TLE Observation and Evaluation Rubric Teachers 2012-2013 Domain/Relative Weight Dimension Page Classroom Management 30% Preparation Discipline Building-Wide Climate Responsibility Lesson Plans Assessment Practices Student Relations 2 2 3 4 5 6 Instructional Effectiveness 50% Literacy Common Core Standards Involves All Learners Explains Content Explains Directions Models Monitors Adjusts Based upon Monitoring Establishes Closure Student Achievement 6 7 8 9 10 11 12 13 14 15 Professional Growth & Continuous Improvement 10% Uses Professional Growth as an Important Strategy Exhibits Professional Behaviors and Efficiencies 16 16 Interpersonal Skills 5% Effective Interactions/ Communications with Stakeholders 17 Leadership 5% Leadership Involvements 17 © Tulsa Public Schools
Never plans with other members of the planning teams (when it is an expectation of the campus). Never provides substitute plans, classroom rosters, seating charts, behavior plans, emergency plans and identification of diverse learning groups. Rarely plans with other members of the planning teams (when it is an expectation of the campus). Rarely provides substitute classroom rosters, seating charts, behavior plans, emergency plans and identification of diverse learning groups. Plans with other members of the / school planning teams (when it is an expectation of the campus). Provides substitute plans, classroom rosters, seating charts, behavior plans, emergency plans and identification of diverse learning groups. based upon an analysis of data. with other members of the planning teams (when it is an expectation of the campus). Revises according to student data analysis and shares same with fellow staff members to the benefit of the grade level, curricular area or building. Provides in sequenced and organized fashion substitute plans, classroom rosters, seating charts, behavior plans, emergency plans and identification of diverse learning groups. of data, with inherent opportunity for continual revision. Plans with other members of the / school planning teams (when it is an expectation of the campus or based upon collegial Revises plans according to student data and performance, sharing same with fellow staff members to the benefit of the grade level, curricular area or building. Can serve as a grade level, curricular area and/or building-wide model for substitute plans, classroom rosters, seating charts, behavior plans, emergency plans and identification of diverse learning groups. Domain: Classroom Management Dimension: Assessment Practices Teacher acknowledges student progress and uses assessment practices that are fair and based on identified criteria. 1 Ineffective 2 Needs Improvement 3 Effective 4 Highly Effective 5 Superior
Assessment is inconsistent and insufficient to determine student's overall progress and is not on the district’s grading policy. Assessments provide delayed and inadequate feedback for students to assess themselves. There is no evidence that the teacher recognizes student progress or achievement. Assessment is inconsistent and is not based on district’s grading policy. Assessments provide delayed and inadequate feedback for students to assess themselves. There is some evidence that students are recognized for their progress and achievement; however, recognition is sporadic. Formative and summative assessments are recorded consistently based on district’s grading policy and are used to guide instruction. Provides adequate and timely feedback from assessment results for students to reflect and set Recognizes student progress and achievement at significant intervals and encourages behaviors that result in student success. Formative and summative assessments are recorded consistently based on district’s grading policy and are used to develop and evaluate instruction. Assessments provide useful and immediate feedback that assists students in assessing themselves in meeting their learning goals. Students are informed regularly regarding their progress and achievement and are provided opportunities to improve and achieve academic success. Formative and summative assessments are recorded consistently based on district’s grading policy and utilized to develop, refine and evaluate instruction. Assessments provide useful and immediate feedback that assists students in assessing themselves to develop and evaluate their progress with their learning goals. Learning goals are not only designed by the teacher but the student has an opportunity to direct his/her own learning by contributing goals. Students are informed regularly regarding their progress and achievement and are provided opportunities to improve and achieve academic success. The teacher informs parents on a timely basis of their student’s progress and achievement through systematic communication procedures. Domain: Classroom Management Dimension: Student Relations Teacher optimizes the learning environment through respectful and appropriate interactions with students, conveying high expectations for students and an enthusiasm for the curriculum.
Technology is not used as designed and not used as an instructional tool. technology is not used on a regular basis as an instructional tool. technology is used on a regular basis as an instructional tool. process to support instruction, and technology is used on a common-place basis as an instructional tool. Domain: Instructional Effectiveness Dimension: Explains Directions Teacher gives directions that are clearly stated and relate to the learning objectives. 1 Ineffective 2 Needs Improvement 3 Effective 4 Highly Effective 5 Superior
Directions and procedures are confusing to students. Does not offer alternative, clarifying directions. Does not give students directions for transitions and does not plan for transitions. Spoken language is inaudible or written language is illegible. Spoken or written language contains errors of grammar or syntax. Vocabulary may be inappropriate, vague, or used incorrectly causing students to be confused. Directions and procedures are initially confusing to students and are not clarified. Attempts to give students directions for transitions but does not plan for transitions. Spoken language is audible and written language is legible. Usage of both demonstrates many basic errors (mispronunciation, misspelled words, etc.). Vocabulary is correct, but limited, or is not appropriate to the students’ ages or backgrounds. Provides directions and procedures, in a variety of delivery modes, e.g., verbal, modeling, visual, demonstration, etc., that are clearly stated / presented and relate to the learning objectives. students directions for transitions and includes transitioning in the planning process to optimize academic learning time. Uses spoken and written language that is clear and correct, conforms to standard English, vocabulary, and is appropriate to students’ ages and interests. Directions and procedures, in a variety of delivery modes, are clear to students. Anticipation of possible student misunderstanding and/or confusion is incorporated in the initial direction and clarified. Gives clear directions for transitions between lessons and between instructional activities while optimizing academic learning time. Spoken and written language is clear and correct and conforms to standard English. Vocabulary is appropriate to the students’ ages and interests. Teacher finds opportunities to extend students’ vocabularies. Uses all of the characteristics of Levels 3 and 4. Facilitates students in constructing their own understanding of how the directions relate to the learning objectives. Plans for smooth, structured transitions between lessons and instructional activities and gives clear, concise directions to accomplish same while optimizing academic learning time. Spoken and written language is correct and conforms to standard English. It is also expressive with well-chosen vocabulary that enriches the lesson and extends students’ vocabularies. Teacher seizes opportunities to enhance learning by building vocabulary skills and experiences based on student interests or a spontaneous event.
Domain: Instructional Effectiveness Dimension: Monitors Teacher checks to determine if students are progressing toward stated objectives. 1 Ineffective 2 Needs Improvement 3 Effective 4 Highly Effective 5 Superior Never moves around the room while students are working on guided practice. Never uses student response techniques to increase active engagement. Never uses feedback concerning student’s understanding. Never uses wait time after voicing a question to the students. Seldom moves around the room while students are working on guided practice to promote and reinforce positive student behaviors. When movement happens it is to the same area of classroom. Seldom uses student response techniques to increase active engagement. Seldom uses feedback concerning student’s understanding. Seldom uses wait time after voicing a question to the students. When appropriate, to all areas of the room while students are working on guided practice to promote and reinforce positive student behaviors. Uses different types of student response techniques, both individual / group. Uses student response techniques to increase active engagement. Student’s understanding is evaluated by feedback. Uses wait time of 3-5 seconds (more for more complex questions) after voicing the question. Provides opportunity for students to formulate more thoughtful responses and allows time for the student to consider supporting evidence. Moves to all areas of the room with efficiency and effectiveness while students are working on guided practice to promote and reinforce positive student behaviors. Makes eye contact with all students often. Routinely uses developmentally appropriate student response techniques to increase active engagement by the students. Uses immediate feedback concerning student’s understanding. Routinely uses wait time of 3-5 seconds (additional time for more complex questions) after voicing the question. Provides opportunity for students to formulate more thoughtful responses and allows time for the student to consider supporting evidence. the question after hearing student response to probe for deeper understanding of concept utilizing appropriate wait time. Moves throughout the room to assure optimal instructional impact while students are working on guided practice to promote and reinforce positive student behaviors. When a problem is observed reviews / it to the whole class. Delivers upon all of performance category 4 and varied response techniques are used to provide immediate feedback to / review the concept(s) misinterpreted or not learned, while actively engaging all students. Delivers upon all of performance category 4 and is able to assess when question / wait time is no longer effective and employs a different strategy / technique.
Domain: Instructional Effectiveness Dimension: Adjusts Based Upon Monitoring Teacher changes instruction based on the results of monitoring. 1 Ineffective 2 Needs Improvement 3 Effective 4 Highly Effective 5 Superior Does not adjust instructional plan to meet the of students. Lesson pace is too fast or slow to accommodate for students’ questions or interest. Does not assess mastery of the new learning to determine if independent practice or re-teaching is appropriate. There is no evidence that the teacher uses data from various assessments to modify instruction and guide intervention strategies. Inconsistently monitors student involvement and makes some effort to adjust instructional plans to engage more students. Inconsistently assesses mastery of the new learning to determine if independent practice or re-teaching is appropriate without making adjustments as necessary. There is little evidence that data is used from various assessments to modify instruction and guide intervention strategies. Consistently monitors student involvement and makes efforts to adjust instructional plans to engage more students. Assesses mastery of the new learning to determine if independent practice or re-teaching is appropriate and makes adjustments to lessons. Reviews data from assessments to modify instruction and guide intervention strategies. Is aware of student participation and smoothly makes appropriate adjustments to the lesson successfully accommodating student questions or interests. Assesses mastery of the new learning using a variety of methods to determine if independent practice or re-teaching is appropriate and restructures lessons to address various learning needs. Uses data from various assessments to modify instruction and to determine what additional interventions can be implemented to assist students. Is always aware of student participation and successfully engages all students in the lesson. Is able to successfully make adjustments to the lesson to accommodate student questions or interests. Assesses mastery of the new learning using a variety of methods to determine if independent practice or re-teaching is appropriate. Works with individual students or small groups to reteach. Uses peer tutoring to facilitate mastery of skills. Multiple classroom evaluations, assessments and formal State assessments provide ample and varied opportunity for all students to demonstrate their knowledge and skill set levels. Ongoing assessment is systematically used to modify instruction and guide intervention strategies. Domain: Instructional Effectiveness Dimension: Establishes Closure Teacher summarizes and fits into context what has been taught.
Domain: Instructional Effectiveness Dimension: Student Achievement Effective development and use of modified assessments and curriculum for special education students and students experiencing difficulties in learning. 1 Ineffective 2 Needs Improvement 3 Effective 4 Highly Effective 5 Superior There is no evidence that the teacher is knowledgeable of the IEP or that the teacher modifies instruction for all students on an IEP regardless of student’s learning goals. Gives up, blames the student, or blames the student’s home environment if the student has difficulty learning. There is some evidence that the teacher is aware of the IEP; however, the IEP is not being used to guide instruction for the student. When a student has difficulty learning, the teacher an ineffectual effort and quickly gives up or blames the student or the student’s home environment. Modifies assessments for special education student populations in alignment with the IEP. Provides required feedback to student, roster teacher and/or parent. Assures that all students have access to standard / common core / district curriculum. Accepts responsibility for the success of all students. Modifies assessments for special education student populations as indicated in the IEP and as needed, working with individual students to develop a mutually acceptable plan for "success." Provides frequent / timely feedback to student, teacher or parent. Assures that all students have access and modifications to standard /common core /district curriculum. When a student has difficulty learning, the teacher perseveres to identify effective approaches to reach the student, drawing on a broad repertoire of strategies. Modifies assessments and curriculum for special student populations as indicated in the IEP and as needed, working with individual students to develop a mutually acceptable plan for "success." Provides frequent/timely feedback to student, roster teacher and parent of the results of modifications on student progress and participates as a team member in recommending needed changes in modifications. The teacher consistently advocates for all special needs students to have direct access to standard /common core /district curriculum. Perseveres in seeking effective approaches for students who need help using an extensive repertoire of strategies and soliciting additional resources from the school and community. Maintains contact with the student to monitor and support the student’s success even after the student has moved on to another class. Domain: Professional Growth and Continuous Improvement
Uses Professional Growth as a Continuous Improvement Strategy 1 Ineffective 2 Improvement 3 Effective 4 Highly Effective 5 Superior Does not participate in professional development that updates their content knowledge and professional practices. Participates in a portion of the required minimum hours of professional development. The professional development does not update their content knowledge and current professional practices. Participates in the required minimum hours of professional development updating their content knowledge and current professional practices. Participates in the required hours of professional development and seeks additional training to update their content knowledge and professional practices beyond what is required. In addition to participating in the required hours of prof. development and add'l training, the teacher makes a substantial contribution to the profession through activities such as, coaching and mentoring new teachers, training teachers in professional practices, making presentations, conducting action research, working towards Master Teacher Certification and/or writing articles for grade level, department level, internal / school-wide and/or external publication. Writings that could be used as “models” may include classroom newsletters, parent / community communications, etc. Domain: Professional Growth and Continuous Improvement Exhibits behaviors and efficiencies associated with professionalism. 1 Ineffective 2 Needs Improvement 3 Effective 4 Highly Effective 5 Superior Exhibits documentable patterns of repeated inconsistent reliability-based behavior patterns as delineated in performance category 3 – Effective. Exhibits inconsistent reliability-based behavior patterns as evidenced by flawed punctuality and dependability; not adhering to prescribed arrival and departure times; not following notification and reporting procedures for absences; not complying with reporting timelines and other time sensitive info./compliance requests. Exhibits consistent reliability-based behavior patterns as evidenced by punctuality and dependability; adhering to prescribed arrival and departure times; following notification and reporting procedures for absences; complying with reporting timelines and other time sensitive info./compliance requests. Exhibits highly consistent behavior patterns as evidenced by punctuality and dependability; adhering to prescribed arrival and departure times; following notification and reporting procedures for absences; complying with reporting timelines and other time sensitive info./compliance requests. Serves as a and mentor exhibiting consistent behavior patterns as evidenced by punctuality and dependability; adhering to prescribed arrival and departure times; following notification and reporting procedures for absences; complying with reporting timelines and other time sensitive
info./compliance requests. Domain: Interpersonal Skills Effective Interactions and Collaboration with Stakeholders. 1 Ineffective 2 Improvement 3 Effective 4 Highly Effective 5 Superior Provides minimal or no information to families and colleagues and makes no attempt to engage them in the educational program. Does not consult or collaborate with staff members. Appears to be inconsistent and inaccurate in providing information to families and colleagues and engaging them in the educational program. Plans and makes decisions assuming the result will be positive for everyone. Consults infrequently with other staff members. Interacts with families and colleagues in a timely, consistent, positive and professional manner. Complies with school procedures for communicating with families and colleagues and makes an effort to engage them in the educational program. Collaborates appropriately and makes decisions that reflect genuine professional consideration. Communicates frequently and sensitively with families and colleagues and engages them in the educational program. Maintains an open mind and participates in collaborative planning, reflection and decision making, respecting and considering the thoughts of colleagues. Communicates consistently and sensitively with families and colleagues and uses diverse methods to engage them in the educational program and supports their participation. Communication is clearly understood by diverse stakeholders. Takes a leadership role in ensuring that all collaborative decisions, planning and reflection activities with colleagues are based on the highest professional standards. Seeks out the expertise and opinion of other professionals before considering collaborative decisions. Domain: Leadership Exhibits Positive Leadership through Varied Involvements. Ineffective 2 Needs Improvement 3 Effective 4 Highly Effective 5 Superior Consistently declines becoming involved in school or district events when asked. Impedes colleagues’ efforts to share their knowledge or assume professional responsibility. Perpetuates biased, negative or disrespectful Avoids becoming involved in school or district events. Makes no effort to assume professional responsibilities or share professional knowledge with colleagues in the school or district. Rarely contributes to the modification of school Agrees to participate in school or district events when ways to contribute to the profession and follows through. Volunteers or eagerly accepts an invitation to substantially contribute to a school or district event. Actively participates in assisting other educators in their growth as professionals. within a team of colleagues to ensure that Develops or leads important school or district events. Initiates important activities contributing to the profession, such as mentoring new teachers, writing articles for publication or making presentations. others to challenge and reject biased,
attitudes or practices in the school that impede the school’s ability to serve all students. practices that would result in students being better served by the school. Assumes a proactive role in addressing student needs. all students have a fair and equal opportunity to learn and succeed in school. negative or disrespectful attitudes or practices in the school that impede the school’s ability to serve all students.