Domain 1: Planning and Preparation Component Unsatisfactory Basic Proficient Distinguished 1a (State Criterion 4) Demonstrating Knowledge of Content and Pedagogy In planning and practice, teacher makes content errors or does not correct errors made by students. Teacher’s plans and practice display little understanding of prerequisite relationships important to student’s learning of the content. Teacher displays little or no understanding of the range of pedagogical approaches suitable to student’s learning of the content. Teacher is familiar with the important concepts in the discipline but displays lack of awareness of how these concepts relate to one another. Teacher’s plans and practice indicate some awareness of prerequisite relationships, although such knowledge may be inaccurate or incomplete. Teacher’s plans and practice reflect a limited range of pedagogical approaches to discipline or to the students. Teacher displays solid knowledge of the important concepts in the discipline and the ways they relate to one another. Teacher’s plans and practice reflect accurate understanding of prerequisite relationships among topics and concepts. Teacher’s plans and practice reflect familiarity with a wide range of effective pedagogical approaches in the discipline. Teacher displays extensive knowledge of the important concepts in the discipline and the ways they relate both to one another and to other disciplines. Teacher’s plans and practice reflect understanding of the prerequisite relationships among topics and concepts and provide a link to necessary cognitive structures needed by students to ensure understanding. Teacher’s plans and practice reflect familiarity with a wide range of effective pedagogical approaches in the discipline, anticipating student misconceptions. EXAMPLES OF MEASURES & EVIDENCE TEACHER: STUDENTS: ARTIFACTS: Teacher plan book, long range plan, syllabus, daily lesson plans, learning target(s), curriculum map, scope & sequence, unit/semester plan, pacing guide EVIDENCE: Plans show connections to other disciplines and extensions of further learning; lessons are scaffolded to include prerequisite knowledge; teacher adjusts pedagogy with differentiated instruction (accommodations for all learners: ELL, 504, IEP, struggling learners, advanced learners); teacher converses with colleagues and supervisors; teacher provides accurate answers to student questions My Evidence: Component Unsatisfactory Basic Proficient Distinguished
1c (State Criterion 4) 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, and where appropriate, represent opportunities for both coordination and integration. Outcomes take into account the varying needs of individual students. EXAMPLES OF MEASURES & EVIDENCE TEACHER: Use of higher level & open-ended questions, Bloom’s taxonomy, rubrics, scope & sequence pacing guides, common assessments, Professional Learning Communities (PLCs), differentiated lesson plans, and Student Learning Protocols (SLPs) STUDENTS: Students set own goals; students can explain their own learning; students can explain the learning target(s) ARTIFACTS: Differentiated lesson plans, challenge/bonus/extra credit assignments, rubrics, student work samples, posted learning targets, student exit tickets, student journals, student self-reflections EVIDENCE: Teacher reflection using Student Learning Protocols (SLP), student interviews My Evidence: Component Unsatisfactory Basic Proficient Distinguished
2a (State Criterion 5) 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. EXAMPLES OF MEASURES & EVIDENCE TEACHER: Classroom management planning, behavior expectations, respectful talking, positive tone, physical proximity (kneeling, etc.), respect for student culture and diversity STUDENTS: Class meetings, respectful language, procedures for getting out and putting away materials, taking turns, respect for diversity, student self/peer management ARTIFACTS: Posters, student work posted, expectations posted, Post Observation Conference: Reflecting on Teaching Form EVIDENCE: Positive tone, appropriate wait time, active listening, common courtesy My Evidence: Component Unsatisfactory Basic Proficient Distinguished
3a (State Criterion 1) 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. 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 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 classmates. The teacher’s spoken and written language is expressive, and the teacher finds opportunities to extend students’ vocabularies. EXAMPLES OF MEASURES & EVIDENCE TEACHER: Provides clear directions and procedures; uses multiple styles of communications, appropriate vocabulary for grade level, imaginative metaphors and descriptions, wait time, and scaffolding of complex concepts; responds to student feedback, rephrases questions, plans higher order questioning STUDENTS: Can respond to questions and explain ideas and learning targets ARTIFACTS: Written assignments, lesson plans, student work EVIDENCE: Students can identify daily learning target(s); students use appropriate content vocabulary My Evidence: Component Unsatisfactory Basic Proficient Distinguished
4b (State Criterion 6) 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 noninstructional activities are in disarray, resulting in errors and confusion. Teacher’s systems for maintaining information on student completion of assignments and student progress in learning is rudimentary and only partially effective. Teacher’s records for noninstructional 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 noninstructional records is fully effective. Teacher’s system for maintaining information on student completion of assignments, student progress in learning, and noninstructional records is fully effective. Students contribute information and participate in maintaining the records. EXAMPLES OF MEASURES & EVIDENCE TEACHER: Uses district systems for recordkeeping, keeps updated gradebooks, websites, blogs, online grades, and writing portfolios STUDENTS: Understand grading systems, are able to grade their own work using rubrics, utilize grades online, lab books, etc. ARTIFACTS: Gradebook printouts, student self-assessments, specific data that is kept for individual students, IEP/504 plans EVIDENCE: Anecdotal notes, progress monitoring My Evidence: Component Unsatisfactory Basic Proficient Distinguished
4f (State Criterion 8) 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 makes decisions and recommendations based on interests. Teacher does not comply with school and district regulations. 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 on limited but genuinely professional considerations. Teacher complies with minimally with school and district regulations, doing just enough to get by. 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 complies fully with school and district regulations. 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 underserved, 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. EXAMPLES OF MEASURES & EVIDENCE TEACHER: Participates as a teacher mentor, leads training for colleagues, participates in department team meetings, consistently participates in a respectful and professional manner in all interactions, consistently attends meetings in relation to student support (IEP/504 staffings), follows through on commitments, maintains focus on students, honors established school & district protocols, holds self and others accountable, demonstrates confidentiality, follows building rules, requests, expectations, and safety; makes referrals as necessary to community and counseling resources for individual students, follows processes for referrals and IEP testing, advocates for students on all levels STUDENTS: Display respectful attitudes in classrooms ARTIFACTS: Agendas, meeting notes, emails, blogs, websites, Post Observation Conference: Reflecting on Teaching Form EVIDENCE: My Evidence: