CLASSROOM MANAGEMENT 2.1 Establish and maintain a student-centered learning environment that is a positive, safe, organized, equitable, flexible, inclusive, and collaborative in which students are actively engaged from bell to bell. Maintain academic focus by using a variety of motivational techniques. Maintain instructional momentum with smooth and efficient transitions from one activity to another. Area of Performance Highly Effective Effective Needs Improvement/ Developing Unsatisfactory 2.1 Establish and maintain an effective student-centered learning environment. Learning Environment (Correlates with Domain Indicator 2.1) Facilitate students to collaborate and maintain a positive, respectful and student-centered learning environment bell to bell. A wide variety of effective behavior management techniques have been established and utilized. Maximizes instructional time and minimizes interruptions by instilling classroom routines that are followed effortlessly by all students. Students assist with managing, distributing, and collecting materials and equipment Maintains a positive, respectful and learning environment where students are engaged from bell to bell Effective behavior management techniques have been established and utilized. Establishes and posts routines but students require prompting to follow them. Teacher manages the distribution and collection of materials and equipment without student assistance. Factors necessary for a student- centered learning environment are not consistently implemented. Students often not engaged from bell to bell. Behavior management techniques are not consistently applied, resulting in behavior problems. Establishes routines but they are not followed by all students or maintained by the teacher, resulting in the loss of instructional time. Developing routines and procedures for managing, distributing, and collecting materials and equipment. Interactions are often disrespectful, uncaring and negative. Students not engaged from bell to bell. Very few effective behavior management techniques are utilized, resulting in frequent behavior problems or demeaning of students. Has not established routines and instructional time is lost for routine tasks and interruptions. Has not established procedures for managing, distributing, and collecting materials and equipment.
2.2 Maintain academic focus by using a variety of motivational techniques. Techniques (Correlates with Domain Indicator 2.2) Maintains academic focus through a variety of motivational techniques. Students take responsibility for their learning. Maintains academic focus through a motivational technique. Does not consistently maintain academic focus. Not all students are engaged in the learning process. Lacks academic focus. Students are frequently off-task and not engaged in the learning process. Area of Performance Highly Effective Effective Needs Improvement/ Developing Unsatisfactory 2.3 Maintain instructional momentum with smooth and efficient transitions from one activity to another. Transitions (Correlates with Domain Indicator 2.3) Transitions are smooth with students assuming responsibility; no instructional time is lost. Transitions are smooth; little instructional time is lost. Smooth transitions do not always occur, resulting in a loss of instructional time. Transitions result in lost instructional time and behavior problems.
Area of Performance Highly Effective Effective Needs Improvement/ Developing Unsatisfactory 3.2 The teacher develops learning goals with expected outcomes accompanied by scales, exemplars, or rubrics that describe levels of performance relative to the learning goal and communicates high expectations of learning for all students. Goal Focus (Correlates with Domain Indicator 3.2) - Learning goals, objectives, essential questions, or outcomes are stated, displayed and discussed. -Clearly evident that rubrics, anchor charts or exemplars are being utilized. - Outcomes are correlated with state standards to deepen and enrich students' understanding, verbalization of thought and application of the subject matter. - Students value academic success as evidenced by the quality and pride in their work. -Learning goals, objectives, essential questions, or outcomes are stated and displayed and are correlated with state standards. -Consistently demonstrates high expectations for learning and achievement for all students by clear communications. Stated or displayed learning objectives of each lesson are not always correlated with state standards. Does not state or display learning goals, objectives, outcomes, or essential questions. 3.3 Monitor learning activities, including the use of formative assessment, provide feedback, and adjust instruction to meet student needs. Monitoring and Feedback (Correlates with Domain Indicator 3.3) - Utilizes and/or administers two or more formative assessments to assess student understanding and mastery of content. Makes ongoing adjustments and reteaches as needed. Provides learners timely and consistent high quality feedback. Monitors classroom performance using a formative assessment and adjusts teaching strategies. Consistently corrects and provides specific academic praise. Inconsistently provides feedback in a timely manner. Inconsistently provides specific academic praise. Does not monitor student learning. - Fails to provide feedback. - Teacher does not provide specific academic praise.
Area of Performance Highly Effective Effective Needs Improvement/ Developing Unsatisfactory 3.4 Use a variety of instructional strategies and/or modifications/accommodations for all students. Individual Student Needs (Correlates with Domain Indicator 3.4) - Meets the learning needs of all students by differentiating and scaffolding so they can be engaged in the content. Differentiates and scaffolds instruction to meet most students’ learning needs. Differentiates instruction to meet the needs of some students. Fails to provide differentiated instruction for students. Displays little knowledge of student needs. 3.5 Organize the class and use appropriate strategies to enhance critical and creative thinking or problem solving and complex tasks for all students. Instructional Strategies (Correlates with Domain Indicator 3.5) Implements multiple teaching strategies, multiple materials and multiple groupings to involve and motivate all students. Incorporates activities designed to foster higher level thinking and problem solving. All students are involved in relevant work in which they are active learners and problem solvers. Technology use, whether by teacher or student, enhances student learning. Implements a combination of three or more teaching strategies, materials and classroom groupings to foster student learning. Incorporates activities (which may include teacher or student use of appropriate technology) designed to foster higher level thinking or problem solving. Most students are involved in relevant work in which they are active learners and problem solvers. Uses one or two teaching strategies, materials and groupings. Lessons do not actively involve all students in learning activities or incorporate higher level thinking. Teaching strategies or types of materials fail to reach most students. Most lessons consist of lectures to passive students, reading the textbook or completing worksheets. Area of Performance Highly Effective Effective Needs Improvement/ Developing Unsatisfactory
3.6 Engage students in activities that link prior knowledge to new content, other subject areas, life experiences and/or careers for relevant learning experiences. Prior Knowledge A(Correlates with Domain Indicator 3.6) - All students are cognitively engaged in work designed to link prior knowledge to new content, other subject areas, life experience and/or careers for relevant learning experiences. - Most students are engaged in work designed to link prior knowledge to new content, other subject areas, life experience and/or careers for relevant learning experiences. Some students are engaged in work designed to link prior knowledge to new content, other subject areas, life experience and/or careers for relevant learning experiences. Does not make connections to other content areas, careers, disciplines, life experiences or prior knowledge.
Area of Performance Highly Effective Effective Needs Improvement/ Developing Unsatisfactory 4.1 Acts in a professional and ethical manner; confidentiality, collaboration with peers and administrators, compliance with School Board rules and school policies, adheres to test protocols, holds required certifications, communicates effectively, and fulfills required duties in a timely and accurate manner, and adheres to The Code of Ethics and the Principles of Professional Conduct of the Education Profession in Florida. Ethical Behavior (Correlates with Domain Indicators 4.1) -Always observes appropriate boundaries and respects confidentially. -Carries out all assignments. Keeps records accurately. -Is never late for duties or assignments. -Confident and competent in assigned content area/s and continues to seek ways to expand knowledge level. -School rules, administrative regulations, and Board policies are followed and enforced on a daily basis. -Talks with students about the importance of outcomes of assessments and motivates them to do well. -Is punctual and reliable with paperwork, duties and assignments. -Keeps accurate records, including timely and consistent input of data into FOCUS. -Completes assignments promptly and meets deadlines. -Maintains appropriate boundaries and student confidentially. -Licensed or certified in assigned content area. - Administrative regulations, school rules, and Board policies are followed and enforced. - Fully adheres to all testing protocols. -Sometimes uses questionable judgment. -Is late, misses deadlines, duties, or meetings and makes errors in records (attendance, grades, etc.). -Sometimes violates boundaries and occasionally discloses student information. Is taking course work to become certified or licensed. -Administrative regulations, school rules, and Board policies are not consistently followed or enforced. - Sometimes adheres to testing protocol. Does not adhere to The Code of Ethics and the Principles of Professional Conduct. -Acts in an unethical or ethically questionable manner and uses poor judgment. -Fails to complete assignments or keep records in a timely fashion as required. -Violates appropriate boundaries and discloses student information. -Has little knowledge of subject area and is not working toward certification or licensure. -School and district rules and policies are not followed or enforced. -Does not adhere to testing protocol.
Area of Performance Highly Effective Effective Needs Improvement/ Developing Unsatisfactory 4.4 Collaborate and assist others in acquiring new knowledge and understanding. Collaboration (Correlates to Domain Indicators 4.4) -Meets with colleagues twice a month to review student work, design lessons or share curriculum information. - Regularly meets, and often leads colleagues in the review of data for planning purposes. -Often leads and shares pertinent information at Professional Learning Community meetings. -Models effective techniques and strategies for colleagues. -Meets with colleagues monthly to review data, lesson plans, and student work. -Actively participates at Professional Learning Community meetings as evidenced by artifacts. - Implements professional learning and evaluates effectiveness of learning strategies. -Attends PD aligned to personal development goals for assigned area and applies new learning to instruction. -Attends collaborative meetings as required. -Is beginning to see some value in spending time sharing personal reflections and student work with colleagues. -Attends collaborative meetings but rarely contributes. -Sees little value in professional learning and collaboration/PLC’s.
Area of Performance Highly Effective Effective Needs Improvement/ Developing Unsatisfactory 4.5 Attend trainings where new technologies and new uses for technology are explored and implement those into the classroom. Technology (Correlates with Domain Indicator 4.5) -Seeks out new technologies and shares information with stakeholders. - Attends trainings where new technologies and new uses for technology are explored. -Often tries new ideas in the classroom. -Understands the need to learn more about technology and its use in the school setting and will cooperate when asked. -Does not implement technology strategies learned in training. -Does not attend technology training.