1b (SC3) Demonstrating knowledge of students Teacher demonstrates little or no understanding of how students and little knowledge of students’ backgrounds, cultures, skills, language proficiency, interests, and special needs and does not seek such understanding. Teacher indicates the importance of understanding how students learn and the students’ backgrounds, cultures, skills, language proficiency, interests, and special needs, and attains this knowledge about the class as a whole. Teacher understands the active nature of student learning and attains information levels of development for groups of students. The teacher also purposefully seeks knowledge from several sources of students’ backgrounds, cultures, skills, language proficiency, interests, and special needs and attains this knowledge about groups of students. Teacher actively knowledge of students’ levels of development and their backgrounds, cultures, skills, language proficiency, interests, and special needs from a variety of sources. This information is acquired for individual students. Critical Attributes Teacher does not understand development characteristics and has unrealistic expectations for students. Teacher does not try to ascertain varied ability levels among students in the class. Teacher is not aware of student interests or cultural heritages. Teacher no responsibility to learn about students’ medical or learning disabilities. Teacher cites developmental theory but does not seek to integrate it into lesson planning. Teacher is aware of the different ability levels in the class but tends to teach to the "whole group". The teacher recognizes that children have different interests and cultural backgrounds but rarely draws on their contributions or differentiates materials to accommodate those differences. The teacher is aware of medical issues and learning disabilities with some students but does not seek to understand the implications of that knowledge. The teacher knows, for groups of students, their levels of cognitive development. The teacher is aware of the different cultural groups in the class. The teacher has a good idea of the range of interests of students in the class. The teacher has identified “high,” “medium,” and “low” groups of students within the class. The teacher is well informed about students’ cultural heritage and incorporates this knowledge in lesson planning. The teacher is of the special needs represented by students in the class. In addition to the characteristics of "proficient": The teacher uses ongoing methods to assess students’ skill levels and designs instruction accordingly. The teacher seeks out information about their cultural heritage from all students. The teacher maintains a system of updated student records and incorporates medical and/or learning needs into lesson plans. Evidence Briefly describe the students in this class, including those with special needs.
COMPONENT UNSATISFACTORY PROFICIENT 1c (SC4) 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 are stated as activities rather than as student learning. Outcomes reflect only one type of learning and only one discipline or strand and are suitable for only some students. Outcomes represent moderately high expectations and rigor. Some reflect important learning in the discipline and consist of a combination of outcomes and activities. Outcomes reflect several types of learning, but teacher has made no 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. Most outcomes represent rigorous and important learning in the discipline. All the instructional outcomes are clear, are written in the form of student learning, and suggest viable methods of assessment. Outcomes reflect several different types of learning and opportunities for coordination. Outcomes take into account the varying needs of groups of students. All outcomes represent rigorous and important learning in the discipline. The outcomes are clear, are written in the form of student learning, and permit viable methods of assessment. 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. Critical Attributes Outcomes lack rigor. Outcomes do not represent important learning in the discipline. Outcomes are not clear or are stated as activities. Outcomes are not suitable for many students in the class. Outcomes represent a mixture of low expectations and Some outcomes reflect important learning in the discipline. Outcomes are suitable for most of the class. Outcomes represent high expectations and rigor. Outcomes are related to the “big ideas” of the discipline. Outcomes are written in of what students will learn rather than do. Outcomes represent a range: factual, conceptual understanding, reasoning, social, management, communication. Outcomes are suitable to groups of students in the class and are differentiated where necessary. In addition to the characteristics of "proficient": Teacher plans make reference to curricular frameworks or blueprints to ensure accurate sequencing. Teacher connects outcomes to previous and future learning. Outcomes are differentiated to encourage individual students to take educational risks.
Evidence What instructional materials or other resources, if any, will you use? COMPONENT UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED 1e (SC4) Designing coherent instruction The series of learning experiences is poorly aligned with the instructional outcomes and does not represent a coherent structure. 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. 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. The lesson or unit has a recognizable structure; the progression of activities is uneven, with most time allocations reason- able. 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. 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. 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. Learning activities are differentiated appropriately for individual learners. Instructional groups are varied 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. Critical Attributes Learning activities are boring and/or not well aligned to the instructional goals. Materials are not engaging or do not meet instructional outcomes. Learning activities are moderately challenging. Learning resources are suitable, but there is limited variety. Learning activities are matched to instructional outcomes. Activities provide opportunity for higher-level thinking. In addition to the characteristics of “proficient”: Activities permit student choice. Learning experiences connect to other disciplines.
The teacher conveys to at least some students that the work is too challenging for them. Students exhibit little or no pride in their work. time is devoted more to socializing than to learning. The teacher conveys high expectations for only some students. Students comply with the teacher’s expectations for learning, but they don’t indicate commitment on own initiative for the work. Many students indicate that they are looking for an “easy path.” The teacher demonstrates a high regard for student abilities. Teacher conveys an expectation of high levels of student effort. Students expend good effort to complete work of high quality. The teacher communicates a genuine passion for the subject. Students indicate that they are not satisfied unless they have complete understanding. Student questions and comments indicate a desire to understand the content rather than, for example, simply learn a procedure for getting the correct answer. Students recognize the efforts of classmates. Students take initiative in improving the quality of their work. Evidence COMPONENT UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED 2c (SC5) 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 are inconsistent, the result being some disruption of learning. With regular guidance and prompting, students follow established routines. There 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 classroom routines 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. Critical Attributes Students not working with the teacher are not productively engaged or are disruptive to the groups are only partially engaged while not working directly with the teacher. The students are productively engaged during small-group work. In addition to the characteristics of “proficient”:
The classroom environment is chaotic, with no apparent standards of conduct. The teacher does not monitor student behavior. Some students violate classroom rules, without apparent teacher awareness. When the teacher notices student misbehavior, s/he appears helpless to do anything about it. Teacher attempts to maintain in the classroom but with uneven success; standards of conduct, if they exist, are not evident. Teacher attempts to keep track of student behavior, but with no apparent system. The teacher’s response to student misbehavior is inconsistent, at times very harsh, other times lenient. Standards of conduct appear to have been established. Student behavior is generally appropriate. The teacher frequently monitors student behavior. Teacher’s response to student misbehavior is effective. Teacher acknowledges good behavior. In addition to the characteristics of “proficient”: Student behavior is entirely appropriate; there no evidence of student misbehavior. The teacher monitors student behavior without speaking – just moving about. Students respectfully intervene as appropriate with classmates to ensure compliance with standards of conduct. Evidence COMPONENT UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED 2e (SC5) 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 effective use of physical resources, including computer technology. The classroom is safe and learning is accessible to all students, including with special needs. Teacher effective use of physical resources, including computer technology. The teacher ensures that the physical arrangement is appropriate to the learning activities. Students contribute to the use or adaptation of the physical environment to advance learning. Critical Attributes
There are physical hazards in the classroom, endangering student safety. Many students can’t see or hear the teacher or the board. Available technology is not being used, even if its use would enhance the lesson. The physical environment is safe, and most students can see and hear. The physical environment is not an impediment to learning but does not enhance it. The teacher limited use of available technology and other resources. The classroom is safe, and all students are able to see and hear. The classroom is arranged to support the instructional goals and learning activities. The teacher makes appropriate use of available technology. In addition to the characteristics of “proficient”: Modifications are made to the physical environment to accommodate students with special needs. There is total alignment between the goals of the lesson and the physical environment. Students take the initiative to adjust the physical environment. Teachers and students make extensive and imaginative use of available technology. Evidence Domain 3: Instruction COMPONENT UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED 3a (SC1) 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 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. The teacher clearly communicates instructional purpose of the lesson, including where it is situated within 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. The teacher the instructional purpose of the lesson to student 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’ interests. Students contribute to extending the content and help explain concepts to their
ensure that most students are heard. Critical Attributes Questions are rapid-fire, and convergent, with a single correct answer. Questions do not invite student thinking. All discussion is between teacher and students; students are not invited to speak directly to one another. A few students dominate the discussion. Teacher frames some questions designed to promote student thinking, but only a small number of students are involved. The teacher invites students to respond directly to one another’s ideas, but few students respond. Teacher calls on many students, but only a few actually participate in the discussion. Teacher uses open-ended questions, inviting students to think and/or offer multiple possible answers. The teacher makes effective use of wait time. The teacher effectively builds on student responses to questions. Discussions enable students to talk to one another without ongoing mediation by the teacher. The teacher calls on most students, even those who don’t initially volunteer. Many students actively engage in the discussion. In addition to the characteristics of “proficient”: Students initiate higher-order questions. Students extend the discussion, enriching it. Students invite comments from their classmates during a discussion. Evidence COMPONENT UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED 3c (SC1) Engaging students in learning The learning and activities, materials, resources, 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. The learning tasks and activities are partially aligned with the 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. The learning tasks and activities are aligned with the instructional 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. Virtually all students are intellectually engaged in 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
probable success of different courses of action. Critical Attributes 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 instructional 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. In addition to the characteristics of “proficient”: Teacher’s assessment of the lesson is thoughtful and includes specific indicators of effectiveness. Teacher’s suggestions for improvement draw on an extensive repertoire. Evidence Questions to consider: In general, how successful was the lesson? Did the students learn what you intended for them to learn? How do you know? If you were able to bring samples of student work, what do those samples reveal about those students’ levels of engagement and understanding? Comment on your classroom procedures, student conduct, and your use of physical space. To what extent did these contribute to student learning? Did you depart from your plan? If so, how and why? Comment on different aspects of your instructional delivery (e.g., activities, grouping of students, materials and resources). To what extent were they effective? If you had an opportunity to teach this lesson again to the same group of students, what would you do differently? COMPONENT UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED 4b (SC6) Maintaining accurate records Teacher’s system for maintaining information on student completion of assignments and student progress in learning is nonexistent or in disarray. Teacher’s records for activities are in disarray, resulting in errors and confusion. Teacher’s system for maintaining information on student completion of assignments and student progress in learning is rudimentary and only partially effective. Teacher’s records for activities are adequate but require frequent monitoring to avoid errors. 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. Students contribute information and participate in maintaining the records. Critical Attributes non- non-
There is no system for either instructional or non-instructional records. The record-keeping systems are in disarray so as to provide incorrect or confusing information. The teacher has a process for recording completion of student work. However, it is out of date or does not permit students to gain access to 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 student work completion 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 goals; students are able to see how they’re progressing. The teacher’s process for recording instructional information is both efficient and effective. The teacher’s process for recording student work completion 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 goals; students are able to see how they’re progressing. The teacher’s process for recording instructional information is both efficient and effective. Evidence COMPONENT UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED 4c (SC7) Communicating with families Teacher communication with families, about the instructional program, about individual students, is sporadic or culturally inappropriate. Teacher makes no attempt to engage families in the instructional program. Teacher makes 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. Communications are one-way and not always appropriate to the cultural norms of those families. Teacher communicates frequently with families about the instructional program and conveys information about individual student progress. Teacher makes some attempts to engage families in the instructional program. Information to families is conveyed in a culturally appropriate manner. Teacher’s communication with families is frequent and sensitive to cultural traditions, with students contributing to the communication. Response to family concerns is handled with professional and cultural sensitivity. Teacher’s efforts to engage families in the instructional program are frequent and successful.
Critical Attributes Little or no information regarding the instructional program is available to parents. Families are unaware of their children’s progress. Family engagement activities are lacking. Communication is culturally inappropriate. School or district-created materials the instructional program are sent home. Infrequent or incomplete information is sent home by teachers about the instructional program. Teacher maintains school- required grade book but does little else to inform families about student progress. Teacher communications are sometimes inappropriate to families’ cultural norms. Information about the instructional program is available on a regular basis. The teacher sends information about student progress home on a regular basis. Teacher develops activities designed to successfully engage families in their children’s learning, as appropriate. In addition to the characteristics of “proficient”: On a regular basis, students develop materials to inform their families about the instructional program. 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. Evidence COMPONENT UNSATISFACTORY PROFICIENT DISTINGUISHED 4d (SC8) Participating in a professional community Teacher’s relationships with colleagues are negative or self-serving. Teacher avoids participation in a professional culture of inquiry, resisting opportunities to become involved. Teacher avoids becoming involved in school events or school and district projects. Teacher maintains cordial relationships with colleagues to fulfill duties that the school or district requires. Teacher becomes involved in the school’s culture of professional inquiry when invited to do so. Teacher participates in school events and school and district projects when specifically to do so. Teacher’s relationships with colleagues are characterized by mutual support and cooperation; teacher actively participates in a culture of professional inquiry. Teacher volunteers to participate in school events and in school and district projects, making a substantial contribution. Teacher’s relationships with colleagues are characterized by mutual support and cooperation, with the teacher taking initiative in assuming leadership among the faculty. Teacher takes a leadership role in promoting a culture of professional inquiry. Teacher volunteers to participate in school events and district projects making a substantial contribution, and
assuming a leadership role in at least one aspect of school or district life. Critical Attributes The teacher’s relationship with colleagues is characterized by negativity or combativeness. The teacher purposefully avoids contributing to activities promoting professional inquiry. The teacher avoids involvement in school activities and school district and community projects. The teacher has pleasant relationship with colleagues. W hen invited, the teacher participates in activities related to professional inquiry. W hen asked, the teacher participates in school activities, as well as school 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 activities, as well as school district and community projects. In addition to the characteristics of “proficient”: The teacher takes a leadership role in promoting activities related to professional inquiry. The teacher regularly contributes to and over- sees events that positively impact school life. The teacher regularly contributes to and serves as head of significant school district and community projects. Evidence COMPONENT UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED 4e (SC8) Growing and developing professionally Teacher engages in no professional development activities to enhance knowledge or skill. Teacher resists feedback on teaching performance from either supervisors or more experienced colleagues. Teacher makes no effort to share knowledge with others or to assume professional responsibilities. Teacher participates in professional activities to a limited extent when they are convenient. Teacher accepts, with some reluctance, feedback on teaching performance from both supervisors and colleagues. Teacher finds limited ways to contribute to the profession. Teacher seeks out opportunities for professional development to enhance content knowledge and pedagogical skill. Teacher welcomes feedback from colleagues - either when made by supervisors or when opportunities through professional collaboration. Teacher participates actively in assisting other educators. Teacher seeks out opportunities for professional development and makes a systematic effort to conduct action research. Teacher seeks out feedback on teaching from both supervisors and colleagues. Teacher initiates important activities to contribute to the profession.
Critical Attributes The teacher is not involved in any activity that enhance knowledge or skill. The teacher purposefully resists discussing performance with supervisors or colleagues. The teacher ignores invitations to join professional organizations or attend conferences. The teacher participates in professional activities when they are required or when provided by the school district. The teacher reluctantly accepts feedback from supervisors and colleagues. The teacher contributes in a limited fashion to educational professional organizations. The teacher seeks regular opportunities for continued professional development. The teacher welcomes colleagues and visors into the classroom for the purpose of gaining insight from their feedback. The teacher actively participates in professional organizations designed to contribute to the profession. In addition to the characteristics of “proficient”: The teacher seeks regular opportunities for continued professional development, including initiating action research. The teacher actively feedback from supervisors and colleagues. The teacher an active leadership role in professional organizations in order to contribute to the teaching profession. Evidence COMPONENT UNSATISFACTORY PROFICIENT DISTINGUISHED 4f (SC8) Showing professionalism Teacher displays dishonesty in interactions with colleagues, students, and the public. Teacher is not alert to students’ needs and contributes to school practices that result in some students’ being ill served by the school. Teacher decisions and recommendations based on self-serving interests. Teacher Teacher is honest in interactions with colleagues, students, and the public. Teacher attempts, though inconsistently, to serve students. Teacher does not knowingly contribute to some students’ being ill served by the school. Teacher’s decisions and recommendations are based Teacher displays high standards of honesty, integrity, and confidentiality in interactions with colleagues, students, and the public. Teacher is active in serving students, working to ensure that all students receive a fair opportunity to succeed. Teacher maintains an open mind in team or departmental decision making. Teacher takes a leadership role with colleagues and can be counted on to hold to the highest standards of honesty, integrity, and confidentiality. Teacher is highly proactive in serving students, seeking out resources when needed. Teacher makes a concerted effort to challenge negative attitudes or practices to ensure that all students, particularly those traditionally
does not comply with school and district regulations. on limited but genuinely professional considerations. Teacher complies minimally with school and district regulations, doing just enough to get by. Teacher complies fully with school and district regulations. under- served, are honored in the school. Teacher takes a leadership role in team or departmental decision making and helps ensure that such decisions are based on the highest professional standards. Teacher complies fully with school and district regulations, taking a leadership role with colleagues. Critical Attributes Teacher is dishonest. Teacher does not notice the needs of students. The teacher engages in practices that are self- serving. The teacher willfully rejects school district regulations. Teacher is honest. Teacher notices the needs of students but is inconsistent in addressing them. Teacher does not notice that some school practices result in poor conditions for students. Teacher makes decisions professionally but on a limited basis. Teacher complies with school district regulations. Teacher is honest and known for having high standards of integrity. Teacher actively addresses student needs. Teacher actively to provide opportunities for student success. Teacher willingly participates in team and departmental decision making. Teacher complies completely with school district regulations. In addition to the characteristics of “proficient”: Teacher is considered a leader in terms of honesty, integrity, and confidentiality. Teacher is highly proactive in serving students. Teacher a concerted effort to ensure that opportunities are available for all students to be successful. Teacher takes a leadership role in team and departmental decision making. Teacher takes a leadership role regarding school district regulations. Evidence
Student Growth Criterion 6: Using multiple student data elements to modify instruction and improve student learning. (Student Growth Cycle) Achievement of Student Growth Goal(s) Unsatisfactory Basic Proficient Distinguished Growth or achievement data from at least two points in time shows no evidence of growth for most students. Multiple sources of growth or achievement data from at two points in time show some evidence of growth for some students. Multiple sources of growth or achievement data from at least two points in time show clear evidence of growth for most students. Multiple sources of growth or achievement data from at least two points in time show evidence of high growth for all or nearly all students. Critical Attributes Does not establish student learning goals Does not specify assessment(s) to monitor progress towards goal(s) may be missing one or more of the following qualities: specific, measurable and time-bound Goals are not based on prior available student learning Goals partially aligned to content standards Grain size of goal may be missing one or more of the following: appropriate for the context, instructional interval and content standard(s) Goal is not connected to a significant impact on student learning of content. Identified formative and summative assessments unable to monitor progress toward specified Goals are specific, measurable and time-bound Based on multiple sources of available data that reveal prior student learning Goals aligned to content standards Grain size of goal is appropriate for the instructional interval and standard(s) Goal demonstrates a significant impact student learning of content (transferable skills) within the content area Identifies formative and summative measures aligned to learning targets to monitor progress towards goals Proficient Attributes and: Effort to Communicates (two-way)/ Collaborates with other staff, families and/or students to establish goals specific to whole class learning needs Students articulate understanding of their goals and progress toward goals Evidence