Sample Summary 2014-15 Marshall Teacher Evaluation Survey
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TimestampNamea. Knowledge []b. Standards []c. Units []d. Assessments []e. Anticipation []f. Lessons []g. Engagement []h. Materials []i. Differentiation []j. Environment []a. Expectations []b. Relationships []c. Respect []d. Social-emotional []e. Routines []f. Responsibility []g. Repertoire []h. Efficiency []i. Prevention []j. Incentives []a. Expectations []b. Mindset []c. Goals []d. Connections []e. Clarity []f. Repertoire []g. Engagement []h. Differentiation []i. Nimbleness []j. Closure []a. Criteria []b. Diagnosis []c. On-the-Spot []d. Self-Assessment []e. Recognition []f. Interims []g. Tenacity []h. Support []i. Analysis []j. Reflection []a. Respect []b. Belief []c. Expectations []d. Communication []e. Involving []f. Homework []g. Responsiveness []h. Reporting []i. Outreach []j. Resources []a. Attendance []b. Language []c. Reliability []d. Professionalism []e. Judgement []f. Above-and-beyond []g. Leadership []h. Openness []i. Collaboration []j. Growth []
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3/12/2015 11:51:42Teacher 1
3. Knows the subject matter well and has a good grasp of how students learn.
3. Plans the year so students will meet high standards and be ready for standardized assessments.
2. Plans lessons with some thought to larger goals and objectives and higher-order thinking skills.
3. Plans on-the-spot and unit assessments to measure student learning.
3. Anticipates misconceptions that students might have and plans to address them.
4. Designs each lesson with clear, measurable, achievable goals, closely aligned with standards and unit outcomes.
3. Designs lessons that are relevant, motivating, and likely to engage most students.
2. Plans lessons that involve a mixture of good and mediocre learning materials.
2. Plans lessons with some thought as to how to accommodate special needs students.
3. Organizes classroom furniture, materials, and displays to support unit and lesson goals.
4. Is direct, specific, consistent, and tenacious in communicating and enforcing very high expectations.
3. Is fair and respectful toward students and builds positive relationships.
2. Wins the respect of some students but there are regular disruptions in the classroom.
3. Fosters positive interactions among students and teaches useful social skills.
3. Teaches routines and has students maintain them all year.
2. Tries to get students to be responsible for their actions, but many lack self-discipline.
3. Has a repertoire of discipline 'moves' and can capture and maintain students' attention.
4. Skillfully uses coherence, momentum, and transitions so that almost every minute of classroom time produces learning.
3. Has a confident, dynamic presence and nips most discipline problems in the bud.
2. Uses extrinsic rewards in an attempt to get students to cooperate and comply.
3. Conveys to students: This is important, you can do it, and I'm not going to give up on you.
4. Actively inculcates a "growth" mindset; take risks, learn from mistakes, through effective effort you can and will achieve at high levels.
3. Gives students a clear sense of purpose by posting the unit's essential questions and the lesson's goals.
2. Is only sometimes successful in making the subject interesting and relating it to things students already know.
3. Uses clear explanations, appropriate language, and examples to present material.
4. Uses a wide range of well-chosen, effective strategies, questions, materials, technology, and groupings to accelerate student learning.
3. Has students actively think about, discuss, and use the ideas and skills being taught.
2. Attempts to accommodate students with learning deficits, but with mixed success.
3. Is flexible about modifying lessons to take advantage of teachable moments.
3. Has students sum up what they have learned and apply it in a different context.
2. Tells students some of the qualities that their finished work should exhibit.
3. Diagnoses students' knowledge and skills up front and makes small adjustments based on the data.
4. Uses a variety of effective methods to check for understanding; immediately unscrambles confusion and clarifies.
3. Has students set goals, self-assess, and know where they stand academically at all times.
2. Posts some 'A' student work as an example to others.
3. Promptly uses data from interim assessments to adjust teaching, re-teach, and follow up with failing students.
4. Relentlessly follows up with struggling students with personal attention so that virtually all reach proficiency.
20
3/12/2015 11:55:36Teacher 1
3. Knows the subject matter well and has a good grasp of how students learn.
3. Plans the year so students will meet high standards and be ready for standardized assessments.
3. Plans most units with big ideas, essential questions, knowledge, skill, and non-cognitive goals.
3. Plans on-the-spot and unit assessments to measure student learning.
3. Anticipates misconceptions that students might have and plans to address them.
4. Designs each lesson with clear, measurable, achievable goals, closely aligned with standards and unit outcomes.
3. Designs lessons that are relevant, motivating, and likely to engage most students.
3. Designs lessons that use an appropriate, multicultural mix of materials and technology.
4. Designs lessons that break down complex tasks and address students' learning needs, styles, and interests.
3. Organizes classroom furniture, materials, and displays to support unit and lesson goals.
3. Clearly communicates and consistently enforces high standards for student behavior.
3. Is fair and respectful toward students and builds positive relationships.
3. Wins almost all students' respect and discipline problems are few and far between.
3. Fosters positive interactions among students and teaches useful social skills.
3. Teaches routines and has students maintain them all year.
4. Gets virtually all students to be self-disciplined, take responsibility for their actions and have a strong sense of efficacy.
3. Has a repertoire of discipline 'moves' and can capture and maintain students' attention.
3. Maximizes academic learning time through coherence, lesson momentum, and smooth transitions.
3. Has a confident, dynamic presence and nips most discipline problems in the bud.
3. Uses incentives wisely to encourage and reinforce student cooperation.
3. Conveys to students: This is important, you can do it, and I'm not going to give up on you.
3. Tells students that effective effort, not innate ability, is the key.
4. Shows students exactly what's expected by posting essential questions, goals, rubrics, and exemplars; virtually all students can articulate them.
3. Activates students' prior knowledge and hooks their interest in each lesson and new vocabulary.
3. Uses clear explanations, appropriate language, and examples to present material.
4. Uses a wide range of well-chosen, effective strategies, questions, materials, technology, and groupings to accelerate student learning.
3. Has students actively think about, discuss, and use the ideas and skills being taught.
3. Differentiates and scaffolds instruction and uses peer and adult helpers to accommodate most students' learning needs.
3. Is flexible about modifying lessons to take advantage of teachable moments.
3. Has students sum up what they have learned and apply it in a different context.
3. Posts criteria for proficiency, including rubrics and exemplars of student work.
3. Diagnoses students' knowledge and skills up front and makes small adjustments based on the data.
4. Uses a variety of effective methods to check for understanding; immediately unscrambles confusion and clarifies.
3. Has students set goals, self-assess, and know where they stand academically at all times.
3. Regularly posts students' work to make visible their progress with respect to standards.
3. Promptly uses data from interim assessments to adjust teaching, re-teach, and follow up with failing students.
4. Relentlessly follows up with struggling students with personal attention so that virtually all reach proficiency.
4. Makes sure that students who need specialized diagnosis and help receive appropriate services immediately.
3. Analyzes data from assessments, draws conclusions, and shares them appropriately.
4. Works with colleagues to reflect on what worked and what didn't and continuously improve instruction.
3. Communicates respectfully with parents and is sensitive to different families' culture and values.
3. Shows parents a genuine interest and belief in each child's ability to reach standards.
4. Gives parents clear, user-friendly learning and behavior expectations and exemplars of proficient work.
4. Makes sure parents hear positive news about their children first, and immediately flags any problems.
3. Updates parents on the unfolding curriculum and suggests ways to support learning at home.
3. Assigns appropriate homework, holds students accountable for turning it in, and gives feedback.
3. Responds promptly to parent concerns and makes parents feel welcome in the school.
4. Uses student-led conferences, report cards, and informal talks to give parents detailed and helpful feedback on children's progress.
3. Reaches out to all parents and is tenacious in contacting hard-to-reach parents.
3. Reaches out to families and community agencies to bring in volunteers and additional resources.
4. Has perfect or near-perfect attendance (98-100%).
3. Uses correct grammar, syntax, usage, and spelling in professional contexts.
3. Is punctual and reliable with paperwork, duties, and assignments; keeps accurate records.
4. Presents as a consummate professional and always observes appropriate boundaries.
4. Is invariably ethical, honest, and forthright, uses impeccable judgment, and respects confidentiality.
4. Is an important member of teacher teams and committees and frequently volunteers for extra activities.
3. Is a positive team player and contributes ideas, expertise, and time to the overall mission of the school.
3. Listens thoughtfully to other viewpoints and responds constructively to suggestions and criticism.
3. Collaborates with colleagues to plan units, share teaching ideas, and look at student work.
4. Actively reaches out for new ideas and engages in action research with colleagues to figure out what works best.
21
3/12/2015 11:57:20
3. Knows the subject matter well and has a good grasp of how students learn.
3. Plans the year so students will meet high standards and be ready for standardized assessments.
2. Plans lessons with some thought to larger goals and objectives and higher-order thinking skills.
3. Plans on-the-spot and unit assessments to measure student learning.
3. Anticipates misconceptions that students might have and plans to address them.
2. Plans lessons with some consideration of long-term goals.
3. Designs lessons that are relevant, motivating, and likely to engage most students.
2. Plans lessons that involve a mixture of good and mediocre learning materials.
3. Designs lessons that target several learning needs, styles, and interests.
3. Organizes classroom furniture, materials, and displays to support unit and lesson goals.
3. Clearly communicates and consistently enforces high standards for student behavior.
3. Is fair and respectful toward students and builds positive relationships.
3. Wins almost all students' respect and discipline problems are few and far between.
3. Fosters positive interactions among students and teaches useful social skills.
2. Tries to train students in class routines but many of the routines are not maintained.
3. Develops students' self-discipline and teaches them to take responsibility for their own actions.
3. Has a repertoire of discipline 'moves' and can capture and maintain students' attention.
2. Sometimes loses teaching time due to lack of clarity, interruptions, inefficient transitions, and off-task teacher behavior.
2. Tries to prevent discipline problems but sometimes little things escalate into big problems.
3. Uses incentives wisely to encourage and reinforce student cooperation.
3. Conveys to students: This is important, you can do it, and I'm not going to give up on you.
3. Tells students that effective effort, not innate ability, is the key.
2. Tells students the main learning objectives of each lesson.
2. Is only sometimes successful in making the subject interesting and relating it to things students already know.
3. Uses clear explanations, appropriate language, and examples to present material.
3. Orchestrates effective strategies, questions, materials, technology, and groupings to foster student learning.
2. Attempts to get students actively involved but some students are disengaged.
3. Differentiates and scaffolds instruction and uses peer and adult helpers to accommodate most students' learning needs.
3. Is flexible about modifying lessons to take advantage of teachable moments.
2. Sometimes brings closure to lessons and asks students to think about applications.
2. Tells students some of the qualities that their finished work should exhibit.
3. Diagnoses students' knowledge and skills up front and makes small adjustments based on the data.
3. Frequently checks for understanding and gives students helpful information if they seem confused.
3. Has students set goals, self-assess, and know where they stand academically at all times.
3. Regularly posts students' work to make visible their progress with respect to standards.
2. Returns tests to students and follows up by clarifying a few items that caused problems.
2. Offers students who fail tests some additional time to study and do re-takes.
2. Sometimes doesn't refer students promptly for special help, and/or refers students who don't need it.
2. Records students' grades and notes some general patterns for future reference.
3. Reflects on the effectiveness of lessons and units and continuously works to improve them.
2. Tries to be sensitive to the culture and beliefs of students' families but sometimes shows lack of sensitivity.
3. Shows parents a genuine interest and belief in each child's ability to reach standards.
2. Sends home a list of classroom rules and the syllabus for the year.
3. Promptly informs parents of behavior and learning problems, and also updates parents on good news.
2. Sends home occasional suggestions on how parents can help their children with schoolwork.
3. Assigns appropriate homework, holds students accountable for turning it in, and gives feedback.
3. Responds promptly to parent concerns and makes parents feel welcome in the school.
2. Uses report card conferences to tell parents the areas in which their children can improve.
2. Tries to contact all parents, but ends up talking mainly to the parents of high-achieving students.
2. Asks parents to volunteer in the classroom and contribute extra resources.
4. Has perfect or near-perfect attendance (98-100%).
2. Periodically makes errors in grammar, syntax, usage and/or spelling in professional contexts.
2. Occasionally skips assignments, is late, makes errors in records, and misses paperwork deadlines.
3. Demonstrates professional demeanor and maintains appropriate boundaries.
3. Is ethical and forthright, uses good judgment, and maintains confidentiality with student information.
2. When asked, will serve on a committee and attend an extra activity.
3. Is a positive team player and contributes ideas, expertise, and time to the overall mission of the school.
3. Listens thoughtfully to other viewpoints and responds constructively to suggestions and criticism.
2. Meets occasionally with colleagues to share ideas about teaching and students.
2. Can occasionally be persuaded to try out new classroom practices.
22
3/12/2015 11:57:26
3. Knows the subject matter well and has a good grasp of how students learn.
2. Has done some thinking about how to cover high standards and test requirements this year.
2. Plans lessons with some thought to larger goals and objectives and higher-order thinking skills.
3. Plans on-the-spot and unit assessments to measure student learning.
3. Anticipates misconceptions that students might have and plans to address them.
2. Plans lessons with some consideration of long-term goals.
2. Plans lessons with some consideration of long-term goals.
1. Plans lessons that rely mainly on mediocre and low-quality textbooks, workbooks, or worksheets.
2. Plans lessons with some thought as to how to accommodate special needs students.
2. Organizes furniture and materials to support the lesson, with only a few decorative displays.
2. Announces and posts classroom rules and consequences.
3. Is fair and respectful toward students and builds positive relationships.
3. Wins almost all students' respect and discipline problems are few and far between.
3. Fosters positive interactions among students and teaches useful social skills.
2. Tries to train students in class routines but many of the routines are not maintained.
2. Tries to get students to be responsible for their actions, but many lack self-discipline.
3. Has a repertoire of discipline 'moves' and can capture and maintain students' attention.
2. Sometimes loses teaching time due to lack of clarity, interruptions, inefficient transitions, and off-task teacher behavior.
2. Tries to prevent discipline problems but sometimes little things escalate into big problems.
2. Uses extrinsic rewards in an attempt to get students to cooperate and comply.
2. Tells students that the subject matter is important and they need to work hard.
3. Tells students that effective effort, not innate ability, is the key.
2. Tells students the main learning objectives of each lesson.
2. Is only sometimes successful in making the subject interesting and relating it to things students already know.
2. Sometimes uses language and explanations that are fuzzy, confusing, or inappropriate.
2. Uses a limited range of classroom strategies, questions, materials, and groupings with mixed success.
3. Has students actively think about, discuss, and use the ideas and skills being taught.
2. Attempts to accommodate students with learning deficits, but with mixed success.
2. Sometimes doesn't take advantage of teachable moments.
2. Sometimes brings closure to lessons and asks students to think about applications.
2. Tells students some of the qualities that their finished work should exhibit.
3. Diagnoses students' knowledge and skills up front and makes small adjustments based on the data.
2. Uses mediocre methods (e.g., thumbs up, thumbs down) to check for understanding during instruction.
2. Urges students to look over their work, see where they had trouble, and aim to improve those areas.
1. Posts only a few samples of student work or none at all.
2. Returns tests to students and follows up by clarifying a few items that caused problems.
3. Takes responsibility for students who are not succeeding and gives them extra help.
3. When necessary, refers students for specialized diagnosis and extra help.
1. Records students' grades and moves on with the curriculum.
2. At the end of a teaching unit or semester, thinks about what might have been done better.
3. Communicates respectfully with parents and is sensitive to different families' culture and values.
2. Tells parents that he or she cares about their children and wants the best for them.
2. Sends home a list of classroom rules and the syllabus for the year.
1. Seldom informs parents of concerns or positive news about their children.
1. Rarely if ever communicates with parents on ways to help their children at home.
2. Assigns homework, keeps track of compliance, but rarely follows up.
2. Is slow to respond to some parent concerns and comes across as unwelcoming.
2. Uses report card conferences to tell parents the areas in which their children can improve.
1. Makes little or no effort to contact parents.
1. Does not reach out for extra support from parents or the community.
3. Has very good attendance (95-97%).
3. Uses correct grammar, syntax, usage, and spelling in professional contexts.
3. Is punctual and reliable with paperwork, duties, and assignments; keeps accurate records.
3. Demonstrates professional demeanor and maintains appropriate boundaries.
3. Is ethical and forthright, uses good judgment, and maintains confidentiality with student information.
3. Shares responsibility for grade-level and school-wide activities and takes part in extra activities.
3. Is a positive team player and contributes ideas, expertise, and time to the overall mission of the school.
3. Listens thoughtfully to other viewpoints and responds constructively to suggestions and criticism.
2. Meets occasionally with colleagues to share ideas about teaching and students.
3. Seeks out effective teaching ideas from colleagues, workshops, and other sources and implements them well.
23
3/12/2015 11:57:43
3. Knows the subject matter well and has a good grasp of how students learn.
2. Has done some thinking about how to cover high standards and test requirements this year.
3. Plans most units with big ideas, essential questions, knowledge, skill, and non-cognitive goals.
2. Drafts unit tests as instruction proceeds.
3. Anticipates misconceptions that students might have and plans to address them.
3. Designs lessons focused on measurable, achievable outcomes aligned with unit goals.
3. Designs lessons that are relevant, motivating, and likely to engage most students.
3. Designs lessons that use an appropriate, multicultural mix of materials and technology.
2. Plans lessons with some thought as to how to accommodate special needs students.
3. Organizes classroom furniture, materials, and displays to support unit and lesson goals.
3. Clearly communicates and consistently enforces high standards for student behavior.
3. Is fair and respectful toward students and builds positive relationships.
3. Wins almost all students' respect and discipline problems are few and far between.
3. Fosters positive interactions among students and teaches useful social skills.
3. Teaches routines and has students maintain them all year.
3. Develops students' self-discipline and teaches them to take responsibility for their own actions.
3. Has a repertoire of discipline 'moves' and can capture and maintain students' attention.
3. Maximizes academic learning time through coherence, lesson momentum, and smooth transitions.
3. Has a confident, dynamic presence and nips most discipline problems in the bud.
3. Uses incentives wisely to encourage and reinforce student cooperation.
3. Conveys to students: This is important, you can do it, and I'm not going to give up on you.
3. Tells students that effective effort, not innate ability, is the key.
2. Tells students the main learning objectives of each lesson.
3. Activates students' prior knowledge and hooks their interest in each lesson and new vocabulary.
3. Uses clear explanations, appropriate language, and examples to present material.
2. Uses a limited range of classroom strategies, questions, materials, and groupings with mixed success.
2. Attempts to get students actively involved but some students are disengaged.
2. Attempts to accommodate students with learning deficits, but with mixed success.
3. Is flexible about modifying lessons to take advantage of teachable moments.
2. Sometimes brings closure to lessons and asks students to think about applications.
2. Tells students some of the qualities that their finished work should exhibit.
2. Does a quick K-W-L (Know, Want to Know, Learned) exercise before beginning a unit.
3. Frequently checks for understanding and gives students helpful information if they seem confused.
2. Urges students to look over their work, see where they had trouble, and aim to improve those areas.
2. Posts some 'A' student work as an example to others.
3. Promptly uses data from interim assessments to adjust teaching, re-teach, and follow up with failing students.
3. Takes responsibility for students who are not succeeding and gives them extra help.
2. Sometimes doesn't refer students promptly for special help, and/or refers students who don't need it.
2. Records students' grades and notes some general patterns for future reference.
3. Reflects on the effectiveness of lessons and units and continuously works to improve them.
3. Communicates respectfully with parents and is sensitive to different families' culture and values.
3. Shows parents a genuine interest and belief in each child's ability to reach standards.
3. Gives parents clear expectations for student learning and behavior for the year.
3. Promptly informs parents of behavior and learning problems, and also updates parents on good news.
2. Sends home occasional suggestions on how parents can help their children with schoolwork.
1. Assigns homework but is resigned to the fact that many students won't turn it in, and doesn't follow up.
3. Responds promptly to parent concerns and makes parents feel welcome in the school.
3. Uses conferences and report cards to give parents feedback on their children's progress.
3. Reaches out to all parents and is tenacious in contacting hard-to-reach parents.
2. Asks parents to volunteer in the classroom and contribute extra resources.
4. Has perfect or near-perfect attendance (98-100%).
3. Uses correct grammar, syntax, usage, and spelling in professional contexts.
3. Is punctual and reliable with paperwork, duties, and assignments; keeps accurate records.
3. Demonstrates professional demeanor and maintains appropriate boundaries.
4. Is invariably ethical, honest, and forthright, uses impeccable judgment, and respects confidentiality.
3. Shares responsibility for grade-level and school-wide activities and takes part in extra activities.
3. Is a positive team player and contributes ideas, expertise, and time to the overall mission of the school.
4. Actively seeks out feedback and suggestions from students, parents, and colleagues and uses them to improve performance.
4. Meets at least weekly with colleagues to plan units, share ideas, and analyze interim assessments.
3. Seeks out effective teaching ideas from colleagues, workshops, and other sources and implements them well.
24
3/12/2015 12:01:17Teacher 1
3. Knows the subject matter well and has a good grasp of how students learn.
3. Plans the year so students will meet high standards and be ready for standardized assessments.
3. Plans most units with big ideas, essential questions, knowledge, skill, and non-cognitive goals.
4. Anticipates students' misconceptions and confusions and develops multiple strategies to overcome them.
4. Designs each lesson with clear, measurable, achievable goals, closely aligned with standards and unit outcomes.
4. Designs lessons that break down complex tasks and address students' learning needs, styles, and interests.
4. Uses room arrangement, materials, and displays to create an inviting climate and maximize student learning.
3. Clearly communicates and consistently enforces high standards for student behavior.
4. Shows warmth, caring, respect, and fairness for all students and builds strong relationships.
4. Creates a climate of respect and buy-in such that disruption of learning is virtually unthinkable.
3. Fosters positive interactions among students and teaches useful social skills.
4. Successfully inculcates class routines up front so that students maintain them throughout the year.
3. Develops students' self-discipline and teaches them to take responsibility for their own actions.
3. Has a repertoire of discipline 'moves' and can capture and maintain students' attention.
3. Maximizes academic learning time through coherence, lesson momentum, and smooth transitions.
3. Has a confident, dynamic presence and nips most discipline problems in the bud.
3. Uses incentives wisely to encourage and reinforce student cooperation.
3. Conveys to students: This is important, you can do it, and I'm not going to give up on you.
3. Tells students that effective effort, not innate ability, is the key.
3. Gives students a clear sense of purpose by posting the unit's essential questions and the lesson's goals.
4. Hooks virtually all students in units and lessons by activating knowledge, experience, reading, and vocabulary.
3. Uses clear explanations, appropriate language, and examples to present material.
3. Orchestrates effective strategies, questions, materials, technology, and groupings to foster student learning.
3. Has students actively think about, discuss, and use the ideas and skills being taught.
4. Successfully reaches virtually all students by skillfully differentiating and scaffolding and using peer and adult helpers.
3. Is flexible about modifying lessons to take advantage of teachable moments.
3. Has students sum up what they have learned and apply it in a different context.
3. Posts criteria for proficiency, including rubrics and exemplars of student work.
3. Diagnoses students' knowledge and skills up front and makes small adjustments based on the data.
4. Uses a variety of effective methods to check for understanding; immediately unscrambles confusion and clarifies.
3. Has students set goals, self-assess, and know where they stand academically at all times.
3. Regularly posts students' work to make visible their progress with respect to standards.
4. Works with colleagues to immediately use interim assessment data to fine-tune teaching, re-teach, and help struggling students.
4. Relentlessly follows up with struggling students with personal attention so that virtually all reach proficiency.
3. When necessary, refers students for specialized diagnosis and extra help.
3. Analyzes data from assessments, draws conclusions, and shares them appropriately.
4. Works with colleagues to reflect on what worked and what didn't and continuously improve instruction.
3. Communicates respectfully with parents and is sensitive to different families' culture and values.
3. Shows parents a genuine interest and belief in each child's ability to reach standards.
4. Gives parents clear, user-friendly learning and behavior expectations and exemplars of proficient work.
4. Makes sure parents hear positive news about their children first, and immediately flags any problems.
3. Updates parents on the unfolding curriculum and suggests ways to support learning at home.
3. Assigns appropriate homework, holds students accountable for turning it in, and gives feedback.
3. Responds promptly to parent concerns and makes parents feel welcome in the school.
3. Uses conferences and report cards to give parents feedback on their children's progress.
4. Successfully contacts and works with virtually all parents, including those who are hard to reach.
3. Reaches out to families and community agencies to bring in volunteers and additional resources.
3. Has very good attendance (95-97%).
3. Uses correct grammar, syntax, usage, and spelling in professional contexts.
3. Is punctual and reliable with paperwork, duties, and assignments; keeps accurate records.
3. Demonstrates professional demeanor and maintains appropriate boundaries.
3. Is ethical and forthright, uses good judgment, and maintains confidentiality with student information.
4. Is an important member of teacher teams and committees and frequently volunteers for extra activities.
4. Frequently contributes valuable ideas and expertise and instills in others a desire to improve student results.
4. Actively seeks out feedback and suggestions from students, parents, and colleagues and uses them to improve performance.
3. Collaborates with colleagues to plan units, share teaching ideas, and look at student work.
3. Seeks out effective teaching ideas from colleagues, workshops, and other sources and implements them well.
25
3/12/2015 12:01:19Teacher 1
2. Is somewhat familiar with the subject and has a few ideas of ways students learn.
3. Plans the year so students will meet high standards and be ready for standardized assessments.
2. Plans lessons with some thought to larger goals and objectives and higher-order thinking skills.
3. Plans on-the-spot and unit assessments to measure student learning.
2. Has a hunch about one or two ways that students might become confused with the content.
3. Designs lessons focused on measurable, achievable outcomes aligned with unit goals.
2. Plans lessons with some consideration of long-term goals.
3. Designs lessons that use an appropriate, multicultural mix of materials and technology.
2. Plans lessons with some thought as to how to accommodate special needs students.
3. Organizes classroom furniture, materials, and displays to support unit and lesson goals.
2. Announces and posts classroom rules and consequences.
2. Is fair and respectful toward most students builds positive relationships with some.
2. Wins the respect of some students but there are regular disruptions in the classroom.
2. Often lectures students on the need for good behavior, and makes an example of "bad" students.
3. Teaches routines and has students maintain them all year.
2. Tries to get students to be responsible for their actions, but many lack self-discipline.
1. Has few discipline skills and constantly struggles to get students' attention.
2. Sometimes loses teaching time due to lack of clarity, interruptions, inefficient transitions, and off-task teacher behavior.
1. Is unsuccessful at spotting and preventing discipline problems, and they frequently escalate.
2. Uses extrinsic rewards in an attempt to get students to cooperate and comply.
1. Gives up on some students as hopeless.
2. Doesn't counteract students' misconceptions about innate ability.
3. Gives students a clear sense of purpose by posting the unit's essential questions and the lesson's goals.
2. Is only sometimes successful in making the subject interesting and relating it to things students already know.
1. Often presents material in a confusing way, using language this is inappropriate.
2. Uses a limited range of classroom strategies, questions, materials, and groupings with mixed success.
2. Attempts to get students actively involved but some students are disengaged.
1. Fails to differentiate instruction for students with learning deficits.
1. Is rigid and inflexible with lesson plans and rarely takes advantage of teachable moments.
2. Sometimes brings closure to lessons and asks students to think about applications.
2. Tells students some of the qualities that their finished work should exhibit.
1. Begins instruction without diagnosing students' skills and knowledge.
1. Uses ineffective methods ("Is everyone with me?") to check for understanding.
1. Allows students to move on without assessing and improving problems in their work.
3. Regularly posts students' work to make visible their progress with respect to standards.
1. Is slow getting test results back to students and moves on without analyzing data and following up with students.
2. Offers students who fail tests some additional time to study and do re-takes.
2. Sometimes doesn't refer students promptly for special help, and/or refers students who don't need it.
2. Records students' grades and notes some general patterns for future reference.
1. Does not draw lessons for the future when teaching is unsuccessful.
1. Is often insensitive to the culture and beliefs of students' families.
2. Tells parents that he or she cares about their children and wants the best for them.
3. Gives parents clear expectations for student learning and behavior for the year.
2. Lets parents know about problems their children are having but rarely mentions positive news.
2. Sends home occasional suggestions on how parents can help their children with schoolwork.
3. Assigns appropriate homework, holds students accountable for turning it in, and gives feedback.
2. Is slow to respond to some parent concerns and comes across as unwelcoming.
2. Uses report card conferences to tell parents the areas in which their children can improve.
2. Tries to contact all parents, but ends up talking mainly to the parents of high-achieving students.
3. Reaches out to families and community agencies to bring in volunteers and additional resources.
3. Has very good attendance (95-97%).
3. Uses correct grammar, syntax, usage, and spelling in professional contexts.
4. Carries our assignments conscientiously and punctually, keeps meticulous records, and is never late.
2. Occasionally acts and/or dresses in an unprofessional manner and/or violates boundaries.
2. Sometimes uses questionable judgment, is less than completely honest, and/or discloses student information.
3. Shares responsibility for grade-level and school-wide activities and takes part in extra activities.
2. Occasionally suggests an idea aimed at improving the school.
3. Listens thoughtfully to other viewpoints and responds constructively to suggestions and criticism.
3. Collaborates with colleagues to plan units, share teaching ideas, and look at student work.
2. Can occasionally be persuaded to try out new classroom practices.
26
3/12/2015 12:01:36Teacher 1
3. Knows the subject matter well and has a good grasp of how students learn.
4. Has a detailed plan for the year that is tightly aligned with high standards and ensures success on standardized assessments.
4. Plans almost all units with big ideas, essential questions, knowledge, skill, transfer, and non-cognitive goals covering most Bloom levels.
3. Plans on-the-spot and unit assessments to measure student learning.
3. Anticipates misconceptions that students might have and plans to address them.
3. Designs lessons focused on measurable, achievable outcomes aligned with unit goals.
4. Designs highly relevant lessons that will motivate virtually all students and engage them in active learning.
3. Designs lessons that use an appropriate, multicultural mix of materials and technology.
3. Designs lessons that target several learning needs, styles, and interests.
3. Organizes classroom furniture, materials, and displays to support unit and lesson goals.
4. Is direct, specific, consistent, and tenacious in communicating and enforcing very high expectations.
4. Shows warmth, caring, respect, and fairness for all students and builds strong relationships.
4. Creates a climate of respect and buy-in such that disruption of learning is virtually unthinkable.
3. Fosters positive interactions among students and teaches useful social skills.
4. Successfully inculcates class routines up front so that students maintain them throughout the year.
4. Gets virtually all students to be self-disciplined, take responsibility for their actions and have a strong sense of efficacy.
3. Has a repertoire of discipline 'moves' and can capture and maintain students' attention.
3. Maximizes academic learning time through coherence, lesson momentum, and smooth transitions.
3. Has a confident, dynamic presence and nips most discipline problems in the bud.
4. Gets students to buy into a highly effective system of incentives linked to intrinsic rewards.
3. Conveys to students: This is important, you can do it, and I'm not going to give up on you.
4. Actively inculcates a "growth" mindset; take risks, learn from mistakes, through effective effort you can and will achieve at high levels.
4. Shows students exactly what's expected by posting essential questions, goals, rubrics, and exemplars; virtually all students can articulate them.
4. Hooks virtually all students in units and lessons by activating knowledge, experience, reading, and vocabulary.
4. Presents material clearly and explicitly, with well-chosen examples and vivid, appropriate language.
3. Orchestrates effective strategies, questions, materials, technology, and groupings to foster student learning.
4. Gets virtually all students involved in focused activities, actively learning and problem-solving, losing themselves in the work.
3. Differentiates and scaffolds instruction and uses peer and adult helpers to accommodate most students' learning needs.
3. Is flexible about modifying lessons to take advantage of teachable moments.
4. Consistently has students summarize and internalize what they learn and apply it to real-life situations and future opportunities.
3. Posts criteria for proficiency, including rubrics and exemplars of student work.
4. Gives students a well-constructed diagnostic assessment up front, and uses the information to fine-tune instruction.
3. Frequently checks for understanding and gives students helpful information if they seem confused.
3. Has students set goals, self-assess, and know where they stand academically at all times.
3. Regularly posts students' work to make visible their progress with respect to standards.
3. Promptly uses data from interim assessments to adjust teaching, re-teach, and follow up with failing students.
3. Takes responsibility for students who are not succeeding and gives them extra help.
4. Makes sure that students who need specialized diagnosis and help receive appropriate services immediately.
2. Records students' grades and notes some general patterns for future reference.
3. Reflects on the effectiveness of lessons and units and continuously works to improve them.
4. Shows great sensitivity and respect for family and community culture, values, and beliefs.
3. Shows parents a genuine interest and belief in each child's ability to reach standards.
3. Gives parents clear expectations for student learning and behavior for the year.
4. Makes sure parents hear positive news about their children first, and immediately flags any problems.
3. Updates parents on the unfolding curriculum and suggests ways to support learning at home.
3. Assigns appropriate homework, holds students accountable for turning it in, and gives feedback.
4. Deals immediately and successfully with parent concerns and makes parents feel welcome any time.
3. Uses conferences and report cards to give parents feedback on their children's progress.
3. Reaches out to all parents and is tenacious in contacting hard-to-reach parents.
1. Does not reach out for extra support from parents or the community.
4. Has perfect or near-perfect attendance (98-100%).
4. In professional contexts, speaks and writes correctly, succinctly, and eloquently.
4. Carries our assignments conscientiously and punctually, keeps meticulous records, and is never late.
4. Presents as a consummate professional and always observes appropriate boundaries.
4. Is invariably ethical, honest, and forthright, uses impeccable judgment, and respects confidentiality.
4. Is an important member of teacher teams and committees and frequently volunteers for extra activities.
3. Is a positive team player and contributes ideas, expertise, and time to the overall mission of the school.
3. Listens thoughtfully to other viewpoints and responds constructively to suggestions and criticism.
3. Collaborates with colleagues to plan units, share teaching ideas, and look at student work.
3. Seeks out effective teaching ideas from colleagues, workshops, and other sources and implements them well.
27
3/12/2015 12:03:39
4. Is expert in the subject area and up to date on authoritative research on how students learn.
3. Plans the year so students will meet high standards and be ready for standardized assessments.
3. Plans most units with big ideas, essential questions, knowledge, skill, and non-cognitive goals.
3. Plans on-the-spot and unit assessments to measure student learning.
4. Anticipates students' misconceptions and confusions and develops multiple strategies to overcome them.
3. Designs lessons focused on measurable, achievable outcomes aligned with unit goals.
4. Designs highly relevant lessons that will motivate virtually all students and engage them in active learning.
3. Designs lessons that use an appropriate, multicultural mix of materials and technology.
4. Designs lessons that break down complex tasks and address students' learning needs, styles, and interests.
4. Uses room arrangement, materials, and displays to create an inviting climate and maximize student learning.
4. Is direct, specific, consistent, and tenacious in communicating and enforcing very high expectations.
4. Shows warmth, caring, respect, and fairness for all students and builds strong relationships.
3. Wins almost all students' respect and discipline problems are few and far between.
4. Implements a program that successfully develops positive interactions and social-emotional skills.
3. Teaches routines and has students maintain them all year.
3. Develops students' self-discipline and teaches them to take responsibility for their own actions.
3. Has a repertoire of discipline 'moves' and can capture and maintain students' attention.
3. Maximizes academic learning time through coherence, lesson momentum, and smooth transitions.
3. Has a confident, dynamic presence and nips most discipline problems in the bud.
3. Uses incentives wisely to encourage and reinforce student cooperation.
3. Conveys to students: This is important, you can do it, and I'm not going to give up on you.
3. Tells students that effective effort, not innate ability, is the key.
2. Tells students the main learning objectives of each lesson.
3. Activates students' prior knowledge and hooks their interest in each lesson and new vocabulary.
3. Uses clear explanations, appropriate language, and examples to present material.
4. Uses a wide range of well-chosen, effective strategies, questions, materials, technology, and groupings to accelerate student learning.
3. Has students actively think about, discuss, and use the ideas and skills being taught.
3. Differentiates and scaffolds instruction and uses peer and adult helpers to accommodate most students' learning needs.
4. Deftly adapts lessons and units to exploit teachable moments and correct misunderstandings.
2. Sometimes brings closure to lessons and asks students to think about applications.
3. Posts criteria for proficiency, including rubrics and exemplars of student work.
2. Does a quick K-W-L (Know, Want to Know, Learned) exercise before beginning a unit.
3. Frequently checks for understanding and gives students helpful information if they seem confused.
2. Urges students to look over their work, see where they had trouble, and aim to improve those areas.
3. Regularly posts students' work to make visible their progress with respect to standards.
3. Takes responsibility for students who are not succeeding and gives them extra help.
3. When necessary, refers students for specialized diagnosis and extra help.
4. Works with colleagues to analyze and chart data, draw action conclusions, and leverage student growth.
3. Reflects on the effectiveness of lessons and units and continuously works to improve them.
4. Shows great sensitivity and respect for family and community culture, values, and beliefs.
4. Shows each parent an in-depth knowledge of their child and a strong belief that he or she will meet or exceed standards.
3. Gives parents clear expectations for student learning and behavior for the year.
4. Makes sure parents hear positive news about their children first, and immediately flags any problems.
3. Assigns appropriate homework, holds students accountable for turning it in, and gives feedback.
4. Deals immediately and successfully with parent concerns and makes parents feel welcome any time.
3. Uses conferences and report cards to give parents feedback on their children's progress.
4. Successfully contacts and works with virtually all parents, including those who are hard to reach.
3. Reaches out to families and community agencies to bring in volunteers and additional resources.
4. Has perfect or near-perfect attendance (98-100%).
4. In professional contexts, speaks and writes correctly, succinctly, and eloquently.
4. Carries our assignments conscientiously and punctually, keeps meticulous records, and is never late.
4. Presents as a consummate professional and always observes appropriate boundaries.
4. Is invariably ethical, honest, and forthright, uses impeccable judgment, and respects confidentiality.
4. Is an important member of teacher teams and committees and frequently volunteers for extra activities.
3. Is a positive team player and contributes ideas, expertise, and time to the overall mission of the school.
4. Actively seeks out feedback and suggestions from students, parents, and colleagues and uses them to improve performance.
3. Collaborates with colleagues to plan units, share teaching ideas, and look at student work.
4. Actively reaches out for new ideas and engages in action research with colleagues to figure out what works best.
28
3/12/2015 12:04:52Teacher 1
3. Knows the subject matter well and has a good grasp of how students learn.
2. Has done some thinking about how to cover high standards and test requirements this year.
3. Plans most units with big ideas, essential questions, knowledge, skill, and non-cognitive goals.
3. Plans on-the-spot and unit assessments to measure student learning.
2. Has a hunch about one or two ways that students might become confused with the content.
2. Plans lessons with some consideration of long-term goals.
3. Designs lessons that are relevant, motivating, and likely to engage most students.
4. Designs lessons that use an effective mix of high-quality, multicultural learning materials and technology.
3. Designs lessons that target several learning needs, styles, and interests.
3. Organizes classroom furniture, materials, and displays to support unit and lesson goals.
3. Clearly communicates and consistently enforces high standards for student behavior.
2. Is fair and respectful toward most students builds positive relationships with some.
3. Wins almost all students' respect and discipline problems are few and far between.
3. Fosters positive interactions among students and teaches useful social skills.
3. Teaches routines and has students maintain them all year.
3. Develops students' self-discipline and teaches them to take responsibility for their own actions.
3. Has a repertoire of discipline 'moves' and can capture and maintain students' attention.
3. Maximizes academic learning time through coherence, lesson momentum, and smooth transitions.
3. Has a confident, dynamic presence and nips most discipline problems in the bud.
2. Uses extrinsic rewards in an attempt to get students to cooperate and comply.
2. Tells students that the subject matter is important and they need to work hard.
3. Tells students that effective effort, not innate ability, is the key.
2. Tells students the main learning objectives of each lesson.
3. Activates students' prior knowledge and hooks their interest in each lesson and new vocabulary.
3. Uses clear explanations, appropriate language, and examples to present material.
3. Orchestrates effective strategies, questions, materials, technology, and groupings to foster student learning.
3. Has students actively think about, discuss, and use the ideas and skills being taught.
3. Differentiates and scaffolds instruction and uses peer and adult helpers to accommodate most students' learning needs.
3. Is flexible about modifying lessons to take advantage of teachable moments.
3. Has students sum up what they have learned and apply it in a different context.
2. Tells students some of the qualities that their finished work should exhibit.
2. Does a quick K-W-L (Know, Want to Know, Learned) exercise before beginning a unit.
2. Uses mediocre methods (e.g., thumbs up, thumbs down) to check for understanding during instruction.
2. Urges students to look over their work, see where they had trouble, and aim to improve those areas.
2. Posts some 'A' student work as an example to others.
2. Returns tests to students and follows up by clarifying a few items that caused problems.
2. Offers students who fail tests some additional time to study and do re-takes.
2. Sometimes doesn't refer students promptly for special help, and/or refers students who don't need it.
2. Records students' grades and notes some general patterns for future reference.
3. Reflects on the effectiveness of lessons and units and continuously works to improve them.
3. Communicates respectfully with parents and is sensitive to different families' culture and values.
2. Tells parents that he or she cares about their children and wants the best for them.
2. Sends home a list of classroom rules and the syllabus for the year.
2. Lets parents know about problems their children are having but rarely mentions positive news.
2. Sends home occasional suggestions on how parents can help their children with schoolwork.
3. Assigns appropriate homework, holds students accountable for turning it in, and gives feedback.
2. Is slow to respond to some parent concerns and comes across as unwelcoming.
2. Uses report card conferences to tell parents the areas in which their children can improve.
2. Tries to contact all parents, but ends up talking mainly to the parents of high-achieving students.
29
3/12/2015 12:04:53Teacher 1
3. Knows the subject matter well and has a good grasp of how students learn.
3. Plans the year so students will meet high standards and be ready for standardized assessments.
3. Plans most units with big ideas, essential questions, knowledge, skill, and non-cognitive goals.
2. Drafts unit tests as instruction proceeds.
3. Anticipates misconceptions that students might have and plans to address them.
3. Designs lessons focused on measurable, achievable outcomes aligned with unit goals.
2. Plans lessons with some consideration of long-term goals.
2. Plans lessons that involve a mixture of good and mediocre learning materials.
1. Plans lessons with no differentiation.
2. Organizes furniture and materials to support the lesson, with only a few decorative displays.
2. Announces and posts classroom rules and consequences.
2. Is fair and respectful toward most students builds positive relationships with some.
3. Wins almost all students' respect and discipline problems are few and far between.
3. Fosters positive interactions among students and teaches useful social skills.
3. Teaches routines and has students maintain them all year.
3. Develops students' self-discipline and teaches them to take responsibility for their own actions.
3. Has a repertoire of discipline 'moves' and can capture and maintain students' attention.
3. Maximizes academic learning time through coherence, lesson momentum, and smooth transitions.
3. Has a confident, dynamic presence and nips most discipline problems in the bud.
3. Uses incentives wisely to encourage and reinforce student cooperation.
1. Gives up on some students as hopeless.
1. Communicates a "fixed" mindset about ability; some students have it, some don't.
2. Tells students the main learning objectives of each lesson.
1. Rarely hooks students' interest or makes connections to their lives.
3. Uses clear explanations, appropriate language, and examples to present material.
1. Uses only one or two teaching strategies and types of materials and fails to reach most students.
2. Attempts to get students actively involved but some students are disengaged.
1. Fails to differentiate instruction for students with learning deficits.
2. Sometimes doesn't take advantage of teachable moments.
2. Sometimes brings closure to lessons and asks students to think about applications.
3. Posts criteria for proficiency, including rubrics and exemplars of student work.
1. Begins instruction without diagnosing students' skills and knowledge.
1. Uses ineffective methods ("Is everyone with me?") to check for understanding.
1. Allows students to move on without assessing and improving problems in their work.
1. Posts only a few samples of student work or none at all.
2. Returns tests to students and follows up by clarifying a few items that caused problems.
1. Tells students that if they fail a test, that's it; the class has to move on to cover the curriculum.
1. Often fails to refer students for special services and/or refers students who do not need them.
1. Records students' grades and moves on with the curriculum.
1. Does not draw lessons for the future when teaching is unsuccessful.
3. Communicates respectfully with parents and is sensitive to different families' culture and values.
2. Tells parents that he or she cares about their children and wants the best for them.
1. Doesn't inform parents about learning and behavior expectations.
1. Seldom informs parents of concerns or positive news about their children.
1. Rarely if ever communicates with parents on ways to help their children at home.
2. Assigns homework, keeps track of compliance, but rarely follows up.
3. Responds promptly to parent concerns and makes parents feel welcome in the school.
3. Uses conferences and report cards to give parents feedback on their children's progress.
1. Makes little or no effort to contact parents.
1. Does not reach out for extra support from parents or the community.
2. Has moderate absences (6-10%). If there are extenuating circumstances, state below.
3. Uses correct grammar, syntax, usage, and spelling in professional contexts.
3. Is punctual and reliable with paperwork, duties, and assignments; keeps accurate records.
3. Demonstrates professional demeanor and maintains appropriate boundaries.
3. Is ethical and forthright, uses good judgment, and maintains confidentiality with student information.
2. When asked, will serve on a committee and attend an extra activity.
2. Occasionally suggests an idea aimed at improving the school.
2. Is somewhat defensive but does listen to feedback and suggestions.
2. Meets occasionally with colleagues to share ideas about teaching and students.
2. Can occasionally be persuaded to try out new classroom practices.
30
3/12/2015 12:04:53Teacher 1
3. Knows the subject matter well and has a good grasp of how students learn.
2. Has done some thinking about how to cover high standards and test requirements this year.
3. Plans most units with big ideas, essential questions, knowledge, skill, and non-cognitive goals.
3. Plans on-the-spot and unit assessments to measure student learning.
3. Anticipates misconceptions that students might have and plans to address them.
3. Designs lessons focused on measurable, achievable outcomes aligned with unit goals.
3. Designs lessons that are relevant, motivating, and likely to engage most students.
2. Plans lessons that involve a mixture of good and mediocre learning materials.
3. Designs lessons that target several learning needs, styles, and interests.
3. Organizes classroom furniture, materials, and displays to support unit and lesson goals.
2. Announces and posts classroom rules and consequences.
3. Is fair and respectful toward students and builds positive relationships.
2. Wins the respect of some students but there are regular disruptions in the classroom.
3. Fosters positive interactions among students and teaches useful social skills.
3. Teaches routines and has students maintain them all year.
3. Develops students' self-discipline and teaches them to take responsibility for their own actions.
3. Has a repertoire of discipline 'moves' and can capture and maintain students' attention.
3. Maximizes academic learning time through coherence, lesson momentum, and smooth transitions.
3. Has a confident, dynamic presence and nips most discipline problems in the bud.
3. Uses incentives wisely to encourage and reinforce student cooperation.
4. Exudes high expectations, urgency, and determination that all students will master the material.
4. Actively inculcates a "growth" mindset; take risks, learn from mistakes, through effective effort you can and will achieve at high levels.
2. Tells students the main learning objectives of each lesson.
3. Activates students' prior knowledge and hooks their interest in each lesson and new vocabulary.
3. Uses clear explanations, appropriate language, and examples to present material.
3. Orchestrates effective strategies, questions, materials, technology, and groupings to foster student learning.
3. Has students actively think about, discuss, and use the ideas and skills being taught.
3. Differentiates and scaffolds instruction and uses peer and adult helpers to accommodate most students' learning needs.
3. Is flexible about modifying lessons to take advantage of teachable moments.
2. Sometimes brings closure to lessons and asks students to think about applications.
2. Tells students some of the qualities that their finished work should exhibit.
2. Does a quick K-W-L (Know, Want to Know, Learned) exercise before beginning a unit.
3. Frequently checks for understanding and gives students helpful information if they seem confused.
2. Urges students to look over their work, see where they had trouble, and aim to improve those areas.
3. Regularly posts students' work to make visible their progress with respect to standards.
3. Promptly uses data from interim assessments to adjust teaching, re-teach, and follow up with failing students.
3. Takes responsibility for students who are not succeeding and gives them extra help.
3. When necessary, refers students for specialized diagnosis and extra help.
3. Analyzes data from assessments, draws conclusions, and shares them appropriately.
3. Reflects on the effectiveness of lessons and units and continuously works to improve them.
3. Communicates respectfully with parents and is sensitive to different families' culture and values.
4. Shows each parent an in-depth knowledge of their child and a strong belief that he or she will meet or exceed standards.
3. Gives parents clear expectations for student learning and behavior for the year.
3. Promptly informs parents of behavior and learning problems, and also updates parents on good news.
3. Updates parents on the unfolding curriculum and suggests ways to support learning at home.
3. Assigns appropriate homework, holds students accountable for turning it in, and gives feedback.
3. Responds promptly to parent concerns and makes parents feel welcome in the school.
3. Uses conferences and report cards to give parents feedback on their children's progress.
3. Reaches out to all parents and is tenacious in contacting hard-to-reach parents.
3. Reaches out to families and community agencies to bring in volunteers and additional resources.
3. Has very good attendance (95-97%).
3. Uses correct grammar, syntax, usage, and spelling in professional contexts.
3. Is punctual and reliable with paperwork, duties, and assignments; keeps accurate records.
4. Presents as a consummate professional and always observes appropriate boundaries.
31
3/12/2015 12:04:58Teacher 1
2. Is somewhat familiar with the subject and has a few ideas of ways students learn.
3. Plans the year so students will meet high standards and be ready for standardized assessments.
2. Plans lessons with some thought to larger goals and objectives and higher-order thinking skills.
3. Plans on-the-spot and unit assessments to measure student learning.
2. Has a hunch about one or two ways that students might become confused with the content.
4. Designs each lesson with clear, measurable, achievable goals, closely aligned with standards and unit outcomes.
3. Designs lessons that are relevant, motivating, and likely to engage most students.
4. Designs lessons that use an effective mix of high-quality, multicultural learning materials and technology.
3. Designs lessons that target several learning needs, styles, and interests.
2. Organizes furniture and materials to support the lesson, with only a few decorative displays.
3. Clearly communicates and consistently enforces high standards for student behavior.
2. Is fair and respectful toward most students builds positive relationships with some.
2. Wins the respect of some students but there are regular disruptions in the classroom.
2. Often lectures students on the need for good behavior, and makes an example of "bad" students.
3. Teaches routines and has students maintain them all year.
2. Tries to get students to be responsible for their actions, but many lack self-discipline.
2. Has a limited disciplinary repertoire and some students are not paying attention.
3. Maximizes academic learning time through coherence, lesson momentum, and smooth transitions.
2. Tries to prevent discipline problems but sometimes little things escalate into big problems.
2. Uses extrinsic rewards in an attempt to get students to cooperate and comply.
2. Tells students that the subject matter is important and they need to work hard.
3. Tells students that effective effort, not innate ability, is the key.
4. Shows students exactly what's expected by posting essential questions, goals, rubrics, and exemplars; virtually all students can articulate them.
3. Activates students' prior knowledge and hooks their interest in each lesson and new vocabulary.
3. Uses clear explanations, appropriate language, and examples to present material.
4. Uses a wide range of well-chosen, effective strategies, questions, materials, technology, and groupings to accelerate student learning.
3. Has students actively think about, discuss, and use the ideas and skills being taught.
3. Differentiates and scaffolds instruction and uses peer and adult helpers to accommodate most students' learning needs.
3. Is flexible about modifying lessons to take advantage of teachable moments.
2. Sometimes brings closure to lessons and asks students to think about applications.
3. Posts criteria for proficiency, including rubrics and exemplars of student work.
2. Does a quick K-W-L (Know, Want to Know, Learned) exercise before beginning a unit.
3. Frequently checks for understanding and gives students helpful information if they seem confused.
3. Has students set goals, self-assess, and know where they stand academically at all times.
2. Posts some 'A' student work as an example to others.
2. Returns tests to students and follows up by clarifying a few items that caused problems.
2. Offers students who fail tests some additional time to study and do re-takes.
2. Sometimes doesn't refer students promptly for special help, and/or refers students who don't need it.
2. Records students' grades and notes some general patterns for future reference.
3. Reflects on the effectiveness of lessons and units and continuously works to improve them.
3. Communicates respectfully with parents and is sensitive to different families' culture and values.
1. Does not communicate to parents knowledge of individual children or concern about their future.
3. Gives parents clear expectations for student learning and behavior for the year.
2. Lets parents know about problems their children are having but rarely mentions positive news.
2. Sends home occasional suggestions on how parents can help their children with schoolwork.
2. Assigns homework, keeps track of compliance, but rarely follows up.
2. Is slow to respond to some parent concerns and comes across as unwelcoming.
2. Uses report card conferences to tell parents the areas in which their children can improve.
1. Makes little or no effort to contact parents.
32
3/12/2015 12:04:59
3. Knows the subject matter well and has a good grasp of how students learn.
2. Has done some thinking about how to cover high standards and test requirements this year.
3. Plans most units with big ideas, essential questions, knowledge, skill, and non-cognitive goals.
4. Prepares diagnostic, on-the-spot, interim, and summative assessments to monitor student learning.
3. Anticipates misconceptions that students might have and plans to address them.
3. Designs lessons focused on measurable, achievable outcomes aligned with unit goals.
4. Designs highly relevant lessons that will motivate virtually all students and engage them in active learning.
3. Designs lessons that use an appropriate, multicultural mix of materials and technology.
3. Designs lessons that target several learning needs, styles, and interests.
4. Uses room arrangement, materials, and displays to create an inviting climate and maximize student learning.
4. Is direct, specific, consistent, and tenacious in communicating and enforcing very high expectations.
4. Shows warmth, caring, respect, and fairness for all students and builds strong relationships.
3. Wins almost all students' respect and discipline problems are few and far between.
3. Fosters positive interactions among students and teaches useful social skills.
4. Successfully inculcates class routines up front so that students maintain them throughout the year.
2. Tries to get students to be responsible for their actions, but many lack self-discipline.
3. Has a repertoire of discipline 'moves' and can capture and maintain students' attention.
4. Skillfully uses coherence, momentum, and transitions so that almost every minute of classroom time produces learning.
3. Has a confident, dynamic presence and nips most discipline problems in the bud.
3. Uses incentives wisely to encourage and reinforce student cooperation.
3. Conveys to students: This is important, you can do it, and I'm not going to give up on you.
3. Tells students that effective effort, not innate ability, is the key.
2. Tells students the main learning objectives of each lesson.
3. Activates students' prior knowledge and hooks their interest in each lesson and new vocabulary.
3. Uses clear explanations, appropriate language, and examples to present material.
4. Uses a wide range of well-chosen, effective strategies, questions, materials, technology, and groupings to accelerate student learning.
4. Gets virtually all students involved in focused activities, actively learning and problem-solving, losing themselves in the work.
4. Successfully reaches virtually all students by skillfully differentiating and scaffolding and using peer and adult helpers.
3. Is flexible about modifying lessons to take advantage of teachable moments.
2. Sometimes brings closure to lessons and asks students to think about applications.
33
34
9/8/2015 21:00:27
35
36
37
38
39
40
3. Clearly communicates and consistently enforces high standards for student behavior.
3. Is fair and respectful toward students and builds positive relationships.
3. Wins almost all students' respect and discipline problems are few and far between.
3. Fosters positive interactions among students and teaches useful social skills.
3. Teaches routines and has students maintain them all year.
3. Develops students' self-discipline and teaches them to take responsibility for their own actions.
3. Has a repertoire of discipline 'moves' and can capture and maintain students' attention.
3. Maximizes academic learning time through coherence, lesson momentum, and smooth transitions.
3. Has a confident, dynamic presence and nips most discipline problems in the bud.
3. Uses incentives wisely to encourage and reinforce student cooperation.
1. Gives up on some students as hopeless.
2. Doesn't counteract students' misconceptions about innate ability.
4. Shows students exactly what's expected by posting essential questions, goals, rubrics, and exemplars; virtually all students can articulate them.
1. Rarely hooks students' interest or makes connections to their lives.
4. Presents material clearly and explicitly, with well-chosen examples and vivid, appropriate language.
2. Uses a limited range of classroom strategies, questions, materials, and groupings with mixed success.
3. Has students actively think about, discuss, and use the ideas and skills being taught.
1. Fails to differentiate instruction for students with learning deficits.
3. Is flexible about modifying lessons to take advantage of teachable moments.
2. Sometimes brings closure to lessons and asks students to think about applications.
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3. Clearly communicates and consistently enforces high standards for student behavior.
3. Is fair and respectful toward students and builds positive relationships.
3. Wins almost all students' respect and discipline problems are few and far between.
3. Fosters positive interactions among students and teaches useful social skills.
3. Teaches routines and has students maintain them all year.
3. Develops students' self-discipline and teaches them to take responsibility for their own actions.
3. Has a repertoire of discipline 'moves' and can capture and maintain students' attention.
3. Maximizes academic learning time through coherence, lesson momentum, and smooth transitions.
3. Has a confident, dynamic presence and nips most discipline problems in the bud.
3. Uses incentives wisely to encourage and reinforce student cooperation.
1. Gives up on some students as hopeless.
2. Doesn't counteract students' misconceptions about innate ability.
4. Shows students exactly what's expected by posting essential questions, goals, rubrics, and exemplars; virtually all students can articulate them.
1. Rarely hooks students' interest or makes connections to their lives.
4. Presents material clearly and explicitly, with well-chosen examples and vivid, appropriate language.
2. Uses a limited range of classroom strategies, questions, materials, and groupings with mixed success.
3. Has students actively think about, discuss, and use the ideas and skills being taught.
1. Fails to differentiate instruction for students with learning deficits.
3. Is flexible about modifying lessons to take advantage of teachable moments.
2. Sometimes brings closure to lessons and asks students to think about applications.
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