OBSERVATION EVIDENCE Component Ineffective Developing Accomplished Exemplary 2a 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. Interactions are characterized by sarcasm, put-downs, or conflict. Teacher does not deal with disrespectful behavior. 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. Students rarely demonstrate disrespect for one another. Teacher attempts to respond to disrespectful behavior, with uneven results. The net result of the interactions is neutral, conveying neither warmth nor conflict. 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. Interactions among students are generally polite and respectful. Teacher responds successfully to disrespectful behavior among students. The net result of the interactions is polite and respectful, but impersonal. Classroom interactions among the teacher and individual students are highly respectful, reflecting genuine warmth and caring and sensitivity to students as individuals. Students exhibit respect for the teacher and contribute to high levels of civil interaction between all members of the class. The net result of interactions is that of connections with students as individuals. Evidence
Component Ineffective Developing Accomplished Exemplary 2b Establishing a Culture for Learning The classroom culture is characterized by a lack of teacher or student commitment to the learning and/or little or no investment of student energy into the task at hand. Hard work is not expected or valued. Medium or low expectations for student achievement are the norm, with high expectations for learning reserved for only one or two students 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 that they are interested in completion of a task, rather than quality. The teacher conveys that student success is the result of natural ability rather than hard work; high expectations for learning are reserved for those students thought to have a natural aptitude for the subject. 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 teacher conveys that with hard work students can be successful. Students understand their role as learners and consistently expend effort to learn. Classroom interactions support learning and hard work. The classroom culture is a cognitively vibrant place, characterized by a shared belief in the importance of learning. The teacher conveys high expectations for learning by all students and insists on hard work. Students assume responsibility for high quality by initiating improvements, making revisions, adding detail, and/or helping peers.
Evidence Component Ineffective Developing Accomplished Exemplary 2c Managing Classroom Procedures Much instructional time is lost through inefficient classroom routines and procedures. There is little or no evidence that the teacher is managing instructional groups, transitions, and /or the handling of materials and supplies effectively. There is little evidence that students know or follow established routines. Some instructional time is lost through only partially effective classroom routines and procedures. The teacher’s management of instructional groups, transitions, and/or the handling of materials and supplies is inconsistent, the result being some disruption of learning. With regular guidance and prompting¸ students follow established routines. is little loss of instructional time because of effective classroom routines and procedures. The teacher’s management of instructional groups and the handling of materials and supplies are consistently successful. With minimal guidance and prompting students follow established classroom routines. Instructional time is maximized because of efficient routine and procedures. Students contribute to the management of instructional groups, transitions, and the handling of materials and supplies. Routines are well understood and may be initiated by students.
Evidence Component Ineffective Developing Accomplished Exemplary 2d Managing Student Behavior appear to be no established standards of conduct and little or no teacher monitoring of student behavior. Students challenge the standards of conduct. Response to students’ misbehavior is repressive or disrespectful of student dignity Standards of conduct appear to have been established, but their implementation is inconsistent. Teacher tries, with uneven results, to monitor student behavior and respond to student misbehavior. There is inconsistent implementation of the standards of conduct. Student behavior is generally appropriate. The teacher monitors student behavior against established standards of conduct. Teacher response to student misbehavior is consistent, proportionate, respectful to students, and effective. Student behavior is entirely appropriate. Students take an active role in monitoring their own behavior and that of other students against standards of conduct. Teachers’ monitoring of student behavior is subtle and preventative. Teacher’s response to student misbehavior is sensitive to individual student and respects students’ dignity.
Evidence Component Ineffective Developing Accomplished Exemplary 2e Organizing Physical Space The physical environment is unsafe, or many students don’t have access to learning resources. There is poor coordination between the lesson activities and the arrangement of furniture and resources, including computer technology. The classroom is safe, and essential learning is accessible to most students. The teacher’s use of physical resources, including computer technology, is moderately effective. Teacher makes some attempt to modify the physical arrangement to suit learning activities, with partial success. The classroom is safe, and learning is accessible to all students; teacher ensures that the physical arrangement is appropriate to the learning activities. Teacher makes effective use of physical resources, including computer technology. The classroom is safe, and learning is accessible to all students, including those with special needs. Teacher makes effective use of physical resources, including computer technology. The teacher ensures that the physical arrangement is appropriate to the learning activities.
3a Communicating with Students The instructional purpose of the lesson is unclear to students, and the directions and procedures are confusing. The teacher’s explanation of the content contains major errors. The teacher’s spoken or written language contains errors. The teacher’s spoken or written language contains errors of grammar or syntax The teacher’s vocabulary is inappropriate, vague, or used incorrectly, leaving students confused. The teacher’s attempt to explain the instructional purpose has only limited success, and/or directions and procedures must be clarified after initial student confusion. The teacher’s explanation of the content may contain minor errors; some portions are clear; other portions are difficult to follow. The teacher’s explanation consists of a monologue, with no invitation to the students for intellectual engagement. Teacher’s spoken language is correct; however, his or her vocabulary is limited, or not appropriate to the students’ ages or backgrounds. The teacher clearly communicates instructional purpose of the lesson, including it is situated within the broader learning, and explains procedures and directions clearly. Teacher’s explanation of content is well scaffolded, clear and accurate, and connects with students’ knowledge and experience. During the explanation of content, the teacher invites student intellectual engagement. Teacher’s spoken and written language is clear and correct and uses vocabulary appropriate to the students’ ages and interests. The teacher links the instructional purpose of the lesson to the students interests; the directions and procedures are clear and anticipate possible student misunderstanding. The teacher’s explanation of content is thorough and clear, developing conceptual understanding through artful scaffolding and connecting with students’ interest. Students contribute to extending the content and help explain concepts to their classmates. The teacher’s spoken and written language is expressive, and the teacher finds opportunities to extend students’ vocabularies. Evidence Component Ineffective Developing Accomplished Exemplary
Engaging Students in Learning instructional groups and technology are poorly aligned with the instructional outcomes or require only rote responses. The pace of the lesson is too slow or too rushed. Few students are intellectually engaged or interested. instructional outcomes but require only minimal thinking by students, allowing most to be passive or merely compliant. The pacing of the lesson may not provide students the time needed to be intellectually engaged. outcomes and designed to challenge student thinking, the result being that most students display active intellectual engagement with important and challenging content and are supported in that engagement by teacher scaffolding. The pacing of the lesson is appropriate, providing most students the time needed to be intellectually engaged. challenging content through well-designed learning tasks and suitable scaffolding by the teacher and fully aligned with the instructional outcomes. In addition, there is evidence of some student initiation of inquiry and of student contribution to the exploration of important content. 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 one another. Evidence Component Ineffective Developing Accomplished Exemplary 3d Using Assessment in Instruction There is little or no assessment or monitoring of student Assessment is used sporadically by teacher and/or students to support instruction through Assessment is used regularly by teacher and/or students during the lesson through monitoring Assessment is fully integrated into instruction through
learning; feedback is absent or of poor quality. Students do not appear to be of the assessment criteria and do not engage in 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. 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. 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 their 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. Evidence Component Ineffective Developing Accomplished Exemplary 3e Teacher adheres to the instruction plan in spite of evidence of poor student Teacher attempts to modify the lesson when needed and to respond to student questions Teacher promotes the successful learning of all students, making minor Teacher seizes an opportunity to enhance learning, building on a spontaneous even or student
Demonstrating Flexibility and Responsiveness understanding or lack of interest. Teacher ignores student questions; when students experience difficulty, the teacher blames the students or their home environment. and interests, with moderate success. Teacher accepts responsibility for student success but has only a limited repertoire of strategies to draw upon. adjustments as needed to instruction plans and accommodating student questions, needs, and interests. Drawing on a broad repertoire of strategies, the teacher persists in seeking approaches for students who have difficulty learning. interests, or successfully adjusts and differentiates instruction to address individual student misunderstandings. Teacher persists in seeking effective approaches for students who need help, using an extensive repertoire of instructional strategies and soliciting additional resources from the school or community. Evidence
Reflection on Results Overall, what worked, or what should be refined? Connection to Framework for Teaching 5A – Student Growth I D A E Professional Growth Plan Implications How can I use these results to support my professional growth? Teacher Signature: Date: Administrator Signature: Date: Sample SMART Goals for Student Growth Specific – the goal is focused on a specific area of student need within the content. Measurable – the goal will be assessed an appropriate instrument. Appropriate – the goal is and directly related to the responsibilities of the teacher. Realistic – the goal is doable, rigorous, stretching the outer bounds of what is attainable. Time-bound – the goal contained to a simple school year/course. *Note that analysis of pre-assessment data is needed to truly determine if the goal is SMART. *You also want to make sure the goal meets the needs of all students in your classroom. Writing in any content area For the 2011 – 12 school year, 100% of students will make measurable progress in writing. Each student will improve by one performance level in two or more areas of the writing rubric (audience/purpose, idea development, organization & structure). Furthermore, 80% of the students will score a “3” or better overall. Social Studies During this school year, 100% of my students will improve in analyzing primary and secondary source documents. Each student will increase his/her ability to analyze documents by at least one level on the rating rubric. Furthermore, 75% of students will score at “proficient” or above. Basic Technical Drawing/Design/CAD During this school year, 100% of my students will demonstrate measurable progress in basic technical drawing. Each student will improve his or her own performance by at least 50% as evidenced by a performance assessment rubric. At least 85% of my students will score proficient on the end of the year performance assessment according to line quality, neatness, accuracy, and title block. Math For the school year, all of my students will demonstrate measurable growth in mathematics. All students will meet typical growth identified by the MAP assessment. At least 80% of my students will meet or exceed “proficient” on the end of the year MAP assessment. Physical Education Literacy Design Collaborative teachers (LDC) (any content area)
Administrator Signature: Date: Part C: On-going Reflection – Progress Toward Professional Growth Goal Date: Status of Professional Growth Goal: Revisions/Modifications: Part D: Summative Reflection- of Attainment for Professional Growth Goal Date: End of Year Reflection: Next Steps: Connection to Framework for Teaching: 4A – Reflecting on Teaching I D A E 4E – Growing and Developing Professionally I D A E Teacher Signature: Date: Administrator Signature: Date: Sample Professional Growth Goals Each goal and action plan together should answer the following questions. The goal samples that follow include reference to the actions to be taken in order to meet the goal. What do I want to change my instruction or leadership that will effectively impact student learning? What is my personal learning necessary to make the change? What are the measures of success? Any content area – student engagement For the 2012 – 13 school year, I will improve my ability to engage students in learning by attending and implementing Rigor and Relevance training, researching and implementing strategies for engaging students in rigorous learning, and refining my use of student involved formative assessment practices. These will be measured through pre and post assessments, student work samples, interim assessments, peer and principal observations and conferences, and Any Content area – learning styles During the 2012-2013 school year, I will increase student engagement by using a learning styles inventory with every student and designing lessons that address the different styles within my class. I will research teaching strategies to engage the different learning styles and study So Each May Learn by Silver. Measures of success will include student work products, observation, and student and teacher self-reflection.