d. Accepts and demonstrates responsibility for creating a culture that g. Communicates with students, families, colleagues, and supports the learning of every student. communities effectively and accurately. Note: Please place an X on the line located below each Teaching Standard that best fits your answer from Basic – Distinguished or check the box if unacceptable. 1.1 Communicates Information About Student Progress and Learning With Families U Teacher provides minimal information to family, or does not respond, or responds insensitively to parental or guardian’s concerns about students. Teacher adheres to the school’s required procedures for communicating with families; however, communication is of limited value and/or teacher’s responses to parental concerns are minimal. Teacher communicates with parents student progress and instructional programs on a regular basis and is available as needed to respond to family concerns. Teacher provides information to parents frequently on both positive and negative aspects of student progress and listens effectively to parent concerns. Response to parent communication is handled with great sensitivity. Unacceptable Proficient Distinguished Comments: 1.2 Selects Instructional and Uses Performance Data in Selection and Review of Goals U Teacher’s goals are not valuable and for students represent low expectations or no conceptual understanding. Goals do not reflect important learning. Teacher’s are moderately valuable in either their expectations or conceptual understanding for students and in importance of learning. Teacher’s goals are valuable in their level of expectations, conceptual understanding, and importance of learning. Not only are the goals valuable, but the teacher can also clearly articulate how goals establish high expectations and relate to curriculum frameworks and standards and benchmarks. Unacceptable Basic Proficient Distinguished Comments: 1.3 Establishes a Culture for Learning: Student in Work U Students demonstrate little or no pride in their work. They seem to be motivated by the desire to complete a task rather than do work. Instructional and activities, interactions, and the classroom environment convey inconsistent expectations for student achievement. Students “do good work” but invest little of their energy in the quality of the work. Instructional goals and activities, interactions, and the classroom environment convey high expectations for student achievement. Students demonstrate pride in their work. Through planning of learning activities, interactions, and the classroom environment, both students and teachers maintain high expectations for the learning of all students. Students take obvious pride in their work and initiate improvements in it. Unacceptable Basic Proficient Distinguished Comments:
Unacceptable Basic Proficient Distinguished Comments: 2.6 Engages Students in Mutually Respectful Participation Using Questions and Discussion Strategies U Content is inappropriate and unclear, or teacher uses poor examples or analogies. Only a few students participate in the discussion. Content is inconsistent in quality: some is done skillfully, with good examples; other portions are difficult to follow. Teacher attempts to engage all students in the discussions, but with only limited success. Content is appropriate and links well with students’ knowledge and experience. Teacher successfully engages all students in mutually respectful discussions. Content is appropriate and links well with students’ knowledge and experience. Teacher provides opportunity for students themselves to ensure that all voices are heard with students contributing to the content. Unacceptable Proficient Distinguished Comments: Teaching Standard 3 Demonstrates Competence in Planning and Preparing for Instruction a. Uses student achievement data, local standards, and the district d. Selects strategies to engage all students in learning. curriculum in planning for instruction. e. Uses available resources including technologies, in the b. Sets and communicates high expectations for social, behavioral, development and sequencing of instruction. and academic success of all students. c. Uses student’s developmental needs, backgrounds, and interests in planning for instruction. Note: Please place an X on the line located below each Teaching Standard that best fits your answer from Basic – Distinguished or check the box if unacceptable. 3.1 Assesses Student Learning: Assessment Used for Planning U The assessment results affect planning for the students only minimally. Teacher uses assessment results to plan for the class as a whole. Teacher uses assessment results to plan for individuals and groups of students. Students are aware of how they are meeting the established standards and participate in planning the next steps. Unacceptable Basic Proficient Distinguished Comments: 3.2 Communicates Directions and Procedures Clearly and Accurately U Teacher directions and procedures are confusing to students. Teacher’s directions and procedures are clarified after initial student confusion, or they are excessively detailed. Teacher’s directions and procedures are clear to students and contain an appropriate level of detail. Teacher’s directions and procedures are clear to students and anticipate possible student misunderstanding.
Unacceptable Basic Proficient Distinguished Comments: 4.4 Designs Coherent Instructional Grouping of Students U Instructional groups do not support the instructional goals and/or do not offer any variety in the learning experience. Instructional groups are inconsistent in suitability to the instructional and offer minimal variety in learning experiences. Instructional groups are suitable to the instructional goals and/or the learning needs of students. Instructional groups are suitable to the instructional goals and/or to the learning needs of students. There is evidence of student choice in selecting different instructional groups. Unacceptable Basic Proficient Distinguished Comments: 4.5 Engages Students in Learning Using Appropriate Structure and Pacing U The lesson has no clearly defined structure, and/or the pacing of the lesson is too slow or rushed, or both. The lesson has a recognizable structure, although it is not uniformly maintained throughout the lesson. Pacing of the lesson is inconsistent. The lesson has a clearly defined structure around which the activities are organized. Pacing of the lesson is consistent. The lesson’s structure is highly coherent, allowing for reflection and closure as appropriate. Pacing of the lesson is appropriate for students with multiple learning needs. Unacceptable Basic Proficient Distinguished Comments: 4.6 Engages Students in Learning Activities and Assignments U Activities and assignments are inappropriate for students in terms of their age or backgrounds. Students are not cognitively engaged. Some activities and assignments are appropriate to students, and they are cognitively engaged. Most activities and assignments are appropriate to students. Almost all students are cognitively engaged in them. All students are cognitively engaged in the activities and assignments in their exploration of content. Students initiate or adapt activities and projects to enhance understanding. Unacceptable Basic Proficient Distinguished Comments 4.7 Engages Students in Learning Using Suitable Instructional Materials and Resources U Teacher does not access suitable resources for instruction or engagement of students. Teacher selects instructional materials and resources that are partially suitable to the instructional goals, or students’ level of cognitive engagement is moderate. Teacher seeks out resources for teaching in professional organizations and the community. Instructional materials and resources are suitable to the instructional goals and engage students cognitively. Teacher seeks out resources for teaching, or in professional organizations and in the community and shares awareness of resources with students’ families and colleagues. Instructional materials and resources are suitable to the instructional goals and engage students cognitively. Students are involved in the choice, adaptation, or creation of materials to enhance their own learning.
Unacceptable Basic Proficient Distinguished Comments: 5.2 Assesses Student Learning Through Criteria U The proposed approach contains no clear criteria for assessment. Assessment criteria have been developed, but they are either not clear or have not been clearly communicated to students. Assessment criteria are clear and have been communicated to students. There is evidence that students understand the criteria. Assessment criteria are and have been effectively communicated to students. There is evidence that students understand the criteria and expectations. Unacceptable Basic Proficient Distinguished Comments: 5.3 Demonstrates Flexibility and Responsiveness by Adjusting Instruction U Teacher adheres rigidly to an instructional plan, even when a change will clearly improve a lesson. Teacher attempts to adjust a lesson with limited results. Teacher makes adjustments to a lesson with generally positive results. Teacher successfully makes an adjustment to a lesson, resulting in greater student learning. Unacceptable Proficient Distinguished Comments: 5.4 Reflects on Teaching U Teacher does not know if a lesson was effective or achieved its goals, or teacher profoundly misjudges the success of a lesson. Teacher has a generally accurate impression of a lesson’s effectiveness and the extent to which instructional goals were met. Teacher makes an accurate assessment of a lesson’s effectiveness and the extent to which it achieved its goals and can cite general references to support the judgment. Teacher makes a thoughtful and accurate assessment of a lesson’s effectiveness and the extent to which it achieved its goals, citing many specific examples from the lesson and weighing the relative strength of each. Unacceptable Basic Proficient Distinguished Comments: 5.5 Provides Constructive, Timely, and Specific Feedback to Students U Feedback is either not provided in a timely manner or is of uniformly poor quality. Feedback is inconsistent in quality and/or timeliness. Some elements of high quality are present. Timeliness of feedback is inconsistent. Feedback is consistently high quality and is provided in a timely manner. Feedback is consistently high quality and provided in a timely manner. Students make prompt use of feedback in their learning.