with colleagues. When invited, the teacher participates in activities related to professional inquiry. When asked, the teacher participates in school activities, as well as 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 events and school district and community projects. The teacher a leadership role in promoting activities related to professional inquiry. The teacher regularly contributes to and leads events that positively impact school life. The teacher regularly contributes to and leads significant district and community projects. 1: Unsatisfactory Level 2: Basic Level 3: Proficient 4: Distinguished 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 The teacher participates in professional activities when they are required or provided by the district. The teacher reluctantly accepts feedback from supervisors and colleagues. The teacher contributes in a limited The teacher seeks regular opportunities for continued professional development. The teacher welcomes colleagues and supervisors into the classroom for the purposes of gaining insight from their 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